Intergroup Contact and Minority-Language Education: Reducing Language-Based Discrimination and Its Negative Impact
Année :
2007
Auteur(e) :
Volume et numéro :
, 26
Collection :
, 2
Revue :
, Journal Of Language And Social Psychology
Pages :
, 157-181
Résumé
The authors consider two related approaches that may be important in the amelioration of language-based discrimination. The first focuses on the attitudes of the dominant-language group and applies recent perspectives on the intergroup contact theory to suggest ways of reducing prejudice among members of the dominant group. Research with White/Anglo children in California are used to show the potential benefits of bilingual over English-only education in this regard. The second approach focuses on the psychology of the minority-language group. Supported by research with Inuit children in Arctic Quebec, the authors describe how heritage-language education can have a positive impact on personal and social identity, support heritage-language development, facilitate second-language acquisition, and perhaps buffer the negative impact of discrimination on self-esteem and well-being by supporting the development of strong ingroup identification.
Thème :
BilinguismeÉducationIdentitéMinorités linguistiques
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