Intergroup Contact and Minority-Language Education Reducing Language-Based Discrimination and Its Negative Impact
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 sug-gest ways of reducing prejudice among memb...
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| Format: | Text |
| Language: | English |
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| Online Access: | http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.1027.8469 http://jls.sagepub.com/content/26/2/157.full.pdf |
| Summary: | 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 sug-gest 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 psy-chology of the minority-language group. Supported by research with Inuit children in Arctic Quebec, the authors describe how heritage-language education can have a posi-tive impact on personal and social identity, support heritage-language development, facilitate second-language acquisition, and perhaps buffer the negative impact of dis-crimination on self-esteem and well-being by supporting the development of strong in-group identification. |
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