Different Beliefs

Gibbons, John; Ramirez, Elizabeth

doi:10.1177/0261927x03260809

Cited by 22 publications

(8 citation statements)

References 7 publications

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“…For example, some studies (Nelson 2012;Phinney et al 2001) included different subsamples and thus each subsample produced an individual data-set. Some studies (Feuerverger 1989;Gibbons and Ramirez 2004;Kang and Kim 2012;Oh and Au 2005) reported the statistical correlation between the overall ethnic identity and each of the different dimensions of HL proficiency separately, while some studies (Kiang 2008;Maloof, Rubin, and Miller 2006;Oh and Fuligni 2010) reported the correlation between the overall HL proficiency and each of the different dimensions of ethnic identity separately. Hence, each correlation corresponded to an individual data-set.…”

Section: Analysis and Resultsmentioning

confidence: 99%

“…There is a volume of evidence about this relationship associated with different ethnic groups, including but not limited to Chinese Americans and Chinese Canadians (Feuerverger 1991;Kiang 2008;Noro 2009;Rosenthal and Feldman 1992;Zhang and Slaughter-Defoe 2009;Mehri 2011); Korean Americans and Korean Canadians (Feuerverger 1991;Lee 2002;Hong 2010); Armenian-, Japanese-, Mexican-and Vietnamese-Americans (Chinen and Tucker 2005;Bankston and Zhou 1995;Phinney et al 2001;Maloof, Rubin, and Miller 2006;Imbens-Bailey 1996); Latin-and Asian-Americans (Oh and Au 2005;Oh and Fuligni 2010); Italian-, Portuguese-, Ukrainian-and Jewish-Canadians (Feuerverger 1989(Feuerverger , 1991; Turkish and Hispanic Australians (Yagmur, Bot, and Korzilius 1999;Gibbons and Ramirez 2004); as well as Bangladeshi and Welsh British (Giles and Johnson 1987;Lawson and Sachdev 2004). Studies addressing bi-and multi-ethnic groups are emerging (Mehri 2011;Nelson 2012).…”

Section: Introductionmentioning

confidence: 99%

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A meta-analysis of the correlation between heritage language and ethnic identity

2014

Journal of Multilingual and Multicultural Development

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The interaction between heritage language (HL) and ethnic identity has gained increasing scholarly attention over the past decades. Numerous quantitative studies have investigated and vindicated this interaction within certain contexts. Nevertheless, quantitative evidence on this interaction across contexts is absent to date. The current meta-analysis aims to make a contribution in this regard. By integrating relevant studies, this meta-analysis presents a powerful estimation of the reality in relation to the interaction between HL and ethnic identity. By virtue of certain retrieval strategies and selection criteria, the meta-analysis includes 43 data-sets emerging from 18 studies that have addressed the statistical correlation between the proficiency of HL and the sense of ethnic identity associated with different ethnic groups. When contrasted to one another, the results of these included studies are significantly different. However, when combined together, these studies point to a statistically significant moderate positive correlation between sense of ethnic identity and proficiency of HL across different ethnic groups. This result has a medium effect. The meta-analysis also inspires some methodological and theoretical discussions.

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Section: Analysis and Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A meta-analysis of the correlation between heritage language and ethnic identity

2014

Journal of Multilingual and Multicultural Development

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“…objects of language attitudes are not only language varieties and their speakers but can be as many as all the social and psychological issues connected to the use and the existence of languages. For example, language attitude research includes attitudes towards minority languages (Romaine 1995;Barnes 2009;Gibbons and Ramirez 2004), bilingualism (Baker 1992;Vega 2008), language maintenance and language shift (Bentahila 1983;Hakuta and D'Andrea 1992;Crezee 2012), language variation (Bettoni and Gibbons 1988;Ryan and Giles 1982), codeswitching (Luna and Peracchio 2005;Pauwels 1991), dialects (Liebscher and Dailey-O'Cain 2009) and speech styles (Giles and Powesland 1975).…”

Section: Introductionmentioning

confidence: 99%

Bilingual idiosyncratic dimensions of language attitudes

Santello

2013

International Journal of Bilingual Education and Bilingualism

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The goal of this study is to identify new dimensions of language attitudes to allow for both their multidimensionality and possible language-specificity stemming from local sociolinguistic environments. Adopting a two-step methodology comprising (1) elicitation of adjectives in group interviews and (2) employment of the semantic differential technique within a direct approach, this article demonstrates that language attitudes of bilinguals may be made up of a number of latent dimensions that go beyond those found in previous academic studies. In particular, Italian English bilinguals in Australia rate their languages according to three idiosyncratic dimensions only partly ascertained in the literature: attractiveness, superiority and efficiency. These three dimensions, emerged through rotated principal component analysis, reveal the significance of bilingualism in attitude formation. Moreover, this study provides insights on language attitudes as constructions avulsed from their contextualised manifestations and indeed accounts for both their language-specific singularity and intrinsic multidimensionality.

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“…The children also declared having affective beliefs (Gibbons & Ramírez 2004a) about Colombia and the Spanish language. These positive beliefs towards the ethnic language are positive indicators of future LM (see Holmes et al 1993 whose findings I discussed in Chapter 1).…”

Section: Many Expressions That We Have In Spanish and As Colombians Are Different From What You Say And Feel In English So I Want Them Tomentioning

confidence: 99%

“…Attitudes generally have a cognitive (beliefs), an affective (feelings) and a conative (behavioural) component(Baker 1992:13ff;Garrett 2010). However, past research has used the term belief to refer to both conative and affective components in a manner equivalent to attitude (seeGibbons & Ramírez 2004a;Yu 2010; see also discussion inSallabank 2010:60-63). The term ideology, in contrast, tends to refer to beliefs which are shared by a group of people (seeVan Dijk 2011).…”

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confidence: 99%

Family Language Policies of Refugees: Ethiopians and Colombians in New Zealand

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<p>There has been a surprising dearth of research on language maintenance and shift in New Zealand over the last decade. This thesis addresses this gap by examining incipient patterns of language maintenance and shift in families in two refugee communities in Wellington. Earlier research suggests that immigrants may maintain their ethnic languages in spite of societal factors pressuring language shift for up to three generations. By then, however, language shift is often completed, with the third generation using the majority language only (Fishman 1991). In a largely monolingual country such as New Zealand, this shift may be accomplished in only two generations (Holmes et al. 1993). Understanding the language dynamics at the micro level that eventually lead to language maintenance or shift requires more research into actual language use among family members than traditional methods provide. This investigation therefore uses ethnographic observations, semi-structured interviews and recordings of naturally-occurring interactions between mothers and their children to highlight the challenges involved in transmitting a minority language. Using Spolsky’s (2004) tripartite model of language policy, I investigate family language beliefs, practices, and management in the refugee-background Ethiopian and Colombian communities. The Amharic-speaking Ethiopian community consists mostly of first and second generation members. They first settled in New Zealand in the 1990s and now display awareness of the challenges of maintaining their language. Most Ethiopian parents consider it their responsibility to teach their children Amharic in the home and many have introduced explicit language policies to promote Amharic use. These families exhibit an ‘impact belief’ (De Houwer 1999) which links their positive beliefs about Amharic with their management of family language practices. Nevertheless, in some cases children subvert and contest explicit language management and become primary agents of language shift. Supporting the parents’ efforts, the Ethiopian Orthodox Church provides a social space where Amharic may be used backed by an explicit policy which requires all members to use the language when at church. This policy provides valuable institutional support and cultural capital for Amharic and contributes to the vitality of the language in Wellington. The Colombian community has had a relatively shorter stay in Wellington, with the first members arriving as recently as 2008. Colombian mothers want to transmit Spanish and many seem confident that their children will maintain the language. In particular, they consider the Colombian variety of Spanish to be a source of pride and a core value (Smolicz 1992), as many participants closely link this variety to their Colombian identity. They further capitalise on the prestige of Spanish as a world language that motivates them to use it even outside their ethnic community. However, few families have put in place explicit language policies to use Spanish in the home; instead, many regard it as a more urgent concern that their children learn English. Overall, despite the community members’ positive attitudes towards their ethnic languages, their efforts to transmit these languages appear to be constrained by the fact that English is invested with considerable cultural capital (Bourdieu 1977) in New Zealand. English acquisition often takes priority, particularly for many newly arrived Colombian families. The participants’ refugee experiences, length of residence in New Zealand and the societal status of their ethnic languages seem influential factors on the degree of control they assume over their children’s language practices. Families also dynamically adapt their language policies to the circumstances, for example by introducing an explicit minority language policy after their children have acquired what they consider to be enough English. Despite a strong desire for their children to continue speaking the ethnic language, the parents have many other (non-linguistic) responsibilities and they frequently lack knowledge about “success strategies” for minority language transmission. Moreover, the children often take significant agency by introducing English into the home domain, in some cases even influencing other family members to use it, and thus initiating language shift. The detailed interactional data in this research provides insight into the different ways parents have instantiated their varying language policies and negotiated home language choice with their children. In sum, this research provides insight into language transmission efforts at the family level, and, using data from observations, interviews and recordings of mother-child interaction, describes in detail the unfolding of language maintenance dynamics. The thesis presents valuable insight into the underlying beliefs about Amharic and Spanish, the role of explicit language management strategies, parental socialisation and discourse styles and children’s agency. As the first such research covering two recent refugee communities it will hopefully assist the individual families to socialise their children in a way that enables them to become proficient minority language speakers. This will ensure a linguistically rich future for New Zealand.</p>

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Different Beliefs

Cited by 22 publications

References 7 publications

A meta-analysis of the correlation between heritage language and ethnic identity

A meta-analysis of the correlation between heritage language and ethnic identity

Bilingual idiosyncratic dimensions of language attitudes

Family Language Policies of Refugees: Ethiopians and Colombians in New Zealand

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