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Parental attitudes to language learning in Arabic and Chinese supplementary/complementary schools: a case study
Stella Bullo-Alos and Amy Wang([email protected]; [email protected])
Languages DepartmentManchester Metropolitan UniversityRoutes into Languages
Some quotes from focus groups
“I didnt learn Arabic as a child…I really feel that that part of me is missing...”
“Its our duty as parents to help them learn Arabic...”
“Chinese language is fascinating...”
“You are Chinese, you have to learn Chinese...”
Introduction
Research questions Background Methodology and data Findings
based on a corpus approach based on appraisal theory
Implications
Research questions
What attitudes do parents have to Arabic and Chinese learning
at supplementary schools?
What factors influence their attitudes to Arabic and Chinese
language learning?
What elements are considered as having an influence on the
children’s language learning process?
To what extent do Arabic parents’ attitudes differ from the
Chinese, and vice versa?
What implications can be drawn for supplementary education?
Background to the study: COLT
The Community and Lesser Taught Languages (COLT) project is part of the Routes into Languages DCSF and HEFCE funded initiative which has the overall aim of increasing the up-take of languages in schools and higher education
The focus of the NW consortium activities is to promote languages in general and Community Language in particular, working with Arabic, Chinese, Urdu and Italian.
close collaboration with SS and MS language enrichment events for 3000 pupils in
the region A Level days design and delivery of Community Language
teacher training student ambassador mentoring scheme advice and support
Background to the study: COLT II
Background (I): attitude
viewed as an “underlying predisposition to act or
evaluate behaviour in a certain way” (Gardner, 1985;
McGroarty, 2007: 5)
includes values and beliefs that promote or discourage
language learning
Evaluative attitudes encoded in discourse are
dependent on the socio-cultural background and
positioning of the speakers (Eggins and Slade, 1997).
Background (I): studies of attitudes
The majority of studies that examine attitudes to
language learning focus on pupils’ attitudes
(Gardner, 1991; Lambert and Tucker, 1972;
Gibbons and Ramirez, 2004).
Little consideration is given to parental attitudes.
Background (III): parental attitudes
“At the crossroads of maintaining ethnic language and being
assimilated into the mainstream culture, the parents and children in
Chinese immigrant families face a tough dilemma. In order to
maintain the ethnic culture and ingroup cohesiveness in the family,
the Chinese parents expect their children to learn Chinese. At the
same time, in order for their children to excel in society, the parents
desire their children to learn the dominant language” (Ou and
McAdoo, 1980, 1993; Sollenberger, 1968; cited in Luo, 2000: 308).
Background (IV): parental attitudes
Parental attitudes
Shaped by “the personal experience of
schooling and by the specific learning context”
(McGroarty, 2007: 18).
Reflect “responses to the wider cultural themes
framing their own experiences” (McGroarty,
2007: 19).
Linguistic approaches to attitudes
Appraisal Theory: The language of
emotion, ethics/morality and aesthetics
The Attitude system of the Appraisal framework
works within the framework of Hallidays (e.g. 1994)
systemic functional linguistics (SFL) and is
concerned with values by which speakers pass
judgements and associate emotional responses with
participants and processes
Linguistic approaches to attitudes (II)
Appraisal (Martin and White, 2005) considers three types of attitude:
Emotional reactions [AFFECT] “...they enjoy learning...”
Moral evaluations (admiration or criticism) by reference to norms
and conventions [JUDGEMENT] “...its our duty as parents to help
them learn Arabic ..”
Aesthetic evaluations of the quality of processes and products
[APPRECIATION] “...the Chinese language is fascinating...”
All three ways of feeling can be a) positive or negative and b) explicit
or implicit
Methodology and data
Data collection
Two 1-hour long FG with parents of SS pupils (Chinese and Arabic) with 7-8 people each.
Data recorded, transcribed and coded
Data analysis: two approaches
Approach 1: Corpus approach Approach 2: Appraisal
Corpus approach
Corpus Keywords: words which occur with significantly greater frequency in one corpus than another
Concordance: a listing of all the occurrences of a particular word; e.g. problem
Collocation: the habitual co-occurrence of two (or more) words
(based on Hoffmann et al., 2008: 203)
Corpus findings (I): Keywords analysis
Arabic
religion-related words: Muslim (frequency=18,
keyness=19.850), religion (12, 13.233), Islamic (6,
6.617);
frequent use of school (73, 7.003)
Chinese
problem (6 vs. 27, 21.676)
mainstream (8 vs. 25, 15.186)
Corpus findings (II)
For Arabic parents, learning Arabic is related to religion.
“Its important because of our religion”.
“Its important to learn the language of the
Koran”
Learning Arabic is institutionalised:
frequent use of school (73 instances)
For Chinese parents, learning Chinese is problem-related:
frequent use of problem (27 instances).
Corpus findings (III): concordance
Concordance of problem from Chinese focus group
Corpus findings: Collocation analysis
Arabic: collocates with speak, in, and, and school.
Chinese: collocates with in, the, learn, is and speak.
Main difference - Arabic collocates with school.
Arabic
school frequently occurs with Arabic
a distinction is made between Arabic and English schools
Chinese - Chinese does not collocate with school, and
mainstream schools are referred to simply as school (unmarked).
Appraisal approach I
a) Main categories of elements being discussed or appraised were
identified. They are: Identity Language learning and use and subcategories:
Learning Arabic or Chinese language Learning languages in general Learning A or C at HE Parental use of L1 and role (of L1 and of parents in
children’s language learning) Mainstream school (teaching and learning) Supplementary school (teaching and learning) Status (language and Supplementary school)
Appraisal approach II
b) Within these categories, lexical items displaying Appraisal in
the data identified were selected and categorized according to
the Appraisal Framework categories: Affect / Appreciation /
Judgment
c) Number of Appraisal occurrences calculated per turn (as
opposed to number of words).
Arabic FG: total number of turns 310 of which 67 contain instances
of Appraisal (22%)
Chinese FG: total number of turns 215 (longer turns than Arabic
FG) of which 98 contained Appraisal instances 45%)
Appraisal results IChinese Focus Group (CFG) Arabic Focus Group (AFG)
Participants:
8 parents, 2 males and 6 females Same nationality parents All speak Mandarin as L1 or know Mandarin Non-native speakers of English
Participants:
7 parents, all female Mixed nationality parents Some of them do not speak Arabic as L1 All Muslim Non-native speakers of English
Dialogue:
Appraisal of their childrens SS experience and use of the language Fewer but longer turns than AFG Plenty of Appraisal instances Children’s attitudes are described Parental expectations are not strong
Dialogue:
Reasons for the children learning the language and personal experience Mainly anecdotal conversation Not a lot of appraisal used / mainly anecdotal Parental expectations are evidenced
Appraisal results II
+ attitude
- attitude
Affect Apprecia-tion
Judgement
Chinese
46% 54% 11% 28% 61%
identity 10% 11%
Language learning & use 60% 63% 43%
MS 10% 8% 6%
SS 20% 29% 21%
Status 19%
Arabic
82% 18% 30% 5% 65%
identity 6% 13%
Language learning & use 38% 53%
MS 17% 8%
SS 39% 100% 26%
Status
Appraisal results III
Chinese Arabic
Nearly balanced polarity, slightly negative (54%)
Mostly positive attitude (82%)
Judgement (65%)Lang learn & use; SS; status; identity and MS*
Judgement (61%)Lang learn & use; SS; identity and MS*
Main points raised by parents:
Difficult to maintain Chinese environment
Lack of institutional support and challenges of the SS
Lack of motivation (qualifications) Support of children’s choice, even
if Chinese is not present in the future
Main points raised by parents:
Importance of religion, culture knowledge and family (abroad) in language learning;
SS education as duty based Personal experiences They expect and hope Arabic to
be present in their children’s future education
Appraisal results IV
Chinese Arabic
Appreciation (28%) Affect (30%)
Lang learn & use; SS; and MS* Lang learn & use; SS; MS and Identity*
practicality and aesthetic elements
lack of strong interest in children’s future due to perceived poor standards
need of both sectors MS and SS to work together
benefits of learning the Chinese for non-Chinese children
parents’ own experience and belief system;
children enjoy attending SS and are happy and proud to learn Arabic
children become more aware as they grow older
no links with MS but MS acknowledging Arabic speakers
Appraisal results V
Chinese Arabic
Affect is low (11%) Appreciation is very low (5%)
Discusses most categories briefly, concentrating on Language learning & use
Discussion of SS
Affect relates to the children’s enjoyment of being exposed to a Chinese environment
Positive discussions of the SS, its running and its effect.
Conclusions I
Chinese parents attitudes consider:
Focus on practicalities of language learning (e.g.
qualifications)
Motivation is practical (e.g. qualifications)
Learning environment and institutional support as areas to
improve
Language learning based on their appreciation of Chinese
language and culture
Allow for flexibility in children’s future learning
Conclusions II
Arabic parents’ attitudes consider:
Language learning is institutionalised
Focus on religion and religious identity
Motivation is cultural (in-group)
Learning for religious and in-group culture
Language learning based on affective factors such as own
learning experience of the language
High expectations for children’s future language learning
Implications
Collaboration between Chinese SS and MS
Qualifications for Chinese learning
Pedagogical considerations for Chinese
Cultural context (and religious identity) considered in Arabic language education (not only language input)
Limitations of the study
This is a case study of 2 schools – a larger sample of schools for more accurate generalisation
Cross examination with children’s perspective would be appropriate
References I
Eggins, S. and Slade, D. (1997). Analysing Casual Conversation. London: Cassell.
Gardner, R.C. (1985). Social Psychology and Second Language Learning. The Role of Attitudes and motivation. London: Edward Arnold.
Gardner, R.C. (1991). Attitudes and motivation in second language learning. in A.G. Reynolds (Ed.), Bilingualism, Multiculturalism, and Second Language learning (pp. 43-63). Hillsdale, NJ: Lawrence Erlbaum.
Gardner, R.C. and Lambert, W. (1972). Attitudes and Motivation in Second Language Learning. Rowley, MA: Newbury House
Gibbons, J., E. Ramirez, et al. (2004). Maintaining a Minority Language: a case study of Hispanic teenagers. Clevedon, England; Buffalo, Multilingual Matters.
References IIHalliday, M.A.K. (1994). An Introduction to Functional Grammar. (2nd
edition). London: Edward Arnold.
Hoffmann, S., Evert, S., Smith, N., Lee, D. and Y. Berglund Prytz. (2008). Corpus Linguistics with BNCweb – A Practical Guide. Frankfurt: Peter Lang.
Lambert, W.E. and Tucker, G.R. (1972). Bilingual Education of Children. The St. Lambert experiment. Rowley, MA: Newbury House.
Luo, S-H. and R. L. Wiseman. 2000. Ethnic language maintenance among Chinese immigrant children in the United States. International Journal of Intercultural Relations, 24: 307-324.
Martin, J. R., and White, P. R. R. (2005). The Language of Evaluation: Appraisal in English. Basingstoke, Hants.: Palgrave Macmillan.
References IIIMcGroarty, M. (2007). Language attitudes, motivation and standards.
In S.L. McKay & N.H. Hornberger (Eds.). Sociolinguistics and Language Teaching (pp. 3-46). NY: Cambridge University Press.
Ou, Y. and H. P. McAdoo. (1980). Ethnic preference and self-concept in Chinese children. In paper presented at Eighty-eighth Annual Meeting of American Psychological Association, Montreal.
Ou, Y. and H. P. McAdoo. (1993). Socialization of Chinese American children. In H. P. McAdoo (Ed.), Family Ethnicity: Strength in Diversity (pp. 245-270). Newbury Park, CA: Sage Publications.
Sollenberger, R. (1968). Chinese American child-rearing practices and juvenile delinquency. Journal of Social Psychology, 74, 13-23.