An examination of the validity of the Subjective Vitality Questionnaire

Abrams, Jessica R.; Barker, Valerie; Giles, Howard

doi:10.1080/01434630802369452

Cited by 45 publications

(38 citation statements)

References 44 publications

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“…First, the minority or heritage language (e.g., Spanish in the U.S.) predominantly belongs to individuals in society who are generally perceived as subordinates in relationship to majority language speakers (Kloss, 1967;Stewart, 1968). The minority/heritage language may be assigned negative connotations when it is seen to co-exist with unemployment, financial poverty, and social deprivation (Abrams, Barker & Giles, 2009;Giles, 2001). In contrast, English could be interpreted by the majority and minority populations as the dominant language associated with prestige and power.…”

Section: Theoretical Frameworkmentioning

confidence: 97%

“…Although one of the three major goals for TWBI programs is cross-cultural competence, it becomes challenging to attain linguistic and cultural equity in the classroom, because English is perceived as the language of power in the U.S. (Baker, 2011;Potowski, 2004;Sugarman, 2012;Volk & Angelova, 2007). Some studies have demonstrated evidence of teachers struggling at times to provide equal status of languages during classroom interaction ( de Jong, 2006;Fitts, 2006;Palmer, 2008Palmer, , 2009).…”

Section: Introductionmentioning

confidence: 97%

“…The three primary goals of TWBI are for students to become bilingual and biliterate, achieve academically at or above grade level, and attain positive cross-cultural attitudes (Baker, 2011;Fortune & Tedick, 2008;Lindholm-Leary, 2001; Thomas & Collier, 2002;Valdés, 1997). In the U.S. the programs generally start in kindergarten and progress through middle or high school.…”

Section: Introductionmentioning

confidence: 98%

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Language status in two-way bilingual immersion

Hernández

2015

JICB

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Research has shown that two-way bilingual immersion (TWBI) programs provide positive outcomes for all students to become bilingual, biliterate, and bicultural. Yet, studies have shown that there can be challenges in student-tostudent interaction in TWBI programs. This study reports on peer interaction dynamics during content instruction in two 90/10 programs through lesson observations, teacher interviews, and reflections. Teachers in Grades 4-6 provided their perspectives concerning the status of English and Spanish in their classrooms. Teachers also shared instructional strategies to support students' progress in Spanish. This study presents important instructional implications for sociocultural and sociolinguistic goals pertaining to English and Spanish speakers in TWBI programs.Spanish abstract at end.

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Section: Theoretical Frameworkmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 98%

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Language status in two-way bilingual immersion

Hernández

2015

JICB

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“…Mientras mayor sea la vitalidad que los individuos le otorgan a su grupo mayor será la energía que los miembros del grupo invertirán en preservar la identidad, actividades e influencias intergrupales (Abrams, Barker y Giles, 2009). Si bien la intención de obtener datos subjetivos presupone un primer acercamiento hacia el desarrollo de una epistemología del hablante, ella resulta muy limitada, ya que la forma de observación del objeto de estudio sigue estando ligada a un constructo teórico/metodológico que le otorga prominencia a la explicación numérica de la realidad social.…”

Section: Epistemología Del Hablante Y Vitalidad Lingüísticaunclassified

Vitalidad lingüística del mapudungun en Chile y epistemología del hablante

C¹

2013

RLA

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RESUMENEl artículo tiene como objetivo realizar una lectura crítica de los datos sobre vitalidad del mapudungun presentes en investigaciones de corte cuantitativo, proponiendo una lectura de los datos dentro de una perspectiva epistemológica diferente. A partir de los datos numéricos se realiza una interpretación cualitativa desde distintas dimensiones de análisis. Se observa un grado de vitalidad lingüística del mapudungun mayor que el representado por la cantidad de hablantes. Esta lectura se basa en la comprensión de la vitalidad lingüística como un proceso cuyas posibilidades descriptivas y explicativas emergen desde el relevamiento de los esquemas de distinción cognitivo/comunicativa desarrollados por los hablantes en la forma de epistemologías propias. Se trata de entender a la lengua en tanto cerradura operativa de comprensión de mundo, donde mundo representa una corporeidad cultural cuyo sustrato es la comunicación simbólica que solamente se realiza en y desde los ámbitos de uso que ésta contiene.Palabras clave: Vigencia lingüística, comprensión cultural, realidad social, identidad étnica. ABSTRACTThe aim of the present article is to make a critical review of linguistic vitality data presented in previous quantitative investigations, proposing a new reading from a different epistemological perspective. Using the reported numerical data, a qualitative interpretation from different dimensions of analysis is made, showing a grade of linguistic vitality of the mapudungun higher than the one was represented by the quantity of speakers. This reading is based in the understanding of linguistic vitality as a process of which descriptive and explicative possibilities arise from the emergency of the cognitive/communicative schemes of distinction of the speakers, and the development of their own epistemologies. In general, the subject of the present article deals with the understanding of language as

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“…First, the nature of the intergroup relations operating vis-s-vis opposing relevant gangs and other parties such as law enforcement and associated social identities need creative framing in any formal attempt to elaborate the model (Goldman et al). Relatedly, the intergroup concept of (objective and subjective) group vitalities (which has a substantial history and received a lot of attention in the multicultural literature) could be a predictive concept here (e.g., Abrams, Barker, & Giles, 2009;Giles, Bourhis, & Taylor, 1977). Vitality refers to how much a group has created, maintained and/or defended relative social advantages in terms of pride in their history, sheer numbers of its members, and the visibility of its culture and communicative mechanisms in the important layers of society, such as in the media, via music, and on the internet.…”

Section: Moving Beyond the Special Issuementioning

confidence: 99%

Group and intergroup parameters of gang activities: An introduction and research agenda

Wood

Giles

2014

Group Processes & Intergroup Relations

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In introducing this Special Issue on gangs, we overview the thrust of its papers, demonstrating how they assist in plugging research gaps from the dearth of psychological attention to gangs. The papers therein raise important theoretical considerations of group process effects, social identity, and communication influences in gangs. Also included are empirical examinations of how attitudes to formal organized crime groups may nurture progang views, how social networks bridge gang divides, the de-humanization and social dominance association with gang membership, and how membership longevity associates with gang members' attitudes to their group. We conclude with theoretical prospects and empirical vistas for future work. For instance, vitality theory may help explain members' immersion in gangs, discursive strategies could explain how youth are enticed into gangs and examinations of community and law enforcement attitudes to gangs may provide insight into how oppositional attitudes are fostered on both sides of the gang divide.

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An examination of the validity of the Subjective Vitality Questionnaire

Cited by 45 publications

References 44 publications

Language status in two-way bilingual immersion

Language status in two-way bilingual immersion

Vitalidad lingüística del mapudungun en Chile y epistemología del hablante

Group and intergroup parameters of gang activities: An introduction and research agenda

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