Linguistic and cultural affiliations of pupils of West Indian descent in English schools
Previous studies have found that West Indian pupils under-achieve in English schools. Unlike other ethnic minorities their ~English-speaking~ classification often precludes special language assistance. This study investigated the language usage and cultural affiliations of pupils of West Indian descent, using a sample of 241 twelve year olds from 7 schools. A special English test based on differences between Standard English and West Indian Dialect and an Attitude Test based on children's statements about culture, language, race and education were constructed and administered with a Cognitive Test and Anxiety Test. Teachers' views were obtained from a Teachers' Questionnaire. The experimental group was composed of pupils of West Indian descent taught by a compensatory programme that attempted to boost pupils' cultural self-esteem and correct language errors stemming from differences between 'Standard' and 'Dialect'. One control group comprised pupils of West Indian descent who received no special programme. The other was composed of white indigenous English children in similar schools. The main findings of the study were as follows: 1. English Test results indicated significant differences of score between
Vorhaus, G.
Special language assistance ; Cognitive test ; Anxiety test ; Cultural self-esteem ; Language errors
Linguistic and cultural affiliations of pupils of West Indian descent in English schools. Previous studies have found that West Indian pupils under-achieve in English schools. Unlike other ethnic minorities their ~English-speaking~ classification often precludes special language assistance. This study investigated the language usage and cultural affiliations of pupils of West Indian descent, using a sample of 241 twelve year olds from 7 schools. A special English test based on differences between Standard English and West Indian Dialect and an Attitude Test based on children's statements about culture, language, race and education were constructed and administered with a Cognitive Test and Anxiety Test. Teachers' views were obtained from a Teachers' Questionnaire. The experimental group was composed of pupils of West Indian descent taught by a compensatory programme that attempted to boost pupils' cultural self-esteem and correct language errors stemming from differences between 'Standard' and 'Dialect'. One control group comprised pupils of West Indian descent who received no special programme. The other was composed of white indigenous English children in similar schools. The main findings of the study were as follows: 1. English Test results indicated significant differences of score between
linguistic_cultural affiliation pupil west_indian descent english school previous_study find west_indian pupil under achieve english school unlike ethnic_minority english_speaking classification often preclude special_language assistance study_investigate language_usage cultural affiliation pupil west_indian descent use sample school special english test base difference standard_english west_indian dialect attitude test base child statement culture language race education construct cognitive test anxiety test teachers view obtain teachers questionnaire experimental_group compose pupil west_indian descent teach compensatory programme attempt boost pupil cultural self_esteem correct language error stem difference standard dialect control_group comprise pupil west_indian descent receive special programme compose white indigenous english child similar school main_finding study follow english test indicate significant_difference score