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Linguistic Minorities (linguistic + minority)

Distribution by Scientific Domains
Education42%

Selected Abstracts

The Use of Generalizability (G) Theory in the Testing of Linguistic Minorities

EDUCATIONAL MEASUREMENT: ISSUES AND PRACTICE, Issue 1 2006
Flores, Guillermo Solano
We contend that generalizability (G) theory allows the design of psychometric approaches to testing English-language learners (ELLs) that are consistent with current thinking in linguistics. We used G theory to estimate the amount of measurement error due to code (language or dialect). Fourth- and fifth-grade ELLs, native speakers of Haitian-Creole from two speech communities, were given the same set of mathematics items in the standard English and standard Haitian-Creole dialects (Sample 1) or in the standard and local dialects of Haitian-Creole (Samples 2 and 3). The largest measurement error observed was produced by the interaction of student, item, and code. Our results indicate that the reliability and dependability of ELL achievement measures is affected by two facts that operate in combination: Each test item poses a unique set of linguistic challenges and each student has a unique set of linguistic strengths and weaknesses. This sensitivity to language appears to take place at the level of dialect. Also, students from different speech communities within the same broad linguistic group may differ considerably in the number of items needed to obtain dependable measures of their academic achievement. Whether students are tested in English or in their first language, dialect variation needs to be considered if language as a source of measurement error is to be effectively addressed. [source]

SAT Validity for Linguistic Minorities at the University of California, Santa Barbara

EDUCATIONAL MEASUREMENT: ISSUES AND PRACTICE, Issue 1 2004
Rebecca Zwick
The validity of the SAT as an admissions criterion for Latinos and Asian Americans who are not native English speakers was examined. The analyses, based on 1997 and 1998 UCSB freshmen, focused on the effectiveness of SAT scores and high school grade-point average (HSGPA) in predicting college freshman grade-point average (FGPA). When regression equations were estimated based on all students combined, some systematic prediction errors occurred. For language minorities, using only high school grades as a predictor led to predicted FGPAs that tended to exceed actual FGPAs, particularly for Latinos. Including SAT scores in the equation notably reduced prediction bias. Further analyses showed that, while HSGPA had the highest correlation with FGPA for most groups, SAT verbal score was the strongest predictor of FGPA for language minorities in 1998. An overriding conclusion is that combining data across language groups can obscure important test validity information. [source]

Linguistic Minorities in Central and Eastern Europe

JOURNAL OF LINGUISTIC ANTHROPOLOGY, Issue 2 2001
Victor A. Friedman
Linguistic Minorities in Central and Eastern Europe. Christina Bratt Paulston and Donald Peckham. eds. Clevedon, UK: Multilingual Matters, Ltd., 1998. xiv. 289 pp. [source]

Building Intercultural Citizenship through Education: a human rights approach

EUROPEAN JOURNAL OF EDUCATION, Issue 2 2008
RODOLFO STAVENHAGEN
This article analyses the challenges posed by traditional ethnic and linguistic minorities in multicultural states and more specifically the problems faced by indigenous peoples and communities. Their educational and cultural needs and demands are increasingly being framed in the language of human rights, based on the expanding international legal and institutional human rights system. The United Nations World Conference on Human Rights, held in Vienna in 1993, endorsed a rights-based approach to development, human rights education is a growing field in educational practice, respect for cultural diversity is now enshrined in international and domestic laws, and the right of every person to education and to culture has become a mainstay of international human rights principles to which a majority of the world's states has subscribed. [source]

Are immigrants, ethnic and linguistic minorities over-represented in jobs with a high level of compensated risk?

AMERICAN JOURNAL OF INDUSTRIAL MEDICINE, Issue 9 2010
Canada study using census, Results from a montréal, workers' compensation data
Abstract Objectives Few Canadian data sources allow the examination of disparities by ethnicity, language, or immigrant status in occupational exposures or health outcomes. However, it is possible to document the mechanisms that can create disparities, such as the over-representation of population groups in high-risk jobs. We evaluated, in the Montréal context, the relationship between the social composition of jobs and their associated risk level. Methods We used data from the 2001 Statistics Canada census and from Québec's workers' compensation board for 2000,2002 to characterize job categories defined as major industrial groups crossed with three professional categories (manual, mixed, non-manual). Immigrant, visible, and linguistic minority status variables were used to describe job composition. The frequency rate of compensated health problems and the average duration of compensation determined job risk level. The relationship between the social composition and risk level of jobs was evaluated with Kendall correlations. Results The proportion of immigrants and minorities was positively and significantly linked to the risk level across job categories. Many relationships were significant for women only. In analyses done within manual jobs, relationships with the frequency rate reversed and were significant, except for the relationship with the proportion of individuals with knowledge of French only, which remained positive. Conclusions Immigrants, visible, and linguistic minorities in Montréal are more likely to work where there is an increased level of compensated risk. Reversed relationships within manual jobs may be explained by under-reporting and under-compensation in vulnerable populations compared to those with knowledge of the province's majority language. Am. J. Ind. Med. 53:875,885, 2010. © 2010 Wiley-Liss, Inc. [source]