Language Identity and Social Behaviour: A Sociocultural Approach to the Study of the Concept 'Will' on the Effectiveness of the 'How's' and 'Why's' of Bilingualism. Linkoping Studies in Education and Psychology No. 42.

N

254

Bilingual Education; Bilingualism; Cultural Awareness; Cultural Context; Cultural Pluralism; Educational Research; Elementary Secondary Education; Foreign Countries; Immigrants; Language Research; Language Role; Language Teachers; Minority Groups; Native Language Instruction; Self Concept; Social Influences; Sociocultural Patterns

1102-7517

This study examined the problems of bilingualism among 28 Iranian students in Swedish schools, focusing on sociocultural influences of the majority culture on the minority group and their effects on the students' perceptions and educational outcomes. The students and 35 native-language teachers were observed and interviewed in their work contexts for three years. Toward the end of the study, essay tests were administered to 20 of the students in upper secondary school. Results are presented in the form of major findings from the literature survey; findings concerning the study's methodology and the model used for analysis; and findings from the data gathered, presented separately for observations; discussions with teachers; and student essays. Issues discussed in these summaries include: influences of the majority and minority language cultures on Iranian students' behaviors; values and belief systems; family role; cultural isolation; levels of home language activity and maintenance; and community role. A major conclusion is that three factors: language, cultural co-existence, and equilibrium within the social system, are highly interdependent. Implications for practitioners are discussed. Contains 13 pages of references. (MSE)

1995

ED384238