English-Plus Multilingualism as the New Linguistic Capital? Implications of University Students’ Attitudes Towards Languages of Instruction in a Multilingual Environment

This article investigates university students’ attitudes and perceptions about language in a multilingual country where most instruction is in English and annual national literacy results have been declining for at least 15 years. Despite this decline, English seems to be entrenched as the language of instruction, and at university it seems a foregone conclusion that instruction will occur in English. Bourdieu’s concept of linguistic capital is offered as an explanation for the preponderance of English, but the question is posed: Is the dominance of English as simple as desiring linguistic capital? Do students really regard English as critical to success, and if so, is it to the exclusion of their home languages? The results show that students invest considerable effort in learning English, but not to the exclusion of their home language and with little desire to assimilate with the English culture. The results also provide interesting and sometimes contrasting insights into students’ desired language of instruction.     

Perspective-Based Generic Questions as a Tool to Promote Student Biology Teacher Questioning

Research in Science Education - In biological research, generic questions that are derived from perspectives (ways of looking at and thinking about life processes) help in generating specific...     

Self-concept and ego development in deaf adolescents: a comparative study

Self-concept and ego development, two intertwined aspects of self-indicating well-being and social-cognitive maturation, respectively, were examined in a representative sample of deaf adolescents of normal intelligence (N = 68), using translated and adapted versions of Harter's (1988, Manual for the self-perception profile for adolescents. Denver, CO: University of Denver) multidimensional measure of self-concept and Loevinger's (1998, Technical foundations for measuring ego development. Mahwah, NJ: Lawrence Erlbaum) measure of ego development. Compared to hearing norm groups, deaf adolescents showed lower levels of self-perceived social acceptance, close friendships and ego development and higher physical appearance. Hierarchical multiple regression analyses controlling for sociodemographic variables showed positive associations of global self-worth with support for signing during childhood and quality of parent-child communication and of ego development with attending a regular school. Cluster analysis identified three social competence profiles: uniformly low competence, uniformly high competence, and low social acceptance with high physical appearance. Cluster membership was associated with school type, ego development, and (past) neurological disorder. The results are discussed in reference to interventions aimed at the well-being of deaf youth.