Transmitting white monolingual Anglo-American norms: A concept analysis of “quality of language” in parent-child interactions

White monolingual Anglo-American values permeate language acquisition research, which extends into public health and educational policies. “Quality of language” in parent-child interactions is often called upon to explain weaknesses in the language development of children who are racialized, experie...

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Bibliographic Details
Published in:	Applied psycholinguistics 2023-07, Vol.44 (4), p.431-459
Main Authors:	MacLeod, Andrea A.N., Demers, Catrine
Format:	Article
Language:	eng
Subjects:	Bilingualism Caregivers Children & youth Critical race theory Culture Education policy Educational Policy Families & family life Language Language Acquisition Middle class Monolingualism Multilingualism Native language acquisition Parent-child relations Parents & parenting Preschool Children Public health Race Racism Terminology Towards a Just and Equitable Applied Psycholinguistics Verbal communication
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Summary:	White monolingual Anglo-American values permeate language acquisition research, which extends into public health and educational policies. “Quality of language” in parent-child interactions is often called upon to explain weaknesses in the language development of children who are racialized, experiencing poverty, or bilingual. Indeed, many early intervention approaches build on this premise by aiming to improve the “quality of language” used by parents. We aimed to understand the conceptualizations of “quality of language” in studies of parent-child interaction through the critical lens of Community Cultural Wealth Theory and perspectives from development research across cultures. We completed a Systematic Concept Analysis of articles published from 2010 to 2022 and focused on parent-child interactions in the home environment. Our search identified 972 articles and 78 met the inclusion criteria, but only 45 papers provided a definition. These definitions covered eight conceptualizations but only three were previously described. We also found inequity in the use of this terminology, which focused on children who were bilingual, had disability, or experiencing poverty. Informed by a critical lens, we recommend the use of four new terms to encompass “quality of language.” We also recommend refraining from using this term as it is value-laden, poorly defined, and diminishes culturally sustaining language transmission practices.
ISSN:	0142-7164 1469-1817