Transmitting white monolingual Anglo-American norms: A concept analysis of “quality of language” in parent-child interactions
Bibliographic record
Abstract
Abstract 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.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.004 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".