ERIC Number: ED468998
Record Type: Non-Journal
Publication Date: 2002-Aug
Reference Count: N/A
Domain-Specific Verbal Self-Concepts of Trilingual Teachers.
Yeung, Alexander Seeshing; Wong, Edwin King Por
Researchers have emphasized the domain specificity of academic self-concept. For monolingual students, verbal and math self-concepts have been found to be distinct constructs. However, the assumption of a single distinct verbal construct may be questionable for individuals speaking multiple languages. Primary and secondary school teachers from Hong Kong responded to English, math, Cantonese, and Mandarin self-concept items. Confirmatory factor analysis found support for the distinction of the four domain-specific self-concepts. However, English self-concept had a low correlation with Mandarin self-concept and a negative correlation with Cantonese self-concept. The correlation was negative between Cantonese and Mandarin, even though both were Chinese. These very low correlations did not allow the language constructs to form a single verbal factor. The results challenge the assumption of a single verbal self-concept construct for speakers of multiple languages. The verbal self-concept constructs can be very distinct and unrelated for the trilingual. The self-concept and intent scales used for the study are appended. (Contains 48 references.) (Author/SM)
Descriptors: Cantonese, Elementary Secondary Education, Foreign Countries, Mandarin Chinese, Multilingualism, Self Concept
For full text: http://edweb.uws.edu.au/self/Conferences/2002_Proceedings_Refereed.htm.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong