Learning to talk: community support and views of parents from socially disadvantaged families.

LEES, Janet, STACKHOUSE, Joy and GRANT, Gordon (2009). Learning to talk: community support and views of parents from socially disadvantaged families. Journal of Research in Special Educational Needs, 9 (2), 91-99.

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Link to published version:: https://doi.org/10.1111/j.1471-3802.2009.01121.x


Part of a multimethod ethnographic study that aimed to explore the knowledge of local parents concerning children learning to talk is described. The study was carried out with parents from several different ethnic and language groups in a socially disadvantaged part of Sheffield, a large city in the northeast of England.

In the phase of the study reported here, parents (either English, Urdu/Punjabi and Arabic speakers) took part in interviews, as well as contributing to the validation of the project. This study found that parents from diverse cultural and linguistic backgrounds living in this socially disadvantaged area, believed learning to talk to be very important and that family, community, including faith community, and professionals, have roles in promoting learning to talk. They indicated that local community groups, including faith communities, could play a positive role in supporting and developing their knowledge.

This paper will be of interest to those seeking innovative ways to support parents in socially excluded communities, particularly parents of children learning to talk, and so contribute to better outcomes for children, families and communities. It also contributes to our understanding of the development of parental knowledge about learning to talk in socially disadvantaged communities.

Item Type: Article
Research Institute, Centre or Group - Does NOT include content added after October 2018: Centre for Health and Social Care Research
Identification Number: https://doi.org/10.1111/j.1471-3802.2009.01121.x
Page Range: 91-99
Depositing User: Rebecca Jones
Date Deposited: 19 Jan 2012 14:26
Last Modified: 19 Mar 2021 00:30
URI: https://shura.shu.ac.uk/id/eprint/4323

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