Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
. 2014 Jan;45(1):52-66.
doi: 10.1044/2013_LSHSS-13-0020.

Effect of language context on ratings of shy and unsociable behaviors in English language learner children

Andrea C Ash, Mabel L Rice, Sean M Redmond

Effect of language context on ratings of shy and unsociable behaviors in English language learner children

Andrea C Ash et al. Lang Speech Hear Serv Sch. 2014 Jan.

Abstract

Purpose: The primary goal of this study was to explore the effect of language context on the socially withdrawn behaviors of school-age-children who are English language learners (ELLs) from middle- to high-socioeconomic status (SES) backgrounds. This is one of the 1st studies to address the frequently confused concepts of shyness and unsociability as independent constructs within the ELL population. The authors of this study also investigated the feasibility of an experimental parent and child questionnaire that examines shyness and unsociability across native-language and English-speaking contexts.

Method: Children and mothers (34 of whom were ELLs and 37 of whom were native English speakers) were administered an experimental questionnaire examining the children's shy and unsociable behavior in native-language and English-speaking contexts.

Results: Children and mothers in the ELL group reported significantly higher ratings of shy behavior in English-speaking versus native-language contexts, whereas unsociable ratings did not differ across language contexts.

Conclusions: Shyness and unsociability are distinguishable behaviors in ELL children, and researchers should consider these constructs when examining withdrawal. In addition, examining ELL children's behavior across language contexts provides a valuable method for investigating language-influenced behavioral problems. This study demonstrates the need for service providers to evaluate behavior across subtype and language context before pathologizing withdrawal in ELL children.

PubMed Disclaimer

Figures

Figure 1
Figure 1
Visual Likert Scale
Figure 2
Figure 2
English language learner group, significant interaction for Rater × Behavior Note: WBS rating of behavior frequency: 1 = never, 2 = not often, 3 = sometimes, 4 = often, 5 = very often
See this image and copyright information in PMC

References

    1. Asendorpf JB. Beyond social withdrawal: shyness, unsociability and peer avoidance. Human Development. 1990;33:250–259.
    1. Asendorpf JB. Development of inhibited children's coping with unfamiliarity. Child Development. 1991;62:1460–1474. - PubMed
    1. Asendorpf JB. Beyond temperament: A two-factorial coping model of the development of inhibition during childhood. In: Rubin KH, Asendorpf JB, editors. Social withdrawal, inhibition, and shyness in childhood. Hillsdale, NJ: Erlbaum; 1993. pp. 265–290.
    1. Asendorpf JB. The malleability of behavioral inhibition: A study of individual developmental functions. Developmental Psychology. 1994;30:912–919.
    1. Ash AC. Language ability and social withdrawal: Ratings of English language learning children’s withdrawn behavior in native and nonnative language contexts. Lawrence, Kansas: Unpublished dissertation. University of Kansas; 2009.

Publication types

LinkOut - more resources