Taking the longer view: Explaining Multicultural London English and Multicultural Paris French

The article explores the perplexing outcomes of comparative research projects in London and Paris on language change in multilingual areas of the cities populated by large numbers of recent immigrants with very diverse language backgrounds. In London, as in many other northern European cities, language contact on such a large scale has resulted in the emergence of a “multiethnolect”: a repertoire of innovative linguistic forms used by young people of all ethnicities, including monolingual non‐immigrant speakers. In Paris, however, there was no such repertoire. I propose four factors that are necessary for a multiethnolect to emerge and that explain why similar processes of population movement, immigration, and globalization have produced such different linguistic outcomes in London and Paris. These factors remind us that language evolution, like language use, is constrained not only by the social characteristics of individuals but also by the socio‐cultural historical contexts in which individuals live.     

Adolescent Depression and Time Spent with Parents and Siblings

This study examines adolescent depressive symptoms and the quantity and quality of time spent by adolescents with their parents and siblings. We use measures of the quality of relationships with parents and siblings as proxy indicators for the quality of time spent with these social partners. The study emphasizes the salience of parent relationships to adolescent depression. The structural equation models suggest that time spent with parents is indirectly linked with the severity of depressive symptoms via adolescents’ perceptions of how accepting their parents are of them, and the extent to which parents avoid exerting psychological control. We discuss these findings in relation to clinical practice.     

Educational inequality across three generations in Australia

The transfer of advantage and disadvantage across multiple generations is receiving increasing attention in the international literature; however, transfers of resources across multiple generations in Australian families are less well understood. Using a longitudinal dataset of Australian children, we have the opportunity to not only investigate the transfer of educational resources across three generations in Australia, but also investigate the gendered nature of these transfers, which has been a limitation of other studies. We find no evidence of individual grandparent education effects on numeracy and reading scores for grandchildren in Year 3, independent of parent educational attainment and other covariates. However, significant effects on numeracy and reading scores were observed for children in families where both the grandmother and grandfather in maternal and paternal grandparent sets had high educational attainment (a diploma or university qualification), and where either or both the mother and father had a university qualification. These results suggest that the contribution of grandparents to the academic achievement of grandchildren cannot be fully explained by the parent generation and that the concentration of human capital in families contributes to educational inequalities across multiple generations that can be observed by eight years of age.     

Does the way maternity care is provided affect maternal and neonatal outcomes for young women? A review of the research literature

BackgroundYoung pregnant women who continue a pregnancy are primarily from a socioeconomically deprived background. The risk factors associated with low socio-economic status may independently affect perinatal and neonatal morbidity to a greater extent than the young age of the woman. Young pregnant women are frequently sceptical about health care providers who they can perceive to be judgemental. This may lead to late booking for pregnancy care, attending few appointments, or not attending the health service for any antenatal care.QuestionDoes the way maternity care is provided affect maternal and neonatal outcomes for young women?MethodA systematic search of the major health databases.ResultsNine research articles met the eligibility criteria: one randomised controlled trial, three prospective cohort studies, two comparative studies with concurrent controls, two comparative studies with historical controls, and one case series.DiscussionProviding young women with a non-standard model of maternity care has some beneficial and no known detrimental effects on childbirth outcomes. While there is a dearth of evidence on the effectiveness of a Midwifery Group Practice model of care for young women, there is strong evidence to suggest that a Group Antenatal Care model increases antenatal visit attendance and breastfeeding initiation, and decreases the risk of preterm birth. There is research to indicate that a Young Women's Clinic model may also increase antenatal visit attendance and decrease the incidence of preterm birth.ConclusionMore well-designed and resourced midwifery models of care for young women should be implemented and rigorously researched.     

‘Making Pies’—A Way of Exploring Pupils’ Views on Curriculum Innovation

This article examines the use of focus groups (FGs) as a way of gathering pupils’ views on the implementation of new curricula. We provide illustrations of creative activities, which were especially designed for a case‐study research project exploring the views of 11‐year‐old pupils in English schools adopting an innovative approach to the Year 7 curriculum. We argue that combining FGs with creative methods encourages pupils to take an active role in interviews, enriches the quality of the data being collected and enhances the place of FGs as important tools in eliciting pupils’ voices for both research and curriculum planning purposes.     

Exposed Singularity

In his photographs of children in displaced persons’ camps, Salgado takes each subject seriously. His images dis‐place us through their dignity and presence. We are no longer spectators but engaged: each gaze demands a response and produces the self as exposed. Pictures of prisoners from Tuol Sleng in Cambodia take the same form: a single figure facing the camera. Here, however, we are caught in an additional and irresolvable aporia: we are faced with thousands to whom we cannot adequately respond. As Derrida argues, responsibility is only possible by sacrificing ethics: we can respond to one only by sacrificing whatever obliges us to respond to others. In the final set of images considered here, Daravuth’s positing of the indistinguishability of victim and perpetrator disturbs any easy response once more. A reading of Nancy alongside and against Derrida points to significant differences in emphasis between the two, and throws further light on the aporia of responsibility. The essay concludes that Nancy’s being singular plural is productive in emphasizing the need, politically, to focus not on how we might establish a bond between us, but rather on how it is that we seem separate at all. The photographs expose us to our inevitable engagement or being‐with.     

Toddlers Activate Lexical Semantic Knowledge in the Absence of Visual Referents: Evidence from Auditory Priming

Language learners rapidly acquire extensive semantic knowledge, but the development of this knowledge is difficult to study, in part because it is difficult to assess young children's lexical semantic representations. In our studies, we solved this problem by investigating lexical semantic knowledge in 24‐month‐olds using the Head‐turn Preference Procedure. In Experiment 1, looking times to a repeating spoken word stimulus (e.g., kitty‐kitty‐kitty) were shorter for trials preceded by a semantically related word (e.g., dog‐dog‐dog) than trials preceded by an unrelated word (e.g., juice‐juice‐juice). Experiment 2 yielded similar results using a method in which pairs of words were presented on the same trial. The studies provide evidence that young children activate of lexical semantic knowledge, and critically, that they do so in the absence of visual referents or sentence contexts. Auditory lexical priming is a promising technique for studying the development and structure of semantic knowledge in young children.     

Self-stigma coping and treatment-seeking in problem gambling

Stigma has been explored as a cause of reduced and delayed treatment-seeking for problem gambling, a population in which only 1 in 10 seek treatment. The present study examined the effect of perceived public stigma and self-stigma on affect and behavioural coping efforts. Path analysis was used to examine self-stigma in 155 individuals with gambling problems. The majority of participants met criteria for a gambling disorder (93.5%), were current gamblers (69%) and had never sought treatment (54.2%). The data fit the proposed path model well; self-stigma was associated with reduced self-esteem and increased shame. Shame predicted use of secrecy and withdrawal coping. Endorsement of negative stereotypes of ‘problem gamblers’ was associated with decreased treatment-seeking while greater self-stigma predicted increased treatment-seeking. Additional predictors of increased treatment-seeking included greater gambling problem severity, more positive attitudes towards treatment, male sex and higher income. Self-stigma increased rather than decreased treatment-seeking in this analysis. Efforts to increase treatment-seeking could target women, those with lower income and those with less severe gambling problems.