Domain-specific verbal self-concepts of trilingual teachers

See Shing YEUNG, King Por Edwin WONG

Research output: Contribution to conferencePapers

Abstract

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 (N = 437) 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.
Original languageEnglish
Publication statusPublished - Aug 2002

Citation

Yeung, A. S., & Wong, E. K. P. (2002, August). Domain-specific verbal self-concepts of trilingual teachers. Paper presented at the 2nd International Biennial SELF Research Conference: Self-concept Research: Driving International Research Agendas, Sydney, New South Wales.

Keywords

  • Teacher Education and Professional Development

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