There is a dearth of information on cultural perceptions of children’s language development for ethnic minorities in western nations to guide service provision. This presentation reports a study which explored differences across ethnicities in mothers’ report of language concern and child language scores within the complex cultural, social, educational, and political context of Aotearoa New Zealand. Data from the antenatal and 54-month waves of Growing Up in New Zealand were utilized. At the 54-month wave interviews, 5053 mothers were asked if language concerns had been raised, and to rate their child’s main language proficiency along with other measures. The results indicated Chinese, Indian, and other Asian mothers were less likely to report language concern, whereas Māori, Pacific, other Asian, and MELAA (Middle Eastern, Latin American or African) children were more likely to score low on the language measure. Higher maternal education was associated with higher child main language scores, but not with language concerns. Child multilingualism was not associated with low language scores, and these mothers were less likely to raise concern.
This research demonstrated differences by ethnicity in mothers’ language concern and child main language scores. Likely impacts on access to speech-language pathology services will be discussed, as these typically rely on parent concern being expressed. Different cultural perspectives on "disorder" and child raising practices are considered. Cultural bias in the language measure is discussed. Further research is needed to ask ethnic communities their views on culturally appropriate ways to identify children with communication needs and to develop culturally safe services.

Please note this is a selection of the references which informed this work, rather than the full list. A full list can be provided on request.

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