This article explores the potential cultural biases in language intervention approaches that train parents to interact with their children who have language delays in ways that will promote language development. The goals of such programs are solidly grounded in research on parent-child interaction. However, these studies have focused almost exclusively on white, middle-class families. Therefore, the goals reflect underlying values and beliefs that are not shared by all cultural groups. This article highlights the cultural assumptions that underlie these programs by considering research on language socialization in a variety of nondominant American and non-American cultures and social groups. Culturally relativevalues, beliefs, and practices underlying parentchild interaction are explored in the areas of (1) aspects of social organization related to interaction, (2) the value of talk, (3) how status is handled in interaction, (4) beliefs about intentionality, and (5) beliefs about teaching language to children. Finally, clinical implications are explored.
Anne Van Kleeck (Sat,) studied this question.