Abstract
Background: Speech–language pathologists often advise families about interaction patterns that will facilitate language learning. This advice is typically based on research with North American families of European heritage and may not be culturally suited for non‐Western families.
Aims: The goal of the project was to identify differences in the beliefs and practices of Indian and Euro‐Canadian mothers that would affect patterns of talk to children.
Methods & Procedures: A total of 47 Indian mothers and 51 Euro‐Canadian mothers of preschool age children completed a written survey concerning child‐rearing practices and beliefs, especially those about talk to children.
Outcomes & Results: Discriminant analyses indicated clear cross‐cultural differences and produced functions that could predict group membership with a 96% accuracy rate. Items contributing most to these functions concerned the importance of family, perceptions of language learning, children's use of language in family and society, and interactions surrounding text.
Conclusions: Speech–language pathologists who wish to adapt their services for families of Indian heritage should remember the centrality of the family, the likelihood that there will be less emphasis on early independence and achievement, and the preference for direct instruction.