Abstract：
This study investigated interactions among linguistics, social and political factors in a linguistically rich environment. For this purpose, two-hundred Iranian preschoolers (aged 5 to 6 years old) from four ethnic/linguistic groups (Arab, Kurd, Turk and Fars) were selected using multi-stage stratified sampling. All participants took part in an Elementary English language course and their exposure to foreground TV was recorded using media exposure portfolio. Maternal education and family income were considered as criteria for socio-economic status. Children\'s language proficiency was measured through Language Sample Analysis (LSA). The LSA components included total number of utterances produced, total number of words produced, total number of new words produced and mean length of utterances. Regression analysis, ANOVA and t-tests were used for data analyses. The results showed that bilingual children performed slightly better than multilingual children in LSA measures but this cannot be taken for granted. Moreover, socio-economic status and LSA measures were significantly related but TV exposure was not associated with the LSA measures. These results supported the arguments purported by minority language proponents on the importance of using children\'s mother tongue in educational curriculum.
摘要：
这项研究调查了语言学之间的相互作用，语言丰富的环境中的社会和政治因素。为此,来自四个种族/语言群体(阿拉伯，Kurd,Turk和Fars)是使用多阶段分层抽样选择的。所有参与者都参加了初级英语语言课程，并使用媒体曝光组合记录了他们对前台电视的曝光。产妇教育和家庭收入被视为社会经济地位的标准。通过语言样本分析（LSA）测量儿童的语言能力。LSA组件包括产生的话语总数，产生的单词总数，产生的新词总数和平均语长。回归分析,采用方差分析和t检验进行数据分析。结果表明，在LSA措施中，双语儿童的表现略好于多语种儿童，但这不能被视为理所当然。此外，社会经济地位和LSA指标显著相关,但电视暴露与LSA指标无关.这些结果支持了少数民族语言支持者关于在教育课程中使用儿童母语的重要性的论点。
