Relevant bibliographies by topics / Bilingui immigrati

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Bilingui immigrati'

Author: Grafiati
Published: 9 March 2023
Last updated: 10 March 2023

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Journal articles on the topic "Bilingui immigrati"

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Lin, Ching-Hsuan, and Angela R. Wiley. "Enhancing the practice of immigrant child welfare social workers in the United States." International Social Work 62, no. 2 (November 21, 2017): 595–611. http://dx.doi.org/10.1177/0020872817742697.

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Responding to the needs of growing immigrant populations, many US social service sectors have recruited bilingual and bicultural practitioners, including immigrants. However, little is known about the immigrant social workers. This article explores the practice context of immigrant child welfare social workers in the United States. First, acculturation theory is applied to frame the experiences of US immigrants. Second, we explore professional development of practitioners working with immigrant families. Third, we discuss the intersectionality connecting immigration and social work professionalization. We conclude that the immigration and acculturation experiences of immigrant social workers are unique strengths for working with immigrant populations.
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Edwards, Catrin Wyn. "Community versus Commodity in Francophone Canada: A Multilevel Approach to the Neoliberalization of Immigration." Canadian Journal of Political Science 53, no. 1 (January 15, 2020): 39–60. http://dx.doi.org/10.1017/s0008423919000581.

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AbstractSince the 1990s, Canada's francophone minority communities (FMCs) have become increasingly involved in francophone immigration governance, and this trend has coincided with the wider neoliberalization of immigration in Canada. This article analyzes the implications of the growing influence of a neoliberal immigration policy and the narrative of an ideal immigrant on Canada's FMCs by focussing on the francophone Acadian community in New Brunswick, Canada's only constitutionally bilingual province. Making use of three types of sources—semistructured interviews, debates in the Legislative Assembly of New Brunswick, and official and archival documents—the article argues that francophone and Acadian organizations have adopted the federal, neoliberal perspective on immigration, placing greater emphasis on economic integration and the creation of a bilingual workforce. Changes in the type of immigrant selected and role of the community in the lives of francophone immigrants create new challenges for minority language communities that define and identify themselves through language use and belonging.
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Portes, Alejandro, and Richard Schauffler. "Language and the Second Generation: Bilingualism Yesterday and Today." International Migration Review 28, no. 4 (December 1994): 640–61. http://dx.doi.org/10.1177/019791839402800402.

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The language adaptation of second generation children is explored in the context of the history of linguistic absorption and bilingualism in America. Strong nativist pressures toward monolingualism have commonly led to the extinction of immigrant languages in two or three generations. Contemporary fears of loss of English dominance are based on rapid immigration during recent decades and the emergence of linguistic enclaves in several cities around the country. This article explores the extent of language transition and the resilience of immigrant languages on the basis of data from south Florida, one of the areas most heavily affected by contemporary immigration. Results from a sample of 2,843 children of immigrants in the area indicate that: 1) knowledge of English is near universal; 2) preference for English is almost as high, even among children educated in immigrant-sponsored bilingual schools; 3) preservation of parental languages varies inversely with length of U.S. residence and residential locations away from areas of ethnic concentration. Hypotheses about other determinants of bilingualism are examined in a multivariate framework. The relationships of bilingualism to educational attainment and educational and occupational aspirations are also explored.
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Cordova, Wilma, Nora Vivas, and Kathleen Belanger. "Teaching Note: Vivan Los Jornaleros: A Cross-Cultural Bilingual Community Service Collaborative." Journal of Baccalaureate Social Work 18, no. 1 (January 1, 2013): 113–21. http://dx.doi.org/10.18084/basw.18.1.h04371291677120u.

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This teaching note describes a cross-cultural bilingual community service collaboration designed to prepare students to engage diversity and advance justice. BSW students enrolled in a multicultural social work class were paired with students enrolled in an advanced Spanish class to deliver breakfast to primarily Spanish immigrant day laborers at the labor pool location. This paper describes the advance collaboration, the course purpose, the assignment, student preparation, and student learning outcomes from this exercise. English-speaking social work students and Spanish majors developed a heightened awareness of social injustices related to immigration reform and poverty and increased self-awareness. They recognized personal and community misperceptions about immigrants from Mexico and South America. Selections of student responses from reaction papers, formal writing assignments, oral presentations, narratives, and video recordings are provided.
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Spener, David. "Transitional Bilingual Education and the Socialization of Immigrants." Harvard Educational Review 58, no. 2 (July 1, 1988): 133–54. http://dx.doi.org/10.17763/haer.58.2.x7543241r7w14446.

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David Spener argues that U.S. educational policies reflect an implicit economic need to socialize immigrants and minority group members to fill necessary, but undesirable, low-status jobs. Transitional bilingual education programs, which provide only a limited period of native-language instruction and do not ensure English mastery, prevent immigrant children from attaining academic fluency in either their native language or in English. The subsequent discrepancy between the learning capacities of immigrant children and their monolingual peers reinforces stereotypes of immigrants and some linguistic minorities, and serves to socially legitimize their economically required limited access to better jobs.
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Backus, Ad, and Kutlay Yağmur. "Differences in pragmatic skills between bilingual Turkish immigrant children in the Netherlands and monolingual peers." International Journal of Bilingualism 23, no. 4 (May 6, 2017): 817–30. http://dx.doi.org/10.1177/1367006917703455.

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In bilingualism studies, comparing the competence of mono- and bilingual speakers is common, but it comes with certain limitations. In immigration contexts, many studies concentrate on the skills of immigrant pupils in the mainstream language. In order to account for educational underachievement of minority children, gaps in their language development are often documented by comparing mainstream pupils with immigrant children. Competence in the first language (L1), on the other hand, receives very little attention, despite the fact that it is often assumed that L1 competence has an impact on second language acquisition. Here, we present the findings of an empirical study that compared bilingual Turkish immigrant children ( n = 30) in the Netherlands with monolingual Turkish peers ( n = 30) in Turkey. Contrary to most other such studies, we focus on the development of socio-pragmatic skills. The evidence shows that, from the viewpoint of monolingual conventions, the immigrant children lag behind in their command of these skills. Also after controlling for socioeconomic status, bilingual Turkish immigrant children display much lower knowledge of the socio-pragmatic skills than monolingual Turkish children. The causes of this difference can be attributed to the limited Turkish input in the immigration context.
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Köpke, Barbara. "Quels changements linguistiques dans l’attrition de la L1 chez le bilingue tardif?" Travaux neuchâtelois de linguistique, no. 34-35 (October 1, 2001): 355–68. http://dx.doi.org/10.26034/tranel.2001.2565.

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This article reports on some data of a psycholinguistic study of first language attrition in german first generation immigrants. On the basis of the individual variation in performance evidenced by the data, I claim that L1 attrition in late bilinguals is not only the consequence of lack of L1 use. A comparison of the performance of three selected German-English bilinguals rather suggests that, among other factors, contact with other immigrants – as is the case in immigrant communities – might generate changes in linguistic competence. In this case it would be necessary to distinguish to types of intra-generational L1 attrition: (a) attrition in isolated immigrants who never use L1 in the host country, which mainly yields processing difficulties and problems in lexical retrieval, and (b) attrition in members of immigrant communities where changes of the linguistic norm within the community can take place, resulting in modifications of linguistic competence.
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Adair, Jennifer K., Joseph Tobin, and Angela E. Arzubiaga. "The Dilemma of Cultural Responsiveness and Professionalization: Listening Closer to Immigrant Teachers who Teach Children of Recent Immigrants." Teachers College Record: The Voice of Scholarship in Education 114, no. 12 (December 2012): 1–37. http://dx.doi.org/10.1177/016146811211401203.

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Background/Context Many scholars in the fields of teacher education, multicultural education, and bilingual education have argued that children of recent immigrants are best served in classrooms that have teachers who understand the cultural background and the home language of their students. Culturally knowledgeable and responsive teachers are important in early education and care settings that serve children from immigrant families. However, there is little research on immigrant teachers’ cultural and professional knowledge or on their political access to curricular/pedagogical decision-making. Focus of Study This study is part of the larger Children Crossing Borders (CCB) study: a comparative study of what practitioners and parents who are recent immigrants in multiple countries think should happen in early education settings. Here, we present an analysis of the teacher interviews that our team conducted in the United States and compare the perspectives of immigrant teachers with those of their nonimmigrant counterparts, specifically centering on the cultural expertise of immigrant teachers who work within their own immigrant community. Research Design The research method used in the CCB project is a variation of the multi-vocal ethnographic research method used in the two Preschool in Three Cultures studies. We made videotapes of typical days in classrooms for 4-year-olds in early childhood education and care (ECEC) settings in five countries (England, France, Germany, Italy, and the United States) and then used these videos as cues for focus group interviews with parents and teachers. Using a coding framework designed by the national CCB team, we coded 30 focus group interviews. The coding framework was designed to facilitate comparisons across countries, cities, and categories of participants (teachers and parents, immigrant and nonimmigrant). Findings/Results Teachers who are themselves immigrants from the same communities of the children and families they serve seem perfectly positioned to bridge the cultural and linguistic worlds of home and school. However, our study of teachers in five U.S. cities at a number of early childhood settings suggests that teachers who are themselves immigrants often experience a dilemma that prevents them from applying their full expertise to the education and care of children of recent immigrants. Rather than feeling empowered by their bicultural, bilingual knowledge and their connection to multiple communities, many immigrant teachers instead report that they often feel stuck between their pedagogical training and their cultural knowledge. Conclusions/Recommendations Bicultural, bilingual staff, and especially staff members who are themselves immigrants from the community served by the school, can play an invaluable role in parent–staff dialogues, but only if their knowledge is valued, enacted, and encouraged as an extension of their professional role as early childhood educators. For the teachers, classrooms, and structures in our study, this would require nonimmigrant practitioners to have a willingness to consider other cultural versions of early childhood pedagogy as having merit and to enter into dialogue with immigrant teachers and immigrant communities.
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Olsen, Laurie. "The Role of Advocacy in Shaping Immigrant Education: A California Case Study." Teachers College Record: The Voice of Scholarship in Education 111, no. 3 (March 2009): 817–50. http://dx.doi.org/10.1177/016146810911100307.

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Background Context Throughout United States history, immigrant education has been shaped and defined by political struggles over immigration, language rights, national security, and educational equity and access. Bilingual education has become the contemporary battleground for these struggles. In 1996, in California, a struggle ensued between supporters of bilingual education and the English Only movement, culminating in a public ballot initiative, Proposition 227, designed to end bilingual education. Purpose/Focus This article explores the ways in which advocacy groups engage in efforts to protect immigrant students’ access to, and inclusion in, schools, and how that engagement is shaped and seeks to impact on prevailing policies and ideologies. Design This qualitative case study is based on historical records from the Proposition 227 campaigns, analysis of media coverage, and interviews, and was written as a reflective piece by a social scientist who was active in the campaigns. Conclusions and Recommendations The battle over Proposition 227 was just one episode in a historically broader and deeper societal struggle between fundamentally different perspectives about the role of public schools in a diverse society. Although the explicit conflicts between English Only and bilingual education forces in California before, during, and after Proposition 227 were focused on English learner program design—the language to be used for instruction, materials, and credentialing—this was and is an ideological struggle. Advocates for bilingual education were unprepared for fighting this battle in the public arena of a ballot initiative. In the course of the Proposition 227 campaign, advocates drew lessons that informed a revised strategy: to shift the basic paradigm within which immigrant education is framed beyond the framework of civil rights and a compensatory program to redefine immigration schooling in an affirmative, additive 21st-century global vision. This has resulted in a renewed advocacy movement, illustrating the role that advocacy organizations play in adapting and reshaping the dialogues and policies over immigrant education.
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Link, Holly, and Obed Arango. "La vida tiene muchas curvas [Life has many curves]." Positive synergies 5, no. 1 (January 10, 2019): 29–48. http://dx.doi.org/10.1075/ttmc.00023.lin.

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Abstract In this article, a conceptual discussion grounded in our practice as educators and scholars we use a bilingual poem, collaboratively written by young people from Latinx immigrant backgrounds, as an entry point to engage with existing discussions among practitioners and scholars on connections between translanguaging and Freirean praxis, and more broadly, on translanguaging and its potential for social transformation. Grounding our discussion in our work at a bilingual community education non-profit organization that seeks to empower Latinx immigrants, we explore how we are developing translanguaging spaces for immigrant students and families, spaces guided by a collective vision of social transformation, through what we call translanguaging praxis. Through articulating this translanguaging praxis, we foreground the transformative potential of translanguaging. We argue that translanguaging is not only a political act but that it can also be a critical, rebellious and creative one through which educators, students and families can respond to dominant narratives on Latinx immigrants in the US, co-constructing counter-stories through which they express who they are from their own perspectives and in dialogue with each other.
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Dissertations / Theses on the topic "Bilingui immigrati"

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COSTA, FRANCESCA. "BILINGUALISM IN DIFFERENT CONTEXTS: ACADEMIC OUTCOMES IN PRIMARY SCHOOL CHILDREN." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2021. http://hdl.handle.net/10281/329993.

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I tre studi presentati nella tesi hanno esplorato diversi contesti di bilinguismo in Italia. Sono stati analizzati la relazione tra bilinguismo e doppia-alfabetizzazione e i loro effetti sugli apprendimenti scolastici. Ad oggi, l’educazione bilingue è ancora vista con scetticismo, sebbene anche come una risorsa. Il primo contesto è quello delle scuole di immersione Italiano-Inglese, dove i bambini sono educati in modo bilingue, con una continua e consistente esposizione alle due lingue. Il secondo è quello dei bambini immigrati, che imparano l’Italiano come seconda lingua nelle scuole pubbliche monolingui, e che vengono alfabetizzati solo in Italiano, oppure anche nella loro lingua madre (minoritaria). Gli studi hanno investigato lo sviluppo cognitivo, linguistico e delle abilità di lettura, e la relazione tra linguaggio e alfabetizzazione. I bambini delle scuole di immersione erano bilingui sequenziali precoci, esposti all’Inglese come seconda lingua (L2) entro i tre anni alla scuola dell’infanzia. I bambini immigrati erano bilingui sequenziali che vivevano stabilmente in Italia, con differenti lingue minoritarie, esposti all’Italiano come seconda lingua maggioritaria (L2) entro i cinque anni, in concomitanza con l’ingresso alla scuola primaria. I risultati emersi dai due studi sui bilingui delle scuole di immersione hanno dimostrato che essi non sono disavvantaggiati né in ritardo rispetto ai pari monolingui Italiani nello sviluppo cognitivo, linguistico, narrativo e delle abilità di lettura. Essi inoltre migliorano in entrambe le lingue durante il percorso scolastico. Sono emerse correlazioni positive tra le performance di lettura e linguaggio in Italiano e in Inglese, a supporto delle evidenze sul transfer di abilità dall’Italiano L1 all’Inglese L2. Infine, le abilità linguistiche correlano con quelle di lettura nella stessa lingua, a conferma che l’età di prima esposizione bilingue impatta positivamente sugli apprendimenti, ove il linguaggio orale supporta lo sviluppo delle abilità di lettura (così come le abilità mnestiche). In conclusione, il metodo di immersione Italiano-Inglese non rappresenta uno svantaggio per l’acquisizione e lo sviluppo degli apprendimenti nei bambini, che anzi raggiungono buone capacità linguistiche di lettura. L’immersione bilingue rappresenta dunque un affidabile sistema educativo, che offre grandi opportunità per il futuro dei nostri bambini. I risultati raggiunti dallo studio sui bilingui immigrati hanno dimostrato un vantaggio a livello dell’intelligenza non verbale a favore dei bi-alfabetizzati, rispetto a quelli istruiti solo in Italiano L2 (mono-alfabetizzati). Al contrario i bilingui mono-alfabetizzati hanno ottenuto migliori performance al test di memoria a breve termine. I bilingui bi-alfabetizzati hanno dimostrato un vantaggio rispetto ai mono-alfabetizzati nella comprensione scritta, abilità fondamentale per lo studio e il successo scolastico, sebbene non nelle abilità di lettura nel loro complesso. Nessuno svantaggio comunque è emerso nelle misure di velocità e accuratezza in lettura nei bi-alfabetizzati. Infine, le abilità cognitive e linguistiche correlano con quelle di lettura. Anche se potrebbe non esserci un vantaggio globale su tutti i parametri considerati, educare i bilingui immigrati anche nella loro L1 sembra potenziare alcune abilità cruciali per il loro successo scolastico, e non inficia lo sviluppo degli apprendimenti in Italiano. Implementare l’immersione bilingue e la doppia-alfabetizzazione nelle politiche educative Italiane sembra essere una scelta vincente da sostenere. Entrambi i sistemi educativi bilingui considerati si sono dimostrati efficaci, e rappresentano un’esperienza educativa positiva, di cui le future generazioni possono e dovrebbero giovare.
The three studies presented in this thesis aimed at exploring different contexts of bilingualism in Italy. We explored the relationship between bilingualism and biliteracy and their effects on academic outcomes. For educational stakeholders, biliteracy is partly perceived with concern, partly considered a resource. The first context studied in this project are Italian-English immersion schools, where children are educated bilingually, being consistently and continuously exposed to both languages. The second context focuses on immigrant children (heritage bilinguals), who learn Italian as a second language in mainstream monolingual, public schools, and receive formal reading and writing instruction only in Italian or additionally in their respective mother language (minority language). The studies investigated cognitive, linguistic, and reading development, and the relation between language and literacy. Children in immersion schools were early sequential bilingual, exposed to English as a second language (L2) by the age of three in kindergarten. Heritage bilinguals were sequential bilinguals living stably in Italy, with heterogeneous minority languages, and exposed to Italian as a second-majority language (L2) at last from the age of five, when starting Italian public primary school. The results from the two studies with children in Italian-English immersion programs showed no disadvantage or delay in their cognitive, linguistic, reading, and narrative development in Italian (L1) compared to Italian monolinguals and an improvement in both the languages across grades. Positive correlations were found between Italian and English performances in reading and language measures, supporting the evidence of a presumable transfer of skills from Italian L1 to English L2. Finally, language abilities in one language correlated with reading abilities in the same language, confirming that the age of first oral bilingual exposure impacts literacy development, with oral language supporting reading development (as well as memory skills). We concluded that Italian-English immersion education does not disadvantage literacy acquisition in children, but they obtain a good language proficiency and reading development. Bilingual immersion education represents a reliable education system, which gives access to many possibilities for children’s future. The results from the study with immigrant bilinguals showed that children who were instructed in both their languages (biliterates) performed better in the non-verbal intelligence test than those literate only in Italian L2 (monoliterates). In contrast, monoliterates were better at short-term memory. Biliterate bilinguals did not performed better than monoliterates in general reading skills, but in reading comprehension, which is generally considered a fundamental ability for academic success. However, no disadvantages emerged for the biliterate children in reading speed and accuracy. Finally, the cognitive and language measures correlated with reading proficiency measures. Even if there might not be a comprehensive advantage in all the reading measures, educating heritage bilinguals also in their L1 enhances some crucial skills for their academic success and does not hamper literacy development in Italian. Sustaining bilingual immersion and a biliteracy route to learning appears to be an excellent choice to be implemented in Italian educational policy. Bilingual immersion programs and immigrant children's biliteracy education showed to be both effective and represent a beneficial educational experience for future generations of children.
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Fass, Shira Winter. "Motives and values of immigrant students: The case of Russian immigrants in Israel; cultural and social variables." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280231.

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The purpose of this research was to explore the motives, values and expectations of Israeli Russian immigrant students and their parents who emigrated from Russia in the 1990s. Instruments administered to the students included the Thematic Apperception Test (TAT)--a projective measure for assessing motives (Murray, 1938). The Thematic Apperception Test required the students to create imaginative stories in response to a series of four pictures. In addition, the students were asked to answer a Student questionnaire. The instrument administered to the parents included a Parent questionnaire. The questionnaires were used to evaluate values, expectations and opinions. The study took place in an afternoon school called the "Impulse School". All the teachers and students attending this school are Russian, and the lessons are all in Russian. Ninety-nine students participated in this study. The majority of students were ages 10-11. This group included both genders. One hundred and four parents took part in this study. Fifty-nine parents have a child who participated in the study. Every one of the parents has children attending the "Impulse School". The data from the Parent and Student questionnaires shows a lack of relationship between parent-student pairs. The adults and students have different perceptions of the academic expectations and evaluations of the students' functioning. The students perceive their parents to have higher expectations and they evaluate their schoolwork higher than their parents. The only similarity between parents and students was in both groups' definitions of success. The majority of students and parents defined success in achievement terms. This study reveals the parents' perception of the Israeli educational system as being academically weaker than the Russian one. The results agree with McClelland's (1987) assertion that correlation between the two types of measures---the projective and unconscious TAT, and the direct and conscious questionnaires, is quite low. The majority of TAT stories expose negative feelings associated with achievement motivation. By contrast, the questionnaires show that the students value good grades and express academic self-confidence. Many of the stories did not focus on achievement motivation but on the affiliation motive, despite the fact that three out of four pictures were supposed to arouse achievement themes.
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Thorpe, Kelly Beus. "Latino Immigrant Children’s Perspectives on Homesicknessin Bilingual Picture Books." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8541.

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When Latino children immigrate to the United States, they encounter challenges and opportunities associated with immigration (Alba & Foner, 2015; Arbona et al., 2010). Although there were nearly 2.5 million foreign-born children living in the United States in 2016 (U.S. CensusBureau, 2016), little is known about these children’s perspectives on immigration, particularly their perspectives on homesickness. The current research study investigated Latino immigrant children’s perspectives on homesickness and bilingual picture books containing stories of homesick Latino immigrant children. The children’s experiences were compared with current theories ofacculturative stress.Through semi-structured interviews using the hermeneutic method, the researchers interviewed 12 Latino children, aged 8-12, who immigrated to the United States within the current school year. Contributions to homesickness included missing family, friends, and the familiarity of their home countries as well as difficulty learning English. The children reported feeling safer in the United States and recognized greater opportunities for their future because of immigration. Subjects identified with the books in which characters’ experiences were similar to their own. Like current theories of acculturative stress, the children have found relief in homesickness through socialsupport.It is recommended that future mental health practitioners and educators working with Latino immigrant children help them recognize and express their feelings about immigration, provide reassurance, and tailor response strategies to the needs of each individual child. Additional research is needed to better understand Latino immigrant children’s perspectives on homesickness and other challenges and opportunities that accompany immigration.
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Bousalis, Rina Roula. "The Portrayal of Immigrants in Children's and Young Adults' American Trade Books During Two Peak United States Immigration Eras (1880-1930 and 1980-2010s)." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5190.

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ABSTRACT Although immigrants are an integral part of the nation's founding and history, it is unclear how they have been historically portrayed in children's and young adults' American trade books, especially at the turn of the 20th century. This study offers a critical and comparative analysis focusing on the historical evolution, depiction of immigrants, and authors' perspectives of selected trade books written during two peak United States immigration eras (1880-1930 and 1980-2010s). Utilizing a discourse analysis approach, this study examined how first-generation immigrants were portrayed in selected trade books and how various themes and representations may have affected students and the social studies curriculum. After studying 98 books, it was determined that in both peak immigration eras, first-generation immigrants were depicted as inferior to native-born Americans. Although the time period and countries of origin changed, the issues that immigrants faced and the problems they experienced were similar; first-generation immigrants were scorned, harshly criticized, and viewed as inferior not only by Americans, but also by fellow immigrants who were members of other cultures. Overall, the books left out the immigration experience, and were mostly tales of assimilation and mistreatment in the United States. Because children's ideas and understandings of people and cultural groups are formed by what they learn from others and by the media, it is important that books which portray immigrants and their experience provide accurate and meaningful representations of these individuals. Although many of these books reviewed in this study are considered classics and offer an immense amount of valuable information about historical events which can benefit the social studies curriculum, teachers should be wary of serious overt and covert criticism of ethnicities before introducing them in the classroom. There is a need for literature that sends positive messages about accepting those from other countries and that focuses on how first-generation immigrants helped shape America. Teachers should use trade books in the classroom as they can help children read about history. However, new books need to be written about immigrants. Future research should look into effective ways to use the existing body of trade book literature in the classroom, investigate if (and to what degree) trade books were or are used in schools, compare trade books' portrayal of immigrants to that of textbooks' portrayal, and examine how immigrants were portrayed during the time periods (1940-1970) not covered in this study.
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Sakamoto, Mitsuyo. "Raising bilingual and trilingual children, Japanese immigrant parents' child-rearing experiences." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0021/NQ53713.pdf.

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Carrison, Catherine L. "Learning from lived experinces : strengths and insights of bilingual immigrant teachers." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Dissertations/Spring2007/C_Carrison_051507.pdf.

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Huang, Jing. "Second generation internal immigrants' bilingual practices and identity construction in Guangzhou, China." Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/125702/.

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Since China’s Economic Reform in 1978, there has been huge internal population mobility. The setting of this research, Guangzhou, is one of the cities that host the largest number of immigrants, and the dominant local speech, Cantonese, is unintelligible to immigrants who speak other language varieties, including China’s official language Putonghua. Since 2010 debates have arisen on the relationship between the state language policy of Putonghua Promotion which has been launched and implemented for sixty years and the narrower space for Cantonese use. A major discourse employed in the debates is concerned with immigrants associated with a Putonghua identity as a threat to Cantonese. There is little research on how the interaction between local language beliefs and the state language ideologies underlying Putonghua Promotion may influence immigrants’ life experiences and identities. This study investigates second generation immigrants’ bilingual practices and identity construction in individual and small-group interviews conducted in restaurants or cafes. I drew on critical discourse studies (Reisigl and Wodak, 2016) to examine participants’ use of discursive strategies in narratives of language-use-related life stories to construct social identities. I also use a framework integrating a sequential approach to conversation analysis (Auer, 1995) and membership categorisation analysis (Sacks, 1986b) to explore the role of code choices in accomplishing linguistic identities in interview conversations and naturally occurring service encounters. Adopting Jenkins’s (2008) notion of internal-external dialectics of identification, I found that immigrant participants’ identities can be understood as constantly negotiating categories imposed or assigned by others and managing diverse self-identifications in interactions. They resisted, challenged or re-defined an imposed derogatory category, laau, which was connected to their use of Putonghua in schools, workplaces, and other situations and to discrimination against them. They claimed their competence in using Cantonese for the negotiation of the categorization. They aligned with hybrid and complex social groups, and celebrated the seemingly contradictory but unique self-identifications. Meanwhile, they used Cantonese to align themselves with Cantonese speakers and distanced themselves from Putonghua speakers in group interview conversations, while in individual interviews they used Putonghua to highlight the most important information and Cantonese was used for less important topics. And in service encounters they used code-switching for ‘doing being’ Cantonese speakers or bilinguals. The discourse analysis and conversation analysis show the consistency in their assigning value to Cantonese as well as acknowledging the prestigious status and the practicality of Putonghua. In summary, this thesis is a contribution to studies of bilingualism and de facto language policies in urban China. It reveals that individuals and social groups of a language community can negotiate the Putonghua Policy through imposing the use of Cantonese and Cantonese-related categories to others in mundane talk and institutional interactions. It also contributes to studies of China’s internal immigrants in terms of exploring how immigrants’ life experiences are affected by conflicting language ideologies, and how immigrants can employ bilingual repertoires to negotiate problematic but taken-for-granted discrimination and manage to be at ease with their unique self-identifications.
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McCarthy, K. M. "Growing up in an immigrant community : the phonemic development of sequential bilingual children." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/1399858/.

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The majority of bilingual speech research has focused on simultaneous bilinguals. Yet, in immigrant communities, children are often initially exposed to their heritage language (L1) before becoming gradually immersed in the host country’s language (L2) when they start full-time education. This is typically referred to as sequential bilingualism. These children are often exposed to differing amounts of the L1 and L2, as well as accented variants. To date, little is known about the developmental trajectories of such children. This thesis investigates the influence of this highly variable language environment on the acquisition of L2 phonemes. Specifically this thesis focuses on Sylheti-English speaking children from the London-Bengali community. To provide a baseline of the children’s speech environment, Study 1 investigated the speech production of Sylheti (L1) and English (L2) by adult speakers from the London-Bengali community. The results show differences in production of both the L1 and L2 depending on the speaker’s language background. Studies 2 and 3 tracked the acquisition of English vowel and plosive contrasts, both perception and production, by Sylheti-English bilingual children and their monolingual peers. Using a longitudinal design, children were tested at two time points: after seven months of English language experience in nursery (Time 1) and approximately one year later, when the children were in the first year of Primary school (Time 2). At Time 1 the bilingual children displayed difficulties with phonemic contrasts that do not exist in Sylheti. However, by Time 2, the bilingual children had rapidly changed to match that of their monolingual peers. Studies 4 and 5 explored the influence of language exposure and caregiver speech on the bilingual children’s English phoneme acquisition. The results suggest that sequential bilingual children are particularly sensitive to the amount of language exposure to each language as well as fine-grained phonetic differences in caregiver speech.
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Asakura, Naomi. "Language Policy and Bilingual Education for Immigrant Students at Public Schools in Japan." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2519.

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This thesis discusses the current Japanese language (nihongo) education for immigrant students at public schools in Japan and provides recommendations through the study of language policy and the comparison of bilingual education in the United States. The current situation of a decreasing birth rate and increasing aging population in Japan has led to the acceptance of more foreign workers. Due to this change, language education in Japan has increasing development. The focus of chapter 1 is on the theories of language policy. This paper particularly focuses on the ideas of Wright (2004), Neustupný (2006), Spolsky (2004), and Cooper (1989), and discusses similarities and differences between them. By applying these theories to language policy in Japan, chapter 1 shows how language policy changed throughout Japanese history. Chapter 2 discusses the current environment surrounding immigrant students. It includes a description not only of the expanding population of foreign students, but also the history of Japanese language education and the laws related to it. This chapter also presents the present movement of language policy in Japan and how the movement affects Japanese language education for language minority students. Chapter 3 compares bilingual education in the United States to bilingual education in Japan, and makes three suggestions to improve Japanese language education at public schools in Japan, particularly addressing the classification of language levels for immigrant students, teaching styles, and the limitation of qualified bilingual teachers.
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Municio, Ingegerd. "Från lag till bruk hemspråksreformens genomförande /." [Stockholm] : Centrum för invandringsforskning, 1987. http://catalog.hathitrust.org/api/volumes/oclc/17649997.html.

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Books on the topic "Bilingui immigrati"

1

Bernard, Py, ed. Etre bilingue. Berne: P. Lang, 1986.

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Bernard, Py, ed. Être bilingue. 3rd ed. Bern: P. Lang, 2003.

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Immigration and education: The crisis and the opportunities. New York: Lexington Books, 1993.

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Québec (Province). Conseil de la langue française. and Institut Jules Destrée, eds. Les droits linguistiques des immigrants. Québec, Canada: Conseil de la langue française, 1985.

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Bernard, Py, ed. Etre bilingue / Georges Lüdi, Bernard Py. 2nd ed. Bern: Peter Lang, 2002.

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G, Wiley Terrence, Lee Jin Sook 1970-, and Rumberger Russell W, eds. The education of language minority immigrants in the United States. Bristol: Multilingual Matters, 2009.

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G, Wiley Terrence, Lee Jin Sook 1970-, and Rumberger Russell R, eds. The education of language minority immigrants in the United States. Bristol: Multilingual Matters, 2009.

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Rivera-Batiz, Francisco L. The education of immigrant children in New York City. [New York, N.Y.]: ERIC Clearinghouse on Urban Education, 1996.

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Albert, Félix. Immigrant odyssey: A French-Canadian habitant in New England = a bilingual edition of Histoire d'un enfant pauvre. Orono, Me., U.S.A: University of Maine Press, 1991.

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Cos, Patricia L. De. Educating California's immigrant children: An overview of bilingual education. Sacramento, CA: California State Library, California Research Bureau, 1999.

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Book chapters on the topic "Bilingui immigrati"

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Kroon, Sjaak, and Ton Vallen. "Bilingual Education for Immigrant Students in the Netherlands." In Bilingual Education, 199–208. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4531-2_20.

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Reyes, Iliana. "4. Literacy practices and language ideologies of first generation Mexican immigrant parents." In Bilingual Youth, 89–112. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/sibil.42.07rey.

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Compton-Lilly, Catherine, Stephanie Shedrow, Dana Hagerman, Laura Hamman-Ortiz, Yao-Kai Chi, Jieun Kim, Sun Young Lee, et al. "Capital, Field, and Emergent Bilingual Writers." In Children in Immigrant Families Becoming Literate, 70–87. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003242154-5.

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Sun, Wenyang. "Fostering Critical Consciousness with Immigrant Families." In Critical Consciousness in Dual Language Bilingual Education, 131–38. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003240594-17.

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Yagmur, Kutlay, and Fons J. R. van de Vijver. "Acculturation and Educational Achievement of Turkish Bilingual Students." In Multidisciplinary Perspectives on Acculturation in Turkish Immigrants, 109–31. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94796-5_5.

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López, Dina, and Tatyana Kleyn. "Centering Immigrant Voices and Experiences in a Dual Language Bilingual School." In Critical Consciousness in Dual Language Bilingual Education, 47–54. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003240594-6.

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Harklau, Linda. "Chapter 5. Representational Practices and Multi-modal Communication in US High Schools: Implications for Adolescent Immigrants." In Language Socialization in Bilingual and Multilingual Societies, edited by Robert Bayley and Sandra Schecter, 83–97. Bristol, Blue Ridge Summit: Multilingual Matters, 2003. http://dx.doi.org/10.21832/9781853596377-008.

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Fránquiz, Maria, and Cinthia Salinas. "In Search of the Civic Histories, Identities, and Experiences of Latina/o Immigrant Students." In Learning From Emergent Bilingual Latinx Learners in K–12, 123–36. New York: Routledge, 2018. | Series: Routledge research in teacher education: Routledge, 2017. http://dx.doi.org/10.4324/9781315623238-7.

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Piedra, María De La, and Harriett D. Romo. "Chapter 3. Collaborative Literacy in a Mexican Immigrant Household: The Role of Sibling Mediators in the Socialization of Pre-School Learners." In Language Socialization in Bilingual and Multilingual Societies, edited by Robert Bayley and Sandra Schecter, 44–61. Bristol, Blue Ridge Summit: Multilingual Matters, 2003. http://dx.doi.org/10.21832/9781853596377-006.

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Yagmur, Kutlay, and Fons J. R. van de Vijver. "The Relationship Between First and Second Language Skills of Turkish Bilingual Children: Empirical Evidence from France, Germany and the Netherlands." In Multidisciplinary Perspectives on Acculturation in Turkish Immigrants, 133–52. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94796-5_6.

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Conference papers on the topic "Bilingui immigrati"

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Song, Kwangok. "Immigrant Communities' Engagement in Reclaiming Bilingual Education in the United States." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1445347.

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Li, Long. "Family Language Policy and Immigrant Chinese Children’s Bilingual Development in New Zealand Context." In The European Conference on Language Learning 2021. The International Academic Forum(IAFOR), 2021. http://dx.doi.org/10.22492/issn.2188-112x.2021.6.

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K. Aryal, Saurav, Howard Prioleau, and Gloria Washington. "Sentiment Classification of Code-Switched Text using Pre-Trained Multilingual Embeddings and Segmentation." In 8th International Conference on Signal, Image Processing and Embedded Systems (SIGEM 2022). Academy and Industry Research Collaboration Center (AIRCC), 2022. http://dx.doi.org/10.5121/csit.2022.122013.

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With increasing globalization and immigration, various studies have estimated that about half of the world population is bilingual. Consequently, individuals concurrently use two or more languages or dialects in casual conversational settings. However, most research is natural language processing is focused on monolingual text. To further the work in code-switched sentiment analysis, we propose a multi-step natural language processing algorithm utilizing points of code-switching in mixed text and conduct sentiment analysis around those identified points. The proposed sentiment analysis algorithm uses semantic similarity derived from large pre-trained multilingual models with a handcrafted set of positive and negative words to determine the polarity of code-switched text. The proposed approach outperforms a comparable baseline model by 11.2% for accuracy and 11.64% for F1-score on a Spanish-English dataset. Theoretically, the proposed algorithm can be expanded for sentiment analysis of multiple languages with limited human expertise.
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McNeill, Erin. "Immigration Stories in the Emergent Bilingual Classroom: Revealing Funds of Knowledge Through Literacy Curriculum." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1880989.

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Harvey-Torres, Rosalyn. "Humanization, Cariño, and Multimodal Composition: Undocumented Immigrant Students and a Culturally Sustaining Bilingual Writer's Workshop." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1569744.

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Son, Minhye. "Choosing Bilingual Education Over English-Only Programs: A Cultural Historical Perspective of Korean Immigrant Parents." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1685323.

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Lee, Chaehyun. "Role of Immigrant Parents' Attitudes and Practices in Bilingual Students' Heritage Language Use and Translanguaging Performance." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1681269.

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Gauna, Leslie. "The Mexican Immigrant Girl That Dreamt of Becoming an Educator: An Inquiry Into a Bilingual Teacher Trajectory." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1584212.

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Reports on the topic "Bilingui immigrati"

1

Asakura, Naomi. Language Policy and Bilingual Education for Immigrant Students at Public Schools in Japan. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2516.

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