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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Ekman, Sirkka-Liisa, Tarja-Brita Robins Wahlin, Matti Viitanen, Astrid Norberg, and Bengt Winblad. "Preconditions for Communication in the Care of Bilingual Demented Persons." International Psychogeriatrics 6, no. 1 (March 1994): 105–20. http://dx.doi.org/10.1017/s1041610294001675.
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This study describes how demented immigrants' communicative performance together with caregivers who speak/do not speak these people's native language relates to the demented persons' cognitive, linguistic, and neuropsychological abilities. The study was carried out among demented persons who were born in Finland and had immigrated to Sweden. Their life history, linguistic history and linguistic behavior, and communication in standardized situations were assessed. Neuropsychological and medical examinations were performed for diagnostic reasons. The results show that many of these Finnish immigrants had difficulties communicating with their Swedish-speaking caregivers, while their communication with a Finnish-speaking caregiver was adequate. The frequent misunderstanding of a person's message often leads to a one-way communication, in which the caregiver commands and interrupts the demented person. The demented Finnish immigrants functioned on a level of manifest competence that seemed far below their level of latent competence. It seems reasonable that the presence of Finnish-speaking caregivers is an environmental change that would markedly enhance the demented Finnish immigrants' performance and quality of life and also reduce the costs for their care.
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Medvedeva, Maria, and Alejandro Portes. "Immigrant Bilingualism in Spain: An Asset or a Liability?" International Migration Review 51, no. 3 (September 2017): 632–66. http://dx.doi.org/10.1111/imre.12243.
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This study contributes to the ongoing debate about bilingual advantage and examines whether bilingual immigrant youths fare better, as well as, or worse academically than the matching group of monolinguals. Using data from Spain, where close to half of immigrants speak Spanish as their native language, we found no evidence of costs of bilingualism: bilingual youths did benefit from their linguistic skills. Their advantage, however, manifested itself not uniformly across discrete outcomes, but in a direct trajectory toward higher educational attainment. Bilingualism neutralized the possible negative effect of ethnic origins and extended the positive effect of high parental ambition. Implications for theory and practice are discussed.
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Villa, Daniel J., and Susana Rivera-Mills. "An integrated multi-generational model for language maintenance and shift." Spanish Maintenance and Loss in the U.S. Southwest 6, no. 1 (April 9, 2009): 26–42. http://dx.doi.org/10.1075/sic.6.1.03vil.
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Many researchers investigating the maintenance and loss of non-English languages in the U.S. base their work on fairly homogeneous language groups, those who have immigrated here during a relatively restricted period of time. The European-origin migrations during the early decades of the twentieth century represent these types of language communities. However, Spanish is not strictly an immigrant language when compared to other non-English, non-indigenous languages. It shares in common with indigenous languages the fact that it was spoken in what is now the U.S. before the arrival of English speakers. However, it is unlike indigenous languages in that it continues to be reinforced by the arrival of Spanish-speaking immigrants. Given the complexities of this bilingual population, the purpose of the present article is to examine the variables that set apart the Spanish-speaking populations of the U.S., and particularly of the Southwest, in order to provide a revised model for language maintenance and shift that goes beyond the limitations of classic intergenerational models.
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Green, Melissa A., Georgina Perez, India J. Ornelas, Anh N. Tran, Connie Blumenthal, Michelle Lyn, and Giselle Corbie-Smith. "Amigas Latinas Motivando el ALMA (ALMA)." Californian Journal of Health Promotion 10, SI-Latino (December 1, 2012): 52–64. http://dx.doi.org/10.32398/cjhp.v10isi-latino.1482.
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Use of mental health care services for psychological distress is limited among Latino immigrants. In geographic areas where migration has been rapid, mental health systems possess limited capacity to provide bilingual and bicultural assistance. The development of a bilingual and bicultural workforce is a necessary yet long-term solution. More immediate strategies, however, are needed to meet the needs of immigrant Latinos. This paper describes the development of a stress-reduction focused, lay health advisor training that targets individual behavior change among Latina immigrants. The theoretical foundation, curriculum components, and pilot implementation of the training are discussed. As natural leaders, Latina promotoras disseminated learned strategies and resources within their communities. The lay health advisor model is a salient method for disseminating information regarding mental health and stress reduction among Latinas.
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Schachter, Ariela, Rachel T. Kimbro, and Bridget K. Gorman. "Language Proficiency and Health Status." Journal of Health and Social Behavior 53, no. 1 (March 2012): 124–45. http://dx.doi.org/10.1177/0022146511420570.
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Bilingual immigrants appear to have a health advantage, and identifying the mechanisms responsible for this is of increasing interest to scholars and policy makers in the United States. Utilizing the National Latino and Asian American Study (NLAAS; n = 3,264), we investigate the associations between English and native-language proficiency and usage and self-rated health for Asian and Latino U.S. immigrants from China, the Philippines, Vietnam, Mexico, Cuba, and Puerto Rico. The findings demonstrate that across immigrant ethnic groups, being bilingual is associated with better self-rated physical and mental health relative to being proficient in only English or only a native language, and moreover, these associations are partially mediated by socioeconomic status and family support but not by acculturation, stress and discrimination, or health access and behaviors.
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Nalubega-Booker, Kendra, and Arlette Willis. "Applying Critical Race Theory as a Tool for Examining the Literacies of Black Immigrant Youth." Teachers College Record: The Voice of Scholarship in Education 122, no. 13 (April 2020): 1–24. http://dx.doi.org/10.1177/016146812012201309.
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Background/Context There is a growing body of literature about the educational experiences of students who are African immigrants in U.S. schools. This study looks closely at a Ugandan immigrant's educational experiences in the U.S. as well as the laws and policies that preempted her education. Purpose/Objective/Research Question/Focus of Study The purpose of this study is to examine the disconnect between the rhetoric and practice of second language/bilingual laws in one school district in a Midwestern state, with regard to the experiences of an African immigrant whose has a diverse linguistic background. Research Design This study is crafted through a critical race theory lens and applies critical policy analysis to understand current practices. Using autoethnography, we provide a first-person reflection on the lived experiences of a young African immigrant student and her family. Then, drawing on critical race theory in concert with critical policy analysis, we examine the implementation and practice of second language/bilingual laws and policies in the state of Illinois. Findings/Results We find that the discourse and rhetoric surrounding second language/ bilingual laws and policies on federal, state, and local levels do not align with actual practices in school districts and classrooms. We describe how the lack of coherence between discourse and practice has contributed to delimiting an African immigrant student's access to mainstream language and linguistic education and other academic opportunities. Conclusions/Recommendations We conclude with recommendations to improve bilingual services to speakers of African languages: acknowledge that some African immigrant students possess a diverse linguistic background; address and challenge the dominant attitudes that deprive African immigrant students of a quality educational experience. We call upon administrators and policymakers to evaluate and correct the disconnect between second language/bilingual laws and policies. We recommend that cultural competence be central to second language/bilingual laws and policies throughout the planning and implementation processes.
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DeJonckheere, Melissa J., Lisa M. Vaughn, and Farrah Jacquez. "Latino Immigrant Youth Living in a Nontraditional Migration City." Urban Education 52, no. 3 (August 3, 2016): 399–426. http://dx.doi.org/10.1177/0042085914549360.
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Latino immigrant children represent the fastest-growing population in the United States and families are frequently residing outside of the traditional migration destinations. These cities lack the infrastructure and resources to provide culturally relevant services and bilingual education that supports these youth. Following a social-ecological approach that attends to the multiple contextual and cultural factors that influence individuals, this study identifies the risk and protective factors experienced by Latino immigrant youth living within a nontraditional destination area. Youth described relationship, immigration, academic, language, and familial stressors as significant risk factors. Protective factors included family networks, peer relationships, and school supports.
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Lee, Timothy, and Ludwin E. Molina. "“If You Don’t Speak English, I Can’t Understand You!”: Exposure to Various Foreign Languages as a Threat." Social Sciences 10, no. 8 (August 14, 2021): 308. http://dx.doi.org/10.3390/socsci10080308.
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The number of non-English speaking and bilingual immigrants continues to grow in the U.S. Previous research suggests that about one third of White Americans feel threatened upon hearing a language other than English. The current research examines how exposure to a foreign language affects White Americans’ perceptions of immigrants and group-based threats. In Study 1, White Americans were randomly assigned to read one of four fictional transcripts of a conversation of an immigrant family at a restaurant, where the type of language being spoken was manipulated to be either Korean, Spanish, German, or English. In Study 2, White Americans read the same fictional transcript—minus the Spanish; however, there was an addition of two subtitles conditions in which the subtitles were provided next to the Korean and German texts. The two studies suggest that exposure to a foreign language—regardless of whether they are consistent with Anglocentric constructions of American identity—lead White Americans to form less positive impressions of the immigrant targets and their conversation, experience an uptick in group-based threats, and display greater anti-immigrant attitudes. Moreover, there is evidence that the (in)ability to understand the conversation (i.e., epistemic threat) influences participants’ perceptions of immigrants and group-based threats.
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Pascual y Cabo, Diego. "Examining the role of cross-generational attrition in the development of Spanish as a heritage language." Linguistic Approaches to Bilingualism 10, no. 1 (February 26, 2018): 86–108. http://dx.doi.org/10.1075/lab.15057.pas.
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Abstract The goal of this article is to contribute to the literature on heritage speaker bilingualism by weighing in on the current debate regarding the source(s) of heritage speaker linguistic differences. Focusing on Spanish dative experiencers -gustar-like verbs-, I report on production and comprehension data from heritage speaker children and adults, from monolingual children and adults, as well as from adult bilingual immigrants. The results show (i) comprehension differences from expected outcomes for all heritage groups but not for the adult monolingual and bilingual control groups, and (ii) significant variation in the adult bilingual immigrant group’s production of the dative marker ‘a’ in obligatory contexts. I posit that this variation is at least in part responsible for the heritage speaker outcomes observed.
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Baladzhaeva, Liubov, and Batia Laufer. "Is first language attrition possible without second language knowledge?" International Review of Applied Linguistics in Language Teaching 56, no. 2 (May 25, 2018): 103–36. http://dx.doi.org/10.1515/iral-2016-0066.
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AbstractThe study explores whether Russian immigrants in Israel with no knowledge of Hebrew (L2) can experience attrition of Russian (L1). Immigrants with no knowledge of Hebrew (−Hebrew), bilingual immigrants who know Russian and Hebrew (+Hebrew), and monolingual controls were compared on lexical retrieval, correctness judgment of collocations, future tense formation, confidence in providing answers to two tasks and the time it took to complete them. Both immigrant groups showed signs of L1 attrition of collocations and of future tense formation, and the –Hebrew group performed significantly worse than +Hebrew group on future tense formation. The three groups did not differ in time-on-task. The –Hebrew group was less confident than the other groups in one task. Low and significant correlations were found between some sociolinguistic factors and test results. We conclude that first language attrition can occur both when immigrants acquire a second language and when they remain monolingual.
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Kim, BoRin, ByeongJu Ryu, Jihye Baek, Sojung Park, Chung Hyeon Jeong, and Jina Park. "DIFFERENCES IN HEALTH AMONG LOW-INCOME OLDER IMMIGRANTS: DOES ETHNICALLY HOMOGENEOUS ENVIRONMENT MATTER?" Innovation in Aging 6, Supplement_1 (November 1, 2022): 336. http://dx.doi.org/10.1093/geroni/igac059.1325.
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Abstract Older immigrants comprised 14% of the US older population, which is predicted to continue to rise. Despite the importance of ethnic attachment in older immigrants’ well-being, little is known how ethnically homogeneous housing environment affect older adults’ health. This study aims to fill the gaps in knowledge on low-income older immigrants living in subsidized senior housing and to explore the associations between immigrant status, senior housing environments, and self-rated health among this population. Our survey data was collected from 18 subsidized senior housing communities in IL, MO, and NH (N=459). Bilingual surveyors fluent in Chinese, Russian, and Korean were also available for the participants with limited English proficiency as the sampled housings were the multi-ethnicity properties. Hierarchical Linear Modeling was employed for our analysis to address our participants were clustered within senior housing.More than a half (56%) of our sample lived in ethnically homogeneous senior housing (either all immigrants or all non-immigrants). Immigrants consist of 53% of our sample, and 48% of them lived in ethnically homogeneous housing. Our finding showed that immigrants were more likely to report low level of self-rated health (OR=0.885, p< 0.01). However, ethnically homogeneous senior housing environments positively influence the association between immigrant status and self-rated health (OR=1.219, p<.05).This study highlights the importance of ethnically homogeneous living environment for low-income older immigrants in senior housing. Although ethnic diversity may be beneficial in broader society, concentration of ethnic minority older immigrants could play an important role in terms of social support and service delivery.
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Miller, Lamar P., and Lisa A. Tanners. "Diversity and the New Immigrants." Teachers College Record: The Voice of Scholarship in Education 96, no. 4 (June 1995): 671–80. http://dx.doi.org/10.1177/016146819509600404.
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New immigrants in the United States are enlivening the schools at the same time as they are overwhelming them. The waves of immigration have led to an increasingly diverse school population and have created a new set of problems. Today, with children from such diverse backgrounds, schools are inadequately prepared to serve the needs of the students who are arriving in increasing numbers. The challenges associated with the new immigrants are numerous. Problems now exist that are related to desegregation, multicultural education, higher-quality education, and bilingual education. As the population of our schools becomes more and more diverse, the most appropriate ways to educate this fascinating heterogeneous population must be sought.
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Monobe, Gumiko, and Barbara L. Seidl. "“We have stories to share!”: Narratives of Identity and Perspectives of Japanese Descent Teachers in the USA." Journal of Family Diversity in Education 3, no. 3 (May 17, 2019): 88–111. http://dx.doi.org/10.53956/jfde.2019.143.
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As the number of immigrant children entering school systems increases across the globe, preparing teachers to support these children and their families is of critical importance. How to support and bring strength to English language learners (ELLs) and immigrant children is a new subject among the scholarship of teacher education, due to the increasing numbers of immigrant children. There are unique complexities that educators need to consider, including: (a) their own cross/bicultural, bilingual identity development, (b) their interpersonal relationship building, and (c) their hybrid experiences in a culturally and linguistically unfamiliar environment with other children and teachers in a new country.In this study, we focus mainly on three teachers who are Japanese descent and their support of Japanese immigrant students. Findings from this study suggest that the three teachers used their funds of knowledge (González, Moll, & Amanti, 2005) as immigrants and immigrant teachers to support their Japanese immigrant students in the following three categories: building interpersonal connections, cross-cultural mediation, and nurturing identity development in the context of hybridity and wholeness.
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Torrente Paternina, Lilián Paola. "El español y las políticas lingüísticas en Estados Unidos: el caso de los Estados fronterizos con México." Cuadernos de Lingüística Hispánica, no. 22 (December 2, 2013): 47. http://dx.doi.org/10.19053/0121053x.2154.
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Se realizó una consulta bibliográfica sobre la situación actual de las políticas educativas y lingüísticas relacionadas con la enseñanza bilingüe en los estados fronterizos de Estados Unidos con México. Se describe la inexistente, pero implícita política lingüística federal en los Estados Unidos de América, sus políticas ad hoc sobre educación bilingüe y, en especial, la situación actual del español en los estados fronterizos con México y sus legislaciones al respecto, ya que el crecientesentimiento anti-inmigrante existente en estos estados se ve reflejado en las políticas de restricción del uso del español y otros idiomas diferentes del inglés, lo cual constituye una profunda contradicción si se tiene en cuenta el origen histórico de esta región.Palabras clave: español, educación bilingüe, política lingüística, monolingüismo, hispanos. AbstractThe present study is a bibliographic review of the current situation of educational and linguistic policies related to bilingual education in the border states between the U.S. and Mexico. It describes the nonexistent but implicit federal language policies in the United States of America as well as its ad hoc policies on bilingual education, especially regarding the current situation of Spanish and its legislation in the border states with Mexico. The growing anti-immigrant feeling that exists in these states is reflected in the policies restricting the use of Spanish and other languages different from English. This situation establishes a deep contradiction taking into account the historical origin of this region.Key words: Spanish, bilingual education, language policy, monolingualism, Hispanic citizens.
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Hansen, Pernille, Magdalena Łuniewska, Hanne Gram Simonsen, Ewa Haman, Karolina Mieszkowska, Joanna Kołak, and Zofia Wodniecka. "Picture-based vocabulary assessment versus parental questionnaires: A cross-linguistic study of bilingual assessment methods." International Journal of Bilingualism 23, no. 2 (October 12, 2017): 437–56. http://dx.doi.org/10.1177/1367006917733067.
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Purpose: As a contribution to the endeavour of developing appropriate tools for bilingual language assessment, this paper investigates the concurrence between two new tools from the recent COST Action IS0804 (Bi-SLI), and the differences between children across two different migrant communities. Approach: Two new tools from the battery Language Impairment Testing in Multilingual Settings (LITMUS) were used: the direct assessment tool Cross-linguistic Lexical Tasks (CLT) and the reporting instrument Parents of Bilingual Children Questionnaire (PaBiQ), which offers an indirect measure of overall language skills. Data: The participants were 36 children (4;2–6;6) of Polish immigrants to Norway or the UK. Correlations were investigated with Kendall’s rank correlation, and comparisons carried out with Wilcoxon rank sum tests. Findings: The results from the two tools correlated. The CLT results were higher in the minority language (Polish) than in the majority language, with no difference between the groups. Still, the parents in the UK judged their children as less proficient in Polish than those in Norway did. Two different accounts for this incongruity are discussed. Firstly, parents in the UK may set higher benchmarks for their children’s minority language skills than the parents in Norway. Alternative accounts of this interpretation related to differences in the parents’ socio-economic background, minority language proficiency or language attitudes are discussed. Secondly, parental report may indicate early stages of attrition of the minority language among the children in the UK that the direct lexical assessment tool may not be sensitive enough to uncover. Originality: The study used two new tools designed for multilingual children to compare two groups of children of a recent and growing immigration group, whose language development is currently underinvestigated. Implications: The findings underscore the complexity of assessing bilingual children’s full language competence. The cross-cultural differences documented call for further longitudinal research comparing immigrant children from different language backgrounds.
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Furu, Adél. "Knowledge of Russian and Estonian – an aisle of Finnish–Russian–Estonian relations." Multiculturalism and multilingualism in Scandinavia and the Baltic Sea Region 13, no. 1 (August 15, 2021): 127–36. http://dx.doi.org/10.53604/rjbns.v13i1_6.
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This article seeks to identify the educational tendencies in the case of Russian and Estonian second language instruction in Finland observing the shift from language erosion to maintenance. We examine the reasons why the promotion of Russian and Estonian in Finland is opportune and how acquainted immigrant children’s parents are with their rights to Russian or Estonian language instruction. The aim of this study is to examine the level of ethnic and linguistic intolerance sensed by the Russian and Estonian immigrants and the degree of integration into the Finnish culture and society. The study addresses the following research questions: How does Finland try to attenuate the social exclusion of the Russian and Estonian immigrants? Do immigrant students receive enough support to achieve bilingual proficiency? In what cases does the child not agree to speak Russian or Estonian at all? Is knowledge of the two analyzed languages a prerequisite for economic and cultural perspectives in Finland? The topic will be focused from sociolinguistic, linguistic, cognitive, cultural perspectives and the article will adopt a comparative approach.
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Kissam, Edward, and Jo Ann Intili. "Spanish-Language Community Radio as a Resource for Health Promotion Campaigns Targeted to Farmworkers and Recent Immigrants." Californian Journal of Health Promotion 1, no. 2 (June 1, 2003): 183–97. http://dx.doi.org/10.32398/cjhp.v1i2.1695.
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This report describes findings from recent audience research on the impact of health promotion campaigns conducted by Radio Bilingue, a Spanish-language community public radio network. The discussion includes estimates of audience size and analysis of the station’s ability to reach the population targeted in the health promotion campaigns: low-literate farmworkers, recent immigrants, and the parents of pre-school age children. The authors conclude that station identity and communication style play a crucial role in catalyzing listeners’ discussion of health topics with family members, friends, neighbors, and co-workers. This, in turn, has important implications for developing health promotion strategies and designing media campaigns directed to Latino immigrant populations.
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Kissam, Edward, and Jo Ann Intili. "Spanish-Language Community Radio as a Resource for Health Promotion Campaigns Targeted to Farmworkers and Recent Immigrants." Californian Journal of Health Promotion 1, no. 2 (June 1, 2003): 183–97. http://dx.doi.org/10.32398/cjhp.v1i2.440.
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This report describes findings from recent audience research on the impact of health promotion campaigns conducted by Radio Bilingue, a Spanish-language community public radio network. The discussion includes estimates of audience size and analysis of the station’s ability to reach the population targeted in the health promotion campaigns: low-literate farmworkers, recent immigrants, and the parents of pre-school age children. The authors conclude that station identity and communication style play a crucial role in catalyzing listeners’ discussion of health topics with family members, friends, neighbors, and co-workers. This, in turn, has important implications for developing health promotion strategies and designing media campaigns directed to Latino immigrant populations.
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Huguet, Ángel, Clara Sansó, Txema Días-Torrent, and José Luis Navarro. "INMIGRACIÓN Y ESCUELA EN CONTEXTOS PLURILINGÜES. EL CASO DE CATALUÑA Y ANDORRA." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 7, no. 1 (January 30, 2017): 393. http://dx.doi.org/10.17060/ijodaep.2014.n1.v7.809.
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Abstract.IMMIGRATION AND SCHOOL IN MULTILINGUAL CONTEXTS. THE CASE OF CATALONIA AND ANDORRAThe social changes in recent years have particularly affected Catalonia and Andorra. Both contexts, despite sharing the same interest in consolidating Catalan, manage differently the role of this language at education and institutional levels. Whereas in Catalonia, Catalan shares official status with Castilian, Andorra is the only country in the world where it is the official language. Anyway, both the geographical proximity to Spain and France, and the continuous migratory movements have led to the present reality in which this language coexists with Castilian, French and Portuguese. Specifically, official data from the Government of Andorra reveals that more than half of the population is of foreign origin, figures which correlate with the number of immigrant students. Similarly, Catalonia is the Spanish Autonomous Community with the highest number of immigrants, a fact that is highly reflected linguistically and culturally in schools, just as in the case of Andorra. These two territories also share the peculiarity of relying on education systems where besides Catalan, other vehicular languages ??are present. In this sense, while Catalonia promotes the bilingual education Catalan-Castilian, there are schools in Andorra which belong to three different educational systems: French, Spanish and Andorran, where the main language of instruction is the corresponding official language of each country. Within this background frame, to the extent to which students’ language attitudes are significant for language learning and self-identifications, this communication contextualized the social and educational realities of Catalonia and Andorra, two contexts where various studies focused on the analysis of the language attitudes of native and immigrant students were developed.Keywords: Immigration, plurilingualism, Catalonia, Andorra, bilingual education.Resumen.Los cambios sociales acontecidos en los últimos años han afectado de manera singular a Cataluña y Andorra. Ambos contextos, a pesar de compartir el mismo interés por consolidar la lengua catalana, gestionan de manera diferente el papel de dicha lengua a nivel educativo e institucional. Mientras que en Cataluña el catalán comparte cooficialidad con el castellano, el Principado de Andorra es el único país del mundo donde es la lengua oficial. En todo caso, la proximidad geográfica con España y Francia, junto con los continuos movimientos migratorios, ha llevado a dicha lengua a convivir con el castellano, el francés y el portugués. Concretamente, los datos oficiales del Govern d’Andorra determinan que más de la mitad de la población es de origen extranjero, cifras que se correlacionan, aproximadamente, con un el número de escolares inmigrantes. Por su parte, Cataluña es las Comunidad Autónoma española con el mayor número de extranjeros de toda España, peculiaridad que, tal y como sucede en el caso andorrano, se refleja lingüística y culturalmente en las escuelas de manera destacada. Dos territorios que, además, tienen la singularidad de ampararse en unos sistemas educativos donde además del catalán coexisten otras lenguas vehiculares. En este sentido, mientras que Cataluña fomenta la educación bilingüe catalán-castellano, en Andorra existen escuelas pertenecientes a tres sistemas educativos diferentes: el francés, el español y el andorrano, donde en cada uno de ellos la principal lengua de instrucción es la correspondiente a la oficial de cada país. Con este marco de fondo, en la medida en que las actitudes lingüísticas de los escolares son significativas en relación al aprendizaje lingüístico y las autoidentificaciones, la presente comunicación contextualiza las realidades sociales y educativas de Cataluña y Andorra, dos contextos donde se han desarrollado diversas investigaciones centradas en el análisis de las actitudes lingüísticas del alumnado autóctono e inmigrante.Palabras Clave: Inmigración, plurilingüismo, Cataluña, Principado de Andorra, Educación bilingüe.
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Lico, Sofia, and Wendy Luttrell. "An Important Part of Me: A Dialogue About Difference." Harvard Educational Review 81, no. 4 (December 1, 2011): 667–86. http://dx.doi.org/10.17763/haer.81.4.j5w3r8870326697l.
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This article is an experiment in writing about and across differences; it seeks to open up dialogue between adults and young people in childhood and youth studies research. The coauthors, Sofia1 and Wendy, met through Wendy's longitudinal research project, which explores the roles that gender, race, and immigrant status play in how young people represent themselves and their social worlds. In this article, Sofia and Wendy exchange their understandings of Sofia's immigration experiences, and how her identity has changed from age ten to fifteen as she has navigated her bicultural and bilingual worlds.
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Marsiglia, Flavio F., Jaime M. Booth, Adrienne Baldwin, and Stephanie Ayers. "Acculturation and Life Satisfaction Among Immigrant Mexican Adults." Advances in Social Work 14, no. 1 (September 4, 2013): 49–64. http://dx.doi.org/10.18060/3758.
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The numbers of Mexican Americans living in the United States, many of whom are first generation immigrants, are increasing. The process of immigration and acculturation can be accompanied by stress, as an individual attempts to reconcile two potentially competing sets of norms and values and to navigate a new social terrain. However, the outcomes of studies investigating the relationship between levels of acculturation and well-being are mixed. To further investigate the dynamic of acculturation, this article will address the impact of acculturation and familismo, on reported life satisfaction and resilience among Mexican American adults living in the Southwest (N=307), the majority (89%) of which are immigrants. The findings indicate that bilingual individuals report significantly higher levels of life satisfaction and resilience than their Spanish-speaking counterparts do. Speaking primarily English only predicted higher levels of resilience but not life satisfaction. Implications for social work practice with Mexican American immigrants are discussed.
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Aparício, Sandra Lopes, Ivone Duarte, Luísa Castro, and Rui Nunes. "Equity in the Access of Chinese Immigrants to Healthcare Services in Portugal." International Journal of Environmental Research and Public Health 20, no. 3 (January 30, 2023): 2442. http://dx.doi.org/10.3390/ijerph20032442.
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International studies indicate that Chinese immigrants face barriers when trying to access healthcare in the host country. The aim of this study was to identify the barriers that Chinese immigrants face when accessing the Portuguese National Health Service. An observational, cross-sectional and quantitative study was carried out via a bilingual Portuguese/Mandarin self-completed paper questionnaire was applied. The study population consisted of individuals with Chinese nationality who were residing in mainland Portugal for at least one year and aged 18 years or over. A total of 304 individuals answered the questionnaire. The results show that 284 (93.4%) of the participants had already sought healthcare in Portugal. The participants identified language difficulties and health professionals’ lack of knowledge of Chinese cultural habits as the most significant barriers to accessing healthcare in Portugal. Of a total of 165 participants who sought healthcare in China, confidence in treatment outcomes and health professionals’ knowledge of Chinese cultural habits were the reasons given by 151 (91.5%) individuals. This study reveals the existence of linguistic and cultural barriers that can condition the access of the Chinese immigrant population to healthcare systems. Immigrants’ access to healthcare can be promoted via policies that contribute to proficiency in the Portuguese language and medical literacy among the Chinese immigrant population. It can also be promoted by raising the awareness of health professionals to Chinese cultural habits.
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Lykes, M., Erin McDonald, and Cesar Boc. "The Post-Deportation Human Rights Project: Participatory Action Research with Maya Transnational Families." Practicing Anthropology 34, no. 1 (January 1, 2012): 22–26. http://dx.doi.org/10.17730/praa.34.1.l20501884743h62t.
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As the number of immigrants in the United States has increased dramatically in recent decades, so has the number of human rights violations against immigrants in the form of arrests without warrants, detention and deportation of parents without consideration of the well-being of their children, and incarceration without bail or the right to a public attorney. The Post-Deportation Human Rights Project (PDHRP) at Boston College was developed to investigate and respond to the legal and psychological effects of deportation policies on migrants living in or deported from the United States. This unique multidisciplinary project involves lawyers, social science faculty, and graduate students—all of whom are bilingual, one of whom is trilingual, and many of whom are bicultural—working together in partnership with local immigrant organizations to address the psychosocial impact of deportation on Latino and Maya families and communities. Our work includes psycho-educational and rights education workshops with immigrant parents and their children in southern New England as well as a cross-national project based in the U.S. and Guatemala supporting transnational families through participatory research, educational workshops, and legal resources.
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Ramsey, Paul J. "In the Region of Babel: Public Bilingual Schooling in the Midwest, 1840s–1880s." History of Education Quarterly 49, no. 3 (August 2009): 267–90. http://dx.doi.org/10.1111/j.1748-5959.2009.00209.x.
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The city was to be “called Babel,” according to the book of Genesis, “because the LORD did there confound the language of all the earth.” Although the Midwest of the nineteenth century had never been “of one language, and of one speech” as the ancient city with the tower to heaven, America's heartland was confounded by linguistic diversity, particularly as more and more immigrants poured into the region after the 1830s. Yet, these foreign-language speakers brought with them more than “ax and hoe and rifle,” as Mark Twain once wrote of the “poor immigrant” settlers. They also brought with them a desire to maintain their linguistic and cultural traditions—particularly in the emerging common schools—and the area that spanned along and east of the Mississippi and north of the Mason–Dixon line proved to be an excellent environment for that endeavor. Bilingual education took hold in the Midwestern schools not only because of the enormous amount of foreign-language speakers who settled there—making the region a modern Babel—but also because it was a developing area when the immigrants arrived, thus allowing them to become “co-founders and partners” in the region's affairs.
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Sevinç, Yeşim. "Language anxiety in the immigrant context: Sweaty palms?" International Journal of Bilingualism 22, no. 6 (February 19, 2017): 717–39. http://dx.doi.org/10.1177/1367006917690914.
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Aims and objectives: This is a proof-of-concept study designed to evaluate the level of language anxiety among immigrants by assessing autonomic arousal associated with heritage language anxiety and majority language anxiety among three generations of Turkish immigrants in the Netherlands. It examines the possible relationship between physiology, bilingual speech, language background variables and language anxiety. Design: Two measures of electrodermal activity – skin conductance level (SCL) and skin conductance response (SCR) – were recorded during a video-retelling task in six experimental phases: baseline (2×), free (bilingual) mode (2×), monolingual heritage-language (Turkish) mode, and monolingual majority-language (Dutch) mode. Participants ( n=30) ranked their level of language anxiety after the Turkish monolingual mode and Dutch monolingual mode. A Likert scale-based questionnaire was used to gather information on language background variables (i.e. age of acquisition, oral language proficiency and frequency of language use). Findings: Third-generation bilinguals, to a greater extent than first- and second-generation bilinguals, demonstrated greater autonomic arousal during the Turkish monolingual mode than during the Dutch one. Participants’ SCLs/SCRs in monolingual modes were strongly correlated with their self-reports on heritage and majority language anxiety. Higher levels of SCLs/SCRs in the Turkish monolingual mode were negatively correlated with participants’ Turkish oral proficiency levels and frequency of daily use of Turkish. The correlations between SCLs/SCRs in the Dutch monolingual mode and participants’ Dutch oral proficiency levels and frequency of daily use of Dutch, on the other hand, were low to non-significant. These findings suggest that language anxiety is also related to social and psychological factors, rather than only self-perceived low language proficiency. Implications: The outcome confirms the presence of language anxiety in immigrant contexts. An interdisciplinary approach that applies physiological measures together with social factors and self-reports can shed further light on language anxiety. Originality: The study contributes to a more nuanced understanding of language anxiety in immigrant contexts and provides evidence for the relationship between anxiety, bilingual speech and autonomic arousal.
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Alarcón, Amado, and Luis Garzón. "Children of immigrants and social mobility in officially bilingual societies." Spanish in Context 10, no. 1 (April 5, 2013): 92–113. http://dx.doi.org/10.1075/sic.10.1.04ala.
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This article analyses the role of language in the intra- and intergenerational social mobility of Argentinean, Colombian and Moroccan immigrants in Catalonia, an officially bilingual society. We start from the notion that the knowledge and use of and attachment to local languages are affected by the range and importance of opportunities for social mobility offered by the host society. Empirical evidence is based on 45 biographical interviews with members of first generation immigrant groups and their children (raised in Catalonia and currently living outside the family home). We show that the attitudes towards and use of the Catalan language depend on expectations and constraints with regard to upward social mobility. This article questions the causal relationship between languages spoken and job opportunities, postulated by means of the theory of human capital whereby language is only considered as a competitive advantage on the basis of its communicative value.
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Minas, I. H., G. W. Stuart, and S. Klimidis. "Language, Culture and Psychiatric Services: A Survey of Victorian Clinical Staff." Australian & New Zealand Journal of Psychiatry 28, no. 2 (June 1994): 250–58. http://dx.doi.org/10.1080/00048679409075636.
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In planning psychiatric services for non-English speaking immigrant communities it is essential to know what resources are available for the implementation of service plans. A survey of 991 professionals from a variety of disciplines working in Victorian state operated inpatient and community psychiatric services demonstrates that, although there is a substantial number of bilingual clinicians working in the system, there is a poor match between languages spoken by patient groups and clinicians, infrequent contact between bilingual clinicians and patients speaking the same language, and inadequate availability of interpreting services. Clinicians' knowledge of cultural issues relevant to assessment and treatment is inadequate, and there is some enthusiasm among clinical staff for remedying this deficiency. Clinicians express the opinions that services to non-English speaking patients are inferior, and clinical outcome is worse than for the Australian-born. There appears to be general support for changes which would seek to more adequately meet the psychiatric service needs of immigrants.
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Wang, J. H., Oscar Morales, and L. K. George Hsu. "Auditory Hallucinations in Bilingual Immigrants." Journal of Nervous & Mental Disease 186, no. 8 (August 1998): 501–3. http://dx.doi.org/10.1097/00005053-199808000-00009.
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Jones, Bradford S., Jeffrey W. Sherman, Natalie E. Rojas, Adrienne Hosek, David L. Vannette, Rene R. Rocha, Omar García-Ponce, Maria Pantoja, and Jesus Manuel García-Amador. "Trump-induced anxiety among Latina/os." Group Processes & Intergroup Relations 24, no. 1 (December 25, 2019): 68–87. http://dx.doi.org/10.1177/1368430219889132.
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During the 2016 election, Donald Trump castigated unauthorized immigrants as “murderers and rapists.” During his presidency, he continued the use of this rhetoric, explicitly linking unauthorized migrants to threatening narratives. Here, we consider three questions: Did Donald Trump and his immigration positions serve as an “anxiety trigger” for Latina/os? Are individuals with contextually stigmatized attributes especially sensitive to Trump and his policy proposals? Is Spanish language itself, an attribute negatively stigmatized in the context of the immigration issue, sufficient to increase deportation anxiety? Utilizing survey experiments of Latina/os, we demonstrate that exposure to a Trump immigration cue is sufficient to increase anxiety about deportation. We also demonstrate that stigmatized attributes predict anxiety, but do not moderate the effect of the Trump cue. Lastly, we provide evidence that survey language affects anxiety among Latina/os. In Studies 1 ( n = 736) and 2 ( n = 1,040), we show that exposure to information about Trump’s immigration agenda significantly increases reports about deportation anxiety. In Study 3 ( n = 1,734), we show that the Trump exposure condition induces heightened anxiety but that Latina/o attributes (language proficiency and use, immigration status, assessed phenotype) and identity strength have an independent effect on deportation anxiety. In Study 4 ( n = 775), we randomized bilingual respondents into Spanish or English language survey protocols and found that comparable bilinguals exposed to Spanish language report higher levels of anxiety compared to English-language survey takers.
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Ekman, Sirkka-Liisa, Tarja-Brita Robins Wahlin, Astrid Norberg, and Bengt Winblad. "Relationship between Bilingual Demented Immigrants and Bilingual/Monolingual Caregivers." International Journal of Aging and Human Development 37, no. 1 (July 1993): 37–54. http://dx.doi.org/10.2190/nu87-fgp0-cneu-dch5.
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This study illuminates the relationship between bilingual demented patients and bilingual/monolingual caregivers during morning care sessions regarding the promotion of integrity in demented persons. Seven demented Finnish immigrants were videotaped during morning care together with bilingual and monolingual Swedish-speaking caregivers. A phenomenological-hermeneutic analysis of the videotapes was performed based on Ricoeur's philosophy. The structural analysis was made by means of the Erikson theory of “eight stages of man.” Comparisons were made regarding demented immigrants' relationships with Swedish-Finnish speaking and Swedish speaking caregivers respectively. Three different patterns of relationship were seen: positive, negative, and mixed relationship. The study showed that bilingual caregivers' relationships with bilingual patients was positive or mainly positive (mixed), while the monolingual Swedish speaking caregivers had severe problems communicating with the same patients and therefore had more difficulties creating a positive relationship with them. It seems important that bilingual caregivers engage in the care of demented bilingual patients in order to help them use their latent competence and show themselves more clearly in the communication with their caregivers.
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Borra, Ria. "Depressive disorder among Turkish women in the Netherlands: A qualitative study of idioms of distress." Transcultural Psychiatry 48, no. 5 (October 20, 2011): 660–74. http://dx.doi.org/10.1177/1363461511418395.
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The provision of mental health services to immigrants in the Netherlands is hampered by difficulty in establishing valid diagnoses of psychiatric disorders. To improve the process of diagnosing depressive disorder among Turkish women in Dutch mental healthcare, we conducted a qualitative study of women with depression in Rotterdam. A bilingual Turkish–Dutch diagnostic interview was developed to explore Turkish women's idioms of distress. Interviews were conducted with 20 women with a disputed diagnosis of depression. Results showed that distress among the Turkish women was characterized by a wide range of somatic complaints, with anxiety and agitation occurring as frequently as depressive complaints. Because the range of complaints is so varied, major depression may be underdiagnosed in the Turkish immigrant population.
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Marian, Viorica, and Margarita Kaushanskaya. "Words, feelings, and bilingualism." Emotion words in the monolingual and bilingual lexicon 3, no. 1 (April 7, 2008): 72–91. http://dx.doi.org/10.1075/ml.3.1.06mar.
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Cross-linguistic differences in emotionality of autobiographical memories were examined by eliciting memories of immigration from bilingual speakers. Forty-seven Russian-English bilinguals were asked to recount their immigration experiences in either Russian or English. Bilinguals used more emotion words when describing their immigration experiences in the second language (English) than in the first language (Russian). Bilinguals’ immigration narratives contained more negative emotion words than positive emotion words. In addition, language preference (but not language proficiency) influenced results, with emotional expression amplified when speaking in the preferred language. These findings carry implications for organization of the bilingual lexicon and the special status of emotion words within it. We suggest that bilinguals’ expression of emotion may vary across languages and that the linguistic and affective systems are interconnected in the bilingual cognitive architecture.
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JIA, GISELA, DORIS AARONSON, and YANHONG WU. "Long-term language attainment of bilingual immigrants: Predictive variables and language group differences." Applied Psycholinguistics 23, no. 4 (November 19, 2002): 599–621. http://dx.doi.org/10.1017/s0142716402004058.
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This study examined the variables related to US immigrants' long-term attainment in English, their second language (L2), and their native language (L1). For 44 Mandarin–English bilinguals, with increasing age of arrival (AOA) in the United States, their accuracy in L2 grammaticality judgment tasks decreased and accuracy in an L1 grammaticality judgment task increased. Moreover, both AOA in the United States and mothers' English proficiency uniquely predicted a significant proportion of the variance for bilinguals' L2 proficiency. Finally, as a group, 72 speakers of three Asian languages showed lower levels of L2 proficiency and stronger AOA effects on the task performance than 32 speakers of six European languages. These differences in language proficiency were associated with differences in language use, language learning motivation, and cultural identification between the two groups. These findings suggest that L2 acquisition in the immigration setting is a complicated process involving the dynamic interactions of multiple variables.
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Vargas-Urpi, Mireia. "Official bilingualism meets de facto multilingualism: public service interpreting for the Chinese in Catalonia." International Journal of the Sociology of Language 2018, no. 251 (April 25, 2018): 37–54. http://dx.doi.org/10.1515/ijsl-2018-0003.
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Abstract Catalonia is well known for being a bilingual region with language policies that give full support to promoting Catalan. More recently, the number of languages spoken in Catalonia has risen significantly due to immigration flows, while immigration policies encourage all citizens living in Catalonia to be able to communicate in Catalan with the public Administration. The same immigration policies, however, also acknowledge that interpreting (or intercultural mediation) may be necessary to facilitate immigrants’ rights to access public services during the first few years they are living in Catalonia. This article analyses the relationship between a minoritized language (Catalan), a dominant language (Spanish) and a group of recently arrived languages (Standard Chinese and other Chinese varieties) from the perspective of public service interpreting. It discusses some of the results of an empirical qualitative research which included: (a) interviews with public service interpreters and intercultural mediators working with Chinese living in Catalonia, (b) interviews with managers and coordinators in charge of interpreting or mediation services, and (c) questionnaires answered by Chinese users of public services in Catalonia. This research depicts a complex reality: it not only reflects interpreters’ and managers’ biases towards Spanish or Catalan, often motivated by their place of origin or life experience, but also the challenges when dealing with linguistic variation, i.e. the variety of languages (geolects and mutually unintelligible dialects) included under the umbrella term of Chinese.
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Gesell, Sabina, Dan Wallace, Tommaso Tempesti, Vanessa Hux, and Shari Barkin. "Increasing Latino Parents’ Verbal Interactions with Their Preschool-Aged Children." ISRN Education 2012 (March 7, 2012): 1–9. http://dx.doi.org/10.5402/2012/652406.
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The rapidly growing Hispanic American population is experiencing an academic achievement gap that seems to be rooted in disparities in early childhood education and literacy development. Children of non-English-speaking immigrant parents are at greatest risk of poor school performance, but there is potential to capitalize on immigrants’ drive by encouraging them to engage with their children in dialog while reading native-language storybooks. This paper reports on a community-based randomized controlled trial () delivered to mostly Mexican immigrant parents of preschool-age children. Intervention group parents attended three monthly 60-minute sessions based on the Dialogic Reading Model—C.A.R. (Comment and Wait, Ask Questions and Wait, and Respond by Adding More), which teaches parents to have a conversation about pictures in books, with the goal of enhancing verbal exchanges with the child in the parent’s native language. After the 3-month intervention, parents in the bilingual early language development intervention reported placing greater value on children’s active verbal participation in reading compared to control group parents who participated in a healthy lifestyle intervention. These results suggest that Hispanics’ educational outcomes may be improved by educating parents on the value of playful conversations with young children while reading books in one’s native language.
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Salma, Jordana, Kathleen F. Hunter, Linda Ogilvie, and Norah Keating. "An Intersectional Exploration: Experiences of Stroke Prevention in Middle-Aged and Older Arab Muslim Immigrant Women in Canada." Canadian Journal of Nursing Research 50, no. 3 (March 14, 2018): 110–19. http://dx.doi.org/10.1177/0844562118760076.
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Background Arab immigrants have increasing rates of stroke and uncontrolled stroke risk factors coupled with minimal resources for stroke prevention. Purpose This article describes the results of an interpretive descriptive study about Arab immigrant women’s experiences of practicing stroke prevention. We use an intersectionality approach to discuss some of the factors that influenced women’s ability to manage their health. Methods Sixteen middle-aged and older Arab Muslim immigrant women were recruited between 2015 and 2016 from two religious centers in an urban Canadian center. Women were between the ages of 45 and 75 years, were living in the community, and had a combination of stroke risk factors. Semi-structured interviews lasting 2–3 h were conducted in Arabic by the primary bilingual researcher. Data analysis was completed in Arabic, with final themes and exemplars translated to English with the support of a certified translator. Results Study themes include relating life stressors to physical health, pursuing knowledge in the dark, negotiating medication and treatment options, making an effort to eat healthy and be active, and identifying triple ingredients for empowerment. Conclusion Economic status, access to transportation, language fluency, life stressors, and personal coping strategies influenced Arab women’s ability to manage personal health.
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Hoff, Erika. "Bilingual Development in Children of Immigrant Families." Child Development Perspectives 12, no. 2 (October 30, 2017): 80–86. http://dx.doi.org/10.1111/cdep.12262.
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Lee, Jin Sook, Jane Y. Choi, and Laura Marqués-Pascual. "Análisis de las funciones comunicativas en el habla de niños inmigrantes bilingües de origen coreano y mexicano." Journal of New Approaches in Educational Research 5, no. 2 (July 15, 2016): 66–73. http://dx.doi.org/10.7821/naer.2016.7.193.
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<p class="AbstractText">For children from immigrant families, opportunities to develop additive bilingualism exist, yet bilingual attainment has varied widely. Given the significance of language development opportunities in home settings, this study examines the home language use of 20 second-generation children (ages 6-8) of Mexican and Korean descent in the United States. Using a language function framework, we provide a descriptive analysis of the communicative functions performed by these children and how their proficiency level, the interlocutors, and their home settings may influence their language use. Data include English and heritage language proficiency assessments, interviews with children and their mothers, and multiple video recordings of home interactions. Findings show little variation in the kinds of language functions performed by these children who mainly used language to convey or seek factual information, unless they were involved in imaginary play. Moreover, children found creative ways to communicate different linguistic functions as needed, even among those with limited proficiency. Interestingly, the Mexican American children had a greater tendency to use more heritage language in the home than the Korean American children, who used more English. The children rarely engaged in intersentential code-switching. Implications for educators, parents, and researchers are discussed.</p>
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Sohrabi, Tayebeh. "To Raise a Bilingual or a Monolingual Child: Concerns of an Immigrant Mother." Canadian Journal of Family and Youth / Le Journal Canadien de Famille et de la Jeunesse 14, no. 1 (January 1, 2022): 23–37. http://dx.doi.org/10.29173/cjfy29757.
Full textAbstract:
The number of immigrant families in Canada and other Western countries has increased in the last several decades. Immigrant families face challenges in bringing up their children in a new country, such as different expectations from two different cultures, being away from their family and immediate support network, financial problems, and language limitations. One of the main concerns of most immigrant parents is their child's language acquisition. Language development is the most significant predictor of children’s success in school and later life. Regarding the vital role of language development in each aspect of life, it is essential to explore this growing population's experiences and challenges related to their children’s language acquisition. This qualitative study benefited from a narrative inquiry for representing and interpreting an immigrant mother's experiences and challenges in bringing up a bilingual child in Canada. This paper addresses the multiple conflicts affecting immigrant parents' decision to bring up a bilingual or monolingual child. Some of immigrant parents' main concerns, including passing on their accents, code-switching, language delays, limited social interactions and using screen time for teaching language are discussed in this paper.
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Bryzh, Kateryna, and Veronika Makarova. "The Role of English Proficiency in the Adaptation of Ukrainian Immigrant Children and Youth in Saskatchewan, Canada." East/West: Journal of Ukrainian Studies 8, no. 2 (October 18, 2021): 193–233. http://dx.doi.org/10.21226/ewjus557.
Full textAbstract:
This article reports the results of a small-scale study examining the role of English language proficiency in the adaptation of Ukrainian immigrant children and youth to life in Saskatchewan, Canada. The main objective of the study was to describe issues related to English as a Second Language (ESL) proficiency as they are perceived by Ukrainian children and youth and by their parents. The second objective of the study was to explore the following factors in the adaptation process: age, gender, duration of stay in Canada, age upon arrival in Canada, ESL class attendance, school type (English as the language of instruction or bilingual), and level of English proficiency. A total of 60 participants (30 children/youth and 30 parents) took part in the study. The methodology (mixed quantitative/qualitative) involved semi-structured interviews with the children/youth participants, an evaluation of their ESL proficiency, and a questionnaire survey of parents’ views on ESL-related adaptation difficulties experienced by children/youth. The results demonstrated that most Ukrainian immigrant children/youth reported that limited English proficiency was a major problem for them when they moved to Canada. The results of the study suggest that the difficulties experienced by a child who immigrates to Canada depend on the child’s ESL speaking proficiency, general ESL proficiency, duration of stay in Canada, and age upon arrival in Canada.