Relevant bibliographies by topics / Children of immigrants Language

Academic literature on the topic 'Children of immigrants Language'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Children of immigrants Language"

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Salami, Bukola, Alleson Mason, Jordana Salma, Sophie Yohani, Maryam Amin, Philomena Okeke-Ihejirika, and Tehseen Ladha. "Access to Healthcare for Immigrant Children in Canada." International Journal of Environmental Research and Public Health 17, no. 9 (May 10, 2020): 3320. http://dx.doi.org/10.3390/ijerph17093320.

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Immigrants experience poorer health outcomes than nonimmigrants in Canada for several reasons. A central contributing factor to poor health outcomes for immigrants is access to healthcare. Previous research on access to healthcare for immigrants has largely focused on the experience of immigrant adults. The purpose of this study was to investigate how immigrants access health services for their children in Alberta, Canada. Our study involved a descriptive qualitative design. Upon receiving ethics approval from the University of Alberta Research Ethics Board, we invited immigrant parents to participate in this study. We interviewed 50 immigrant parents, including 17 fathers and 33 mothers. Interviews were audio recorded, transcribed, and analyzed according to the themes that emerged. Findings reveal that systemic barriers contributed to challenges in accessing healthcare for immigrant children. Participants identified several of these barriers—namely, system barriers, language and cultural barriers, relationship with health professionals, and financial barriers. These barriers can be addressed by policymakers and service providers by strengthening the diversity of the workforce, addressing income as a social determinant of health, and improving access to language interpretation services.
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Roebers, Claudia M., and Wolfgang Schneider. "Self-concept and Anxiety in Immigrant Children." International Journal of Behavioral Development 23, no. 1 (March 1999): 125–47. http://dx.doi.org/10.1080/016502599384035.

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In a longitudinal study of acculturation in Germany, a total sample ( N 364) of immigrant and nonimmigrant elementary schoolchildren were tested in regard to achievement related personality variables, such as self-concept, anxiety, and peer relations. The participants belonged to one of four subgroups: (1) nonimmigrants from the Western region of Germany; (2) nonimmigrants from the Eastern region; (3) German-speaking immigrants from the former German Democratic Republic; and (4) immigrants with poor German language skills from the former USSR. Migration did not seem to lead to a global decrease of self-concept or to an increase of general anxiety. However, the immigrant children did differ in their self-concept in the German language and in test anxiety from the nonimmigrant children. The chosen parameters proved to be fairly stable over time in the German-speaking groups and in the immigrant group with poor German language skills, the self-concept was more stable with a longer stay in Germany. Overall, comparing the immigrants with the nonimmigrants: (a) an acceleration in the development of self-evaluations; and (b) an interruption in the gradual stabilisation of the personality became apparent.
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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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Runge, Ronja A., Heide Glaesmer, Julian Schmitz, and Yuriy Nesterko. "Mental Health in Children of Immigrants in Germany: The Role of Socio-Demographic and Immigration-Related Characteristics." Journal of Child and Family Studies 31, no. 1 (November 8, 2021): 155–68. http://dx.doi.org/10.1007/s10826-021-02141-9.

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AbstractOver the last decades, the number of immigrants in Germany has been rising steadily. One result of this is that currently, around 40% of children in the country have immigrant parents. Existing studies report rather mixed results concerning their mental health outcomes. The present study provides some insight into factors that affect the mental health of this population. We compared emotional and behavioral problems (assessed via the SOEP-SDQ) in 5- to 10- year-old children of immigrants and their native German peers (N = 2441). We considered socioeconomic status as well as immigration-related characteristics of parents (age at immigration, country of origin, perceived discrimination, host country language skills, and immigrant generation). We examined the mental health status of the parents as a possible mediator between these characteristics and the children’s mental health outcomes. We did not find a difference in emotional and behavioral problems between immigrant and native children living in Germany. Low socioeconomic status was associated with more emotional and behavioral problems in both immigrant and native German children. Younger age at immigration to Germany in fathers and poorer German language skills among mothers were found to be directly associated with poorer mental health in children of immigrants. Mothers’ mental health status mediated the effects of perceived discrimination and mothers’ German language skills. The results underline the urgent need for a more detailed examination of immigration-related characteristics in immigrants living in Germany in order to better understand and prevent possible mental health-related disadvantages among their children.
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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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Chumak-Horbatsch, Roma. "Early bilingualism: children of immigrants in an English-language childcare center." Psychology of Language and Communication 12, no. 1 (January 1, 2008): 3–27. http://dx.doi.org/10.2478/v10057-008-0001-2.

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Early bilingualism: children of immigrants in an English-language childcare center In this study, language views and home language practice of sixteen immigrant parents were documented and related to the dual language behaviors of their young children (ages 1:09 to 3;06) who were enrolled in a Toronto English-language childcare center. De Houwer's (1999) model of early bilingualism was applied to the minority language context and external factors were used to explain the short-lived active bilingualism of the younger children and the passive bilingualism of the preschoolers. Presenting mothers and fathers with separate questionnaires proved to be a valuable methodological tool, which revealed similar language thinking but different home language practice. Immigrant mothers were more committed to their children's L1 development than were fathers, a finding, which supports and extends the parental gender difference noted in earlier work (Gleason, 2005; Lyon, 1991; Lyon & Ellis, 1999). Negative effects of early L2 exposure on minority language children's incomplete L1, reported in earlier studies, were confirmed. A concrete outcome of the present study was the creation mylanguage.ca, a website intended to help immigrant parents understand their children's dual language learning. Even though the study presents a somewhat bleak picture of the continuation of L1, it concludes on an optimistic note, encouraging immigrant fathers to join forces with their L1-committed spouses and to help provide a nurturing L1 environment for their young children.
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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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Zaretsky, Eugen, and Benjamin P. Lange. "Ob Italienisch Deutsch fördert." Dutch Journal of Applied Linguistics 4, no. 1 (August 17, 2015): 122–40. http://dx.doi.org/10.1075/dujal.4.1.11zar.

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In this study, some extralinguistic factors were examined which might influence the language acquisition process in Italian and other immigrant preschool children acquiring German as their second or third language. The following methods of the language assessment were utilized: (a) a modified, validated version of language test Marburger Sprachscreening and (b) a classification of children as needing or not needing additional educational support in learning German. Italians scored significantly higher on vocabulary and grammar than other immigrant children. This can be attributed to the fact that Italians attended German nursery schools and played with German children after the daycare center time significantly more often than other immigrants. Immigrant groups with the most advanced German skills were English speaking children and Greeks. Linguistically weakest groups were Turks and Arabs. For these groups, dependence of the language acquisition process on extralinguistic factors was also shown.
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Ou, Yiyun, and Lidia Taillefer. "sociolinguistic perspective on language competency of ´Chinese children in Spain." HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades 11, Monográfico (December 21, 2022): 1–13. http://dx.doi.org/10.37467/revhuman.v11.4198.

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As second generation immigrants, children of Chinese origin in Spain confront a complicated linguistic setting. The objective of this comparative sociolinguistic research, with the participation of 160 children of Chinese origin, is to analyze their sociolinguistic situation in Malaga (Spain), including both external and internal factors (i.e., socio-economic status, education level, language attitudes, identity, motivations, etc.) that affect their linguistic competency and learning. Our methodology is based on quantitative and qualitative data from questionnaires, observations, tests and interviews to explain the linguistic patterns of immigrant children. Tests were completed also by 40 Spanish children and by 40 native Chinese children.
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Gromova, Chulpan, Rezeda Khairutdinova, Dina Birman, and Aydar Kalimullin. "Educational Practices for Immigrant Children in Elementary Schools in Russia." Education Sciences 11, no. 7 (June 30, 2021): 325. http://dx.doi.org/10.3390/educsci11070325.

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Teachers have a pivotal role in the acculturation and adjustment of immigrant children. Practices are an important but an insufficiently explored part of teachers’ work in a multicultural classroom. The purpose of the present research was to identify educational practices that elementary school teachers in the Republic of Tatarstan, Russia, use in their work with immigrant children to provide language and academic support and promote a welcoming atmosphere in the classroom that fosters psychological adjustment of the child. Data were collected through interviews with twenty elementary school teachers working with immigrant children. Interviews were analyzed using inductive and deductive content analysis methods. Findings suggest that in the absence of institutionalized structures, teachers take the initiative to adapt their teaching and instruction methods when working with immigrant children. Teachers primarily rely on individual (one-on-one) tutoring methods to provide language and academic support. Approaches to creating a favorable climate in the classroom and the child’s psychological adjustment include practices of promoting respect for different ethnic groups and developing cross-cultural communication skills. Inclusion of parents in the educational process is used in conjunction with all practices with immigrant children used by teachers. In addition, teachers often rely on Tatar language as an intermediary between the migrant children’s heritage language and Russian when communicating with them. Most children of immigrants are from Central Asian countries where the languages spoken are Turkic in origin and similar to Tatar—the indigenous language spoken in the Republic of Tatarstan.
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Dissertations / Theses on the topic "Children of immigrants Language"

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Tang, Choi-ping. "Family factors affecting immigrant student language achievement : a case study /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20379675.

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Kaveh, Yalda M. "Unspoken Dialogues Between Educational and Family Language Policies: Children as Language Policy Agents." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:108025.

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Thesis advisor: María Estela Brisk
Linguistic assimilation has been historically regarded as a cornerstone for nationalistic sentiments in the United States. Schools have been utilized as influential filtering sites where non-English languages are marginalized, and then assimilated into the dominant American English ways of languaging (Crawford, 1992; Flores, 2014; Heath, 1976; Nieto, 1999; Wiley & García, 2016). Drawing on theories of language policy (Spolsky, 2004) and governmentality (Foucault, 1991), this dissertation examined the links between family language policies and educational language policies at two public elementary schools in the state of Massachusetts during its final year of enforcing an English-only educational policy (Chapter 71A of Massachusetts General Laws). The participants were four fourth grade children, four parents, and eight school staff at two public elementary schools in two different districts (one urban and one suburban). The families spoke Cape Verdean Creole, Mandarin, Portuguese, and Spanish as their heritage languages. The study was designed as a qualitative multiple case study to conduct a multi-sited analysis of language policy. The data for the case studies were collected through surveys of parents, language logs filled by the children, interviews with the children, the parents, and the school staff, as well as weeklong school observations of each child. The units of analysis were family and school as two main language policy contexts the children regularly navigated. Qualitative thematic analysis was used to analyze the data (Braun & Clarke, 2006). The findings indicated that although the families and the schools seemed to appreciate bilingualism, they were still strongly influenced by the historical monoglossic ideologies of the society that convinced them to eventually conform to English in the name of ensuring success for the children. These ideologies were communicated between schools and families as “unspoken dialogues” through children who navigated language policies in both contexts. The findings highlight implications for teacher preparation, curriculum development, language policy research on schools and families, and educational language policies that impact children of immigrants
Thesis (PhD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Wong, Ka-yuen. "Innovative teaching practice to address the needs of students from Mainland China a case study of primary one /." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B40040367.

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Ammirati, Theresa Perri. "Making the grade : academic literacies and first-generation college students in a highly selective liberal arts college /." View online ; access limited to URI, 2003. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3115619.

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Gibbons, Pauline. "Discourse contexts for second language development in the mainstream classroom /." Electronic version, 1999. http://adt.lib.uts.edu.au/public/adt-NTSM20040203.155828/index.html.

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Butcher, Lorena S. "Mother tongue literacy maintenance among the children of recent Chinese immigrants in Brisbane." Thesis, Queensland University of Technology, 1993. https://eprints.qut.edu.au/36707/1/36707_Digitised%20Thesis.pdf.

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While the Queensland government's desire to have more bilingual Australians in English and Chinese has resulted in teaching Chinese to English speaking children, this thesis argues that the children of recent Chinese immigrants, who already have had some schooling in Chinese before coming to Australia, have even greater potential to be bilingual, biliterate, and bicultural in Chinese and English if their Ll literacy skills continue to develop while they are learning English and learning through English. This study attempts to investigate what actually happens to the Ll literacy skills of these children by interviewing a number of parents. Twenty-nine parents were interviewed. The results seemed to indicate that the majority of school-aged children of recent Chinese immigrants do not continue with formal literacy training in Chinese upon arrival in Australia. However, although most parents do not provide continual formal literacy training for their children, many foster Chinese literacy development and some parents provide a surprsingly rich Chinese literacy environment for their children. In fact, the study shows that there are signs that the Chinese literate environment among the Chinese community in Brisbane is becoming increasingly rich. What seems to be lacking among Chinese parents is information regarding the educational benefits of bilingualism. If the government is to conserve human resources, there seems to be an urgent need to inform future Chinese migrant parents of the importance of continuing with Chinese literacy training among their children.
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Tang, Choi-ping, and 鄧彩萍. "Family factors affecting immigrant student language achievement: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960418.

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No, Seon-Hye. "Language socialization in two languages, schoolings, and cultures: a descriptive qualitative case study of Korean immigrant children." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1251.

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This is a descriptive qualitative study that explored Korean and English learning for Korean transnational immigrant children living in the United States. The study design included qualitative methods. Observations of five children in a Korean language school offered information about how they were taught Korean to retain their heritage language and culture. Additional observations of two of the children in their respective local public schools offered descriptions of their experiences learning English and U.S. public school culture. Interviews with the three teachers in these classrooms, as well as with three of the children's mothers, added background information and extended the observations. A thematic analysis process led to further understanding about the differences in the three classroom learning environments and described the ways instruction was delivered, the ways the individual children demonstrated their language learning, and the cultural context in each setting. The study found that the Korean language school and English speaking elementary schools were essential for the Korean immigrant children to improve their language proficiency in two languages as well as to learn different cultural and educational expectations.
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Dejmek, Andrea Theresa. "The Canadian Czech diaspora : bilingual and multilingual language inheritance and affiliations." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112332.

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The purpose of this qualitative study is to understand how children within a Canadian Czech diasporic context, create and discover their Czech heritage language and culture through meaningful active participation in areas provided within the constructs of a non traditional setting such as a summer camp. Five contextual areas of the camp were identified and studied. The areas are: activities, food, camp counselors, staff dynamics and location. Braziel and Mannur (2003) and Rampton's (1990) aspects of "language inheritance" and "language affiliation" inform the analysis.
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György-Ullholm, Kamilla. "Same Mother Tongue - Different Origins : Implications for Language Maintenance and Shift among Hungarian Immigrants and their Children in Sweden." Doctoral thesis, Stockholms universitet, Centrum för tvåspråkighetsforskning, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-38846.

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This study investigates intergenerational language transmission amongst Hungarian immigrants, using in-depth interviews and participant observation as the main methods. The analysis examines the experiences of parents and their school-aged children in 61 families living in Sweden´s two main cities, Stockholm and Göteborg. The sample families were separated into four groups, based on two pre-contact factors, namely (1) the parents´ linguistic environment and (2) their social identity prior to migration. Three of the four groups turned out to be comparable in size and serve as the focus groups of the study. Group 1 comprises families in which one or both parents are former majority members from monolingual parts of Hungary. Group 2 comprises families in which one or both parents are former majority members from Hungary, but in contrast, these parents grew up in bilingual areas, being exposed to other languages in their childhood settings. Group 3 comprises families in which often both parents grew up as members of a vital ethnic minority in bilingual or multilingual settings in Transylvania (Romania). It was hypothesised that the parents´ childhood experiences would have an effect on their ways of raising children in a migrant situation, which, in turn, will affect children´s bilingualism as well as the group´s maintenance chances. The results of the statistical analysis confirm the hypothesis and show significant differences between the focus groups in a number of factors, e.g. marriage pattern, religious engagement, cultural orientation, children’s opportunities to meet other group members, and language awareness. Most importantly, the investigation revealed broad variation in language use norms among the sample families, especially for family and group internal communication. This, together with the poor demographic conditions of the group, seriously threatens group cohesion. The prospects for Hungarian language maintenance in Sweden are therefore seen as limited.
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Books on the topic "Children of immigrants Language"

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Translating childhoods: Immigrant children, language, and culture. New Brunswick, N.J: Rutgers University Press, 2009.

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Language, gender, and academic performance: A study of the children of Dominican immigrants. El Paso [Tex.]: LFB Scholarly Pub., 2011.

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Chiswick, Barry R. Parents and children talk: The family dynamics of English language proficiency. Bonn, Germany: IZA, 2004.

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True American: Language, identity, and the education of immigrant children. Cambridge, Mass: Harvard University Press, 2010.

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Boeschoten, Hendrik. Acquisition of Turkish by immigrant children: A multiple case study of Turkish children in the Netherlands aged 4 to 6. Wiesbaden: On commission with O. Harrassowitz, 1990.

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Hoffman, Eva. Lost in translation: A life in a new language. New York: E.P. Dutton, 1989.

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J, De Jong Ester, ed. Educating immigrant children: Schools and language minorities in twelve nations. New York: Garland Pub., 1996.

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Rasoloniaina, Brigitte. Représentations et pratiques de la langue chez les jeunes Malgaches de France. Paris: L'Harmattan, 2005.

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Représentations et pratiques de la langue chez les jeunes Malgaches de France. Paris: L'Harmattan, 2005.

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Atiles, Julia Reguero de. Effective approaches to teaching young Mexican immigrant children. [Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools, AEL, 2002.

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Book chapters on the topic "Children of immigrants Language"

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Compton-Lilly, Catherine, Stephanie Shedrow, Dana Hagerman, Laura Hamman-Ortiz, Yao-Kai Chi, Jieun Kim, Sun Young Lee, et al. "Syncretic Literacy and Language Practices." In Children in Immigrant Families Becoming Literate, 110–28. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003242154-7.

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Rumbaut, Rubén G. "Chapter 1. A Language Graveyard? The Evolution of Language Competencies, Preferences and Use among Young Adult Children of Immigrants." In TheEducation of Language Minority Immigrants in the United States, edited by Terrence G. Wiley, Jin Sook Lee, and Russell W. Rumberger, 35–71. Bristol, Blue Ridge Summit: Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847692122-004.

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Verhoeven, Ludo. "13. Acquisition of Literacy by Immigrant Children." In Studies in Written Language and Literacy, 219. Amsterdam: John Benjamins Publishing Company, 1997. http://dx.doi.org/10.1075/swll.6.17ver.

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Klinger, Thorsten. "Do immigrant children profit from heritage language proficiencies?" In Hamburg Studies on Linguistic Diversity, 277–96. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/hsld.4.12kli.

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Lee, Jin Sook, and Debra Suarez. "Chapter 5. A Synthesis of the Roles of Heritage Languages in the Lives of Children of Immigrants: What Educators Need to Know." In TheEducation of Language Minority Immigrants in the United States, edited by Terrence G. Wiley, Jin Sook Lee, and Russell W. Rumberger, 136–71. Bristol, Blue Ridge Summit: Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847692122-008.

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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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Vijayavarathan-R, Kalpana. "Policy Equity Contexts in Inclusive Education for Immigrant Children in the Faroe Islands." In Springer Polar Sciences, 79–96. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-97460-2_6.

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AbstractThe aim of this chapter is to examine whether policies on integration and education in The Faroe Islands are fit-for-purpose when viewed from dual lenses: the acknowledgement of the importance of ethnic cultural identity and heritage language (first language/mother tongue) of immigrant children and their inclusion through education towards integration in The Faroe Islands. The focus is on whether existing policies consider the pivotal relationship between language and identity in education for second generation immigrant children and immigrant children in compulsory schools, i.e., grades 1 to 9 to ensure that they have agency in Faroese society.
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Peskova, Renata Emilsson, and Hanna Ragnarsdóttir. "Strengthening Linguistic Bridges Between Home and School: Experiences of Immigrant Children and Parents in Iceland." In Handbook of Research and Practice in Heritage Language Education, 561–76. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-44694-3_29.

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Serrat, Elisabet, Lluïsa Gràcia, and Laia Perpiñá. "Chapter 9. First Language Influence on Second Language Acquisition: The Case of Immigrant L1 Soninke, Tagalog and Chinese Children Learning Catalan." In APortrait of the Young in the New Multilingual Spain, edited by Carmen Pérez-Vidal, Maria Juan-Garau, and Aurora Bel, 200–219. Bristol, Blue Ridge Summit: Multilingual Matters, 2007. http://dx.doi.org/10.21832/9781847690241-013.

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Huguet, Àngel, Jose-Luis Navarro, Silvia-Maria Chireac, and Clara Sansó. "2. The Acquisition of Catalan by Immigrant Children. The Effect of Length of Stay and Family Language." In Reviving Catalan at School, edited by Joaquim Arnau, 29–48. Bristol, Blue Ridge Summit: Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090266-004.

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Conference papers on the topic "Children of immigrants Language"

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Figueiredo, Sandra, Margarida Alves Martinsb, Carlos Silvac, and Cristina Simões. "How teachers'perceptions affect the academic and language assessment of immigrant children." In 4th Annual International Conference on Cognitive - Social, and Behavioural Sciences. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.05.10.

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Carvajal, Viviana. "Unaccompanied Immigrant Children: Is Curriculum Designed to Maintain Language and Cultural Heritage?" In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1691543.

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Е.Н., Вострикова,, and Горшкова, Л.В. "Presenting "A Collection of Study Assignments in the Russian Language for Immigrant Children"." In Современное образование: векторы развития. Социально-гуманитарное знание и общество: материалы VII конференции с международным участием, посвященной 150-летию МПГУ (г. Москва, МПГУ, 21–22 апреля 2022 г.). Crossref, 2022. http://dx.doi.org/10.37492/etno.2022.70.35.081.

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Schulz, Trenton, Till Halbach, and Ivar Solheim. "Using Social Robots to Teach Language Skills to Immigrant Children in an Oslo City District." In HRI '20: ACM/IEEE International Conference on Human-Robot Interaction. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3371382.3378257.

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Ершов, В. Ф. "The concept of state policy for the formation of a harmonious educational space in the multiethnic environment of secondary schools in the Moscow region." In Современное социально-гуманитарное образование: векторы развития в год науки и технологий: материалы VI международной конференции (г. Москва, МПГУ, 22–23 апреля 2021 г.). Crossref, 2021. http://dx.doi.org/10.37492/etno.2021.96.70.049.

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в статье рассматривается государственная образовательная политика в сфере реализации перспективного комплекса учебно-методических, организационных и общественно-культурных мероприятий по интеграции детей-иммигрантов в российский социум. Раскрывается перспективное значение научно-исследовательской разработки вопросов интеграции детей-инофонов в российское образовательное пространство, особенностей их языковой и культурной адаптации, методики организации учебного процесса и др. Актуальность статьи определяется задачами дальнейшего строительства в России гармоничного общества, совершенствования методики преподавания, формирования толерантного образовательного пространства в школах Подмосковья. Автор приходит к выводу о том, что современная система образования России успешно решает данный вопрос, обеспечивая обучение детей-иммигрантов на необходимом уровне. В то же время существуют направления возможного дополнительного совершенствования учебно-методической и психологической работы с детьми-инофонами в целях их быстрейшей и комфортной интеграции в социум страны проживания – России. Стремление детей иммигрантов получить образование и интегрироваться в российское общество делает их креативными гражданами страны, укрепляя межцивилизационный диалог в рамках стран СНГ и всего постсоветского пространства. the paper examines the state educational policy in the implementation of a promising complex of educational, methodological, organizational, and socio-cultural activities for the integration of immigrant children into the Russian society. The article reveals the promising significance of the research development of the issues of integrating children-speakers of other languages into the Russian educational space, the peculiarities of their linguistic and cultural adaptation, methods of organizing the educational process, etc. The relevance of the article is determined by the tasks of further building a harmonious society in Russia, improving teaching methods, forming a tolerant educational space in schools in the Moscow region. The author concludes that the modern education system in Russia successfully solves this issue, providing education for immigrant children at the required level. At the same time, there are directions for possible additional improvement of educational, methodological, and psychological work with the children-speakers of other languages to integrate them quickly and comfortably into the society of the country of residence – Russia. The desire of immigrant children to get an education and integrate into Russian society makes them creative citizens of the country, strengthening the inter-civilizational dialogue within the CIS countries and the entire post-Soviet space.
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Constantinescu, Maria. "Integration Of Immigrants’ Children In Romanian School." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.25.

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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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Kwon, Jaehee. "Examining Korean Immigrant Mothers' Beliefs and Practices for Their Children's Heritage Language Development." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1577478.

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WANG, XIAO-TAO. "MASCULINITY AND IDENTITY IN ZADIE SMITH’S WHITE TEETH." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35683.

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In White Teeth, Zadie Smith portrays the lives of three immigrant families in Britain in the late half of twentieth century. Besides the generally celebrated theme of multiculturalism, this article argues that the novel is an exploration of the relationship between the identity of the second-generation immigrants and their fathers’ masculinity. The lack of masculinity in the fathers among the first-generation immigrants makes the second-generation immigrants cannot construct their British identity, they have to turn to other fatherly fingers for financial and social capital. Through the portrait of masculinity, the author expresses her concern of the racial discrimination against the immigrants and the importance of first-generation immigrants’ masculinity. But on the other hand, the novel’s portrait of men without masculinity intensified the stereotyped negative image of immigrants.
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Yu, Kathleen. "Resilience in Children of Immigrants: Protective Factors and Academic Achievement." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1587215.

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Reports on the topic "Children of immigrants Language"

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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.
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Carliner, Geoffrey. The Wages and Language Skills of U.S. Immigrants. Cambridge, MA: National Bureau of Economic Research, September 1996. http://dx.doi.org/10.3386/w5763.

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Carliner, Geoffrey. The Language Ability of U.S. Immigrants: Assimilation and Cohort Effects. Cambridge, MA: National Bureau of Economic Research, August 1995. http://dx.doi.org/10.3386/w5222.

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Card, David, John DiNardo, and Eugena Estes. The More Things Change: Immigrants and the Children of Immigrants in the 1940s, the 1970s, and the 1990s. Cambridge, MA: National Bureau of Economic Research, April 1998. http://dx.doi.org/10.3386/w6519.

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Currie, Janet. Do Children of Immigrants Make Differential Use of Public Health Insurance? Cambridge, MA: National Bureau of Economic Research, December 1995. http://dx.doi.org/10.3386/w5388.

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Jung, Su-Jin. Social Capital and Cultural Identity for U.S. Korean Immigrant Families: Mothers' and Children's Perceptions of Korean Language Retention. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2919.

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Owens, Bonnie. A Comparison Study of the Syntactical Language Skills of Children in the Monterey Language Program with Children Not in a Formal Language Program. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2510.

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Kellogg, Loretta. Temperament and Language Development in First Grade Children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7156.

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Lu, Catherine. Teaching language to hearing impaired children who have had no previous language experience. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1329.

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Clancy, Kathleen. Second Grade Academic Performance in Normal Children, Children with a History of, and Children with Expressive Language Delay. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6624.

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