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Dissertations / Theses on the topic 'Children of immigrants Language'

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Published: 10 December 2022
Last updated: 29 January 2023

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Constant, Tamara M. "Linguistic human rights and the education of language minority children : the case of the Japanese Brazilian returnees /." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1885442051&sid=9&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Thesis (M.A.)--Southern Illinois University Carbondale, 2009.
"Department of Linguistics and Department of Speech Communication." Includes bibliographical references (p. 202-215). Also available online.
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12

György-Ullholm, Kamilla. "Same mother tongue - different origins : implications for language maintenance and shift among Hungarian immigrants and their children in Sweden /." Stockholm : Centre for Research on Bilingualism, Stockholm University, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-38846.

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13

Marti-Bucknall, Wendy. "The home-school connection : immigrant family literacy practices and use of technology in home/first language learning /." full text via ADT, 2007. http://erl.canberra.edu.au/public/adt-AUC20080826.151654/index.html.

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14

Crosby, Cathryn Read. "The academic literacies experiences of Generation 1.5 learners how three Generation 1.5 learners negotiated various academic literacies contexts in their first year of university study /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1186153515.

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15

Muniz-Cornejo, Alice Yvette. "Social distance, motivation and other factors contributing to success in language acquisition and achievement among adolescent Mexican immigrants." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2326.

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Adolescent immigrant English learners who enter U.S. schools at the secondary level are faced with challenges that distinguish their experience in second language acquisition from that of children and adults. Some of the challenges they face include limited time to acquire academic English proficiencey in reading and writing, difficulty in assimilating into English speaking American culture, and limited programs and services at the secondary level.
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16

Walbridge, Michael Norman. "Primary language use in secondary content classes and academic achievement: A study of adolescent immigrant math students." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/826.

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17

Verbruggen, Frances Augusta Ramos. "Representations of Immigrants in Young Adult Literature." Thesis, Portland State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10979318.

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This study was conducted to determine how immigrants and the immigration experience are represented in current young adult (YA) literature. In the study, I asked the following questions: Who are the immigrant characters in recent YA books? Why do they come? How do they experience immigration? How are they perceived or treated by others? A content analysis methodology was used to examine, from a critical literacy viewpoint, recent young adult novels with immigration themes. Data were analyzed by identifying and interpreting patterns in themes across 22 YA novels with immigrant protagonists or other important characters, published between 2013 and 2017. Data indicated that the protagonists in the study reflected current immigration trends fairly accurately, came to the United States primarily to escape violence or persecution in their home countries, experienced a variety of challenges, tended to hold onto their home country cultures, and were often the objects of racism, but also found kindness and friendship in the United States. Teachers who desire to include authentic immigrant literature in their classroom libraries should consider from whose perspectives the books have been written, and learn about the authors’ backgrounds and the messages that authors want to convey through the books that they write. In addition, immigrants can be encouraged to write children’s and young adult books, sharing their experiences and contributing to the supply of realistic immigrant literature with complex and authentic immigrant characters.

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18

Jung, Su-Jin Sue. "Social Capital and Cultural Identity for U.S. Korean Immigrant Families: Mothers' and Children's Perceptions of Korean Language Retention." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2923.

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Through increasing immigration, the U.S. society is becoming more linguistically and culturally diverse. Yet, as many U.S. language minority groups seek to assimilate, they face many challenges. One challenge is that their home language does not match the dominant language, English, that their children are learning at school. For Korean communities, maintaining Korean language presents a problem for families, especially for the mothers and children. The purpose of this study was to explore the U.S. Korean immigrant mothers' and children's perceptions of and experience with maintaining the Korean language and the effect that has on the development of social capital and cultural identity. I conducted two focus groups--one with mothers, another with their children, using a semi-structured interview protocol. I used narrative inquiry as my qualitative approach and then used thematic analysis to summarize my findings. I identified four major themes: (a) use of Korean language: positive and negative experiences, (b) perspectives on Korean language maintenance: benefits and limitations, (c) effect of parental involvement: provision of social capital, and (d) value of cultural identity formation: acculturation and the reality of learning Korean. This study revealed that parental support for children's heritage language retention seems to have an effect on language maintenance. Thus, because of this seemingly strong relationship, there seem to be significant benefits for children, families, and the overall society when the U.S. educators and other Korean immigrant parents strongly encourage American-born Korean youth to maintain their mother tongue in the U.S.
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19

Ma, Ying. "The Acquisition and Maintenance of Ethnic Languages among Second-Generation Immigrant Children." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1326224368.

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20

Attaallah, Israa Maher. "Arabic-speaking Immigrant Parents´ Views on Heritage Language Maintenance and identity Construction for Children in Sweden." Thesis, Linköpings universitet, Institutionen för tema, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-173460.

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This study investigates how Levantine Arabic-speaking immigrant parents´ language ideologies, i.e how they think and feel regarding heritage language maintenance, and language policies influence heritage language maintenance or loss for their children. This overarching topic is explored by examining the following questions; (1) What do parents think about maintenance of heritage language for their children? and which concerns do they have? (2)How do they talk about and describe their children´s readiness or resistance to learn/maintain their heritage language? (3) What do parents believe their role is in maintaining heritage language? (4) In which way, according to parents, does maintenance of heritage language influence children´s construction of identity and sense of belonging? In order to answer these questions, I conducted five semi-structured interviews with five Levantine Arabic-speaking immigrant parents, from Palestine and Syria, residing in Sweden and analysed recurring themes using Braun´s and Clarke´s (2006: 87- 93) thematic analysis method. The study findings show that parents attached great significance to preserving their children's heritage language due to its close relationship with their cultural, religious, ethnic, and social backgrounds as well as strengthening their success opportunities in future. Furthermore, parents stated that their children did not resist maintenance of heritage language. Instead, results show that children were actively involved in discussions about heritage language maintenance and language practices. Parents confirmed that Arabic language is their children's heritage language. In relation to influence of heritage language maintenance on constructing children´s identity and sense of belonging, parents´ views varied between emphasizing its role in strengthening children´s sense of belonging to their Arabic background, allowing them a flexible ability to belong to two different cultures or communities, and that maintenance of heritage language is not the major influencer on constructing children identity. Participants discussed the methods they use to enhance Arabic language among their children, challenges they encounter, and potential solutions.
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21

Huh, Cheong Rhie. "Sociocultural factors in the loss of one's mother tongue: The case of Korean immigrant children." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1187.

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22

Hurburun, Anita L. Jibodh. "An exploratory study aimed to determine the efficacy of an assessment battery designed to examine oral English language acquisition in refugee and migrant children." Click here to access this resource online, 2008. http://hdl.handle.net/10292/436.

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The process of migration has resulted in population growth and contributed to the transformation of New Zealand. Migrant and refugee children face many adjustment factors and their ease in resettling in New Zealand is largely dependent on their ability to learn English. Migration stress, change, trauma and loss may result in psychological difficulties which in turn may affect their resettling and learning. The Ministry of Education and other professionals work together to enhance the quality of their service provision to facilitate easier adjustment, resettlement and effective learning for these children. An adequate assessment battery for speech language therapists to assess migrant and refugee children, is presently lacking in New Zealand. Therapists currently use various assessments, with the assistance of interpreters. The New Zealand Speech Therapists’ Association (NZSTA), in accordance with speech therapists in Group Special Education (GSE), strongly supports the need for research with these groups and the development of an appropriate assessment battery. This exploratory study aimed to determine an assessment battery for use in examining English language acquisition in refugee and migrant children and to highlight the benefit of using measurement tools that determine incremental change over time in contrast to the use of monolingual psychometric tests. The study explored a selected assessment battery and gathered data in five main focus areas, namely: cognition, language, trauma, classroom behaviour, developmental and birth information. Eligible children were those who did not have physiologically - impaired cognitive abilities. Eight cases, four refugee and four migrant students, were selected by convenience sampling. All participants were children selected from primary school 1 (three refugees and three migrants) and primary school 2 (one refugee and one migrant) primary schools, aged approximately (5-8 years). Participants included four male and four females, refugee and migrant children, and those with both high and low English ability. Based on the study’s results, recommendations were made to refine the test battery, which included test modification. For example, the use of the trauma measurement tool only if there is prior evidence of trauma, the inclusion of a larger test population who have a common primary language to allow for cost effective interpreter use and to also allow for generalisations to be made, the inclusion of an assessment of the children’s primary language in order to determine the relationship, development and acquisition of the child’s second language with reference to his/her development and skills in his native language. All of the refugee children and 3 migrant children displayed slower processing time during the administration of the tests. Migrant parents were quicker in test completion as compared to refugee parents. They displayed differences in family size, contact with extended family, socioeconomic status and educational level. Migrant children produced sentences that included correct word order and sequence whilst refugee children produced sentences that lacked adequate word order or lacked articles and determiners. The study found the proposed test battery was an effective choice for use in the assessment of both migrant and refugee children, as the battery allows for dynamic assessment of children from diverse groups and this proved to be an unbiased means of assessing their English language and cognitive skills. Recommendations are made for future, more-extensive research. These findings provide information about appropriate and reliable language acquisition tests that measure incremental change with time. This study will contribute to a developing knowledge base for speech-language therapists who work with migrant or refugee children. Effective assessment on which to base tailored language programmes will assist them to optimise their experience in New Zealand schools and enhance their English language skills.
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23

Olmstead, Claudia. "How long is long enough? : fourth grade English language learners' scores on a state's test and lengths of stay /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7719.

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24

Wong, Ka-yuen, and 王家婉. "Innovative teaching practice to address the needs of students from Mainland China: a case study of primaryone." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B40040367.

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25

Ekman, Agneta. "On dental health and related factors in Finnish immigrant children in Sweden." Doctoral thesis, Umeå, Sweden : University of Umeå, 1989. http://catalog.hathitrust.org/api/volumes/oclc/20974564.html.

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26

Domjan, Krisztina. "Recent immigrant Muslim students in U.S. high schools : a study of sociocultural adjustment and multicultural provision." Thesis, Anglia Ruskin University, 2012. http://arro.anglia.ac.uk/295462/.

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Rather limited research and few significant field studies have been done on recent immigrant students particularly from the Muslim societies of the Horn of Africa and the Middle East in the American high school context regarding their linguistic, cultural and religious needs. Most research studies suggest that immigrant students receive insufficient provision. The purpose of this study was to investigate the role high schools play in provision addressing the following questions: (1) What kinds of provision have been implemented to support a culturally sensitive education in public high schools in the U.S., and how effective have they been? (2) If any, what was the effect of the reform paper No Child Left Behind? (3) How could the role of teachers as culturally responsive educators be further enhanced regarding first/heritage language and cultural heritage maintenance? (4) Which steps would have to be taken in order to move towards a culturally responsive system? Peterson’s iceberg theory regarding cultures was the guiding theoretical approach which emphasizes the fact that in order to get to know each other’s cultures, one has to closely examine the underlying issues that belong to them as the information available on the surface is simply not sufficient. Qualitative case studies were conducted based on survey questionnaires and interviews among students, parents, ESOL/ELL teachers and mainstream teachers from 6 different high schools. This study has demonstrated that high schools can, in fact, be inviting, well-equipped with adequate ESOL/ELL programs. Findings from field work carried out in Loudoun and Fairfax County public schools in Virginia in 2011, indicate that there is a need to address misconceptions among ESOL/ELL students, their teachers and their parents as to what constitutes as multicultural education environment, and first language maintenance. It is explained how the role of culture-based after school extracurricular clubs like the Muslim Students Association can serve as a bridge between the culture of one’s origin and the host society. While teachers could serve as facilitators, students can become researchers and see relevance of their culture. The result from this investigation through existing literature, stories of individuals and institutions will add to current knowledge on ESOL/ELL provision and offer a deeper understanding of needs from both parties.
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Domjan, Krisztina. "Recent immigrant Muslim students in U.S. high schools: a study of sociocultural adjustment and multicultural provision." Thesis, Anglia Ruskin University, 2012. https://arro.anglia.ac.uk/id/eprint/295462/1/Dr%20Krisztina%20Domjan%20Thesis%20ARU.pdf.

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Rather limited research and few significant field studies have been done on recent immigrant students particularly from the Muslim societies of the Horn of Africa and the Middle East in the American high school context regarding their linguistic, cultural and religious needs. Most research studies suggest that immigrant students receive insufficient provision. The purpose of this study was to investigate the role high schools play in provision addressing the following questions: (1) What kinds of provision have been implemented to support a culturally sensitive education in public high schools in the U.S., and how effective have they been? (2) If any, what was the effect of the reform paper No Child Left Behind? (3) How could the role of teachers as culturally responsive educators be further enhanced regarding first/heritage language and cultural heritage maintenance? (4) Which steps would have to be taken in order to move towards a culturally responsive system? Peterson’s iceberg theory regarding cultures was the guiding theoretical approach which emphasizes the fact that in order to get to know each other’s cultures, one has to closely examine the underlying issues that belong to them as the information available on the surface is simply not sufficient. Qualitative case studies were conducted based on survey questionnaires and interviews among students, parents, ESOL/ELL teachers and mainstream teachers from 6 different high schools. This study has demonstrated that high schools can, in fact, be inviting, well-equipped with adequate ESOL/ELL programs. Findings from field work carried out in Loudoun and Fairfax County public schools in Virginia in 2011, indicate that there is a need to address misconceptions among ESOL/ELL students, their teachers and their parents as to what constitutes as multicultural education environment, and first language maintenance. It is explained how the role of culture-based after school extracurricular clubs like the Muslim Students Association can serve as a bridge between the culture of one’s origin and the host society. While teachers could serve as facilitators, students can become researchers and see relevance of their culture. The result from this investigation through existing literature, stories of individuals and institutions will add to current knowledge on ESOL/ELL provision and offer a deeper understanding of needs from both parties.
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Marti-Bucknall, Wendy, and n/a. "The home-school connection: Immigrant family literacy practices and use of technology in home/first language learning." University of Canberra. Education & Community Studies, 2007. http://erl.canberra.edu.au./public/adt-AUC20080826.151654.

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The study addressed immigrant families' and mainstream school systems' support for young children's home language learning in Basel, Switzerland. In Switzerland, as in many European countries and in Australia, early childhood educators work with growing numbers of children from immigrant, refugee and asylum seeking families. The culturally, linguistically and ethnically diverse groups of children that now characterise childcare centres, kindergartens and primary schools result from these patterns of immigration and present challenges for teachers and other educators who cater for the needs of increasingly diverse student populations. The literature on home languages acknowledges the importance of the relationship between a child's first language and development in the second language and the essential role of language proficiency in academic success. Despite knowledge from extensive studies on the interdependency of first and second language development (Cummins, 1979, 1981b, 1991, 2001) and evidence that continued development in a child's first language is crucial for overall cognitive development and transfer to second language learning (Collier, 1995), there is little focus on helping children maintain their home language in the early years of education. Arguably too, information and communication technologies (ICTs) lead to increased availability and opportunities for global communication, affecting the nature of communication, and creating possibilities for new forms of learning in the home and school. Children must therefore have the opportunity to become proficient users of these new and evolving forms of technology in order to acquire the skills, including language skills that they will need for future employment. In the light of this conceptual background, the present research focused on: (1) Immigrant parent beliefs and attitudes to home language use and how languages were used at home. (2) The strategies families used to promote home language learning in oral and written forms. (3) The extent to which ICTs were used as a tool to support home languages in the family and school environment. (4) The kinds of support offered in school and communities and what government policies and initiatives were afforded to home languages. (5) The nature of school and community policies and practices on the promotion and maintenance on home languages. These issues were addressed through a qualitative interpretive research approach drawing on the traditions of phenomenography (Marton 1986) and Grounded Theory (Strauss & Corbin, 1990). The research was based on three main data sources: (1) analysis of policy and curriculum documents from school systems, (2) interviews with key education personnel and (3) interviews with ?immigrant? parents (n=58) from diverse socio-economic backgrounds living in Basel. Families were drawn from 16 countries including the former Yugoslavia, (Kosovo, Serbia, Montenegro and Croatia), Spain, South and Central America, and Turkey. All children, whose parents participated in the study, attended state run kindergartens and primary schools. A major focus in the data collection and analysis was on (a) parents' perspectives and experiences as they negotiated home language learning in the home, school and community and the extent to which they used ICTs to enrich home language development, and (b) mainstream teachers' perspectives on the role home languages played in linguistically and culturally diverse classrooms, as well as the role ICTs and media played in teaching children from immigrant families. The results of the study showed that: (a) immigrant children's home languages and culture as well as bilingualism and multilingualism are prominent features in Basel integration policy and curriculum documents but this focus is rarely translated to early childhood classroom practice, (b) classroom teachers focus predominantly on children learning their second language (German), (c) immigrant children's home language and culture is valued and respected but formal opportunities for children to learn to read and write in their home languages begin only when they have reached second grade, (d) there were a range of perspectives, reasons and strategies for maintaining and promoting home languages within families, (e) ICT was not an integral part of children's classroom experiences in kindergarten and scarcely integrated in primary classrooms, but was used in a variety of ways within homes to promote home language and communication, (f) there were wide variations in parents' and teachers' perspectives on what constitutes parent involvement in children's learning and education, and (g) links between home and school were mostly 'one way' and formal and some parents desired more frequent, more informal and spontaneous contact with teachers. These findings have considerable implications for Basel school and classroom practice and for early and middle year policy makers. They show that embedded assumptions of both teachers and parents may have a negative impact on children's positive identification with both majority and minority language learning. Limited financial support for home language classes is likely to have a negative effect on immigrant children's home language literacy learning. Dialogue needs to be sought on the potential for ICT use in home language learning. Policy makers' efforts towards developing multilingualism in all children are problematic. Some parents drew attention to the challenge of learning a third language through a second language, L1 + L2a +L2b + L3+L4. (L1 = home language, L2a= German Swiss dialect, L2b = Standard German, L3= French, L4 = English). To help better explain and increase awareness of the interrelationship between home languages, ICT use and the home-school connection, a model was developed that reflects the range of immigrant family perspectives on home language learning and the influences that appear to promote home language development within children's environments. This 'multilingual social cohesive communications model' should assist in understanding the important links between home languages, ICTs and home-school communication. The model emphasises the importance of developing bottom up local level strategies and recognises the vital role of positive interactions between parents and teachers. It builds on a sociocultural view of language learning, tapping on the potential of new learning tools (ICTs) in real and virtual communities. It recognises the importance of intercultural identity formation and at the same time the inhibiting effects of discrimination both overt and covert. The model incorporates the strategies schools need to improve communication with families and to strengthen links between home and school with the view to improving educational outcomes and prospects for immigrant children.
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Bonacina, Florence Marguerite. "Conversation analytic approach to practiced language policies : the example of an induction classroom for newly-arrived immigrant children in France." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/5268.

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Traditionally, language policy (LP) has been conceptualised as a notion separate from that of practice. That is, language practices have usually been studied with a view to evaluate the extent to which a LP is (or is not) implemented (e.g. Martin, 2005; Johnson, 2009). Recently, however, Spolsky (2004, 2007, 2008a) has argued that policy and practice need not be seen as distinct and that, in fact, there is policy in language practices themselves (I use the term ‘practiced language policy’). Therefore, Spolsky’s claim represents a decisive development in the field of LP research. However, this proposal remains essentially programmatic since Spolsky does not indicate how practiced language policies can be investigated. The aim of this thesis is to address this methodological gap. The main claim of the thesis is that Conversation Analysis (CA) – a method specifically developed to describe conversational practices – can be used to investigate practiced language policies. In order to support this claim, a case study has been conducted on the language practices of an induction classroom for newly-arrived immigrant children in France. In the thesis, a broad view of CA is adopted, incorporating both sequential and categorisation analysis (Membership Categorisation Analysis). More specifically, I have used the conversation analytic approach to code-switching (as developed over the last few years by researchers such as Auer, 1984; Li Wei, 2002; Gafaranga, 2009; Bonacina and Gafaranga, 2010) and investigated a corpus of audio-recorded classroom interactions I collected in the above mentioned setting. Observation of these interactions revealed a number of “norms of interaction” (Hymes, 1972) the classroom participants orient to in order to go about the routine business of talking in an orderly fashion. For example, it was observed that each of the languages available can potentially be adopted as the “medium of classroom interaction” (Bonacina and Gafaranga, 2010) depending on who is doing being the language teacher. When no one is doing being the language teacher, it was observed, a key determinant of language choice is participants’ language preference. Finally, in the absence of any shared preferred language, French was adopted. The practiced language policy of this induction classroom consists of the set of such interactional norms. It is because CA can be used to discover and describe such interactional norms that this thesis claims it can be used to investigate practiced language policies in this induction classroom and in other settings as well. In summary, this thesis is primarily a contribution to the field of LP research. It starts from recent proposals in the field, especially by Spolsky (2004, 2007, 2008a), that there is policy in practices and shows how this programmatically formulated proposal can be implemented. More specifically the thesis shows that and how CA can be used to discover a practiced language policy. The research reported here has adopted a case study methodology, investigating language choice practices in a multilingual educational setting. It therefore contributes to the study of bilingual classroom talk, albeit indirectly. This is particularly the case as there has been very few, if any, studies of bilingual classroom talk which combine both sequential and categorisation analysis.
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LIN, SHU HUI. "DYNAMIC RELATIONSHIPS BETWEEN BELIEFS AND PRACTICES: HOW CHINESE FAMILIES SUPPORT THEIR CHILDREN’S BILITERACY ACQUISITION." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1398979965.

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Wunseh, Quinta Kemende. "Language brokering and identity construction: Exploring immigrant children's language practices in a multilingual South African context." University of the Western Cape, 2018. http://hdl.handle.net/11394/5837.

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Philosophiae Doctor - PhD ( Language Education)
The purpose of the research was to examine the relationship between identity construction and English second language (L2) learning through language brokering. Its focus was on how immigrant children served as language brokers for their parents and other immigrants in South African multilingual contexts. Through the lens of the Sociocultural, Poststructural and Phenomenological Variant Ecological System (PVEST) theories, the study unravelled the nexus between children's language brokering and identity construction through English (L2) which is the main medium of instruction in South African schools. I argued that identity construction in a second language and through language brokering is a fluid phenomenon which is influenced by a number of factors and which should be understood within a particular context, particularly in multilingual environments. This study was based on a qualitative case study research design. It was conducted in two primary schools in one semi-urban area in Cape Town, Western Cape. The study employed a snowball sampling which involved immigrant children of different ages from Francophone countries. The children's parents and their teachers also formed part of the study. Data was collected by means of semi-structured interviews with immigrant children or learners and their parents. The Francophone immigrant children were observed outside the classroom in order to establish how they interacted with their peers on school playgrounds. The immigrant learners' personal narratives were collected and analyzed to enhance triangulation. Thematic analysis was used to understand how immigrant children acted as language brokers, and how they negotiated and constructed their identities through English (L2) learning. The findings of this study indicated that Francophone immigrant children navigated different spaces with regard to language brokering. Some of the children displayed excitement and positive attitudes towards language brokering as a means of integration in the host country, while others perceived language brokering as a source of stress and frustration. Parents expressed pride towards their children as language brokers and they viewed language brokering as a vehicle to access better life opportunities through English (L2) learning. Teachers showed empathy towards children who acted as language brokers, but they experienced challenges with regard to accommodating language diversity in their classrooms due to the complex nature of multilingual practices in South Africa. Overall, language brokering was viewed as a mediated activity with implications for immigrant children's identity construction through exposure to English (L2) which perpetuates the hegemonic status of English in South Africa. The study concluded that language brokering, language learning and identity construction are mutually constituted concepts which influence each other. Through language brokering, immigrant children's identities could be seen as being fluid as they shifted from one language to another.
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Curdt-Christiansen, Xiao Lan. "Growing up in three languages : triliteracy practices of Chinese immigrant children in Quebec." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84499.

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In this ethnographic inquiry, I examine how a selected group of Chinese immigrant children in Montreal, Quebec negotiate literacy practices in three languages, Chinese, English and French. I collected data between 1998--2002 through participant observations in different socio-cultural-linguistic contexts that include a Chinese Heritage Language school and the students' home domains. Data sources also include interviews, classroom discourses, field-notes and the students' written texts in the three languages. I draw on Vygotskian socio-cultural theory as an overarching framework to conceptualize my understanding of Chinese immigrant children's triliterate actions. I use Wertsch's concept of "mediational means", Bakhtin's notions of "utterance, voice, dialogicality" and Ivanic's theory of "writing and identity" to present portraits that illustrate the complex relationships among the children's contexts, agency, cultural positionings and uses of literacy as mediational means. I examine the children's perceptions of their multiple school experiences, their school and language affiliations and identity. Lightfoot's concept of "portraiture" is a useful methodology to illustrate how multilingual children present and negotiate their life worlds in the three languages and spaces---from home to school and from heritage language school to formal public school. The reflective understandings that emerge from this inquiry are integrated within the contexts of the historical role of Confucianism and the characteristics of the written Chinese language. The results of my inquiry suggest that multilingual children's literate actions are interwoven with issues of agency, access, choice, identity, power and status in different contexts. Results further indicate that maintenance of a heritage language in its written form is possible when children receive appropriate parental support and guidance and have access to literacy materials. The development of multili
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Essex, Elizabeth Carol. "A Preliminary Comparison of Two ESL School Models for Newcomer Students." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5075.

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Due to the ever growing numbers of immigrants entering this country, school districts are faced with ever greater challenges for educating newly arrived immigrant students. Often these students arrive with little to no English ability and little to no school experience. Several educational program models, including ESL and bilingual education, have been popularized in school districts experiencing immigrant population growth. Recently, a supplemental model, the newcomer center/program, has gained popularity. The newcomer model seeks to educate and nurture newly arrived immigrant students with little to no English ability in the social and school expectations of the United States. Due to difficulties in conducting research and the relative newness of the program, there is a lack of quantitative research on the effectiveness of the newcomer model. The purpose of this study was to examine the effectiveness of the newcomer program in one city school district by comparing students who had completed the newcomer program to students who had been unable to attend and were instead directly mainstreamed into their regular assigned schools. The study used a questionnaire design in which the mainstream teachers were asked to rate the students using a Likert scale. Students were rated on their social and school adjustment. In addition to comparing students by program model group (newcomer and pre-beginner), statistical analyses were also used to determine any possible differences among gender, language groups and student ages. Although no significant difference was found between the group of students who successfully completed the newcomer program and the group of students who were directly mainstreamed, there were a few significant findings among gender, age and language comparisons.
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Minami, Shiho. "Voices within the Canadian mosaic : Japanese immigrant women and their children's heritage language socialization." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44900.

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This research collected and documented the voices of six Japanese immigrant mothers married to Canadian men who are trying to raise their children to speak Japanese in Metro Vancouver, B.C. Through in-depth, open-ended individual interviews of intermarried Japanese immigrant mothers, the study attempted to examine the meaning of their experiences with regard to their children’s heritage language (HL) socialization. The mothers’ motivations, hopes, practices, challenges, and feelings were examined revealing the complexity and intricacies of their experiences. The results demonstrated that intermarried Japanese mothers who wish to transmit their language onto their children because they view Japanese language skills as beneficial to their children and as an important tool for communication and to foster relationships between them, their children and their family in Japan. The children’s HL socialization was found to be a part of the mother’s ‘work’, and their attitudes and practices regarding their HL transmission project varied depending on how they were affected by various factors; such as public discourse, the ideology surrounding bilingualism, motherhood and the Japanese language, their personality and the role they take up within their family. The mother’s experiences in HL transmission were loaded with emotional moments as they balanced various competing demands and managed the pressure to meet the ‘good mother’ standard. However, some mothers also felt pleasure and empowerment through their role of HL transmitter. The data suggests that children’s HL socialization shifts mothers’ social networks and language use as well as their identities towards a Japanese orientation leading to an evolution and re-affirmation of their Japanese self.
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Kelly, Courtney Ryan. "Navegando La Frontera/Navigating The Border: Literacy Practices Among And Between Latina Immigrant And Urban, Low-Income Youth In The After-School Setting." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1205953865.

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Bendavid-Streiner, Zohar Carleton University Dissertation Psychology. "Between two worlds; daughters of immigrants." Ottawa, 1992.

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Kilpi, Elina A. "The education of children of immigrants in Finland." Thesis, University of Oxford, 2010. http://ora.ox.ac.uk/objects/uuid:9ae6dfc5-bda6-4d6f-8780-c97abab350e9.

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This thesis considers the education of children of immigrants in Finland, focusing on attainment and transitions around the age of 16. It is the first detailed representative study on the topic in Finland. Compared to international research it is amongst the ones to most fully explore the different aspects of education around this age. For the most part, it is limited to studying structural explanations for differences between students and ethnic groups. The majority of the analyses in the thesis are done using register data. Statistical modelling of this data is done using multivariate regression analyses. The results are supplemented with evidence from interviews with both majority students and children of immigrants. With regards to school achievement at the end of comprehensive school, many immigrant-origin groups are seen to have lower average grades than the majority. However, this is explained by lower parental resources. After controlling for parental resources, very few disadvantages remain. On the other hand, the gender gap evident amongst the majority is not found amongst many immigrant-origin groups. Looking at continuation to upper secondary education compared to dropping out, most children of immigrants are seen to have a higher probability of dropping out than the majority. This is explained by their lower school achievement and higher parental non-employment. Nevertheless, the difference between children of immigrants and the majority remains evident at the very low end of the achievement scale. Considering the choice of upper secondary school type, children of immigrants can be seen to be more likely than the majority to continue to vocational school. Yet, after controlling for prior school achievement and parental resources, almost all immigrant-origin groups are more likely than the majority to continue to general rather than vocational school. Interviews suggest that when considering their school choices, majority students tend to be driven by their interests and see their decision making as being independent of others. On the other hand, children of immigrants tend to have more specific future plans and to take the wishes of their parents more into consideration.
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Vadgama, Dimple. "Children of Immigrants: Parenting the Future of America." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/secfr-conf/2018/schedule/23.

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According to Cohn (2015), by the year 2065 about one-in-three Americans would be an immigrant or have immigrant parents projecting that incoming immigrants, and their children will steer majority of the United States (U.S.) population growth in the next 50 years. According to the projections for 2065, 78 million will be immigrants and 81 million will be individuals born in the U.S. to immigrant parents (see Figure 1). After immigrants from Mexico and China, the third largest immigrant group residing in the U.S. is from Asian-Indian origin. The percentage of Asian-Indian immigrants compared to all other immigrants in the U.S. has consistently proliferated. Considering this pattern of incoming Asian-Indian immigrants, research on parental involvement among Asian-Indians raising children who are U.S. citizens and future Americans is sparse. According to a national level study on paternal involvement with young children, “virtually no research has examined fatherhood among immigrants. Eighteen percent of current births are to mothers born outside of the U.S.; if the fathers also are foreign-born, this is a major gap in existing knowledge” (U.S. Department of Education, 2001, p. 22). The current study aimed to understand Asian-Indian immigrant couples’ factors influencing fathers’ involvement with school-aged children (6-10 years). Specifically, the study focused on the marital adjustment, parenting self-efficacy and gender-role beliefs about parenting. Parenting is believed to be codependent and nested within a family and cultural structure. While parenting research consistently demonstrates more maternal involvement with children, often fathers’ involvement gets little or no attention. One of the major limitations of fathering research is single source data, often comprising of only mothers’ reports. The purpose of this study was to address this research gap by examining the nested nature of human development using family systems theory. Actor-partner interdependence model (APIM), a type of dyadic data analysis, was used to examine the actor (spillover) and partner (crossover) effects of parents’ independent variables on their as well as their partners’ reports of paternal involvement. Self-report surveys were collected from 127 Asian-Indian immigrant parents. All the measurement scales had high reliabilities. Results for fathers revealed significant spillover effects of marital adjustment, parenting self-efficacy, and parenting gender role beliefs on fathers’ involvement, and for mothers, only marital adjustment effect on their reports of father involvement. These findings indicate that father involvement is enhanced when both fathers’ and mothers’ are adjusted in their marriage, when fathers’ feel competent in their parenting role and they have egalitarian gender beliefs about parenting. Partner or crossover effects were found from mothers’ marital adjustment onto fathers’ reports of involvement and, fathers’ parenting self-efficacy onto mothers’ reports of fathers’ involvement. These partner effects reveal that fathers’ involvement depend on how adjusted mothers are in their marriage and, mothers’ reports of fathers’ involvement depend on how efficient fathers are in their parenting role. In summary, the current study strongly supported family systems theory and demonstrated how the current immigrant parents, and the future families of America, adapt to succeed and re-structure lives in their ‘new home’.
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Chindalo, Pannel. "Immigrant minorities' stories a narrative analysis /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq39180.pdf.

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Man, Kam-fung Angie. "The newly arrived children : adapting to life in Hong Kong : academic and social adaptability problems of the newly arrived children /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24534365.

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Li, Sin-ling. "Factors affecting the success of PRC immigrant students in the Hong Kong Education System : a pilot study /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17598618.

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Poon, Wai-han Susan. "Working with new immigrant children from Mainland China : a study of social workers in children and youth centres /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20133510.

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43

Carlsson, Erik. "Fertility intentions of the children of immigrants in Sweden." Thesis, Stockholms universitet, Sociologiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-148279.

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44

Damas, de Matos Ana Sofia. "The labour market integration of immigrants and their children." Thesis, London School of Economics and Political Science (University of London), 2012. http://etheses.lse.ac.uk/655/.

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This thesis examine three distinct aspects of the labour market integration of immigrants and their children in the host country. The first chapter looks at the early careers of immigrants to shed light on the mechanisms driving the immigrant wage growth in the first years in the host country. I use a unique linked employer employee panel covering all wage earners in the private sector in Portugal to follow the careers of immigrant men. I show that in the first ten years in the country immigrants close one third of the initial immigrant-native wage gap and that one third of this wage catch-up is accounted for by immigrants gaining access to better paying firms. I then suggest an economic assimilation mechanism which highlights imperfect information about immigrant productivity and show that its predictions are in line with the data. The second chapter offers a longer term perspective of the economic assimilation of immigrants by turning to the labour market performance of the second generation. The chapter uses a unique survey of children of immigrants from Turkey, Morocco and ex-Yugoslavia, and children of natives in 15 European cities to closely compare their educational and labor market outcomes. Although the second generation performs on average worse than the children of natives in most outcomes considered, all differences are explained by differences in socio-economic background. While the first chapter focused on the dynamics of the wage gap over time, the third chapter studies the differences in the level of the wage gap across immigrant populations. The chapter provides a comparison of the wage gaps by country of origin in two major host countries, the UK and the US, in order to disentangle country of origin effects from immigrant selection. I show that the wage gaps by country of origin are strongly correlated in the two host countries and that virtually all the correlation is accounted for by differences in country of origin specific returns to education.
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Mao, Sahra, and Kacy Sundell. "Children of Immigrants: The Impact of Biculturalism on Identity." Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-17647.

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Abstract This research project deals with the experiences of children of immigrants in Sweden regarding biculturalism and personal identity. Using a method of qualitative interviewing we aim at answering the following research question: What effects of biculturalism have children of immigrants in Sweden experienced? What perceptions do children of immigrants have regarding the effects of biculturalism on their personal identity? This study uses the social identity theory approach as a framework for the analysis because it helps explain how the social context can affect identity formation.   Key words: children of immigrants, identity, biculturalism, ethnical identity.
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Anyawie, Maurice. "The Patterns of First Marriage among Children of Immigrants." Bowling Green State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1616669220568585.

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Jacobsen, Wade Clinton. "Parental Involvement and Academic Achievement Among Children of Immigrants." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2390.

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Using Bourdieu's model of social and cultural reproduction, I examine student achievement and parental involvement levels across seven immigrant nationalities: Cambodian, Cuban, Filipino, Laotian, Mexican, Nicaraguan, and Vietnamese. I then analyze the relationships between five parental involvement types and GPA, while controlling for student, family, and school characteristics. Finally, I test for interaction effects to examine variations across groups. Results point to parent expectations as a strong predictor of student success, especially among Cubans, Filipinos, and Vietnamese, while other dimensions of parental involvement have little or no effect. Bourdieu's model may not be adequate among immigrant parents and their children who follow a pattern of dissonant acculturation.
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Lee, Lung-hei Michael. "A study on the perception of the educational problems confronted by the new immigrant children from mainland China." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18811760.

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White-Davis, Gerald E. "Adaptation of Jamaican immigrants in American schools : problems and possibilities /." Access Digital Full Text version, 1992. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1122633x.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1992.
Typescript; issued also on microfilm. Sponsor: Paul Byers. Dissertation Committee: Herve Varenne. Includes bibliographical references (leaves 206-219).
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Donitsa-Schmidt, Smadar. "Language maintenance or shift, determinants of language choice among Soviet immigrants in Israel." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0021/NQ45668.pdf.

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