Journal articles on the topic 'Children of immigrants Language'
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1
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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Pavlova, N. "Overcoming Social and Pedagogical Problems of Children of Immigrants." Primary Education 8, no. 1 (February 19, 2020): 8–11. http://dx.doi.org/10.12737/1998-0728-2020-8-11.
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The article discusses ways to overcome the social and pedagogical problems of immigrant children based on the practice of the modern Russian language comprehensive school in the aspect of their social adaptation and further successful education. The possibilities of the educational system are revealed, in particular, the forms of events that promote the socio-cultural adaptation of children of immigrants of primary school age are described.
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Rijal, Andi Samsu, and Andi Mega Januarti Putri. "Determinants of English as language choice among Unaccompanied Migrant Children (UMC) in Makassar, Indonesia." International Journal of Humanities and Innovation (IJHI) 2, no. 2 (April 10, 2019): 1–7. http://dx.doi.org/10.33750/ijhi.v2i2.36.
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The essence of language is human activity. Communication with language is carried out through two basic human activities; speaking and listening during the interaction in a group of people. Immigrants in Makassar city communicate with immigrant communities and Makassar people. They used English and Indonesia to communicate with others. The aims of this article were to find out determinant factors of English as language choice among Unaccompanied Migrant Children (UMC) in Makassar and why they used English as their language choice to communicate with other people out of them. The data were taken from UMC in the shelter under the auspices of Makassar’s Social Office and in the public area of Makassar. This research was a qualitative approach; it was from a sociolinguistic perspective and focuses its analysis with the language choice among UMC. This research showed that most immigrants chose English as their language choice since they were in Makassar because they have acquired better than other international language and it has been mastered naturally by doing social interaction among themselves and people outside their community. UMC had more difficulties to socialize with Indonesian than the adult of Immigrants. Other than their lack of language mastery, they also have the anxiety to adapt to other immigrants and Makassar people. English was used by UMC to show their status as a foreigner who lived in a multicultural situation. Language becomes a power for a human being and it becomes a social identity for language user in one community. During the interaction of UMC in Makassar city, the role of English as an International language is shown.
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Yoshida, Yoko, and Jonathan Amoyaw. "Transition to adulthood of refugee and immigrant children in Canada." Applied Psycholinguistics 41, no. 6 (November 2020): 1465–95. http://dx.doi.org/10.1017/s0142716420000363.
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AbstractThe majority of refugees are children and youth and their integration and life-course transitions are a research priority. This paper examines the timing of refugee children and youths’ entrance into the labour market and family formation (marriage/common law union and parenthood). It does so by examining how admission category, knowledge of a host country’s official languages, and age at arrival shape their transition to adulthood. Using data from the Canadian Longitudinal Immigration Database and Heckman selection estimation, the paper finds minimal variation in refugee children and youths’ entry into the labour market compared to children of other immigrant streams. It also finds that refugee children and youth start forming families at a younger age than children of economic class immigrants, but at an older age than family class children. The analysis also shows limited effects of knowledge of official language prior to arrival while age at arrival has a robust impact on their adulthood transitions. These findings shed light on the unique patterns of life-course transition among refugee children and youth and contribute to a better conceptualization of their experiences relative to children and youth of other immigrants.
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Danzer, Alexander M., Carsten Feuerbaum, Marc Piopiunik, and Ludger Woessmann. "Growing up in ethnic enclaves: language proficiency and educational attainment of immigrant children." Journal of Population Economics 35, no. 3 (April 2, 2022): 1297–344. http://dx.doi.org/10.1007/s00148-022-00889-y.
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AbstractDoes the regional concentration of immigrants of the same ethnicity affect immigrant children’s acquisition of host country language skills and educational attainment? We exploit the concentration of five ethnic groups in 1985 emanating from the exogenous placement of guest workers across German regions during the 1960s and 1970s. Results from a model with region and ethnicity fixed effects indicate that exposure to a higher own ethnic concentration impairs immigrant children’s host country language proficiency and increases school dropout. A key mediating factor for the detrimental language effect is parents’ lower speaking proficiency in the host country language, whereas inter-ethnic contacts with natives and economic conditions do not play a role in language proficiency or educational attainment.
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Zygmunt, Rafał. "From Eastern European Rooted Immigrant Circle to the Mainstream of American Culture – an Alfred Kazin’s Transition." Language, Culture, Politics. International Journal 1 (December 9, 2021): 193–205. http://dx.doi.org/10.54515/lcp.2021.1.193-205.
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Tracing the process of immigrants’ transition, it appears that in the twentieth century children of Eastern European, mainly Jewish immigrants were trying to get rid of the European past of their parents as quickly as possible in order to take the full advantage of American culture. This attitude brought serious changes in family values, social ties, and religious traditions among immigrants’ children, which was vividly presented in Kazin’s works. Moving straight toward their American future often meant leaving the Old World heritage and language behind. Many of the immigrant children regarded this type of attitude as another logical step in their development. But although this incorporation into the mainstream of the American culture was fruitful, some of them experienced a deep sense of irreversible loss over their past.
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Madinas, Madina. "Multilingual Lexical Development : A case of Children of Indonesian Immigrants in Taiwan." ELT (English Language Teaching Prima Journal) 2, no. 1 (July 8, 2021): 158–86. http://dx.doi.org/10.34012/eltp.v2i1.1825.
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The number of immigrants increases tremendously in Taiwan. These recent immigrants originate from a variety of ethnicities; some are Han Chinese from Mainland China, others are mainly from Southeast Asian countries, with Vietnamese as the largest group, followed by Indonesians, Thai, and then Philippines. They brought with them their native languages and cultures (Chen,2010). Kuo (2008) found no difference in the lexical development of 2-6- year-old children of Vietnamese mothers and Taiwanese mothers, but children of Indonesian mothers were found to be slower (Kuo, 2015). This study aim to evaluate the the vocabulary size in Indonesian, Mandarin, and Taiwanese for children of Indonesian immigrants in Taiwan. The researcher investigated whether Indonesian mothers in Taiwan with limited Mandarin proficiency are able to provide the kind of input to facilitate their children’s Indonesian, Mandarin and Taiwanese acquisition or not.This study used Peabody Picture Vocabulary Test to assess their lexical development in Indonesian and Mandarin. The Taiwanese language measure tool is an application developed by Kuo (2017). This study revealed that the vocabulary score of Indonesian score were found to be lower than Mandarin and Taiwanese score and Mandarin score higher than Taiwanese score. The factors related to children’s lexical development were also investigated no correlation between Indonesian mother’s with their children in Indonesian language, because most of them communicate with their limited Mandarin or Taiwanese. Finally, this research should help people to have a better understanding about the phenomenon of multilingual family, where multilingual has become common in the society.
Keyword : Multilingualism, lexical development, immigrant children, vocabulary size
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Shulova-Piryatinsky, Irene, and Debra A. Harkins. "Narrative discourse of native and immigrant Russian-speaking mother-child dyads." Narrative Inquiry 19, no. 2 (December 16, 2009): 328–55. http://dx.doi.org/10.1075/ni.19.2.07shu.
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Mother-child storytelling was used here as a first step toward exploring language socialization through the narrative discourse of Russian-speaking non-Orthodox Ashkenazi Jewish immigrants in two host cultures. This study examined five groups of mother-child dyads: Russian-speaking Ashkenazi Jews living in Ukraine, Israel, and the United States and two Russian-speaking Jewish immigrant groups living in the United States and Israel. These five groups of mothers and their three to five-year-old children were asked to tell a story using a wordless picture book. This study sought to examine the themes of home present in narrative discourse across these groups. More specifically, this research attempted to explore the ways in which the narrative process may facilitate and/or obstruct the necessary skills children need to be socialized into their cultural communities (Ochs, 2002; Ochs & Schieffelin, 2008). Measures included quantitative analysis of the length of narrative, use of questions, character speech, emotion qualifiers, and switches in language use for mothers and their children as well as narrative expressions of issues of loss common among immigrant groups. Findings are discussed in terms of how narratives reveal the language socialization practices of immigrants, including linguistic choices made to use native or host goals and styles and thematic expression of their immigrant experience.
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Janská, Eva. "Immigrant second generation in Prague: the case of preschool children." Geografie 111, no. 2 (2006): 198–214. http://dx.doi.org/10.37040/geografie2006111020198.
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This contribution deals with the new phenomenom of preschool immigrant children in Czechia after 1990. It focuses on social, economic, cultural and ethnic characteristics of children's parents and on childern's language knowledge and adaptation in the kindergarten. There are also discussed factors influencing integration of immigrant families into the majority society as well as their willingness to stay in Czechia permanently. Our results bring about new insights into immigrants' lives and their co-existence with the majority society.
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Hiramoto, Mie. "Is dat dog you’re eating?" Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 21, no. 3 (September 1, 2011): 341–71. http://dx.doi.org/10.1075/prag.21.3.03hir.
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This paper explores both racial and socioeconomic classification through language use as a means of membership categorization among locals in Hawai‘i. Analysis of the data focuses on some of the most obvious representations of language ideology, namely, ethnic jokes and local vernacular. Ideological constructions concerning two types of Filipino populations, local Filipinos and immigrant Filipinos, the latter often derisively referred to as “Fresh off the Boat (FOB)” are performed differently in ethnic jokes by local Filipino comedians. Scholars report that the use of mock language often functions as a racialized categorization marker; however, observations on the use of Mock Filipino in this study suggest that the classification as local or immigrant goes beyond race, and that the differences between the two categories of Filipinos observed here are better represented in terms of social status. First generation Filipino immigrants established diaspora communities in Hawai‘i from the plantation time and they slowly merged with other groups in the area. As a result, the immigrants’ children integrated themselves into the local community; at this point, their children considered themselves to be members of this new homeland, newly established locals who no longer belonged to their ancestors’ country. Thus, the local population, though of the same race with the new immigrants, act as racists against people of their own race in the comedy performances.
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Rodriguez Vega, Silvia. "Praxis of Resilience & Resistance: “We can STOP Donald Trump” and Other Messages from Immigrant Children." Association of Mexican American Educators Journal 12, no. 3 (December 18, 2018): 122. http://dx.doi.org/10.24974/amae.12.3.409.
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In 2018 there have been constant anti-immigrant rhetoric, policies, and enforcement. Most recently, Trump referred to immigrant children as “future criminals” who needed to be kept in prison-like detention centers and “tender age facilities” (Min Kim, 2018). Meanwhile, the 4.5 million children of immigrants already in the US continue to face possibilities of family separation due to this enforcement-focused political system (Suárez-Orozco et al., 2015). The goal of this article is to provide insight into the lives of one of the most vulnerable and fastest growing populations in the U.S.—immigrant children. As a researcher and educator, I developed an art-centered methodological and pedagogical tool that can serve those working with immigrant children and vulnerable populations. Over a two-year period, I used artistic tools such as drawings, storyboards, Teatro Campesino’s actos, and various techniques from Theater of the Oppressed (Boal, 2000) to work with children of immigrants in a sixth-grade class of English Language Learners (ELL) in Los Angeles. Through educational, artistic, and anecdotal components of their work, these children created a world where they could resist and fight Trump and share that victory by utilizing the transformative imaginary of art.
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Delgado, Vanessa. "Uncovering Youth’s Invisible Labor: Children’s Roles, Care Work, and Familial Obligations in Latino/a Immigrant Families." Social Sciences 12, no. 1 (January 5, 2023): 36. http://dx.doi.org/10.3390/socsci12010036.
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This paper examines Latino/a children’s roles and obligations to their immigrant families. Bridging insights from the literature on the “new sociology of childhood,” immigrant incorporation, and care work, this essay argues that children perform important—but often invisible—labor in immigrant families. Dominant ideologies depict childhood as an “innocent” time wherein young people are in need of guidance and are too underdeveloped to make meaningful contributions. However, this construction of childhood ignores the lived realities of the children of immigrants, who often serve as gatekeepers and connect their families to services and resources in their communities. This essay examines six dimensions of support that the children of immigrants provide to their families, namely, language and cultural help, financial contributions, bureaucratic assistance, emotional labor, legal support, and guidance with technology. This essay concludes with implications for scholars, students, and policymakers on the importance of recognizing this labor, along with future directions for research.
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Nelson, Marisa, and Laura Wilson. "Implicit Bias and Multilingual Assessment in School-Based Speech-Language Pathologists." Perspectives of the ASHA Special Interest Groups 6, no. 6 (December 17, 2021): 1690–704. http://dx.doi.org/10.1044/2021_persp-21-00113.
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Purpose: The purpose of this research was (a) to examine school-based speech-language pathologists' (SLPs') implicit attitudes toward immigrants and how these relate to prioritization and use of best practices when assessing multilingual children and (b) to determine if key demographic factors relate to the use and prioritization of these best practices. Method: Eighty-six certified SLPs ranked how they prioritize and use best practices in multilingual assessments and completed an online immigrant Implicit Association Test. Results: The majority of participants exhibited a strong implicit bias against immigrants (median D-score of 0.84, interquartile range: 0.49), but no significant relationship was found between increasing bias and lower prioritization or use of best practices. Increased years working as an SLP and increasingly distant personal relationships to immigration were related to lower prioritization and use of some best practices. An unexpected association included increased reported use of interpreters with increasing implicit bias against immigrants. Conclusions: This research found a strong implicit bias against immigrants among participating school-based SLPs, consistent with previous work detailing health professionals' preferences for ingroups over outgroups. It adds to the call for further research into the impact of implicit biases on clinical practice, and the methods and merits of addressing implicit biases in targeted populations such as SLPs. This study also identified demographic factors associated with decreased prioritization and use of certain best practices when assessing multilingual children. More work is needed to learn how to mitigate these factors to ensure culturally sensitive clinical practice. Supplemental Material: https://doi.org/10.23641/asha.16799638
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Cassidy, Hugh. "The Decline in Earnings of Childhood Immigrants in the United States." International Migration Review 54, no. 1 (February 21, 2019): 58–82. http://dx.doi.org/10.1177/0197918318824084.
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This article provides evidence that, like adult immigrants, male childhood immigrants in the United States, that is, those who arrived before age 18, have experienced a declining trend in their earnings, educational attainment, and English language proficiency over time. Consistent with a strong relationship between the outcomes of parents and children, I find that these declining trends in childhood immigrant outcomes can be explained by controlling for the earnings, and especially educational attainment, of the “potential parents” of these childhood immigrants, that is, adult immigrants from the same birthplace who arrived to the United States during the same time period. Such intergenerational correlations appear to be stronger for childhood immigrants who arrive at a later age. These results highlight the importance of considering immigration from a multi-generational perspective, where the characteristics of immigrants admitted today inform the economic prospects of future generations.
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Šilėnienė, Birutė, and Viktorija Koblova. "LIETUVIŲ IMIGRANTŲ VAIKŲ INTEGRACIJOS PROBLEMOS NORVEGIJOJE [INTEGRATION PROBLEMS OF LITHUANIAN IMMIGRANTS' CHILDREN IN NORWAY]." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 9, no. 3 (December 25, 2017): 114–31. http://dx.doi.org/10.48127/spvk-epmq/17.9.114.
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The regaining of Lithuania’s independence has broadly opened its borders to emigration of compatriots. Various reasons make Lithuanians leave their homeland and look for happiness abroad. Recently, more and more people are discussing about Lithuanian families’ immigration to Scandinavian countries, and in particular to Norway. Therefore, the problem of this article is based on the notion, that the families of Lithuanian emigrants and their children who are in a foreign country, in a foreign social environment, must adapt and integrate. However the problems they face require not only help of family members and other relatives, but also state intervention and assistance which is not is always effective or insufficiently implemented to provide full benefits to immigrants. On the other hand, it can be assumed that immigrants are not sufficiently interested to get the benefits from the assistance and services that those institutions can provide. Therefore, this study examined the main problems of the integration of Lithuanian immigrant children in Norway and what actions of Lithuanian immigrants are leading to successful integration of their children. Experiences of the study of the integration of Lithuanian emigrant families and children in Norway revealed that at the beginning of integration, despite immigration positivity’s (a better education system, better perspectives for the future of children), problems such as language barriers, negative attitudes towards them, ignorance of the functioning of the social system are encountered. These problems could be avoided by the need to learn the Norwegian language quickly, using relatives, friends and neighbors and local communities, actively communicating and cooperating with educational institutions, participation in public life and the support of certain state social institutions. Keywords: emigration / immigration, immigrants, integration problems, help for immigrants.
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Sung, JiSu. "What Limits Access to Speech-Language Pathology Services in the Asian Elderly Community?" Perspectives on Gerontology 19, no. 3 (September 2014): 87–99. http://dx.doi.org/10.1044/gero19.3.87.
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It is well known that the culturally and linguistically diverse (CLD) immigrant population in the United States is increasing. One of the subgroups, the Asian foreign-born elderly, comprises 15 percent of Asian immigrants and is rapidly growing (U.S. Census Bureau, 2010). The increasing number of Asian and other immigrants results in greater demand for research sensitive to cross-cultural issues. Issues related to serving CLD children and poor access to general medical services among minority individuals with limited English proficiency (LEP) have been broadly discussed. However, the understanding of CLD elderly clients with communication disorders and the disparity in access to specialized services, including speech-language pathology, have not been systematically studied. This fast growth in numbers of older Asian immigrants means speech-language pathologists (SLPs) are increasingly likely to encounter elderly clients of Asian heritage. Thus, all SLPs should be aware of potential challenges faced by this ethnic group, including cultural and linguistic barriers. In addition, there are other factors that may limit this population's access to speech-language pathology services: negative attitudes toward speech disorders and treatment, poor acknowledgment of the significance of speech-language pathology services, extremely limited numbers of SLPs with proficiency in Asian languages, and culturally and linguistically inappropriate interpreter services. The purpose of this article is to discuss how these components may impede timely access to speech-language pathology services in the Asian older immigrant population. This article will also show how SLPs can collaborate with Asian communities in order to facilitate culturally and linguistically sensitive services. In addition, as a clinician of Korean heritage, I provide anecdotal evidence based on my experience working with Asian elderly patients.
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Baranowsk, Aneta Sylwia. "Bariery integracji uczniów cudzoziemskich ze środowiskiem szkolnym." Studia Edukacyjne, no. 59 (December 15, 2020): 215–36. http://dx.doi.org/10.14746/se.2020.59.14.
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Every year, more and more immigrants come to Poland. They settle in our country together with their school-age children. One of the tasks that immigrants and their children face is integration into Polish society. In the case of foreign children, it usually takes the form of integration into the school environment as they have the most frequent contact with the Poles at school. Integration into the school environment involves the inclusion of immigrant students in the social life of the school and simultaneously opening up the entire school community to their presence. Unfortunately, culturally different children encounter many obstacles, which significantly impedes success. These obstacles relate primarily to the lack of knowledge of the Polish language, emotional problems and a negative attitude towards their peers and their parents as well as to the teaching staff.
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Devitska, A. I. "SECOND LANGUAGE ACQUISITION IN BILINGUAL CHILDREN: CASE OF IMMIGRANTS." Тrаnscarpathian Philological Studies 12 (2019): 206–10. http://dx.doi.org/10.32782/tps2663-4880/2019.12.40.
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Yun, PhD Heejin, and PhD Cand Juanjuan Zhang. "The Significance of the Multicultural Education Based on the Experiential Learning of a Local Community." European Journal of Social Sciences Education and Research 10, no. 2 (May 19, 2017): 248. http://dx.doi.org/10.26417/ejser.v10i2.p248-252.
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The multicultural education was originally discussed in the Europe and the North America. It was introduced to South Korea more than 20 years ago and it has been discussed earnestly in South Korea. It began with the increase of Southeastern Asian immigrant workers and marriage-based immigrants in the late 1990s. People began to discuss the multicultural education as the awareness and demand regarding the human rights of immigrants, Korean language education, and the children of immigrants increased. Afterward, the multicultural education has become an education for the majority since the concept was extended to the society, although it once was conducted within the category of immigrants. The multicultural education, which has been taking place in South Korea, mostly consists of one-time experiential learning such as adding a multicultural element in a regular coursework, introducing other countries, or giving a chance to experience languages, foods, or clothes of other countries. The multicultural education utilizing the experiential learning is characterized by creative experiential activities, its association with the overall curriculum, and the connection with local communities. This study identified the significance of the multicultural education based on the experiential learning by examining the elements of the multicultural education.
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Lleras-Muney, Adriana, and Allison Shertzer. "Did the Americanization Movement Succeed? An Evaluation of the Effect of English-Only and Compulsory Schooling Laws on Immigrants." American Economic Journal: Economic Policy 7, no. 3 (August 1, 2015): 258–90. http://dx.doi.org/10.1257/pol.20120219.
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We provide the first estimates of the effect of statutes requiring English as the language of instruction and compulsory schooling laws on the school enrollment, work, literacy, and English fluency of immigrant children during the Americanization period (1910–1930). English-only statutes moderately increased the literacy of certain foreign-born children, particularly those living in cities or whose parents were not fluent in English. However, these laws had no impact on immigrants' eventual labor market outcomes or measures of social integration (from 1940 census and WWII enlistment records). Only laws regulating the age when children could work significantly affected immigrant outcomes. (JEL I21, I26, I28, J13, J15, N31, N32)
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Extra, Guus. "Dealing with new multilingualism in Europe." Australian Review of Applied Linguistics 30, no. 2 (January 1, 2007): 18.1–18.38. http://dx.doi.org/10.2104/aral0718.
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The focus of this paper is on immigrant minority languages in urban Western Europe. Both multidisciplinary and cross-national perspectives will be offered on two major domains in which language transmission occurs, i.e., the domestic domain and the public domain. Prototypical of these two domains are the home and the school, respectively. At home, language transmission occurs between parents and children; at school this occurs between teachers and pupils. Viewed from the perspectives of majority language speakers versus minority language speakers, language transmission becomes a very different issue. In the case of majority language speakers, language transmission at home and at school is commonly taken for granted: at home, parents speak this language usually with their children; at school this language is usually the only or major subject and medium of instruction. In the case of minority language speakers, there is usually a mismatch between the language of the home and the language of the school. Whether parents in such a context continue to transmit their language to their children is strongly dependent on the degree to which these parents conceive of this language as a core value of cultural identity. After a short introduction, we offer phenomenological perspectives on the semantics of our field of study and some central European notions in this field. Next we discuss major agencies and documents on language rights at the global and European level. We also discuss the utilisation and effects of different demographic criteria for the definition and identification of (school) population groups in a multicultural society. Next we offer sociolinguistic perspectives on the distribution and vitality of immigrant minority languages across Europe. In this context the rationale and major outcomes of the Multilingual Cities Project, realised in six major multicultural cities in different European Union nation-states, are presented. Finally we offer comparative perspectives on educational policies and practices in the domain of immigrant minority languages in the six European Union countries under discussion. We conclude with an overview on how multilingualism can be promoted for all children in an increasingly multicultural Europe. Immigrants have made this country more American, not less American. (George W. Bush, presidential election campaign 2004)
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Zhang, Yinglan. "Inequalities and Accommodations: Promoting Equality Among ELL Students by Employing Organization Theory." BCP Social Sciences & Humanities 19 (August 30, 2022): 508–16. http://dx.doi.org/10.54691/bcpssh.v19i.1737.
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With the increasing number of immigrants in the U.S., many children whose primary spoken language isn’t English travel with their parents and expect social integration and academic and occupational success. How to integrate into society without giving up identities is a challenging and impending question for all immigrants. Especially for immigrant children, changing environments may bring remarkable obstacles in academic learning and cultural cognition. By employing organization theory, this paper first shows pieces of evidence that prove ELL students are unequally treated in schools via interaction, practices, and policies. This paper presents accommodations in different domains, such as culture, structure, technology, and people. In Addition, integrating support from parents and other organizations in communities is essential to construct an equitable and supportive educational environment for ELL students.
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Huang, Becky H., and Alison L. Bailey. "The Long-Term English Language and Literacy Outcomes of First-Generation Former Child Immigrants in the United States." Teachers College Record: The Voice of Scholarship in Education 118, no. 11 (November 2016): 1–42. http://dx.doi.org/10.1177/016146811611801108.
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Background/Context Children from Asian ethnic backgrounds currently constitute the second largest group of child immigrants in the United States. Although stereotyped as model minority students due to their academic and economic success, studies have revealed that many Asian immigrant students struggle in school. Research has also shown that, compared to child immigrants from an Indo-European language background such as Spanish and French, Asian child immigrants experience more challenges in learning English as a second language (L2) due to greater cross-linguistic differences. However, little is known about the long-term English language outcomes of first-generation Asian child immigrants. Purpose/Objective The present study examines the effects of learner-level and input-level factors on first-generation Asian child immigrants’ long-term English outcomes. Research Design Data for the current study are selected from a larger correlational and cross-sectional study that examined the effect of the age of arrival variable on Chinese immigrants’ English L2 outcomes. We used two criteria to select participants from the larger study: (1) those who had arrived in the United States between the ages of 5 to 18 (to qualify as a “child immigrant”), and (2) those who had resided in the United States for at least 10 years (to examine long-term outcomes). These criteria resulted in the current sample of 69 participants. The English language proficiency data include participants’ phonological production ratings, performances on a grammaticality judgment task, and their self-ratings of English proficiency in listening, speaking, reading, and writing. Conclusions/Recommendations The current study showed a complex interplay of factors affecting former child immigrants’ English L2 acquisition. Although age of arrival played a critical role in their L2 learning outcomes, it exerted varying degrees of influence by L2 domain. Age of arrival was a strong predictor of L2 phonological production, grammar knowledge, and oral language proficiency, but not literacy skills. L2 input, language learning aptitude, and child immigrants’ affective status also contributed to their L2 outcomes, and carried more weight than age of arrival. We interpreted the results to be in line with the multiple sensitive period hypothesis in developmental psycholinguistics research. The results also suggested that literacy is not susceptible to age-related effects in the same way in which oral language and more specifically the phonological and syntactic systems are. Literacy as a cultural construct rather than a biologically unique human system is intensively taught throughout the school years and curriculum. Malleable factors, such as instruction and reading strategies, are thus perhaps more important in determining child immigrants’ long-term literacy outcomes.
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Feliciano, Cynthia, and Yader R. Lanuza. "An Immigrant Paradox? Contextual Attainment and Intergenerational Educational Mobility." American Sociological Review 82, no. 1 (February 2017): 211–41. http://dx.doi.org/10.1177/0003122416684777.
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Numerous studies have revealed a seemingly paradoxical pattern in which, despite cultural differences, unfamiliarity with the educational system, and possible language difficulties, children of immigrants outperform their peers with native-born parents in the U.S. educational system. We problematize the notion of an immigrant paradox in education by broadening our conceptualization of social class background, and introducing the concept of contextual attainment to capture the geographic and historical contexts in which education is completed. Analyzing nationally representative longitudinal survey data combined with international educational data, we show that, for immigrant parents, contextual attainments vary between and within countries of origin and often diverge from post-migration socioeconomic statuses. Parental contextual attainment helps explain why, net of standard family socioeconomic status measures, most groups of immigrants’ children complete more years of schooling than do White Americans with native-born parents. Moreover, considering parental contextual attainment leads to a rethinking of intergenerational educational mobility patterns for adults with immigrant parents. We argue that contextual attainment captures the noneconomic benefits of higher class background that help explain how intergenerational educational inequalities are reproduced.
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Diaz, Christina J. "Foreign Language Curricula and the Influence of Immigrant-Origin Groups." Socius: Sociological Research for a Dynamic World 7 (January 2021): 237802312110652. http://dx.doi.org/10.1177/23780231211065270.
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Despite theoretical claims that assimilation is a multidirectional process, most studies assess the behaviors of immigrants and their children. The author departs from this tradition to ask whether immigrant-origin populations influence the availability of Advanced Placement Spanish and Chinese/Japanese language courses. Building on past work, the author treats foreign language programs as a marker of institutional change and a greater acceptance of immigrant culture. County-level data are pooled from the American Community Survey, the Common Core of Data, the Voting and Elections Collection (CQ Press), and the College Board between 2000 and 2017. The results indicate that Hispanic and Chinese/Japanese populations exert an influence on school curricula, but this relation varies depending on historical patterns of immigrant settlement. The author also finds that Spanish and Asian foreign language programs are most likely to be demanded in locations with highly educated populations. This article provides evidence that mainstream institutions can move toward immigrant and minority culture.
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Adair, Jennifer K., Joseph Tobin, and Angela E. Arzubiaga. "The Dilemma of Cultural Responsiveness and Professionalization: Listening Closer to Immigrant Teachers who Teach Children of Recent Immigrants." Teachers College Record: The Voice of Scholarship in Education 114, no. 12 (December 2012): 1–37. http://dx.doi.org/10.1177/016146811211401203.
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Background/Context Many scholars in the fields of teacher education, multicultural education, and bilingual education have argued that children of recent immigrants are best served in classrooms that have teachers who understand the cultural background and the home language of their students. Culturally knowledgeable and responsive teachers are important in early education and care settings that serve children from immigrant families. However, there is little research on immigrant teachers’ cultural and professional knowledge or on their political access to curricular/pedagogical decision-making. Focus of Study This study is part of the larger Children Crossing Borders (CCB) study: a comparative study of what practitioners and parents who are recent immigrants in multiple countries think should happen in early education settings. Here, we present an analysis of the teacher interviews that our team conducted in the United States and compare the perspectives of immigrant teachers with those of their nonimmigrant counterparts, specifically centering on the cultural expertise of immigrant teachers who work within their own immigrant community. Research Design The research method used in the CCB project is a variation of the multi-vocal ethnographic research method used in the two Preschool in Three Cultures studies. We made videotapes of typical days in classrooms for 4-year-olds in early childhood education and care (ECEC) settings in five countries (England, France, Germany, Italy, and the United States) and then used these videos as cues for focus group interviews with parents and teachers. Using a coding framework designed by the national CCB team, we coded 30 focus group interviews. The coding framework was designed to facilitate comparisons across countries, cities, and categories of participants (teachers and parents, immigrant and nonimmigrant). Findings/Results Teachers who are themselves immigrants from the same communities of the children and families they serve seem perfectly positioned to bridge the cultural and linguistic worlds of home and school. However, our study of teachers in five U.S. cities at a number of early childhood settings suggests that teachers who are themselves immigrants often experience a dilemma that prevents them from applying their full expertise to the education and care of children of recent immigrants. Rather than feeling empowered by their bicultural, bilingual knowledge and their connection to multiple communities, many immigrant teachers instead report that they often feel stuck between their pedagogical training and their cultural knowledge. Conclusions/Recommendations Bicultural, bilingual staff, and especially staff members who are themselves immigrants from the community served by the school, can play an invaluable role in parent–staff dialogues, but only if their knowledge is valued, enacted, and encouraged as an extension of their professional role as early childhood educators. For the teachers, classrooms, and structures in our study, this would require nonimmigrant practitioners to have a willingness to consider other cultural versions of early childhood pedagogy as having merit and to enter into dialogue with immigrant teachers and immigrant communities.
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Aronowitz, Michael. "Adjustment of Immigrant Children as a Function of Parental Attitudes to Change." International Migration Review 26, no. 1 (March 1992): 89–110. http://dx.doi.org/10.1177/019791839202600105.
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This study examined the relationship between the adjustment in school of immigrant children and their parents’ attitudes to social change and new experiences. The subjects were 51 Jewish children between the ages of six and fifteen, all born in the former Soviet Union and immigrants to the United States, and a comparison group of 51 American-born Jewish children attending the same parochial school in San Francisco. Parental attitudes to social change and new experiences were found to be significant predictors of the adjustment in school of both immigrant and native children, even when the effects of parental education, family SES, and children's age, intelligence, English language competence and immigrant/native status were held constant. Parental attitudes to social change and new experience were not found to be differentially associated with adjustment for immigrant as opposed to native children. An interaction was found between the gender of the parent holding the set of attitudes toward change and new experiences, and the differential adjustment of sons and daughters.
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Gesell, Sabina, Dan Wallace, Tommaso Tempesti, Vanessa Hux, and Shari Barkin. "Increasing Latino Parents’ Verbal Interactions with Their Preschool-Aged Children." ISRN Education 2012 (March 7, 2012): 1–9. http://dx.doi.org/10.5402/2012/652406.
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The rapidly growing Hispanic American population is experiencing an academic achievement gap that seems to be rooted in disparities in early childhood education and literacy development. Children of non-English-speaking immigrant parents are at greatest risk of poor school performance, but there is potential to capitalize on immigrants’ drive by encouraging them to engage with their children in dialog while reading native-language storybooks. This paper reports on a community-based randomized controlled trial () delivered to mostly Mexican immigrant parents of preschool-age children. Intervention group parents attended three monthly 60-minute sessions based on the Dialogic Reading Model—C.A.R. (Comment and Wait, Ask Questions and Wait, and Respond by Adding More), which teaches parents to have a conversation about pictures in books, with the goal of enhancing verbal exchanges with the child in the parent’s native language. After the 3-month intervention, parents in the bilingual early language development intervention reported placing greater value on children’s active verbal participation in reading compared to control group parents who participated in a healthy lifestyle intervention. These results suggest that Hispanics’ educational outcomes may be improved by educating parents on the value of playful conversations with young children while reading books in one’s native language.
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Nakanishi, Nobuko, and Donna Starks. "The effects of community contact on L1 maintenance: a study of New Zealand Japanese immigrants and sojourners." International Journal of the Sociology of Language 2022, no. 273 (January 1, 2022): 145–67. http://dx.doi.org/10.1515/ijsl-2021-0006.
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Abstract This paper explores the effects of social networks on the reported language proficiency of three groups of New Zealand Japanese children. Drawing on a quantitative analysis of data collected from questionnaire-based interviews, this study reveals that children of sojourner families and children of immigrant families of mixed and non-mixed backgrounds, each with their differing levels of reported Japanese proficiency, benefit from different types of social networks. The results found that sojourner networks are important for sojourner children’s Japanese language proficiency. For this group, wider types of contact with the New Zealand Japanese community show little positive effects. These findings contrast with that of Japanese immigrants where community social networks show a diverse range of positive effects on the reported Japanese proficiency of children from mixed and non-mixed family backgrounds. The findings suggest that researchers should give further consideration into the differing effects of social networks on different subgroups within diasporic communities.
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Folmer, Jetske. "Dutch immigrants in New Zealand." Australian Review of Applied Linguistics 15, no. 2 (January 1, 1992): 1–18. http://dx.doi.org/10.1075/aral.15.2.01fol.
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Abstract This article contains a report of a case study on language shift and language loss in three generations of a Dutch immigrant family in New Zealand carried out in 1990/1991 (Folmer 1991). Language shift refers to the shift from Dutch to English and language loss to the loss of the mother tongue Dutch. In addition to language shift and loss, the personal linguistic history of the subjects and their (language) attitudes were examined; these topics are only discussed indirectly in this article. One first generation member, five members of the second generation and two third generation children took part in the investigation. The instruments used were an analysis of letters, an interview, a domain questionnaire, an editing test and a correction test. It was found that language shift increases with each generation. The factors education, exogamy, (language) attitudes and age also proved to be important. Furthermore, the type of domain or activity made a difference. In both the first and the second generation the degree of language loss in Dutch was rather low. Some trends in the loss process were established and certain word classes turned out to be more problematic than others.
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Monobe, Gumiko, and Barbara L. Seidl. "“We have stories to share!”: Narratives of Identity and Perspectives of Japanese Descent Teachers in the USA." Journal of Family Diversity in Education 3, no. 3 (May 17, 2019): 88–111. http://dx.doi.org/10.53956/jfde.2019.143.
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As the number of immigrant children entering school systems increases across the globe, preparing teachers to support these children and their families is of critical importance. How to support and bring strength to English language learners (ELLs) and immigrant children is a new subject among the scholarship of teacher education, due to the increasing numbers of immigrant children. There are unique complexities that educators need to consider, including: (a) their own cross/bicultural, bilingual identity development, (b) their interpersonal relationship building, and (c) their hybrid experiences in a culturally and linguistically unfamiliar environment with other children and teachers in a new country.In this study, we focus mainly on three teachers who are Japanese descent and their support of Japanese immigrant students. Findings from this study suggest that the three teachers used their funds of knowledge (González, Moll, & Amanti, 2005) as immigrants and immigrant teachers to support their Japanese immigrant students in the following three categories: building interpersonal connections, cross-cultural mediation, and nurturing identity development in the context of hybridity and wholeness.
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Pascual y Cabo, Diego. "Examining the role of cross-generational attrition in the development of Spanish as a heritage language." Linguistic Approaches to Bilingualism 10, no. 1 (February 26, 2018): 86–108. http://dx.doi.org/10.1075/lab.15057.pas.
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Abstract The goal of this article is to contribute to the literature on heritage speaker bilingualism by weighing in on the current debate regarding the source(s) of heritage speaker linguistic differences. Focusing on Spanish dative experiencers -gustar-like verbs-, I report on production and comprehension data from heritage speaker children and adults, from monolingual children and adults, as well as from adult bilingual immigrants. The results show (i) comprehension differences from expected outcomes for all heritage groups but not for the adult monolingual and bilingual control groups, and (ii) significant variation in the adult bilingual immigrant group’s production of the dative marker ‘a’ in obligatory contexts. I posit that this variation is at least in part responsible for the heritage speaker outcomes observed.
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Janská, Eva. "Adaptation/integration of immigrants into major society: The second generation of foreigners and of their parents in Czechia." Geografie 112, no. 2 (2007): 142–60. http://dx.doi.org/10.37040/geografie2007112020142.
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This contribution deals with the new phenomenom of preschool immigrant children in Czechia after 1990. It focuses on social, economic, cultural and ethnic characteristics of children's parents and on language knowledge and adaptation of children of immigrants in the major society. The paper is based on a quota sample survey conducted in the framework of a Grant Agency project in the Czech Republic in school years 2003/2004 and 2004/2005. The main goals of this contribution is to ascertain what way of inclusion into the Czech society the given immigrant groups practice. There are also discussed factors influencing integration of migrant families into the major society, as well as their willingness to stay in Czechia permanently.
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Skoglund, Ekaterina, and Astrid Bretthauer. "Starting Early with Language Learning. Enhancing Human Capital and Improving the Integration of Migrant Families in the Danube Region. Examples from Bavaria." Südosteuropa 67, no. 2 (June 26, 2019): 234–63. http://dx.doi.org/10.1515/soeu-2019-0016.
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AbstractGermany is an important destination for migrants from other European countries. That is particularly true of the Danube region, a European Union (EU) macroregion with deep economic and historical interconnections. Immigrants tend to be younger than the average of the German population, with children accounting for 15% of all migrants. The authors start with a short overview of the theoretical and empirical literature on preschool and early education as a tool for acquisition by immigrant children of the host country’s language. The focus is then shifted to the policy sphere, with the example of Germany and in particular the federal state of Bavaria, in the context of the challenges and best practices used to tackle the integration of such children. The article considers Regensburg, the fourth-largest city in the State of Bavaria, and the Landkreis (district) Kelheim to the southwest of Regensburg as case studies to illustrate the similarities and differences of their municipal approaches to the promotion of German language acquisition by immigrant children and their parents.
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Olnova, Margarita. "IMPACT FACTORS IN CONTEMPORARY EUROPE FOR MOTHER LANGUAGE ACQUISITION OUTSIDE THE LANGUAGE ENVIRONMENT." Russian Journal of Multilingualism and Education 11, no. 1 (December 15, 2019): 29–39. http://dx.doi.org/10.35634/2500-0748-2019-11-29-39.
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The research presents the results of the European project “Leo Effect. Learn from each other effectively” (2013-2015), which involved five schools-participants: “Alliance Russe” (Nice, France), “Centre de développement bilingue LOGOS” (Paris, France), “Centro de Lengua y Cultura Rusa A. Pushkin” (Barselona, Spain), “Multiculturele Stichting “Poesjkin” (Leiden, The Netherland) and “Senter for russisk språk og kultur” (Oslo, Norway). The study aimed at investigating the policy of multilingualism, represented in official documents of the European Union and analyzing actual opportunities for immigrants to study their mother language in Norway, France, the Netherlands and Spain. The research is relevant as it provides a brief overview of the language policy of the European Union, and in particular Norway, France, the Netherlands and Spain, and analyses the existing opportunities for immigrants (or children of immigrants) to learn their native language in a new country of residence. In addition, it presents an analysis of the demand for knowledge of different languages (including Russian) in European countries. Research methods included analysis of the legal documents regulating the language policy, analysis of educational programmes in educational institutions of the country, questionnaires of students from the schools participating in the Leo “Effect. Learn from each other effectively,” monitoring of the labour market for the demand for knowledge of different languages (Russian, in particular). As a result of the project “Leo Effect. Learn from each other effectively” the external factors affecting acquisition of the mother tongue outside the language environment were studied. These factors include: the official language policy of the state governing the teaching of the mother tongue, the existing opportunities for learning the mother tongue in the country, the demand for knowledge of different languages on labor market, and the popularity of a particular language in a particular state. The study showed that the education of a multilingual citizen in Europe is basically a family task. State educational institutions do not provide enough support in the issue of teaching the mother tongue and reading and writing in the mother tongue are usually taught by commercial or non-profit organizations created by the immigrants themselves.
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Cline, Tony, Sarah Crafter, and Evangelia Prokopiou. "Child language brokering in schools: A discussion of selected findings from a survey of teachers and ex-students." Educational and Child Psychology 31, no. 2 (June 2014): 33–44. http://dx.doi.org/10.53841/bpsecp.2014.31.2.33.
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Because the children of immigrants often learn the host language much more quickly than their parents, increasing numbers of children and young people contribute to family life by acting as child language brokers (or interpreters) (CLBs) for their parents. There is well-founded professional resistance to the use of children in the LB role in sensitive or challenging meetings, but for some purposes many immigrant parents and grandparents prefer a language broker from within their own family to an external professional interpreter. In this paper we report selected findings from parallel online surveys of teachers in schools where there has been some use of students as CLBs and of young adults who have acted as CLBs while at school. Our aim is to explore what can be learned about the use of CLBs from analysing the views and experiences of these two groups who bring distinctive and complementary perspectives to the topic.
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Chen, Cecilia, Doug Brugge, Alice Leung, Andrea Finkleman, Weibo Lu, and Will Rand. "Preferred Language and Asthma among Asian Americans." Health 3, no. 1 (2005): 31–43. http://dx.doi.org/10.36650/nexus3.1_31-43_chenetal.
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Little is known about childhood asthma rates and severity in the Asian American population in the US. We screened convenience samples of recent Chinese immigrants and longtime Asian Americans using the Brief Pediatric Asthma Screen (BPAS) in Boston Chinatown. Our goal was to conduct an exploratory study that helped develop methodology for researching asthma in Chinese immigrant populations. About 15% of the children surveyed were reported to have doctor-diagnosed asthma. Over 18% had possible undiagnosed asthma as scored via a modification to the BPAs that was likely to increase responses consistent with undiagnosed asthma. The CDC estimates that 8.7% of children have a lifetime diagnosis of asthma. Studies examining asthma in children have consistently found that asthma rates are higher among children living in urban communities of color, which is reflected in this study’s findings. The only statistically significant predictor of asthma diagnosis in a logistic regression model was taking the survey in Chinese (p<0.001; R=0.62) suggesting that acquisition of English is an important factor. We note that there are difficulties associated with translation of the word “wheeze” into Chinese and discuss the problems associated with this key term in the BPAS. Finally we report data from a separate survey of housing conditions in Boston Chinatown. Housing conditions known or suspected to aggravate asthma were reported by respondents to be infrequent. More research is needed to distinguish true difference in prevalence from differential diagnosis of asthma.
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Hinton, Leanne. "Trading tongues: loss of heritage languages in the United States." English Today 15, no. 4 (October 1999): 21–30. http://dx.doi.org/10.1017/s0266078400011226.
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Drolet, Julie, Caroline McDonald-Harker, Nasreen Lalani, and Julia Tran. "Impacts of the 2013 Flood on Immigrant Children, Youth, and Families in Alberta, Canada." International Journal of Social Work 7, no. 1 (May 18, 2020): 56. http://dx.doi.org/10.5296/ijsw.v7i1.16872.
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The 2013 flood resulted in devastating impacts for immigrant children, youth, and families in Alberta, Canada. This article presents the findings of the Alberta Resilient Communities (ARC) Project, a collaborative research initiative that aimed to better understand the social, economic, health, cultural, spiritual, and personal factors that contribute to resiliency among children and youth. The study findings indicate that immigrant children and youth resilience is tied to four main themes: 1) Constructive parental responses; 2) Effective school support; 3) Active involvement in/with community; and 4) Connections between disasters and the environment. Community influencer participants revealed flood recovery challenges experienced by immigrant families that affected their settlement and integration at the community level. Major themes include: (1) Loss of documentation; (2) Provision of temporary housing and accommodation; and (3) Rethinking diversity in disaster management. The study findings demonstrate that immigrants faced significant socio-economic impacts, trauma, job loss, and housing instability as a result of the flood and its aftermath. Challenges such as limited social ties within and beyond the immigrant community, limited official language fluency, and immigration status contributed to their vulnerability. Immigrant children and youth with positive support from their immigrant parents were found to be more resilient, integrated, and engaged in the community. Recommendations for disaster and emergency management agencies to address diversity factors such as immigration status, language, age, and culture that shape long-term disaster recovery experience are provided. Schools, immigrant parents, and community connections were found to play a key role in fostering immigrant child and youth resilience post-disaster.
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Carliner, Geoffrey. "The Language Ability of U.S. Immigrants: Assimilation and Cohort Effects." International Migration Review 34, no. 1 (March 2000): 158–82. http://dx.doi.org/10.1177/019791830003400107.
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This article uses data from the 1980 and 1990 U.S. Censuses of Population to examine the English language skills of natives and immigrants. It finds that lack of fluency in spoken English is rare among native-born Americans, including among the teenage and adult children of recently arrived ethnic groups. The vast majority of immigrants also speak English well. However, since the 1950s fluency among new immigrants has declined by 0.3 percentage point per year, because of the shift in source countries from English speaking countries and from continental Europe to Latin America and East Asia. Each additional year of U.S. residence increases the probability of fluency by 1.1 percentage points for immigrants from non-English speaking countries. An additional year of schooling increases fluency by 5 percentage points. Overall, women are slightly more likely to be fluent than men. The large differences in English skills by region of origin seem to be more associated with geographic distance from the U.S. than with the source country's per capita income or linguistic distance from English.
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Guiberson, Mark M., Karen C. Barrett, Elizabeth G. Jancosek, and Christine Yoshinaga Itano. "Language Maintenance and Loss in Preschool-Age Children of Mexican Immigrants." Communication Disorders Quarterly 28, no. 1 (December 2006): 4–17. http://dx.doi.org/10.1177/15257401060280010601.
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