Thèses : « Bilingui immigrati »

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

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

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Fass, Shira Winter. « Motives and values of immigrant students : The case of Russian immigrants in Israel ; cultural and social variables ». Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280231.

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

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Thorpe, Kelly Beus. « Latino Immigrant Children’s Perspectives on Homesicknessin Bilingual Picture Books ». BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8541.

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

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Bousalis, Rina Roula. « The Portrayal of Immigrants in Children's and Young Adults' American Trade Books During Two Peak United States Immigration Eras (1880-1930 and 1980-2010s) ». Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5190.

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

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Sakamoto, Mitsuyo. « Raising bilingual and trilingual children, Japanese immigrant parents' child-rearing experiences ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0021/NQ53713.pdf.

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

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

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

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McCarthy, K. M. « Growing up in an immigrant community : the phonemic development of sequential bilingual children ». Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/1399858/.

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

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Asakura, Naomi. « Language Policy and Bilingual Education for Immigrant Students at Public Schools in Japan ». PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2519.

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

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Municio, Ingegerd. « Från lag till bruk hemspråksreformens genomförande / ». [Stockholm] : Centrum för invandringsforskning, 1987. http://catalog.hathitrust.org/api/volumes/oclc/17649997.html.

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Cho, Hyangje. « Korean immigrant mothers' involvement in their children's homework/home work ». [Bloomington] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3299087.

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Thesis (Ed.D.)--Indiana University, Dept. of Educational Leadership of the School of Education, 2007.
Source: Dissertation Abstracts International, Volume: 69-01, Section: A, page: 0041. Adviser: Ronald E. Barnes. Title from dissertation home page (viewed Sept. 24, 2008).

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Dejmek, Andrea Theresa. « The Canadian Czech diaspora : bilingual and multilingual language inheritance and affiliations ». Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112332.

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The purpose of this qualitative study is to understand how children within a Canadian Czech diasporic context, create and discover their Czech heritage language and culture through meaningful active participation in areas provided within the constructs of a non traditional setting such as a summer camp. Five contextual areas of the camp were identified and studied. The areas are: activities, food, camp counselors, staff dynamics and location. Braziel and Mannur (2003) and Rampton's (1990) aspects of "language inheritance" and "language affiliation" inform the analysis.

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Mwembo, Lombe Mukalanga. « Congolese Immigrant Parents' Perceptions about Their Children's Education in Philadelphia ». Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/27789.

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Urban Education
Ph.D.
This dissertation describes the educational experiences of Congolese immigrant families and their children attending Philadelphia K-12 schools. The objectives of the study were to explore the educational experiences, needs and expectations of Congolese immigrant parents and their children in the U.S., and to confirm which of the many assimilation theories was applicable to this group of immigrants. The study aimed at providing American schools and curriculum developers with knowledge that they can use to meet the needs of this neglected group of immigrants. Although the number of Congolese immigrant families has been increasing in Philadelphia (Lewis Mumford Center, 2000), there is little knowledge and many faulty assumptions about African immigrants, and particularly, Congolese families. Most of what the American public and American teachers know about Congolese and African immigrants is based solely on biased media coverage, old stories, and myths that are not supported by valid research. African immigrants and their children have been especially excluded from educational research (Rong & Brown, 2002). Scholarship about Congolese immigrants from their African perspective is scarce, if not totally lacking. As a result of the lack of research about African immigrants and their children, not only have the special needs of these immigrants been neglected, but Congolese students in American schools continue to be victims of demeaning treatments and attacks, including violent attacks by some American students motivated by ignorance, prejudice, misconceptions and stereotypes (Traore, 2002; The Philadelphia Inquirer, November 2005). If the presence of Congolese immigrant children continues to be overlooked while the African immigrant population grows, many Congolese immigrant children may develop a dislike or disinterest in school which would place them at-risk for underachievement and dropping out (Stringfield & Land, 2002). The growing number of African immigrant children in American schools also poses new and different challenges for American education generally (Traore, 2002). Therefore, research on this group of immigrant children is much needed. A qualitative study using observations, individual and group interviews, and questionnaires was conducted among a group of African immigrants represented by families of Congolese immigrants including their children living in Philadelphia and neighboring areas. The study found that reasons for coming and staying in the U.S., the threat of losing Congolese identity and culture, parental role reversal, stereotypes, and misconceptions were the most important factors related to their children's experience in American schools. The accommodation `without assimilation' theory (Gibson, 1988) was found to be the most appropriate assimilation theory applicable to these Congolese families. This study provides American teachers, educational leaders and curriculum developers with knowledge and insights based on the voices and experiences of Congolese parents and children. This new knowledge and perspectives can be used to meet the educational needs and expectations of Congolese parents and their children who are experiencing schooling in America.
Temple University--Theses

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Cobb, Mark B. « Keep Your Eyes on Ms. Clark : Two Mexican Immigrant Children Make the Transition to Kindergarten ». Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/ece_diss/4.

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Presented are case studies of two children as they make the transition from Mexican immigrant homes to kindergarten in an English-dominant school in the United States. In the first case, Victor adapts by keeping his attention focused on the teacher, which allows him to avoid disorientation and take on the role of exemplary student. In the second, Natalie adapts to kindergarten through her relationships with peers and the teacher. She often participates in class activities, however, without understanding the narrative or rationale behind them. Cross-case comparisons suggest that each student adapted in a way suited to his or her own needs and resources. The journey from disorientation to adaptation is described through the application of the holistic, systems-oriented, interactionalistic developmental approaches of Werner, Wapner, and Koizumi.

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Wright, Chrysalis L. « Parental Absence and Academic Achievement in Immigrant Students ». FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/322.

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Academic achievement and educational expectations as a function of parental absence were examined among 268 newly immigrant elementary, middle, and high-school students from Spanish-speaking countries. Data collected as part of a longitudinal study of adaptation and achievement in newly immigrant students were analyzed. Participants had varying experiences with parental absence, in terms of length of absence, gender of absent parent, and reason for absence. Reasons for parental absence included parental divorce, parental death, and serial migration, a cause unique to immigrant children. Students who experienced parental absence reported lower educational expectations. Students who experienced the death of a parent had lower achievement scores and lower expectations than students who did not experience parental death. Prolonged absence was also important, with students who experienced parental absence for more than one year performing worse than students who had minimal parental separation. In addition, boys who experienced parental absence because of serial migration performed worse academically than boys who did not have this occurrence. Educational expectations were reduced among students who experienced parental absence as a result of the migratory process, especially for younger students. The extent to which parental absence related to achievement and expectations through potential mediating factors, such as economic hardship, perceived school support, and parental school involvement was assessed with structural equation modeling. Overall, the model was able to explain some of the relationship between parental absence and the academic achievement and educational expectations of immigrant students from Spanish-speaking countries.

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McMillan, Gloria L. « From 'spoken of' to speakers : Chicago immigrant women's writing, 1890-1940 ». Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280310.

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Historians have widely studied and discussed the Progressive era in the United States, including the efforts of English-speaking women's organizations in civic activism. However, few or no studies explore the rhetorical process by which immigrant women forged a bilingual path into American society. Because of prior publicity, a number of early twentieth century immigrants tried to act upon the idea that the United States could be a fresh start for them, putting their plans for social and educational advancement into print. My study takes a structural approach to comparing the writing of three immigrant women, viewing these texts as sites of what Walter Fisher calls the narrative model of rhetoric. In particular, this analysis demonstrates how narratives made of such elements as Ernest Bormann's "fantasy themes" provide "good reasons" for action. Thus, this inquiry focuses on at least two aspects of rhetoric, particularly the role that these women's writing played in educating their communities about public issues, often employing an oblique style of stories and anecdotes. First, it explores the ways that literacy exercised an empowering role both in and beyond classrooms to open a social space for these writers, both as immigrants and as women. Secondly, my project furthers the conversation initiated by people such as Jane Addams and John Dewey by connecting their work with today's theorists such as Theresa Enos, Sally Miller Gearhart, and Sonja Foss.

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Kepa, Tangiwai Mere Appleton. « Language matters : The politics of teaching immigrant adolescents school English (New Zealand) ». Thesis, University of Auckland, 2002. http://wwwlib.umi.com/dissertations/fullcit/3046046.

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The purpose of this thesis is to reflect upon the complex process of educating the sons and daughters of immigrant parents from diverse cultural communities. The study stresses the importance of valuing the language and culture of students in Aotearoa-New Zealand for whom English is another language. It is argued that the discourse of what shall be called ‘technocratic pedagogy’ falls short of meeting this goal. What is needed is more expansive and inclusive programmes that apprehend the social, economic, and political contexts of learning. This is necessary if the students are to continue their education not simply to absorb prescribed information and ideas but to actively understand, question, challenge, and change the school and the classroom. The thesis is written from the perspective of an indigenous Maori teacher trained in technocratic approaches of practice looking to aspects of her intimate culture, Tongan and Samoan ways of representing the world, and Paulo Freire's critical pedagogy to transform contemporary education that tends to exclude the adolescents from learning in school. This thesis is not simply another contribution to the ways in which teachers of school English in general think about methodologies and approaches to learning; rather, it is addressed more specifically to those Maori, Tongan, and Samoan teachers in this country who work with and alongside communities who are from the Kingdom of Tonga and the islands of Samoa. Thus, there is great value placed on educational experience with indigenous Tongan and Samoan teachers and students in an educational project referred to in the thesis as a ‘School-within-a-school’. The School-within-a-school refers to a site of education for teaching school English to immigrant adolescents within a large, state, secondary school in the city of Auckland. Particular attention is also paid to educational experience with indigenous teachers in a Curriculum Committee and Maori and Tongan grassroots organisations located within the same school. A fresh approach to teaching English accepts culture as the ground on which to begin to reflect on a practice within a specific context. The teachers who have a dynamic relationship with students argue that culture is a primary site for contradictions and that a revolutionary challenge to technocratic pedagogy is necessary, but not sufficient, to value and actively include the students in school. Since the English language and its attendant practices, values, traditions, and aspirations are the grounds for the students' marginalisation, immediate, consciously organised changes in the teaching beliefs, contents of education, and society at large in Aotearoa are necessary parts of any reintegrative pedagogy. On this account, the belief is that pedagogy is vitally important since it can enable the students to understand the technocratic discourse and draw upon the personal and collective experiences to counter the tendency that denies them full participation in school and the classroom.
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Rousseau, Guillaume 1980. « Le modèle québécois d'intégration culturelle comme troisième voie entre l'intégration républicaine et le multiculturalisme bilingue : analyse et réformes possibles ». Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99151.

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It is sometimes said that the Quebec model of cultural integration constitutes a third way between the French model (republican integration) and the Canadian model (bilingual multiculturalism) for addressing issues relating to immigration. The present thesis analyses that hypothesis by reviewing the history of laws related to language and religion, especially as they concern the integration of immigrants, in France, English Canada and Quebec. In parallel to those legal histories, the thesis presents some statistical data, notably to better understand the motivations of legislators and to assess the degree of conformity between social change and the policies these legislators have sought to pursue.
After having demonstrated certain weakness of the Quebec model of integration, this thesis proposes three reforms to improve it. The first one, which concerns language legislation, is of republican inspiration. The other two focus on laws concerning religion and are inspired by the Canadian model of integration.

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Fuhlhage, Michael. « From the margins to the majority portrayal of hispanic immigrants in the Garden Ciy (Kan.) Telegram, 1980-2000 / ». Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4939.

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Thesis (M.A.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 25, 2007) Includes bibliographical references.

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Inan, Seyma. « Influence of Turkish Immigrant Parent Acculturation Strategies and Language Attitudes on Children's Bilingual Development : An Embedded Mixed Methods Study ». Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1624279114174051.

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Wolde, Sam A. « Acculturation, Identity Formation, and Mental Health-Related Issues Among Young Adult Ethiopian Immigrants ». ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3928.

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Immigration is a contributing factor to population growth in the United States. Ethiopian immigrants who are residing in the United States constitute the second-largest African immigrant group next to Nigeria. The effect of immigrants' identity formation and acculturation process on their social and emotional wellness has drawn behavioral and social scientists' attention. Still, limited research has been devoted to exploring Ethiopian immigrants' acculturation and identity formation processes and how these processes shape 1.5- and second-generation immigrants' perceptions of mental health-related issues. This phenomenological study explored identity formation, acculturation processes, and mental health beliefs in 1.5- and second-generation Ethiopian immigrants. Face-to-face semi-structured interviews were conducted with 12 participants. Inductive analysis was used to determine the emergence of 4 themes: (a) participants' acculturation struggle, (b) ethnic identity challenges, (c) protective factors that helped participants to sustain and overcome the challenges and difficulties they faced through the acculturation and identity formation processes, and (d) heritage-based mental health perceptions. These findings have the potential to generate multicultural awareness among immigrants' parents, social workers, educators, policy makers, and mental health providers regarding the challenges young immigrants encounter during the acculturation and ethnic identity formation processes

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Thomas, Emel. « 'What is racism in the new EU anyway?' : examining and comparing the perceptions of British 'minority ethnic' and Eastern European 'immigrant' youth in Buckinghamshire ». Thesis, University of Cambridge, 2013. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608042.

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Throughout the last twenty years, following accession to the European Union (EU), legal economic migrants (and their families) have the right to live and work in European member states. Economic migrants who are European citizens of member states now assume immigrant status and co-exist in countries with pre-existing immigrant communities that have affiliations to the former British Empire. With demographic composition changes of immigrant communities in Europe, difference and discrimination of populations from diverse cultural backgrounds has become a focal issue for European societies. A new, multi-ethnic Europe has thus emerged as one context for understanding cultural uncertainties associated with youth and migration at the end of the twentieth century and the start of the twenty first century. These uncertainties are often associated with the impact of new nationalisms and xenophobic anxieties which impact mobility, young people, and their families (Ahmed, 2008; Blunt, 2005). In this dissertation I seek to examine young peoples’ experiences of migration and school exclusion as they pertain to particular groups of immigrant and minority ethnic groups in England. In particular, the study explores the perceptions and experiences of two groups of diverse young people: British ‘minority ethnic’ and more recently migrated Eastern European ‘immigrant’ youth between the ages of 12-16. It provides some account of the ways in which migrant youth’s experiences with both potential inclusion and exclusion within the English educational system, particularly in relation to the comparative and temporal dimensions of migration. Young people’s opinions of inclusion and exclusion within the English educational system are explored in particular, drawing, in part, upon the framework of Critical Race Theory (CRT) and other theoretical positions on ethnicity and migration in order to paint a picture of contemporary race relations and migration in Buckinghamshire county schools. The methodological approach is ethnographic and was carried out using qualitative ethnographic methods in two case secondary schools. The experiences and perceptions of 30 young people were examined for this research. Altogether, 11 student participants had Eastern European immigrant backgrounds and 19 had British minority ethnic backgrounds (e.g. Afro Caribbean heritage, Pakistani/South Asia heritage, and African heritage). The methods used to elicit data included focus groups, field observations, diaries, photo elicitation, and semi-structured interviews. Pseudonyms are used throughout to ensure the anonymity of participants and to consider the sensitivity of the socio-cultural context showcased in this dissertation. Findings of the study revealed that Eastern European immigrants and British minority ethnic young people express diverse experiences of inclusion and exclusion in their schooling and local communities, as well as different patterns of racism and desires to be connected to the nation. The denial of racism and the acceptance of British norms were dominant strategies for seeking approval amongst peers in the Eastern European context. Many of the Eastern European immigrant young people offered stories of hardship, boredom and insecurity when reflecting on their memories of post-communist migration. In contrast, British minority ethnic young people identified culture shock and idealised diasporic family tales when reflecting on their memories of their families’ experiences of post-colonial migration. In the schooling environment both Eastern European immigrants and British minority ethnic young people experienced exclusion through the use of racist humour. Moreover, language and accents formed the basis for racial bullying towards Eastern European immigrant young people. While Eastern European immigrant youths wanted to forget their EU past, British minority ethnic young people experienced racial bullying with respect to being a visible minority, as well as in relation to the cultural inheritance of language and accents. The main findings of the research are that British minority ethnic young people and Eastern European immigrant young people conceptualise race and race relations in English schools in terms of their historical experiences of migration and in relation to their need to belong and to be recognised, primarily as English, which is arguably something that seems to reflect a stronghold of nationalist ideals in many EU countries as well as the United Kingdom (UK). Both of these contemporary groups of young people attempted both, paradoxically, to deny and accept what seems to them as the natural consequences of racism: that is racism as a national norm. The findings of this study ultimately point towards the conflicts between the politics of borderland mentalities emerging in the EU and the ways in which any given country addresses the idea of the legitimate citizen and the ‘immigrant’ as deeply inherited and often sedimented nationalist norms which remain, in many cases, as traces of earlier notions of empire (W. Brown, 2010; Maylor, 2010; A. Pilkington, 2003; H. Pilkington, Omel'chenko, & Garifzianova, 2010).

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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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Brown, Cherri Louise. « Using Cultural Cognition for Learning English : A Mexican Immigrant Family's Perspective ». ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2919.

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The research problem focused on the 11 million Mexican immigrant families in the United States who speak little or no English. Their stated needs for English literacy, socioeconomic and academic success, and the increasing calls for xenophobic legislation throughout the nation indicated a need to investigate alternative pedagogies to compel positive social change through language fluency. In this case study, Mexican immigrant second-language learners and their descendants were asked how they wanted to learn English and if using native culture as a learning tool would help in achieving their literacy goals. Prior researchers had not asked those questions. Three adults from a 3-generation Mexican immigrant family living in Florida gave interviews to address this gap. The participants, 2 of whom were native Spanish speakers, were recruited via a Facebook call for participation, and interviews were conducted by telephone. Cultural theory served as a conceptual framework for understanding the relationship between culture and language, and for interpreting and respecting participants' articulations of their experiences and opinions. Analyses of interviews and language background questionnaires were completed using pattern matching and SPSS, respectively. The key finding was that participants agreed a cultural pedagogy would be helpful in learning English. A recommendation is made to implement an experimental teaching study using cultural pedagogy as its framework. Achieving positive social change begins with removing the barriers of cultural language discrimination and allowing immigrants to reach their stated goals without loss of their cultural heritage.

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Wheway, L. « Adult migrants' writing in English : negotiating social processes for identity construction in England ». Thesis, Canterbury Christ Church University, 2014. http://create.canterbury.ac.uk/14331/.

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Philippi, Dayana Octavien. « Haitian Adult Immigrants as Learners and Parents ». ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2862.

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Haitian immigrant parents often face challenges to visibly engage in their children's education in the United States due to social, cultural, and economic factors. This study addressed parent involvement (PI) among Haitian immigrant parents of adolescents in a Florida community. The purpose of this exploratory, multiple-case study was to better understand connections between immigrant Haitian parents' beliefs and learning experiences and their experiences supporting their adolescents' learning. Three research questions were developed to explore Haitian adults' lived experiences and perceptions of themselves as keepers of knowledge and as learners, their experiences and perceived roles as parents, and the resources they possessed that could increase PI. The conceptual framework included social constructs of family literacy, new literacy studies, and funds of knowledge. Nine Haitian parents of teenage children and 3 educators and liaisons from the community were selected for interviews. Qualitative data analysis included open coding, theme identification, and triangulation of data from an archival PI survey. Findings indicated that adults' experiences with learning at home and learning at school influenced their perceived parenting roles and self-efficacy at home, the type of PI in which they engaged, and future aspirations for their children. Results were used to develop a white paper aimed at community stakeholders to enhance educators' and social service providers' cultural knowledge of Haitian families and to promote two-way communication. The project may encourage the development of culturally responsive PI strategies and adult learning opportunities benefiting local and trans-national Haitian communities throughout the United States.

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Amador, Luis A. « Motivators and Demotivators of Dominican Immigrant High School ESL Students in Puerto Rico ». ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5601.

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The problem is that Dominican student immigrants enrolling in Puerto Rican high schools need to be English proficient and the English as second language program (ESL) is not effectively supporting these students to develop English proficiency to graduate from the target high school. The purpose of this qualitative case study was to understand the perceptions of Dominican immigrant ESL students regarding motivators and demotivators in ESL classes to develop English proficiency at the target site. Using Krashen's conceptual framework, students' perceptions of motivators and demotivators regarding ESL classes, and their suggestions for improving the ESL instruction were explored. A qualitative case study design, using purposeful sampling was used to collect data through semi structured one-on-one interviews from 8 ESL students who met the criteria of being a Dominican ESL student and being 18 years or older. Data were analyzed using ATLAS.ti 7. The findings indicated more time and instructional support was needed for ESL students to develop English proficiency and targeted professional development was needed for the ESL teachers. Themes emerging from the findings were that ESL teachers should (a) use motivators and specific instructional strategies, (b) be aware of demotivators, and that (c) additional instructional time was needed to improve students' English proficiency. A white paper with recommendations to improve ESL instruction developed to present to district stakeholders. The adoption of these recommendations will result in social change by strengthening ESL students' English and literacy support, leading to ESL students' academic success, high school graduation and opportunities to attend college or join the workforce.

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McGee, Charlotte E. « Local Government Programs for the Learning of English Among Adult Spanish-speaking Immigrants ». ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7040.

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Spanish is the second-largest speaking language in the United States, and while many government agencies have developed programs to help immigrants learn English, little is known about how program participants perceive the programs in terms of utility in transitioning to life in America or the usefulness of skills learned. Using Blalock's racial power-threat theory as the foundation, the purpose of this general qualitative study was to examine the perceptions of one such program in a mid-Atlantic city specifically oriented toward Spanish speaking immigrants. Data were collected from 15 adults, Spanish speaking program facilitators and a review of publicly available documentation related to the program. These data were inductively coded and subjected to a thematic analysis procedure. The primary theme of this study is that program participation is valuable and useful in cultural acclimation, but the programs are difficult to find within the local government structure. Generally speaking, it was determined that power-threat theory may explain the perceived lack of accessibility of the programs to some extent. Recommendations resulting from this study include advice to local government decision-makers about expanding outreach and staging of programs in order to increase participation, thereby supporting positive social change in better accommodating the needs of a diverse population of residents.

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Ramm, Luba L. « The impact of the use of printed instructional materials with native language support on immigrant students' performance in high school mathematics ». Diss., Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/202.

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MORALES, MARIA ISABEL. « Parent Involvement in Contested Times : A Brief Analysis of the Effects of Anti-Immigrant Policies on Latinx Immigrant Parent Involvement ». Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/135.

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How do perceived community and school cultural values affect Latinx immigrant parents’ decisions to engage with their children’s schools? What lessons might their experiences have for our understanding of parent involvement beyond the parameters of traditional models of parent involvement? Engaging parents as advocates for school success in the home is particularly important for English Language Learners (ELs). Tapping into the experiences of EL parents is a resource educators can use to increase parental involvement and, consequently, student academic achievement. This qualitative case study grounded in Critical Inquiry and Cultural Historic Activity Theory examined the perceptions and experiences of 5 working-class Latino immigrant mothers whose children were enrolled in two elementary schools in southern California. Parents were purposively selected from two predominantly Latinx urban Elementary schools to participate in individual interviews and focus groups. This study addresses an urgent need to survey the current context of immigrant families and, because most research on the subject of parent involvement takes a subtractive or deficit approach that often devalues the experiences and perceptions of Latinx immigrant parents, it responds to a need for studies that approach the subject from an asset based perspective that includes the voices of the parents themselves. Examining the narratives of the parents from their own perspectives, this study provides a platform from which parent voices can be heard and creates a space where the historical and current particulars of home and community practices, histories, and activities become as relevant as those of the dominant culture(s), thus creating equitable conditions where the social justice mission of education—which is to provide quality education for all—is more likely to be fulfilled.

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Doyle, Rebekah. « Perceptions of Emergency Preparedness Among Immigrant Hispanics Living in Oklahoma City, Oklahoma ». ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2811.

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Tornadoes are occurring with increased frequency in Oklahoma. Emergency preparedness planning is essential to decreasing individuals' risks of injury or death from a tornado. Research on immigrant Hispanics' knowledge and perceptions of emergency preparedness is limited. The purpose of this study was to explore the perceptions and lived experiences of immigrant Hispanics who had experienced a tornado or other crisis weather conditions in Oklahoma during spring of 2013. The research questions explored their perceived risk for injury and knowledge of tornado preparedness planning. The health belief model provided the theoretical underpinnings for this qualitative phenomenological study. Semi structured interviews were conducted with a purposeful sample of 10 immigrant individuals living in and around Oklahoma City, Oklahoma. Data were subjected to triangulation and analyzed to identify themes and patterns. Findings indicated that immigrant participants had experienced multiple tornadoes, routinely sought shelter during a tornado, and 50% had created a family emergency plan and supply kit because of their experience with tornadoes and perceived risk for injury. Identified barriers to preparedness planning were language barriers and lack of information on natural disaster preparedness. Recommendations included conducting public health outreach and establishing multidisciplinary partnerships within communities to provide cultural and linguistically appropriate disaster preparedness information to immigrant individuals. Findings provide public health practitioners with the ability to improve access and dissemination of preparedness planning information that may promote positive social change by decreasing immigrants' risk of injury and death.

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Callaway, Azusa. « Home Literacy Practices of Arabic-English Bilingual Families : Case Study of One Libyan American Preschooler and One Syrian American Preschooler ». Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/msit_diss/95.

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Individual differences in early literacy skills can be attributed to children’s previous history of emergent literacy experiences during their preschool years. The purpose of this qualitative study was to learn about the emergent literacy experiences of one Libyan American preschooler and one Syrian American preschooler and how their families support these experiences in their bilingual homes. Through the lens of social theory of learning (Lave & Wenger, 1991; Wenger, 1998) and sociocultural theory (Rogoff, 1990; Vygotsky, 1978), this multi-case study was designed to explore family literacy practices with a preschooler in a naturalistic setting. The questions guiding this study were: (1) How did the texts, tools, and technologies available in two bilingual home settings impact the emergent literacy practices of a Libyan American child and a Syrian American child? (2) What support did family members provide for these two children as they developed emergent literacy practices in their bilingual home settings? Data sources included a demographic questionnaire, digital-recordings of family literacy practices with a preschooler, audio-recorded in-depth interviews with the parents, home visits, the preschoolers’ writing samples, and photographs of literacy activities, materials, and the home environment. The recorded family literacy practices and interviews were transcribed and analyzed to identify emerging themes. Both within-case analysis and cross-case analysis were conducted. Findings revealed that the preschoolers in both families use a multimodal process such as talking, drawing, singing, chanting, recitation, technologies, and sociodramatic play in their daily literacy experiences. The parents are not concerned with teaching their children specific literacy skills; but they naturally use techniques for keeping them on task and questioning skills to enhance oral language and comprehension development. These families’ home literacy practices are Americanized by living in the mainstream social group, and English is frequently used among the family members. However, their bilingualism and religious literacy practices enrich and vary their children’s emergent literacy experiences and their family literacy practices. The significance of this study resides in the importance of getting to know individual families’ backgrounds to better understand and respect the cultural practices of family literacy.

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Blomquist, Linda. « Language and Identity : Attitudes towards code-switching in the immigrant language classroom ». Thesis, Umeå University, Department of language studies, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-23411.

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Although many studies have been conducted on second language acquisition and bilingual education, little is known about the role of language in the formation of identity by adolescent immigrants in the language classroom. More specifically, this study aims to investigate the use of code-switching by immigrant and refugee students learning Swedish and English in a high school preparatory program. Furthermore, this study investigates the relationship between students’ and teachers’ attitudes towards code-switching and language as a resource, and theories on language as a marker of identity. Quantitative collection of data and qualitative interviews reveal tensions between the ways in which teachers and students relate to code-switching and bilingualism. This study concludes that language in general, and code-switching in particular, can be used by students as a marker of identity. It further concludes that teachers to some extent discourage the use of code-switching, and thereby undermine the students’ possibilities in forming multicultural identities.

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Orozco, Graciela Leon. « The education and empowerment of immigrant Latinos through talk radio ». Scholarly Commons, 2001. https://scholarlycommons.pacific.edu/uop_etds/2600.

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This study looks to Spanish-language radio as a culturally appropriate tool for educating immigrant adults. Recognized extensively as an effective tool for educating and empowering individuals, many consider radio the medium of choice of the less literate. This descriptive study examines the only national Spanish-language talk show in public radio, Línea Abierta , to discover the educational benefits of this program and to determine whether it contributes to the empowerment of its listeners. Thirty-five Latino immigrant adults were interviewed across three states either by phone or face-to-face utilizing a standardized interview protocol. Findings are analyzed according to the ideas of John Dewey, Paulo Freire, and Lev Vygotsky. Results of the study suggest that the program, Línea Abierta , facilitates the empowerment of its listeners by (a) contributing to increased awareness and access to information; (b) enhancing the sense of community of Latinos; and (c) providing a dialogic tool that allows people to take the initiative in adapting and transforming their lives. The data indicate that the program has made a difference in the quality of peoples' lives. The data support other studies that document the importance of maintaining and building upon the home language and culture. The program, Línea Abierta , creates Vygotskian zones of proximal development by challenging immigrant listeners to co-construct knowledge through dialogue and discussion with their peers.

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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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Matas, Amanda Keri. « Analyzing Best Practices in the Schooling of Secondary-Level Latino Newcomer Immigrant Youth : A Comparison Study of Two Yearlong Specialized Programs ». Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cgu_etd/68.

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The purpose of this research study is to compare two yearlong program models designed specifically to educate secondary-level newcomer immigrant youth within one large, urban school district in Southern California. The two divergent secondary-level programs that are compared in this study, a self-contained newcomer program and a beginning level English as a Second Language program (ESL 1/2), are explored to determine which program more successfully prepares secondary-level Latino immigrant youth to gain the language proficiency, academic skills, and academic self-concept necessary to exit after the requisite year. The research for this study is informed by scholarly literature that concerns the education of immigrant youth. The literature review is driven by the following four central concepts: an analysis of significant federal and California state language policy, mitigating factors in the education of immigrant youth, existing specialized program models, and guiding theories in the schooling of linguistically and culturally diverse students. The data for this study was collected utilizing a mixed-methods multiple case study approach. Three classrooms within each of the two programs were observed over a month-long period as simultaneous stakeholder interviews and focus groups were carried out to illuminate emergent themes and tensions. Additionally, both current and former students from the two programs were surveyed to determine their academic, social, and personal self-concept levels. The qualitative and quantitative data gathered through this study was analyzed and triangulated to determine the effectiveness of each program and answer the guiding research questions. The results of this study demonstrated mixed findings between the two programs under study. The students gained greater academic skill levels and a higher academic self-concept level as a result of the more supportive environment offered within the newcomer program, yet the ESL 1/2 students made greater gains linguistically, as was evidenced by higher redesignation rates. In addition, after their second year, the students from the newcomer program reported far lower academic self-concept levels than those who had exited the ESL program. Therefore, due to the mixed results, this study incorporated an action plan to assist districts in creating and implementing effective programs for newcomer youth.

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Tsai, Marisa Castellano. « Palavras da memória : uma análise lexical das interferências da língua portuguesa na língua italiana falada por italianos na cidade de São Paulo ». Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/8/8148/tde-08112007-155238/.

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O objetivo deste estudo é analisar as características do léxico de um grupo de italianos que emigraram para o Brasil após o término da Segunda Guerra Mundial, no período entre 1945 até a década de 70, constituindo-se na chamada segunda grande imigração italiana. Os indivíduos atualmente moram na cidade de São Paulo e participam ou não das atividades da sua comunidade de origem, são considerados bilíngües. Entre a abrangência desse campo de estudo, limitou-se a um grupo de imigrantes que não tenham nível superior e um indivíduo que tem curso universitário, o qual servirá como contraponto para a análise. Após um longo período de permanência fora da Itália constatamos, naturalmente, uma perda no repertório lexical de origem dessas pessoas e a presença das interferências da língua portuguesa na língua italiana. Os fatores que determinam a manutenção ou a perda dependem da aproximação ou do distanciamento que os indivíduos mantém com a comunidade italiana em São Paulo ou com a Itália e também o grau de escolaridade do indivíduo. Há ainda outros fatores que influenciam as interferências, tais como a faixa etária da terceira idade, o seu natural esquecimento e a aproximação entre as duas línguas. Apesar da amostragem se constituir de indivíduos de diferentes históricos de imigração, a socialização no novo ambiente pode ser considerada um fator importante para a manutenção da linguagem e consequentemente, da identidade cultural, em indivíduos que não tiveram oportunidade de adquirir previamente o conhecimento de uma linguagem mais elaborada devido às condições sócio-econômicas prevalentes na Itália.
The objective of the present study is to analyze the spoken language within a group of Italians who immigrated to Brazil after the end of the Second World War and between 1945 and 1970, the period when occurred the second great Italian immigration to Brazil. These interviewed Italians leave in the city of São Paulo, where some are active participants within their original communities and are considered bilingual. Due to the large spectrum this study may cover, a limited group of non-graduated immigrants was selected for this purpose. Due to the long living period apart from Italy, a natural missing of the spoken Italian repertoire and a crescent interference from the Portuguese language were observed in all of the seven interviewed individuals. Factors determining the maintenance or the missing of the spoken words depended on the proximity or the distance kept by the individuals with their own community in São Paulo or Italy. In addition, this lost depended strongly on their school knowledge degree. Other factors that influenced the interferences, such as aging, may have also contributed to the natural mixture of the spoken words. Although the study covered a selected group from different immigration histories, some common factors, such as the social behavior in the new environment may be considered an important issue for keeping their mother language, as well as the cultural identity in individuals who had not the opportunity to previously acquire a more elaborated knowledge. These facts may be attributed to the social and economic conditions prevailing in the pos-war Italy.

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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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Somerville-Braun, Jessica. « Transformative Civic Education with Elementary Students : Learning from Students and Their Teacher in a Bilingual Classroom ». The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586022394389801.

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Pong, Myra Wai-Jing. « Understanding migrant children's education in Beijing : policies, implementation, and the consequences for privately-run migrant schools ». Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/45118/.

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In China, the so-called “tidal wave” of rural-urban migrant workers since the early 1980s has created unique challenges for the government, one being migrant children's education in cities. In 2001, the central government adopted a policy of “two priorities” (liangweizhu) towards the provision of compulsory education for these children, where the two areas of focus would be management by local governments in receiving areas – which, in the case of municipalities like Beijing, refers primarily to the municipal and district governments – and education in public schools. This decentralization of responsibilities, however, has created space for differential policy implementation, and, in Beijing, this has meant that many migrant children still attend poor quality, often unlicensed migrant schools that are vulnerable to government closures and demolition. Though migrant children's education is attracting increasing government and societal attention, the effects of decentralization on privately-run migrant schools and their students remain largely unexplored. In light of the policy of “two priorities,” this thesis highlights the development of two trends in Beijing: 1) the emergence of variation between district policy approaches and 2) increased civil society involvement. Using Haidian, Shijingshan, and Fengtai districts as cases, this study draws on evidence from qualitative interviews and policy document analysis to examine the interaction between these two trends and the consequences for migrant schools. It addresses critical questions concerning how policy implementation operates in an increasingly important but complex policy area and why, including the roles of policy history and local context, and illustrates that the municipal and district-level policy approaches shape the situations of migrant schools and their students directly and indirectly (through their impact on civil society). These findings shed light on the complexities of the implementation process and the implications for trends in social stratification, creating a stronger foundation upon which to improve educational opportunities for migrant children in Beijing.

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Santana-Wynn, Jari. « Acculturation Stress of Immigrant Latino Children : A narrative investigation ». Oxford, Ohio : Miami University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1272815276.

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Mayne, Dorothy. « Malagasy Immigrant Experiences : How Perceptions of the American Dream Influence Acculturation to the United States ». Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1371817049.

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

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This is a descriptive qualitative study that explored Korean and English learning for Korean transnational immigrant children living in the United States. The study design included qualitative methods. Observations of five children in a Korean language school offered information about how they were taught Korean to retain their heritage language and culture. Additional observations of two of the children in their respective local public schools offered descriptions of their experiences learning English and U.S. public school culture. Interviews with the three teachers in these classrooms, as well as with three of the children's mothers, added background information and extended the observations. A thematic analysis process led to further understanding about the differences in the three classroom learning environments and described the ways instruction was delivered, the ways the individual children demonstrated their language learning, and the cultural context in each setting. The study found that the Korean language school and English speaking elementary schools were essential for the Korean immigrant children to improve their language proficiency in two languages as well as to learn different cultural and educational expectations.

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Cebula, Sharon. « Basic Life Skills : Essays and Profiles on Immigration in Akron, Ohio ». University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1393403565.

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Ertek, Betül. « Développement du vocabulaire en turc et en français d'élèves bilingues franco-turcs et monolingues turcs et français âgés de 6 à 10 ans ». Thesis, Normandie, 2017. http://www.theses.fr/2017NORMR074.

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L’objectif de cette recherche est d’étudier le développement du vocabulaire en production et en compréhension orales en turc (L1) et en français (L2) des enfants bilingues franco-turcs âgés de 6 à 10 ans en France en comparaison aux enfants monolingues français et turcs. Le test allemand « Wortschatz- und Wortfindungstest für 6- bis 10-Jährige » (Glück, 2011) a été utilisé. Celui-ci a permis d’analyser les stratégies de réponses en fonction de six types de questions posées, les différentes catégories lexicales (1 : vie quotidienne / famille ; 2 : non spécifique et 3 : école), les phénomènes sémantiques, les items connus et non connus des enfants ainsi que leur répertoire linguistique. Le corpus est constitué de 180 enfants dont 60 bilingues, 60 monolingues français et 60 turcs fréquentant le CP, le CE2 et le CM2. Les résultats révèlent un meilleur niveau en L1 en CP puis une amélioration en L2 en CE2 et un écart rapproché en CM2. Les questions difficiles sont les Types 1, 2, 4 et 5 dans les deux langues pour les CP ; 1, 4 et 6 pour les CE2 en L2 et 1, 2, 4 et 5 en L1 alors que pour les CM2, il s’agit du Type 1. Les catégories sémantiques les mieux réussies en L2 sont les 1 et 3 alors qu’en L1, il s’agit de la 2. Les sous-extensions sont nombreuses en CE2 et CM2 dans la L2 alors que les CP ont tendance à sur-extendre. Les bilingues font davantage appel à des stratégies de compensation comme la catégorisation, l’approximation ou la traduction. Le retard constaté pour le vocabulaire total chez les CP est vite rattrapé en CE2. De fortes et positives corrélations (Pearson et al., 1993) ont été constatées entre les langues : plus la L1 est maîtrisée, plus la L2 l’est aussi
This research examine lexical development in receptive and expressive skills in Turkish (L1) and French (L2) of French-Turkish bilingual children aged between 6 and 10 years in France compared to French and Turkish monolinguals. The German test scale “Wortschatz- und Wortfindungstest für 6- bis 10-Jährige” (Glück, 2011) allowed to analyze spoken vocabulary, production and comprehension strategies according to 6 question types, different categories (1: everyday life/family; 2: general; 3: school), semantic phenomena, known and unknown items and their linguistic repertoire. The sample consists of 180 children, including 60 bilinguals, 60 French and 60 Turkish monolinguals composed of first, third and fifth grade pupils. Results show that bilingual have better vocabulary level in their L1 in the first grade and they made good progress in L2 in the third grade and the lexical gaps are significantly reduced in the fifth grade. The most problematic clauses are Types 1, 2, 4 and 5 in the first class; 1, 4 and 6 in L2 and 1, 2, 4, 5 in L1 in the third class whereas they are Type 1 in the fifth class. The most successful semantical category in L2 are the 1 and 3 whereas they are the 2 in L1. The under-extension is more in L2 in the third and fifth classes while the over-extension is more for the first class. Bilinguals make more use of compensation such as categorization, approximation and translation. Bilinguals’ total vocabulary is lower than monolinguals’ however the delay is regain in the third grade. According to the correlation (Pearson et al., 1993), there is a strong and positive correlation between two languages: the more we promote L1 development, the more we promote L2
Bu çalışma Türkiye ve Fransa’daki 6 ile 10 yaş arası çift dilli çocukların tek dilli çocuklara kıyasla anadilleri olan Türkçe ve ikinci dilleri olan Fransızcada anlama ve kullanma becerilerindeki kelime gelişimini araştırmaktır. Kullanılan Alman testi « Wortschatz- und Wortfindungstest für 6- bis 10-Jährige » (Glück, 2011), 6 soru türüne göre sözcük stratejilerinin, 3 farklı kategorinin (1: günlük yaşam/aile; 2: genel; 3: okul), çocukların anlamsal olgularının, bilinen ve bilinmeyen öğelerinin ve dil repertuvarlarının analizlerini yapmamızı sağlamıştır. Derlemimiz 180 çocuktan oluşup 60’ı çift dilli, 60’ı tek dilli Fransız ve diğer 60’ı ise tek dilli Türk birinci, üçüncü ve beşinci sınıf öğrencileridir. Çift dillilerin ilkokul birde ana dillerinde iyi bir sözcük seviyesine sahip olduklarını, üçte ise ikinci dillerinde ilerleme kaydettiklerini ve beşinci sınıfa gelince ise sözcük yetisi farkının azaldığını ortaya koymaktadır. En zor soru türleri birler için 1., 2., 4. ve 5. olurken, üçler için Fransızcada 1., 4. ve 6. Türkçede ise 1., 2., 4. ve 5. olmaktadır. Beşler için her iki dilde 1. soru türüdür. Fransızcadaki en iyi bilinen tümceler 1. ve 3. kategorilerine aittir, oysaki anadilde 2. kategoridir. Anlam daralması üçüncü ve beşinci sınıfta daha fazladır. Birinci sınıfta anlam genişlemesi daha çoktur. Çift dilliler kategorilere ayırma, tahmin etme, çeviri gibi telafi stratejilerine başvurmaktadırlar. Kelime hazinesi daha zayıf öngörülen birinci sınıf çift dilliler, bu farkı üçüncü sınıfta telafi etmekte. Her iki dil arasında müspet ve güçlü bir bağlantı (Pearson et al., 1993) olduğu tespit edilmiştir: anadile ne kadar hakim olunursa ikinci dile de o kadar hakim olunur

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Murillo, Sofia. « The Lived Experiences of Latina Women Immigrating to the United States : Adolescent Development and Acculturation ». Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1527949738986007.

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Skoog, Linnea. « Pedagogens roll och betydelse i arbetet med invandrarelever : - hur man på bästa sätt kan stödja och främja dessa elevers utveckling ». Thesis, Karlstad University, Faculty of Arts and Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-377.

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Elever som är födda i ett annat land än Sverige, eller som har föräldrar som är födda i ett annat land, har särskilda behov som det är viktigt att ha kunskap om för att på bästa sätt kunna möta dem i undervisningen. Mitt huvudsakliga syfte med detta arbete är att belysa pedagogens roll och betydelse i arbetet med invandrarelever. Mina frågeställningar är:

- Hur ser invandrarelevers möte med den svenska skolan ut?

- Hur kan man som lärare främja dessa elevers utveckling?

- Hur kan man arbeta i skolan för att öka kulturkompetensen och förståelsen för andra kulturer samt motverka fördomar och rasism bland eleverna?

Mot bakgrund av mitt syfte samt mina frågeställningar valde jag att göra en kvalitativ intervjustudie med tre lärare som alla undervisar, eller har undervisat, i svenska som andraspråk. Genom dessa intervjuer samt genom att studera befintlig litteratur har jag funnit ett klart samband mellan identitet, känslor och språk. Lika viktigt som det är att öka samarbetet mellan modersmålslärare, svenska som andraspråkslärare och klasslärare, lika viktigt är det att arbeta med elevernas självkänsla och få dem att känna att de du duger som de är. Det är viktigt att eleverna är stolta över sitt ursprung och inte skäms över vem de är.

För att på bästa sätt stödja och främja invandrarelevers utveckling anser jag att vi i skolan måste bli bättre på att bejaka det annorlunda och se mångfalden som något positivt.

Pupils who are born in another country than Sweden, or has parents who are born in another country, have special needs in which it’s important that we have knowledge about so that we are able to meet them in school. My primary purpose with this essay is to elucidate the teachers role and significance in the work with immigrant pupils. My questions at issue are:

- How does the immigrant pupils meeting with the Swedish school look like?

- How can you as a teacher promote these pupils development?

- How can you work in school to increase cultural comprehension and understanding for other cultures and counteract prejudice and racism amongst the pupils?

On the basis of my purpose with the essay, and my questions at issue, I choose to perform a qualitative study through interviews with three teachers, who all teach, or have taught, in the subject “Swedish as a second language”. Through these interviews and by studying the available literature, I have found a very strong connection between identity, emotion and language. As important as is to increase the collaboration between teachers in mother tongue, “Swedish as a second language” and class teachers, is it to work with the self-esteem of the pupils and make them feel that they are good enough as they are. It is important that the pupils are proud of their heritage and not to feel ashamed of who they are.

The best way to support and promote the immigrant pupils development, according to me, is for us at the schools to be better at recognise and accept differences and look upon multitude as something positive.

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Aitken, Jean O. « The response of secondary students from non-English speaking backgrounds to a visual arts course ». Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1235.

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Interest in multiculturalism has been expressed by educators for a number of years. Much of the literature concerning multiculturalism in visual arts education calls for the adoption of a culturally inclusive curricula in order to meet the needs of all students. In his consideration of conceptions of curriculum, Eisner (1988) made reference to a preferred body of knowledge which often excludes students from minority groups within society. Many Australian schools are experiencing increases in enrolments of students from non-English speaking backgrounds (NESB). These students may themselves be immigrants or the children of one or both parents born in another country. This study is concerned specifically with the impact of such students' inherited culture on their perceptions of the visual arts which may be influenced by exposure to particular styles or forms of art experienced in the context of the family, or through visual arts education in the student's country of origin. The research investigates students from non-English speaking backgrounds perceptions of the visual arts and visual arts education. The study's purpose is to determine the degree to which these perceptions influence the performance of NESB students undertaking a visual arts course at upper secondary school level. Although many students from various ethnic groups show an interest in and aptitude for the visual arts, they are often not successful in all aspects of the secondary level. From equity and justice perspectives it would appear that the opportunity to succeed in a chosen area should be available to all students and that in order to provide this opportunity, it is necessary to determine what factors influence the success or failure of these students. This study involved the use of qualitative research methods and was conducted as a case-study. The sample or case was selected from a Year 11 tertiary entrance art class and represents a diversity of ethnic backgrounds. The seven participants originated from Australia, mainland China, Greece, Indonesia, Russia and Vietnam. The data was collected using a questionnaire, interviews, observation and examination of work samples. The data was categorised according to themes which emerged during the data collection and analysis stages. Results showed that NESB students appear to be influenced by their early home and educational experiences and that these in turn are influenced by the ethnic and cultural contexts in which they were experienced. There is also evidence that the delivery and content of visual arts education plays an important role in influencing students' perceptions of the visual arts. Information emerging from the study however suggests a need for further research in order to validate the findings. Replication of this research using a wider sample of students may help to reduce some of the variables impacting on the study. These may include levels of literacy attained by students in both their mother tongue and in English, continuity experienced by students in both general and visual arts education, and socio-economic status. Whilst it appears that further use of the case study may be appropriate, variation in both the research design and research instruments should also be considered.

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Mendoza, Servin Jessica Grisel. « TESTIMONIOS ON THE ROLE OF MENTORSHIP OF MEXICAN IMMIGRANTS’ HIGHER ACADEMIC ATTAINMENT : VENGO CON GANAS, SOLO ÉCHAME UNA MANO ! » CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/180.

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The purpose of this study is to highlight the importance of having academic mentors of similar heritage to facilitate higher academic attainment of first generation Mexican immigrants. The researcher assures to demonstrate how constructs such as mentorship, self-efficacy, self-regulated learning, social and cultural capital, and similar heritage due to cultural values can positively influence and contribute to the success of English Language learners in academia. Through the mentorship relationship, students, particularly minority groups, can tap into social and cultural capital that would otherwise be limited due to their immigration to a foreign country. Immigration typically limits individuals’ ability to communicate in the predominant language, which in turn limits their ability to culturally relate or access social capital. Mentors, particularly those of similar heritage, through their shared stories can become role models as they exemplify self-efficacy and self-regulatory strategies. Family, especially for Mexican-immigrants, is one of their strongest values. Students, given their cultural values, seek opportunities to create a sense of family. Having left their country, their friends and family; it is only natural for immigrants to find comfort in relationships that resemble those with padrinos (godparents). In this case, the relationship is not through a spiritual connection, but through a mutual understanding of hardships, background, and heritage. For these reasons, mentors of similar heritage have the greatest positive impact when facilitate higher academic attainment of Mexican immigrants.

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Huang, Shih-Hao. « Foreign-language immerision as preferred bilingual/biliterate program model for elementary English education in Taiwan ». CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2696.

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The primary goal of this project is to clarify the contexts of English as Foreign-language instructional program in Taiwan. Bilteracy is the acquistion and learning of the decoding and encoding of print, using two linguistic and cultural sytems in order to convey mesages in a variety of contexts. Through learning biliteracy, second-language learners gain benefits in cognitive and cultural development.

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Thèses sur le sujet « Bilingui immigrati »

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