From FOB to cool: Transnational migrant students in Toronto
 and the styling of global linguistic capital

2012 ◽  
Vol 16 (2) ◽  
pp. 184-200 ◽  
Author(s):  
Hyunjung Shin
Keyword(s):  
Linguistic Capital ◽  
Migrant Students

“Beat Your Child with a Flower!”

2016 ◽  
Vol 44 (6) ◽  
pp. 740-761 ◽  
Author(s):  
Yoonhee Kang
Keyword(s):  
Capital Accumulation ◽  
Linguistic Capital ◽  
Migrant Students ◽  
Educational Benefits ◽  
South Korean ◽  
Early Study Abroad ◽  
Transnational Connections ◽  
East And Southeast Asia ◽  
Educational Migration ◽  
Overseas Education

As a new dimension of transnational connections between East and Southeast Asia, this paper explores educational migration of South Korean “early study abroad” (jogi yuhak) students and accompanying mothers to Singapore. In examining Asian educational migrants to the “West”, many previous studies tend to focus on the accumulation of cultural and linguistic capital not available within Asia. However, I argue that the study of educational migration within Asia needs to go beyond the Bourdieuan framework of capital accumulation. Instead, the case of South Korean educational migrants in Singapore illustrates that these migrants emphasise more on the enactment rather than accumulation of cultural capital, the process wherein many emotional resources and embodied techniques are required in order to activate what the migrant students have accumulated through their overseas education. This study identifies the “Asian advantage”, specific types of emotional and educational benefits that are believed to facilitate the migrant students’ capital enactment in their imaginings of future trajectories of “going global”.

ARE MIGRANT STUDENTS CLOSING THE GAP?

2021 ◽  
pp. 1-25
Author(s):  
Nicole Marx ◽  
Christian Gill ◽  
Tim Brosowski
Keyword(s):  
Grade Level ◽  
Reading Skills ◽  
Ad Hoc ◽  
Immigrant Students ◽  
Central Importance ◽  
Migrant Students ◽  
Data Points ◽  
Closing The Gap ◽  
Reading Subskills ◽  
Mainstream Students

Abstract Since 2015, increased numbers of newly immigrated schoolchildren in Europe have resulted in divergent, often ad hoc measures to provide for their education. Because the basis of classroom learning is information found in written texts, the development of grade-level reading skills is of central importance. However, little is known about immigrant students’ reading skills at and following transition, and no data is available for Germany, where the study was conducted. We report the results of a longitudinal study in which migrant students’ (N = 136) reading subskills after transition into mainstream were investigated at three points over the course of 2 years and compared to cohort performance (N = 517) in grades 7 through 9. Results showed that immigrant students performed significantly below mainstream students on all measures for all data points, with little evidence that they are beginning to close the gap even after several years in mainstream.

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