Ethnic Differences in Language Skills: How Individual and Family Characteristics Aid and Prohibit the Linguistic Integration of Children of Immigrants

2018 ◽  
pp. 219-245 ◽  
Author(s):  
Jörg Dollmann ◽  
Frida Rudolphi ◽  
Meenakshi Parameshwaran
Keyword(s):  
Language Learning ◽  
Ethnic Differences ◽  
Social Background ◽  
Present Contribution ◽  
Interethnic Relations ◽  
Migration History ◽  
Vocational Success ◽  
Integration Of Immigrants ◽  
Linguistic Integration ◽  
Identify Formation

Proficiency in the language of a new country is perhaps the most important precondition for the successful integration of immigrants in various other integration aspects, like educational and vocational success, interethnic relations and ethnic identify formation. Explaining ethnic disparities in linguistic integration therefore has the potential to aid our understanding of ethnic differences along various other integration dimensions. In the present contribution, we first demonstrate substantial heterogeneity of adolescents’ language proficiency in four European countries depending on their ethnic origin and their migration history. In order to further understanding these differences we examine very different individual and family factors that can be hypothesised to influence language learning processes. Besides an influence of social background on language learning, we show that ethnic specific factors such as language use in the family are at least partly relevant for the language acquisition process.

scholarly journals Language instruction for newcomers to Canada (LINC): suggestions for improvements

2021 ◽  
Author(s):  
Lindsay Baril
Keyword(s):  
Language Learning ◽  
Service Provider ◽  
English Language ◽  
Language Instruction ◽  
Critical Examination ◽  
Canadian Society ◽  
Basic Language ◽  
Integration Of Immigrants ◽  
Official Languages ◽  
Assessment Procedures

Language Instruction for Newcomers to Canada (LlNC) provides basic language instruction to adult newcomers in both official languages and facilitates the settlement and integration of immigrants and refugees into Canadian society. This study examined service provider organizations and the delivery of English language learning and assessment, and provides suggestions for improvements. LlNC experiences are helpful as initial orientation to Canada and for learning English, but the program is limited in scope. Not only does the program delivery in terms of class times, schedules and availability, have limitations but assessment procedures, eligibility and teacher training are also in need of improvement This critical examination provides ideas to guide LINC language learning delivery, assessment and efficiency in the future. It also makes use ofintersectionality theory as a major avenue toward improvements. Keywords: LINe; Service Provider Organizations; TESL Canada; lntersectionality Theory; Newcomers; Language acquisition

On Becoming “Too Belgian”: A Comparative Study of Ethnic Conformity Pressure through the City–as–Context Approach

2013 ◽  
Vol 12 (4) ◽  
pp. 335-360 ◽  
Author(s):  
Klaartje Van Kerckem ◽  
Bart Van de Putte ◽  
Peter Stevens
Keyword(s):  
Social Geography ◽  
Interethnic Relations ◽  
Social Closure ◽  
Turkish Immigrants ◽  
Migration History ◽  
Semistructured Interviews ◽  
Normative Consensus ◽  
Conformity Pressure ◽  
The City ◽  
Comparative Examination

While considerable research has shown that coethnic communities exercise pressure on their members to conform to certain normative patterns, there is little research that explains variability within coethnic groups regarding ethnic conformity pressure. Drawing on fieldwork and semistructured interviews with children and grandchildren of Turkish immigrants living in Ghent and five mining towns in Belgium, we explain differences in ethnic conformity pressure through a comparative examination of how macrostructural characteristics of cities shape community–level ethnic conformity pressure. We demonstrate that a city's migration history and social geography are related to the degree of social closure and normative consensus within an ethnic community, and that its ethnic heterogeneity and interethnic relations impact how much people depend on their coethnic community for social support. These in turn shape the internal sanctioning capacity of the community and its power to enforce normative patterns, especially of gender roles. The study shows that locality matters in the integration, assimilation, and acculturation of migrants, even disadvantaged ones who share the same national background.

scholarly journals Language and Social Integration in Times of Increasing Anti-Immigration Discourses

2021 ◽  
pp. 61-91
Author(s):  
Charo Reyes ◽  
Sílvia Carrasco Pons ◽  
Laia Narciso Pedro
Keyword(s):  
Language Learning ◽  
Social Integration ◽  
Good Practice ◽  
Third Sector ◽  
Language Teachers ◽  
Structural Barriers ◽  
Regional Institutions ◽  
Third Sector Organisations ◽  
Linguistic Integration ◽  
Funded Project

This article analyses the structural barriers affecting the processes of linguistic integration among adult migrants and refugees by focusing on both teachers’ and learners’ experiences in the context of an EU-funded project for good practice exchange. Reflections and assumptions of language teachers for migrants and refugees from four European countries (Spain, Germany, Italy and Poland) are set against the linguistic needs and expectations of their students through the case of a Pakistani migrant woman in Barcelona. Although language training for migrants’ labour integration and participation is widely emphasized by supranational, national and regional institutions, it is not a genuine priority in most of the countries of reception. Limited training focused on issues related to language and anti-immigration and/or nationalist discourses condition well-intended initiatives from third sector organisations. Moving away from purely pedagogical factors, this article aims to contribute to locating language learning as social integration under the lens of social justice.

Du vote bloc au vote social: le cas des citoyens issus de l'immigration de Montréal, 1995-1996

2002 ◽  
Vol 35 (1) ◽  
pp. 49-74 ◽  
Author(s):  
Nathalie Lavoie ◽  
Pierre Serré
Keyword(s):  
The Federalist ◽  
Electoral Choice ◽  
Integration Of Immigrants ◽  
Linguistic Integration ◽  
Electoral Behaviour ◽  
Parti Quebecois

Following the Quebec referendum on sovereignty-association in 1995, many political observers assumed that immigrant voters would support the federalist option, and that only a minority among them would vote for the Parti Québécois option. However, in view of the considerable changes in the linguistic integration of immigrants over the last 20 years, their electoral behaviour might vary. Focusing on a survey in Spring 1996, the authors confirm the existence of a greater pluralism among immigrant voters. Moreover, the data emphasize factors in favour of a social vote among those citizens, especially in the Montreal region. Diversification of electoral choice is supported by the percentage of those who learned French and who identified themselves as Quebeckers.

Contacthypothese en Taalleermotivatie in Nederlandstalige Scholen in Brussel

2003 ◽  
Vol 70 ◽  
pp. 79-89
Author(s):  
Laurence Mettewie
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Mother Tongue ◽  
High Status ◽  
Motivation To Learn ◽  
Present Contribution ◽  
Language Learning Motivation ◽  
Educational Programmes ◽  
French Speaking ◽  
Contact Situation

Brussels is a bilingual citv, where Dutch has gradually gained high status, both economically and politically over the past decades. However, there are no bilingual educational programmes for French and Dutch, which is why many Francophone parents chose to send their children to the Dutch-medium schools of Brussels. These schools are one of the very few places where French-speaking and Dutch-speaking pupils get in touch with each other. The present contribution analyses to what extent the contact situation in these schools influences the language learning motivation of the secondary7 school pupils. Results of the motivational aspects to learn their mother tongue and the second language are compared with those of peers from control schools in Flanders and Wallonia. The main conclusion is that the contact situation positively influences the motivation to learn the second language and does not affect the motivation to learn the mother tongue.

Zur Entwicklung supranationaler Deskriptoren für die zweitsprachliche Alphabetisierung – das LASLLIAM-Projekt des Europarats

2021 ◽  
Vol 48 (6) ◽  
pp. 571-581
Author(s):  
Karen Schramm
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Linguistic Integration

Zusammenfassung Dieser Beitrag stellt das vom Europarat geförderte Projekt Literacy and Second Language Learning for the Linguistic Integration of Adult Migrants (LASLLIAM; 2018–2022) vor, das die Entwicklung von qualitativ hochwertigen Lernangeboten für gering literalisierte erwachsene Migrant*innen unterstützen möchte. Dazu werden zunächst die Zielsetzungen des Projekts und seine Entwicklungsschritte beschrieben, bevor das LASLLIAM-Handbuch und seine Einzelkapitel genauer charakterisiert werden. Im Zentrum stehen dabei die Skalen und domänenspezifischen Tabellen, die an Beispielen aus dem Bereich Lesen illustriert werden.

scholarly journals The Evolution of the Approach to the Integration of Immigrants in Poland

2021 ◽  
pp. 83-97
Author(s):  
Lucyna Rajca
Keyword(s):  
National Identity ◽  
Immigrant Integration ◽  
Integration Policy ◽  
Cultural Conditions ◽  
Migration History ◽  
Integration Of Immigrants ◽  
History Of ◽  
And Migration ◽  
Short Time ◽  
Research Show

The aim of the paper is to present issues related to the approach to the integration of immigrants in Poland in the last three decades. The article is seeking an answer to the question of how the approach to immigrant integration has evolved? Does the evolving approach reflect the rising tide of change taking place in Europe? First, the article discusses the issues of migration to Poland. It is essential to consider cultural conditions related to the national identity and migration history of a given country in an attempt to explain the evolution of the integration policy. The subsequent parts analyze the Polish integration policy until 2015 and the integration policy after 2015. The results of the research show that in Poland, the approach to the integration of immigrants has evolved in a short time: from the “strategy of abandonment” to “integration” understood as a two-way process of adaptation to the concept of assimilation.

scholarly journals FORM OF CODE MIX IN INDONESIAN LANGUAGE LEARNING STUDENTS GRADE VIII SMP NEGERI 1 AMBON

JURNAL TAHURI ◽  
2021 ◽  
Vol 18 (1) ◽  
pp. 33-39
Author(s):  
Novita Tabelessy ◽  
Nancy Umkeketony
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
Direct Observation ◽  
Speech Act ◽  
Background Level ◽  
Social Background ◽  
Level Of Education ◽  
Interview Techniques ◽  
Code Mixing ◽  
Field Recording

Code mixing is a form of using other languages besides code over. According to Nababan (in Suandi, 2014:139) that code mixing is the mixing of two or more languages or different languages in a speech act or discourse without anything in the language situation that demands mixing the language. Code mixing occurs when a speaker using a language predominantly supports a speech inserted with other language elements. It is usually related to the characteristics of the speaker, such as social background, level of education, religious sense. The object of research is a form of code mixing that occurs in the interaction of online learning of Indonesian subjects. The study used is Sociolinguistic. This type of research is qualitative by using interview techniques, field recording, and direct observation on the form of code mixing in online learning interactions of Indonesian subjects involving subject teachers and grade VIII students of SMP Negeri 1 Ambon. The results of the study found there were 19 forms of code mixing in the interaction of Indonesian language learning students in grade VIII SMP Negeri 1 Ambon. Data in the field shows, too, that not only do students produce code mixes in interactions, but teachers also produce fragments of code mix in communicating. Code mixing that occurs unconsciously is generated more by students, than subject teachers

Immigrant linguistic integration in the multilingual context of Montreal

2021 ◽  
Author(s):  
Ibrahim Bousmah ◽  
Gilles Grenier
Keyword(s):  
Home Environment ◽  
Metropolitan Area ◽  
Relative Intensity ◽  
Official Language ◽  
Important Impact ◽  
Integration Of Immigrants ◽  
Linguistic Integration ◽  
Official Languages ◽  
At Home

Abstract We investigate the relative intensity of use of English and French at home for allophone immigrants in the Montreal metropolitan area. We find that the linguistic distances between immigrants’ mother tongues and English and French have an important impact on the relative intensities of use at home of the two Canadian official languages. However, immigrants whose mother tongues are closer to French than to English are relatively less likely to use an official language at home. We further investigate the role of spousal and other characteristics on the integration of immigrants. The results suggest that the home environment is an important factor contributing to the linguistic integration. Individuals exposed to an official language at home with their spouse have significantly higher rates of linguistic integration. Also, English is more attractive than French in the sense that immigrants with an Anglophone partner will have higher integration rates to English than those with a Francophone partner integrating to French.

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