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2022 ◽  
pp. 66-80
Author(s):  
Kwangok Song

This chapter discusses how Asian immigrant communities in the United States cultivate Asian immigrant children's literacy learning in their heritage languages. Although the United States has historically been a linguistically diverse country, bilingualism has not always been valued and acknowledged. Strong social and institutional expectations for immigrants to acquire the socially dominant language have resulted in language shifts among immigrants. Concerned about their descendants' heritage language loss, Asian immigrant communities make organized efforts to establish community-based heritage language schools. Heritage language schools play an important role in immigrant children's learning of their heritage language and culturally appropriate ways of behaving and communicating. It has also been noted that heritage language schools encounter several challenges in motivating heritage language learners. Heritage language schools should be considered as complementary education for immigrant students because they take critical responsibilities to support immigrant students' language and literacy development in their heritage languages.


Physics World ◽  
2021 ◽  
Vol 34 (12) ◽  
pp. 9i-9i
Author(s):  
Peter Gwynne ◽  
Hamish Johnston

Almost 2000 Asian American and Asian immigrant researchers based in the US have expressed their “grave concern” over the country’s attempts to clamp down on scientists with links to China.


2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 793-793
Author(s):  
Fatima Abdi ◽  
Stephanie Bergren ◽  
Lisa Lanza ◽  
XinQi Dong

Abstract Research suggests that stress from migration and cultural adjustment may lead to intergenerational conflict (IC) within Asian immigrant families. Current research reports management of IC but fails to acknowledge the consequences it may have on offspring. The PIETY study, a longitudinal study of Chinese adult children (n = 547) in the greater Chicago area, aims to examine the relationship between IC and psychological wellbeing in children of Asian immigrant families. IC is assessed by the sum of items on conflicting opinions with parents based on finances, health, parenting, and lifestyle. Psychological wellbeing was measured by the Perceived Stress Scale with a cutoff value greater than or equal to 14, R-UCLA Loneliness Instrument scored on a binary scale, and Hospital Anxiety and Depression Scale (HADS) Anxiety Subscale with a cutoff value greater than or equal to 8. Logistic regression was conducted and controlled for age, gender, education, income, marital status, and household composition. Every one-point higher conflict with parents was associated with being 2.31 times more likely to experience stress for the adult child (OR: 2.31, 95% CI: 1.49-3.57, p<.001) and being 4.56 times more likely to experience loneliness (OR: 4.56, 95% CI: 2.79-7.43, p<.001). IC, however, had a nonsignificant positive association with anxiety in adult children. The association between IC and psychological wellbeing suggests that conflict is a result of complex factors, for which interventions could be developed to improve psychological wellbeing and resiliency in families who continue to navigate cultural changes in a foreign land.


2021 ◽  
pp. 1086296X2110312
Author(s):  
Lakeya Omogun ◽  
Allison Skerrett

This article undertakes a textual analysis of an autobiographically informed novel, American Street, to analyze the process of identity formation of a Black Haitian immigrant youth in the United States. Black immigrant youth remain an understudied demographic in literacy research compared with their Latinx and Asian immigrant counterparts. The goal of this analysis is to provide insights into the role of languages and literacies for Black immigrant youth in (re)constructing their identities in nations like the United States. Analysis revealed the significance of one youth’s resistance to raciolinguistic ideologies, reliance on her Haitian faith literacies, and deployment of multiliteracy practices in (re)constructing her identity. We call for increased research that illuminates the complexity of the language and literacy processes involved in Black immigrant youth’s negotiations with identity in new homelands, and offer textual analysis as an underutilized but promising inquiry method for generating such knowledge. The article also offers pedagogical implications.


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