scholarly journals Cultivating our mosaic : understanding the language choices of Canadian immigrant students.

2010 ◽  
Author(s):  
Julia Kiernan
Keyword(s):  
Immigrant Students ◽  
Language Choices

scholarly journals ‘No, I Don’t Like the Basque Language.’ Considering the Role of Cultural Capital within Boundary-Work in Basque Education

2018 ◽  
Vol 7 (9) ◽  
pp. 150 ◽  
Author(s):  
Elizabeth Pérez-Izaguirre
Keyword(s):  
Cultural Capital ◽  
Immigrant Students ◽  
Participant Observation ◽  
Boundary Work ◽  
School Structure ◽  
Intergroup Contact Theory ◽  
Language Choices ◽  
Documentary Analysis ◽  
Teacher Relationships ◽  
Education And Society

The aim of this study is to analyze the nature of multiethnic academic interactions in relation to theories of cultural capital and boundary-work. More precisely, it considers to what extent school structure is related to the cultural capital of students from different ethnic backgrounds and explores its relationship to Intergroup Contact Theory and identity. Methods include documentary analysis, participant observation, interviews, and focus groups conducted from an ethnographic perspective between 2015 and 2016. Based on data collected in a Basque school attended by a high proportion of immigrant students, intraethnic and interethnic student–student and student–teacher relationships, and inequalities within these, are analyzed. Results indicate that the distribution of students in different classes tended to be ethnically marked, as most immigrant students chose to attend classes that were taught mostly in Spanish, whereas most autochthonous students were enrolled in classes with a high Basque instruction. The study considers the effects of students’ language choices and concludes that Basque has implications for the theories of identity, cultural capital, and boundary-work, as learning Basque is an academic and implicit rule in Basque education and society.

scholarly journals 1.5 Generations of Korean Americans’ Transnational Identity: Stories from four college students

2020 ◽  
Vol 22 (1) ◽  
pp. 16
Author(s):  
Soojin Ahn
Keyword(s):  
College Students ◽  
Immigrant Students ◽  
Korean Americans ◽  
The United States ◽  
Structured Interview ◽  
1.5 Generation ◽  
Transnational Communities ◽  
Language Choices ◽  
Southeastern Region ◽  
Local Base

This study explores 1.5-generation Korean Americans’ perception of their identity in the southeastern region of the United States. The study focuses on four college students who immigrated during the middle of their childhood. Data were gathered during a semi-structured interview and were analyzed through a thematic analysis. Informed by a poststructuralist perspective on identity, 1.5-generation immigrants were found to have hybrid ethnic, linguistic, and cultural identities in citizenship status, language choices, and local-base transnational communities. The findings offer implications for educators to understand how immigrant students situate themselves as well as practice literacy differently in specific transnational contexts.

Multicultural Competence of University Service Providers in Working With Immigrant Students in Canada

2007 ◽  
Author(s):  
Jeeseon Park ◽  
Ada L. Sinacore ◽  
Julie A. Irving ◽  
Sasha Learner ◽  
Kaori Wada ◽  
...  
Keyword(s):  
Multicultural Competence ◽  
Immigrant Students ◽  
Service Providers

The (Mis) Education of Immigrant Children in Today’s America

2019 ◽  
Vol 5 (2) ◽  
pp. 32
Author(s):  
Gabriela E. Gui
Keyword(s):  
General Education ◽  
Immigrant Students ◽  
Geographical Location ◽  
Personal Characteristics ◽  
Immigrant Children ◽  
Playing Field ◽  
Survey Interviews ◽  
The Individual ◽  
The Relationship ◽  
General Education Classrooms

In today’s America, not every child starts on a level playing field, and very few children move ahead based solely on hard work or talent. Generational poverty and a lack of cultural capital hold many students back, robbing them of the opportunity to move up professionally and socially. Children of immigrants are especially at-risk because, in addition to facing poverty, race, geographical location or economic disadvantages, they are also confronted with failure due to their limited or non-existent English proficiency. This study focuses on the degree to which teachers in a mid-sized urban school district take into consideration the individual needs of immigrant children in the process of their education. The study also examines the preparation teachers have had to equip them with knowledge of best practices in teaching immigrant children, and the relationship between teachers’ practices, beliefs, and their demographic and personal characteristics (age, gender, years of experience, level of education, etc.). Quantitative data was collected via a survey. Interviews with teachers and one central office administrator provided data for the qualitative section of the study. The findings revealed that teachers, in general, appeared to lack knowledge of specific policies for mainstreaming immigrant students into general education classrooms; their use of effective teaching practices for working with immigrant children were limited; and most of the teachers had not participated actively in professional development that focused on teaching immigrant children.

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