Linguistic Integration in India: A Persistence of Hegemony

2020 ◽  
Author(s):  
Jayasri Sridhar ◽  
Keyword(s):  
Linguistic Integration

scholarly journals Linguistic integration during recognition testing

1980 ◽  
Vol 16 (5) ◽  
pp. 353-355 ◽  
Author(s):  
Michael L. Kamil ◽  
E. Eugene Schultz ◽  
Harley A. Bernbach
Keyword(s):  
Linguistic Integration ◽  
Recognition Testing

Linguistic Integration and Immigrant Health: The Longitudinal Effects of Interethnic Social Capital

2018 ◽  
Vol 59 (2) ◽  
pp. 215-230 ◽  
Author(s):  
Mesay A. Tegegne
Keyword(s):  
Social Capital ◽  
Health Status ◽  
Immigrant Health ◽  
English Language ◽  
Language Use ◽  
The United States ◽  
Cross Sectional ◽  
Linguistic Integration ◽  
The Relationship

The literature on immigrant health has by and large focused on the relationship between acculturation (often measured by a shift in language use) and health outcomes, paying less attention to network processes and the implications of interethnic integration for long-term health. This study frames English-language use among immigrants in the United States as a reflection of bridging social capital that is indicative of social network diversity. Using longitudinal data on self-rated health and the incidence of chronic conditions from the New Immigrant Survey (2003, 2007), I examine the contemporaneous and longitudinal associations between interethnic social capital and health. The results show evidence for a positive long-term effect of linguistic integration on health status, but no cross-sectional associations were observed. Overall, these results highlight the possible role of network processes in linking English-language use with immigrant health and the time-dependent nature of the relationship between linguistic integration and health status.

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 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.

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