During the work on my seminar paper in this seminar “Immigration Country: USA” – that
introduced modern conceptions of citizenship in the United States – I questioned the process
of naturalization as an instrument to integrate immigrants as well as the including language
test where immigrants must prove their ability to write, speak and read English. This theme
led me to the question if language works as an instrument for integration or exclusion in contemporary
multiethnic America - language and education, both very important for ones forthcoming
in a society.
In this homework I can only work on a small aspect on immigrant’s integration, so I
intend to follow the questions how well immigrant children adapt to their American host society
through schooling and the educational system and what role language assimilation plays in
the American society that undergoes a continuing flow of immigrants of diverse ethnicities.
Does the assimilation of the English language help for better integration, what does
integration mean in this special context and what impacts does it have on immigrant children?
What are their future prospects and is the common assumption true “no English language proficiency
– no integration – no success”? How does the nation, state or schools react on the
growing numbers of LEP students? I followed the pros and cons for bilingual classes and regarding
this context the English-only Movement and its demands of American schools and its
students. Immigration is once again transforming the racial as well as ethnic contours of American Society.
Current estimates place annual immigration to the United States (legal and undocumented)
at about 1 million persons per year (National Research Council 1997) and it won’t
take long until the European Americans will no longer be a majority but African Americans,
Latinos, Asians and Native Americans. This shift might be a beginning of a revolutionary
change in the relationship between the majority and minority Americans. Maybe that will be
an end to a social and cultural dominance of European-Americans and a flowering of multiculturalism. [...]
Table of Contents
1. Introduction
1.1 The Integration of Immigrants into the American Society
1.2 Assimilation as Conception for Integration
2. Language and Multiculturalism
2.1 Language Assimilation and Biculturalism
2.2 Language – A Criterion for Exclusion?
2.2.1 A Historical Overview: Testing Linguistic Proficiency
2.2.2 English Proficiency on General Plane
3. Immigrant Children in the United States
3.1 Problems with Data Research
4. Schooling and Educational Success of Immigrant Children
4.1 Formal Education Institutions and the Media: Acquisition of Linguistic Proficiency
4.2 Controvercies on Bilingual Classes and the English-Only Movement
5. California – A Case Study
5.2 Proposition 227
6. Conclusion
Research Objectives and Core Themes
This paper examines the role of language assimilation and the educational system in the integration process of immigrant children in the United States. It addresses the central tension between the necessity of English proficiency for economic and social success and the potential loss of ethnic identity and heritage languages, while analyzing how schools respond to the needs of non-English proficient students.
- The impact of language assimilation on immigrant integration
- Educational challenges faced by immigrant children
- The controversy surrounding bilingual education vs. English-only initiatives
- The role of schools as socialising agents for newcomers
- California as a specific case study of immigration policy and educational outcomes
Excerpt from the Book
4.2 CONTROVERCIES ON BILINGUAL CLASSES AN THE ENGLISH-ONLY MOVEMENT
Bilingual instruction methods turned up almost 30 years ago and were meant to ease the thousands of non English-speaking children into the American educational system and prepare them for attending regular English classrooms.
One side of this controversy – the cons of bilingual classes - puts it that “...the program traps students in segregated classes, denies them opportunity to learn English, and greatly impedes these students’ educational and career prospects.” The problem is that bilingual programs often involve teaching only in the mother language with rather half-hearted efforts to teach English as a second language on the side. The “graduates” of bilingual education are stuck in remedial classes with seemingly no hope of graduating. The drop-out rate for all Hispanic LEP students in the U.S. are up to 50 percent, much higher than for any other group.
The other side – the pros of bilingual education – tell another story, that of a longitudinal study of some 5,200 youths who are immigrant children or immigrated by the age of 12, that shows e.g. that children who learn English but also hang on to their mother tongue and families’ traditions and values are less likely to fall in with the wrong kind of people or be distracted from their studies.
Summary of Chapters
1. Introduction: Outlines the research interest in naturalization, language proficiency, and the integration of immigrant children within the American educational system.
2. Language and Multiculturalism: Discusses the theoretical framework of assimilation versus multiculturalism and the role of language as a potential tool for both inclusion and exclusion.
3. Immigrant Children in the United States: Examines the demographic growth of the second generation and identifies difficulties in obtaining reliable research data.
4. Schooling and Educational Success of Immigrant Children: Analyzes the pivotal role of schools in facilitating adaptation and explores the academic outcomes of different immigrant groups.
5. California – A Case Study: Investigates the specific challenges of educating a diverse immigrant student population in California and the implementation of restrictive policies like Proposition 227.
6. Conclusion: Summarizes the debate on language assimilation and argues that schools must prioritize quality education and support for both English acquisition and the maintenance of heritage languages.
Keywords
Immigrant children, language assimilation, bilingual education, United States, integration, multiculturalism, English-only movement, educational success, LEP students, Proposition 227, socio-cultural adaptation, second generation, linguistic proficiency, school system, cultural identity.
Frequently Asked Questions
What is the primary focus of this research paper?
The paper focuses on the process of integration for immigrant children in the United States, specifically exploring the nexus between language acquisition, school performance, and the broader social expectations of assimilation.
Which key topics are covered in the work?
Key topics include the conceptual difference between assimilation and integration, the historical context of language proficiency tests, the educational trajectory of immigrant students, and the debates surrounding bilingual versus English-only school policies.
What is the main research question?
The research asks how well immigrant children adapt to the American host society through the school system and whether language assimilation serves as a functional instrument for integration or an exclusionary barrier.
Which scientific methods are employed?
The paper utilizes a qualitative synthesis of existing demographic data, sociological studies, and public policy reports, particularly focusing on the impact of U.S. immigration laws and educational statutes.
What content is addressed in the main body?
The main body evaluates the socio-cultural adaptation process, the challenges of schooling for LEP (Limited English Proficient) students, and detailed case analysis of California’s educational and political landscape regarding immigrant rights.
How would you describe the work using keywords?
The work is defined by terms such as immigrant integration, language assimilation, bilingualism, cultural maintenance, educational attainment, and U.S. immigration policy.
How does the author view the "English-Only" movement?
The author is critical of the English-only movement, arguing that it creates unnecessary conflict and may restrict the rights of language minorities rather than fostering unity.
What does the case study of California reveal about immigrant education?
The California case study highlights a fundamental mismatch between the high number of immigrant students and the available resources, teacher training, and support systems, which resulted in measures like Proposition 227 that sought to terminate bilingual education programs.
- Quote paper
- Birgit George (Author), 2003, Immigrant children in America Integration by Language Assimilation and Education, Munich, GRIN Verlag, https://www.grin.com/document/14092
