Language and immigration

In Caubet, D., 2007, "L'arabe maghrébin-darja, « langue de France », dans les parlers jeunes et les productions culturelles : un usage banalisé ?" in Gudrun Ledegen (éd.) Pratiques linguistiques des jeunes en terrain plurilingue, Espaces discursifs, Paris, L'Harmattan, pp. 25-46.

In this paper we present and discuss the conception and design of the new postgraduate programme " Language Education for Refugees and Migrants " (LRM) as an initiative of the Hellenic Open University in order to critically react to the needs of refugees and migrants in current times of refugee flows to and through in Greece. We describe the course design and the development of an e-learning curriculum for language teachers of various levels who face several challenges in their everyday teaching practice working with learners of an immigrant or refugee background. We also present the rationale and the content of LRM which constitutes an innovation for the Greek but also the European context, and argue for its great importance for the local society but also for a broader target group of teachers who teach second language aiming at inclusion and social change. We further problematize the need for a changing culture in language education in general and suggest how open and distance learning can mediate and provide 'accesses' to disadvantaged, 'silenced' and marginalised language learners and language teachers transforming senses of place through flexible and inclusive learning spaces.

Recent school counseling literature and initiatives by the Education Trust and American School Counselor Association (ASCA) to transform school counseling have promoted an integral role for school counselors in school-family-community partnerships. The study drew on the school-family-community partnership research to identify factors that explain the gap between current and prescribed involvement for school counselors in school-family-community partnerships. The School Counselor Involvement in Partnerships Survey (SCIPS) was designed to measure involvement and the identified school counselor and school-related factors. Participants were 235 school counselors randomly selected from ASCA's membership. It was hypothesized that (1the school counselor and school-related factors would discriminate significantly among school counselors who report low, average, and high involvement, (2school-counselor factors would contribute to explaining school counselor involvement in school-family-community partnership roles above and beyond school-related factors after controlling for school level, and (3) there would be significant differences in involvement and role perceptions among elementary, middle, and high school counselors. The factor analyses revealed that the survey consisted of sub-scales measuring a number of distinct factors: the dependent variable, involvement in partnerships; one school-related factor, school norms of collaboration; and six school counselor factors: role perceptions, confidence in ability to build partnerships, commitment to advocacy, perceived barriers, attitudes about partnerships, and attitudes about families and communities. The factors were used in a discriminant analysis, multiple regression, and multivariate analysis of variance to examine their effects on school counselor involvement in school-family-community partnerships. Results indicated that group differences among school counselors with low, average, and high levels of involvement in school-family-community partnerships are explained by school norms, role perceptions, confidence in ability, commitment to advocacy, and attitudes about partnerships. Results also found that role perceptions, confidence in ability to build partnerships, and attitudes about partnerships, influence school counselor involvement in school-family-community partnerships above and beyond school norms. Furthermore, elementary, middle, and high school counselors did not differ significantly in their level of involvement or role perceptions. This study has training, policy, and practice implications for school counselors. It provides a model for explaining and assessing school counselors' and possibly other school professionals' involvement in school-family-community partnerships.

European political themes in the 21st century are overwhelmingly dominated by concerns about the
nature of national identity, the role of Islam in democratic society, and the impact of immigrants and
their descendants on the perceived cultural homogeneity among the majority of EU countries. The
immigration policies of the European Union have been critical towards immigrant populations in the sense
that policies have been inconsistent and heavily focused on assimilationist processes. France is known for
having an assimilationist model of integration, in which immigrants are asked to become fully integrated
into the French society, that is, to give up their own culture and language in exchange for the French
language and culture. What is unique to the French case is that culture is prescribed through linguistic
competence. As Yagmur and Akinci (2003) highlight, “[the mastery of the French language is] seen as the
most fundamental aspect of the acculturation process because language is considered to the overarching
value to achieve social cohesion and national unity in France.” I propose to examine ethno-linguistically the
process of language shift and/or maintenance and its relationship to integration and identity among Turkish
women in Alsace, France based on the following research questions. What is the correlation between language
maintenance or shift and integration? What is the role of Turkish media in language change? What linguistic
varieties are transferred within the generations? In essence, what is Correlation between integration and the
linguistic varieties spoken by the Turkish migrants and their offspring?

The study examined the association between immigrants’ adaptation – as reflected by host-country language proficiency (based on self-ratings) – and their children’s psychological well-being in two countries: Germany and Israel. The findings stressed the importance of child gender in the study of parent-child dyads. Our separate analyses of boys’ and girls’ subsamples revealed results undetected when we analyzed the subsamples of both genders together. Specifically, we found that self-reported paternal proficiency in the German language was positively associated with their daughters’ psychological well-being, whereas maternal proficiency in German was positively associated with their sons’ well-being.  No association was found in our Israeli sample between immigrant language proficiency and their children’s psychological well-being during the first three and half years following migration. Further analyses demonstrated that in Germany, the quality of father-daughter communication mainly accounted for the association between paternal language proficiency and their daughters’ psychological well-being; while maternal psychological well-being mediated at least partially the association between maternal language proficiency and sons’ psychological well-being. The results are discussed in light of the differences and similarities in the settings of the two countries.

This ethnographic investigation of the vowel system of Mexican Americans in Southwest Michigan addresses several holes in the literature, including the lack of research on Mexican Americans outside in the American South and the interaction of their dialect with regional variation. Sociolinguistics has a long tradition of exploring both the language use of political minorities and the regional variation of those who considered among the mainstream population, but it often ignores interaction between the two. This work addresses such interaction among Mexican Americans in Benton Harbor, Michigan, a town which is 95% African American, in terms of both their production and their perception of vowels. This population, composed mostly of former migrant workers, is only beginning to form a community, but linguistic patterns similar to Roeder’s (2006) study of an established community of Mexican Americans in Lansing, Michigan, are already emerging. Contrary to Labov’s (1994) claims that groups like Latinos do not participate in regional variation, the vocalic patterns of Mexican Americans in Benton Harbor and Lansing demonstrate accommodation to the Northern Cities Shift (NCS), a regional change found among whites in the Inland North. This work also addresses claims about substrate Spanish effects in the vowel system, showing several of the claims about confusion patterns might be overstated. Finally, it addresses the social situation that is conditioning the developing dialect, addressing racial tensions and patterns of movement that might contribute to these speakers’ partial adoption of the NCS as opposed to other available local norms.

Recent years, sociolinguistic studies in China began to pay attention to language variation and change progress in the community of urban immigrants. The increasing amount of urban immigrants is, to a great extent, due to the opening-up policy of China at the end of the 1970s. Accompanied by unprecedentedly amount of people moving into metropolia such as Shanghai, Guangzhou, and Beijing, different linguistic varieties contact with each other intensively in a short period. Other than research discuss sociolinguistic changes happening in the southern part of China, this study aims at immigrants in Beijing from the northeast area of China. Through observing language attitude and phonetic and phonological choice of them when facing specific variables, this study demonstrates the relationship between linguistic practice and social variants of the immigrants. This paper demonstrates language attitude and language choice of the northeast immigrants of Beijing based on questionnaire and sociolinguistic interview.

In this chapter, we present findings from an ethnographic research in a secondary school in Barcelona, focussing on programs of linguistic reception for students of immigrant origin. In particular, we analyse data from a student focus group and relate these to classroom materials and official documents which regulate such reception practices at this school. Our research suggests that in order to understand the impact of such programs, we need to contrast ways of categorising languages and society in the focus groups with those represented in official documents, as they construct relationships of social belonging or membership in different ways.

The migrations of recent years pose new challenges for the social use of Catalan. It behoves institutions to create foundation for the Catalan population to understand and accept these phenomena so as to facilitate the integration of these new citizens. The case of Canada indicates that an open attitude on the part of the  population is essential for integration. Every year since 1990, this country has received about 200,000 immigrants, most of whom are of Asian origin. Sociolinguistic analyses indicate that while typically the first generation does not do a good job of learning the country's languages, English and French, the second generation has already developed a mastery of them. The degree of mastery depends on the social level and the size of the ethnic group. In the case of the Chinese, for example, there is a greater degree of language maintenance because they tend to congregate in closed groups that function in Chinese. In the specific case of Quebec, while a majority of the students who reached the province before turning 15 adopt French as their lingua franca, English wins out among the adult population. The Quebec government has control over immigration and can give preference to French-culture immigrants in order to facilitate their integration. In Catalonia, it is important for the Generalitat (the Autonomous Government of Catalonia) to have jurisdiction over immigration matters in order for few citizens to understand the reality of the Catalan sociolinguistic situation. The necessary conditions must be created to allow these new citizens to acquire knowledge of both official languages. The Catalan situation is less favourable than that of Quebec because in Catalonia, Catalan is often not the language of interaction on the street.

In this paper, I aim to describe how IELTS has been introduced into Australia in two areas – education and immigration – and what it is used for. I will take a critical language testing approach, proposed by Shohamy (2001), in which I will attempt to uncover the power that IELTS has, particularly in the hands of policy makers in Australia; in doing so, it be revealed how that power is realised and the effects it has on the language, test-takers, and the TESOL industry. Those responsible will be identified and some suggested action is proposed.

Catalunya ofereix avui dos processos d'adquisició d'un segon
idioma present en l'entorn social, amb diferents causes i orígens, però d'actual i constant interrelació mútua. Les tradicionals variables de la bilingüització
en castellà de la població catalana  -llengua del sistema escolar,
dels usos oficials, dels mitjans de comunicació-  es veuen ara
ampliades també massivament amb el contacte directe amb multitud d'interlocutors
castellanoparlants en la mateixa Catalunya, fet que, molt
probablement, repercuteix en un augment de la col·loquització d'aquest
idioma per part de la població autòctona. Aquest mateix factor, pel contrari, incideix negativament en el procés de bilingüització en català de la població d'origen immigrant, ja que, amb la major habitud de l'ús del
castellà que va adquirint la població autòctona, fins i tot en llocs i per
a funcions abans reservats exclusivament per al català, disminueix amb
tota probabilitat la potència bilingüitzadora del context social, màxim
factor d'integració lingüística d'anteriors migracions.

– Cultural and linguistic mediation has a role of utmost importance in the process of the integration of migrants into new communities and systems. The activity of mediation starts with and is realized through language, which is the main and most important means of communication between the members of a society and the medium through which reality is experienced and reflected upon. Mediators operating in immigration contexts are, therefore, requested to possess high-level linguistic and cultural skills in order to facilitate migrants' access to services and benefits such as healthcare, school, or to the hosting country's legal system. However, the linguistic training of mediators has to focus on a language which is characterised by terminological, syntactic and stylistic complexity being a combination of different languages such as legal language, language of medicine, or of the school system and which is strictly interrelated with the notion of register variation and genre features. This article aims to analyse the language of the Italian website Portale dell'Immigrazione supported by the Italian Ministry of the Interior in collaboration with Poste Italiane (Post Office) and Anci (the national association of communes) dealing with procedures and guidance for visa and permit applications, the language of the Immigrazione e Asilo section on the official website of the Italian Interior Ministry and the language of a section of the British Home Office website, UK Visas and Immigration whose role is to make decisions about who has the right to visit or stay in the country. The texts available in the above mentioned websites will be collected in two comparable corpora, that is to say two collections of texts having in common topic, text types and communicative function. These corpora will be analysed by means of a piece of software for linguistic analysis with the aim of identifying the most frequent words and their patterns of usage in each language and a set of translation equivalents across the two languages. The approach and the tools used in the analyses will prove to be valid in the training of linguistic mediators with important implications on the mediators' level of specialisation, fluency and pragmatic accuracy.

European political themes in the 21 st century are dominated by concerns about the nature of national identity, the role of Islam in democratic society, and the impact of immigrants and their descendants on the perceived cultural homogeneity among the majority of EU countries. The immigration policy in France is known for having an assimilationist model of integration, in which immigrants are asked to become fully integrated into the French society, that is, to give up their own culture and language in exchange for the French language and culture. What is unique to the French case is that culture is prescribed through linguistic competence. In this article, I propose to examine ethno-linguistically the process of language shift and/or maintenance and its relationship to integration and identity among Turkish women in Alsace, France based on the following research questions. What is the correlation between integration and the linguistic varieties spoken by Turkish immigrants in French society?

Neste trabalho propomos uma breve revisão bibliográfica de conceitos e tipos de contato de línguas (CL), a partir de estudos clássicos e de estudos que discutem fenômenos do contato pelos efeitos que o mesmo provoca. Delimitamos a discussão ao contexto de imigração no Brasil e selecionamos três situações de CL para exemplificar (imigração germânica, italiana e japonesa). Ilustramos, dentro de uma perspectiva teórica e metodológica, os fenômenos da manutenção/revitalização linguística, language shift e code-switching, com pesquisas realizadas no LABPEC-UFF e no Programa de Estudos de Linguagem da Universidade Federal Fluminense. Palavras-chave: Línguas em/de contato; línguas de imigração; revitalização linguística; language shift; code- switching

Els processos de normalització lingüística actualment en marxa en la península Ibèrica constitueixen importants expe riències sociolingüístiques d'enorme interès científic tant des de l'angle aplicat com des del teòric. Mentre els organismes conductors dels processos necessiten fonaments teòrics clars i precisos per tal d'orientar les seves intervencions, la sociolin güística com a disciplina científica demana una constant anàli si i reflexió sobre les diferents situacions existents a fi d' avan çar en el coneixement profund i generalitzat d'aquesta àrea de la realitat. Teoria i pràctica es mostren en aquest cas, com en molts d'altres, estretament interrelacionades i mútuament necessitades. La situació sociolingüística actual a Catalunya ofereix mul titud de potencials aportacions teòriques i pràctiques. Dins d'aquesta interes. sant gamma hem seleccionat el problema de la modificació planificada dels comportaments lingüístics in terpersonals del conjunt ètnica-lingüístic autòcton en les seves relacions habituals amb els nombrosos individus d'origen no català residents actualment a Catalunya. Es tracta d'una qües-* Comunicació presentada al Simposium on Code-Switching de l'Eurò pean Scienc"_Foundation (Barcelona, 21-23 de març de 1991). És una reela boració de l'article «Sobre el 'bilingüisme passiu'» publicat a _Revista de Cata lunya, 31 (juny 1989). ' ' etc.-, pero menys en canvi en el de les comun icacion s orals interp ersona ls un-a,u n. Ell centre de la proble màtica .se situa, Poblati6 i co,,,-porta1'1t11r li ng iif11ic 1) especialment, en les rclncíons que cis autòctons cie llengua pri mera catalana sostenen amb aquells individus de llengua primera castellana -maj oriràriament procedents dels movi � ents migratoris d'altres zones d'Espanya-que ?º t � sen � 1abJ1ual ment la llengua catalana en les seves comumcac1om intergru• pals. Tal com ha anar evolucíonant la situació, sembl ? ser que, en aquests casos, l'ús del c11stellll per part d'a � bdó � 1 ? ter } ocu• tors és encara cl comJ>Ortnment més freqüent I ma¡ot1tar1 : Fora d'ttna minoria conscienciada sociolingüfsticament I m1• litant de la llengua que probablement manté a Catalunya l'ús exclusiu del català en cotes o quasi tores les situacions i da• vant de qualsevol interlocutor, el comJ>Ortament més habitual, doncs de la població autòctona en el conjunt dels seus àmbits social; sembla ser encara el de parlar en castellà, en general, 1 qualsevol persona que sigui �rccb11da i comiderad� com a no-parlant del caralà (Boix, 1989 i 1990; Tuson, 1985 1 1990) . Aquesta norma inclou rant aqueUs individus desconeguts que són interpel•lats en català i responen en casrellà � om aqu � lls altres ja coneguis que, capaços ara de parlar el coch dels aut 0<; • tons no l'usaven en els encontres inicials en què es va establir una �ació que després es convertiria en freqüent . Ai,ú, po dem ja trobar avui a Caralunya nombrosos individus de ll : n• gua primera castellana que, d'acord amb la seva evolucJÓ lin• gülstica en el moment de l'encontre, són adreçats per alguns catalans en català i per altres en castellà, segons, probableme � t, la llengua en què ells, els al•lòcrons, van respondr ': als autoc• tons en les interaccions inicials en què es va esrablJr la norma d'ús que se seguiria entre cis dos individus. Aqu � sta nor• ma d'ús lingiiísric intergrupal inclou també -especialment a Barcelona ¡ la seva àrea metropolitana-aquells casos de pa• pers socials o professionals pel' ceburs com a ocupats general ment per individus que 110 parlen en . català, com a � •a cambrers, taxistes, policies, fiJJs de pares lm1111grnts categont � ats com a no,catalanoparlants, fins i tot desconeguts amb q � 1 � t trobes al carrer, etc., als quals la població autòctona tendeix Ja a adre-

En el moment històric actual (1984), amb un cert grau d'autogovern dins d'un sistema democràtic i amb uns objectius definits com de (re)construcció nacional, Catalunya ha de fer front a un fenomen que, si bé no desconegut en el seu passat, ha adquirit per les seves extraordinàries proporcions una importància decisiva en tots els ordres de la vida del país: la immigració procedent, en la seva gran majoria, de terres castellanoparlants de la resta d'Espanya. La promulgació de la Llei de Normalització Lingüística a Catalunya (D.O.G. n. 322, del 22-4-1983) marca les línies fonamentals de la política lingüística que hom seguirà durant els pròxims anys i incideix, doncs, de ple en un dels aspectes considerats generalment més importants en relació als immigrants a Catalunya: la seva assimilació lingüística. En aquest treball examinarem la dinàmica general dels processos assimiladors i les previsions que en aquest sentit conté l'esmentada Llei del Parlament de Catalunya.

A study of the process of bilingualization of speech-area second-generation immigrants in Catalonia (Spain), is described and summarized. The study looks at the interrelationships between (1) linguistic context, all sources of messages in natural speech; (2) linguistic behavior, the real communicative use the individual makes of his expressive faculties in the language; and (3) linguistic competence, the combination of knowledge and capacity allowing the individual to understand and utter messages in the language. These variables are examined as they relate to the acquisition of Catalan by Castilian-speaking immigrants' children. The report begins with a general geographic and demographic background and a description of the study's design. The second chapter presents information on the demography and the three linguistic variables examined in the town under study. The third and fourth chapters present analyses of the relationships between the three variables. The fifth chapter outlines the study's conclusions and observations. A bibliography, the data-collection instruments, notes on oral and written responses to the tests used, and extensive statistical tables are appended.

GÓMEZ LAGUNA, I & E. LEONTARIDI (2020), “Bilingüismo de la población de origen inmigrante no hispanohablante en España: importancia, potenciación y escolarización”. Dirāsāt Hispānicas, 6: 89-105. (ISSN-e: 2286-5977). Túnez: ISCHT (Université de Tunis El Manar). <https://cutt.ly/8hm6Lk0>

Resumo: Desde meados do século XIX, as línguas de imigração passaram a fazer parte de muitas sociedades no Brasil. Apesar de pressões nacionalistas, a transmissão linguística intergeracional conseguiu dar sobrevida a algumas dessas línguas, sobretudo pelo seu apelo emocional nos ambientes mais íntimos. Com base nos estudos sobre a relação entre língua e emoção (AVERILL, 1982; HARKINS; WIERZBICKA, 2001; DEWAELE; PAVLENKO, 2002; DEWAELE, 2013; PAVLENKO, 2012), apresentamos um estudo de caso que exemplifica uma situação real de transmissão lexical motivada por emoção. Durante um empreendimento comum, o deslocamento de uma casa de madeira, um grupo de pessoas conversa entre si em uma variedade do Português Brasileiro (PB) influenciada por traços da língua vêneta. Quando algo de errado acontece, as emoções afloram e o protagonista da cena pragueja na língua de seus ancestrais, numa demonstração de que práticas linguísticas podem permanecer no seio de comunidades de descendentes de imigrantes, mesmo que a língua tenha sofrido o processo de language shift, e que tais práticas têm maior probabilidade de se manifestar se motivadas por momentos que evocam emoção.
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Since mid-nineteenth century, immigration languages have become part of many societies in Brazil. Despite nationalist pressures, intergenerational language transmission managed to help some of them to survive, especially by its emotional appeal in intimate environment. Supported on studies on the relationship between language and emotion (AVERILL, 1982; HARKINS; WIERZBICKA, 2001; DEWAELE; PAVLENKO, 2002; DEWAELE, 2013; PAVLENKO, 2012), we present a case study that illustrates a real situation of lexical transmission driven by emotion. During a common enterprise, the displacement of a wooden house, a group of people talk in a Brazilian Portuguese (PB) variety influenced by traits of the Venetian language. At some point, something goes wrong and emotions arise. The protagonist starts cursing in his ancestors’ language, demonstrating that linguistic practices can remain within communities of immigrant descendant, even if the language has undergone the process of language shift, and that such practices are more likely to be manifested if they are motivated by moments that evoke emotion.