A growing body of literature suggests that language proficiency in the main language of the destination country is one of the most significant factors in the integration of immigrants. This study examines the overall differences in U.S. and Canadian settlement policy, using the provision of language courses as a specific example of the ways in which adult immigrants are integrated into the host society. Eleven Haitian women in both countries were interviewed to compare the way in which participants accessed key settlement information and services. The findings reveal that Canadian-based participants were much more likely to cite professional institutions ("formal facilitators") for referrals, whereas U.S.-based participants were more likely to learn from "informal facilitators." The findings also highlight differences in access and completion rates of language classes. Implications for how national settlement policy affects individual immigrants and their language acquisition are analyzed in the discussion.
This chapter focuses on the creation and implementation of lesson modules related to developing language skills in the middle school science classroom. These modules, which focus on academic language development for students who are English learners or speakers of non-standard dialects, are part of the curriculum in a Master of Arts in Teaching (MAT) program for middle school science educators at a large urban U.S. university. Drawing on the literature surrounding the academic language of science and language development, the content of these modules is appropriate for teacher educators and science teachers at all levels. The module content was designed around three components, linguistic understandings, critical language awareness, and pedagogical modeling, and exemplifies the Standards of Professional Development Excellence established by the Center for Applied Linguistics. This chapter describes the module creation, observations from the module delivery, and program participant responses to the materials and content.
A growing body of literature suggests that language proficiency in the main language of the destination country is one of the most significant factors in the integration of immigrants. This study examines the overall differences in U.S. and Canadian settlement policy, using the provision of language courses as an example of the ways in which adult immigrants are integrated into the host society. Eleven Haitian women in both countries were interviewed to compare the way in which participants accessed key settlement information and resources as well as their language acquisition. The findings reveal that Canadian-based participants were much more likely to cite professional institutions ("formal facilitators") for referrals, whereas American-based particpants were more likely to learn from "informal facilitators." The findings also highlight differences in access and completion rates of language classes. Implications for how national settlement policy affects individual immigrants and their language acquisition are analyzed in the discussion.
A growing body of literature suggests that language proficiency in the main language of the destination country is one of the most significant factors in the integration of immigrants. This study examines the overall differences in U.S. and Canadian settlement policy, using the provision of language courses as an example of the ways in which adult immigrants are integrated into the host society. Eleven Haitian women in both countries were interviewed to compare the way in which participants accessed key settlement information and resources as well as their language acquisition. The findings reveal that Canadian-based participants were much more likely to cite professional institutions ("formal facilitators") for referrals, whereas American-based particpants were more likely to learn from "informal facilitators." The findings also highlight differences in access and completion rates of language classes. Implications for how national settlement policy affects individual immigrants and their language acquisition are analyzed in the discussion.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.