The effects of integration and generation of immigrants on language and numeracy achievement

Driessen, G.; Merry, Michael S.

doi:10.1080/03055698.2010.539762

Cited by 24 publications

(26 citation statements)

References 21 publications

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“…In 2004, these courses were abolished, with the idea being that they contradicted the policy of integration of minority children (Extra and Yagmur 2006). This led to the notion that, if there is to be integration, it is the minorities' responsibility (Driessen and Merry 2011;Vasta 2007). Consequently, some teachers suggest parents speak the mainstream language in their daily lives (Stevens 2008).…”

Section: Dutch Policies On Minority Languagesmentioning

confidence: 99%

“…From the institutional point of view, there has been a shift away from a pluralistic approach to assimilation in the Netherlands (Driessen and Merry 2011;Vasta 2007). Initially, immigrant languages were taught in schools to improve home language skills and support Dutch.…”

Section: Dutch Policies On Minority Languagesmentioning

confidence: 99%

“…Most research has concentrated on the Dutch language skills of Turkish children compared to their native Dutch speaking peers. While a limited amount of research has focused on bilingual skills (Aarts and Verhoeven 1999;Driessen and Merry 2011;Leseman 2000) very few studies have investigated first language skills (Aarssen 1996;Akoglu and Yagmur 2016;Bezcioglu-Goktolga 2016;Schaufeli 1992), home language environment (i.e. Scheele, Leseman, and Mayo 2010), or language maintenance, shift, and code-switching (i.e.…”

Section: Introductionmentioning

confidence: 99%

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Home language policy of second-generation Turkish families in the Netherlands

Bezcioğlu-Göktolga

Yağmur

2017

Journal of Multilingual and Multicultural Development

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This study investigated the family language policy of second-generation Turkish immigrant families in the Netherlands by exploring their language ideologies, practices, and management strategies. Using an ethnographic approach, data were collected through a set of observations and interviews with 20 families. Transcriptions of interviews and memos of observations were coded to derive the major strategies employed by parents regarding home language use. The findings show that, although Turkish maintenance is a very important part of the linguistic ideologies of the families studied, there is great diversity and complexity in their language practices and management strategies. All of the families focus their language planning activities around the educational achievement of their children. Therefore, the recommendations of educational institutions are very important in their language practices. ARTICLE HISTORY

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Section: Dutch Policies On Minority Languagesmentioning

confidence: 99%

Section: Dutch Policies On Minority Languagesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Home language policy of second-generation Turkish families in the Netherlands

Bezcioğlu-Göktolga

Yağmur

2017

Journal of Multilingual and Multicultural Development

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“…Teachers believe that the more the children are exposed to Dutch, the better it is for acquisition of Dutch (Leseman 2000). Parents are strongly advised not to speak in any other language than Dutch in their homes (Driessen and Merry 2011;Rijkschroeff et al 2005). Speaking in a language different from Dutch is seen as an obstacle before the learning of Dutch.…”

Section: Introductionmentioning

confidence: 99%

First-language skills of bilingual Turkish immigrant children growing up in a Dutch submersion context

Akoğlu

Yağmur

2016

International Journal of Bilingual Education and Bilingualism

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The interdependence between the first and second language of bilingual immigrant children has not received sufficient attention in research. Most studies concentrate on mainstream language skills of immigrant pupils. In some studies, the gaps in the language development of immigrant children are documented by comparing mainstream pupils with immigrant children. The competence in the first language receives very little attention. In order to show the role of first language competence in second-language acquisition and lower school achievement, we present the findings of our empirical study by comparing bilingual Turkish immigrant children (n = 30, mean age = 67.27 months) in the Netherlands and monolingual Turkish speakers (n = 30, mean age = 66.97 months) in Turkey. The evidence presented in this paper shows that compared to monolingual Turkish speakers, Turkish immigrant children lag behind in their first language cognitive concepts, lexical, syntactic, and textual skills. Mothers' education level turns out to be an important factor in explaining the performance differences of immigrant children. This would have an effect on their concept and cognitive development as well as on their second-language acquisition.ARTICLE HISTORY

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“…Daarnaast heeft men ook meer mogelijkheden tot zijn beschikking dan wanneer deze kennis en vaardigheden ontbreken. Voor diegene die niet gezegend is met ouders met een uitgebreide Nederlandse woordenschat, kan het van cruciaal belang zijn om met andere kinderen om te gaan die wel een goede beheersing hebben van de Nederlandse taal (Driessen & Merry, 2011). Door dergelijke contacten krijgen leerlingen een grotere kans op interessant en uitdagend schoolwerk.…”

Section: Samenvattingunclassified