An additive process in which a culturally, ethnically, or linguistically diverse person selects essential features of the heritage culture and language to maintain while also adding critical aspects of the new culture and language, making the individual capable of participating in both cultures and languages successfully. When children are involved, the parent generally chooses what should be maintained from the heritage culture and language.
Published in Chapter:
Facilitating Linguistic and Academic Success for Newcomer English Language Learners: Essential Knowledge for Educators of Refugees
Melinda Trice Cowart (Texas Woman's University, USA)
Copyright: © 2019
|Pages: 17
DOI: 10.4018/978-1-5225-9348-5.ch011
Abstract
The landscape of peoples in need has changed dramatically and appears to grow more complex. For today, leaders and citizens in the United States must decide how best to address the needs and aggregate issues related to the very large numbers of refugees from the Democratic Republic of the Congo, Burma, Iraq, Bhutan, Somalia, Syria, and numerous other nations fleeing persecution owing to their political or religious beliefs. Complicating the challenges encountered by newcomer English language learners (ELLs) and their teachers is the wave of xenophobia that has once again had a global impact. Gleaning lessons learned from previous United States refugee resettlement programs about the societal adjustment and educational achievement experienced by refugees from Southeast Asia, from the Cuban Haitian program, from the resettlement of the Karen and Chin Burmese, and others will empower teachers to facilitate greater academic achievement among newcomer ELLs.