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In the United States and in various nations throughout the world,
immigrants seeking temporary or permanent residence are increasing
in numbers. This comparative study surveys the educational policies
and practices in response to language diversity in a dozen nations,
and draws from them lessons for a more effective "whole-school"
approach.
Policies and practices are discussed in the context of political
debate within the minority communities and in the wider society of
each nation; the competing claims of integration and of language
and cultural maintenance are taking widely differing forms in the
nations studied and among the various minority communities.
Perspectives from sociology, cultural anthropology,
sociolinguistics, political science, and research on school
effectiveness are brought to bear. Some of the groups included are:
Turks, Moroccans and Algerians, refugees from the former
Yugoslavia, various nationalities of Spanish speakers, Greeks,
Italians, Haitians, Surinamese and Jamaicans, Indians, Pakistanis,
Bangladeshis and Sri Lankans, Vietnamese and Cambodians. Nations
emphasized are those of Western Europe, the United Kingdom, and the
United States. The concern is with children who are marked both by
the linguistic and cultural differences between their homes and
schools, and by the low status of their parents and their ethnic
identities in the host society.
Chapters explore principal controversies; the current status of
immigration to the OECD nations; indigenous language minority
groups; the complex relationships immigrants develop with host
societies, homelands, and ethnic communities; maintenance or
abandonment of native language; programs, classroom practices, and
policy implications.
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