Differences in Language Proficiency and Learning Strategies among Immigrant Women to Canada

Autor/inn/en	Adamuti-Trache, Maria; Anisef, Paul; Sweet, Robert
Titel	Differences in Language Proficiency and Learning Strategies among Immigrant Women to Canada
Quelle	In: Journal of Language, Identity, and Education, 17 (2018) 1, S.16-33 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2017.1390433
Schlagwörter	Language Proficiency; Learning Strategies; Immigrants; Longitudinal Studies; Females; Foreign Countries; English (Second Language); Second Language Learning; French; Social Environment; Surveys; Official Languages; Self Concept; Age Differences; Educational Attainment; Social Integration; Statistical Analysis; Canada + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Immigrant; Immigrantin; Immigranten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Weibliches Geschlecht; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Französisch; Soziales Umfeld; Survey; Umfrage; Befragung; Office language; Amtssprache; Selbstkonzept; Age; Difference; Age difference; Altersunterschied; Bildungsabschluss; Bildungsgut; Soziale Integration; Statistische Analyse; Kanada
Abstract	Immigrant women to Canada face unique challenges in gaining mastery of English or French, the country's two official languages. The study focuses on differences "among women" with respect to pre-migration and post-migration characteristics that position them differently with respect to language learning in the social contexts where they assert their immigrant identity. This study examines issues in language acquisition among adult immigrant women and their strategies to improve language skills within four years of arrival, using nationally representative data from the Longitudinal Survey of Immigrants to Canada (LSIC). The study shows that older women, less educated women, and some immigration class groups (i.e., spouse/dependents, family class, refugees) have lower language proficiency at arrival and less chances to improve. Since immigrant women represent a heterogeneous group in terms of pre-migration language skills and access to language learning, adequate language learning support is required to facilitate their effective integration in the Canadian society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01