Who's in and Who's out? Language and the Integration of New Immigrant Youth in Quebec

Autor/in	Allen, Dawn
Titel	Who's in and Who's out? Language and the Integration of New Immigrant Youth in Quebec
Quelle	In: International Journal of Inclusive Education, 10 (2006) 2-3, S.251-263 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
Schlagwörter	Stellungnahme; Acculturation; Foreign Countries; Educational Policy; Immigrants; Social Integration; Student Adjustment; French; Phenomenology; Secondary School Students; Program Descriptions; Second Language Learning; Second Language Instruction; Canada (Montreal) + Suchen Sie Ihr Suchwort? Akkulturation; Ausland; Politics of education; Bildungspolitik; Immigrant; Immigrantin; Immigranten; Soziale Integration; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Französisch; Phenomenological psychology; Phänomenologie; Psychologie; Sekundarschüler; Zweitsprachenerwerb; Fremdsprachenunterricht
Abstract	Integration is a process which works in two directions. It requires immigrant students to adapt and adhere to common values ... but it also requires an openness to diversity in the social and scholastic milieu of the host society. As a host language teacher and researcher, the author has long struggled with the definition of "integration". While the author accepts that the induction of new immigrants into the host society might require change "in two directions", she has always found that the changes demanded of the newcomers far outweigh those demanded of the host society. Furthermore, integration, as it is defined, leaves much to interpretation. In this article, the author briefly explains the view of integration as identity construction. She then describes the educational policy documents and resulting school programmes and practices which have as their focus the integration of new immigrant youth into Quebec's francophone (French-language) schools. Next, drawing on a phenomenological study conducted in a Montreal secondary school, the article describes the responses of a group of new immigrant youth to the school's language-based integration programme. The author argues in the concluding section for a more inclusive approach to educational integration in light of these students' experiences. (Contains 11 notes.) (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10