Well-Educated, Middle-Class Chinese Immigrants in Canada

Autor/in	Zhang, Fan
Titel	Well-Educated, Middle-Class Chinese Immigrants in Canada
Quelle	In: Language and Intercultural Communication, 22 (2022) 1, S.7-20 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Fan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8477
DOI	10.1080/14708477.2021.1964517
Schlagwörter	Immigrants; Educational Attainment; Asians; Language Fluency; Skilled Workers; Correlation; Self Concept; Professional Identity; Work Environment; Oral Language; Language Proficiency; English (Second Language); Foreign Countries; Adjustment (to Environment); Second Language Learning; Second Language Instruction; Language Usage; Disadvantaged; Difficulty Level; Middle Class; Cultural Capital; China; Canada + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Bildungsabschluss; Bildungsgut; Asian; Asiat; Asiatin; Asiaten; Asiate; Language skill; Language skills; Sprachkompetenz; Facharbeiter; Korrelation; Selbstkonzept; Arbeitsmilieu; Oral interpretation; Mündlicher Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachgebrauch; Schwierigkeitsgrad; Mittelschicht; Kanada
Abstract	This paper investigates the language fluency problems of skilled immigrants from mainland China to Canada. It capitalises on interview data to explore the relationships between Chinese immigrants' identities, second language practices, and language skills. It reports the informants' difficulty in integrating into their workplaces and their unwillingness to make considerable investments in learning English. Drawing on Bourdieu's (1984) theory of practice and linking it with the issue of identity, this paper explains how the habitus of the informants interact with their milieux, how a marginalised identity emerges, and how this identity negatively impacts on their oral proficiency in English. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01