A Critical Review of the Canadian Empirical Literature: Documenting Generation 1.5's K-16 Trajectories

Autor/in	Garnett, Bruce
Titel	A Critical Review of the Canadian Empirical Literature: Documenting Generation 1.5's K-16 Trajectories
Quelle	In: TESL Canada Journal, 29 (2012), S.1-24 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	Foreign Countries; Immigrants; Educational Research; Outcomes of Education; Elementary Secondary Education; Higher Education; Literature Reviews; Ethnic Groups; English (Second Language); Language Proficiency; Socioeconomic Status; Educationally Disadvantaged; Teacher Education; Canada + Suchen Sie Ihr Suchwort? Ausland; Immigrant; Immigrantin; Immigranten; Bildungsforschung; Pädagogische Forschung; Lernleistung; Schulerfolg; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ethnie; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Socio-economic status; Sozioökonomischer Status; Lehrerausbildung; Lehrerbildung; Kanada
Abstract	Little empirical research has ever systematically documented the academic trajectories of Generation 1.5 in Canadian schools. Indeed, this label has not even been used to define the population of interest in the studies reviewed here. Nonetheless, some earlier work, along with more current studies made possible by recent availability of data, has created a small blossoming of relevant literature that might now be critically synthesized. Therefore, this report synthesizes 17 available largescale Canadian empirical studies that examine the outcomes and trajectories of immigrant youth in Canadian K-12 schools and university. Despite differences in variables across the studies, this article finds that school outcomes vary predictably among ethnocultural groups and by English-language proficiency. It also finds that the role of socioeconomic status in explaining these differences is not yet clear. It appears that some immigrant groups are underserved and that teachers may be underprepared for classrooms of linguistic and ethnocultural diversity. Policy implications and further research directions are discussed. (Contains 1 table.) (As Provided).
Anmerkungen	TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: http://www.tesl.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10