Supporting Multilingualism in Immigrant Children: An Integrative Approach

IF 3.4 Q1 EDUCATION & EDUCATIONAL RESEARCH Policy Insights from the Behavioral and Brain Sciences Pub Date : 2023-12-21 DOI:10.1177/23727322231220633
Adriana Weisleder, Alejandra Reinoso, Murielle Standley, Krystal Alvarez-Hernandez, Anele Villanueva
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Abstract

Immigrant children are a growing and demographically important segment of the world's population. One key aspect of immigrant children's experience is navigating multiple languages, creating both opportunities, and challenges. However, the literature on bilingualism rarely centers the experiences of immigrant children. Focusing on immigrant children in the United States, this article brings together cognitive science research on bilingualism with the integrative risk and resilience model of adaptation in immigrant-origin children to elucidate how common contexts that immigrant children encounter can support or discourage multilingualism. Policy must consider immigrant children's intersecting identities—both as immigrants and as learners of minoritized, and often racialized, languages. A proposed framework can guide policies to support multilingualism in immigrant children, with downstream consequences for their health and development.
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支持移民儿童使用多种语言:综合方法
移民儿童是世界人口中日益增长的重要组成部分。移民儿童经历的一个重要方面是学习多种语言,这既带来了机遇,也带来了挑战。然而,有关双语的文献很少以移民儿童的经历为中心。本文以美国移民儿童为研究对象,将双语认知科学研究与移民儿童适应性的风险和复原力综合模型相结合,阐明移民儿童遇到的常见环境如何支持或阻碍他们使用多种语言。政策必须考虑移民儿童的多重身份--既是移民,又是少数民族语言的学习者,而且往往是种族化语言的学习者。建议的框架可以指导政策支持移民儿童使用多种语言,并对他们的健康和发展产生下游影响。
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来源期刊
Policy Insights from the Behavioral and Brain Sciences
Policy Insights from the Behavioral and Brain Sciences Social Sciences-Public Administration
CiteScore
5.30
自引率
0.00%
发文量
24
期刊最新文献
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