Suchergebnisse

Poor childhood health contributes to lower socioeconomic status in adulthood. Subsequently, low socioeconomic status among parents contributes to poor childhood health outcomes in the next generation. This cycle can be particularly pernicious for vulnerable and low-income minority populations, including many children of immigrants. And because of the rapid growth in the numbers of immigrant children, this cycle also has implications for the nation as a whole. By promoting the physical well-being and emotional health of children of immigrants, health professionals and policy makers can ultimately improve the long-term economic prospects of the next generation. Despite their poorer socioeconomic circumstances and the stress associated with migration and acculturation, foreign-born children who immigrate to the United States typically have lower mortality and morbidity risks than U.S. children born to immigrant parents. Over time, however, and across generations, the health advantage of immigrant children fades. For example, researchers have found that the share of adolescents who are overweight or obese, a key indicator of physical health, is lowest for foreign-born youth, but these shares grow larger for each generation and increase rapidly as youth transition into adulthood. Access to health care substantially influences the physical and emotional health status of immigrant children. Less likely to have health insurance and regular access to medical care services than nonimmigrants, immigrant parents delay or forgo needed care for their children. When children finally receive care, it is often in the emergency room after an urgent condition has developed.
To better promote the health of children of immigrants, health researchers and reformers must improve their understanding of the unique experiences of immigrant children; increase access to medical care and the capacity of providers to work with multilingual and multicultural populations; and continue to improve the availability and affordability of health insurance for all Americans.

"Bilingual education programs are a much debated way of integrating immigrant children into the host country's school system. One of the main arguments in favor of bilingual education is its assumed positive effect on the acquisition of the second language and on academic achievement in general. However, the actual scientific evidence on this question is not quite as clear. Evaluation studies in Europe - especially in Germany - are still rare, although some European countries have a long tradition in mother tongue teaching. In contrast, there are numerous studies on North American experiences. However, it is controversial which of them have a methodologically sound basis and what conclusions should be drawn. Questions: What is the effect of bilingual education programs, i.e. the teaching of and through the mother tongue, on L2 acquisition and on the academic achievement of immigrant children? And how large is this effect controlled by and in comparison to other influences, like migration biography, social characteristics of the family, of the social environment and school structures? What forms of bilingual programs and what kinds of evaluation studies have been carried out that address this issue? Which are the ideal and/or minimum methodological standards of evaluation studies, what are common problems and possible solutions? Which groups of students are compared for which reasons? Which differentiations among groups of students and types of programs have to be made when judging the possible effect of such programs? How is 'achievement' measured and what is the reasoning behind the respective operationalization? Which instruments are suitable for measuring academic achievement?" (excerpt). Contents: Robert E. Slavin, Alan Cheung: A synthesis of research on language of reading instruction for English language learners (5-42); Christine H. Rossell, Julia Kuder: Meta-murky: a rebuttal to recent meta-analyses of bilingual education (43-76); Geert Driessen: From cure to curse: the rise and fall of bilingual education programs in the Netherlands (77-107); Monica Axelsson: Mother tongue teaching and programs for bilingual children in Sweden (108-122); Hans H. Reich: Bilingual development in primary school age (123-132); Ingrid Gogolin: Bilingual education - the German experience and debate (133-145).

Aim. This research paper discusses the educational process of immigrant children in Lithuania with the intention to determine the integration trajectory most likely to be chosen by the immigrant students. Methods. The research methods include legal analysis of Lithuanian legislations related to immigration, immigrant integration and education, meta-analysis of previous research on immigrant integration into Lithuanian society as well as semi-structured interviews with experts of the Ž eld. Results. Having completed the research, the following conclusion has been drawn: immigrant children's education in Lithuania does not tend to create conditions for successful integration and it inß uences immigrant students' choice of integration paths that may inspire inner or outer conß ict. This is due to the lack of integration policy and strategy at the state level as well as the tendency to create cultural hierarchy within the Lithuanian culture considered as above others. Practical application. The results of the research can be used to improve the conditions of immigrant children's education in Lithuanian schools on the national level as well as by schools willing to foster the integration of immigrant students; the results can also be considered in the process of establishing integration policy on the state level.

Aim. This research paper discusses the educational process of immigrant children in Lithuania with the intention to determine the integration trajectory most likely to be chosen by the immigrant students. Methods. The research methods include legal analysis of Lithuanian legislations related to immigration, immigrant integration and education, meta-analysis of previous research on immigrant integration into Lithuanian society as well as semi-structured interviews with experts of the Ž eld. Results. Having completed the research, the following conclusion has been drawn: immigrant children's education in Lithuania does not tend to create conditions for successful integration and it inß uences immigrant students' choice of integration paths that may inspire inner or outer conß ict. This is due to the lack of integration policy and strategy at the state level as well as the tendency to create cultural hierarchy within the Lithuanian culture considered as above others. Practical application. The results of the research can be used to improve the conditions of immigrant children's education in Lithuanian schools on the national level as well as by schools willing to foster the integration of immigrant students; the results can also be considered in the process of establishing integration policy on the state level.

Aim. This research paper discusses the educational process of immigrant children in Lithuania with the intention to determine the integration trajectory most likely to be chosen by the immigrant students. Methods. The research methods include legal analysis of Lithuanian legislations related to immigration, immigrant integration and education, meta-analysis of previous research on immigrant integration into Lithuanian society as well as semi-structured interviews with experts of the Ž eld. Results. Having completed the research, the following conclusion has been drawn: immigrant children's education in Lithuania does not tend to create conditions for successful integration and it inß uences immigrant students' choice of integration paths that may inspire inner or outer conß ict. This is due to the lack of integration policy and strategy at the state level as well as the tendency to create cultural hierarchy within the Lithuanian culture considered as above others. Practical application. The results of the research can be used to improve the conditions of immigrant children's education in Lithuanian schools on the national level as well as by schools willing to foster the integration of immigrant students; the results can also be considered in the process of establishing integration policy on the state level.