The Effects Of ImmigrantsAgquisition Of English As A Second Language

A questionnaire was given to a group of Hispanics born outside of the United States that contained four sections: background, simple skills like signing your name, literacy stimulation skills like reading, and finally oral. (Ortiz,P.152) When it came to the results, Hispanics born in the United States had a little higher level of literacy of 284.0 as compared to foreign-born Hispanics who had a 240.4. But when it came to English proficiency, native-born Hispanics and Foreign-born Hispanics were neck and neck at 3.6 on a scale from 1 to 5.(Ortiz,

The growth of English language has increased tremendously over the years and has become the most widely spoken languages in the United States. This observation aims to explore why when moving to the United States, many non-English speakers feel the social pressure to learn English and what difficulties they encounter. After my observation, I found that many feel the need to learn English in order to assimilate into a community, and though straddling two languages is difficult, it opens more opportunities, and language privilege.

As society begins to change so do other aspects that are within that particular society. Within the articles “Why Good English is Good for You” by John Simon, “Do You Speak American” by Robert MacNeil, and “Lost in America” by Douglas McGrey, each author gives their own insight as to how social changes have impacted the language within America, as well as the implications of those changes. While they each argue different views on how those implications have benefitted or hindered the language, they all agree on the fact that the language is ever-changing.

. . . there will probably always be immigrants in the U.S., coming from a wide variety of countries, who cannot speak English but whose grandchildren and great-grandchildren will end up being native English speakers. The reason for this is, again, the fact that it is much easier for children to learn another language than it is for adults. Adults who immigrate to the U.S., especially later in life, may never really become fluent in English. It's not that they don't want to speak English; it's simply much more difficult for them to learn it well. Their children, however, will be able to pick up English easily from their friends and the society around them. These second-generation immigrants, the children of the adult immigrants, are likely to be bilingual, speaking their parents' language at home and English at school and in the English-speaking community. When they grow up and have children of their own, those children - the third generation - will most likely speak only English, both at home with their bilingual parents and in the English-speaking community. This three-generation pattern has been repeating itself for many years, through wave after wave of immigrants. . . . (Par. 9)

This situation is relative to real life instances of immigration, as those moving to America with the hopes of improving their own lives and the lives of their family members are, in some cases, unfamiliar with the English language. Therefore, they must somehow learn the ways of the new people surrounding them in order to be accepted in this environment and also be able to communicate with others so they can attempt to obtain jobs to support themselves and family. Understanding the same language clearly plays an important role in assimilating to new surroundings.

UC Linguistic Minority Research Institute. Retrieved October 3, 2017, from http://www.mikemcmahon.info/ell.pdf Gandara, P., & Rumberger, R. (2009). Immigration, language, and education: How does language policy structure opportunity? Teachers College Record, 111, 750-758.

That said, research has shown that many monolingual immigrants learn English best through “structured English immersion” (United States Department of Education 4). While immigrant children benefit from the English-saturated environment of public schools, there is apt to be less uniformity in English exposure for adult immigrants. This paper will look at English exposure for adult Mexican immigrants through a sociological lens and make a proposition as to how one might conduct research to investigate the issue at hand. The hypothesis is that a Mexican immigrant in an area with a high immigrant density whose social network is characterized by high transitivity will tend to form connections with other monolingual people due to

Education is one of the best ways to help immigrants to assimilate to their new country; in way that the faster they can learn the ways of the new country, the faster they can become a part of it. An immigrant’s children, if they even have any, need to be able to speak and read in English in order to attend classes and learn the material, as well as making friends. According to the Robert Wood Foundation, most immigrants would say that their lacks of English related skills are a major barrier to improving their life or social standards. Most school systems have what they call ESL classes, English

When Immigrants came into America, they start to just speak in their Native Language, but after a few years they started to learn English. “Fully 85% say it is hard to get a good job or do well in this country without learning English; only 12% say it is easy. Some immigrants also see learning English as an ethical obligation. Nearly two in three (65%) say "the U.S. should expect all immigrants who do not speak English to learn it," versus 31% who say this should be left to each individual to decide.”

An astounding twenty-five percent of children in the United States are born of at least one foreign-born parent; eighty-eight percent of those children are second generation (Zong). Second generation immigrants typically acquire the language spoken in the receiving country (the L2 language) when old enough to leave the household for schooling. By contrast, first-generation immigrants who emigrate in adulthood often neglect to learn the L2 language, relying instead upon residential ethnic concentrations and the language-brokering of their children to get by. The lingual disparity between parent and child causes a cultural rift within the relationship, thereby stressing it.

Learning English has always opened doors for immigrants and their families, allowing them to enter the American mainstream. Once upon a time, immigrants were eager to learn English. Over the last two generations, though, that ideal has been distorted. English is not our official language now, and that means government has to provide services in dozens of languages to accommodate non-English-speaking people. As the government provides immigrants with bilingual education; government-funded interpreters in schools, police departments and hospitals; with dual-language drivers license exams, tax forms, voting ballots, and services, it has made it easy for them not to learn English. City services are all provided in Spanish, employees at most businesses

Language barriers can make getting a job very difficult for people who immigrate to the U.S. Immigrant children’s education experience can later influence their future career “The demands of standardized testing often force schools instead to emphasize rote learning in English, neglecting the incredible asset of children’s native languages and much of what researchers have discovered about how children learn second languages.” (Tamer 4). Standardized testing is a very important part of a student's academic career, but immigrant children have it much harder than native children. This is due to the fact that standardized testing is in English and a majority of immigrant

This article is about how immigrants have come to learn English because they feel it is necessary it is also about how the government has not recognized other languages such as Spanish as an n official second language here in us. It is also stating how the government says that teaching children another language costs the government a lot of money yet it isn't proving that students are understanding the language they are being taught. It also talks about how teaching students English and giving the rest of their academics in their native language can affect these students. I do agree with this because I believe that if you try teaching a student English and aren't having them be in an English speaking class then they won't really learn the

Immigrants from Panama and their notable advantage in English language comprehension dispels the idea that immigrants won’t learn to speak the U.S. national language. The ability to learn English greatly affects an immigrant’s civil and economic integration (Tienda and Mitchell 46). Like it was alluded to earlier, the inadequate development of English language skills in the U.S. can damage your ability to become a citizen. It can also affect your educational attainment once in the U.S., which will affect the career path and income of an individual. Of the foreign-born immigrants from Panama living in the U.S., 54% are bilingual and speak English very well and almost 19% speak only English. This compares to the average for all immigrants in

The dual language program can affect the minorities.It can, in turn, affect the immigration of people from other countries in future.When I look for higher studies I always prefer a country which doesn't force me to learn their first language.It is not because I don't respect their culture and language.I like to live in a country where they care about individual preferences