The Language Learning Achievement and School Life of Southeastern Asian Female Immigrantsâ€™ Children in Taiwan
Keywords:Immigrantsâ€™ children, Language learning achievement, School life, Growth mixture model
AbstractImmigrantsâ€™ children are disadvantaged due to language, cultural and social interactional conflicts between home and school. Immigrant parents who speak a foreign language often have less cultural capital to share with their children, weaker relationships with their children's teachers and less understanding of school norms. Immigrantsâ€™ children were weaker in understanding of teachers' and classmates' expectations, which can limit their learning opportunities and yield less learning, compared to native children. This study would focus on 872 elementary school students, and it included 275 male elementary school students and 271 female elementary school students. Growth mixture model was applied with 3-year data in this study. With the result of the study, the elementary school students could be divided to 3groups: low-level language learning achievement group, middle-level language learning achievement group, and high-level language learning achievement group. Group 1 students were weak in language learning, but the quality of peer relationship and environmental perception were growth. The language learning achievement of Group 2 students were better than Group 1 students, but weak than Group 3 students. Their quality of teacher-student relationship was decrease. Group 3 students did a good job in language learning, but the quality of teacher-student relationship, peer relationship, and environmental perception were decrease. For immigrantsâ€™ children, most of them were Group 2 students. For residentsâ€™ children, most of them were Group 3 students.
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