Abstract

There are both culturalist and structuralist approaches to the integration of the second-generation immigrants into mainstream society. These approaches focus on cultural, linguistic and socioeconomic assimilation. Successful societal membership is associated with psychosocial adaptation, hybrid identity, selective acculturation or biculturalism, which is an individual’s adjustment to new psychological and social conditions. Individual identity is related to the sense of belonging, integration and engagement in the current space. Self-identity is fluid and flexible; it comprises individual and collective identity, habitus or unconscious identity, agency and reflexivity, which is re-evaluated and adjusted throughout the life trajectory of a migrant and connected to citizenship and solidarity. This study investigated heritage language use, maintenance and transmission, as well as language and cultural identity and social inclusion of second-generation immigrants in Cyprus with various L1 backgrounds. The analysis of the data (e.g. questionnaires, interviews, focus group discussions, observations) showed that second-generation immigrants have a hybrid language and cultural identity, as well as multifarious perceptions regarding citizenship, inclusion and belonging. These immigrants try to assimilate to the target society, but at the same time they have a strong link with the community of residence, their L1 country and their heritage or home language. The participants also use mixed/multiple languages at home and elsewhere.

Highlights

  • Globalisation does not necessarily mean homogenisation: intercultural understanding and education should be promoted [1], with an “open and respectful” dialogue between/among interlocutors with different ethnic, cultural, religious and linguistic backgrounds and heritage on the basis of mutual understanding and respect” ([2], p. 10)

  • This study investigates heritage language use, maintenance and transmission, as well as language and cultural identity and social inclusion of second-generation immigrants in Cyprus with various L1 backgrounds

  • We addressed the needs of young adults and second-generation immigrants in Cyprus and their linguistic and cultural identities, knowledge, skills and competencies required for intercultural dialogue and mutual understanding for promotion of tolerance, empathy and inclusion in Cypriot society [7, 14]

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Summary

Introduction

Globalisation does not necessarily mean homogenisation: intercultural understanding and education should be promoted [1], with an “open and respectful” dialogue between/among interlocutors with different ethnic, cultural, religious and linguistic backgrounds and heritage on the basis of mutual understanding and respect” ([2], p. 10). Globalisation does not necessarily mean homogenisation: intercultural understanding and education should be promoted [1], with an “open and respectful” dialogue between/among interlocutors with different ethnic, cultural, religious and linguistic backgrounds and heritage on the basis of mutual understanding and respect” Multicultural backgrounds and identities are not restricted to ethnic, religious and linguistic traits. Culture includes “experience, interest, orientation to the world, values, dispositions, sensibilities, Heritage - New Paradigm social languages, and discourses” It is a challenge for educators to address cultural diversity [4]. The challenge is in understanding how young people make sense of Europe and its different cultures. The influences on young people are wide ranging, including formal education, family and cultural background and media. It is important to develop cultural literacy, intercultural dialogue and mutual understanding [7]

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