Language Of Country Research Articles

The pathways of unaccompanied foreign minors evaluated by the social workers: a case study in Italy

AbstractSocial workers, who are responsible for unaccompanied minors (UAM), have in-depth knowledge of those minors’ backgrounds and the reception pathways they follow. The social workers support key aspects of UAM integration such as learning the host country’s language, school integration and vocational training. Via 566 interviews collected through a survey carried out in collaboration with the Municipality of Milan, we asked social workers to provide an overall evaluation of the progress of each reception path, to test a synthetic indicator capable of effectively measuring UAM progress. We confirmed the reliability of this indicator, as the results correlated with outcomes used in the literature to assess UAM pathways, such as learning the host country's language, uninterrupted schooling and training, and deviant behaviour related to crime and drug abuse. We used ordinal logistic regression to identify the UAM characteristics associated with the overall operator’s evaluation. Our analysis showed that the duration of stay in Italy before and after the start of the reception process had an impact on the social workers’ evaluations, as did certain pre-arrival characteristics such as country of origin, years of study in the home country and underlying motivations for migrating. Finally, the psychological vulnerability of a significant number of UAM, often linked to traumatic experiences leading to migration or experienced during the journey, significantly penalises the success of reception pathways.

Language barriers and mental health problems of preschool children born very preterm in Germany.

We assessed whether behavioural and emotional problems of 5- to 6-year-old preschool children born very preterm (<32 weeks' gestation) are associated with an immigrant background and linguistic distance of their first language to the host country's official language, German. This is an observational longitudinal cohort study. Data are from the national multicentre German Neonatal Network cohort, including all very preterm births from 2009 onwards. A total of 3220 (n = 1570 female) children were followed up at preschool age; 629 (n = 324 female) of these had an immigrant background. Behavioural and emotional problems were assessed using the parent-reported Strengths and Difficulties Questionnaire (SDQ). Mixed-effects models showed that immigrant status alone was not associated with children's behavioural and emotional problems. However, a higher linguistic distance of the children's first language to German was associated with higher SDQ total problem scores (coefficient = 0.008, 95% confidence interval 0.002, 0.015), after adjusting for known confounders. Language barriers in the form of linguistic distance between the first language of children born very preterm and countries' official languages are associated with increased risk for behavioural and emotional problems. More research is needed on how language barriers affect long-term developmental outcomes of immigrant children born very preterm.

The relationship between ego identity status and acculturation strategies (comparative study)

The present study aims to investigate the acculturation strategies employed by Yemeni students in Turkey and China, and their relationship with Ego identity status and perceived cultural distance. The study involved 506 Yemeni students enrolled in Turkish and Chinese universities, with 290 participants studying in Turkey (57.3 %) and 216 studying in China (42.7 %). The age of the participants ranged from 18 to 42 years, with a standard deviation of 5.45 and a mean of 27.34 years. The results indicated that the strategies adopted by Yemeni students were similar in both countries. Ego-identity states were found to be predictors of acculturation strategies. Identity achievement was found to predict integration strategy, while foreclosure identity predicted separation strategy. Additionally, identity moratorium and identity diffusion predicted the marginalization strategy. Knowledge of the host country's language was a predictor of willingness to integrate into the host society. The immigrant's lack of knowledge of the host country's language led them to adopt a separation strategy. Cultural distance was also found to be highly predictive of the assimilation and separation strategy. Furthermore, the presence of family members with the immigrants led to the adoption of tendencies to preserve the native culture, while immigrants living without their families in the host country tended to adopt the assimilation strategy.

Autobiographical Reflection of an English as a Second Language Teacher

English is vital in Ghana because it functions as the country's official language and arguably as the nation's lingua franca. It is also the primary language used for instruction and assessment at all levels of education. In this paper, I reflect on my over ten years of experience teaching English in Ghana. I highlight the marginalization of teachers in discussions about curriculum issues. Further, I present my teaching philosophy regarding reading and writing. I also discussed and reflected on my teaching practices in relation to the selection of texts for my reading and writing class. While discussing my role as a teacher, I also emphasized the role of students in the reading and writing class. This paper highlights the need for teachers to adopt learner-centred teaching approaches.

Common Language Development in Multilingual Contexts: A Study of Russian Language Policy in the Early Years of the Soviet Union.

In the field of Russian linguistics, history, and jurisprudence, the Russian language is widely regarded as a political instrument and, to some extent, reflects the development and influence of contemporary language policy of the Russian language in the Soviet Union. This study aims to examine the process, characteristics, influencing psychological and sociological factors, and consequences of Russian language policy in the early Soviet Union (1917-1930s). Thematic analysis and discourse strategy analysis methods were employed to achieve this goal. The results indicate that a well-thought-out language policy necessitates the establishment of language legislation and a precise legal definition of the status and use of different languages. The absence of language legislation can be a major drawback of language policy. While the Soviet Constitution and other relevant political documents broadly define the status and use of Russian and other languages, there is no specific language legislation regulating the use of each language. Analysis of word frequency statistics demonstrates that the key concepts of Stalinist policy differed compared to the time of Lenin's rule, resulting in a lack of effective legal force and strong mechanisms for controlling language policy practices. As the functional advantages of the Russian language become increasingly evident, some ethnic minorities tend to lean towards studying and using it, leading to the emergence of many bilingual and even trilingual individuals. Other minorities with small or underdeveloped populations turn to the Russian language, which is the most widely spoken language. These findings contribute to the theoretical and practical knowledge base for research in the fields of linguistics, linguistic culturology, history, psycholinguistics, and political science. Subsequent research can focus on current aspects of the country's language policy.

The Multilingual Dynamics of Cameroon: Exploring the Influence of Mother Tongue

Cameroon, a central African country, is known for its linguistic diversity, with over 284 languages spoken within its borders. The mother tongue plays a crucial role in preserving cultural heritage and promoting identity, as it serves as a carrier of traditions, customs, and values. Speaking one's mother tongue allows for deeper connection to emotions and thoughts, leading to stronger self-expression. However, the country's official languages, English and French, can sometimes overshadow local languages, posing challenges. Despite these challenges, preserving the mother tongue is essential for national unity and promoting effective communication. Governments and educational institutions can support local languages by allocating resources, creating policies for inclusion, and encouraging language maintenance and revitalization efforts. This approach fosters unity and celebrates the unique linguistic fabric of Cameroon, allowing the country to continue to prosper and maintain cultural vibrancy.

English Teaching Methods in Chinese and Pakistani Educational Institutes: A Comparative Review

English, a language that symbolizes opportunities and advancement, has become an essential asset for both China and Pakistan as they strive to expedite their progress in the contemporary world. This article presents a comprehensive review of English language teaching approaches in China and Pakistan, emphasizing their substantial contributions to progress and prosperity in these regions. The primary objectives are to identify the pedagogical approaches, teacher training, challenges, and innovations in each country's English language education. It delves into the evolving landscape of English language instruction, emphasizing its influence on these nations and investigating their historical, linguistic, and cultural influences on English language education. China prioritizes the development of reading, writing, listening, and speaking skills to drive economic growth and international influence. Meanwhile, Pakistan seeks socio-economic mobility and sustainable prosperity, shaped by its colonial heritage and global connections. The integration of digital tools offers immersive experiences, enhancing language proficiency and communication skills. In conclusion, this comprehensive research examines English language teaching in China and Pakistan, stressing the significance of tackling common challenges and harnessing technology. These insights empower educators to create dynamic English learning environments that foster individual development and contribute to overall progress in both nations.

The Role of Linguistic and Cultural Mediation in Learning the Host Country’s Language

Abstract The need to reconsider the value of mediation in language teaching/learning has been highlighted due to such processes as globalization and migration in the contemporary world. The importance of a language learner's entire plurilingual repertoire has been emphasized in The Common European Framework of Reference (CEFR) Companion Volume (2020) and students’ linguistic and cultural backgrounds have been recognized as useful teaching resources to enhance language learning (Piccardo &amp; North, 2017). The application of translanguaging has become an innovative method applied in language teaching and is now seen as a tool for increasing learners’ commitment and self-belief (Duarte, 2020). A survey was conducted to explore the role of mediation in learning a host country's language in the UK and Lithuania. The study aimed to investigate the use of non-linguistic competences to reduce linguistic and cultural barriers, encourage collaboration among language learners, and improve their competence in translanguaging. The survey included 23 English for speakers of other languages (ESOL) students (levels A2 and B1) and 15 Lithuanian as a second language students (levels A1 and A2). A quantitative and qualitative research methodology was used to analyze their language learning experiences during mediated lessons of the target language. The results of the surveys and short semi-formal interviews showed that learners had developed various non-linguistic competences and demonstrated the ability to use other languages for learning a new language. Although most of the research participants agreed that such a way of learning had helped them to successfully learn the target language and preserve their national identity in a foreign country, a careful guidance provided by a language teacher is necessary in order not to be misguided among the variety of similar or different languages.

Experiences with Efanesoctocog Alfa: Exit Interviews with Caregivers of Previously Treated Patients with Hemophilia A from the XTEND-Kids Phase 3 Clinical Trial

Introduction Hemophilia A is a rare, genetic bleeding disorder that leads to recurrent hemarthrosis, causing debilitating pain and joint deterioration, and ultimately results in reduced mobility and a poor quality of life. The aim of this study was to gain insight into caregivers' perspectives on the impact of hemophilia and its treatment as well as experiences with efanesoctocog alfa prophylaxis, by conducting optional qualitative exit interviews with caregivers of children with severe hemophilia A exiting the XTEND-Kids study. Methods XTEND-Kids (NCT04759131) was a Phase 3, open-label, multicenter study evaluating the safety, efficacy, and pharmacokinetics of once-weekly efanesoctocog alfa (50 IU/kg) for 52 weeks, in previously treated children aged &amp;lt;12 years with severe hemophilia A. Semi-structured exit interviews were conducted with caregivers of children from 12 clinical sites across four countries (Canada, France, United Kingdom, and the United States) at their 52-week end-of-treatment (EOT) visit and before end-of-study (EOS) was declared. All caregivers of children across these countries were given the option of participating in the exit interviews. In addition to open-ended questions about the caregiver and their child's experience with hemophilia A, more targeted questions relating to hemophilia-related symptoms and experience with treatments before and during the XTEND-Kids study were queried (Yes/No; Likert Scale). Interviews were conducted by experienced moderators in each country's native language using translated guides where applicable and lasted approximately 60 minutes. Interviews were audio recorded and transcribed for analysis. Descriptive statistics of select items from the qualitative data were computed and summarized. Results Seventy-two children completed their Week 52 EOT or EOS visit; 19 caregivers (18 mothers; 1 father) of 20 children completed exit interviews (one caregiver was the parent of two children in the study). Mean (SD) age of the children was 6.5 (3.1) years, and all were male. All children were receiving FVIII replacement prophylaxis prior to study entry, except for one in the 6 to &amp;lt;12 years of age cohort who was receiving an on-demand regimen. Regarding pre-study treatment experiences, nine caregivers (47.4%) reported that their child's bleeds had a negative impact on their own day-to-day life and eight caregivers (42.1%) reported their child's bleeds had a negative impact on their own mood and emotions . According to caregivers, the most significant impact of hemophilia A and its treatment on their children was on mood and emotions (n=19/20 children; 95.0%) and their physical health/activity (n=14/20 children; 70.0%). When queried about what bothered their children most about their hemophilia and its treatment pre-study, caregivers reported that six children were most bothered about being more cautious or less active than other children due to their condition and 12 children were most bothered about the number of treatment infusions per week. In the XTEND-Kids study, all caregivers (n=19; 100%) reported at least one improvement in their child as a result of efanesoctocog alfa prophylaxis, with eight caregivers (40.0%) stating their child had longer or better protection due to higher factor levels. All caregivers (n=19; 100%) reported noticing a positive effect on their child's daily life and functioning, with most caregivers (n=18; 94.7%) reporting that treatment with efanesoctocog alfa had improved their child's mood and emotions (Figure 1). Efanesoctocog alfa prophylaxis also led to positive changes in caregivers' daily life and functioning, with improvements (out of those who reported the impact at baseline) seen by caregivers in managing treatment (n=16; 100%), impact on family (n=11; 100%), mood/emotions (n=15; 93.8%), and work (n=11; 91.7%) (Figure 2). All caregivers (n=19; 100%) preferred efanesoctocog alfa over their children's previous hemophilia treatment; 18 (94.7%) were “very satisfied”, with one (5.3%) caregiver “satisfied”. Conclusion Caregivers of children with severe hemophilia A reported major impacts at study baseline on both daily life and functioning with prior treatments. Efanesoctocog alfa prophylaxis provided improvements in both children and their caregiver's daily life and functioning, and all caregivers preferred efanesoctocog alfa to their child's previous treatment.

The impact of monolingual language policies on the multilingual language ecology of Sri Lanka

AbstractThis qualitative study examined the role of different languages used in the country in the lives of 12 participants from the four main ethnic groups of Sri Lanka (i.e., Sinhalese, Tamil, Muslim, and Burgher). It sought to understand how monolingual language policies have impacted upon the country's plurilingual language ecology. The study examined the language ideologies of participants to understand how structures of social power have worked through monolingual language policies to influence and shape their language behaviors and practices. While the impact that language policies have had on different Sri Lankan languages has been examined, no study has analyzed it through the point of view of language ideologies of actual speakers of different languages. The observations made by the participants show that the monolingual ideologies of the language policies of 1832 and 1956, by assigning sole official language status to English and Sinhala respectively, have caused them to gain dominance and diminished the status of other languages, thereby altering the plurilingual language ecology of Sri Lanka. Their observations also showed how the 1956 policy's establishment of Sinhala as the dominant language within the language ecology of the country had elevated the position of the majority community—the Sinhalese, and strengthened the power of the then government which had ridden into power through the Sinhalese majority vote. The analysis of data also indicated that, although the 1956 policy was implemented with the aim of dismantling the structures of power introduced during colonial rule, both policies have served to support and reinforce a social hierarchy based on a Western model. What the data revealed about the role that the two monolingual language policies of 1832 and 1956 seem to have played in establishing and reinforcing the dominance of Sinhala and English respectively, suggest that although political subjugation of the country by European powers has officially ended, Sri Lanka continues to operate within the structures of power established during colonial times.

Evaluating popular STEM applications for young children

ABSTRACT Science, Technology, Engineering, and Mathematics (STEM) has received widespread attention worldwide and technology companies designed educational applications (apps) focusing on STEM. Young children have access to tablets and smartphones and they engage with a variety of apps every day. Prior research showed that young children learn from educational apps when they are used intentionally. However, children’s caregivers may have limited information on finding educational apps and rely on the ratings on the digital app markets before downloading apps for their children. We evaluated the educational content and developmental appropriateness of 30 popular STEM applications in Turkey. The majority of the apps focused on science and math concepts, while engineering and technology concepts were often neglected. Most of the apps had higher scores on being bias-free and child-friendly but had lower scores on app features (sound quality, configuration ability, progress monitoring, and feedback) as well as providing social interaction opportunities. Most of the apps were available in English and the country’s local language was often unavailable. App designers should design apps that encourage children’s social interactions, include feedback and progress monitoring features for children and caregivers, and be available in the country's local language.

History and Urgency of Indonesian in Konoha

This study was designed to uncover the origins of the name "Konoha" for Indonesia as well as the significance of the Indonesian language in the Unitary State of the Republic of Indonesia (NKRI). In this study, we use a literature-based strategy by examining a variety of sources that are virtually exclusively written works. In the Federal Republic of Indonesia (NKRI), Indonesian is spoken as the official language. The Indonesian language has to be able to become the primary form of communication for the Indonesian people in order to keep up with the increasing pace of globalization, modernity, science, and technology. On October 28, 1928, in Jakarta, young Indonesians took the Youth Pledge, marking the beginning of efforts to establish Indonesian as the country's official language

Midwives' experiences of encountering immigrant women during labour and birth who do not master the host country's language. A lifeworld hermeneutic study.

Immigrant women are in a vulnerable position during labour and birth due to language barriers. Communication with women who do not master the host country's language is difficult for midwives, but there are few studies about midwives' experiences. To explore Norwegian midwives' experiences of encountering immigrant women during labour and birth who do not master the native language. A hermeneutic lifeworld approach. Interviews with eight midwives working at specialist clinics and hospital maternity wards in Norway. The findings were interpreted based on four concepts in the theory "Birth territory: A theory for midwifery practice" by Fahy and Parrat presented in five themes: language barriers can cause disharmony and prevent participation, language barriers can lead to midwifery domination and poorer care, midwives strive for harmony and to be a guardian, medicalisd birth due to language barriers, and disharmony can lead to crossing boundaries. The main interpretation shows that it is midwifery domination and disintegrative power that are prominent. However, the midwives strived to use their integrative power and be guardians, but in doing so they encountered challenges. Midwives need strategies for better communication with immigrant women involving the women and for avoiding a medicalised birth. To be able to meet immigrant women's needs and to establish a good relationship with them, challenges in maternity care need to be addressed. There are needs of care that focus on cultural aspects, leadership teams that support midwives, and both theoretical and organisational care models that support immigrant women.

THE LINGUISTIC LANDSCAPE IN MOROCCO: SOCIOLINGUISTIC READING

Despite the efforts made towards the status of languages in Morocco, their reality reflects the lack of optimal investment of social linguistics that frame linguistic issues in terms of social phenomena, and this research, relying on some sociolinguistic tools, provides a description of the components of the linguistic scene in Morocco in terms of their social functions and legal positions, and seeks to review some aspects of the political management of these components. A desire to draw a clear picture of this scene. The research found that the country's language policy and planning have led to the status of the national languages, Arabic and Amazigh, hiding behind French, and that more societal efforts are urgently needed to rehabilitate national languages

Family‐based weight stigma and psychosocial health: A multinational comparison

Family-based weight stigma can be expressed as criticism, judgment, teasing, and mistreatment by family members because of an individual's body weight. The current study compared the prevalence and psychosocial correlates of family-based weight stigma among adult members of a weight-management program living in Australia, Canada, France, Germany, the UK, and the US. Participants (N=8100 adults who reported having ever experienced weight stigma; 95% female; 94% White) completed an identical online survey in their country's dominant language that assessed their experiences of weight stigma from 16 different family member sources, as well as internalized weight bias, body image, eating behaviors, perceived stress, and self-rated health. Family-based weight stigma, especially from mothers (49%-62%), spouses/romantic partners (40%-57%), and fathers (35%-48%), was highly prevalent across countries. Weight stigma from one's immediate family members was associated with indices of poorer psychosocial health across the six countries (β coefficients=|0.08-0.13|). Findings highlight the need for weight stigma-reduction efforts to help family members distinguish between supportive, encouraging discourse and potentially weight-stigmatizing communication. Future research should examine the prevalence and correlates of family-based weight stigma in more diverse community samples, including among racially/ethnically and gender diverse adults, and in non-Western countries.

The effect of mobile‐assisted learning in real language attainment: A systematic review

AbstractBackgroundAs more people around the globe become immigrants or refugees, an increasingly popular subsection of research has aimed to investigate how these populations use mobile‐assisted language learning (MALL) to learn the language(s) of the host country.ObjectivesThis study examines how the language learning, inclusion and self‐regulation are moderated by MALL different methods in immigrants and foreigners (with different backgrounds) regarding two settings (foreign language and second language).Materials and methodsWe desired to explore whether MALL results in better language learning for foreigners, refugees and immigrants compared to traditional methods (physical tools) and how various factors affect MALL, such as whether MALL is utilized in a formal versus informal context. Hence, this article conducts a systematic review through a meta‐analysis and thematic analysis of 17 total quantitative and qualitative studies regarding MALL research on immigrants and refugees.Results and ConclusionsOur results suggested that the MALL method is in general beneficial for second or foreign language learning, but with limitations based on the individual learner (motivations, demographics, etc.) and sociocultural factors, especially within informal contexts (e.g. fear of being seen as an immigrant when using a mobile learning app). Considering the variables that affect MALL that we observed and discussed in our review, we suggest more attention to the specific needs and potential issues refugees and immigrants may encounter when using MALL in order to create mobile applications that best aid this population in learning the host country's language(s), thus making resettlement an easier process.

Catastrophic Consequences of Spain’s Language Policy against the Background of Russia’s Language Policy

Introduction. The problem of preserving and protecting the native language today is one of the main ones facing any people thinking about their future in the conditions of globalization, European economic integration and a modern multinational and multi-confessional state. The purpose of this article is to examine the internal processes of the destruction of the status of a single official language as a link between the country and the analysis of the discriminatory status of the Spanish language in modern Spain and the prediction of the consequences of such discrimination of language policy, as well as a comparative analysis of the language situation in Spain and Russia. Materials and Methods. This section specifies what has served as material for the analysis and describes the research techniques used. The object of the study is the Spanish language as the official language of the Kingdom of Spain, its role and its changes in the regions in the process of political processes over the past decades. Comparative- historical and typological research methods are used, as well as methods of observation, analysis, modeling. Results. This is the main section, which aims to confirm or reject a working hypothesis (or hypotheses) by means of analysis, synthesis and elucidation of data. The reasons for the unbalanced state of the language situation in Spain, as well as the negative consequences of the language policy pursued by the government, are analyzed. Practical recommendations have been developed to overcome the existing critical problems in the field of the country's language policy, based on the Russian example. Discussion and Conclusion. In this part, the results are to be briefly summarized and the main directions for further research indicated. The results presented in the article contribute to the scientific understanding of the problem of the status of the state official language in modern Spain. They contribute to the development of awareness of the seriousness and danger of the problem. If we Spaniards do not realize the seriousness of what is happening and do not force the government, the opposition and all legitimate parties to respond to this critical situation, then the future of the Spanish language and the Spaniards themselves in Spain seems pessimistic, since we will be foreigners in our beautiful country.

Meta-Analysis of Acculturation and Suicide-Related Outcomes: A Test of the Immigrant Paradox.

This meta-analysis aimed to systematically test the relation between acculturation and suicide-related outcomes among immigrants, with attention to key methodological (i.e., measure of suicide-related outcome, measure of acculturation) and demographic (i.e., race, gender, age, geographic region, publication year) moderators. We conducted a meta-analysis of 72 independent samples from 50 studies (38 peer-reviewed articles, 12 dissertations) representing more than 1.4 million immigrants. Participants' age ranged from 11.20 to 74.70years (M = 29.96, SD = 15.07). Random effects models were used for both main and moderation analyses. We found significant positive associations between acculturation and suicidal ideation, but not suicide attempts and deaths. We also found a significant and positive effect of acculturation on suicide-related outcomes when acculturation was measured by psychological scales, but not by generation status, length of residence in the host country, and proficiency in the host country's language. More acculturated Latinx immigrants were at higher risk for suicide-related outcomes, whereas a reverse pattern was found among Asian immigrants. Meta-regressions revealed that the moderating effects of participants' age and publication year were also significant. Our results show partial support for the immigrant paradox but suggest that the relation between acculturation and suicide-related outcomes is complex and multifaceted. We discuss the implications of our findings and recommendations for research and prevention.

Language Used at Home and Educational–Occupational Mismatch of Migrants by Gender

The ability of migrants to use the host country's language is crucial to their integration. Nonetheless, the association between migrant literacy and their labor market outcome is less explored compared to the association between their educational attainment and their economic integration. Moreover, this ability has another vital role in immigrant assimilation, serving as an indicator of cultural capital. The current study, therefore, examines the extent to which language as cultural capital shapes gender differences in migrant economic integration, as measured by educational–occupational mismatch (EOM). Using the PIAAC 2018 dataset, we employ a series of nested fixed-effect linear models in which our dependent variable is years of over-education and study the effect of language use at home, controlling for linguistic competence in the host country language. We find that once controlling for educational level, migrant men who use a different language than the host country's language at home are not more prone to EOM. However, migrant women, who are at higher risk of EOM, suffer even more when using a foreign language at home. We suggest that using a foreign language at home for women might indicate low host-country-specific cultural capital, which could directly affect migrant women’s integration into the labor market.

Happiness in the Daily Socio-Cultural Integration Process: A day Reconstruction Study among American Immigrants in Germany

Many immigrants struggle to integrate into host societies, despite the frequent long-term benefits of integration for immigrants and host societies. This article aims to increase understandings of immigrants’ experiences and obstacles in the daily socio-cultural integration process by examining the understudied impact of daily integration behaviors on momentary happiness. The daily experiences of 213 immigrants from the United States in Germany were captured, using a day reconstruction method. Our panel fixed-effects estimates show that immigrants who were not fluent in the host country's majority language generally felt happier when communicating in their mother tongue, as opposed to the majority language. Moreover, interacting with majority group members negatively affected the momentary happiness of less culturally integrated immigrants. By contrast, socio-cultural integration related positively to immigrants’ enduring happiness. Our results suggest that socio-cultural integration is an investment involving short-term costs to happiness, with important daily obstacles being the cost to momentary happiness of speaking the majority language and, to a lesser extent, interacting with majority group members. We argue that integration behaviors’ short-term costs also occur in many other migration contexts. The revealed short-term costs can increase understandings of immigrants’ integration struggles and related outcomes, including segregation and loneliness, and decreasing the costs may improve socio-cultural integration trajectories.