Host Country Language Research Articles

A new life with a new language: Russophone immigrants' reflections about language learning.

This research investigates resilience and lived experiences of transnational Russophone families amidst global changes, with a focus on the intricate dynamics of communities spread across borders. The study emphasizes the importance of considering individual migrant experiences in understanding language learning and integration. We explored perceptions of local language proficiency among Russophones; challenges faced by adult Russophones in learning a new language; attitudes and experiences of adults regarding language learning; and strategies Russophone immigrants use to address gaps in the target language. Methodologically, the research employs ethnographic and thematic analyses, drawing on a diverse array of sources including interviews, social media posts, and personal communications. This approach highlights the necessity of considering both prompted responses and spontaneous discussions to capture authentic opinions on language learning from various perspectives. The study underscores the interconnectedness and interdependence within transnational families, illustrating how their lives are shaped by factors that transcend national boundaries. The examination of their diverse experiences reveals their capacity to endure and overcome challenges of integrating into new societies. Russophone migrants' attitudes toward language learning highlight how learning the host country's language enhances integration and social mobility, while maintaining the native language preserves cultural heritage, although second-generation immigrants often feel disconnected from their linguistic roots. Studies by various authors discuss challenges which immigrants face when adapting to a new linguistic environment. This project emphasizes the impact of language learning on identity and reveals cultural flexibility in attaining social justice in multicultural contexts. These insights suggest that language programs and policies should address both the practical needs of immigrants and the preservation of their cultural identities taking into account their naïve views about language learning.

Association between Thai language proficiency and adherence to COVID-19 protective behaviors (CPB) among Myanmar migrant workers in Southern Thailand.

The association between host country language proficiency and disease prevention among migrants is underexplored. The objective of this study is to assess the extent to which self-reported command of the Thai language is associated with adherence to COVID-19 protective behaviors (CPB) among Myanmar migrant workers in Thailand. We distributed a self-administered structured questionnaire in Burmese language to 1,050 Myanmar migrant workers in Southern Thailand from September 2022 to January 2023. The questionnaire included background characteristics, self-reported Thai language proficiency based on the Common European Framework Reference (CEFR), and self-reported CPB adherence at residence and workplace. We analyzed data using descriptive statistics and multivariate linear regression analysis. Although slightly less than half of the participants reported CEFR A1 level or higher in Thai speaking and listening skills, less than 10 percent did so for reading and writing skills. Workplace COVID-19 preventive adherence scores were initially found to be significantly associated with A1 level or higher speaking and listening skills. However, after adjusting for confounders, these associations were not statistically significant (Speaking skill's Adjusted Beta = 0.713, 95% CI = -0.011, 1.437; Listening skill's Adjusted Beta = -0.367, 95% CI = -1.087, 0.353). No significant associations were found between any language skill domain and residence COVID-19 preventive adherence scores for both unadjusted and adjusted analysis. The study findings may have implications for relevant stakeholders in migrant services, migrant health, and infectious disease control. However, information biases, language barriers, and lack of generalizability should be considered as caveats in the interpretation of the study findings.

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.

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.

An island in the stream: how and why seven relocated foreign experts in Chinese universities attempted/failed to learn L2 Chinese

ABSTRACT The present study looked at what factors influenced the L2 Chinese identity and investment of relocated non-L1-English foreign experts working in Chinese universities and how. Seven professors/researchers participated in the study. This study aimed mainly to complement the literature on the enhancement of intercultural understanding and harmony by examining the engagement with learning the non-L1-English host country language on the part of international scholarly experts imported from non-L1 English countries. Despite the enlightening results and helpful suggestions that studies exploring such engagement could provide, very little (if any) research attention has been paid to it. The instrument for the current study was in-depth, semi-structured, autobiographical interviews. The major findings of the study included that there were negative changes in the trajectories of the experts’ L2 identity and investment: their initial efforts to learn Chinese lost momentum and declined. The changes were caused by factors including the perceived cross-cultural/cross-linguistic differences, the host universities’ categorical focus on work performance delivered in English, and survival using very basic Chinese words. Based on these findings, implications are discussed.

“The schools try, but…”: A holistic perspective on the social adaptation of Ukrainian refugee students in Czech schools

After the Russian invasion of Ukraine, the Czech Republic faced an unprecedented influx of Ukrainian refugees. This study aims to examine the social adaptation of Ukrainian students in Czech schools from a holistic perspective, incorporating the viewpoints of refugee students and their parents, headteachers, and teachers. Semi-structured interviews were conducted with these actors from the six lower secondary schools that enrolled the largest influx of Ukrainian refugee students through the 2022/2023 academic year. The analysis included 58 interviews that were analyzed using grounded theory techniques. Following Berry's model of acculturation, the findings revealed tension between integration and separation among Ukrainian refugee students. Their social adaptation process was shaped by perceptions of the importance of ethnicity, the methods of acquiring the host country language and to what levels, and the approaches to interactions with Czech classmates. These elements combined to form three types of social adaptation: openness to friendship, utilitarian friendships, and (self-)isolation. Additionally, three teacher approaches (intervening, doubtful, and inattentive non-intervening) and their potential consequences for social adaptation were identified. Practical implications are discussed.

The English-language learning difficulties of older migrants in New Zealand: A life course perspective

ABSTRACT Older migrants are often later-life language learners by necessity. While the bulk of extant research on older language learners focuses on those who elect language learning as a constructive leisure pursuit, for older migrants with low proficiency in the dominant host country language, progress in language learning is a key factor that contributes to their independence, social inclusion, and well-being. Drawing on the life-course perspective, this article examines the language-learning difficulties (LLDs) of older Chinese migrants in New Zealand who have attended English courses, and who need basic communicative language ability in their daily lives. We identified three main life-course related factors that contribute to their language-learning difficulties and detract from their commitment to formal learning. These LLDs result from perceived shortcomings in individuals’ prior educational background, factors related to individuals’ current circumstances that impact their sense of agency, and unsatisfactory current formal learning experiences. We offer recommendations aimed at improving formal learning opportunities for this learner group.

Characteristics of Effective International School Teachers: A Systematic Review of the Literature

Qualities of effective teachers matter because teachers are the number one school-related factor that impacts on student achievement. Although researchers in the United States have studied frameworks for evaluating teacher effectiveness, these frameworks are not focused on teachers working in international schools. Thus, they may not reflect the importance of understanding both the context of working in intercultural settings and the skills that allow teachers to flourish in international schools. Using a systematic configurative synthesis review of 23 studies, this study identifies qualities of effective teachers working in international schools through a synthesis of the study findings. We identified four key attributes that are emphasized, if not unique, in international school effective teacher research: a focus on teacher collaboration and teacher leadership; cultural awareness and responsiveness from multi-national perspectives; and host country language acquisition. Overall, we find that a focus on what makes an effective international school teacher is lacking in the extant research, particularly given the predicted enormous growth of international schools.

Did COVID-19 Put Language Certificate Acquisition on Hold? Uptake and Outcomes of Language Training amongst Refugees

Most highly developed countries invest considerably in language training programmes for refugees, which are assumed to facilitate economic, social, and cultural integration. Although recent research has turned to particular patterns of host country language acquisition amongst refugees, the impact of the COVID-19 pandemic has hitherto remained understudied. Consequently, this article assesses changes in refugees’ uptake and outcomes of language training over the onset of the pandemic using longitudinal population data for Belgium (Flanders). Findings confirm theoretical expectations, as refugee cohorts entering the country after the onset of the pandemic exhibit lower Dutch language credentials, mostly due to lower enrolment and lower proficiency at intake for language courses. Furthermore, this study indicates that such changes are considerably weaker for highly educated and female refugees. These findings are interpreted in terms of increased vulnerability resulting from the pandemic as well as within-group diversity in potential barriers to integration in the host country.

Naturalistic L2 acquisition and the formation of an immigrant variety of Spanish

Immigrants in their host country sometimes take advantage of the assistance offered in order to learn formally the host country language in a classroom setting. This is not always the case. This contribution examines the variety of Spanish that was created by an immigrant who arrived in Spain to work in the restaurant industry. Because of her work situation, she did not take formal Spanish lessons. Rather, she constructed her own variety of Spanish based on input she received on the job and in her interactions with native Spanish speakers. Three aspects of her grammatical system are the focus: tense-aspect marking, copula use, and the pronoun system. The solutions the immigrant created for communication show she has developed a grammar that is different from that of the native speakers of the host language , and its nature is largely predictable by appealing to frequency and detectability of forms in discourse and the process of L1 transfer.

Does timing matter? Language course participation and language outcomes amongst new immigrants

Host country language acquisition is widely considered an important factor to prevent the social and economic exclusion of immigrants. High-income countries invest considerably in language courses for new immigrants, yet hitherto our understanding of when participation in such courses seems to stimulate language acquisition remains limited. As a result, this article addresses whether the timing of language course enrolment is related to course outcomes in terms of credentialed language proficiency. This study benefits from longitudinal population data including all new migrants entering Flanders (Belgium) in 2009–2021, to assess whether associations between language course timing and outcomes persist, for different legal categories of immigrants, when controlling for compositional factors. Findings indicate that for most immigrant categories, negative associations between course postponement and host country language attainment are explained by migration background and human capital. However, amongst family and humanitarian migrants, a negative association between course timing and outcomes persists. This persistent negative linkage suggests a stronger vulnerability to less effective (informal) learning trajectories and downward spiralling opportunities and motivation in the case of language course postponement, but also highlights the need for future research using causal estimation strategies. As such, research on language course timing and outcomes contributes to the literature highlighting that timing – e.g. regarding asylum procedures, housing, but also language programmes – matters in immigrants’ trajectories of integration in host countries.

Filling talent shortages with foreign students? Understanding foreign exchange students’ willingness to work for host-country organizations

Foreign exchange students can serve as a valuable talent pool for host-country organizations. This study draws on the ability-motivation-opportunity framework and the intergroup contact theory to examine how foreign exchange students’ motivation to study abroad, host-country language ability, and direct and indirect contact opportunities with host-country nationals are related to their willingness to work for host-country organizations. Data were collected from a multi-wave survey of 167 foreign exchange students in Germany. Providing support for our hypotheses, the results suggest that foreign exchange students’ motivation to study abroad was positively related to direct contact opportunities (e.g. interacting with locals). Further, exchange students’ host-country language ability was positively related to indirect contact opportunities (e.g. visiting cultural sights), which in turn was positively related to their willingness to work for host-country organizations. Opportunities for direct interpersonal contact were not significantly related to willingness to work for host-country organizations. The results also show two-way and three-way interactions among host-country ability, motivation to study abroad, and indirect contact opportunities in predicting exchange students’ willingness to work for host-country organizations. Implications for theory, management practice, and policymaking are discussed.

International student experience of employment integration in Finland

International students have the potential to contribute significantly to host countries through cultural enrichment, economic growth, and human capital development. However, their successful integration into the host society is crucial to realise these benefits. By applying the framework of the two-way integration process from acculturation theory, this study examines the employment integration of international students in Finland, a non-native English-speaking country. Our semi-structured, qualitative in-depth interviews identify several key challenges encountered by international students, including limited information about the labour market, unfamiliarity with recruitment practices, a lack of industry connections, communication gaps from recruiting companies, and host country language barriers. We provide recommendations to organisations and recruiters on how to embrace diversity in their recruitment processes, as well as suggestions to universities on how to better support international students’ transition into the workforce of the host country.

Determinants of ethnic harassment among first- and second-generation immigrants in Europe

Abstract The topic of this study is the experiences of ethnic harassment (EH) among first- and second-generation immigrants in Europe. EH is defined as unwanted conduct related to racial or ethnic origin that creates an intimidating, hostile, or offensive environment. Previous research has shown that EH has a negative impact on the health, well-being, and integration of immigrants. However, little is known about which immigrants are more likely to experience EH. This study aims to fill this gap. We develop a theoretical framework for understanding EH and use it to generate hypotheses about individual-level characteristics. We test these hypotheses using data from the Second European Union Minorities and Discrimination Survey and analyze the experiences of EH among 12,596 immigrants in 17 European countries. Largely in line with theoretical expectations, results from logistic regression models reveal that immigrants are more likely to experience EH if they are Muslim, wear religious clothing, are from the second generation, are higher educated, are proficient in the host-country language, and perceive themselves to be overqualified for their job and face more economic hardship.

Migrant entrepreneurship support in Europe: a PRISMA systematic literature review

Background This systematic literature review (SLR) analyzes migrant entrepreneurship support in Europe through three research questions (RQs) to understand 1) migrant entrepreneur characteristics in the European context, 2) challenges encountered by migrant entrepreneurs in European host countries, and 3) policies supporting migrant entrepreneurship in Europe. This review addresses gaps in current knowledge in academia as well as issues that policymakers and practitioners face when addressing migrant entrepreneurship support. Methods This SLR employed a search protocol to retrieve published sources from 1970 to 2021, via Scopus (27 March 2022) and Web of Science (7 April 2022). Inclusion criteria targeted migrant entrepreneurship support studies while exclusion criteria eliminated domestic migration and non-European contexts. The authors worked iteratively, aligning the data with the RQs to reduce bias, and adapted Bourdieu's forms of capital to create an analytical framework for the sources included in the SLR, with a table for each RQ to synthesize relevant data for analysis. Results The review examined 91 peer-reviewed papers, with a focus on migrant entrepreneurship support in Europe, covering characteristics, challenges, and support policies. It classified migrant entrepreneur challenges and characteristics into financial, human, and social capital, as well as external factors. Common challenges include the local culture and language, network, funding, and adapting to local business practices. Migrant entrepreneurs' stability relates to time in the host country and local language proficiency and reflects past entrepreneurial experience and education. Supportive mechanisms involve local networks, financing, and mentoring. Conclusions The SLR's limitations encompass possible oversight of pertinent studies, along with potential bias in data extraction, analysis, and subjectivity due to thematic analysis. Nonetheless, the findings suggest the following research agenda for migrant entrepreneurship support: evaluating and enhancing human and social capital, sharing information, designing support programs, addressing in-group/out-group bias in support programs, and exploring bottom-up migrant entrepreneurship support approaches.

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 & 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.

Migrant-Native Disparities in Obstetric Neuraxial Analgesia Use: The Role of Host-Country Language Proficiency.

Neuraxial analgesia (NA) is the most effective modality in managing labor pain with widespread availability in high-income countries. Previous research has reported a differential obstetric NA use among migrant and native women, but the contribution of language barriers is not well understood. We aimed to investigate whether host-country language proficiency among migrant women influences NA use and satisfaction with pain management during labor, when compared to natives. We conducted a secondary analysis of data collected from 1024 native and 1111 migrant women who had singleton vaginal deliveries between 2017 and 2019 and were enrolled in the nationwide Portuguese baMBINO prospective cohort study. Obstetric NA use, satisfaction with labor pain management, and migrants' Portuguese language proficiency were self-reported. Data were analyzed using robust multilevel Poisson regression, adjusted for maternal region of birth (characterized by the Human Development Index), age, and education. Overall, 84.4% of native women gave birth with NA, compared to 81.6%, 71.3%, and 56.9% of migrant women with full, intermediate, and limited language proficiency, respectively. Compared to native women, migrants with intermediate (adjusted risk ratio [aRR] = 0.91 [95% confidence interval {CI}, 0.82-0.99]) and limited (aRR = 0.73 [95% CI, 0.56-0.94]) proficiency were less likely to receive NA. However, no significant differences were observed in pain management satisfaction by language proficiency level. Compared to native women, we observed a differential obstetric NA use across migrant women with different host-country language proficiency levels in Portugal, without affecting satisfaction with labor pain management. Although defining the mechanisms underlying NA use discrepancies requires further research, our findings support systematically evaluating pregnant migrant women's linguistic skills and ensuring their access to adequate obstetric analgesia-related information and interpretation services.

Impacts of an interpretation fee on immigrants’ access to healthcare: Evidence from a Danish survey study among newly arrived immigrants

In 2018, a fee for healthcare interpretation was introduced for immigrants living in Denmark for more than 3 years to incentivize learning Danish faster. Little is known about who is affected and how immigrants experience impacts of the fee.Using survey data from 2021 (n = 486), we analysed prevalence and socio-demographic background of immigrants reporting interpretation needs, and self-reports about whether the fee had impacted their access to healthcare.In the study population, 19% (n = 95) reported interpretation needs. Refugees and their families (OR: 10.2) more often reported interpretation need compared with EU/EEA immigrants, as did immigrants with low education (OR: 1.86), low income (OR: 2.63) or poor self-perceived health (OR: 3.18), adjusted for gender, age, region of residence and length of stay. among immigrants needing interpretation, 42% (n = 69) reported having refrained from seeking healthcare due to the fee, 73% (n = 119) using ad hoc interpreters, and 77% (n = 126) trying to learn Danish faster.Findings suggest that the policy aim of incentivizing host country language acquisition is partly met, but that the fee has unintended consequences in terms of hampered access to healthcare and increased use of ad hoc interpreters, raising concerns about unmet health needs and poorer quality of care for a substantial group. Potential benefits of the policy should be carefully evaluated against severe negative impacts on immigrants’ access to healthcare.

A fifth wheel? Local language skills and work-related outcomes among foreign employees

Drawing on person-job fit theory, we theorize and empirically analyze the effects of host country language skills on two work-related outcomes: workplace social support and perceived overqualification. We further examine how these outcomes are related with job satisfaction. Empirically, we analyze these relationships using data from three sub-studies of foreign academics in the Nordic region. The first is a survey filled in by 496 foreign academics working at 18 universities in Finland, Sweden, and Norway. The second is an interview study of 41 foreign academics employed by a large international university in Finland. The third consists of nine interviews across Finland, Sweden, and Norway where we followed up on the analysis of the data from the first two sub-studies. Whilst we use the quantitative dataset to test our hypotheses, our qualitative data allows us to dig deeper into how making investments in local language skills does not necessary lead to positive work-related outcomes as perceived by foreign academics, and what HR implications these perceptions have for international organizations, such as universities. Overall, our findings provide important insights into the complex and contextual nature of host country language skills’ role and effects in international organizations.

Mapping framework conditions for societal participation of immigrants - a cluster analysis of medium-sized cities in Germany

Immigrants, or people who are read as such, face unequal participation opportunities. This is mainly due to poor host country language skills, inexperience with and barriers within administrative processes. Especially in cities beyond metropolises, scepticism through inexperience regarding immigration reinforces inequality. Although immigration to smaller cities is increasing, studies regarding this remain scarce. The goal of this paper is to examine spatial-structural conditions of participation opportunities for immigrants in medium-sized cities (MSC) and thus develop a basis for further research to address the particular challenges for immigrants in MSC. Therefore, I question the spatial patterns and characteristics of immigrants’ participation opportunities in MSC. Cluster analysis and mapping methods are used to analyse data relevant to societal participation at the municipal level with reference to immigration. The data refer to MSC in Germany, a country that plays a significant role for immigration in Europe. Six clusters with different levels of participation opportunities emerge. One of the main results are the regional disparities between the former FRG (West Germany) and the former GDR (East Germany) expected under hypothesis 1. Almost all MSC in the former GDR can be assigned to the cluster with the greatest challenges for immigrants’ participation. At the same time, according to hypothesis 2, other regional differences can be identified, which are manifested by political-administrative boundaries, but also extend beyond them. Rural areas do not necessarily offer worse conditions for immigrants’ participation than dense regions. However, the mapping shows two participation ‘belts’ in the southwest between the large cities Frankfurt am Main and Stuttgart and in the central northwest between the Ruhr region and Hanover. The two belts contain a large number of strong MSC with good framework conditions for immigrant’s participation. Especially in the ‘arrival’ belt between Frankfurt am Main and Stuttgart it covers MSC of widely varying sizes. Hypothesis 3 illustrates how local peculiarities also in the former GDR allow contrary developments and show the importance of further research.