Could These Be Language Displaced People in Transit? Reflections on Language/Literacy Interviews with Ethiopians.

Autor/inn/en	Avinor, Eleanor; Barkon, Elisheva
Titel	Could These Be Language Displaced People in Transit? Reflections on Language/Literacy Interviews with Ethiopians.
Quelle	(1993), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Amharic; Case Studies; College Bound Students; English (Second Language); Foreign Countries; Hebrew; Higher Education; Immigrants; Interviews; Language Maintenance; Language Role; Literacy; Student Attitudes; Uncommonly Taught Languages + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Immigrant; Immigrantin; Immigranten; Interviewing; Interviewtechnik; Sprachpflege; Alphabetisierung; Schreib- und Lesefähigkeit; Schülerverhalten; Minderheitensprache
Abstract	A study investigated cognitive, social, and psychological aspects of language and literacy among five young adult Ethiopian students who had emigrated to Israel. The subjects were four males and one female aged 18-25, enrolled in an Israeli university's pre-academic program. All had come to Israel a number of years previously, when their government was changing. Personal interviews with each student consisted of over 70 questions and sought personal opinions as well as factual information. Results indicate that the students were beginning to be aware of, and had deep feelings about, language loss and the inadequacy of their skills in any single language: English, Hebrew, Amharic, or Tigre. Language loss was experienced at home as well as in pursuit of higher education. Family communication was seen as deteriorating. It is noted that language maintenance materials and programs for Amharic and Tigre do not exist, and that little opportunity to express or explore these feelings of loss is available to this population. Further, it is suggested that this situation may represent a form of subtractive bilingualism, and that this population should be provided with better opportunities to develop higher-order cognitive skills for advanced education. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC