Language, Literacy, and the Older Refugee in America: Research Agenda for the 90s.
Author(s):
Weinstein-shr, Gail; Lewis, Nora E.
Format:
Report
Publisher:
1989.
Language:
English
Abstract:
As the large immigrant/refugee population in the United States ages, mainstream institutions, such as schools, workplaces, and social services, are increasingly challenged to meet the needs of elders. Certain themes and difficulties in acculturation emerge repeatedly, including financial insecurities, health issues, loneliness and isolation, stresses in the family and community in light of changing values, and barriers to accessing mainstream services and resources. All of these issues are somehow linked to language ability and language use, and very little is known about language use in immigrant and refugee households. A discussion of research needs in this area presents observations on the role of language and literacy in the adaptation of Hmong, Khmer, Chinese, and Latin elders in Philadelphia. It is argued that in order to meet the needs of uprooted elders, it is necessary to address the following questions: (1) What are the functions of language and literacy (both English and native language) in the lives of uprooted elders? (2) How do older refugees/immigrants solve problems requiring English language skills? and (3) What is the significance of language in the negotiation of new roles and relationships? It is also suggested that systematic qualitative research is the best way to examine these questions, and an appropriate theoretical framework is proposed. (Author/MSE) (Adjunct ERIC Clearinghouse on Literacy Education)