The role of immigrants' first and second language proficiency for social integration, particularly in education: Analyses of NEPS data

移民的第一语言和第二语言熟练程度对社会融合的作用，特别是在教育方面：NEPS 数据分析

• 批准号: 215979250
• 负责人: Professorin Dr. Cornelia Kristen
• 金额: --
• 依托单位: Institut für Arbeitsmarkt- und Berufsforschung der Bundesagentur für Arbeit (BA)
• 依托单位国家: 德国
• 项目类别: Infrastructure Priority Programmes
• 财政年份: 2012
• 资助国家: 德国
• 起止时间: 2011-12-31 至 2020-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/215979250?language=en
• 关键词: role; immigrants; first; second; language

With the proposed continuation of our interdisciplinary project, we aim at further clarifying the role of immigrants first and second language proficiency and language use for their social integration, making use of the advanced analytical potential of the forthcoming new waves of NEPS data. Emanating from a general resource perspective, language proficiency is seen as a crucial resource for social integration, especially structural integration into the educational system. This view is generally accepted with respect to the language of the country of residence (L2), whereas the role of the language of the country of origin (L1) is disputed. In our research, we address this controversial issue and investigate how L1 and L2 relate to educational success. In the first funding period, we explored the relationship between language proficiency, language use and different aspects of educational competencies based on the then available cross-sectional NEPS Scientific Use Files. During the second funding period, the NEPS will provide the opportunity to analyze at least three and up to seven waves of data in the different starting cohorts. Thus, we will be able to carry out longitudinal analyses addressing the processes at work more thoroughly. A first goal will be to further examine the role of language for structural integration, including the direction of linguistic transfer between proficiency in L1 and L2 as well as effects of L1 proficiency and L1 use on different aspects of competence development, educational decisions and labor market returns. A second objective is to expand our view by including other aspects of social integration, namely cultural identity and its interplay with language use and proficiency. We plan to study their joint and separate effects on immigrant students educational achievement. The third set of research questions pertains to patterns and determinants of language development over time, focusing on crucial stages during childhood and adolescence. In these analyses, we will compare patterns across immigrant groups, generations and cohorts. Building on our previous analyses showing restricted validity of self-assessed language proficiency, finally, we set out to develop statistical strategies to correct for these biased self-reports.

随着我们跨学科项目的拟议继续，我们的目标是进一步澄清移民的第一和第二语言能力和语言使用对其社会融合的作用，利用即将到来的新一波国家环境政策数据的先进分析潜力。从一般资源的角度来看，语言能力被视为社会融合的关键资源，特别是在结构上融入教育系统。这一观点在居住国语言（L2）方面得到普遍接受，而原籍国语言（L1）的作用则有争议。在我们的研究中，我们解决了这个有争议的问题，并调查如何L1和L2与教育成功。在第一个资助期内，我们根据当时可用的横截面NEPS科学使用文件，探讨了语言能力，语言使用和教育能力的不同方面之间的关系。在第二个供资期内，国家环境政策计划将提供机会，分析不同起始队列中至少三波、最多七波的数据。因此，我们将能够进行纵向分析，更彻底地解决工作中的过程。第一个目标将是进一步研究语言的结构整合的作用，包括在L1和L2的熟练程度之间的语言迁移的方向，以及L1的熟练程度和L1的使用能力的发展，教育决策和劳动力市场回报的不同方面的影响。第二个目标是扩大我们的视野，包括社会融合的其他方面，即文化特性及其与语言使用和熟练程度的相互作用。我们计划研究它们对移民学生教育成就的联合和单独影响。第三组研究问题涉及语言发展的模式和决定因素，重点是儿童和青少年时期的关键阶段。在这些分析中，我们将比较移民群体，世代和队列的模式。在我们之前的分析显示自我评估语言能力的有效性有限的基础上，最后，我们开始制定统计策略来纠正这些有偏见的自我报告。