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The recent refugee crisis has put many Organisation for Economic Cooperation and Development (OECD) countries under considerable pressure to accommodate and integrate large numbers of refugees. Refugee students are a particularly vulnerable group due to their forced displacement, but their needs are not always met by education systems, which can hinder the integration potential of these students. This poses considerable challenges as the integration of refugee students in education systems is important for their academic outcomes as well as their social and emotional well-being. The success (or lack of) integration in schools can also affect the future labour market and social integration potential of these children and youth. While there is a growing body of research on the integration of immigrants, policy-relevant research on refugee children and youth from an educational perspective is rather limited, fragmented and case specific. Detailed surveys and research projects focusing on the current wave of refugees that allow for cross-country comparisons are not yet available. Drawing on research from previous refugee waves, the paper examines key needs of refugee students and factors that promote their integration. It proposes a holistic model of integration in education that responds to the learning, social and emotional needs of refugee students. Furthermore, the paper examines what type of policies and practices are in place in OECD countries that support the integration of refugee students. Nonetheless, evaluations of practices and policies are often missing, which makes it difficult to assess whether they are successful. The paper finishes with some policy pointers on how to promote the integration of refugee students.

While a number of single-country studies have been done to explore whether or not there is a "critical age" at which the arrival in a new country becomes a steep disadvantage to the immigrant student, this study aims to determine whether the steepness of the age-at-arrival/test score profile varies across origin or destination countries. As expected, the later the arrival, the greater the penalty. However results vary according to several factors, including language differences and whether the country of origin had higher or lower educational standards. Evidence shows the importance of helping young migrants with language difficulties, as well as with the subsequent adverse effects of these difficulties. (Contains 4 tables, 4 figures and 2 footnotes.)

As demographics shift and immigration is a hotly contested area of US civic life, the civic preparation and participation of Latin American immigrant youth is becoming increasingly important. The author examines the growing literature on this topic, inquiring into the political and demographic changes that have stimulated this area of inquiry, the challenges of studying this population, and what individuals currently know and what they still need to know about immigrant youth civic engagement and activism. At a time when the struggle for immigrant rights in the US is caught in the crossfire of severe recession and racism, young immigrant activists offer a ray of hope through their modest yet noteworthy successes. Scholarship on their civic engagement sheds light on ways that young people who live on the fault line between nation-states are creatively forging civic identities, claiming political voices, and making an impact. (Contains 144 footnotes.) [Funding for this paper was provided by the University of California All Campus Consortium on Research for Diversity (UC ACCORD), UC Berkeley's Center for Latino Policy Research, UC MEXUS, and the University of Illinois at Springfield.]

This paper examines the determinants and consequences of immigrant/linguistic concentrations (enclaves), discussing reasons for the formation of those concentrations. It develops hypotheses regarding "ethnic goods" (market and non-market goods and services consumed by members of an immigrant/ethnic group that are not consumed by others), the effect of concentrations on immigrants' language skills, and the effect on immigrant earnings of destination language skills and linguistic concentration. These hypotheses are tested using the 1990 U.S. Census Public Use Microdata Sample data on adult male immigrants from non-English speaking countries. Results indicate that linguistic concentrations reduce immigrants' English language skills. Immigrants' annual earnings increase with proficiency in the destination language and with skill level (schooling, experience, and duration in the United States) and number of weeks worked. Annual earnings are higher among married men, men living in urban areas outside the south, men who are citizens, and men who are not black. Overall, the results suggest that enclaves impact immigrant adjustment. (Contains 17 references.) (Adjunct ERIC Clearinghouse for ESL Literacy Education) (SM)

Using data from the 2000 Census, this study examines the relationship between household living arrangements and economic resources among Mexican immigrant families with children. I model separately the relationships between family income and household structure and proportion of total household income contributed and household structure. The results show that families that coreside with extended kin and non-kin have higher incomes, all else equal, relative to those that reside in single-family households. In addition, Mexican immigrant families that reside in extended-household living arrangements contribute about three quarters of total household income. While families may gain some economic efficiency through extended household living arrangements, the results are consistent with expectations that Mexican immigrant families expend scarce resources in support of the migration and settlement of extended kin. The Mexican delayed assimilation thesis suggests such support inadvertently diverts resources away from immigrant children and slows intergenerational progress. (Contains 2 footnotes and 3 tables.)

This study examines how familial contexts affect poverty disparities between the children of immigrant and US-born Blacks, and among Black and non-Black children of immigrants. Despite lower gross child poverty rates in immigrant than US-born Black families, accounting for differences in family structure reveals that child poverty risks among Blacks are highest in single-parent Black immigrant families. In addition, within two-parent immigrant families, child poverty declines associated with increasing assimilation are greater than the respective declines in single-parent families. The heads of Black immigrant households have more schooling than those of native-Black households. However, increased schooling has a weaker negative association with child poverty among the former than the latter. In terms of racial disparities among the children of immigrants, poverty rates are higher among Black than non-Black children. This Black disadvantage is, however, driven by the outcomes of first-generation children of African and Hispanic-Black immigrants. The results also show that although children in refugee families face elevated poverty risks, these risks are higher among Black than non-Black children of refugees. In addition, the poverty-reducing impact associated with having an English-proficient household-head is about three times lower among Black than non-Hispanic White children of immigrants. (Contains 7 footnotes, 7 tables and 2 figures.)

Some health researchers have used the concept of acculturation to explain health behaviors or illnesses prevalent among Hispanic people. This paper reviews studies in health, educational, and social science research among Hispanics and argues that acculturation studies are seriously limited by several basic conceptual and methodological problems. First, researchers who set out to measure the concept of acculturation usually presume a distinct "Hispanic culture." However, a vast range of cultures fit under the term Hispanic, encompassing many languages, religions, and customs. Even narrowing a study to a smaller group, such as Mexican Americans, overlooks variety in race, rural-urban origin, class, immigration status, and generation. Beyond the question of appropriate classification of Hispanics is the problem of the comparison group, usually "non-Hispanic Whites," who are similarly diverse. Second, studies of acculturation and health fail to adequately consider socioeconomic differences. Income, social class, educational attainment, and literacy level have large effects on health status, health behaviors and attitudes, and the success of intervention and prevention programs. Finally, a long and worrisome legacy of racism and discrimination is evident in acculturation studies that label as "inadequate" groups or cultures that differ from the undefined American mainstream. If a study of acculturation's influence on a group of people is to be useful, researchers must develop an in-depth ethnographic understanding about that group and not neglect the importance of noncultural factors. (Contains 41 references.) (SV)

This study uses data from the 1980 and 1990 Census and the 1994-2000 Current Population Survey to examine the determinants of earnings among male Cuban immigrants in the United States by race. Nonwhite Cuban immigrants earn about 15 percent less than Whites, on average. Much of the racial wage gap is due to differences in educational attainment, age at migration and years in the United States, but the gap remains at almost 4 percent after controlling for such factors. Nonwhite Cuban immigrants also have lower returns to education than Whites. A comparison to white, non-Hispanic U.S. natives indicates that nonwhite Cubans not only earn less initially than White Cubans on arrival in the United States but also do not significantly close the racial earnings gap over time. (Contains 37 references.) (SM)

This paper examines the prevalence of domestic violence directed against pregnant women of Mexican origin. About 18 percent of Hispanic women experience abuse by a partner. Over half of abused women incur injuries during pregnancy, which subjects the fetus to significant risks of preterm birth, low birth weight, injury, or death. Interviews and focus groups were conducted with 521 Mexican American and Mexican women at prenatal care facilities in rural and urban U.S. sites and an urban Mexican site. Overall prevalence of abuse was 8.8 percent but ranged from 17.5 percent at the rural U.S. site to 3.8 percent at the urban U.S. site. Overall prevalence of abuse during pregnancy was 6.2 percent and ranged from 2.7 to 11.4 percent across sites, with the rural U.S. site highest. Although rural U.S. women reported more abuse, urban U.S. and Mexican women reported more severe abuse. Compared to nonabused women, abused women had lower self-esteem and higher acculturation levels. No differences were found in delay in seeking prenatal care. Focus group results revealed the women's thoughts concerning battered women, battered pregnant women, what constitutes battering, the role of Mexican culture in abuse, the role of alcohol and other contributing factors, factors that discourage abuse, helpful strategies for battered women, and awareness of available resources. Recommendations cover primary prevention strategies, including health education for secondary school students, and research needs. (Contains 35 references.) (SV)

Interviews with 158 Latina mothers of first-grade children examined the influence of mothers' acculturation and education on their attitudes toward and involvement in their children's education. The interviews covered participants' demographic and sociocultural characteristics, perceptions of their role and efficacy, knowledge of school-related activities, educational expectations for their child, perceptions of school climate, education-related support from families and friends, barriers to parental involvement, and reported levels of involvement. Regardless of acculturation level, more-educated mothers were more likely to view their participation as "part of their job." However, for mothers with a high school education or greater, less acculturated mothers had higher levels of self-efficacy with regard to their involvement and had higher expectations for their children than did more acculturated mothers. There was no evidence that the mothers found the school climate to be hostile or unreceptive. However, compared to their counterparts, less acculturated mothers and less educated mothers reported more barriers to their involvement and greater support from their spouses. Regardless of acculturation or education, Latina mothers participated in parental involvement activities ranging from "basic obligations" to "involvement in school governance," but more-educated mothers engaged in activities more frequently. (Contains 60 references.) (SV)

This paper examines the social and economic impacts of Mexican immigration on Fresno (California). Since the early 1980s, immigration to California has been dominated by illegal immigrants from rural Mexico seeking agricultural jobs in rural California. This rural migration impacts urban centers in agricultural regions; these impacts lag the dramatic and obvious effects on rural communities and are primarily the result of movement of second-generation immigrants to urban areas. Data for Fresno and Fresno County are presented on population growth and trends, ethnic composition, employment, unemployment, income, poverty rates, ethnic groups in the school population, limited English proficiency among students, and welfare recipients. Intensive family interviews with farmworkers who had received legalized status during 1986 immigration reforms found that few had moved into nonagricultural jobs, pursued formal education or other training, or acquired fluency in English. Their children, however, had enrolled in public schools, had learned English, and were moving to Fresno and other urban areas seeking nonfarm employment. Nevertheless, the second generation's odyssey to urban areas has been generally unsuccessful. It is suggested that the "Latinization" of rural central California has made assimilation unnecessary for Mexican immigrants, and this lack of assimilation negatively affects their children when they move to other areas. Recommendations are offered concerning immigration policy, educational needs, and development of nonagricultural employment opportunities. An appendix outlines Fresno County employment by sector, 1973-90. (SV)

This paper offers a conceptual "map" of issues and approaches in immigration research and illustrates features of the map with the significant contributions of Latino Studies to immigration research. One axis of the map concerns the time line of various waves of immigration. Although research on immigrants and immigration processes was a foundation of American sociology, Latino immigrants were largely ignored until the 1960s. In 1964, two Mexican social scientists published their research on illegal Mexican immigrants and on the "bracero" (migrant worker) program. Since then, Latino scholarship has contributed to the history of Spanish-speaking groups in the United States; the history of regions heavily impacted by Latino immigration; and the development of two major conceptual models of ethnic relations in America--acculturation and internal colonialism. The other axis of the map concerns levels of analysis: micro-level factors that drive individual behavior versus structural perspectives that emphasize major economic or political forces driving migration. The map's "Blue Highways" consist of research themes in Latino scholarship such as the heterogeneity of Latino immigrants, immigrants' involvement in small businesses, impact of migration on sending communities in the underdeveloped world, female labor migrants, and poverty among U.S. Latino immigrants. "Unpaved roads" or research needs are also suggested such as links between micro and macro levels of analysis, the "brain drain" from Third World to First World countries, and the distinctive issues of refugees and exiles. (Contains 69 references.) (SV)

This document considers the position, plight, and needs of recent Central American immigrants to Canada. It seeks to answer three questions: What kind of support do they need? What kind of programs can respond to their needs? How can they be helped to integrate into Canadian society? Several facts are uncovered, and conclusions are reached based on anecdotal information. Among the findings are these: Most of these immigrants come from rural areas in their own countries and have limited or no literacy in their native Spanish. They are often very unfamiliar with what basic appliances are in Canada (e.g., stoves). They encounter significant ethnic and racial-based hostility and prejudice from Canadian citizens. Many untrue and largely negative stereotypes about them are widely believed. Recommendations are made for effectively teaching these immigrants to survive and thrive in Canada. Immigrant success stories are chronicled in a number of vivid examples. It is concluded that the acquisition of literacy skills in Spanish is a necessary first step before acquiring similar literacy in English or French. Literacy is viewed as more than just reading and writing, but a necessary tool for problem solving in every-day life in a modern society. Other useful resources are provided. (KFT)

A four-stage model was tested to examine the processes by which new faculty became members of three academic departments within a higher education institution. Attention was directed to the ways in which different academic subcultures select and socialize new faculty and the degree to which identity and role orientation are carried over, or adjusted, by new faculty. The four stages of the conceptual model involved: the pre-arrival stage, including the individual's pre-dispositions before entering a new setting; the encounter stage, including an individual's preconceptions formed during recruitment and selection; the adaptation stage, including the external socialization processes and the initiate's identification with the organization; and the commitment stage, including the extent to which the norms and values of the local culture are assimilated by new organization members. Survey and interviews completed by current faculty were used to assess institutional culture, perceptions regarding the subcultures, and the work climate in the three departments. New faculty completed a portion of the survey specifying the relative importance of various academic tasks. The model accurately delineated the process factors involved in the entry period and predicted two enculturation responses. For each stage, theoretical propositions are identified, along with process dimensions and developmental tasks. (Contains 21 references.) (SW)

A study explored the relevance of acculturation theory to language fossilization in the advanced stages of second language learning. Case studies of two native Japanese speakers with long experience living in an English-speaking environment are examined. First, the model of acculturation is outlined: it proposes that socio-psychological factors, particularly social and psychological distance, are central to second language learning success and draws a parallel with the development of pidgins and creoles in language contact situations. Second, the research methodology is described and the two subjects are introduced, focusing on their language use patterns and social-psychological profiles. The third section reports results of several English usage analyses (morphemes, negatives and interrogatives, complex syntactic structures, lexis and comprehension, pronunciation) and social-psychological analyses (social distance, status, size, attitudes, cultural congruence, integration patterns, cohesion, enclosure, relations with the expatriate community, psychological distance). It is concluded that acculturation theory does not account for two important factors, language aptitude and language needs, or for fossilization, and that a broader approach is needed. (MSE)

By 1985, almost 2,500 Ethiopian Jews, who call themselves Beta Israel, had settled in Israel, with more than 1,600 in permanent housing in 2 major areas. This mass immigration caused strains on Israeli society and on the immigrants. The Bernard van Leer Foundation funded the Community and Education Project for Beta Israel to assist in the absorption of Ethiopian Jews into Israeli society. Programs sponsored by the project included supervised children's play groups, morning and afternoon child care services, a homework assistance program, a home visiting program, and various adult education classes. The project received support from municipal social service agencies, but its relations with the Ethiopian community were hampered by internal differences in the community. Factors that affected the project included the absence of communal institutions in the Ethiopian community, and various community demands. As the project evolved, it developed an increased knowledge of the community served, professionalization of staff, and routinization of activities. Community changes that occurred during the course of the project included an increased autonomy of the immigrant community and its members, improved child nutrition, and greater independence for women. A review of the project considers funding issues and the moral dilemma that arises when a developmental agent becomes involves with another culture. A bibliography of 31 items is provided. (BC)

This exploratory study examines the mother's perceptions of her preschooler's acculturation process, using qualitative methods to collect data from six Latino immigrant mothers about their own acculturation and that of their preschool child. Three patterns emerged: parallel dyadic acculturation, vertex dyadic acculturation, and intersegmented dyadic acculturation. One mother-child dyad were coded as parallel, defined by the complete disconnect between mother and child acculturation. Three mother-child dyads were code as vertex dyad, which is defined as the mother and child starting at the same stage of acculturation and then deviating from each other as the child's acculturation accelerates and mother's decelerates. Two dyads fell in the third dyad, intersegmented, where mother and child acculturation processes converge and separate at various points. (Contains 1 table and 3 figures.) [This paper was produced by RAND Labor and Population. It was made possible by the NIA funded RAND Center for the Study of Aging and the NICHD funded RAND Population Research Center.]

This paper was commissioned by the Education Commission of the States to identify the educational needs of Puerto Rican students in the mainland United States. A historical overview of Puerto Rico, Puerto Ricans, and their relationships with mainland United States is presented with a focus on the Puerto Rican emigration to the mainland. The role played by public schools in the assimilation, "Americanization," and education of Puerto Rican children is discussed. Topics examined include educational issues, bilingual education, language policy, community control, school desegregation, and legal issues. The paper concludes with recommendations for policy development. A list of possible areas of conflict during the concurrent implementation of race and national origin desegregation plans is appended. (MK)

For second-language learners, the narration of highly personal experiences that entail strong affective relations relies on the conceptual processes underlying language. Relating personal narratives in a second language may be a highly successful communicative use of language even though extensive linguistic information for that language is lacking. Expression of the conceptual aspect becomes critical. A comparison of the narrations by two Vietnamese brothers of their departure from Vietnam and their development of a new life in the United States indicates the powerful role of psychosocial dynamics in second language acquisition, which can set up either positive or inhibiting conditions for second language development. The use of spoken personal narratives that draw on the dynamics of immigration and resettlement appears to be an indicator of active engagement of second language acquisition processes. Findings suggest that second language acquisition researchers and practitioners should look beyond the acquisition of forms and functions to gain further insight into the acquisition process. (MSE)

The papers related to Canadian language policy at an international conference are presented: "Language Policy in Canada: Current Issues" (Juan Cobarrubias); "Multiculturalism and Language Policy in Canada" (Jim Cummins, Harold Troper); "Defining Language Policy in a Nationalistic Milieu and in a Complex Industrialized Region: the Quebec Case" (Jean-Denis Gendron); "The Impact of Minority on Language Policy and the Impact of Language Policy on Minority in Quebec" (Don Cartwright); "Facts and Fancies in Language Education of Ethnocultural Minorities" (Bruce Bain); "Language Education for Northern Canadian Native Students: A Case Study of Fort Albany, Ontario" (Kelleen Toohey); and "Multiculturalism as De-acculturation" (Claudia Persi-Haines, Ian Pringle). (MSE)

This paper presents an overview of the socioeconomic status and advancement of the Hispanic population in the United States. The study uses both socioeconomic indicators and noneconomic measures to assess the level of Hispanic assimilation, and analyzes the influence of subgroup affiliation, place of birth, and length of time since immigration on socioeconomic stratification. The paper is comprised of seven sections. Section 1, "Introduction," discusses theoretical and methodological considerations and presents a demographic overview of Hispanic Americans. Section 2, "Income and Earnings of Hispanics," finds greater declines in family income and individual earnings for Hispanics than for Whites or Blacks during the 1980s. Section 3, "Poverty and Welfare Use Among Hispanics," indicates increases in the poverty rate and number of welfare recipients. Section 4, "Education," reports increases in Hispanic educational attainment in the 1980s but a persistent lag behind that of Whites. Section 5, "Homeownership," finds Hispanics less likely than Blacks or Whites to own homes in 1986. Section 6, "Occupation and Labor Force Participation," examines trends in employment and unemployment. Section 7, "Other Measures of Assimilation and Integration," uses the following measures to analyze Hispanic assimilation: (1) English language usage; (2) residential integration; (3) intermarriage; and (4) fertility. Statistical data are presented on 29 tables. (AF)

Educationally, pastoralists appear to be a paradox. From the perspective of official education, they are a complete failure, scoring badly in terms of enrollment, achievement, attainment, and gender balance. However, pastoralists are far from being unskilled. Their daily lives require them to perform tasks involving high levels of individual and social specialization. A consideration of this paradox should be central to analyses of the continuous failure, with regard to nomads, of the universal project of education. Instead, education programs appear to oppose nomadic culture at all levels--from principles and goals to evaluation. As a universal project, education has had a very broad goal of the fulfillment of all individuals as human beings and a very narrow view of educational structure and content. With regard to education of nomads, this literature review suggests that such attitude should be reversed to a broader view and focused goals. Policies should expand the view from statistics and the classroom to education as a broad phenomenon. Education for nomads should be flexible, multifaceted, and focused enough to target specific structural problems such as social and economic marginalization, lack of political representation, or coping and interacting successfully with the challenges of globalization. Sections of this literature review cover the educational rationale (education as basic need and right, education for development and integration); practical problems and solutions (mobility, remoteness, poverty, sparse population, distance education, staff, motivation, language); cultural problems (conservatism, ignorance, child labor, cultural alienation, education of girls, parent choice, relevance); impact and outcomes of education; a Mongolia case study; and key issues for future policy. (Contains 194 references.) (TD)

This paper uses data on earnings and education from the 1971 Current Population Survey to test three hypotheses of ethnic achievement and assimilation. The evidence does not support the hypothesis that differences among European ethnic groups have melted away during the three generatioons since the end of the second wave of immigration from Southern and Eastern Europe. Statistically significant differences in both education and earnings persist. The differences in earnings have definitely been narrowing over time. However, the differences in earnings do not disappear when ethnic differences in education, location, age and marital status are taken into account. However, the differences that persist are not those that the melting pot hypothesis, or other theories, of social mobility, would predict. The second wave groups, the more recent arrivals from supposedly inferior cultures, in many cases have higher average earnings with and without adjusting for other factors than the first wave groups. Although differences in education and earnings persist among European ethnic groups, contrary to the melting pot hypothesis, these differences completely contradict theories that predict that later groups or Southern and Eastern European groups should do worse than earlier or Northern and Western European groups. (Author/JM)

This paper evaluates the effect of Federal resettlement policy on Southeast Asian refugee women's employment training programs and describes the extent to which this training contributed to the refugees' economic mobility and acculturation. The report is divided into three major sections. Part 1 introduces the study by discussing its background, purpose and conceptual framework, and data collection methods. Data were derived from a survey of key refugee leaders and resettlement personnel, a pilot study conducted in St. Paul and Minneapolis (Minnesota) (cities with large refugee populations and extensive employment training programs), and a concentrated study of nine additional sites concerning Federal resettlement policy on educational assistance to refugees. Part 2 presents an historical overview of public policy and refugee training from 1975 to 1985. Part 3 describes existing programs providing preemployment training and training for a number of different industries. The study's principal finding is that Federal employment training policy resulted in the training of large numbers of refugees for the secondary labor market. Once entering that market, however, frequent layoffs and low pay caused refugees to move back and forth between jobs and welfare. Most women's training focused on preparation for jobs in industrial sewing, electronics assembly, or the cleaning industry--all jobs involving the lowest skills and the lowest pay. Nevertheless, training programs appear to have helped refugee women acquire confidence and adapt to their new environment by providing a supportive atmosphere. (KH)

Bilingual education programs and policies in three countries with sizable minorities, Sweden, Australia, and the Federal Republic of Germany, are examined in order to gauge both the extent to which children with limited proficiency in the dominant language are in integrated classrooms and the degree of their social integration. First, the acceptance of foreign nationals into the Swedish labor force and communities and the elaboration of social policies toward those persons are outlined. The assumptions underlying bilingual education in Sweden are discussed along with four alternative forms of classroom organization that are being tried and the level of social integration of immigrant groups. Second, bicultural education in Australia is considered in terms of Aborigine education; education about the Aborigines; the induction of immigrants; ESL instruction; supplementary bilingual education programs; social studies and foreign language education; the response of education departments to the need for teacher training; and the debate over multiculturalism versus social integration. Third, the following dimensions to bilingual education in the Federal Republic of Germany are reviewed: policies toward guestworkers, political refugees, and European Economic Community nationals; the change from segregationist to integrationist approaches to the education of guestworkers' children; difficulties in integrating foreign students academically and socially; the problems of inner city enclaves of immigrants; and the question of repatriation. (RDN)

The success of the United States as a nation has depended on establishing a common language, loyalty, and culture. To achieve functional normalcy among our citizens there has been an ongoing process of single culture socialization carried out predominantly through systems of public schools. But whether it is necessary or desirable to establish a nonculturally differentiated mass by means of cultural conversion and absorption needs to be examined. In response to genuine cultural variety there is a new sense of pluralism which seeks to establish a condition of parity among ethnic groups. The assumption of the new pluralism is that people will be made aware of the multicultural characteristics of American life. This touches directly upon the role of the educational system of facilitating intercultural communication. The goal of our schools must be to assist people in learning self and enable them to respect others by showing the richness inherent in the different cultural senses of reality. There is a need not only for ethnic studies programs but for an ethnicity in education through which an intercultural dimension pervades the entire curriculum. (Author/JM)

Concomitant with a child's acquisition of phonological, syntactic, and semantic rules of an adult language is the need to learn pragmatic and contextual abilities for proper use of the language. As early language acquisition is closely allied with play, three children aged about 22 to 40 months were observed during play activities to determine their understanding of language and behavior conventions. Joking, deliberate misleading by an adult, scolding, and humor all elicited certain reactions from the children, showing their degrees of comprehension of a situation and their ability to indulge in linguistic play. (CK)

A survey of 129 Haitians enrolled in English for Speakers of Other Languages classes in Miami, Florida, revealed that common stereotypes about Miami Haitians are wrong in virtually every respect. In fact, Miami Haitians are not a significant drain on community resources. They did not come to the United States anticipating benefits from the welfare system. They are not uneducated nor are they unskilled. To the contrary, Miami Haitians have a tremendous potential for productively contributing to United States society. They are well educated by Haitian standards and many come with readily employable skills. Their motivations for leaving Haiti are inseparably both political and economic. They possess a sound work ethic and are striving to improve themselves. Economic problems are severe, yet they confront and surmount them with virtually no help from the State welfare system. They rely largely upon opportunities and resources within Miami's own Haitian community. Yet, they do not isolate themselves from the large community around them. They work with, buy from, and live in the same neighborhoods as Cubans, Anglos, and American Blacks. In spite of the many personal difficulties they have encountered since arriving in the United States, they maintain a positive view of themselves and their experiences in United States society. If given sufficient opportunities, they are likely to adapt quickly and succeed economically. (KH)

Characteristics of the Korean population in Los Angeles, intergenerational cultural problems, and efforts to promote language maintenance are described. The majority of Koreans in Los Angeles have been in the United States less than 10 years. A high percentage are from middle class and professional backgrounds. The traditional hierarchical family structure is being challenged by the younger generation that has been educated with the American values of independence and individual freedom. This conflict between children and their elders is frequently aggravated by lack of communication caused by language differences. Organized community efforts to maintain Korean language and culture include Korean churches, Korean language schools, Korean language mass media, bilingual education in public schools, and business and social organizations. The outcome of these efforts will be influenced by a variety of both negative and positive factors such as the pressure to change from both within and outside the community. (RW)