In recent decades, large influxes of immigrants have migrated to the United States in seek of a more prosperous life. There are many external problems that most immigrants documented and undocumented alike face; all immigrants also face an internal dilemma of discovering how they are viewed by others and how they view themselves. This research project will focus on the retention of cultural heritage and the assimilation of American culture and the personal dilemmas that these individuals manage upon their immigration to the United States. This will include an extensive look at personal accounts of Latin American immigrant families who have children both born in the U.S. and in their country of origin. In addition, the research proposal aims to illustrate the various reasons why people immigrate to the United States and demonstrate how vastly different their lives can be once they are here. Lastly, the goal of this project is to help shape educational policy on the federal and state level that better serves children who are immigrants themselves or are of immigrant parents.
What do immigrants think of the U.S. and what is their outlook on American culture?
How do cultural identity and the retention of the family’s native language contribute to school achievement and school failure?
How much does nationality and family composition affect school achievement?
Despite America’s history of immigration and linguistic diversity, the only overt piece of legislation passed whose purpose was to protect a specific use of a language was the Native American Languages Act of 1990 (Schiffman 263), which stated that protecting Native American languages was a policy of the United States government.
From the 19th century onward, English, then, has served as a “de facto” language of the United States, although no laws in addition to the previously mentioned act have been enacted to protect the rights of speakers of languages...