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Improving migrant children's self-esteem through a language enhancement programme.

机译：通过提高语言能力计划来提高流动儿童的自尊心。

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摘要

A global concern about migrant children is that migration creates a certain kind of psychological distress which adversely affects these young people's self-esteem. In Hong Kong, the intake of new arrivals from Mainland China has increased to 150 per day (i.e. over 54,000 per year) since 1995. Local studies suggest that the major psychological problem encountered by these newly arrived children and adolescents is that they often possess low self-esteem. The researchers involved generally attribute the sense of inferiority of these young arrivals to poor socio-economic backgrounds, adverse living conditions, inadequate family and peer support, communication problems, being placed in a lower class at school, difficulties with English, lack of familiarity with social facilities, and discrimination or rejection by local people. Whilst they see an urgent need to address these children's self-esteem problems, few recommendations have been made on how to do so in the school context.;This study followed a qualitative and naturalistic case study design which enabled the researcher to explore whether a school English Enhancement Programme (EEP) could have any positive impact on migrant students' self-esteem, and in particular, which elements in the programme could have a positive influence on it. Thirteen Secondary 1 migrant students in a Hong Kong secondary school and two tutors were interviewed regularly by the researcher. Also, both the students and tutors were asked to record their progress and/or their feelings about the course in their diaries and teaching journals respectively after each lesson. Additionally, three external examiners were asked to comment on students' changes with regard to their self-esteem during the intervention. Three cases were reported in detail to illustrate the impact of the EEP on the subjects' self-esteem and their confidence in using English at different stages of the course.;The findings are that the EEP appears to have made a considerable impact on the participants under optimal circumstances. A majority of them showed a noticeable improvement in their self-esteem and confidence in speaking English. Both the case studies and the general findings postulate that outings, encouragement from tutors, peer support and games in the EEP have a positive impact on migrant students' self-esteem.
机译：全球对移徙儿童的关注是，移徙会造成某种心理困扰，对这些年轻人的自尊产生不利影响。在香港，自1995年以来，来自中国内地的新移民每天增加到150名（即每年超过54,000名）。本地研究表明，这些新来的儿童和青少年遇到的主要心理问题是他们经常拥有低自尊。所涉研究人员通常将这些年轻人的自卑感归因于不良的社会经济背景，不利的生活条件，家庭和同伴的支持不足，沟通问题，在学校上低年级，英语难，对英语的缺乏了解社会设施，以及当地人的歧视或排斥。虽然他们迫切需要解决这些孩子的自尊问题，但在学校环境中却很少提出有关如何解决这些问题的建议。该研究遵循定性和自然主义的案例研究设计，这使研究人员能够探索是否有学校英语增强课程（EEP）可能会对移民学生的自尊心产生任何积极影响，尤其是该计划中的哪些要素可能对其产生积极影响。研究人员定期采访了香港一所中学的13名中一流动学生和两名导师。此外，每堂课后，学生和导师都被要求在日记和教学日记中记录他们的进度和/或对课程的感觉。此外，还要求三名外部考官对学生在干预过程中自尊方面的变化发表评论。报告了三个案例，详细说明了EEP对受试者自尊的影响以及他们在课程的不同阶段使用英语的信心。研究结果表明EEP似乎对参与者产生了相当大的影响在最佳情况下。他们中的大多数显示出自尊心和说英语的信心有了显着提高。案例研究和总体调查结果均假设，外出活动，辅导员的鼓励，同伴支持和EEP中的游戏对移民学生的自尊心产生积极影响。

著录项

  • 作者

    Leung, Lai Mei.;

  • 作者单位

    Hong Kong Polytechnic University (Hong Kong).;

  • 授予单位 Hong Kong Polytechnic University (Hong Kong).;
  • 学科 Language Linguistics.;Education Educational Psychology.;Psychology Developmental.;Sociology General.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 490 p.
  • 总页数 490
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 语言学;发展心理学（人类心理学）;教育心理学;社会学;
  • 关键词

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