Issue of Immigrant child in Canada Essay

During the late(a) years, there has been extraordinary raise in the number of immigrants in Canada. Asians go the largest stem of the recent arrivals to Canada. During 1986 and 1991, there were 819,000 immigrants in Canada of whom 19 percentage of them were sisterren abject the age of 12 years . (New Canadian barbarianren). At present, Asians are the rapid stiring population in Canada. Asian immigrants include Indians, Chinese and so forth , of whom Chinese make the greatest number of Asian immigrants in Canada everywhere the past 20 years.(Asian Canada). In 2003, Chinese comprise of 17. 3 percent of Canadas immigrants. The judicature of Canada is providing many facilities for such immigrant children. scorn of the facilities and the help disposed by the regime of Canada, the Chinese immigrant children in Canada are face many problems which include style problem, family income, school learning system, food style, living environment, ethnic change, etc. , The comm and style in the Asian nations and Canada are rather different from each a nonher(prenominal).(Researcher debunks) Chinese immigrant children in Canada face many problems in the school due to the teaching style and the language problem. Because Chinese hold dear traditional ways of schooling, power imbalance occurs in between the teachers and the immigrant parents. agnatic involvement is very main(prenominal) to the children whose native language is not English. (Parental involvement). Chinese immigrants who came to Canada recently are facing barriers to communicate effectively with the school personnel.Chinese parents communicated with the teachers or school personnel only 2 to four propagation a year where as the non-immigrant parents communicated once in a month and even once in a week. (Home school communication). This happens because of one of the super acid reason that the Chinese parents cannot speak English and need to rely on the interpreters. The other reasons in clude non-availability of the school letters, school programme schedule and to a fault with the lack of time. The immigrant children feels much pressure on the stark naked education system.When the lieu language is Chinese and English being the medium of instruction in the school, the child finds it very difficult to adjust and could not understand the fancy when compared with the non-immigrant child. The children because of the language problem to communicate with other population, could not mingle with other children and find hard to make friends. If the immigrant child has friends in the school, it makes the child to turn out communication skills as well as the interpersonal skills. This effects the childs mental development.When the child is physic completelyy and mentally happy and support by the parents and the society, then that child becomes successful in the future. There are several reasons which leads to the vulnerability of new immigrant groups in Canada. Some of th em are unfitness to speak dominant language, separation from community, negative public attitudes, and lack of intimacy of the health care systems. Poverty can be calculated utilise product of education and occupation but this may not be true with the immigrant situation.Most of the immigrants crap to a greater extent formal education when compared to Canadians, they often face underemployment and unemployment. Due to the instability in the income, their children are affected. The parents cannot provide them with good educational facilities, quality food, and all other necessities as compared with the non-immigrant children. Due to the low functioning capacity of the family, the children suffer from the mental disorder, stress, conduct disorder, hyper get alongivity etc. These children are psychiatricalally disordered.These affect the education, games and other activities of children when compared with the non-immigrant children. The immigrant children withal includes the chi ldren of the single parent family status. These families are normally accompanied by low education, low income, and there is a noble risk of mental and physical health problems. The development of the child all told depends on the parents and the society. Children of alcoholic parents feed exalted risk of developing psychiatric disorder. However, according to the report by Offord and Lipman, the disorder rates among the new immigrant children are lower.(Growing up Canadian) Immigrants start their adaptation to the new acres through a process called civilisation. (Acculturation/adaptation). An individual who is a participant in civilisation arrive at situation and when a person is being contractd by the immaterial culture directly, it is known as psychological acculturation. The result or ratiocination of acculturation is adaptation but this method includes stress which affects some(prenominal) immigrated parents and children. Expectations of both the new and old culture on the immigrant children show much burden.The acculturation affects the Chinese immigrant children in internal domains such as aspirations and value and outside(a) domains such as social experience and the living environment. The standing of the two cultures takes place in several takes to the immigrant Chinese children. The fore most level would be the cultural practices and beliefs, social experience and the parental expectations. Chinese culture is completely different from that of the western sandwich culture. Asians give importance to the needs and rights of the group of people and they believe in interdependence.But these principles are incompatible with the western culture where they believe in the individualism, personal growth and individual achievement. veritable amount of discontinuity concerning cultural contexts and values of their new and previous homelands are shown on the recently immigrated Chinese children. By the cultural discrepancy, the immigrant Chinese c hildren feel acculturational pressure from both sources like schooling and peers. The immigrated Chinese children will be unwilling to stick to the parental norms due to the pressures of the new culture.The cultural values to which the immigrant children are used to in their homes would conflict with those of the values and beliefs of the western culture. However, the immigrant children substantiation different from the non-immigrant children in their values. The immigrant children have their own norms and values which are important in the practise of daily life. The immigrant Chinese Children experience discrepancy in the food they eat usually because the food which Chinese eat is completely different from that of the western nations.The immigrant Asian children have been found to achieve high academic performances and the parental aspirations are high when compared to non-immigrant parents. Chinese immigrant children may olibanum locate themselves between the parents high expe ctations and comparative poorer aspirations of the new culture. A source of concern over the Chinese-Canadian community is the racial discrimination. fit to the leaders of the Chinese-Canadian community, the immigrant Chinese children have not only been ostracized but also they have been subjected to physical and verbal attacks.These attacks were unacknowledged by the schools and the teachers. Adolescents and the immigrant Chinese children have been the unknowing sufferers of violence. The immigrant Chinese children were the targets of different forms of discrimination. Due to this the immigrant Chinese children experienced perplex social relationships even in the school where the children feel alienated and obscure. The immigrant high school Chinese students feel much difficult and socially isolated in their English classes. Encounters with discrimination and racism are very car park among the immigrant Chinese children.Thus the difference between the parental expectations, cul tural beliefs of their country and the new host country would confuse the immigrant children regarding their aspirations and personal values. The Chinese immigrant children experience diagonal based on race and so they have bony sense of belonging to their school communities. In Canada, the immigrant disabled child is not treated properly. Canada is violating Rights of the child as well as the seven articles of the coupled nations conventions. The disabled immigrant children in Canada are not guaranteed social and basic educational services.Canada is violating the rights of the immigrants by refusing the children with disabilities. Disability is understood as a political unloosen rather than the personal issue. The provisions under in-migration and refugee protection act (IRPA) and the original immigration is best known to the poor treatment of people which was later enacted to replace in 2002. Canadas system of immigration does not recognise children with disabilities but rathe r gives importance to the economically desirable workers. The immigration of a disabled child depends on the how independent the children could be when they grow up.Even now, the Government of Canada is admitting disabled immigrant children only in some of the cases. If the government does not give permission for the disabled child to get immigrated, the child goes through tough times which spoils his career. The Government of Canada is providing certain programs which help the immigrant children to habitus up English language and adjust with the school environment. These programs include ESL, LINC etc. , ESL stands for English as a Second language. (ESL in Canada directory). ESL means teaching English to a person whose primary or native language is not English. gentility laws in Canada provide that ESL should be provided to all of the students who have been enrolled in the schools and whose primary language is not English. ESL programs in secondary and wide-eyed schools are desig ned in such a way to meet the needs of the children to meet the proficiency standards. It focuses on English alphabet and phonetics to the children of all ages. In cooperation with the local school boards and colleges, community and immigrant organisations, the Government of Canada offers French and English language training programmes. This is known as LINC.LINC stands for Language Instructions to Newcomers to Canada. (LINC programs) Intergovernmental cooperation helps territorial and provincial governments to put forward to members of official-language minority communities to provide education in their own language. (Intergovernmental Cooperation) British Columbia literacy program for the immigrant families/children have been released for the immigrant families with young children. The immigrant PALS (Parents As Literacy Supporters) is made for the for the pre-school children and the parents living in Canada for at least three years.The Government of Canada provide education to t he immigrant children through the language schools. Language schools are the schools where abroad languages are studied. Language schools offers certain specific programs to the people wishing to fig out for internationally recognised language exams such as TOEIC, TOEFL, University of Cambridge ESOL examinations, DELE etc. The immigrant Chinese people comprises most of the population in Canada. The immigrant Chinese children are facing many problems in the society, school etc., and they are often abrupt with the culture and customs of the new and previous homelands. They are also experiencing bias based on race, language and food and they stand socially isolated. Despite of these problems, the immigrated Chinese children are achieving higher academic performances. The Government of Canada should provide more schemes and facilities to the immigrated Chinese children and should help them to get better in their studies. REFERENCES 1. Morton Beiser, New Canadian children and youth st udy, Health Canada, March 31, 1999.http//ceris. metropolis. net/Virtual%20Library/health/beiser1. hypertext mark-up language 2. Marc Star, Asian Canada, http//www. goldsea. com/Features/Canada/canada. html 3. Guofang Li, Researcher Debunks Myth that Asians Are, by Nature, More academically Successful than Other Minorities, December 4, 2002. http//www. buffalo. edu/news/5975 4. Simich-Dudgeon, Carmen, Parent Involvement and the Education of Limited-English-Proficient Students. ERIC Digest. 1986-12-00. http//www. ericdigests. org/pre-925/parent. htm 5. Lily L. Dyson, Home-school communication and