students with visual impairments (TSVIs). The
visual conditions of the participants varied as did
their amount of vision, ranging from 20/200 to total blindness. Each participant shared their immigration story as it related to their individual family
and personal background including information
about their visual impairment.
Findings
Themes that emerged from these interviews
were identified by participants as essential in contributing or impeding success in school. These
themes included language, culture, personal satisfaction, family, and goals for the future.
Language and Maintenance
All of the participants in this study learned
English when they came to the United States and
did not speak English in their native country. Languages represented were Somali, Arabic, Spanish, Hmong, Vietnamese, Tagalong, Chinese, and
Japanese. Participants received language instruction while at school in the U.S. and practiced
a great deal. Immersion helped them learn English as did the television and radio. Factors that
contributed to the speed and quality of the second language acquisition were age when they
came to the United States, personal motivation,
family support, and encouragement by teachers.
All participants maintained their native language by using it at home or with a community
that used that language. None received instruction in their native language at school in the U.S.
The participants did not have access to educational materials in any medium (braille/large print)
that supported the maintenance of their native
language. The participants reported that their
teachers in the U.S. did not encourage them to
use their native language at school, nor did
teachers attempt to communicate with students in
their native language.
Five participants felt they were bilingual
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