Research has shown that "voluntary" immigrants (individuals who immigrated in pursuit of a better life) and "involuntary" immigrants (individuals who immigrated against their will or who traditionally lacked opportunities to assimilate into mainstream culture) typically have unequal educational outcomes. An ESL teacher could best use this information to better understand which of the following sociocultural factors related to students' language development and learning?
  1. Mainstream school models and their influence on students' resistance to change.
  2. Power relationships in society and their impact on school achievement.
  3. Undervalued language varieties and their effect on students' school success.
  4. Group motivation and its impact on learning.
Explanation
Correct Response: B. Immigrants who experience an involuntary "push" to immigrate are less likely to view themselves as empowered by their new situation and more likely to experience difficulties in the acculturation process. These factors can have a significant effect on parental attitudes toward a new school and the new culture as a whole, which in turn can affect student attitudes and achievement. A is incorrect because it does not relate to sociocultural factors with respect to immigration status. C is incorrect because the scenario does not suggest that students' language varieties (e.g., dialect) are related to the issue of voluntary and involuntary immigration. D is incorrect because the scenario is not related to group motivation with respect to education but rather to motivation with respect to immigration.
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