By: josé luis calvo buezas  (Page 6/7)

• The knowledge of the meaning of words and their connection with the immigrant student’s inner-lexicon that the immigrant student posseses.
• The ability to identify the main ideas that are going to comprise the comprehensive macrostructure.
• The integration, hierarchy, and globalization of ideas according to its relations and connections.

This instrumental process is necessary for all students, including the native ones, but much more for those who are incorporated into the schooling center without knowing the language. We cannot fall into the error of thinking that because an immigrant student learns certain words from class, or is able to use them in a correct way to coexist with classmates, that they already dominate the language sufficiently as a basic tool for all its curricular processes. The scholastic organization and the selection of didactic strategies for immigrant students must follow up on this process of comprehension. A book, a work of art, norms of coexistence, a game in the recreation time, are full of messages that send an emitter to a receiver and must be understood and interpreted in determined social environments.

Language as an element of group identity and interculturality

Many non-native groups are locked under the common denomination of being immigrants. However, many factors fragment that apparent association so that they frequently have little in common. The use of the same language acts as a catalyst element that unites everyone who uses it, while separating them from strangers.

In many cases, especially among Latin Americans, this factor is a determinant as far as what country to go to. According to a Bustos’ study referring to Chilean immigrants, the principle reason why 39.3% chose Spain as their new country is because Spanish (Castilian) is spoken. One who participated in this survey said, “I loved the idea that I could improve my language skills, since I always liked Spanish and Literature classes in school. I even believed that my children could speak better than we did because we are in Spain.” Along with language, there are other cultural similarities like history, traditions, hymns, and celebrations. All of these elements help a group adjust to the country to which they have arrived, and be inserted into networks of communication, coexistence, and aid.

In many cities, especially those in which the number of immigrants is high, there seems to be set places, days, and times to meet with those of their own country. They share the adventures of immigration and suggest solutions to solve work, house, health, and school problems. These meetings create intense bonds, conditioning these immigrants to face a new kind of life. Members of these groups share celebrations, dinners, songs, games, and converse about news of their country. Usage of the same language makes these encounters possible, and becomes the common soul of the meetings and coexistence. If there are students that speak a different language in class, they tend to get together, which causes the rest of the students to accuse them of isolating themselves, even though that is not always the intention.