e example to this language shifting process.
In country like United States, one of the first domains in which children of migrant families meet English is the school (Holmes, 2001). They may read news papers in English, watch television but at school they are expected to interact in English. Moreover, they are challenged to English because it is the only means of communicating with the teachers and other children. Consequently, for many children of migrants, English soon becomes the normal language for talking to other peers- including their brothers and sisters (Holmes, 2001). More to the point, in many families English become a primarily spoken language (Creswell, 2003).
We can also observe some pressures of society too (Holmes, 2001). "Immigrants who look and sound "different" are often regarded as threatening by majority group members" (as cited in Harris, 2006, p. 52). For example, language shift to English, has often expected of migrants in predominantly monolingual countries such as England, the United States, Australia, and New Zealand. Speaking good English has been a sign of successful assimilation and it was widely assumed that meant abandoning the minority language (Holmes, 2001). This process could extend three or four generations but occasionally language shift is completed in just two generations (Holmes, 2001). In fact, migrants are typically monolingual in their mother tongue, their children are bilingual, and their grandchildren are often monolingual in the language of the "host" country (Holmes, 2001).
There is no research on Crimean minority group of America to be mentioned. Thus, I would like to fill up this gap and to contribute to this area by current study.
2. Aim
This research aims
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