Older Adults and Information and Communication Technologies in the Global North

At all ages, people are incorporating information and communication technologies (ICTs) into their lives. It is not that they have stopped talking with each other in-person, it is that ICTs complement their interactions when they cannot be together face-to-face. Since the 1990s, email has provided a routine way to stay in touch and sustain meaningful contact over distance. But not all age groups have adopted ICTs with the same enthusiasm. Research in the Global North has consistently reported that age plays an important role in ICT adoption and use (Anderson and Perrin 2017). For example, older adults have been the least likely to use ICTs, and even when they do use ICTs, they are less active in their use (Blank and Groselji 2014; Haight, Quan-Haase, and Corbett 2014; Schreurs, Quan-Haase, and Martin 2017). Yet, this is changing. As more older adults use ICTs, analysts are wondering how such ICTs affect older adults’ social networks (Wang, Zhang and Wellman 2018; Wellman, Quan-Haase and Harper forthcoming): Are ICTs helping older adults build, maintain, or diminish personal networks? And how are they supporting or limiting the exchange of social support both for local and long-distance social networks? Moreover, are ICTs affecting different types of social ties differently—be they kin, friend, neighbor, workmate, or churchgoer; or strong or weak

Language, Ethnicity, and Belonging for the Children of Migrants in New Zealand

The children of migrants grow up with influence from at least two cultures, and they must negotiate their path to adulthood through one or more ethnicities and one or more language varieties that may set them apart from the majority population. We asked how teenagers born to migrant parents in an English-speaking context appeal to the cultures and/or ethnicities they identify with to explain their language choices and perceptions of belonging. More than 50 interviews were carried out with teenagers who identified as speakers of the minority language of their parents (Chinese, Dutch, French, German, Korean, or Spanish), and one or both parents of such young people. The focus of the interviews was the minority language, but they became narratives of belonging. Thematic analysis of the transcribed and (where necessary) translated interviews revealed patterns in the perceptions of the teens and their parents. The reported self-perceived proficiency of the teenagers in the minority language, their perception of their ethnicity (particularly but not exclusively for the Chinese and Korean teens) and the culture of the host country, diasporic, and home country communities- were factors in when and how the teens chose to use the minority language, and in how they identified as, for example, Dutch. More than 160 languages are spoken in New Zealand; 25% of the population was born elsewhere, yet the country is one of the most monolingual in the world. This study reveals tensions affecting the willingness of New Zealand–born young people to openly identify with their parents’ ethnicity and to use their languages. Lessons learned from those who raised bilingual children in New Zealand in the face of minimal official support and overwhelming pressure from English will be valuable to other parents and caregivers in New Zealand and elsewhere.Intergenerational transmission of minority language