Factors Affecting Asian Students' Academic Achievement in Iceland be more manageable for youth who don't have a strong language background. Last, but not least, their self-esteem and a strong belief in themselves need to be in place, boosted and strengthened in order for them to persevere. Teachers and administrators also felt that parents have to be a part of the equation. They need to be better informed about the school system and the opportunities that are offered to their children here in Iceland in order to give their children guidance. It is also important for them to understand that helping their children to acquire an educa- tion to integrate into the society doesn't mean they would lose their children. There is a difference between integration and assimilation - they don't have to lose their children in the process. “However, like everything else around us, noth- ing can be accomplished without the proper finances. More money is going to have to be put into developing teaching materials and programs, training teachers before great things can hap- pen," one of the respondents concluded. Findings and recommendations Asian youth, who have moved from distant countries into a culture that is far different from their own, with a language that has little in common with their mother tongue, have usually developed a lot of strength, courage, and patience which can be built on. For many Weeks, and even months, in the beginning, day after day, they sit in classes with limited under- standing about what is going on around them. Sounds and words are spoken that they cannot identify. They see words written and changed constantly without knowing why and where and how to find their meanings. There are not even dictionaries in their own languages to help them to begin. This was why, again and again, throughout the study, students from grunnskólar to framhaldsskólar, and drop-out students talked about the need of continuously improving their Icelandic proficiency. They understood that without Icelandic they would not fully integrate into this society and obtain an education to better their lives. They also understood that with their limited Icelandic they were first more isolated in school and then society. It was difficult for them to make Icelandic friends, which in many ways was their key to improving their Icelandic profi- ciency and understanding Icelandic culture. These connections with Icelandic friends could later on open new doors into the society. This is the reason why, even though there were services in schools, they asked for more. They also asked for being accepted for what they were by requesting that their culture, literature and history be introduced and taught in schools along with Icelandic culture, Hterature and history. This would encourage a mutual understanding and respect among them and Icelanders. They wanted to have a muticultural environment developed within schools, their first daily contact with Icelandic society, so they could be a part of it and be comforted by it. The parents' wishes were that their children learn Icelandic in order to integrate better in the society and to have a better and different future than most of them. To do so they would Þekking - Þjálfun - Þroski 209

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