Bilingual Youth: Spanish in English-speaking societies

Editorial page......Page 3
Title page......Page 4
Copyright page......Page 5
Table of contents......Page 6
Introduction......Page 8
Preface. Bilingual youth: Spanish in English-speaking societies......Page 10
References......Page 12
1. Introduction......Page 14
2. The construction of identities linked to language......Page 16
3. Languages as acts of cultural, ethnic and national identities......Page 20
4. Why identities linked to languages matter......Page 25
5. Challenges for identity and multilingualism......Page 31
References......Page 35
The United States......Page 38
2. The translanguaging of Latino kindergarteners......Page 40
1. Introduction......Page 41
2.1 The national context......Page 43
3. The participants and the study......Page 46
4. The curricular and pedagogical structure: Separation and convergence......Page 48
5. Translanguaging in kindergarten: Convergence and separation......Page 49
6. Beyond monoglossic bilingual education: A two-way bilingual kindergarten......Page 51
6.1 Translanguaging in kindergarten......Page 52
6.2 To mediate understandings......Page 53
6.3 To co-construct meaning......Page 54
6.4 To construct meaning within oneself......Page 56
6.5 To include......Page 58
6.6 To exclude......Page 59
6.7 To show knowledge......Page 60
References......Page 61
1. Introduction......Page 64
2. The quinceañera: Origins, structure, and meanings......Page 65
2.1 Components of a quinceañera celebration......Page 66
2.2 Meanings......Page 68
3. The role of Spanish in U.S. Latino identity......Page 72
4.1 Setting......Page 74
4.2 Participants and survey questions......Page 75
5. Findings......Page 78
5.1 Characteristics of Chicago quinceañera celebrations......Page 80
5.2 Spanish use in the enactment of quinceañera celebrations......Page 83
6. Conclusions: Hybridized tradition, language use, and identity......Page 90
References......Page 93
Appendix A......Page 94
4. Literacy practices and language ideologies of first generation Mexican parents......Page 96
1. Language development in immigrant children......Page 98
2. Families’ strategies to promote bilingualism......Page 99
3. Latino families and language ideologies about child bilingualism......Page 101
4.2 The study setting and participants......Page 103
4.3 Data sources and analysis......Page 104
5.1 Families’ perspectives on maintaining Spanish (20 out of 20 families)......Page 106
5.2 Families’ perspectives on promoting literacy development in Spanish (eight out of 20 families)......Page 107
5.3 Families’ perspectives on learning Spanish at home, English at school (six out of 20 families)......Page 108
5.4 Families’ perspectives on promoting bilingualism and biliteracy development at home (six out of 20 families)......Page 109
5.5 Teacher’s perspective on language development among preschool immigrant children......Page 111
6. Discussion......Page 112
7. Conclusion......Page 114
Appendix A......Page 115
References......Page 116
5. Ethnolinguistic identity......Page 120
1. Introduction......Page 121
2. Language shift and language maintenance and the context of hostility toward Latinos in the United States......Page 122
3. Foreign language program resources......Page 126
4. What about the language? The characteristics of Marisa and Adriana’s Spanish......Page 135
5.1 Marisa’s ethnolinguistic identity......Page 146
6. Next steps in the journey: Formal schooling and other resources......Page 147
7. Imagining a different path......Page 149
References......Page 151
Canada......Page 154
1. Introduction......Page 156
2.1 Simultaneous and sequential bilingual acquisition......Page 157
2.2 Language maintenance and shift in bilingual communities......Page 159
2.3 Family language transmission......Page 161
3.2 Participants......Page 162
3.3 Parent instruments......Page 163
3.4 Child instruments......Page 164
4.1 Language dominance and general language measures......Page 165
4.3 Perception and attitudes of the bilingual families......Page 168
4.4 Characteristics of the home context of bilingual children......Page 170
4.5 Children’s own attitudes and perceptions......Page 172
5. Conclusions......Page 175
References......Page 178
Appendix A......Page 181
1. Identity and bilingual development......Page 184
2. Theoretical framework......Page 186
3. The study......Page 187
3.1 Family background......Page 188
4.1 Language and literacy socialization: Attitudes and practices......Page 189
4.2 Family literacy socialization practices......Page 190
4.3 The effect of school on home language socialization......Page 192
4.4 The war against assimilation......Page 194
4.5 Socializing affiliations and ideologies......Page 196
4.6 The construction of Spanish......Page 197
5. Discussion and conclusion......Page 198
References......Page 202
The United Kingdom......Page 206
1. Introduction......Page 208
2. General background......Page 211
2.1 Sentence-initial non-nominative NPs in Spanish......Page 213
3.2 Methods and materials......Page 219
4. Results......Page 224
5. Discussion and conclusion......Page 228
References......Page 231
9. Voicing language dominance......Page 234
1. Introduction......Page 235
2. Linguistic analysis......Page 238
3. The present study......Page 241
3.1 Participants......Page 242
3.2 Material and procedure......Page 243
3.3 Results......Page 245
4. General discussion......Page 248
References......Page 252
Appendix......Page 254
Australia and New Zealand......Page 256
10. Children’s voices......Page 258
1.2 Researching languages, power and equity in education......Page 259
1.3 Spanish language retention in Latin American families, communities and educational settings......Page 260
2. Reframing bilingualism......Page 261
2.3 Social and economic capital......Page 262
2.4 Habitus......Page 263
2.6 Social fields and linguistic markets......Page 264
3. Context of the study......Page 265
3.1 Interviews and observations of the children at La Escuelita......Page 266
4. Findings and discussion......Page 267
4.1 Children’s views and languages learning......Page 268
4.2 Identity and habitus......Page 271
4.3 Imagination and dispositions of languages learning......Page 272
4.4 The legitimacy of Spanish is produced in linguistic markets and through linguistic habitus......Page 273
4.5 Linguistic markets shape disposition......Page 274
4.7 The family as a source of social capital......Page 275
4.8 Family visits overseas......Page 276
4.10 Spanish-speaking media......Page 277
4.11 The production of cultural and linguistic capital in CL schools......Page 278
5. Conclusion......Page 284
References......Page 286
1. Introduction......Page 290
2. Maintaining Spanish in Australia: Some insiders views......Page 291
2.1 1945 through 1965......Page 292
2.2 1965 through 1975......Page 294
2.3 1975 through late 1980s......Page 298
2.4 The early 1990s......Page 304
2.5 Late 1990s to early 2000s......Page 306
3. Conclusion......Page 311
References......Page 312
1. Introduction......Page 316
2.1 Australian immigration......Page 317
2.2 Salvadorian migrants in Australia......Page 318
2.3 Migrants, ethnic identity and language use......Page 319
2.4 Young migrants and schooling......Page 321
3. Aims of the study and research methodology......Page 322
4. Discussion of findings......Page 324
5. Conclusions......Page 331
References......Page 334
1. Introduction......Page 338
2. The Latin American community in New Zealand......Page 341
3. Language and identity......Page 345
4. Methodology......Page 349
5. Findings......Page 350
6. Discussion and conclusion......Page 356
Acknowledgements......Page 357
Appendix......Page 358
References......Page 359
1. Introduction......Page 362
2. The role of schools in Spanish language maintenance and shift......Page 365
3. The role of the community in Spanish language maintenance and shift......Page 367
4. Challenges in Spanish language maintenance: Spanish language attrition and incomplete acquisition......Page 369
6. Ethnolinguistic identity......Page 370
7. Final thoughts......Page 373
References......Page 374
Index......Page 376
The series Studies in Bilingualism......Page 380