¿Comprenderán Mis Amigos y La Familia? Analyzing Spanish Translations of Admission Materials for Latina/o Students Applying to 4-Year Institutions in the United States

Autor/in	Taylor, Zachary W.
Titel	¿Comprenderán Mis Amigos y La Familia? Analyzing Spanish Translations of Admission Materials for Latina/o Students Applying to 4-Year Institutions in the United States
Quelle	In: Journal of Hispanic Higher Education, 19 (2020) 2, S.195-209 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Taylor, Zachary W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-1927
DOI	10.1177/1538192718775478
Schlagwörter	Translation; Spanish; College Admission; College Applicants; Hispanic American Students; Readability; English (Second Language); Undergraduate Study; Multilingual Materials + Suchen Sie Ihr Suchwort? Spanisch; Hochschulzugang; Hochschulzulassung; Zulassung; College applications; Studienbewerber; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Lesbarkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Grundstudium; Multilingualism; Materials; Mehrsprachiges Wörterbuch
Abstract	This study examines first-year undergraduate admissions materials from 325 bachelor-degree granting U.S. institutions, closely analyzing the English-language readability and Spanish-language readability and translation of these materials. Via Yosso's linguistic capital, the results reveal 4.9% of first-year undergraduate admissions materials had been translated into Spanish, 4% of institutional admissions websites embed translation widgets, and the average readability of English-language content is above the 13th-grade reading level. Implications for research and practice are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01