Spanish Maintenance among English-Speaking Latino Youth: The Role of Individual and Social Characteristics

Autor/in	Lutz, Amy
Titel	Spanish Maintenance among English-Speaking Latino Youth: The Role of Individual and Social Characteristics
Quelle	In: Social Forces, 84 (2006) 3, S.1417-1433 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7732
Schlagwörter	Hispanic Americans; Youth; Individual Characteristics; Social Characteristics; Language Proficiency; English; Language Maintenance; Acculturation; Context Effect; Oral Language; Spanish Speaking; Family Influence; Socioeconomic Influences; Demography; Age Differences; Gender Differences; Racial Differences; Parent Influence; Family Income; One Parent Family; Neighborhoods + Suchen Sie Ihr Suchwort? Hispanic; Hispanoamerikaner; Jugend; Jugendlicher; Jugendalter; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Gesellschaftsbild; Language skill; Language skills; Sprachkompetenz; English language; Englisch; Sprachpflege; Akkulturation; Oral interpretation; Mündlicher Sprachgebrauch; Sozioökonomischer Faktor; Demografie; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Rassenunterschied; Familieneinkommen; Single parent family; Ein-Eltern-Familie; Neighbourhoods; Nachbarschaft
Abstract	This paper investigates the effects of individual, family, social and demographic characteristics on the maintenance of Spanish among English-speaking Latino youth. This research finds effects of generation, gender, race, parent's English proficiency, single-parent status, parental income, and neighborhood concentration of co-ethnics as well as combined effects of race and gender on Spanish oral proficiency. The findings presented here suggest support for elements of the assimilation and the segmented assimilation theoretical perspectives as well as the race-gender experience theory. The author suggests that Spanish-speaking proficiency may be associated with opportunities to speak Spanish that are structured differently, not only by family and neighborhood contexts that allow for greater or lesser contact with Spanish, but also by gender and race. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10