Family context and Spanish-language use: A study of Latino children in the United States
Family context and Spanish-language use: A study of Latino children in the United States
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DOI：
10.1111/j.0038-4941.2005.00320.x
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发表时间：
2005-09-01
影响因子：
1.9
通讯作者：
Arriagada, PA
中科院分区：
文献类型：
--
作者：
Arriagada, PA
Objective.本文试图解释为什么拉丁裔儿童保持他们的母语的一些知识，即使过去的研究一直支持的观点，即非英语语言的使用很少持续过去的第三代。我认为，家庭环境，除了同化的特点，起着重要的作用，在确定他们的语言情况。法我使用逻辑回归和tobit回归，以及从1988年国家教育纵向研究的数据，研究拉丁美洲儿童的西班牙语的使用和熟练程度。结果结果表明，语言和家庭环境强烈影响西班牙语的使用和熟练程度的拉丁美洲儿童，无论世代地位。结论.这些发现揭示了同化，家庭和语言之间的关系，可以对拉丁美洲儿童未来的学术和经济成功产生重要影响。
Objective. This article seeks to explain why Latino children maintain some knowledge of their native language even though past research has consistently supported the view that non-English-language use rarely lasts past the third generation. I argue that family context, in addition to assimilation characteristics, plays an important role in determining their language situation. Method. I use both logistic regression and tobit regression, as well as data from the 1988 National Education Longitudinal Study, to examine the use and proficiency of Spanish among Latino children. Results. The results demonstrate that language and family context strongly influence Spanish usage and proficiency for Latino children, regardless of generational status. Conclusions. These findings reveal a relationship between assimilation, family, and language that can have important implications for the future academic and economic success of Latino children.