Heritage speakers of Spanish in the US Midwest: reported interlocutors as a measure of family language relevance

Abstract

This article presents the results of an analysis of reported interlocutors in Spanish in a group of heritage speakers (HS), in three communities of the US Midwest. Participants were college-aged bilinguals developing their own personal and professional networks outside the direct influence of their parents. Responses are compared with those from two control groups: college-aged native speakers (NS) and college-aged second-language learners (L2). Seventy-seven per cent of HS reported speaking primarily in Spanish with 4-5 interlocutors on the week of the study. HS and NS reported more interactions in Spanish with older relatives, and more interactions with peers outside their family. Little to no interactions in Spanish were reported by either group with speakers younger than themselves. L2 participants reported more interactions with younger individuals. Sixty-nine per cent of all interlocutors reported by HS were their relatives. The mother was the most common relative with whom participants reported speaking in Spanish. This suggests that the previously documented importance of the mother for intergenerational transmission of a minority language extends into young adulthood by providing opportunities for use and motivation for maintenance.

Reported literacy, media consumption and social media use as measures of relevance of Spanish as a heritage language

“…Further, Velázquez et al (2014) found that the most common interlocutors in Spanish for this group of 71 HS were older relatives (p. 8). Because of the ubiquitous presence of cell phones and the low cost of texting rates to and from Latin America, texting presents an opportunity for these young adults to keep in touch with Spanish-dominant friends and relatives in the U.S. and abroad.…”

“…The first included 23 second language learners (L2), and the second, 24 native speakers. All groups belonged to the same generational cohort and attended the same schools (Velázquez et al, 2014). 2.…”

“…10. A description of the other three sections of this study can be found in Velázquez et al (2014). The two control groups were included as points of comparison for data on phonological competence, pragmatic awareness, attitudes, and patterns of reported use of Spanish.…”

“…Steinfield, Ellison, and Lampe (2008) argue that differences in strength and type of social ties result in different types of capital: Bonding social capital -found between individuals in tightly knit and emotionally close relationships, such as family and close friends, and bridging social capital -found in loose connections between individuals such as colleagues or acquaintances, who may provide useful information or new perspectives, but typically do not provide emotional support (p. 436). Velázquez et al (2014) is an analysis of interlocutors in Spanish reported by the participants in the present study. That analysis was conducted as a way to explore whether Spanish was vested with social capital in networks beyond the space of the family.…”

“…This discussion centers on the latter. Borrowing from Velázquez, Garrido, and Millán (2014), relevance of Spanish will be defined here as "reported use of the family language in everyday interactions" (p. 3). They add:…”