Linguistic Life Expectancies: Immigrant Language Retention in Southern California

Rumbaut, Rubén G.; Massey, Douglas S.; Bean, Frank D.

doi:10.1111/j.1728-4457.2006.00132.x

Cited by 161 publications

(131 citation statements)

References 8 publications

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“…As we have seen, the presence of the home country language in the home plays a central role for the transmission of home country ties. Since scholarship clearly demonstrates that English displaces the parents' native language in the day-to-day life of the second generation at a rapid rate (Rumbaut et al 2006), this avenue of intergenerational transmission will largely be foreclosed.…”

Section: Discussionmentioning

confidence: 99%

“…While the first generation's children may be exposed to the mother tongue at home, the dominant tongue rules in all other domains-the neighborhood, schools, and work-and therefore prevails, relegating the mother tongue to the parental home, where even there it is used with diminishing frequency. Although a variety of factors can modify this process-most notably, the increased density of mother tongue speakers associated with high levels of ongoing international migration, as well as proximity to the country of origin-current research (Alba and Nee 2003;Bean and Stevens 2003;Rumbaut, Massey, and Bean 2006;Lopez and Estrada 2007) indicates that the basic pattern identified by Fishman remains in place.…”

Section: Inheriting the Homeland?mentioning

confidence: 96%

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Inheriting the Homeland? Intergenerational Transmission of Cross-Border Ties in Migrant Families

Soehl

Waldinger

2012

American Journal of Sociology

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Theories of migrant transnationalism emphasize the enduring imprint of the premigration connections that the newcomers bring with them. But how do the children of migrants raised in the parents' adopted country develop ties to the parental home country? Using a structural equation model and data from a recent survey of adult immigrant offspring in Los Angeles, this article shows that secondgeneration cross-border activities are strongly affected by earlier experiences of and exposure to home country influences. Socialization in the parental household is powerful, transmitting distinct home country competencies, loyalties, and ties, but not a coherent package of transnationalism. Our analysis of five measures of cross-border activities and loyalties among the grown children of migrants shows that transmission is specific to the social logic underlying the connection: activities rooted in family relationships such as remitting are transmitted differently than emotional attachments to the parents' home country.

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Section: Discussionmentioning

confidence: 99%

Section: Inheriting the Homeland?mentioning

confidence: 96%

Inheriting the Homeland? Intergenerational Transmission of Cross-Border Ties in Migrant Families

Soehl

Waldinger

2012

American Journal of Sociology

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“…As Rumbaut, Massey and Bean (2006: 459) state "language fluency is an asset and that knowledge of the foreign tongue represents a valuable resource in a global economy (…) [Hence] efforts to maintain this part of their cultural heritage and pass it on to their children should not be discouraged". However, strong structural support is needed to promote the native language besides English in American society because of United States policies and regulations that still have the aim to extinguish native languages (Lueck and Wilson 2011;Portes and Rumbaut 2006;Rumbaut, Massey and Bean 2006).…”

Section: Native and English Language Proficienciesmentioning

confidence: 99%

Socioeconomic success of Asian immigrants in the United States

Lueck

2017

Journal of Ethnic and Migration Studies

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It was the aim of this study to explore the effects of social, cultural, and transnational factors on the socioeconomic success of Asian immigrants in the United States. The participants in this study were 1371 Chinese, Vietnamese, Filipinos, and other Asian immigrants who were interviewed with computer-assisted software in Mandarin, Cantonese, Tagalog, Vietnamese, and English. The subcategory 'other Asians' consisted of Koreans, Japanese, Asian Indians, and individuals of other Asian backgrounds. Results showed that Chinese had a 56% higher probability of success than other Asians. Men had an approximately 49% higher probability of success than women due to gender hierarchies and disparities. Socioeconomic success increases for every unit increase in English language proficiency, native language proficiency, social networks, and parental education. Asians who migrated to the United States between the ages of 18 and 34 have an approximately 102% higher chance of success than a person who migrated after the age of 35.

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“…1 The 1.25 generation is an exception to 1 In the absence of consistent support for immigrant languages in schools (Ovando, 2003), this pattern of acculturation may contribute to the rapid loss of immigrant languages in the U.S. "language graveyard" (Rumbaut, 2009), where even in areas of dense immigrant settlement such as Southern California, immigrant languages are often no longer spoken at home by the third generation (Rumbaut, Massey, & Bean, 2006). the linear trend.…”

Section: Generational Diversity In Contexts Of Receptionmentioning

confidence: 99%

Immigrant Spanish as Liability or Asset? Generational Diversity in Language Ideologies at School

Allard

Mortimer

Gallo

et al. 2014

Journal of Language, Identity & Education

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Latino students' educational success is central to America's prosperity-in traditional immigrant destinations and in New Latino Diaspora locations, previously unfamiliar with Latinos. Implicated in this success is the reception young immigrants receive, especially the ways in which they are identified in schools. We describe findings from 6 years of ethnographic research in a high school and an elementary school in the New Latino Diaspora and describe divergent ideologies of Mexican-immigrant Spanish circulating in each context. We show how monoglossic language ideologies in the 2 schools frame teenage immigrants as deficient and younger immigrant children as proficient. These ideologies influence both elementary and high school decisions about how to serve immigrant students, and they shape students' own language practices, which have implications for their learning opportunities and future trajectories. We argue that attention to these divergent language ideologies is necessary for understanding different educational outcomes across decimal generations of immigrant students. KeywordsNew Latino Diaspora, language ideologies, Latinos, decimal generations, English-language learners, contexts of reception Katherine Mortimer University of Texas at El Paso Sarah GalloThe Ohio State University Implicated in this success is the reception young immigrants receive, especially the ways in which they are identified in schools. We describe findings from six years of ethnographic research in a high school and an elementary school in the New Latino Diaspora and describe divergent ideologies of Mexican immigrant Spanish circulating in each context. We show how monoglossic language ideologies in the two schools frame teenage immigrants as deficient and younger immigrant children as proficient. These ideologies influence both elementary and high school decisions about how to serve immigrant students, and they shape students' own language practices, which have implications for their learning opportunities and future trajectories. We argue that attention to these divergent language ideologies is necessary for understanding different educational outcomes across decimal generations of immigrant students. Holly Link University of Pennsylvania Stanton Wortham

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Linguistic Life Expectancies: Immigrant Language Retention in Southern California

Cited by 161 publications

References 8 publications

Inheriting the Homeland? Intergenerational Transmission of Cross-Border Ties in Migrant Families

Inheriting the Homeland? Intergenerational Transmission of Cross-Border Ties in Migrant Families

Socioeconomic success of Asian immigrants in the United States

Immigrant Spanish as Liability or Asset? Generational Diversity in Language Ideologies at School

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