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Family Context and Spanish‐Language Use: A Study of Latino Children in the United States

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  • Paula A. Arriagada

Abstract

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.

Suggested Citation

  • Paula A. Arriagada, 2005. "Family Context and Spanish‐Language Use: A Study of Latino Children in the United States," Social Science Quarterly, Southwestern Social Science Association, vol. 86(3), pages 599-619, September.
    • Handle: RePEc:bla:socsci:v:86:y:2005:i:3:p:599-619
    DOI: 10.1111/j.0038-4941.2005.00320.x
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    1. David Orr, 1999. "Book," Journal of Industrial Ecology, Yale University, vol. 3(4), pages 155-156, October.
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    Cited by:

    1. Ruy Manrique & Ted Mouw, 2023. "Shift or replenishment? Reassessing the prospect of stable Spanish bilingualism across contexts of ethnic change," Working Papers 23-28, Center for Economic Studies, U.S. Census Bureau.

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