This study examines the beliefs held by a group of adult Spanish-English bilinguals from El Paso, Texas regarding the vitality of Spanish in their community and the ways in which their own experience of being bilingual on the US-Mexico border has influenced their perceptions of the benefits and costs of fostering Spanish development in their children. Results show that parents’ positive attitudes toward Spanish did not translate into the investment of time and resources to foster Spanish development in their children nor, ultimately, into the use of Spanish by their children. Households where the mother perceived herself as having an active role in her children’s linguistic development and where she perceived both Spanish and a bilingual/biethnic identity as desirable for her children’s future were also households where children were expected to speak Spanish at home and where more opportunities for linguistic development were present. The author argues that these beliefs must be understood as a consequence of the underlying tensions present in the community, where intense linguistic and interethnic contact takes place every day.
2024. “Se me sale el Español y se me pega el Spanglish!”: Latina/o bilingual teacher candidates’ racialized notions of bilingualism. Critical Inquiry in Language Studies 21:1 ► pp. 43 ff.
Guerra, Chris & Theodore R. Curry
2024. Immigrant status and the desire for a low profile from police. Ethnic and Racial Studies 47:10 ► pp. 2085 ff.
Mazzaro, Natalia & Raquel González de Anda
2024. Socio-Economic Status and Language Prestige in the Linguistic Landscape of the U.S.-Mexico Border. Journal of Borderlands Studies► pp. 1 ff.
Mata, R.
2023. Bilingualism is good but codeswitching is bad: attitudes about Spanish in contact with English in the Tijuana - San Diego border area. Critical Inquiry in Language Studies 20:4 ► pp. 386 ff.
Martinez-Torres, Keysha, Olivia Boorom, Tatiana Nogueira Peredo, Stephen Camarata & Miriam D. Lense
2021. Using the Ecological Validity Model to adapt parent-involved interventions for children with Autism Spectrum Disorder in the Latinx community: A conceptual review. Research in Developmental Disabilities 116 ► pp. 104012 ff.
2020. The Distributed L1 and L2 Language-Learning Environments of Dual Language Learners Across Home and School Settings. Language, Speech, and Hearing Services in Schools 51:4 ► pp. 1007 ff.
Hanno, Emily & Sarah Surrain
2019. The Direct and Indirect Relations Between Self-Regulation and Language Development Among Monolinguals and Dual Language Learners. Clinical Child and Family Psychology Review 22:1 ► pp. 75 ff.
Showstack, Rachel & Drew Colcher
2019. Language ideologies, family language policy, and a changing societal context in Kansas. Studies in Hispanic and Lusophone Linguistics 12:2 ► pp. 455 ff.
2019. Proceedings of the 31st Australian Conference on Human-Computer-Interaction, ► pp. 161 ff.
Cho, Hyesun, Kwangok Song & Ji-Yeon Lee
2018. Korean Immigrant Parents' Involvement in Children's Biliteracy Development in the U.S. Context. In Handbook of Research on Pedagogies and Cultural Considerations for Young English Language Learners [Advances in Early Childhood and K-12 Education, ], ► pp. 344 ff.
Cho, Hyesun, Kwangok Song & Ji-Yeon Lee
2019. Korean Immigrant Parents' Involvement in Children's Biliteracy Development in the U.S. Context. In Immigration and Refugee Policy, ► pp. 171 ff.
DuBord, Elise M.
2018. Bilingual tricksters: Conflicting perceptions of bilingualism in the informal labor economy. Language & Communication 58 ► pp. 107 ff.
Garcia, Lorena
2018. Language and (Re)Negotiations of Latinx Identity: Latinx Parents’ Approaches to Spanish and Bilingualism. Social Problems
Vargas Blanco, Edgar Mauricio
2018. Actitudes lingüísticas de padres y madres en familias colombianas y mexicanas en Houston: un estudio cualitativo. Forma y Función 31:1 ► pp. 155 ff.
Waugh, Linda R., Theresa Catalano, Khaled Al Masaeed, Tom Hong Do & Paul G. Renigar
2016. Critical Discourse Analysis: Definition, Approaches, Relation to Pragmatics, Critique, and Trends. In Interdisciplinary Studies in Pragmatics, Culture and Society [Perspectives in Pragmatics, Philosophy & Psychology, 4], ► pp. 71 ff.
Gándara, Patricia
2015. Is There Really a Labor Market Advantage to Being Bilingual in the U.S.?. ETS Research Report Series 2015:2 ► pp. 1 ff.
2015. Heritage speakers of Spanish in the US Midwest: reported interlocutors as a measure of family language relevance. Journal of Multilingual and Multicultural Development 36:4 ► pp. 386 ff.
Alarcón, Amado & Josiah McC. Heyman
2013. Bilingual call centers at the US-Mexico border: Location and linguistic markers of exploitability. Language in Society 42:1 ► pp. 1 ff.
Velázquez, Isabel
2013. Mother's social network and family language maintenance. Journal of Multilingual and Multicultural Development 34:2 ► pp. 189 ff.
Velázquez, Isabel
2013. Individual discourse, language ideology and Spanish transmission in El Paso, Texas. Critical Discourse Studies 10:3 ► pp. 245 ff.
Velázquez, Isabel
2014. Maternal Perceptions of Agency in Intergenerational Transmission of Spanish: The case of Latinos in the U.S. Midwest. Journal of Language, Identity & Education 13:3 ► pp. 135 ff.
This list is based on CrossRef data as of 16 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.