Poster #106 - Language Proficiency and Ethnic-Racial Experiences for Adolescent Heritage Spanish Speakers

• In Event: Poster Session 14

Abstract

Language in the United States continues to diversify, posing a unique framework for understanding identity formation and cultural experiences. Heritage Spanish speakers encapsulate a notable portion of the U.S. population, with approximately 13.5% of Americans speaking Spanish as their primary language at home (U.S. Census, 2019). However, proficiency among this population can vary, particularly among adolescents. Since formal school instruction is primarily in English, monolingual education challenges children’s acquisition of the Spanish language (Torres & Turner, 2017). In fact, heritage language proficiency tends to decrease with each subsequent generation, meaning children of first- and second-generation immigrants may not obtain full proficiency or may not “be native enough” to enter courses designed for heritage Spanish speakers (Lynch, 2008). Nevertheless, research suggests that adult heritage language speakers strongly associate their heritage language with their ethnic-racial identity and value it as a central motivation in maintaining their heritage language (Park, 2021). Yet, acculturation conflicts can arise from linguistic discrepancies (Yeh et al., 2008; Park, 2021; Kinginger, 2013), such as between English and heritage proficiency. This study addresses these critical issues and explores what implications children’s language proficiency, in Spanish and English, has on their ethnic-racial perspectives and experiences (i.e., American identity, ethnic-racial identity, discrimination).

Participants were 176 Latinx 7-8th graders (age range 11-4 years) from semi-rural and rural areas of North Carolina. English and Spanish language proficiency was measured through reading/writing, speaking, and understanding capabilities assessed on a 5-point scale (1=Not Very Well to 5=Very Well) (adapted from the Asian American Multidimensional Acculturation Scale; Chung et al., 2004). An adapted Multidimensional Inventory of Black Identity (MIBI) measured ethnic-racial centrality (importance of identity to how one feels about oneself), ethnic-racial private regard (positive feelings about one’s group), and public regard (importance of how one believes others perceive one’s own ethnic group) (Sellers et al., 1998; Kiang et al., 2006; Rivas-Drake et al., 2008). American centrality and private regard were also measured using the MIBI. Ethnic-racial exploration was measured using the Multigroup Ethnic Identity Measure (Phinney, 1992). The 4-item Foreigner Objectification Scale–instances of discrimination when one’s origins are questioned, and their status as a foreigner is assumed (Armenta et al., 2013)–and the School-Based Discrimination Scale (Williams et al., 1997) were also administered.

As shown in Tables 1-2, we found a positive association between English language proficiency and American centrality and regard, along with ethnic-racial exploration. Although Spanish language proficiency and exploration were not significantly associated, Spanish proficiency was positively related to ethnic-racial centrality and regard and negatively related to American regard. Greater English proficiency was additionally related to lower school-adult discrimination. When considering English and Spanish proficiencies together, two interactive effects were found suggesting effects whereby youth who are low in both language proficiencies appear to report the highest levels of perceived discrimination and the lowest levels of American centrality. Results highlight how adolescents understand their language proficiencies in relation to their social identities and experiences. Implications of how youth navigate between bilingualism and biculturalism will be discussed.

Authors

• Tahjanee Vivian Givens, Wake Forest University
  Presenting Author

• Lisa Kiang, Wake Forest University

• Gabriela Livas Stein, University of North Carolina at Greensboro

• Andrew Supple, University of North Carolina at Greensboro

• Laura M. Gonzalez, University of North Carolina at Greensboro