American, Hispanic, Spanish-Speaking? Hispanic Immigrants and the Question of Identity

Autor/in	Guglani, Laura
Titel	American, Hispanic, Spanish-Speaking? Hispanic Immigrants and the Question of Identity
Quelle	In: Journal of Language, Identity, and Education, 15 (2016) 6, S.344-360 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2016.1217161
Schlagwörter	Hispanic Americans; Spanish Speaking; Ethnicity; Identification (Psychology); Cultural Influences; Language Usage; Ethnography; Interviews; Age Differences; Language Maintenance; Acculturation; Churches; Participant Observation; Hypothesis Testing; Statistical Analysis; Generational Differences; Parent Attitudes; Parent Role; New York + Suchen Sie Ihr Suchwort? Hispanic; Hispanoamerikaner; Ethnizität; Cultural influence; Kultureinfluss; Sprachgebrauch; Ethnografie; Interviewing; Interviewtechnik; Age; Difference; Age difference; Altersunterschied; Sprachpflege; Akkulturation; Church; Kirche; Teilnehmende Beobachtung; Hypothesenprüfung; Hypothesentest; Statistische Analyse; Elternverhalten; Parental role; Elternrolle
Abstract	This article explores Hispanics' concepts of cultural and linguistic identity. It is based on the findings of a recent study conducted by the author in Iglesia hispana de Cristo, a Hispanic church community in Western New York. Data come from ethnographic interviews conducted with 48 participants aged 13 to 80 years and with church leaders and from participant observation. Findings indicate that conceptions of identity vary according to age and generation of immigration. Older, first-generation immigrants view language and culture as inextricably linked, and believe that passing on the Spanish language to their children is an essential parenting responsibility. Younger, U.S.-born Hispanics and those who immigrated at a young age, on the other hand, tend to prioritize Hispanic culture over the Spanish language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01