Language
Language can be a touchy topic in immigrant families for many reasons. Language is not only a means of communication, but it also reflects an identity. Arriving to a country in which another language is spoken can limit a family’s access to services and resources or understanding of customs in the new country. The best way to learn to navigate a new culture and experience social mobility is by learning its language. Yet keeping the native language is also important for manifesting the bond to the origin country.
In the United States, many children of immigrants are not proficient in English; that is, they do not speak, write or understand this language well. In 2000, over 5% of all students in grades 6-12 have limited English proficiency with large variations among states, California being the highest with 12% (Batalova, Fix and Murray, 2007). About 57% of these youth are born in the US. Having limited knowledge of English can directly affect performance on academic tests, passing grades, school dropout rates and later job opportunities. There are many resources for immigrants and their children who want to learn English, parents should check for local opportunities.
Children also tend to learn languages more quickly than parents which can lead to an imbalance of knowledge of this new language. Commonly immigrant parents may rely on children as translators in various settings. Among children of immigrants in certain US cities, becoming a translator combined with an acculturation gap between youth and parents may lead to negative outcomes and behaviors (Portes and Rumbaut, 2001). Another study on Mexican children of immigrants shows that when emerging adults feel that their parents do not support or acknowledge them, then translating becomes a burden (Weisskirch, 2013). However, translating may also increase youth self-esteem and sense of efficacy when they are supported by parents.
As children in the United States grow up they tend to prefer English and lose their parent’s language which may result in family conflict.
Some studies show that over 90% of children of immigrants know English well, but only 30% are fluent in their native language.
Yet, becoming an expert in two languages, known as bilingualism, is associated with higher cognitive development, academic performance and improved job opportunities later on.
Although it may be tough to achieve, studies show that the best way to help children learn their parents’ language is to speak it at home and engage with groups that speak this language.
References
Portes, Alejandro and Ruben Rumbaut. (2001). Legacies: The Story of the Immigrant Second Generation. CA: University of California Press, Russel Sage. http://www.ucpress.edu/book.php?isbn=9780520228481
Jeanne Batalova, Michael Fix, and Julie Murray. (2007). Measures of Change: The Demography and Literacy of Adolescent English Learners. Migration Policy Institute. http://carnegie.org/fileadmin/Media/Publications/Measures_of_Change.pdf
Weisskirch, Robert S. (2013). Family Relationships, Self-esteem, and Self-efficacy Among Language Brokering Mexican American Emerging Adults. Journal of Child and Family Studies, 22(8):1147-1155. http://link.springer.com/article/10.1007%2Fs10826-012-9678-x
In the United States, many children of immigrants are not proficient in English; that is, they do not speak, write or understand this language well. In 2000, over 5% of all students in grades 6-12 have limited English proficiency with large variations among states, California being the highest with 12% (Batalova, Fix and Murray, 2007). About 57% of these youth are born in the US. Having limited knowledge of English can directly affect performance on academic tests, passing grades, school dropout rates and later job opportunities. There are many resources for immigrants and their children who want to learn English, parents should check for local opportunities.
Children also tend to learn languages more quickly than parents which can lead to an imbalance of knowledge of this new language. Commonly immigrant parents may rely on children as translators in various settings. Among children of immigrants in certain US cities, becoming a translator combined with an acculturation gap between youth and parents may lead to negative outcomes and behaviors (Portes and Rumbaut, 2001). Another study on Mexican children of immigrants shows that when emerging adults feel that their parents do not support or acknowledge them, then translating becomes a burden (Weisskirch, 2013). However, translating may also increase youth self-esteem and sense of efficacy when they are supported by parents.
As children in the United States grow up they tend to prefer English and lose their parent’s language which may result in family conflict.
Some studies show that over 90% of children of immigrants know English well, but only 30% are fluent in their native language.
Yet, becoming an expert in two languages, known as bilingualism, is associated with higher cognitive development, academic performance and improved job opportunities later on.
Although it may be tough to achieve, studies show that the best way to help children learn their parents’ language is to speak it at home and engage with groups that speak this language.
References
Portes, Alejandro and Ruben Rumbaut. (2001). Legacies: The Story of the Immigrant Second Generation. CA: University of California Press, Russel Sage. http://www.ucpress.edu/book.php?isbn=9780520228481
Jeanne Batalova, Michael Fix, and Julie Murray. (2007). Measures of Change: The Demography and Literacy of Adolescent English Learners. Migration Policy Institute. http://carnegie.org/fileadmin/Media/Publications/Measures_of_Change.pdf
Weisskirch, Robert S. (2013). Family Relationships, Self-esteem, and Self-efficacy Among Language Brokering Mexican American Emerging Adults. Journal of Child and Family Studies, 22(8):1147-1155. http://link.springer.com/article/10.1007%2Fs10826-012-9678-x