Loss and Maintenance of First Language Skills: Case Studies of Hispanic Families in Vancouver

Abstract

This qualitative study aims to explore the loss and maintenance of Spanish in Hispanic children in Vancouver from the perspective of parents. It focuses on the experiences of Hispanic parents of children either developing bilingually (Spanish-English) or monolingually (English). The primary method of data collection is the semi-structured interview. Data collected in this study support the notion that first language (L1) cultural identity is crucial to heritage language maintenance in the context of a dominant second language (L2). However, the data contradict previous findings that a narrow linguistic community and the input of one parent are not sufficient for L1 maintenance. The bilingual (i.e., L1 maintenance) children in the present study had L1 input from only one parent and limited L1 contacts outside the home. The data also show that the type of encouragement parents give to their children to speak the L1 can have a facilitating or a detrimental effect. Therefore, this article urges parents committed to L1 maintenance to promote a positive attitude in their children and to address their affective needs accordingly.

Parents’ First Language is Their Children’s Second Language. Language Loss: Arabic is a Case

“…"Many immigrant families arrive in countries where their L1 is not the dominant language; their children begin to learn L1 prior to starting school. As soon as they enter the school system; however, they begin to learn the dominant language and their L1 starts to erode" (Guardado, 2002).…”

Immigrant High School Students's In-depth Understanding of the Value of Heritage Language and Bilingualism

“… Students were able to express their excitement about learning their heritage language (Lee, 2002;Siegel, 2004);  Students view bilingualism to be positive but only for the purpose of employment (Guardado, 2002).…”

“… Employment is perceived as the main benefit of bilingualism, though students offer no means for obtaining such employment or the bilingualism that would yield it (Guardado, 2002);  Age may not be an affecting variable toward heritage language maintenance (Alvarez, 2002;Hinton, 1999;Veltman, 1990); and  Students report, at least superficially, their need to add culture to curriculum to maintain heritage language (Siegel, 2004).…”

“…Research by Guardado (2002) noted that families supported learning Spanish as a heritage language when they perceived such as promoting future economic opportunities for their children. Gonzalez (2001) concluded that superimposition of a language creates a conflict of interest in the heritage language learner.…”

“…By the same token, they mention neither family nor teachers as contributors to the development of a connection between bilingualism and employment (Arriagada, 2005;Guardado, 2002;Reyner, 1999). Put simply, apart from talking with a few people close to them, students seem to want to become bilingual to obtain a position in the job market, nothing more (Guardado, 2002).…”