TY - JOUR
AU - López, DAVID, E.
AB - Abstract A review of the literature on the scholastic consequences of being bilingual suggests that the negative effects of Chicano home/school bilingualism stem from extrinsic factors, particularly the reactions of others to ethnic stigma, rather than from anything intrinsic to bilingualism, and that the effects vary by class and social context. Four models relating home/school bilingualism to subsequent attainments are presented and, contrary to expectations, a model of balanced effects, in which negative effects on educational attainment are cancelled out by the subsequent positive sociometric advantage of knowing Spanish, is best supported by recent data from Los Angeles. However, in middle-class Chicano homes the pattern of effects is reversed. This content is only available as a PDF. Author notes * This paper is based on data from a survey supported by the United States Public Health Service, National Institute of Child Health and Human Development Contract RD-12215 MOD.5, George Sabagh, Principal Investigator. Analysis was facilitated by a grant from the Chicano Studies Center and Institute of American Cultures, UCLA. The assistance of Maria Iosue and Pat Roos is gratefully acknowledged, as are the comments of Donald Treiman on an earlier version of this paper. © 1976 Society for the Study of Social Problems, Inc.
TI - The Social Consequences of Chicano Home/School Bilingualism
JF - Social Problems
DO - 10.2307/800342
DA - 1976-12-01
UR - https://www.deepdyve.com/lp/oxford-university-press/the-social-consequences-of-chicano-home-school-bilingualism-X0RV4WUiEj
SP - 234
EP - 246
VL - 24
IS - 2
DP - DeepDyve
ER -