Trajectories of English Acquisition among Foreign-born Spanish-Language Children in the United States

Abstract

The rapidity with which immigrant children learn the dominant language of their country of residence has important short-term and long-term consequences for their educational achievements and for their future. In this paper I use US Census data to model trajectories of English acquisition among foreign-born children living in Spanish-language households. The results show, as expected, that children's English proficiency increases with length of residence in the United States. However, the results also show a clear trend by age at arrival. The older children are when they arrive in the United States, the less rapid their progress in acquiring proficiency in English.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 6 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.