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• W1554435215 abstract "In this society which prides itself on academic excellence, bilingualism is both encour aged and discouraged at the same time, being prized in language scholars but disdained in speakers whose mother tongues are associated with other cultures and ways of looking at life.1 Ch?canos, the largest bilingual minority group in the United States, are strongly affected by this ambivalent attitude toward bilingualism. Since, of all non-English mother tongues, it is Spanish that is given the greatest chance for survival, this awkward position occupied by the Chicano is not likely to fade away or decrease significantly in the near future.2 Ch?canos are similar to other minorities in the United States in that they are on the lower rungs of the socioeconomic ladder.3 Although Spanish-speaking Ch?canos are ideally given the opportunity to achieve any position they desire, realistically they are severely limited because they are not in tune with the dominant society. A variety of assimilationist forces exist which pressure them to neglect Spanish, to learn English, and to use English exclusively. For the Chicano with Spanish as mother tongue, becoming bilingual is a necessary pro cess in order to succeed in American society. This process has important consequences in terms of identity because achieving bilingualism often involves the adoption of the values, attitudes, and motives associated with the second language.4 For the Chicano, a positive orientation toward English is frequently accompanied by a negative orientation toward the inferior mother tongue. The Chicano is pushed by political, social, and economic neces sity to learn and use English and to neglect using the mother tongue. On the other hand, he or she may be encouraged by a sense of personal and group identity to continue the use of the mother tongue, or may be discouraged from using English by language-learning pro blems or prejudicial reactions toward accented English. Nowhere is the dilemma of bilingualism for this language minority group more apparent than among Chicano adolescents in the existing educational system. The problems of con flicting positive and negative reinforcement for both English and Spanish frequently place the Chicano adolescent in an alienated state which can often involve an identity crisis. The young person is thus placed in a double bind where he or she has not only the cultural mi nority status of being Chicano but also the social minority status of being an adolescent.5 We see a definite need for research that examines how the bilingual Chicano adolescent is reacting to these pressures. The purpose of this paper is to summarize some of our research concerning evaluative reactions toward speech varieties associated with Ch?canos. More specifically, contrasting" @default.
• W1554435215 created "2016-06-24" @default.
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• W1554435215 date "1974-04-01" @default.
• W1554435215 modified "2023-09-27" @default.
• W1554435215 title "A Methodological Approach to the Study of Evaluative Reactions of Adolescents Toward Speakers of Different Language Varieties." @default.
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