Bilingual Youth -- Editorial page -- Title page -- LCC data -- Table of contents -- Introduction -- Preface. Bilingual youth: Spanish in English-speaking societies -- References -- 1. Identity and multilingualism -- 1. Introduction -- 2. The construction of identities linked to language -- 3. Languages as acts of cultural, ethnic and national identities -- 4. Why identities linked to languages matter -- 5. Challenges for identity and multilingualism -- References -- The United States -- 2. The translanguaging of Latino kindergarteners -- 1. Introduction -- 2. The context -- 2.1 The national context -- 2.2 The local context -- 3. The participants and the study -- 4. The curricular and pedagogical structure: Separation and convergence -- 5. Translanguaging in kindergarten: Convergence and separation -- 6. Beyond monoglossic bilingual education: A two-way bilingual kindergarten -- 6.1 Translanguaging in kindergarten -- 6.2 To mediate understandings -- 6.3 To co-construct meaning -- 6.4 To construct meaning within oneself -- 6.5 To include -- 6.6 To exclude -- 6.7 To show knowledge -- 7. Conclusion -- References -- 3. Hybridized tradition, language use, and identity in the US. Latina quinceañera ritual -- 1. Introduction -- 2. The quinceañera: Origins, structure, and meanings -- 2.1 Components of a quinceañera celebration -- 2.2 Meanings -- 3. The role of Spanish in U.S. Latino identity -- 4. Methodology -- 4.1 Setting -- 4.2 Participants and survey questions -- 5. Findings -- 5.1 Characteristics of Chicago quinceañera celebrations -- 5.2 Spanish use in the enactment of quinceañera celebrations -- 5.3 Non-quinceañeras -- 6. Conclusions: Hybridized tradition, language use, and identity -- References -- Appendix A -- 4. Literacy practices and language ideologies of first generation Mexican parents -- 1. Language development in immigrant children.

2. Families' strategies to promote bilingualism -- 3. Latino families and language ideologies about child bilingualism -- 4. Methodology -- 4.1 Data collection -- 4.2 The study setting and participants -- 4.3 Data sources and analysis -- 5. Findings -- 5.1 Families' perspectives on maintaining Spanish (20 out of 20 families) -- 5.2 Families' perspectives on promoting literacy development in Spanish (eight out of 20 families) -- 5.3 Families' perspectives on learning Spanish at home, English at school (six out of 20 families) -- 5.4 Families' perspectives on promoting bilingualism and biliteracy development at home (six out of 20 families) -- 5.5 Teacher's perspective on language development among preschool immigrant children -- 6. Discussion -- 7. Conclusion -- Appendix A -- References -- 5. Ethnolinguistic identity -- 1. Introduction -- 2. Language shift and language maintenance and the context of hostility toward Latinos in the United States -- 3. Foreign language program resources -- 4. What about the language? The characteristics of Marisa and Adriana's Spanish -- 5. Ethnolinguistic identity -- 5.1 Marisa's ethnolinguistic identity -- 5.2 Adriana's ethnolinguistic identity -- 6. Next steps in the journey: Formal schooling and other resources -- 7. Imagining a different path -- References -- Canada -- 6. From parental attitudes to input conditions -- 1. Introduction -- 2. Language transmission in bilingual children -- 2.1 Simultaneous and sequential bilingual acquisition -- 2.2 Language maintenance and shift in bilingual communities -- 2.3 Family language transmission -- 3. Methods and participants -- 3.1 Context -- 3.2 Participants -- 3.3 Parent instruments -- 3.4 Child instruments -- 4. Results -- 4.1 Language dominance and general language measures -- 4.2 Results on elicited imitation -- 4.3 Perception and attitudes of the bilingual families.

4.4 Characteristics of the home context of bilingual children -- 4.5 Children's own attitudes and perceptions -- 5. Conclusions -- References -- Appendix A -- 7. Language and literacy socialization as resistance in Western Canada -- 1. Identity and bilingual development -- 2. Theoretical framework -- 3. The study -- 3.1 Family background -- 4. Findings -- 4.1 Language and literacy socialization: Attitudes and practices -- 4.2 Family literacy socialization practices -- 4.3 The effect of school on home language socialization -- 4.4 The war against assimilation -- 4.5 Socializing affiliations and ideologies -- 4.6 The construction of Spanish -- 5. Discussion and conclusion -- Acknowledgments -- References -- The United Kingdom -- 8. Yo gusto... Expanding choice or syntactic attrition? -- 1. Introduction -- 2. General background -- 2.1 Sentence-initial non-nominative NPs in Spanish -- 3. The study -- 3.1 Spanish speakers in the United Kingdom -- 3.2 Methods and materials -- 4. Results -- 5. Discussion and conclusion -- References -- 9. Voicing language dominance -- 1. Introduction -- 2. Linguistic analysis -- 3. The present study -- 3.1 Participants -- 3.2 Material and procedure -- 3.3 Results -- 4. General discussion -- 5. Concluding remarks -- References -- Appendix -- Australia and New Zealand -- 10. Children's voices -- 1. Introduction -- 1.1 Children's attitudes towards the use of their home language -- 1.2 Researching languages, power and equity in education -- 1.3 Spanish language retention in Latin American families, communities and educational settings -- 2. Reframing bilingualism -- 2.1 Cultural capital -- 2.2 Embodied, objectified and institutional cultural capital -- 2.3 Social and economic capital -- 2.4 Habitus -- 2.5 Habitus and disposition -- 2.6 Social fields and linguistic markets -- 2.7 The conversion of capital in social fields.

3. Context of the study -- 3.1 Interviews and observations of the children at La Escuelita -- 4. Findings and discussion -- 4.1 Children's views and languages learning -- 4.2 Identity and habitus -- 4.3 Imagination and dispositions of languages learning -- 4.4 The legitimacy of Spanish is produced in linguistic markets and through linguistic habitus -- 4.5 Linguistic markets shape disposition -- 4.6 Cultural and social field are key sources of social and cultural capital -- 4.7 The family as a source of social capital -- 4.8 Family visits overseas -- 4.9 Latino popular culture, media, music and literacies -- 4.10 Spanish-speaking media -- 4.11 The production of cultural and linguistic capital in CL schools -- 5. Conclusion -- References -- 11. Reactions to the overt display of Spanish language maintenance in Australia -- 1. Introduction -- 2. Maintaining Spanish in Australia: Some insiders views -- 2.1 1945 through 1965 -- 2.2 1965 through 1975 -- 2.3 1975 through late 1980s -- 2.4 The early 1990s -- 2.5 Late 1990s to early 2000s -- 3. Conclusion -- References -- 12. Reluctant migrants: Socialization patterns among Salvadorian children -- 1. Introduction -- 2. Literature review -- 2.1 Australian immigration -- 2.2 Salvadorian migrants in Australia -- 2.3 Migrants, ethnic identity and language use -- 2.4 Young migrants and schooling -- 3. Aims of the study and research methodology -- 4. Discussion of findings -- 5. Conclusions -- Acknowledgements -- References -- 13. The role of community in preserving Spanish in New Zealand -- 1. Introduction -- 2. The Latin American community in New Zealand -- 3. Language and identity -- 4. Methodology -- 5. Findings -- 6. Discussion and conclusion -- Acknowledgements -- Appendix -- References -- Afterword -- 1. Introduction -- 2. The role of schools in Spanish language maintenance and shift.

3. The role of the community in Spanish language maintenance and shift -- 4. Challenges in Spanish language maintenance: Spanish language attrition and incomplete acquisition -- 5. The role of the family: Challenges of intergenerational language transmission -- 6. Ethnolinguistic identity -- 7. Final thoughts -- References -- Index -- The series Studies in Bilingualism.