Parent‐Adolescent Language Use and Relationships Among Immigrant Families With East Asian, Filipino, and Latin American Backgrounds

By V. Tseng, Andrew J. Fuligni. 2000

340 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/d2eec48bbbe7f8d23402188196a1e5a20e84da7a

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Citations in the corpus

Dual language exposure and early bilingual development* (2011, background): “…is associated with cognitive advantages from infancy through old age (Bialystok, 2005; 2007; Kovács & Mehler, 2009b) and that adolescents who are proficient in their family’s heritage languages enjoy psychosocial and academic benefits as a result (Tseng & Fuligni, 2000; Wong Fillmore, 1996).”
Parental language input patterns and children's bilingual use (2007, background): “Previous research on intergenerational language maintenance and/or loss that has looked at parental language use has found that it was a major contributing factor (Hakuta & d’Andrea, 1992; Portes & Rumbaut, 2001; Veltman, 1981).1 Portes and Hao (1998) examined the language use of almost 5,000 adoles”
The Immigrant Advantage in Adolescent Educational Expectations (2016, background): “…in early elementary school, it is likely that these differences result from family dynamics, such as an obligation ethos dictating high academic achievement and educational attainment that is more common in immigrant families (Tseng and Fuligni 2000; Fuligni 2001; Fuligni and Witkow 2004).”
Interpreting the Early Language Trajectories of Children from Low SES and Language Minority Homes: Implications for Closing Achievement Gaps (2012, positive): “Good family relations, successful social adaptation, and school success have all been found to be related to children’s ability to speak their heritage language (Oh & Fuligni, 2010; Tseng & Fuligni, 2000).”
Silence Speaks Volumes: Parental Sexual Communication Among Asian American Emerging Adults (2007, background): “…less frequent parent-child discussions, greater discomfort and miscommunication, and greater difficulties in expressing complex ideas or emotions (Tseng & Fuligni, 2000), we expected participants reporting a language barrier in the home to recall receiving less sexual communication from parents…”
Bilingualism in the family and child well-being: A scoping review (2020, methodology): “Two articles used the term ‘subtractive bilingualism’ (Boutakidis et al., 2011; Tseng & Fuligni, 2000), defining it as when children ‘lose the native language at the same time they acquire Müller et al. 1055 T ab le 1 .”
Bilingualism and socioemotional well-being (2010, neutral): “…of being bilingual, including higher academic performance (e.g., Golash-Boza, 2005; Portes & Hao, 1998, 2002, 2004; Portes &McLeod, 1999; Portes & Schauffler, 1994), higher self-esteem (e.g., Portes & Hao, 2002), and stronger family cohesion (e.g., Portes & Hao, 2002; Tseng & Fuligni, 2000).”
The effects of acculturative variables on Asian American parent–child relationships (2006, background): “…acculturative gap on family relationships The acculturative experiences of immigrant parents often differ from those of their children because of developmental differences and varying exposure to socializing institutions – for example, work, school, peers and so on (Tseng & Fuglini, 2000).”
The Language and Literacy Development of Young Dual Language Learners: A Critical Review (2014, background): “In immigrant families, children’s abilities to speak their families’ home languages are related to the quality of relationships within the family and to measures of psychosocial adjustment (Tseng & Fuligni, 2000).”
Parent Involvement in Children’s Education (2009, background): “Studies have found that Asian immigrant children generally learn English faster than their parents and often adopt it as their primary language (Buki, Ma, Strom, & Strom, 2003; Tseng & Fuglini, 2000).”
The Influence of Family Functioning and Parent-Adolescent Acculturation on North American Chinese Adolescent Outcomes. (2005, background): “Parents and adolescents are then likely to have conflicts over discipline, social interaction, activity choices, curfews, and so on (Fang & Wark; Szapocznik & Kurtines, 1993).”