A quantitative approach to heritage language use and symbolic transnationalism. Evidence from the Cuban-American population in Miami. Issue 2 (3rd April 2021)

• Record Type: Journal Article
• Authors: Yakushkina, Maria
• Is Part Of: International multilingual research journal. Volume 15:Issue 2(2021)
• Page Start: 194
• Page End: 210
• Publication Date: 2021-04-03
• Subjects: Heritage language -- heritage speaker -- transnationalism -- language use -- sociolinguistics; Multilingualism -- Periodicals; 404.205
• DOI: 10.1080/19313152.2020.1852513
• Languages: English
• ISSNs: 1931-3152

Abstract

ABSTRACT: In a present-day global world, immigrant communities manage multiple cultural and linguistic contexts. To better understand these cross-cultural connections, and bridge the fields of linguistics and transnationalism, the present study analyzes the interconnection between language use and symbolic transnationalism among heritage speakers of Spanish: 1.5- and second generation Cubans in Miami. While transnational studies address both the behavioral (physical) and symbolic (emotional) ties to the origin community, the role that language plays in establishing and maintaining symbolic transnational involvement, is not well-understood. Addressing this gap, a study was conducted with 75 young adults of Cuban origin residing in Miami. Statistical analysis, relying on correlation approach, was applied to analyze written questionnaires on language use and symbolic transnationalism. The results indicate strong evidence for overarching links between the level of symbolic transnationalism and language, such that greater affiliation with the culture of origin is related to a greater use and importance of the heritage language. Their direct correlation highlights symbolic transnationalism as a significant variable in sociolinguistic research with migrant communities, and thus provides a theoretical base for bridging linguistics and transnationalism. Moreover, this work emphasizes the importance of the context-based approach and cross-cultural awareness in language pedagogy.