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Por favor, use este identificador para citar o enlazar este ítem: https://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/87296
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dc.creatorAmy Lutz-
dc.date2004-
dc.date.accessioned2022-03-22T17:45:19Z-
dc.date.available2022-03-22T17:45:19Z-
dc.identifierhttp://www.redalyc.org/articulo.oa?id=15102404-
dc.identifier.urihttp://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/87296-
dc.descriptionThe relationship between Spanish maintenance and the educational attainment of English-speaking Latino students in the United States is investigated using dat afrom the National Education Longitudinal Survey. The analysis indicates that biliterate students are significantly more likely to complete high school compared to their monolingual peers. Those with oral proficiency in Spanish and English are not significantly different in terms of their likelihood of high school completion than were those who spoke only English. Biliterate students are also significantly more likely to enter college than those who speak only English. Overall, this research indicates that bilingualism, offers Latino students an advantage in terms of educational attainment.-
dc.formatapplication/pdf-
dc.languageen-
dc.publisherEl Colegio de la Frontera Norte, A.C.-
dc.relationhttp://www.redalyc.org/revista.oa?id=151-
dc.rightsMigraciones Internacionales-
dc.sourceMigraciones Internacionales (México) Num.4 Vol.2-
dc.subjectDemografía-
dc.subjectInternational migration-
dc.subjectbilingualism-
dc.subjectSpanish-
dc.subjectLatinos-
dc.subjectUnitedStates-
dc.titleDual Language Proficiency and the Educational Attainment of Latinos-
dc.typeartículo científico-
Aparece en las colecciones: Colegio de la Frontera Norte - COLEF - Cosecha

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