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The Retention of Minority Languages in the United States: a Seminar On

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The Retention of Minority Languages in the United States: a Seminar On DOCUMENT RESUME ED 208 687 FL 012 605 AUTHOR Pedone, Ronald J., Ed. TITLE The Retention of Minority Languages in the Unite.; States: A Seminar on the Analytic work of Calvin J. Veltmar. INSTITUTION National Center for Education Statistics (ED), Washington, D.C. REPORT NO NCES-80-106 PUB DATE 81 NOTE 152p.: Seminar held at Hubert H. Humphrey Building (Washington, DC, May 13, 1980). AVAILABLE FROM Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS Bilingual Education: Immigrants: *Language Maintenance: *Minority Groups: iublic Policy: Seminars: Social Science Research: Sociocultural Patterns: Sociolinguistics: *Spanish Speaking IDENTIFIERS Canada ABSTRACT, The seminar reported on was convened to discuss the findings of a study by Calvin J. Veltman on minority languageusage past the first immigrant generation. Veltman discovered that ainority languages in the United States are following the patterns of previous immigrant languages: while first generation newcoaers speak their native language and learn some English, their offspring are likely to learn English first. The parents, language is seldom used by the .majority in subsequent generations. A panel reacted to the findings as follows:(1) methodological difficulties regarding interpretation of results were presented, (2) Spanish language maintenance was cited as a fact, and-(3 the belief was expressed that language assimilation should not be equated with cultural or ethnic assimilation. Implications of the findings and of the discussion for- policy were set forth:(1) bilingual education alone will not curb trends in language attrition, although this 'Ls not a legitimate argument against bilingual education: (2) tae need fora national language policy is clearer than before: (3) Hispanics are special: (4) the situation in the U.S. does not parallel that in Canada: and (5) the role of mass comaunication in assimilation is instrumental. (J B) **************************4******************************************** * Reproductions supplied by EDRS are the best thatcan be made * * from the original document. * 444414014110*******Mill**1011*########*****1011*1011444M4********************** U.S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFORMATION CENTER leFt:t71 Nj&Thei document has been reproducedas received from the person or organization originating it fh.00r changes have been madr to improve -zproduction quality Points of view or opinions stated in this docu _ meet do not necessarily represent official NIE ; osition or policy is Ike railed Stales A Seminar on the Analytic Work of Calvin J. Veltman May 13, 1980 Ms 0 Ronald J. Pedone (4 Project Officer O.ro National Center for Education Statistics Pee est by the Superintendent of Documents, ILO. 00VOITIIIMli Pvintini Wit.. WIISMI110011, D.C. 20402 1 2 U.S. Department of Education T. H. Bell Secretary Office of Educational Research and Improvement Dick W. Hays Acting Assistant Secretary National Center for Education Statistics Marie D. Eldridge Administrator National Center fof Education Statistics 'The purpose of the Center shall be to collect and disseminatestatisticsand other datarelated to education in the United States and in other nations. The Center shall ... collect, collate, and, from time to time, report full and complete statistics on the conditions of education in the United States; conduct and publish reports on specialized analyses of the meaning and Opificance of such statistics; ... and review and report on education activities in foreign countries."-Section 406(b) of the General Education Provisions, Act, as amended (20 U.S.C. 12216-1). 3 FOREWORD On May 13, 1980, the National Center for Education Statistics (NCES)held a seminar on the "Retention of Mi .rority Languages in the United States."The purpose of the seminar was to provide a forum to explore, challenge, and clarify knowledge and ideas about the retention of minority languagesin the United States. Moreover, it marked the beginning of the Center's Forumon Educational Issues, a policy seminar series designed to enhance the leveland "polity of public debate and discussion on broad national education-related issuesthrough the dissemination of NCES sponsored data analyses. The "Retention of Minority Languages" seminarwas successful in terms of attendance, response, and exchange among participantson important analytic and data collection needs, theoretical implicatiOns, and salient issuespertaining to language minority populations. This report presents what was said in the seminar. Includedin the report are Dr. Calvin Veltman's original report on the subject, the written critiquesof seven experts from the United States and Canada representing important interestsand disciplines, and the general discussion from the floor. NCES acknowledges the contributions of Or. Veltman, the panelists,and the other invited experts. The preparation of this report and the arrangementsfor the seminar were' the responsibility of Mr. Abdin Naboa and the Latino Institute. The entire seminar was developed and coordinated by Ronald Pedone, NCES,on the staff of the Division of Elementary and Secondary Education Statistics. Marie D. Eldridge , Administrator, National Center for Education Statistics November 1980 IN 4 CONTENTS FOREWORD I INTRODUCTION vi Purpose of Seminar vi Summary of Proceedinga vi Reactions to Dr. Veltman's Findings vi Policy implications and Conclusions vi Part IThe Study .0 The Reeention of Minority Languages In the United Stales By Dr. Calvin J. Veitman 3 Written Responses to Dr. Vellman's Study 46 Critique by Mr. Stuart Beaty 48 Critique by Dr. Rene Cardenas 47 Critique by Dr. Charles Castonguay 48 Critique by Dr. Leobardo Estrada 54 Critique by Mr. Pierre E. Laporte 58 Critique by Dr. David E. Lopez 60 Critique by Dr. Samuel S. Peng 61 Dr. Vslbnan's Response to Cr tiques 67 Part IlSeminar Proceedings Appendixes ASeminar Agenda 143 IIUst of Panelleb 144 CUM of Parlicipenta 146 V 0. INTROLUCTI ON The National Center for Education Statistics (NCES) conveneda national forum on the retention of minority languages in the United States. The all-day seminar was held on May 13, 1980, at the Hubert H. Humphrey Building in Washington, D.0 . A group of eight eminent scholars (sociologists, educators, and linguistic experts) from the United States and Canada served as discussants (see appendix B). They commented on a major study sponsored by NCES and conducted by Dr. Calvin J. Veltman on minority language retention in the U.S. This is the first ina series of _forums on educational topics of vital interest to special policy makers and practitioners. Invited participants attending the seminar included legislative officials, research- ers, community practitioners, Federal representatives, academicians and special interest group representatives. The open-structured format provided an onportuni- ty for a dialogue among the invited participants, the keynote presenter (Dr. Veltman), and the discussants. A copy of the format and agendaare included in appendix A. PURPOSE OF SEMINAR At the NCES seminar, expert discussants e 'd invited participants critiqued the newly released federally sponsored study. Eryone shared ideas and perspec- tives on the topic and related issues. This exchange provided an opportunity for further examination of the study's methodology and conclusions. While exposing the findings to political and social scrutiny, interest was stimulated for further investigation and research. Suggestions were made for alternative data collection techniques. Discussion also focused on policy implications of this and other related studies and the possible misuse of such findings. The nuances of interpretation and concomitant policy issues were explored by the eminentgroup. The seminar challenged all present to exchange related and ongoing research relevant to the issues under discussion. Researchers disagreed amicably. Umited data bases were demonstrated as yielding a rich variety of conclusions and a great array of applications. Specific problems akin to social investigation were clarified. Researchers were cautioned to carefully scrutinize and evaluate existing data bases. In an uncharacteristic atmosphere of camaraderie, a variety of viewpoints were shared within this heterogeneous group. It is unlikely that participants would have interacted independent of sucha forum. From differing cultural and social orientations, the participants representing different national and ethnic boundaries may not have hadan opportunity to scrutinize this important social phenomenon. NCES initiated a much needed effort in making research more responsive to the needs and concerns of linguistic minorities. C viii SUMMARY OF PROCEEDINGS To orient the reader to the major findings of the study and accompanying critiques, a brief highlight of Dr. Veltman's study and reactions to the data follow. The main conclusions of Dr Veltman's narrative presentationare Non-English languages (minority languages) in this nation are following the patterns of previous immigrant languages. While first generation newcomers speak their native language and learn some English, their offspring are likely to learn English first. The parents' native language, having been eroded, is seldom used by the majority of the subsequent generations REACTIONS TO DR. VELTMAN'S FINDINGS A series of methodologica: difficulties were presented regarding the analysis and interpretation of survey responses, and the Survey
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