Latine Ethnolinguistic Identity: The Relationship Between Language Proficiency and Identity Centrality

Abstract

Previous research has found that language proficiency can impact how individuals experience, understand and maintain their ethnic identities. This study attempts to find the relationship that Hispanic/Latine ethnic identity centrality has on Spanish and English language proficiency. To test this, an online survey was sent to self-identified Hispanics/Latines (n = 404) which asked them to complete different measures for ethnic identity, identity centrality, as well as English and Spanish language proficiency levels. A linear regression was used to understand how English and Spanish language proficiency levels influence Hispanic/Latine ethnic identity centrality. Results suggest four main findings. First, that there may be a positive relationship between objective, subjective and experiential Spanish scores. Second, that there may be a positive relationship between American identity centrality and subjective English proficiency, but only when controlling for Latine identity engagement. Third, that there may be a positive relationship between Hispanic-American identity centrality and both subjective and experiential Spanish scores. Fourth, that there may be a positive relationship between the gap between objective English and Spanish proficiency (English minus Spanish) and Hispanic-American identity centrality. Overall implications for influences of external and internal assimilationist ideologies on identity centrality, as well as study limitations are discussed.