ABSTRACT

This article examines the effects of language development among Hispanic women/Latinas and how such learning is shaped by bicultural and linguistic practices while navigating institutions of higher education. This qualitative, phenomenological study is part of a larger study designed to gather the perceptions of 25 Hispanic women/Latinas about their opportunities for leadership. The results of the study revealed the importance of language to their personal identity influenced by grounded theory – both their native language, Spanish, as their acquired English language and how likely it is to engage within community-based activities due to their ability to develop liaisons with various multilingual communities.

摘要

本文探讨了西班牙裔女性/拉丁裔女性语言发展的影响，以及在进入高等教育机构时，双文化和语言实践如何影响这种学习。这项定性现象学研究是一项更大规模研究的一部分，该研究旨在收集 25 名西班牙裔女性/拉丁裔女性对其领导机会的看法。研究结果揭示了语言对受扎根理论影响的个人身份的重要性——他们的母语西班牙语作为他们习得的英语，以及由于他们发展联络人的能力而参与社区活动的可能性有多大与各种多语言社区。