Passing for English Fluent: Latino Immigrant Children Masking Language Proficiency

Abstract

This article describes passing for English fluent among Latino immigrant children. A two‐year ethnography of eight Latino immigrant families was conducted in which fifth‐grade children were followed in home, school, and community contexts. This article presents passing as a consequence of U.S. race relations. Their reasons for presenting themselves as English fluent suggest a sophisticated awareness of the power and status of English in this country and a clear link between language and identity. [bilingualism, English language learners, Latino students, identity]