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9 a.m. - 6 p.m.
Phone: (843) 722-7550
West Ashley Library
9 a.m. - 6 p.m.
Phone: (843) 766-6635
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Village Library
9 a.m. - 6 p.m.
Phone: (843) 884-9741
St. Paul's/Hollywood Library
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Phone: (843) 889-3300
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John's Island Library
9 a.m. - 6 p.m.
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LEARN ENGLISH: GERMANS IN WISCONSIN.
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- Author(s): WILKERSON, MIRANDA E.; SALMONS, JOSEPH
- Source:
American Speech; Fall2008, Vol. 83 Issue 3, p259-283, 25p, 6 Charts, 1 Map- Subject Terms:
- Source:
- Additional Information
- Subject Terms:
- Abstract: One myth about language and immigration in North America is that nineteenth-century immigrants typically became bilingual almost immediately after arriving, yet little systematic data has been presented for this view. We present quantitative and qualitative evidence about Germans in Wisconsin, where, into the twentieth century, many immigrants and their descendants remained monolingual, decades after immigration had ceased. Even those who claimed to speak English often had limited command. Quantitative data from the 1910 Census, augmented by qualitative evidence from newspapers, court records, literary texts, and other sources, suggest that Germans of various socioeconomic backgrounds often lacked English language skills. German continued to be the primary language in numerous Wisconsin communities, and some second- and third-generation descendants of immigrants were still monolingual as adults. Understanding this history can help inform contemporary debates about language and immigration and help dismantle the myth that successful immigrant groups of yesterday owed their prosperity to an immediate, voluntary shift to English. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of American Speech is the property of Duke University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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