Editing Spanglish (section)

== Intergenerational Spanglish ==
{{Essay-like|section|date=April 2024}}
Immigrant youth in the United States have become prevalent social actors to sociologists because of their role as moderators and translators in their homes and the community. Orellana centers the ethnographic study around youth who have worked as translators in different spheres of societal issues for their communities.<ref name=":3" /> It showcases the division of labor passed onto members of the immigrant population and the navigational skills obtained by those obligated to utilize their bilingualism and Spanglish as a means of survival.<ref name=":3">{{Cite journal |last1=Orellana |first1=Marjorie Faulstich |last2=Dorner |first2=Lisa |last3=Pulido |first3=Lucila |date=November 2003 |title=Accessing Assets: Immigrant Youth's Work as Family Translators or "Para-Phrasers" |url=http://dx.doi.org/10.1525/sp.2003.50.4.505 |journal=Social Problems |volume=50 |issue=4 |pages=505–524 |doi=10.1525/sp.2003.50.4.505 |issn=0037-7791|url-access=subscription }}</ref> Intergenerational skills like Spanglish can then be used as a ‘Fund of Knowledge’ to promote literacy in the classroom. ‘Funds of Knowledge’ encourages the use of Spanglish and other languages between familial relations in the classroom to bridge the skills used at home and welcome them to a classroom. This allows the development of Spanglish skills passed between generations to be viewed as equally valuable at home and in academia. It dismantles the idea that specific languages need to be segregated from the educational realm of society.<ref>{{Cite journal |last1=Moll |first1=Luis C. |last2=Amanti |first2=Cathy |last3=Neff |first3=Deborah |last4=Gonzalez |first4=Norma |date=March 1992 |title=Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms |url=http://dx.doi.org/10.1080/00405849209543534 |journal=Theory into Practice |volume=31 |issue=2 |pages=132–141 |doi=10.1080/00405849209543534 |issn=0040-5841}}</ref>