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1. The Simon effect in bilingual language brokers: A role for emotion and proficiency

   https://doi.org/https://doi.org/10.1177/1367006920939659  

   Lopez, B. G.; Zhang, M.; Arredondo, M. M.; Kim, S. Y. (January 2021, The international journal of bilingualism)

   null (Ed.)

   Aims and objectives/purpose/research questions: Language brokering (LB) is an informal translation experience where bilinguals serve as linguistic and cultural intermediaries for family members. LB may have long-term socio-emotional and cognitive outcomes, yet little is known about its effects on executive functions (EFs). This study examines how first language (L1) proficiency and negative emotions tied to language brokering experiences affect EF performance on a Simon task (ST). Design/methodology/approach: Fifty-three Mexican American Spanish–English bilinguals with LB experience performed a ST, and reported their feelings towards LB for their mother. Data and analysis: Mean reaction times (RTs) and accuracy rates for correct ST trials were analyzed using linear mixed effects modeling, with trial type, proficiency and negative emotions tied to LB experience as factors and their interactions as additional predictors. Findings/conclusions: The L1 proficiency and negative emotions tied to brokering experiences have divergent, but combined effects on EF. Contrary to our hypotheses, low L1 proficiency predicted better performance and the smallest Simon effect was found for brokers with low L1 proficiency and low negative emotional brokering experiences. However, high L1 proficiency predicted better performance (smallest RTs) regardless of negative emotions tied to brokering experiences. Originality: This study takes a different perspective on the examination of individual differences among bilinguals, in which we examine how negative emotions tied to brokering experiences coupled with L1 proficiency relates to EF performance. Significance/implications: Our results provide support for the need to understand how individual differences in bilingual language experiences, such as L1 proficiency and negative emotions tied to LB, interact with performance on the ST. 

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2. Parental socialization profiles in Mexican-origin families: Considering cultural socialization and general parenting practices

   Kim, Su Yeong; Chen, Shanting; Hou, Yang; Zeiders, Katharine; Calzada, Esther J. (January 2018, Cultural diversity & ethnic minority psychology)

   Objectives: Recognizing that immigrant parents socialize their children in specific ways, the current study examines Mexican-origin families’ parental socialization profiles using both parental cultural socialization and general parenting dimensions. We seek to understand how these dimensions interact to form culturally grounded parental socialization profiles in a sample of Mexican-origin parents and adolescents. Method: There were 604 adolescents, 595 mothers, and 293 fathers within Mexican-origin families self-reporting on 2 cultural socialization dimensions (respeto, independence) and 4 general parenting dimensions (warmth, hostility, monitoring, reasoning). Adolescent outcomes were assessed 1 year later. Results: Latent profile analysis revealed eight parental socialization profiles representing distinct combinations of cultural socialization and parenting dimensions. Relative to other profiles, the Integrative-Authoritative profile (high on socialization toward respeto and independence; high on warmth, monitoring, and reasoning; and relatively low on hostility) was the most common parenting pattern and was also associated with more optimal adolescent outcomes. Conclusion: Examining cultural socialization alongside general parenting dimensions can better capture parental socialization strategies among Mexican-origin parents. The various parental socialization profiles that characterize Mexican-origin parents have important implications for adolescent outcomes. 

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3. Social Needs and Acculturation as Predictors of Emotional Problems and Perceived Stress Among Latinx Mothers with Low Income

   https://doi.org/10.1007/s10903-022-01430-9  

   Keeton, Victoria F; Bell, Janice F; Gottlieb, Laura M; Drake, Christiana; Pantell, Matthew; Hessler, Danielle; Wing, Holly; Fernandez_y_Garcia, Erik O (August 2023, Journal of Immigrant and Minority Health)

   Abstract Associations between household social needs, acculturation, and emotional health remain understudied, particularly among Latinx mothers. We analyzed baseline survey data from 455 Latinx mothers in a previous study. Using multinomial regression, we examined whether emotional problems and perceived stress were associated with household social needs and acculturation. Almost half the sample reported four or more household social needs. Social needs cumulatively and independently predicted increased odds of frequent emotional problems or perceived stress. Lower acculturation predicted lower odds of frequent emotional problems. There is increased risk for emotional problems and stress in low-income Latinx mothers who experience high social need. Integrated social service and mental health care models may be one way to improve health outcomes. More research is needed to understand how clinical settings can leverage unique cultural protective factors to address the social and emotional health needs of Latinx mothers. 

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4. Group Comparisons of Sociocultural Variables and Work Outcomes among Early Career Latine Engineers

   Flores, L Y; Navarro, R L; Lee, J; Garriott, P O; Orton, S L; Tsai, C L; Suh, H N; Lee, B L; Nguyen, A; Lenway, A; et al (June 2024, American Society of Engineering Education)

   Using data from a 5-year ongoing study of early career Latine engineers, we report scores on sociocultural variables (i.e., acculturation; enculturation) and work outcomes (i.e., goal progress; work satisfaction; turnover intentions, work satisfaction, and life satisfaction). We examine differences in scores across Latine engineers based on gender, parental status, and characteristics of workers in the employer’s organization. The findings may point to workplace factors that can impact the retention of Latine engineers. 

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5. Distinct functional connectivity patterns during naturalistic learning by adolescent first versus second language speakers

   https://doi.org/10.1038/s41598-024-69575-1  

   Leon_Guerrero, Sibylla; Mesite, Laura; Luk, Gigi (December 2024, Scientific Reports)

   Spoken lessons (lectures) are commonly used in schools as a medium for conveying educational content. In adolescence, experience-expectant maturation of language and cognitive systems supports learning; however, little is known about whether or how learners' language experiences interact with this integration process during learning. We examined functional connectivity using fMRI in 38 Spanish–English bilingual (L1-Spanish) and English monolingual (L1-English) adolescents during a naturalistic science video lesson in English. Seed analyses including the left inferior frontal gyrus (pars opercularis) and posterior middle temporal gyrus showed that L1-Spanish adolescents, when learning in their second language (L2), displayed widespread bilateral functional connectivity throughout the cortex while L1-English adolescents displayed mostly left-lateralized connectivity with core language regions over the course of the science lesson. Furthermore, we identified functional seed connectivity associated with better learning outcomes for adolescents with diverse language backgrounds. Importantly, functional connectivity patterns in L1-Spanish adolescents while learning in English also correlate with their Spanish cloze reading. Findings suggest that functional networks associated with higher-order language processing and cognitive control are differentially engaged for L1 vs. L2 speakers while learning new information through spoken language. 

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