Cultural Identity and Sociolinguistic Barriers among Bilingual Youth from Colombian Immigrant Families in New York City

Resumen

Bilingual experiences in migration contexts involve language practices and negotiations of belonging shaped by family, social, and institutional expectations. This study aimed to explore how four Spanish–English bilingual individuals from Colombian immigrant families in New York City describe sociolinguistic barriers and their relationship with cultural identity negotiation. A qualitative study with a descriptive–interpretative orientation, informed by critical sociolinguistics, was conducted. Four participants aged 16–20 were recruited through personal contacts based on their availability and willingness to participate. Semi-structured interviews lasting approximately 45–60 minutes were conducted face-to-face or virtually in Spanish and English. Transcripts were examined manually through predominantly inductive thematic analysis. Four themes were identified: translanguaging as an identity practice; linguistic insecurity and emotional responsibility; identity positioning across languages; and institutional sociolinguistic barriers. Participants’ accounts connected bilingual practices with self-expression, family relationships, and social recognition. They also revealed differences among participants: family language mediation could involve confidence or pressure, while institutional settings included explicit restrictions, anticipated judgments, and supportive practices. The study concludes that, within these accounts, identity negotiation is related to the meanings and evaluations attached to bilingual practices in specific interactions. The findings offer a situated interpretation; they do not establish causal relationships, generalized institutional policies, or the prevalence of these experiences within the bilingual population. Their educational implications remain exploratory.