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CHAPTER 5 BACKGROUND INFORMATION Claimed Hungarian identity also significantly changes along generational affiliation. The majority of Glspeakers (71%) profess to have Hungarian identity, while only 35% of G2 speakers do. Noteworthy that the majority of G2 speakers (59%) claim to have Hungarian-American ethnic identity. Table 6: Ethnic identity in G1 vs. G2 groups Hungarian Hungar tan American . American . Responses ethnic ethnic ethnic Other identity identity identity G1 (N=61, 1N/A) 43 (71%) 15 (25%) 1 (2%) 1 (2%) G2 (N=17) 6 (35%) 10 (59%) 1 (6%) 0 Such sociolinguistic characteristics as qualification, profession are insignificant in terms of generational differences for the young age of G2 subjects. Apparently, in terms of sociolinguistic characteristics, generational affiliation is the most determinant factor dividing this particular community into two clearly distinct ones: first- and second-generation groups. The second part of the survey has examined the attitude of subjects to the English and Hungarian languages, and to code-switching. The respondents have had 5 options for each statement (strongly agree / agree / neutral or does not know / does not agree / strongly disagree). As for quantifying data for the analysis of the attitude survey, I have applied the Likert scale and evaluated the responses as follows in descending order: strongly agree — 5 / agree — 4/ neutral or does not know — 3 / does not agree — 2/ strongly disagree — 1 /. The higher figure is attributed to the statements, the more positive is the attitude of the subjects to the statement reflecting its importance. Having examined the responses to the 40 statements more closely, I have detected tendencies as follows. In the entire community, there is a strong commitment to speaking Hungarian, mostly because it is the language that helps to communicate with Hungarian relatives (“Knowing Hungarian is important to relate to my relatives” — 3.8). At the same time, Hungarian is also important because it is viewed as part of the national ethnic tradition (“Hungarian is a major part of my cultural heritage” — 3.7). English is also seen as important, mostly for enabling the subjects to relate to the host, American society (“Knowing English is important in order for me to be involved in the community” — 3.6) and also for ensuring socio-economic opportunities (“Knowing English is more important for socio-economic advancement” — 3.2). + % +
