This study examines the process of heritage language maintenance among second-generation children of immigrant professionals from Mexico residing in the United States. Given their higher education and the necessity of English fluency for high-status occupations, these immigrants often prioritize English, risking the loss of their heritage language in subsequent generations. The research focuses on how different settlement contexts—whether dispersed or concentrated near ethnic enclaves—affect heritage language transmission. Through semi-structured interviews with 24 immigrant parents, the study explores individual, familial, and community factors that influence language maintenance.

The findings reveal that geographic mobility often undermines heritage language support, increasing the likelihood of children becoming monolingual in English. Conversely, those who settle near ethnic enclaves benefit from community resources, leading to more successful heritage language transmission. Although some families achieve balanced bilingualism, many experience a gradual shift toward English dominance.

The study underscores the critical role of educational institutions and community programs in supporting heritage language maintenance. It advocates for the integration of heritage language programs within school curricula, community involvement through partnerships with ethnic organizations, and teacher training focused on culturally responsive practices. Additionally, the study highlights the importance of broader policy support, including funding for bilingual education and the development of heritage language media.

By drawing on successful models from other countries, this research provides valuable insights into how the United States can better support immigrant families in preserving their linguistic and cultural heritage, thereby enriching the broader society through linguistic diversity and multiculturalism.