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While theoretical work focusing on immigrant language acculturation suggests that both parental and child's understanding of English are needed to measure acculturation, analysts have instead focused on child bilingualism. I develop a measure of familial acculturation and conceptually distinguish it from child bilingualism. I then determine whether several child and parental variables influence these measures differently, which would provide evidence supporting the conceptual distinction. Results show that child bilingualism is indeed independent of familial acculturation. Parental skills and resources significantly affect familial acculturation but not child bilingualism, whereas gender and Latino status affect child bilingualism but not familial acculturation. Additionally, modes of incorporation do not determine either child bilingualism or familial acculturation, suggesting that integrative forces external to the family may have little power to shape the internal workings that generate child or familial language acculturation. Together, these findings imply that researchers should avoid conflating child bilingualism with familial acculturation.     

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