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Shortlisted for the 2018 BAAL Book Prize This book is a sociolinguistic ethnography of LGBT Mexicans/Latinxs in Phoenix, Arizona, a major metropolitan area in the U.S. Southwest. The main focus of the book is to examine participants’ conceptions of their ethnic and sexual identities and how identities influence (and are influenced by) language practices. This book explores the intersubjective construction and negotiation of identities among queer Mexicans/Latinxs, paying attention to how identities are co-constructed in the interview setting in coming out narratives and in narratives of silence. The book destabilizes the dominant narrative on language maintenance and shift in sociolinguistics, much of which relies on a (heterosexual) family-based model of intergenerational language transmission, by bringing those individuals often at the margin of the family (LGBTQ members) to the center of the analysis. It contributes to the queering of bilingualism and Spanish in the U.S., not only by including a previously unstudied subgroup (LGBTQ people), but also by providing a different lens through which to view the diverse language and identity practices of U.S. Mexicans/Latinxs. This book addresses this exclusion and makes a significant contribution to the study of bilingualism and multilingualism by bringing LGBTQ Latinas/os to the center of the analysis.
Gema Pérez-Sánchez argues that the process of political and cultural transition from dictatorship to democracy in Spain can be read allegorically as a shift from a dictatorship that followed a self-loathing "homosexual" model to a democracy that identified as a pluralized "queer" body. Focusing on the urban cultural phenomenon of la movida, she offers a sustained analysis of high queer culture, as represented by novels, along with an examination of low queer culture, as represented by comic books and films. Pérez-Sánchez shows that urban queer culture played a defining role in the cultural and political processes that helped to move Spain from a premodern, fascist military dictatorship to a late-capitalist, parliamentary democracy. The book highlights the contributions of women writers Ana María Moix and Cristina Peri Rossi, as well as comic book artists Ana Juan, Victoria Martos, Ana Miralles, and Asun Balzola. Its attention to women's cultural production functions as a counterpoint to its analysis of the works of such male writers as Juan Goytisolo and Eduardo Mendicutti, comic book artists Nazario, Rubén, and Luis Pérez Ortiz, and filmmaker Pedro Almodóvar.
This edited volume provides state of the art research on developing areas of Spanish in contact with other languages. This manuscript is unique in its broad yet coherent approach to the study of Spanish in bilingual contexts by investigating current issues in the field through well-designed research and innovative analyses. In addition, this book concludes with research on how languages in contact are reflected in individuals in educational settings as well as insights on how to teach bilinguals raised in contact with English and Spanish. This manuscript is divided into three major themes that focus on the overall issues of Spanish in bilingual contexts: 1. The first section, titled "Language and Identity," is composed of four chapters that focus on the connection between language and identity in unique settings. 2. The second section of the manuscript is titled "Language and Dialectal Contact" and is composed of six chapters that analyze the dialectal and linguistic changes in languages in contact in a variety of settings. 3. The final section is titled "Language in Educational Settings" and consists of four chapters with a focus on heritage speakers and second language students of Spanish in different classroom settings as well as abroad. This volume contributes original research in these areas in a way so as to fill valuable gaps in the current knowledge in the field especially in the innovative ways of approaching areas such as teaching heritage learners, understanding diachronic and synchronic dialectal and linguistic changes as well as innovations in language use, and how language contributes to the formation of identity.
The Routledge Handbook of Spanish as a Heritage Language brings together contributions from leading linguists, educators and Latino Studies scholars involved in teaching and working with Spanish heritage language speakers. This state-of-the-art overview covers a range of topics within five broad areas: Spanish in U.S. public life, Spanish heritage language use and systems, educational contexts, Latino studies perspectives and Spanish outside the U.S. The Routledge Handbook of Spanish as a Heritage Language addresses for the first time the linguistic, educational and social aspects of heritage Spanish speakers in one volume making it an indispensable reference for anyone working with Spanish as a heritage language.
The Routledge Handbook of Spanish Pragmatics is the first volume to offer a comprehensive overview of advances in Spanish Pragmatics, addressing different types of interaction and the variables, both social and linguistic, that can affect them. Written by a diverse set of experts in the field, the handbook unifies two major approaches to the study of pragmatics, the Anglo-American and European Continental traditions. Thirty-three chapters cover in detail both pragmatic foundations (e.g. speech act theory, implicature and relevance, deixis) and interfaces with other concepts, including: • Discourse • Variation; Culture and interculture • (Im)politeness; humor • Learning contexts and teaching • Technology This is an ideal reference for advanced undergraduate and postgraduate students, and researchers of Spanish language and linguistics.
Language Ideologies and Linguistic Identity in Heritage Language Learning addresses the ways in which discourses about language value and identities of linguistic expertise are constructed and negotiated in the Spanish heritage language (HL) classroom, and how the classroom discourse shapes, and is shaped by, the world outside of the classroom. The volume examines the sociopolitical contexts, personal histories, and communicative practices of Spanish teachers and students in two diverse geographic regions: the US states of Texas and Kansas. Adopting an integrated sociocultural approach, it considers the ways in which individuals draw from multiple linguistic resources and social practices in daily interaction and how they articulate their beliefs about language through storytelling. Rich interactional data, examples from social media, and stories of community engagement are utilized to demonstrate how Spanish heritage speakers use language creatively and proactively to legitimize and claim power in their home and community linguistic practices. This is an invaluable resource for applied linguists who seek to better understand the relationship between language, ideology, and identity and for graduate students and researchers in the fields of linguistics, Spanish, and HL education.
Counselors and educators are advocates for understanding ourselves, multiculturalism, and diversity in a societal climate of division. Provided the recent political coup and exclusion ideology, Latino Male students are marginalized because of cultural identity (Machismo) and cultural values. Due to the controversial nature of Machismo, masculinity, and language with Latino Males, multicultural educators are constantly silenced in universities by political correctness and censorship. Specifically, Latino Males are a direct target for incidences of racism, microaggressions, and oppression in our society. Colleges, universities, and counseling field has been moving forward slowly in its scope of “inclusion advocacy” for Latino Male students. There is a dearth in the empirical research on Latino Male experiences of otherness, indifference, and exclusion. The proposed textbook will establish viable, strategies to deepen cultural competence and inclusion advocacy. A competent framework for engagement is desperately needed in areas of inclusion, advocacy, and social justice for Latino Males. The convergence of sociopolitical views on diverse relationships has ignited an era of unrest, exclusion ideology, and remnants of mental distress and trauma in Latino communities. The textbook/reader will specifically address the issues of Latino Male Machismo in colleges and universities. The authors will produce a variety of important readings (chapters) about Latino Male students, Otherness, and strategies for cultural inclusion of identity, values, and practices. The potential contributions from this research will provide a foundation for implementing innovative, inclusion programs for Latinx students as well. To further add content, critical incidences of bias, discrimination, otherness, and exclusion will be addressed in a manner that promotes a new form of connectedness for Latino Males in colleges and universities. The intended audience for this textbook/reader are counselor educators, student affairs professionals, counselors, and university counselors.
Our evolving understanding of the role of English as a lingua franca and our growing sensitivity to the unique needs of students and teachers who communicate across languages and cultures has led to significant changes in language teaching, pedagogy, and curriculum design. The Handbook of Plurilingual and Intercultural Language Learning is a field-defining book, which examines the various ways learners learn and acquire language in a truly global context. Featuring contributions from a diverse range of scholars reflecting different cultural, linguistic, regional, and ideological perspectives, this innovative volume presents the most recent developments in the field while revealing the nuances and complexities of teaching and learning foreign languages. This Handbook explains the conceptual basis of intercultural and plurilingual learning, describes core pedagogical concepts, discusses different learning and teaching approaches, and provides the historical background for various methods and theories. The authors discuss how policy and pedagogy can adapt to the shifting demographics of local student populations, address new trends and evolving themes, and explore contemporary topics such as translanguaging, intercomprehension, technology-enhanced learning, language policy, and more. The Handbook of Plurilingual and Intercultural Language Learning is essential reading for students, educators, and researchers in applied linguistics, language teaching and learning, plurilingualism/multilingualism, TESOL, cognitive linguistics, language policy, language acquisition, and intercultural communication.
Over the past two decades, the fields of linguistic anthropology and sociolinguistics have complicated traditional understandings of the relationship between language and identity. But while research traditions that explore the linguistic complexities of gender and sexuality have long been established, the study of race as a linguistic issue has only emerged recently. The Oxford Handbook of Language and Race positions issues of race as central to language-based scholarship. In twenty-one chapters divided into four sections-Foundations and Formations; Coloniality and Migration; Embodiment and Intersectionality; and Racism and Representations-authors at the forefront of this rapidly expanding field present state-of-the-art research and establish future directions of research. Covering a range of sites from around the world, the handbook offers theoretical, reflexive takes on language and race, the larger histories and systems that influence these concepts, the bodies that enact and experience them, and the expressions and outcomes that emerge as a result. As the study of language and race continues to take on a growing importance across anthropology, communication studies, cultural studies, education, linguistics, literature, psychology, ethnic studies, sociology, and the academy as a whole, this volume represents a timely, much-needed effort to focus these fields on both the central role that language plays in racialization and on the enduring relevance of race and racism.
2016 CHOICE Outstanding Academic Title Despite All Adversities examines a representative selection of notable queer films by Spanish America's most important directors since the 1950s. Each chapter focuses on a single film and offers rich and thoughtful new interpretations by a prominent scholar. The book explores films from across the region, including Tomás Gutiérrez Alea's and Juan Carlos Tabío's Fresa y chocolate (Strawberry and Chocolate, 1993), Marcelo Piñeyro's Plata quemada (Burnt Money, 2000), Barbet Schroeder's La Virgen de los Sicarios (Our Lady of the Assassins, 2000), Lucía Puenzo's XXY (XXY, 2007), Francisco J. Lombardi's No se lo digas a nadie (Don't Tell Anyone, 1998), Arturo Ripstein's El lugar sin límites (Hell Without Limits, 1978), among others. A survey of recent lesbian-themed Mexican films is also included.