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Carter - Academia.edu</title> <link rel="canonical" href="https://www.academia.edu/37246865/Hispanic_Serving_Institutions_and_Mass_Media_Engagement_Implications_for_Sociolinguistic_Justice" /> <script async src="https://www.googletagmanager.com/gtag/js?id=G-5VKX33P2DS"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-5VKX33P2DS', { cookie_domain: 'academia.edu', send_page_view: false, }); gtag('event', 'page_view', { 'controller': "single_work", 'action': "show", 'controller_action': 'single_work#show', 'logged_in': 'false', 'edge': 'unknown', // Send nil if there is no A/B test bucket, in case some records get logged // with missing data - that way we can distinguish between the two cases. // ab_test_bucket should be of the form <ab_test_name>:<bucket> 'ab_test_bucket': null, }) </script> <script> var $controller_name = 'single_work'; var $action_name = "show"; var $rails_env = 'production'; var $app_rev = '640e319a5feb821ef61cccaf77c34b260ff56349'; var $domain = 'academia.edu'; var $app_host = "academia.edu"; var $asset_host = "academia-assets.com"; var $start_time = new Date().getTime(); var $recaptcha_key = "6LdxlRMTAAAAADnu_zyLhLg0YF9uACwz78shpjJB"; var $recaptcha_invisible_key = "6Lf3KHUUAAAAACggoMpmGJdQDtiyrjVlvGJ6BbAj"; var $disableClientRecordHit = false; </script> <script> window.require = { config: function() { return function() {} } } </script> <script> window.Aedu = window.Aedu || {}; window.Aedu.hit_data = null; window.Aedu.serverRenderTime = new Date(1732744213000); window.Aedu.timeDifference = new Date().getTime() - 1732744213000; </script> <script type="application/ld+json">{"@context":"https://schema.org","@type":"ScholarlyArticle","abstract":"This article describes the rise of Hispanic-serving institutions (HSIs) as an institutional designation within postsecondary education in the U.S. context, and outlines some of the language-based challenges U.S. Latinx students face on campus and in the home speech community. Engagement with the mass media through editorial writing and interviews in television, radio, and print formats is conceived of as a productive means of educating the public about HSIs and the language issues that contextualize the lives of the student bodies that attend them, combating misinformation about U.S. Latinx speech communities, and, more generally, for doing what Wolfram (2016) calls \u0026amp;quot; public sociolinguistics education. \u0026amp;quot; A model of mass media engagement is suggested, in which community-based sociolinguistic research is communicated by the researcher to press specialists at the university, who help place it with journalists, who then disseminate sociolinguistic knowledge to the general public. The effects of mass media engagement—including community involvement and the creation of sociolinguistic artifacts—are discussed, and practical advice for promoting sociolinguistic perspectives through mass media engagement is given.","author":[{"@context":"https://schema.org","@type":"Person","name":"Phillip M. 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"https://www.academia.edu/login?post_login_redirect_url=https%3A%2F%2Fwww.academia.edu%2F37246865%2FHispanic_Serving_Institutions_and_Mass_Media_Engagement_Implications_for_Sociolinguistic_Justice%3Fauto%3Ddownload"; window.loswp.translateUrl = "https://www.academia.edu/login?post_login_redirect_url=https%3A%2F%2Fwww.academia.edu%2F37246865%2FHispanic_Serving_Institutions_and_Mass_Media_Engagement_Implications_for_Sociolinguistic_Justice%3Fshow_translation%3Dtrue"; window.loswp.previewableAttachments = [{"id":57199628,"identifier":"Attachment_57199628","shouldShowBulkDownload":false}]; window.loswp.shouldDetectTimezone = true; window.loswp.shouldShowBulkDownload = true; window.loswp.showSignupCaptcha = false window.loswp.willEdgeCache = false; window.loswp.work = {"work":{"id":37246865,"created_at":"2018-08-16T07:14:08.674-07:00","from_world_paper_id":null,"updated_at":"2021-01-12T22:19:47.392-08:00","_data":{"abstract":"This article describes the rise of Hispanic-serving institutions (HSIs) as an institutional designation within postsecondary education in the U.S. context, and outlines some of the language-based challenges U.S. Latinx students face on campus and in the home speech community. Engagement with the mass media through editorial writing and interviews in television, radio, and print formats is conceived of as a productive means of educating the public about HSIs and the language issues that contextualize the lives of the student bodies that attend them, combating misinformation about U.S. Latinx speech communities, and, more generally, for doing what Wolfram (2016) calls \" public sociolinguistics education. \" A model of mass media engagement is suggested, in which community-based sociolinguistic research is communicated by the researcher to press specialists at the university, who help place it with journalists, who then disseminate sociolinguistic knowledge to the general public. The effects of mass media engagement—including community involvement and the creation of sociolinguistic artifacts—are discussed, and practical advice for promoting sociolinguistic perspectives through mass media engagement is given."},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"Hispanic-Serving Institutions and Mass Media Engagement: Implications for Sociolinguistic Justice","broadcastable":true,"draft":false,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [251437]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "full_page_mobile_sutd_modal"; window.loswp.useOptimizedScribd4genScript = false; window.loswp.appleClientId = 'edu.academia.applesignon';</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":57199628,"attachmentType":"pdf"}"><img alt="First page of “Hispanic-Serving Institutions and Mass Media Engagement: Implications for Sociolinguistic Justice”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/57199628/mini_magick20180816-26062-1dlaief.png?1534431386" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/assets/single_work_splash/adobe.icon-574afd46eb6b03a77a153a647fb47e30546f9215c0ee6a25df597a779717f9ef.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Hispanic-Serving Institutions and Mass Media Engagement: Implications for Sociolinguistic Justice</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="251437" href="https://fiu.academia.edu/PhillipMCarter"><img alt="Profile image of Phillip M. Carter" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/251437/53923/117483321/s65_phillip_m..carter.jpg" />Phillip M. Carter</a></div><div class="ds-work-card--detail"></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">This article describes the rise of Hispanic-serving institutions (HSIs) as an institutional designation within postsecondary education in the U.S. context, and outlines some of the language-based challenges U.S. Latinx students face on campus and in the home speech community. Engagement with the mass media through editorial writing and interviews in television, radio, and print formats is conceived of as a productive means of educating the public about HSIs and the language issues that contextualize the lives of the student bodies that attend them, combating misinformation about U.S. Latinx speech communities, and, more generally, for doing what Wolfram (2016) calls " public sociolinguistics education. " A model of mass media engagement is suggested, in which community-based sociolinguistic research is communicated by the researcher to press specialists at the university, who help place it with journalists, who then disseminate sociolinguistic knowledge to the general public. The effects of mass media engagement—including community involvement and the creation of sociolinguistic artifacts—are discussed, and practical advice for promoting sociolinguistic perspectives through mass media engagement is given.</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":57199628,"attachmentType":"pdf","workUrl":"https://www.academia.edu/37246865/Hispanic_Serving_Institutions_and_Mass_Media_Engagement_Implications_for_Sociolinguistic_Justice"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":57199628,"attachmentType":"pdf","workUrl":"https://www.academia.edu/37246865/Hispanic_Serving_Institutions_and_Mass_Media_Engagement_Implications_for_Sociolinguistic_Justice"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div></div><div data-auto_select="false" data-client_id="331998490334-rsn3chp12mbkiqhl6e7lu2q0mlbu0f1b" data-doc_id="57199628" data-landing_url="https://www.academia.edu/37246865/Hispanic_Serving_Institutions_and_Mass_Media_Engagement_Implications_for_Sociolinguistic_Justice" data-login_uri="https://www.academia.edu/registrations/google_one_tap" data-moment_callback="onGoogleOneTapEvent" id="g_id_onload"></div><div class="ds-top-related-works--grid-container"><div class="ds-related-content--container ds-top-related-works--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="0" data-entity-id="109556310" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/109556310/Bilingual_and_Spanish_Language_Media_in_the_U_S_as_a_language_maintenance_tool_among_Latinx_Communities">Bilingual and Spanish Language Media in the U.S. as a language maintenance tool among Latinx Communities</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="2489558" href="https://csun.academia.edu/AnaSanchezMunoz">Ana Sanchez-Munoz</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Spanish as a Heritage Language Vol. 3, No. 2, 2023, pp. 43–64. , 2023</p><p class="ds-related-work--abstract ds2-5-body-sm">In this paper, we discuss the status and vitality of Spanish in the U.S., including the presence and characteristics of Spanish-language communicative spaces, including the media and other digital venues. Given the discrimination that many Latinx Spanish speakers suffer in the U.S., for example, through Englishonly initiatives or restrictive language policies, we draw attention to the important role that communicative spaces such as media have in this country for promoting and aiding the maintenance of heritage and minority languages. We also critique the monolingual assumptions that there are only certain types of "correct" language, in this case, standard Spanish or "Walter Cronkite Spanish, " which implies a variety as it is used in a country where the official language is Spanish (e.g., Mexico or Colombia). We are interested in looking at how Spanish is used and promoted and the role of U.S. media in contexts where audiences are mostly bilingual. We argue that U.S. Spanish, as it is spoken by Chicanx/ Latinx speakers, has been historically undervalued or underrepresented in the media, thus perpetuating monolingual ideologies that do not serve bilingual and multilingual audiences and indeed affect the perception of local varieties of Spanish and their speakers. With the advent of new technologies and the</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Bilingual and Spanish Language Media in the U.S. as a language maintenance tool among Latinx Communities","attachmentId":107645651,"attachmentType":"pdf","work_url":"https://www.academia.edu/109556310/Bilingual_and_Spanish_Language_Media_in_the_U_S_as_a_language_maintenance_tool_among_Latinx_Communities","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/109556310/Bilingual_and_Spanish_Language_Media_in_the_U_S_as_a_language_maintenance_tool_among_Latinx_Communities"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="107072438" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/107072438/TEACHING_LINGUISTICS_IN_HISPANIC_SERVING_INSTITUTIONS">TEACHING LINGUISTICS IN HISPANIC-SERVING INSTITUTIONS</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="2489558" href="https://csun.academia.edu/AnaSanchezMunoz">Ana Sanchez-Munoz</a></div><p class="ds-related-work--metadata ds2-5-body-xs">American Speech, 2023</p><p class="ds-related-work--abstract ds2-5-body-sm">The purpose of this article is to stage a much-needed conversation around what it means to think about the project of teaching linguistics in diverse postsecondary institutional contexts and in particular Hispanic-serving institutions (HSIs). The conversation we present is based both in our scholarship as sociolinguists working with diverse language issues in U.S. Latinx speech communities and in our work as faculty at two of the largest Hispanic-serving institutions in the United States. In this paper, we discuss the possibilities, promises, and challenges of teaching (socio)linguistics at universities designated as “Hispanic-serving.” We take as a starting premise for this conversation that “courses (across the curriculum) inherited from traditionally white colleges and universities may implicitly disenfranchise ethnic- and language-minority students. These courses should be rethought and repurposed with intention, lest further generations of students learn that a prerequisite for scholastic success is divestment from their home language, culture, and identity” (Artze-Vega, Carter, and Russell 2020, 39). In other words, the project of teaching linguistics at HSIs is as much about thinking through what linguistics is or should be – and for whom – as it is about “adapting” content to new learning contexts. As such, this conversation involves raising challenging questions about the discipline, about the purpose of teaching linguistics, and about language itself.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"TEACHING LINGUISTICS IN HISPANIC-SERVING INSTITUTIONS","attachmentId":105895952,"attachmentType":"pdf","work_url":"https://www.academia.edu/107072438/TEACHING_LINGUISTICS_IN_HISPANIC_SERVING_INSTITUTIONS","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/107072438/TEACHING_LINGUISTICS_IN_HISPANIC_SERVING_INSTITUTIONS"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="33685436" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/33685436/Leeman_J_2018_Critical_language_awareness_and_Spanish_as_a_heritage_language_Challenging_the_linguistic_subordination_of_US_Latinxs_In_K_Potowski_Ed_Handbook_of_Spanish_as_a_Minority_Heritage_Language_New_York_Routledge_345_358">Leeman, J. (2018). Critical language awareness and Spanish as a heritage language: Challenging the linguistic subordination of US Latinxs. In K. Potowski (Ed.) Handbook of Spanish as a Minority/Heritage Language. New York: Routledge. 345-358.</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="251929" href="https://gmu.academia.edu/JenniferLeeman">Jennifer Leeman</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2018</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Leeman, J. (2018). Critical language awareness and Spanish as a heritage language: Challenging the linguistic subordination of US Latinxs. In K. Potowski (Ed.) Handbook of Spanish as a Minority/Heritage Language. New York: Routledge. 345-358.","attachmentId":56840880,"attachmentType":"pdf","work_url":"https://www.academia.edu/33685436/Leeman_J_2018_Critical_language_awareness_and_Spanish_as_a_heritage_language_Challenging_the_linguistic_subordination_of_US_Latinxs_In_K_Potowski_Ed_Handbook_of_Spanish_as_a_Minority_Heritage_Language_New_York_Routledge_345_358","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/33685436/Leeman_J_2018_Critical_language_awareness_and_Spanish_as_a_heritage_language_Challenging_the_linguistic_subordination_of_US_Latinxs_In_K_Potowski_Ed_Handbook_of_Spanish_as_a_Minority_Heritage_Language_New_York_Routledge_345_358"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="40269950" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/40269950/_You_are_shamed_for_speaking_it_or_for_not_speaking_it_good_enough_The_paradoxical_status_of_Spanish_in_the_US_Latino_community">"You are shamed for speaking it or for not speaking it good enough": The paradoxical status of Spanish in the US Latino community</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="214513" href="https://uncc.academia.edu/PilarGarcesBlitvich">Pilar Garcés-Conejos Blitvich</a></div><p class="ds-related-work--metadata ds2-5-body-xs">The Routledge handbook of language in conflict, 2019</p><p class="ds-related-work--abstract ds2-5-body-sm">The aim of this chapter is to explore the conflictual dynamics behind one of the six thematic contents, namely the paradoxical status of Spanish within the US Latino community, that were found to make up the matrix upon which the Latino identity is constructed (Garcés-Conejos et al., 2013). According to the Pew Research Center (2017), overall, some 62% of Hispanics ages 5 to 17 and 72% of Hispanic Millennials speak Spanish at home. In contrast, eight-in-ten or more Hispanic Gen Xers (80%), Boomers (80%) and Silent or Greatest generation adults (83%) speak Spanish in their homes. As a result, the share of all Hispanics who speak Spanish at home has started to decline, and the use of English only in the home has increased. This decrease may be the result, among other factors, of the powerful social stigma that for decades encouraged assimilation at the expense of preserving Latino cultural heritage and subjected the use of the Spanish language to a deeply racialized attack (Davis & Moore, 2014). Still, despite the growing prevalence of non-Spanish speaking Latinos in the US, the language issue is still thorny for those who find their identities or Latinidad questioned over not being able to speak Spanish. Indeed, use of Spanish remains an object of ethnic pride/solidarity amongst the Latino population, but it is also seen as an obstacle for upward mobility. A positive social identity is associated with Spanish-English bilingualism within these communities. Speaking only Spanish is seen as a weakness, but there is an expectation that Latinos will nevertheless be fluent in Spanish (Garcia-Bedolla 2003; Dicker, 2006; Velez-Rendon’s 2007). Although Latino issues and collective politics, such as the community’s use of Spanish, have received significant attention from scholars and policy analysts, less attention has been given to the micro processes involved in everyday interaction among US Latinos (Negron, 2014). Even less attention has been paid to on-line, micro-processes of Latino identity construction (but see Garcés-Conejos Blitvich et al, 2013; Garcés-Conejos Blitvich & Bou-Franch, 2014; Garcés-Conejos Blitvich, 2015). This paper aims to help fill in this gap by facilitating a more nuanced understanding of the ethnic and racialized processes involved in reaction to and treatment of the use of Spanish in the US and how these crucially impact Latinos of different generations regarding their self-perceptions of in/out groupness. To this end, a corpus comprising 145 comments (circa 12,000 words) in response to a video clip of the Nuyorican poet Noel Quiñones’s piece “8 Confessions of My Tongue” in which he explores the struggles of asserting one’s identity, roots, and culture even when you can’t master its native language was collected and analyzed. This video clip was shared on the public Facebook group Latino Rebels which uses comedy, commentary, analysis, and satire to explore the world of US Latino issues. Using Bucholtz and Hall’s (2005) framework for identity construction, the analysis focused on how participants negotiated their Latino identities vis-à-vis their knowledge (or lack thereof) of Spanish and how this positioned them as (non) members of the Latino and Anglo communities. The analysis unveiled that conflictual relationships and interest among different generations of Latinos, competing English-only versus bilingualism ideologies, and racialized brownness versus whiteness positions associated with different levels of language proficiency, among others, lay at the core of the Latino identity. The Latino identity emerges as an identity in turmoil. Latinos struggle to make their own an imposed, top-down identity which malignantly positions them, making them a perpetual other, regardless of how deep seated their roots in the US or their knowledge of English may be.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"\"You are shamed for speaking it or for not speaking it good enough\": The paradoxical status of Spanish in the US Latino community","attachmentId":60505840,"attachmentType":"pdf","work_url":"https://www.academia.edu/40269950/_You_are_shamed_for_speaking_it_or_for_not_speaking_it_good_enough_The_paradoxical_status_of_Spanish_in_the_US_Latino_community","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/40269950/_You_are_shamed_for_speaking_it_or_for_not_speaking_it_good_enough_The_paradoxical_status_of_Spanish_in_the_US_Latino_community"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="38846193" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/38846193/Introduction_Advances_in_Spanish_for_specific_purposes_in_the_United_States_Connecting_the_heritage_language_pedagogy_and_the_Hispanic_community">Introduction: Advances in Spanish for specific purposes in the United States: Connecting the heritage language pedagogy and the Hispanic community</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="705931" href="https://ccny-cuny.academia.edu/FranciscoSalgadoRobles">Francisco Salgado-Robles</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Revista Signos. Estudios de Lingüística, 2019</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Introduction: Advances in Spanish for specific purposes in the United States: Connecting the heritage language pedagogy and the Hispanic community","attachmentId":58940697,"attachmentType":"pdf","work_url":"https://www.academia.edu/38846193/Introduction_Advances_in_Spanish_for_specific_purposes_in_the_United_States_Connecting_the_heritage_language_pedagogy_and_the_Hispanic_community","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/38846193/Introduction_Advances_in_Spanish_for_specific_purposes_in_the_United_States_Connecting_the_heritage_language_pedagogy_and_the_Hispanic_community"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="79563484" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/79563484/_Taming_Wild_Tongues_English_Only_Approaches_to_Language_Education_and_the_Impact_on_Latinos">‘Taming Wild Tongues’: English-Only Approaches to Language Education and the Impact on Latinos</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="33645119" href="https://independent.academia.edu/AvilaBecky">Becky Avila</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2016</p><p class="ds-related-work--abstract ds2-5-body-sm">This thesis takes a critical look at the broader ideologies ensconced in English-Only approaches to English-language education and considers their impacts on Latino students, families, communities, and identities. Consistent with the objectives and methodologies found within Chicano Studies, this thesis is concerned primarily with eliminating racial hierarchies by decentralizing hegemonic practices that emphasize English monolingualism as a key signifier of American identity and as a primary goal of the U.S.’s educational system. In short, the thesis argues that English-Only methods of language instruction work to keep the boundaries of American identity protected, albeit narrowed, within a white and middle-class framework; and characterizes Latinos as a group whose culture and language lacks legitimacy within the United States. This has significant impacts not only on their education, but on their family life and representations within popular culture. To better understand the comp...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"‘Taming Wild Tongues’: English-Only Approaches to Language Education and the Impact on Latinos","attachmentId":86235830,"attachmentType":"pdf","work_url":"https://www.academia.edu/79563484/_Taming_Wild_Tongues_English_Only_Approaches_to_Language_Education_and_the_Impact_on_Latinos","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/79563484/_Taming_Wild_Tongues_English_Only_Approaches_to_Language_Education_and_the_Impact_on_Latinos"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="38963168" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/38963168/Special_issue_Advances_in_Spanish_for_specific_purposes_in_the_United_States_Connecting_the_heritage_language_pedagogy_and_the_Hispanic_community">Special issue: Advances in Spanish for specific purposes in the United States: Connecting the heritage language pedagogy and the Hispanic community</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="705931" href="https://ccny-cuny.academia.edu/FranciscoSalgadoRobles">Francisco Salgado-Robles</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Revista Signos. Estudios de Lingüística, 2019</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Special issue: Advances in Spanish for specific purposes in the United States: Connecting the heritage language pedagogy and the Hispanic community","attachmentId":59066537,"attachmentType":"pdf","work_url":"https://www.academia.edu/38963168/Special_issue_Advances_in_Spanish_for_specific_purposes_in_the_United_States_Connecting_the_heritage_language_pedagogy_and_the_Hispanic_community","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/38963168/Special_issue_Advances_in_Spanish_for_specific_purposes_in_the_United_States_Connecting_the_heritage_language_pedagogy_and_the_Hispanic_community"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="53232202" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/53232202/Silvia_Betti_Resena_del_libro_Fuller_Janet_M_y_Jennifer_Leeman_Speaking_Spanish_in_the_US_The_Sociopolitics_of_Language_HSA104_3_Reviews">Silvia Betti: Resena del libro: Fuller, Janet M., y Jennifer Leeman. Speaking Spanish in the US: The Sociopolitics of Language.HSA104.3 Reviews</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="197059" href="https://unibo.academia.edu/SilviaBetti">Silvia Betti</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Hispania 104, 2021</p><p class="ds-related-work--abstract ds2-5-body-sm">Resena del libro: Fuller, Janet M., y Jennifer Leeman. Speaking Spanish in the US: The Sociopolitics of Language. 2a ed. Multilingual Matters, 2020, pp. 344. ISBN 978-1-788-92827-4.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Silvia Betti: Resena del libro: Fuller, Janet M., y Jennifer Leeman. Speaking Spanish in the US: The Sociopolitics of Language.HSA104.3 Reviews","attachmentId":70119811,"attachmentType":"pdf","work_url":"https://www.academia.edu/53232202/Silvia_Betti_Resena_del_libro_Fuller_Janet_M_y_Jennifer_Leeman_Speaking_Spanish_in_the_US_The_Sociopolitics_of_Language_HSA104_3_Reviews","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/53232202/Silvia_Betti_Resena_del_libro_Fuller_Janet_M_y_Jennifer_Leeman_Speaking_Spanish_in_the_US_The_Sociopolitics_of_Language_HSA104_3_Reviews"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="52130869" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/52130869/_Everybody_Wants_a_Choice_in_Dual_Language_Education_of_El_Nuevo_Sur_Whiteness_as_the_Gloss_for_Everybody_in_Media_Discourses_of_Multilingual_Education">“Everybody Wants a Choice” in Dual Language Education of El Nuevo Sur: Whiteness as the Gloss for Everybody in Media Discourses of Multilingual Education</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="35013352" href="https://missouri.academia.edu/LisaDorner">Lisa Dorner</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Language, Identity & Education</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"“Everybody Wants a Choice” in Dual Language Education of El Nuevo Sur: Whiteness as the Gloss for Everybody in Media Discourses of Multilingual Education","attachmentId":69537164,"attachmentType":"pdf","work_url":"https://www.academia.edu/52130869/_Everybody_Wants_a_Choice_in_Dual_Language_Education_of_El_Nuevo_Sur_Whiteness_as_the_Gloss_for_Everybody_in_Media_Discourses_of_Multilingual_Education","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/52130869/_Everybody_Wants_a_Choice_in_Dual_Language_Education_of_El_Nuevo_Sur_Whiteness_as_the_Gloss_for_Everybody_in_Media_Discourses_of_Multilingual_Education"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="67853219" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/67853219/Reconstituting_U_S_Spanish_language_education_U_S_Latinx_occupying_classrooms">Reconstituting U.S. Spanish language education: U.S. Latinx occupying classrooms</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="59839749" href="https://uam.academia.edu/LaraAlonso">Lara Alonso</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Spanish Language Teaching, 2021</p><p class="ds-related-work--abstract ds2-5-body-sm">This paper aims to redefine Spanish language education in the U.S. by showing how the increased presence of Latinx Spanish-speakers in classrooms brings into question the traditional way in which Spanish language teaching is divided into three, separate fields: as a foreign language, in bilingual education, and as a heritage language. It proposes that Spanish language education focuses on the ways in which the numerous U.S. Latinx perform language, and the reasons for their ways of languaging. The article explores the linked histories of Spanish language education in the U.S and racialization of the U.S. Latinx community. A review of how Spanish language education has constituted itself as three separate fields is then presented, as the cracks in the divisions today are analyzed. The article then proposes a reconstitution of Spanish language teaching by appropriating two concepts that have been increasingly making inroads in the education of minoritized bilingual students: undoing raciolinguistic ideologies and leveraging the translanguaging of Latinx bilingual communities. It concludes with a series of practical recommendations for Spanish language teachers.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Reconstituting U.S. Spanish language education: U.S. Latinx occupying classrooms","attachmentId":78540818,"attachmentType":"pdf","work_url":"https://www.academia.edu/67853219/Reconstituting_U_S_Spanish_language_education_U_S_Latinx_occupying_classrooms","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/67853219/Reconstituting_U_S_Spanish_language_education_U_S_Latinx_occupying_classrooms"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":57199628,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":57199628,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_57199628" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. You can download the paper by clicking the button above.</p></div></div></div></div><div class="ds-sidebar--container js-work-sidebar"><div class="ds-related-content--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="0" data-entity-id="95248299" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/95248299/A_sociolinguistics_of_diaspora_Latino_practices_identities_and_ideologies_edited_by_R_M%C3%A1rquez_Reiter_and_L_Mart%C3%ADn_Rojo">A sociolinguistics of diaspora: Latino practices, identities, and ideologies, edited by R. Márquez Reiter and L. 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