National narratives, institutional ideologies, and local talk

The discursive production of Spanish in a “new” US Latino community

Dados Bibliográficos

ID7902247
AutoresPhillip M Carter (Florida International University, autor correspondente)
Ano2014
Volume43
Fascículo2
Páginas209-240
Data de publicação2014-04-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoLanguage in Society (JOURNAL)
Identificadores do periódicoISSN: 0047-4045 • E-ISSN: 1469-8013
EditoraCambridge University Press (CUP) (PUBLISHER)
DOI10.1017/s0047404514000049
OpenAlexW2054950203
IdiomaEN
Citações recebidas19
Referências citadas55

This study investigates the figuration of “Spanish” as a sociocultural discourse within the context of a middle school in North Carolina, where immigration from Latin America is new, yet quickly accelerating. The school-based discourse is analyzed in terms of everyday ways of talking among students, as well as institutional ideologies and practices, which mediate national discourses about US Latinos and reinforce tropes circulated by students. Everyday ways of talking among non-Latino students suggest that Latinos—both immigrants and US born—are Spanish monolinguals who “choose” to be segregated from the English speakers. The use of Spanish by Latinos is constructed by non-Latinos as secretive and dangerous, linking local tropes about Spanish to national discourses. Consistent informal pressure against Spanish at school links to broader pressures against Spanish in the community and beyond. The discourse problematizes Latino identity formations and limits the types of identities available to Latino students. (Discursive production, Spanish, US Latinos, Latino threat narrative

Aesthetics · Context (archaeology) · Ethnic group · Identity (music) · Ideology · Immigration · Latin Americans · Linguistics · Narrative · Political science · Politics · Sociocultural evolution · Sociology · Anthropology · Discourse Analysis in Language Studies · Gender Studies · History · Language, Discourse, Communication Strategies · Multilingual Education and Policy