‘Radical Bilingualism’
Language Borders and the Case of Puerto Rican Children’s Literature
Bibliographic Data
| ID | 20501903 |
|---|---|
| Authors | Marilisa Jiménez García (University of Florida, corresponding author) |
| Year | 2011 |
| Volume | 18 |
| Issue | 4 |
| Pages | 417-423 |
| Publication date | 2011-12-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Changing English (JOURNAL) |
| Journal identifiers | ISSN: 1358-684X • E-ISSN: 1469-3585 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/1358684x.2011.630199 |
| OpenAlex | W2128401840 |
| Language | EN |
| Citations received | 2 |
| References cited | 5 |
Puerto Rican children’s literature reflects the complex history of Puerto Rico, an island that has been perpetually under colonial rule. Island and US Puerto Ricans represent a cultural identity with indefinite geographical, national and linguistic borders. Although both groups have created distinct communities, both remain loyal to Spanish as a marker for identity, making the inclusion of Spanish necessary in literary representations. Children’s writers such as Pura Belpré, Nicholasa Mohr, Judith Ortiz-Cofer and Carmen Bernier-Grand underline the tension involved when depicting this group of US citizens in two languages: the language of the conqueror and the conquered. Yet, even while acknowledging foreign languages, US children’s literature as an institution often upholds monolingual discourse. In this essay, I present the case of Puerto Rican children’s literature to argue that children’s literature has yet to adopt a bilingual perspective
Aesthetics · Art · Colonialism · Linguistics · Neuroscience of multilingualism · Puerto rican · Sociology · Anthropology · Gender Studies · History · Latin American and Latino Studies · Multilingual Education and Policy
| Citations per year | 0.14 |
|---|---|
| Citation span | 2012 - 2021 (10) |
| Highly cited | No |