Racialized Sociolinguistic Processes in the Spanish Learning Journeys of Non-Latinxs in the U.S

Bibliographic Data

ID7328131
AuthorsJazmine Exford (0000-0001-6715-0802, Florida International University, corresponding author)
Year2024
Volume9
Issue6
Pages192-192
Publication date2024-05-23
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueLanguages (JOURNAL)
Journal identifiersISSN: 2226-471X • E-ISSN: 2226-471X
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/languages9060192
OpenAlexW4398325469
LanguageEN
Citations received1
References cited74

Sociolinguistic frameworks of race have not been widely applied to non-Latinx Spanish learners in the United States. Consequently, there is limited insight into the impact of race on different learners’ use of Spanish in their communities, including the local or national raciolinguistic dynamics between Latinxs and non-Latinxs that inform these outcomes. This article examines ethnographic interviews of women recounting interactions and experiences of using Spanish in different U.S. contexts. In their accounts, I identify three racialized sociolinguistic processes central to their Spanish learning journeys, which I title racialized positionality, racialized embodiment, and indexical fields of racialization. These processes highlight, respectively, (1) the raciolinguistic dynamics enacted by Spanish language usage in the U.S. by non-Latinxs, (2) the sociolinguistic input a learner comes across as raciogendered subjects, and (3) the social meaning they ascribe to racialized terms and discourses in Spanish. As critical approaches to Spanish language learning and pedagogy continue to emerge, more research is warranted on these three processes to trace the impact of race on Spanish language learning and use

Geography · Linguistics · Sociology · Discourse Analysis in Language Studies · Linguistic Variation and Morphology · Multilingual Education and Policy · Philosophy

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