Demystifying Language Mixing: Spanglish in School

Sayer, Peter

doi:10.1080/15348430701827030

Cited by 42 publications

(23 citation statements)

References 16 publications

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“…TexMex, explained Ms. Casillas, can sometimes sound more like Spanish, sometimes more like English, depending on who is speaking to whom, but like most vernaculars is always considered informal and is not written. Like other Spanish‐English contact varieties spoken in the United States, it mixes the languages in the following ways (Sayer, ): code‐switching (intersentential, intrasentential) borrowings (established and nonce borrowings) Calques/cross‐linguistic influences from English (e.g., ir pa'tras ) and Spanish (e.g., use of barely meaning just ) …”

Section: Features Of Texmexmentioning

confidence: 99%

“… Spanish‐English contact varieties are usually referred to generally as Spanglish (Martínez, ; Sayer, ; Zentella, ; see also Hidalgo, , and Lipski, , for overviews of varieties of Spanish in the United States, and Fought, , on Chicano English). The use of the term Spanglish is a contested one, both in its popular usage and as a linguistic descriptor in scholarly circles (Otheguy & Stern, ).…”

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confidence: 99%

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Translanguaging, TexMex, and Bilingual Pedagogy: Emergent Bilinguals Learning Through the Vernacular

2012

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This article presents an ethnographic study of how bilingual teachers and children use their home language, TexMex, to mediate academic content and standard languages. From the premise that TESOL educators can benefit from a fuller understanding of students' linguistic repertoires, the study describes language practices in a second-grade classroom in a transitional bilingual education program in a wellestablished Mexican American community in San Antonio, Texas. The data suggest that the participants move fluidly between not just Spanish and English, but also the standard and vernacular varieties, a movement that is called translanguaging (O. García, 2009). Translanguaging through TexMex enables the teacher and students to create discursive spaces that allow them to engage with the social meanings in school from their position as bilingual Latinos. The teacher's adoption of a flexible bilingual pedagogy (Creese & Blackledge, 2010) allows for translanguaging in the classroom not only as a way of making sense of content and learning language, but also as a legitimized means of performing desired identities.

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Section: Features Of Texmexmentioning

confidence: 99%

mentioning

confidence: 99%

Translanguaging, TexMex, and Bilingual Pedagogy: Emergent Bilinguals Learning Through the Vernacular

2012

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“…I want to keep on like, I know how to write español y sé escribir en inglés y sé leer en español, pero no quiero olvidar mi culture. Unfortunately, instead of realizing that she fluently uses Spanish in culturally appropriate contexts, and speaks English very well when necessary, she focused on code-switching as a sign that she is losing her culture-even though code-switching is a rule-governed and natural process that indicates fluid access to multiple languages (Sayer, 2008).…”

Section: International Journal Of Linguisticsmentioning

confidence: 99%

(Re)Producing Linguistic Hierarchies in the United States: Language Ideologies of Function and Form in Public Schools

Johnson¹

2011

IJL

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In an attempt to further understand the unfolding effects of Arizona's anti-bilingual education law passed in 2000 (Proposition 203), this article examines the generation and perpetuation of language ideologies in public schools with predominant language-minority student populations. Through depictions of language use in terms of academic (under)achievement and economic advancement, educators and immigrant students from an urban Arizona school district exhibit distinct ideologies toward the function and form of both English and Spanish.

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“…Language is also central to accounts of immigrant students in educational institutions (Razfar, 2012;Sayer, 2008). Language ideologies often position English as the language of belonging (Millard et al, 2004) and of schooling (Zentella, 2003).…”

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confidence: 99%

“…Emergent bilinguals are the fastest growing population in U.S. schools, especially at the secondary level (Menken, Kleyn, & Chae, 2012). Much of the research on emergent bilinguals has focused on bilingual education in traditional Latino receiving contexts (e.g., García, Flores, & Chu, 2011;Menken et al, 2012;Sayer, 2008;Razfar, 2012), while less attention has been given to schools in the New Latino Diaspora (NLD) as they work with Spanish speakers for the first time. By comparing divergent ideologies of Mexican immigrant language use in elementary and high schools in the NLD, this article illustrates the diversity of schooling experiences that immigrant students confront.…”

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confidence: 99%

Conflicting Ideologies of Mexican Immigrant English Across Levels of Schooling

Gallo

Link

Allard

et al. 2014

International Multilingual Research Journal

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This article explores how language ideologies-beliefs about immigrant students' language use-carry conflicting images of Spanish speakers in one New Latino Diaspora town. We describe how teachers and students encounter, negotiate, and appropriate divergent ideologies about immigrant students' language use during routine schooling practices, and we show how these ideologies convey different messages about belonging to the community and to the nation. Although the concept of language ideology often assumes stable macrolevel beliefs, our data indicate that ideologies can vary dramatically in one town. Elementary educators and students had a positive, "bilinguals-in-the-making" ideology about Spanish-speaking students, while secondary educators used more familiar deficit accounts. Despite their differences, we argue that both settings tended toward subtractive schooling, and we offer suggestions for how educators could more effectively build upon emergent bilinguals' language skills and practices.

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Demystifying Language Mixing: Spanglish in School

Cited by 42 publications

References 16 publications

Translanguaging, TexMex, and Bilingual Pedagogy: Emergent Bilinguals Learning Through the Vernacular

Translanguaging, TexMex, and Bilingual Pedagogy: Emergent Bilinguals Learning Through the Vernacular

(Re)Producing Linguistic Hierarchies in the United States: Language Ideologies of Function and Form in Public Schools

Conflicting Ideologies of Mexican Immigrant English Across Levels of Schooling

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