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<br /><b>Infoling 1.59 (2013)</b><br />ISSN: 1576-3404 </font>
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<br /><hr /><b>Novedad bibliográfica:</b><br />Fuller, Janet M. 2012.
Spanish Speakers in the USA. Bristol: Multilingual Matters (Formato:
rústica, 188 págs., ISBN-13: 9781847698773. Precio: 19,96 EUR)<br
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/><b>Descripción</b><br /><p> Spanish Speakers in the USA
explores the relationship between language and culture both as
specific to Latin@s and as a generalizable example of linguistic and
cultural diversity. The concept of identity is explored, with special
attention to culturally embedded ideas about 'race' and ethnicity, and
how language contributes to identity construction. Also addressed are
attitudes and beliefs about the Spanish language, and the people who
speak it, as they are revealed in online communication, public
discourse, films and television. Linguistic consequences of language
contact are discussed, showing how so-called 'Spanglish' is both
socially significant and linguistically mundane. The final chapter
illuminates how the education of Spanish speakers in the USA school
system is linked to issues surrounding Latin@ identities and
ideologies about Spanish.<br /><br /><b>Review</b>:<br />Fuller covers
the topic of contemporary Spanish-English bilingualism in the US with
refreshing clarity and thoroughness. Not only does this text present
the latest issues in this field, it does so in a way that illuminates
them without sacrificing their complexity. It is a must-read for
students, teachers and practitioners in this field.<br />MaryEllen
Garcia, Emeritus, The University of Texas at San Antonio, USA<br /><br
/>Fuller brings us an engaging and perceptive look into issues of
bilingualism and language choice, as a focus for the social
construction of identity. The book uses vivid examples to illustrate
the complex and contradictory ideologies about Spanish and English in
the US, and how these play out at both individual and societal levels.
A must-read.<br />Carmen Fought, Pitzer College, USA<br /><br
/><b>About the author</b><br />Janet M. Fuller is a Professor of
Anthropology and the Director of the Women, Gender and Sexuality
Studies program at Southern Illinois University at Carbondale. She has
done research on many facets of multilingualism, including the social
identities and language use of children in Spanish-English bilingual
classrooms in the USA.</p><br /><b>Temática:</b>
Sociolingüística<br /><br /><b>Índice</b><br /><p>Acknowledgements
<br />Introduction<br /><br />Part 1: Ideologies and identities <br
/><br />1: Language Ideologies and Language Policies <br />Language
ideology defined <br />A framework for studying language
ideologies<br />Normative monolingualism <br />English only <br
/>Monoglossic language ideologies <br />Ideologies about the value of
Spanish <br />Mock Spanish <br />The status of English <br />Language
policies, planning and practices <br />Language policy in the US <br
/>Bilingual education <br />Workplace practices and policies <br
/>Services in languages other than English <br />Discussion questions
and activities <br />Recommended reading <br /><br />2: Language and
Identity <br />Social constructionist approaches to identity <br
/>Social identities are on many levels <br />Social identities are
multiple <br />Social identities are continually shifting <br
/>Towards a non-essentialist perspective on identity <br />Identity
construction through language use <br />Identities in bilingual
discourse: Translanguaging <br />Language choice and identity among
Latin@s in the US <br />Discussion questions and activities <br
/>Recommended reading <br /><br />3: ‘Race’, Ethnicity and Spanish
Speakers in the US <br />‘Race’ as a social construct <br />Race
in Latin@ studies <br />Ethnicity <br />Race, ethnicity and the
linguistic construction of identity <br />Race, ethnicity and national
identity <br />Language ideologies and Latin@ identities <br
/>Discussion questions and activities <br />Recommended reading <br
/><br />4: Media Representations of Spanish and Spanish Speakers in US
English <br />Language TV and Film: Production and Reproduction of
Ideologies<br /><br />An unrepresentative representation of Latin@s
<br />Stereotypical portrayals of Latin@s <br />Cultural stereotypes
in the new millennium <br />Language use: Monolingual norms and
deviant behavior <br />TV representations of Latin@s for children:
Spanish as a resource <br />Disconnect <br />Discussion questions
and activities <br />Recommended reading/viewing <br /><br />Part 2:
Language practices <br /><br />5: Spanish Language Maintenance and
Shift in the US <br />Introduction: Minority languages <br />Options
in language contact: Factors and attitudes <br />Keeping the L1 and
‘refusing’ to learn English <br />Learning English and
maintaining Spanish <br />Language shift: Losing Spanish <br
/>Diglossia versus sustainable languaging <br />Ethnolinguistic
vitality <br />Language maintenance and social networks <br
/>Spanish language maintenance and shift in the US <br />Case studies
of language maintenance and shift in different communities: Variables
and consequences<br />Spanish in the southwest <br />Cuban Americans
in Miami <br />Puerto Ricans in New York City <br />Spanish in Chicago
<br />Conclusion <br />Discussion questions and activities <br
/>Recommended reading/viewing <br /><br />6: Linguistic Consequences
of Spanish-English Bilingualism in the US: ‘Spanglish’ and Chican@
English<br />Introduction <br />Language contact phenomena defined <br
/>Structural borrowing <br />Concluding remarks about structural
aspects of US Spanish <br />Chican@ English <br />Discussion questions
and activities <br />Recommended reading <br />Key to abbreviations
for grammatical glosses <br /><br />7: Latin@ Education in the US <br
/>Introduction <br />Education of Latin@s in the US: History and
program types <br />A short history of educational policies in the US
regarding the language(s) of education<br />Educating English language
learners: Program types <br />Submersion <br />Transitional bilingual
education programs: Early exit <br />Transitional bilingualism
programs: Late exit <br />Immersion and other maintenance programs <br
/>Effectiveness of bilingual education programs <br />Ideologies in
language education <br />The role of identity in Latino education <br
/>Conclusion <br />Discussion questions and activities <br
/>Recommended reading <br /><br />References <br />Glossary <br
/>Index</p><br /><b>Información en la web de Infoling:</b><br /> <a
href="http://www.infoling.org/informacion/NB691.html" target="_blank">
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