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BILINGUALISM & Hispanic Englishes

BILINGUALISM & Hispanic Englishes. Linguistics 187 / Cultural Anthropology 187 / English 187 / ICS 151C Variety in Language: English in the United States Duke University Erin Callahan-Price Spring 2011. Section I. Perspectives on Bilingualism. What is a bilingual? Who is a bilingual?.

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BILINGUALISM & Hispanic Englishes

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  1. BILINGUALISM & Hispanic Englishes Linguistics 187 / Cultural Anthropology 187 / English 187 / ICS 151C Variety in Language: English in the United States Duke University Erin Callahan-Price Spring 2011

  2. Section I Perspectives on Bilingualism

  3. What is a bilingual? Who is a bilingual? Questions for consideration (from Wei 2000): • Should bilinguals be only those people who have equal competence in both languages? • Should we consider language competence only, or also patterns of language use? • Most people would define a bilingual as a person who can speak two languages. What about a person who can understand a second language perfectly but cannot speak it? What about a person who can speak a language but is not literate in it? …who cannot speak or understand speech but can read and write it? Are these people bilingual? • Are people bilingual or bidialectalif they speak, say, Danish, Norwegian, and Swedish? How about Scots and American English?

  4. Basic terms

  5. Dimensions of Bilingualism

  6. “Mixing languages”: asset or liability?Zentella (1997): “Spanglish” • Spainglishgrammar functions not only as an autonomous linguistic system, but simultaneously as a “map” of Nuyorican identity construction. • ‘Mixed language’ correlated with a complex social structuring of immediate interactional, social, and sociopragmaticgoals • Mixing constitutes the social process of ‘doing being bilingual’ (in particular spaces and particular social moments and times with particular groups of other community members).

  7. Mixing and Identity • The children on el bloque are not (linguistically) “two monolinguals joined at the neck,” an additive composite of languages or cultures. • Their identities are distinct from both (island) Puerto Ricans and other (monolingual) New Yorkers. • Dynamic agents using elements from Puerto Rican Spanish, AAVE, and vernacular European American varieties of English to (co-) construct identities that are symbolically aligned in flexible ways among (and between) groups of speakers of all of the above lects. • Codeswitching is a unique resource in discourse, a strategy used for a multitude of conversational/social goals

  8. Case Study 1from Myers-Scotton (2003): • How do these principles play out in the real world?

  9. Guest blog (due Sunday 11:59pm) • Guest blogger will be Walt Wolfram. • Topic will be sent out by email tonight. • Refer to rubric on blog to boost the quality of your responses • Use linguistic terminology and apply these terms to specific examples • Refer to principles (linguistic subordination, “Sound House,” etc.) in texts and articles • Share experiences from “real life” (real media, real current events, etc.) that illustrate your point • GOOD LUCK!

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