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RaciolinguisticsHow Language Shapes Our Ideas About Race$
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H. Samy Alim, John R. Rickford, and Arnetha F. Ball

Print publication date: 2016

Print ISBN-13: 9780190625696

Published to Oxford Scholarship Online: December 2016

DOI: 10.1093/acprof:oso/9780190625696.001.0001

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From Mock Spanish to Inverted Spanglish

From Mock Spanish to Inverted Spanglish

Language Ideologies and the Racialization of Mexican and Puerto Rican Youth in the United States

Chapter:
(p.65) 3 From Mock Spanish to Inverted Spanglish
Source:
Raciolinguistics
Author(s):

Jonathan Rosa

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780190625696.003.0004

This chapter reconsiders the racializing effects of “Mock Spanish,” which has been widely conceptualized as the incorporation of Spanish language forms into English in ways that covertly stigmatize Spanish-speaking populations. I draw on theories of language ideologies and processes of racialization to argue that Mock Spanish stigmatizes populations based on their ethnoracial positions rather than their linguistic practices. Thus, U.S. Latinas/os can be stigmatized by Mock Spanish regardless of whether they identify as Spanish speakers. Meanwhile, elite Latin American and European Spanish-speakers are able to escape this stigmatization. I conclude by showing how U.S. Latinas/os appropriate the meaningfulness of Mock Spanish through the enregisterment of linguistic practices that I call “Inverted Spanglish.” This analysis demonstrates the ways that seemingly similar linguistic practices, such as Mock Spanish and Inverted Spanglish, can function in disparate ways based on language users’ ethnoracial positions.

Keywords:   racialization, ethnoracial identity, Mock Spanish, U.S. Latinas/os, language ideologies, enregisterment, sociolinguistic differentiation

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