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Looking like a Language, Sounding like a RaceRaciolinguistic Ideologies and the Learning of Latinidad$
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Jonathan Rosa

Print publication date: 2019

Print ISBN-13: 9780190634728

Published to Oxford Scholarship Online: February 2019

DOI: 10.1093/oso/9780190634728.001.0001

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They’re Bilingual . . . That Means They Don’t Know the Language

They’re Bilingual . . . That Means They Don’t Know the Language

The Ideology of Languagelessness in Practice, Policy, and Theory

Chapter:
(p.124) (p.125) 4They’re Bilingual . . . That Means They Don’t Know the Language
Source:
Looking like a Language, Sounding like a Race
Author(s):

Jonathan Rosa

Publisher:
Oxford University Press
DOI:10.1093/oso/9780190634728.003.0005

This chapter links the ethnoracial constructions detailed in the first half of the book to an analysis of language ideologies and linguistic practices associated with Latinx identities. It begins by arguing that monolingual ideologies produce a profound transformation in which bilingualism comes to be equated with the category of “Limited English Proficiency.” Meanwhile, students designated as English Language Learners are positioned alongside special education students as second-class educational figures. It shows how this situation can be productively understood in relation to what is described as a racialized ideology of “languagelessness” that positions students as incapable of using any language legitimately. The double stigmatization that results from standardizing forces surrounding English and Spanish demonstrates how ideologies of languagelessness operate in powerful ways to racialize students as inherently linguistically deficient.

Keywords:   language ideologies, bilingualism, policy, inequality, Latinos, race, racialization, multilingualism, education, language socialization

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