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    They See Me Different…Like an Immigrant Cause of How I Sound: Perceived Difference, Limitations, & Co-Naturalizations of Race and Language

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    Author
    Richardson, Casey
    Issue Date
    2021
    Keywords
    co-naturalization of race and language
    language policy & planning
    multilinguals
    raciolinguistic ideologies
    Advisor
    Lopez, Francesca A.
    
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    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Abstract
    Latinx English language learners (ELLs) have long been the intended targets of U.S. language planning and policy efforts that seek to manage both the use of Spanish and its speakers. Since 2000, Arizona has adopted some of the most restrictive educational policies that shape the schooling of its ELLs (e.g., Proposition 203 and House Bill 2064). Like other bilingual education policies, Arizona’s frame Latinx ELLs as needing linguistic remediation in order for ELLs to develop proficiency in academic English for them to be successful in the modern, global economy (Flores, 2016). Yet academic/home language distinctions have been shown to position multilinguals’ language practices as deficient compared to an unmarked norm even when ELLs ostensibly model language practices that are validated when produced by non-racialized individuals (Flores & Rosa, 2015; Rosa, 2016). What is not well-known is if/how multilinguals reconstruct raciolinguistic ideologies. This descriptive qualitative study is guided by the research question: In what ways do Latinx multilingual students reproduce raciolinguistic ideologies? To better understand the pervasiveness of raciolinguistic ideologies, I interviewed ten Latinx multilinguals from two high schools in southern Arizona and thematically analyzed the data (Braun & Clarke, 2006). The findings showed Latinx multilingual students reproducing raciolinguistic ideologies, particularly in relation to co-naturalizations of race and language, perceived linguistic limitations, and raciolinguistic difference. These findings suggest that multilinguals sometimes adopt the stances of white perceiving subjects that re/construct multilingual language practices as inferior (Flores & Rosa, 2015; Inoue, 2003; Rosa & Flores, 2017), and deviating from an idealized monolingual norm (Flores, 2013). I conclude that there is a need for practitioners to advance efforts to dismantle raciolinguistic ideologies, and that the interventions most needed by multilinguals are ones that challenge the ubiquity of raciolinguistic ideologies and contribute to their denaturalization.
    Type
    text
    Electronic Dissertation
    Degree Name
    Ph.D.
    Degree Level
    doctoral
    Degree Program
    Graduate College
    Second Language Acquisition and Teaching
    Degree Grantor
    University of Arizona
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