By Rosina Márquez Reiter, Luisa Martín Rojo

This quantity brings jointly students in sociolinguistics and the sociology of latest media and cellular applied sciences who're engaged on various social and communicative elements of the Latino diaspora. there's new curiosity within the ways that migrants negotiate and renegotiate identities via their persisted interactions with their very own tradition again domestic, within the host state, in related diaspora somewhere else, and with some of the "new" cultures of the receiving nation. This assortment makes a speciality of large political and social contexts: the confirmed Latino groups in city settings in North the United States and more moderen Latin American groups in Europe and the center East. It explores the function of migration/diaspora in reworking linguistic practices, ideologies, and identities.

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Additional info for A Sociolinguistics of Diaspora: Latino Practices, Identities, and Ideologies

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Such constructions often involve exoticizing stereotypes that position Latinas/os as a unified consumer market regardless of ethnic difference, as in Puerto Rican, Mexican, and so on. Dávila has analyzed this commodification of Latina/o identity at length (2012 [2001]; 2008). She critically examines the ways that seemingly positive, “Whitewashed” portrayals of Latinas/os are linked to forms of homogenization and stigmatization more typically associated with explicitly negative representations of Latinas/os as an undesirable population.

Language, Diaspora, and Latina/o Panethnic Formations Jonathan Rosa INTRODUCTION In February 2010, the Chicago Sun-Times ran a series of stories titled “Nuevo Chicago: How Young Hispanics are Reshaping the Region”. The ambivalent use of English and Spanish in the title of this series corresponds to the stories’ alternate framing of the experiences of Latinas/os1 growing up in Chicago as “two cultures finding a happy medium in the mainstream” and “living in two worlds”. The stories suggest that “emphasis on language and identity seem to go hand in hand” and point to examples such as one young man who “thinks of himself as Mexican” even though he “was born in Chicago and speaks fluent English without an accent”.

This embrace of mainstream ideologies of accent (Urciuoli, 1998) demonstrates the hegemony of monoglot Standard English ideologies in the context of US schools. Whereas Mexican and Puerto students distinguished between one another in terms of Spanish language use, they created shared identities in relation to these ideas about English. NNHS students valued the ability to speak “unaccented” English at the same time that they were invested in the significance of Mexican and Puerto Rican varieties of Spanish.

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