Spanish and English have fought a centuries-long battle for linguistic dominance in the Southwest North American Region. Covering the time period of 1540 to the present, Hegemonies of Language and Their Discontents provides a deep and broad understanding of the contradictory methods of establishing language supremacy in this U.S.-Mexico transborder region and the manner in which those affected have responded and acted, often in dissatisfaction and at times with inventive adaptations. Well-regarded author Carlos G. Vélez-Ibáñez details the linguistic and cultural processes used by penetrating imperial and national states. He argues that these impositions have been not linear but hydra-headed, complex and contradictory, sometimes accommodated and sometimes forcefully imposed. Such impositions have created discontent resulting in physical and linguistic revolts, translanguage versions, and multilayered capacities of use and misuse of imposed languages—even the invention of community-created trilingual dictionaries. Vélez-Ibáñez gives particular attention to both sides of the border, explaining the consequences of the fragile splitting of the area through geopolitical border formation. He illustrates the many ways those discontents have manifested in linguistic, cultural, educational, political, and legal forms. From revolt to revitalization, from silent objection to expressive defiance, people in the Southwest North American Region have developed arcs of discontent from the Spanish colonial period to the present. These narratives are supported by multiple sources, including original Spanish colonial documents and new and original ethnographic studies of performance rituals like the matachines of New Mexico. This unique work discusses the most recent neurobiological studies of bilingualism and their implications for cognitive development and language as it spans multiple disciplines. Finally, it provides the most important models for dual language development and their integration to the "Funds of Knowledge" concept as creative contemporary discontents with monolingual approaches.

The book provides a unique and broad look at the history, power, duality, and promise of Spanish and English in the U.S.-Mexico borderlands--Provided by publisher.

Some 16.6 million people nationwide live in mixed-status families, containing a combination of U.S. citizens, residents, and undocumented immigrants. U.S. immigration governance has become an almost daily news headline. Yet even in the absence of federal immigration reform over the last twenty years, existing policies and practices have already been profoundly impacting these family units. Based on ethnographic fieldwork in San Diego over more than a decade, Border Brokers documents the continuing deleterious effects of U.S. immigration policies and enforcement practices on a group of now young adults and their families. In the first book-length longitudinal study of mixed-status families, Christina M. Getrich provides an on-the-ground portrayal of these young adults’ lives from their own perspectives and in their own words. More importantly, Getrich identifies how these individuals have developed resiliency and agency beginning in their teens to improve circumstances for immigrant communities. Despite the significant constraints their families face, these children have emerged into adulthood as grounded and skilled brokers who effectively use their local knowledge bases, life skills honed in their families, and transborder competencies. Refuting the notion of their failure to assimilate, she highlights the mature, engaged citizenship they model as they transition to adulthood to be perhaps their most enduring contribution to creating a better U.S. society. An accessible ethnography rooted in the everyday, this book portrays the complexity of life in the U.S.-Mexico borderlands. It offers important insights for anthropologists, educators, policy-makers, and activists working on immigration and social justice issues.

This open access volume offers valuable new perspectives on the question of how mobility, locatedness and immersion in the physical world can enhance second language teaching and learning. It does so through a diverse array of empirical studies of language, literacy, and culture learning in the linguistic landscape of visible and audible public discourse. Written from conceptually rich and disciplinarily varied perspectives, its ten chapters address methodological and practical problems of relating language learning to the lived and rapidly changing places of the late modern world. Whether it is within the four walls of a school, in a nearby multilingual neighborhood, in a virtual telecollaborative space, or in any other location where languages may be learned, this volume highlights different configurations of learning spaces, the leveraging of real-world places for critical learning, and ways to productively ‘dislocate’ language learners from preconceived notions and standardized experiences. Together, these elements create conditions for a language and literacy pedagogy that can be said to be robustly spatialized: linguistically and culturally complex, geographically situated, historically informed, dialogically realized, and socially engaged.

The Spanish Language in the United States addresses the rootedness of Spanish in the United States, its racialization, and Spanish speakers’ resistance against racialization. This novel approach challenges the "foreigner" status of Spanish and shows that racialization victims do not take their oppression meekly. It traces the rootedness of Spanish since the 1500s, when the Spanish empire began the settlement of the new land, till today, when 39 million U.S. Latinos speak Spanish at home. Authors show how whites categorize Spanish speaking in ways that denigrate the non-standard language habits of Spanish speakers—including in schools—highlighting ways of overcoming racism.

The U.S.-Mexico border region is home to anthropologist Carlos VŽlez-Ib‡–ez. Into these pages he pours nearly half a century of searching and finding answers to the Mexican experience in the southwestern United States. He describes and analyzes the process, as generation upon generation of Mexicans moved north and attempted to create an identity or sense of cultural space and place. In todayÕs border fences he also sees barriers to how Mexicans understand themselves and how they are fundamentally understood. From prehistory to the present, VŽlez-Ib‡–ez traces the intense bumping among Native Americans, Spaniards, and Mexicans, as Mesoamerican populations and ideas moved northward. He demonstrates how cultural glue is constantly replenished by strengthening family ties that reach across both sides of the border. The author describes ways in which Mexicans have resisted and accommodated the dominant culture by creating communities and by forming labor unions, voluntary associations, and cultural movements. He analyzes the distribution of sadness, or overrepresentation of Mexicans in poverty, crime, illness, and war, and shows how that sadness is balanced by creative expressions of literature and art, especially mural art, in the ongoing search for space and place. Here is a book for the nineties and beyond, a book that relates to NAFTA, to complex questions of immigration, and to the expanding population of Mexicans in the U.S.-Mexico border region and other parts of the country. An important new volume for social science, humanities, and Latin American scholars, Border Visions will also attract general readers for its robust narrative and autobiographical edge. For all readers, the book points to new ways of seeing borders, whether they are visible walls of brick and stone or less visible, infinitely more powerful barriers of the mind.

Biculturalism and Spanish in Contact: Sociolinguistic Case Studies provides an original and modern analysis of the field of language change and variation with a specific focus on Spanish as a language in contact. This edited collection, focuses on diachronic variationist approaches to the Spanish language in contact with other languages from a historical sociolinguistics perspective. Topics covered include: language planning and policies, education, biculturalism, linguistic variation issues in the Spanish of the southwestern United States, and other socio-historical and anthropological aspects of the contact situation.