Ethnic Studies 145: The in the United States LTSP : El español en los Estados Unidos

Fall 2007 Wed 5—7:50 pm Section ID 598929 CSB 005 Professor Ana Celia Zentella ([email protected]) Office hours (SSB 224): Monday 3-4:30 pm, Wed 1:30-3pm Office phone: 858 534-8128 [call or email for appt]

This course provides an overview of Spanish as it is spoken in the Northeast, Southwest, California and New York, from an anthro-political linguistic perspective. We pay special attention to Mexican, Puerto Rican, Cuban, Dominican, and Central American communities. Topics include issues of maintenance and loss (and what Spanish attrition looks like), contact with English, gender patterns, language attitudes, and implications for identity and inter-ethnic relations.

Requirements: Attendance, assignments, class participation [Please arrive on time and stay for the entire class] 15% Midterm exam (Nov 7) 25% Final exam (TBA Dec 10 or 12, 7-10 pm) 30% Paper (based on collaborative project) 30% (Outline due 10/31 [10% of grade], Paper due 12/7 [20%])

TWO Required Texts [ available in Groundworks]: Martinez, Glenn. 2006. and Language: Del dicho al hecho. U of AZ Press. [MAL in assignments below] Mendoza, Louis G. and Toni Nelson Herrera, Eds. 2007. Telling Tongues: A Latin@ Anthology on Language Experience. San Diego: Calaca Press [TT]

ESSENTIAL REFERENCE TEXTs on Library Reserve: 1- Canfield, D. L.1981. Spanish Pronunciation in the Americas. U Chicago Press 2- Lipski, J. 1994. Latin American Spanish, Longman. 3- A. Roca, ed. 2000. Research on Spanish in the U.S., Linguistic Issues and challenges. Boston: Cascadilla Press.

OTHER COURSE READINGS are available via E Reserves: You will need to print the articles from computers on campus, or apply for a proxy for off- campus access ([email protected], 858-534 1857). Please download the articles ASAP from libraries.ucsd.edu. If the reading is a book chapter, not from a journal, the book is also on reserve in the library, and you may want to read other chapters in those books for your term paper/project. Please come to class with texts in hand, ready to discuss the day’s required readings.

UCSD Principles of Community will guide our discussions, especially: “We affirm the right to freedom of expression at UCSD. We promote open expression of our individuality and our diversity within the bounds of courtesy, sensitivity, confidentiality and respect.”

COMMUNICATION from me to you via Student Link: Please check your UCSD email frequently. TOPICS AND ASSIGNMENTS

Oct 1 Introduction (1) course requirements, the collaborative project (2) personal introductions (3) Anthro-political linguistics (4) Basic definitions (languages, dialects: Silva-Corvalán. Ejercicio 3, p. 36) (5) History of Spanish

FILM: Spain, the birthplace [take notes, discuss]

1- Explique tres eventos en el 1492 que afectaron el español de las Américas, y el impacto que tuvieron. 2- Which varieties of Spanish arrived in the Americas [cite historical and linguistic proof]. 3- Why is Spanish called a Romance language?

Oct 10 US Spanish, Ideologies, and Socio-demographics:

1) Silva-Corvalán. 2001. “Lengua, variación, y dialectos”. Sociolingüística y pragmática del español. Pp. 1-37. 2) Download: The Hispanic Population in the US March 2002 http://www.census.gov/prod/2003pubs/p20-545.pdf a) ¿Cuáles variantes del español predominan en las distintas regiones de los EU? b) ¿Cuáles factores sociales y demográficos ejercen mayor impacto en el español de los EU? 3) Penny, Ralph. 1991. A History of the Spanish Language. Cambridge UP. pp. 7-26. 4) Del Valle, José. 2006. U.S. Latinos, la hispanofonía, and the Language Ideologies of High Modernity. 27-46 5) MAL: pp. 3-39. Questions 1, 4, 5 on p.18, Qs 2,3,5 on p. 38) 6) TT: 32-35; 81-84 FILM: Spanish in America

Oct 17 Southwest/U.S. Bring in: exs. of US Mexican lexicon, phonology, grammar

1) Cotton, Eleanor Greet and John Sharp. 1988. Spanish in the Americas. (a)Ch 13: Mexico, pp. 152-175. (b) Questionnaire 2, pp. 313-316 [bring to class to fill in] 2) Silva-Corvalán, Carmen. (2004) Spanish in the Southwest. Language in the USA. Rickford and Finegan, eds. Cambridge U.P. pp 205-229. 3) Bejarano, Cynthia. 2005. ¿Qué Onda?. Urban Youth Culture and Border Identity. U of Arizona Press. Ch. 6. Serpent Tonuges, Social Hierarchies, and National Citizenship, pp. 126- 178. 4) Hidalgo, Margarita. 1999. The dialectics of Spanish language loyalty and maintenance on the US-Mexico border: A two-generation study. Pp. 47-73. 5) Anzaldúa, G. 1987. Borderlands/La Frontera: The new mestiza. Ch. 5, How to tame a wild tongue, pp. 53-64 6) MAL: 61-77, Q. 7, p.77. Also: explain 3 types of discontinuities, with examples. 7) TT: 30-31, 46-47, 205-217. FILM: Spanish Today

2 Oct 24 Caribbean Spanish: and Cubans

HAND IN: A short (max 2pp, double spaced) linguistic autobiography about your “language experiences” (Martínez, p.3) with/knowledge of distinct varieties of Spanish (which, when, why). Include examples of distinct lexicon, phonology, grammar, and incorporate facts and/or theories from readings.

1) ZENTELLA, AC. 2000. Puerto Ricans in the US. Mckay and Wong, Eds, New Immigrants in the US. Cambridge UP,. pp. 137-164. 2) ZENTELLA, AC. 2004. Spanish in the Northeast. In Rickford and Finegan, eds. Language in the USA.. Cambridge U.P. 182-204. 3) Otheguy, R. Garcia O., and Roca, A. 2000. Speaking in Cuban, In Mckay and Wong, pp. 165-188. 4) TT: 110-119 Discuss [5-6:50 pm]: What are the principal differences between (a) the Spanish of Spain and that of all of Latin America? (b) the Spanish of most of Mexico and that of the Caribbean? c) the principal political and socio-demographic factors that distinguish PR and speakers? d) Are the Spanish of Mexico, of Puerto Rico, Cuba, etc., separate languages? Why?/Why not?-- cite historical and linguistic proof.

7-7:50 pm: Meet with collaborator to discuss term paper project and outline

Oct 31 The Spanish of Dominicans and Central Americans

Submit Term Paper Outline [follow format, double spaced, 3 pp MAX (10%): TITLE = specify topic, which must be related to Spanish in the USA [see list] OBJECTIVES =one in depth paragraph that explains your topic and your thesis OUTLINE = major headings and sub-headings REFERENCES = list all relevant course readings and minimum of 5 others that you have tracked down via a library search [must include FULL citations with publisher, year, author, title]. Outline must show you are hard at work on the topic.

1) Toribio, Language and Self Definition among Dominicans. In Roca, Ana, ed. 2000. 252-270. 2) García, Ofelia, I. Evangelista, M. Martínez, C. Disla, B. Paulino. 1988. Spanish language use and attitudes: A study of two New York City communities. Language in Society. 17, 475-511. 3) Lipski, John. 2000. The linguistic situation of Central Americans. IN Mckay and Wong, 189-215. 4) Pucci, Sandra. 2000. Maintenance of literacy in Spanish by Salvadorans in Los Angeles. 73-90. 5) Lavadenz, M. Como hablar en silencio. In Zentella 2005, pp. 93-109. 6) TT: 45, 67-80, 191-194

NOV 7 I Midterm EXAM [70 minutes, 25% of term grade, no make-ups] II Language Maintenance and Loss What are the principal factors that promote LOSS/ Maintenance? Do they differ in different communities? REPORT on ONE OF THE FOLLOWING ARTICLES [assigned by last name]

3 1) Rumbaut, R., D. Massey, & F. Bean. 2006. Linguistic Life Expectancies: Immigrant Language Retention in southern California. 447-460. [apellidos A-H] 2) Bills, G. 2005. Las comunidades lingúísticas y el mantenimiento del español en los EU. IN Ortiz López & Lacorte, eds. pp. 55-83. [apellidos I-P] 3) MAL: pp. 40-60 [apellidos Q-Z]

NOV 14 Identities, Attitudes, Generational Change 1) Ramirez, Arnulfo. Linguistic Notions of Spanish among Youths from Different Hispanic groups. IN Roca, Ana, ed. 2000. 284-295 2) Zentella, AC. 2007. Dime con quíén hablas y te diré quién eres: Linguistic (In)security and Unity. IN Flores and Rosaldo, Eds. 3) Zentella, Ana Celia. 1997. Growing up Bilingual: Puerto Rican Children in New York. Ch. 9: Spanish competence, pp. 179-212 [LTSP] OR Ch 10 [ES], Raising the next generation, pp. 213-43. 4) Urciuoli, B. in press. Whose Spanish? The tension between linguistic correctness and cultural identity 5) Schwartz, A. 2006. The Teaching and Culture of Household Spanish. Critical Discourse Studies. Vol 3. No. 2. Oct., 107-121. 6) MAL: pp 20-39, Qs 2,3, 5. 7) TT: 1-12, 58-66,120-137.

FILM: Spanish Speakers and Bilingualism

NOV 21 /Codeswitching Should Spanglish, and/or the use of the term Spanglish, be avoided? Pro and Con.

1) Stavans, Ilan. 2003. Spanglish… Pp. 1-61. 2) MAL: 94-110. 3) TT: 22, 48, 51, 84-92, 120-137, 138-144.

NOV 28 Spanish and Institutions: Health, Media, Religion, Education,

1) Santiago-Irizarry, Vilma. 2001. Medicalizing Ethnicity: Ch. 4: The ‘Mother Tongue’ and the ‘Hispanic Character’. Pp. 88-115. 2) Dávila, Arlene. 2001. Latinos, Inc.: Ch. 5, Language and culture in the media battle zone, pp. 152-180. 3) A. Medina Rivera. 2005. El idioma español y la iglesia católica de los EU: Algunas aproximaciones. IN Ortiz López &Lacorte, eds.. pp. 253-261. 4) MacGregor- Mendoza, P. 1999. Spanish and Academic Achievement among Midwest Mexican youth: the myth of the Barrier. NY: Garland. Ch 5. Mexicans, Spanish, and Academic Success, pp. 79-90. 5) Krashen, S. , Bilingual Education, Acquisition of English, and the retention and loss of Spanish. IN ROCA, Pp. 432-444. 6) TT: 30-31, 32-36, 205-218.

DEC 5 TERM PAPERS DUE and oral presentations [max 6 minutes per group]

FINAL EXAM DURING EXAM WEEk [no make-ups] Date TBA: either M/T/W Dec 10-12, 7-10 pm

4 Spanish in the United States: Spanish is the second most common language in the United States after English. It is spoken at home by about 28.1 million people aged 5 or over, 14.3 million of whom reported that they also spoke English "very well". The United States is home to more than 40 million Hispanics, making it the fifth largest Spanish-speaking community in the world, after Mexico, Colombia, Spain and Argentina. Although Spanish is not the most spoken language in any one U.S. state, it is the second most spoken language in 43 states and in the District of Columbia. Speakers of Spanish in the United States 1. New Mexico (823,352) 43.27% 2. California (12,442,626) 34.72% 3. Texas (7,781,211) 34.63% 4. Arizona (1,608,698) 28.03% 5. Nevada (531,929) 22.80% 6. Colorado (878,803) 19.10% 7. Florida (3,304,832) 19.01% 8. New York (3,076,697) 15.96% 9. New Jersey (1,294,422) 14.90% 10. Illinois (1,774,551) 13.94% 11. Connecticut (371,818) 10.63% 12. Utah (253,073) 10.45% 13. Rhode Island (111,823) 10.35% 14. Oregon (343,278) 9.56% 15. Idaho (123,900) 8.88% 16. District of Columbia (47,258) 8.53% 17. Washington (526,667) 8.48% 18. Kansas (220,288) 8.06%

ES 145 Term Paper Topics [consulten cualquier otro tema conmigo] UNA ACLARACION: Es un ensayo individual [cada persona escribe 10 paginas], pero si varias personas estan trabajando sobre el mismo tema, pueden ayudarse con el desarrollo del tema, el enfoque, la bibliografia, etc. NO escriben el ensayo juntos, pero lo discuten para profundizar el tema y mejorar el enfoque y los resultados.

1- Spanish in X City [Miami, NY, LA, SD, Chicago, etc] 2- Spanish on US radio, e.g., a) how does the Spanish of baseball announcers, or music DJs, or X? differ from that of the newscasters? b) Who calls to request songs (eg., La Gigante Tropical, 1090 AM), or participate in call-in programs, and how can you tell where they are from? 3- Spanish and/or codeswitching in Myspace vs Facebook 4- Spanish in US newspapers, or in magazines , movies 5- Spanish textbooks for Heritage Speakers OR others 6- Children as Spanish-English translators for their relatives 7- Spanish as a second Official Language for the USA 8- Spanish in one family, three generations [compare w Silva- Corvalan’s findings] 9- Spanish on the UCSD campus (in student meetings, Faculty Concilio, etc) 10- Varieties of Spanish in rap music, or other types of music made in the USA. 11- Attitudes toward Spanish in newspaper articles, or in novels, movies, etc. 12- Spanish influence on African Americans OR Filipinos, Or … 13- Why do some African Americans [or members of X or Y group] learn Spanish, and what kind of Spanish do they learn/speak?

5 ES 145 Term Paper FORMAT The paper is your chance to write about something about Spanish in the USA that interests/excites you personally (See List of Topics.)

In the body of your paper, remember to include: 1- a clear opening statement that explains your objectives, the relevance of your topic to our course focus, and why you chose this topic. [10%] 2- a review of the relevant research. Be sure to incorporate what the authors of all relevant course readings and other 'outside' readings [at least five] say about your topic. [25%] 3- explain how what you have learned about your topic expanded upon and/or contradicted themes we have discussed in class. Also include relevant national origin, class, gender, and racial issues, i.e., Are you talking about the Spanish of Colombians who are Black or working class or female or from Cali or Barranquilla, etc. Include statistics, historical data, etc., where relevant. [25%] 4- Include your own conclusions about what is correct/incorrect/ incomplete in the research done so far, and suggestions for future research on your topic. [15%] 5- List of complete references (see format below). Show that you have consulted all the relevant assigned course readings and have conducted a thorough library search for publications. [25%]

Please be sure to re-write and check for clarity, spelling, grammar, etc., before you hand in the final version. Try to write in an engaging, not boring, style. If you would like to be more creative, you may make a video or a CD, and hand in a bibiliography.

Length: Approximately 10 pp: 8 pages of text is too little and 12 is too many, but if you add 1-2 pp of bibliography and/or an appendix with graphs or transcripts of songs/poems, etc, that is fine. Be sure to number each page. Please use 12 pt font and normal margins. Keep an electronic version, but submit paper only, along with the outline you originally submitted [with my comments and grade].

I LOOK FORWARD TO READING YOUR PAPER, Sincerely, AC Zentella

Bibliographical references within the text. Follow this format OR ANOTHER; be consistent: (Dorian, 1981: 133) = to cite a specific quote (Dorian, 1981: 133; Hymes, 1972) (Fishman, 1968a, 1968b) Model for the inclusion of long quotations: Indent; kind and size of letter: Times New Roman, size 10 Bibliographical references [books or journal titles: in italics] Fishman, J.A. (ed.) (1968). Readings in the of Language. The Hague: Mouton. Giacalone Ramat, A. (1995). "Code-switching in the context of dialect/standard language relations". In L. Milroy & P. Muysken (eds.), One Speaker, Two Languages. Cross- disciplinary perspectives on code-switching. Cambridge: Cambridge U.P., 45-67. Heller, M. (1990). "French Immersion in Canada: A model for Switzerland?". Multilingua 9(1), 67- 85. Lanza, E. (1992). "Can bilingual two years olds switch?" Journal of Child Language 19, 633-58. Martin-Jones, M. & K. Jones (eds.) (2000). Multilingual Literacies. Amsterdam/Philadelphia: John Benjamins. Zentella, A.C. (1981). Hablamos los dos. We speak both: Growing up bilingual in el Barrio. Unpublished Doctoral Dissertation. Philadelphia: University of Philadelphia.

6 Ethnic Studies 145: Spanish in the USA: Bibliography

*Anzaldúa, G. 1987. Borderlands/La Frontera: The new mestiza. San Francisco: Spinsters/ Aunte Lute., [bilingual text] Barrett, Rusty. Competing functions of Spanish in an Anglo-owned Mexican restaurant, Language in Society *Bejarano., Cynthia. 2005. ¿Qué Onda?. Urban Youth Culture and Border Identity. U of Arizona Press. Ch. 6. Serpent Tongues, Social Hierarchies, and National Citizenship, pp. 126- 178. *Bills, Garland. 1997. : Demise of the earliest European variety in the United States. American Speech 72.2, 154-171. Blanco, George. El hispanohablante y la gramática. Bilingual Research Journal. Summer/Fall 1994. Vol 18, Numbers 3-4. 23-46. Canfield, D. L.1981. Spanish Pronunciation in the Americas. U Chicago Press. *Cotton, Eleanor Greet and John Sharp. 1988. Spanish in the Americas. Washington, DC: Georgetown University Press. (1)Ch 13: Mexico, pp. 152-175. (2) Questionnaire 2, pp. 313-316, (3)Mexican American lexical items: pp. 345-359 *Cruz, Bill and B. Teck. 1998. The official Spanglish dictionary. Simon and Schuster. Intro, 13-21; Home life, 101-111. *Dávila, Arlene. 2001. Latinos, Inc.: The marketing and making of a people. Berkeley: U CA Press. Ch. 5, Language and culture in the media battle zone, pp. 152-180. *Del Valle, José. 2006. U.S. Latinos, la hispanofonía, and the Language Ideologies of High Modernity. IN Globalization and Language in the Spanish speaking World. C. Mar Molinero & M. Stewart, EDS. Palgrave/Macmillan. 27-46. Elías-Olivares, Lucía and G. Valdés. 1982. Language diversity in speech communities: Implications for language teaching. In Bilingual Education for Hispanic students in the US. J. Fishman and G. Keller, eds. NY: Teachers College, Columbia U. *Farr, Marcia. Rancheros in Chicagoacan. 2006. U of Texas. Ch 6 Franqueza and the Individualist Ideology of Progress. Pp. 160-195. Flores, Juan.2000. From Bomba to Hip-Hop: Puerto Rican culture and Latino identity. Columbia UP. Ch 3. Broken English Memories, .pp 49-61; Languages in the trans-colony. *Galindo, D. Letticia. Caló and taboo language use among Chicanas. Speaking Chicana: Voice, power, and identity. L. Galindo and M.D. González, eds. U. of Arizona Press, 175-193. García, MaryEllen. 1999. Nomás in a Mexican American dialect. Advances in Hispanic Linguistics, Javier Gutiérrez-Rexach and F. Martínez-Gil, eds. Somerville MA: Cascadilla Press. 16-27.

7 *García, Ofelia, I. Evangelista, M. Martínez, C. Disla, B. Paulino. 1988. Spanish language use and attitudes: A study of two New York City communities. Language in Society. 17, 475-511. González, Norma. 2001. I am my language: Discourses of women and children in the Borderlands. U. of Arizona Press. Ch. 4. The hearts of the children: Emotion, language, and identity. Pp. 45-71. Ghosh Johnson, Elka (2005). Mexiqueño? A case study of dialect contact. Penn Working Papers in Linguistics, 11.2, Selected Papers from NWAV 33, pp.91-104. Guerra, Juan. Close to Home. [Mexicanos in Chicago]. *Hidalgo, Margarita. 1999. The dialectics of Spanish language loyalty and maintenance on the US-Mexico border: A two-generation study. A. Roca and J. Lipski, eds. Spanish in the U.S.: Linguistic contact and diversity. Mouton de Gruyter. 47-73. Klee, Carol. 1987. Differential language usage patterns by males and females in a rural community in the Rio Grande Valley. In Language and Language Use. T. Morgan, J. Lee, B. Van Patten, eds. NY: University Press of America. 125-145. Lantolf, James. 1983. Toward a comparative dialectology of US Spanish. In Spanish in the US Setting: Beyond the southwest. L. Elías-Olivares, ed. Rosslyn, VA: National Clearinghouse for Bilingual Education. Pp. 3-20. *Mendoza-Denton, Norma. Muy macha. IN. L. Galindo and M.D. Gonzales, eds. Speaking Chicana: Voice, power, and identity. U. of Arizona Press, 175-193. Lipski, John.1994. Latin American Spanish, Longman. *______. 2000. Back to Zero or Ahead to 2001? Issues and Challenges in U.S. Spanish Research. IN Research on Spanish in the U.S., Linguistic Issues and challenges. , A. Roca, ed. Boston: Cascadilla Press. *______2000. The linguistic situation of Central Americans. IN Mckay and Wong, New Immigrants in the US. Cambridge UP, 189-215. *MacGregor- Mendoza, P. 1999. Spanish and Academic Achievement among Midwest Mexican youth: the myth of the Barrier. NY: Garland. Ch 5. Mexicans, Spanish, and Academic Success, pp. 79-90. Martinez, Glenn. 2006. Mexican Americans and Language: Del dicho al hecho. U of AZ Press, *Medina Rivera, A. 2005. El idioma español y la iglesia católica de los EU: Algunas aproximaciones. IN Ortiz López &Lacorte, eds. Contactos y contextos lingúísticos: El español en los EU y en contacto con otras lenguas. LiVervuert pp. 253-261. Mendoza, Louis G. and Toni Nelson Herrera, Eds. 2007. Telling Tongues: A Latin@ Anthology on Language Experience. San Diego: Calaca Press. Ornstein, J. and G. Valdés-Fallis. 1979. On defining and describing United States Varieties of Spanish: Implications of dialect contact. In Colloquium on Spanish and Luso- Brazilian Linguistics. J. Lantolf, Frank, and G. Guitart, eds. Georgetown UP. *Otheguy, R. Garcia O., and Roca, A. Speaking in Cuban, In Mckay and Wong, New Immigrants in the US. Cambridge UP, 2000. pp. 165-188. Otheguy, Ricardo and Ofelia Garcia. Diffusion of lexical innovations in the Spanish of . 1988. Research Issues and Problems in United States

8 Spanish. J. Ornstein Galicia, G. Greeen, and D. Bixler-Marquez, eds. Rio Grande Series in Language and Linguistics No. 2, Pan American University at Brownsville. 203-241. Pedraza, Pedro J. Attinasi and G. Hoffman. 1980. Rethinking diglossia. In Ethnoperspectives in Bilingual Education Research. R. Padilla, ed. E. Michigan University Bilingual Bicultural Education Programs. *Penny, Ralph. 1991. A History of the Spanish Language. Cambridge UP. pp. Ch. 1, Introduction, pp. 7-26. Pousada, Alicia and Shana Poplack. 1982. No case for convergence: The verb system in a language contact situation. In Bilingual Education for Hispanic students in the US. J. Fishman and G. Keller, eds. NY: Teachers College Columbia U. *Pucci, Sandra Liliana. 2000. Maintenance of literacy in Spanish by Salvadorans in Los Angeles. Southwest Journal of Linguistics. Vol. 19, no.2: 73-90. Ramírez, Arnulfo. 1992. El español de los Estados Unidos: El lenguaje de los . Madrid: Editorial Mapfre. Pp. 11-128, 181-218, 233-313 ______. 1988. Spanish in the United States. In The Hispanic Experience in the United Sates. E. Acosta-Belén and BR. Sjostrom, eds. NY: Praeger, *Ramirez, Arnulfo. Linguistic Notions of Spanish among Youths from Different Hispanic groups. IN Roca, Ana, ed. 2000. Research on Spanish in the U.S., Linguistic Issues and challenges. Boston: Cascadilla Press. 284-295 Roca, Ana, ed. 2000. Research on Spanish in the U.S., Linguistic Issues and challenges. Boston: Cascadilla Press. *Rumbaut, R., D. Massey, & F. Bean. 2006. Linguistic Life Expectancies: Immigrant Language Retention in southern California. Population and Development Review 32 (3) September. 2006. 447-460. Sánchez, Rosaura. 1982. Our linguistic and social context. In Spanish in the US: Sociolinguistic aspects. J. Amastae and L. Elías-Olivares, eds. Cambridge UP. Ch.1. *Santiago-Irizarry, Vilma. 2001. Medicalizing Ethnicity: The construction of Latino identity in a psychiatric setting. Ithaca: Cornell U.P. Ch. 4: The ‘Mother Tongue’ and the ‘Hispanic Character’. Pp. 88-115. *Schwartz, A. 2006. The Teaching and Culture of Household Spanish. Critical Discourse Studies. Vol 3. No. 2. Oct., 107-121. ______Their language, our Spanish: Introducing public discourses of “Gringoism” as racializing linguistic and cultural reapppropriation. Ms. 2007 [by request]. *Silva-Corvalán, Carmen. (2004) Spanish in the Southwest. Language in the USA. Rickford and Finegan, eds. Cambridge U.P. ______1994. Language Contact and Change: Spanish in Los Angeles. Oxford U.P., Ch.4, up to p.121, on ser-estar. ______1992. Algunos aspectos de la gramatica de los niños bilingues de Los Angeles. IN Urrutia Cardenas, H. and Silva-Corvalan, C., eds. Bilinguismo y Adquisición del español. Bilbao: Instituto Horizonte, SL, Editorial/Educacional. 227-239. *Sttavans, Ilan. 2003. Spanglish: The making of a new American language. NY:

9 Rayo/Harper Collins. Pp. 1-61. *Toribio, Language and Self Definition among Dominicans. In * Roca, Ana, ed. 2000. Research on Spanish in the U.S., Linguistic Issues and challenges. Boston: Cascadilla Press. 252-270. Torres, Lourdes. 1997. Puerto Rican Discourse. : A sociolinguistic study of a New York suburb. NJ: Erlbaum. Ch. 5. Language and Power in PR oral narratives, 91-116. *Zentella, Ana Celia. 1997a. Growing up Bilingual: Puerto Rican Children in New York. Malden, MA: Blackwell. Ch. 9: Spanish competence, pp. 179-212. AND Ch 10, Raising the next generation, pp. 213-43. *______. 1997b. Spanish in New York City. In The Multilingual Apple, O. García and J. Fishman, eds. Mouton De Gruyter,. Pp. 167-202. *______2000. Puerto Ricans in the US. Mckay and Wong, Eds, New Immigrants in the US. Cambridge UP,. pp. 137-164. *______2004. Spanish in the Northeast. In Rickford and Finegan, eds. Language in the USA.. Cambridge U.P. *______2007. Dime con quíén hablas y te diré quién eres: Linguistic (In)security and Latino Unity. IN Juan Flores and Renato Rosaldo, Eds. The Blackwell Companion to Latino Studies. Malden, MA: Blackwell.

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