Wayne State University Wayne State University Dissertations 1-1-2015 Code-Switching, Code-Mixing And Radical Bilingualism In U.s. Latino Texts Roshawnda A. Derrick Wayne State University, Follow this and additional works at: http://digitalcommons.wayne.edu/oa_dissertations Part of the Arts and Humanities Commons, Linguistics Commons, and the Other International and Area Studies Commons Recommended Citation Derrick, Roshawnda A., "Code-Switching, Code-Mixing And Radical Bilingualism In U.s. Latino Texts" (2015). Wayne State University Dissertations. Paper 1309. This Open Access Dissertation is brought to you for free and open access by DigitalCommons@WayneState. It has been accepted for inclusion in Wayne State University Dissertations by an authorized administrator of DigitalCommons@WayneState. CODE-SWITCHING, CODE-MIXING AND RADICAL BILINGUALISM IN U.S. LATINO TEXTS by ROSHAWNDA A. DERRICK DISSERTATION Submitted to the Graduate School of Wayne State University, Detroit, Michigan, in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY 2015 MAJOR: MODERN LANGUAGES (Spanish) Approved by: __________________________________ Advisor Date ___________________________________ ___________________________________ ___________________________________ © COPYRIGHT BY Roshawnda A. Derrick 2015 All Rights Reserved DEDICATION I dedicate this dissertation to my favorite two people on this earth: Cassandra and Roy Derrick. Thank you for giving me the gift of books, unconditional love and the freedom to be me And to the loving memory of my second mother Josephine Graham (1919) – (1999) and my dear friend Juana Lidia Coello Tissert (1958) – (2014). You will forever live in my heart. ii ACKNOWLEDGMENTS I owe the completion of my dissertation to the wonderful Professors, family and friends who have provide their unwavering support. First, I thank my adviser and linguistics mom Professor Eugenia Casielles-Suárez. Thank you for your prompt and insightful feedback as well as your guidance, tips and suggestions throughout the process. Having you as my adviser has been a dream come true. I also extend my gratitude to my committee members: Professor Hernán García, Professor Felecia Lucht and Professor Nicole Trujillo-Pagán for your time, interest and encouragement. I express my appreciation to Professor Michael Giordano who has always been there to guide me. You believed in me and encouraged me to meet my potential from the first day of graduate school. I am also thankful to have learned from so many other wonderful Professors at Wayne State University. More specifically, I would like to thank Professor Víctor Figueroa for his work with the department of Classical and Modern Languagues, Literatures and Cultures’ (CMLLC) Graduate Forum and for introducing me to Latin American literary criticism and Border Studies. I am also thankful to Professor José Antonio Rico Ferrer for all of his nurturing during my first years as a graduate student and to Professor Helene Weldt-Basson whose class in Bilingualism cemented my interest in the study of bilingualism, even though I did not know it at the time. I thank Professor Catherine Barrette and Professor Kate Paesani for training me as an educator and for encouraging my work and Professor Margaret Winters for her prompt responses and willingness to help me achieve my goals. I also send my gratitude to Professor Anne Duggan and the staff in the CMLLC department at Wayne State as well as Cindy Sokol and the staff in the Graduate School office. iii Finally, I am extremely grateful to have amazing people in my personal life. My parents Cassandra and Roy Derrick and my sister Renita Derrick, have been the best a girl could ask for. They are my constant inspiration, source of hope and the reason that I strive to be the best I can be. A special thank you to Noel Morales Jr. for your support and love throughout this journey. You have been there through all of the phases of my Ph.D. and I thank you for helping me make it to the end; I am forever grateful. Shaleen “Shasta Daisy” Clark, I appreciate your friendship, love and assistance with all of my charts. Thank you for helping me add flair to my linguistic study. I also thank my colleagues: Colleen McNew, Lukasz Pawalek, Juana Lidia Coello Tissert, Sara Escobar Wiercinski, Talia Weltman-Cisneros and Dolly Tittle for their intellectual collaboration, talks about the classroom and friendship throughout graduate school. A special thanks to my brilliant friend Julie Koehler for being everything that someone finishing their dissertation could need in a writing buddy. I never would have believed that two graduate students writing together at the beginning of the dissertation process would have turned into the lifelong friendship we have built. Also, to my best friends: Maria Alicandro, Joy Namy Arguelles, Rene Guzman and Erika Lile, I appreciate all of your support and love. Many thanks to Cheryl Chayet and Rich Milostan for seeing this end result and encouraging me on my path. I was also blessed to be given the opportunity to interview some of the authors and artists that I write about. Thank you Susana Chávez-Silverman for your beautiful texts, creativity and friendship. I am also thankful to Toby Love, Mellow Man Ace and Cristina Burgos for your correspondence. iv TABLE OF CONTENTS Dedication.......................................................................................................................................ii Acknowledgements…………………………...……………………………………….................iii List of Figures…….………………….……………………………………………………….......x Chapter One: Introduction ……………………………….…………………………….……….1 1.1 Introduction…………………………………………………………………………………...1 1.2 Main Theoretical Approaches to the Study of Code-switching………………………………6 1.2.1 Some Terms ………......………………..………………………………….……….6 1.2.2 Grammatical Approaches to Code-switching…………………………………….....9 1.2.3 Sociolinguistic Approaches to Code-switching…………………………………....15 1.3 Goals of Dissertation and Theoretical Frameworks………………………………………….20 1.4 Texts………………………………………………………………………………………….25 1.5 Analyses……………………………………………………………………….……………..33 1.5.1 Linguistic Analyses………………………………………………………………...35 1.5.2 Sociolinguistic Analyses…………………………………………………………...36 1.6 Organization of Dissertation…………………………………………………………………38 Chapter Two: Review of Studies on Spanish-English Code-switching …………….………..40 2.1 Introduction………………………………………………………………………………….40 v 2.2 On So-Called Spanglish ………………………………………………...……………………40 2.3 Spanish-English Code-switching in Oral Discourse…………………………………………43 2.3.1 Linguistic Analyses ……………………………………………………….………43 2.3.2 Sociolinguistic Approaches ……………...………..………………………...……46 2.4 Spanish-English Code-switching in Written Discourse………………………………....…...49 2.4.1 Linguistic Analyses of……………………………………………………………..49 2.4.2 Sociolinguistic Approaches……....……………………. …………………………53 2.4.2.1 Literary Texts…………………………………………………………..53 2.4.2.2 Non-Literary Texts……………………………………………………..60 2.5 Conclusions……………………………………………………………………………...…68 Chapter Three: Junot Díaz’s BWLOW and THYLH ………………………………..…...….70 3.1 Introduction………………………………………………………………………………...70 3.2 Texts………………………………………………………………………………………..71 3.3 Linguistic Analysis………………………………………………………………….……...73 3.3.1 Monolingual English Sentences…………………………………………….…....76 3.3.2 Monolingual Spanish Sentences……………………………………………..…...77 3.3.3 English-base Bilingual Sentences………………………………………………...79 3.3.4 Spanish-base Bilingual Sentences……………………………………………...…86 vi 3.3.5 Hybrid Sentences……………………………………………………………….....86 3.4 Sociolinguistic Functions………………………………………………………………..….90 3.4.1 Contextual Switches….………………………………………………….……..….91 3.4.2 Emphasis………………………………………………………………………..…93 3.4.3 High Impact Terms…….………………………………………………………….94 3.4.4 Identity Markers…….…………………………………………………………….94 3.4.5 Quotations…………………………………………………………………...……96 3.5 Conclusions……………………………………………………………………………...….96 Chapter Four: Susana Chávez-Silverman’s KC and Scenes ………………………….…….98 4.1. Introduction………………………………………………………………………………...98 4.2 Texts……………………………………………………………………………………...…99 4.3 Linguistic Analysis…………………………………………………………………..…….100 4.3.1 Monolingual English Sentences………….……………………………………….103 4.3.2 Monolingual Spanish Sentences……….………………………………………….104 4.3.3 English-base Bilingual Sentences…………….……………………………….…..106 4.3.4 Spanish-base Bilingual Sentences……………………………………………..….116 4.3.5 Hybrid Sentences………………………….……………………………………....123 4.4 Sociolinguistic Analysis………………………………………………………………….....127 vii 4.4.1 U.S. Latino Language Ideologies and Resistance………………...........................129 4.4.2 Heteroglossia, Bilinguaging and Translanguaging.............................................…133 4.5 Conclusions………………………………………………………………………………....138 Chapter Five: Spanish-English Code-switching in Non-Literary Texts ……………….......140 5.1 Introduction……………………………………………………………………………..…140 5.2 Linguistic Analysis …………………….…………………………………………………143 5.2.1 Monolingual English Sentences…………………………………………………147 5.2.2 Monolingual Spanish Sentences…………………………………………………149 5.2.3 English-base Bilingual Sentences……………………………………………......152 5.2.4 Spanish-base Bilingual Sentences………………………………………………..155 5.2.5 Hybrid Sentences…………………………………………………………………158 5.3 Sociolinguistic Analysis……………………………………………………………………163 5.3.1 Contextual Switches………………………………………………………….......165 5.3.2 Emphasis………………………………………………………………………….168 5.3.3 High Impact Terms……………………………....……………………………….170 5.3.4 Identity Markers…………………………………………………………………..170 5.3.5 Quotations………………………………………………………………………...171