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 varied social and communicative features 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 comparable diaspora somewhere else, and with many of the "new" cultures of the receiving kingdom. This assortment makes a speciality of huge political and social contexts: the validated 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 remodeling linguistic practices, ideologies, and identities.
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Extra resources for A Sociolinguistics of Diaspora: Latino Practices, Identities, and Ideologies
Yet only one of these criticisms was about MX Spanish;3 the other 19 were about PR Spanish. Thus, similarly to what was found by DeGenova and Ramos-Zayas (2003), PR Spanish appears to suffer from greater stigmatization than MX Spanish in Chicago. And it is the PRs themselves who participate most actively in devaluing PR Spanish. Approximately 20% of the MXs (7 of 32) offered criticisms of PR Spanish, but almost half of the PRs offered criticism of PR Spanish. The specific negative comments about PR Spanish were fairly homogenous whether they came from MXs or PRs.
41 Spanish. He pointed to my paleto-velar pronunciation of /r/ as /l/ in the word /verdad/ (really) as an example of how Puerto Rican and Mexican Spanish differ. Upon further questioning, Carlos went on to say that Mexican Spanish is probably a little bit better than Puerto Rican Spanish because it is more correct. He said that he knows this because Mexican Spanish is the variety taught in NNHS language classes and the variety spoken on television and on the radio. 9 These categorizations of phonological patterns and lexical items as Mexican and Puerto Rican demonstrate students’ investment in the Spanish language as a sign of intra-Latina/o difference.
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