This study explores the linguistic violence of bilingual Latina/o/x adolescents in school settings in Southcentral Texas. In addition, the paper examines how these students see themselves as proficient Spanish/English bilinguals. In doing so, the author uses a language ideologies framework coupled with Anthropolitical linguistics. Within this…

Dual language bilingual education (DLBE) programs are critical sites for exploring language ideologies given the policy goals of student bilingualism, biliteracy, and biculturalism. Drawing on a larger study of language ideological inquiry, this article used predominantly interview data to explore the articulated language ideological stances of…

This article investigates the language practices of a bilingual mariachi instructor teaching mariachi music to Latinx English dominant students. This ethnographic study draws on the concept of chronotope (Bakhtin 1981) to explore the spatiotemporal aspects of learning, particularly in terms of the teachers' selective use of language correction…

This article emphasizes the importance of embracing and mobilizing students' linguistic practices, particularly in bilingual settings. The authors reflect on their experiences as bilingual teachers, initially correcting students' use of regional Spanish variations and translanguaging (mixing English and Spanish). However, through advanced studies,…

In the U.S./Mexico borderlands, local language varieties face frequent discrimination and delegitimization or "linguistic terrorism." The present study uses the three-level positioning framework to analyze how young adults in the Rio Grande Valley (RGV) in south Texas construct borderland identities by positioning themselves with respect…

First-Year Writing (fyw) courses are ideal writing spaces where students' diverse identities and language resources can flourish for specific rhetorical purposes. While research has focused on multilingual students' language and writing practices, little attention has focused on self-identified multilingual students' perceptions of language…

Drawing on linguistic anthropological notions of language ideologies and sociolinguistic approaches to stance, this study examines the meaning-making resources through which Spanish heritage language (HL) learners orient toward ideological perspectives on language value and linguistic expertise in classroom interaction. Part of a larger…

Drawing from a larger qualitative study, this article examines the narratives of bilingual Latina/o teacher candidates in South Texas. The findings reveal that bilingual teacher candidates are linguistically subordinated by the marginalized status of Spanish in the United States and by deficit perspectives of Spanish of the Southwest. Their…

This article presents an ethnographic study of how bilingual teachers and children use their home language, TexMex, to mediate academic content and standard languages. From the premise that TESOL educators can benefit from a fuller understanding of students' linguistic repertoires, the study describes language practices in a second-grade classroom…

Critical approaches to Spanish heritage language (SHL) pedagogy have called for more meaningful engagement with heritage language communities (Leeman, 2005). In a recent survey, furthermore, SHL students expressed a desire for more community-based activities in SHL curricula (Beaudrie, Ducar, & Relano-Pastor, 2009). This paper reports on the…

People who grow up speaking Spanish in Texas often learn a colloquial variety of Spanish at home or in their communities and have limited abilities to move between different registers in different social contexts. As heritage language (HL) learners' understanding of the value of different language varieties plays an important role in the…