期刊
JOURNAL OF LANGUAGE IDENTITY AND EDUCATION
卷 -, 期 -, 页码 -出版社
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/15348458.2023.2263568
关键词
African American English; bilingualism; dialect acquisition; English language learners; language socialization; Latino/a/x
This case study examines the language socialization of Latinx children in Washington, DC and finds that the use of African American English (AAE) features acquired through peer socialization is an enduring part of their linguistic repertoire.
This case study applies a raciomultilingual perspective to pre-adolescent language socialization in a majority-African American social and educational context. I examine naturalistic recordings of elementary-school Latinx children during a formative period of migration to Washington, DC, comparing these to contemporary Latinx linguistic repertoires and contextualizing them in the local social environment. Latinxs' use of AAE historically and in the present day, and in a range of contexts, suggests that AAE features acquired through peer socialization are an enduring part of the local Latinx linguistic repertoire. Results add insight into English language learners' bilingual repertoire formation in contact situations where minority groups are the local majority and highlight the importance of peer interaction and play in educational contexts as part of language and dialect acquisition more broadly. Findings underscore the inadequacy of linguistic ideologies that assume a one-to-one correlation between language or language variety and ethnocultural identity. The Latinx children are not crossing; rather, their use of AAE appears to be normalized in line with language sharing as part of community socialization.
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