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RaciolinguisticsHow Language Shapes Our Ideas About Race$
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H. Samy Alim, John R. Rickford, and Arnetha F. Ball

Print publication date: 2016

Print ISBN-13: 9780190625696

Published to Oxford Scholarship Online: December 2016

DOI: 10.1093/acprof:oso/9780190625696.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 18 October 2021

“Socials,” “Poch@s,” “Normals” y los demás

“Socials,” “Poch@s,” “Normals” y los demás

School Networks and Linguistic Capital of High School Students on the Tijuana–San Diego Border

Chapter:
(p.327) 18 “Socials,” “Poch@s,” “Normals” y los demás
Source:
Raciolinguistics
Author(s):

Ana Celia Zentella

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780190625696.003.0019

This chapter reports the findings of the first sociolinguistic ethnography of a high school on the U.S-Mexico border, Border High, conducted from 2007 to 2009. The linguistic abilities, practices, and attitudes of 43 members of Spanish-dominant, English-dominant, and bilingual networks of Mexican-origin students who differ in hairstyles, fashions, and music reveal conflicting ideologies about languages and identities. Grappling with definitions of Mexican, Mexican American, poch@, and chol@ takes place in Spanish, English, and Spanglish in ways that reject conservative linguistic and cultural boundaries and embrace the region, the school, and bilingualism. But the ability to speak English well was no predictor of success on the California High School Exit Exam, which stresses literacy; the most proficient bilinguals scored the highest and were the most successful academically.

Keywords:   U.S.-Mexico border, fronterizos, Mexican-origin students, Spanish-English bilinguals, high school networks, language alternation, English proficiency, CAHSEE

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