Third border talk: intersubjectivity, power negotiation and the making of race in Spanish language classrooms
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Adam Schwartz
Abstract
Relying on narrative analysis, this article examines a case in which largely White, monolingual college students of basic level Spanish position themselves as linguistic subjects in relation to the target language. Further, in consideration of this issue's theme, in tandem with Bucholtz and Hall's (2004) work on intersubjectivity, I submit Davis's (2000) theory of the third border as an organizing tool for understanding how students construct and reaffirm race and linguistic identities within and outside of classroom walls. The application of my empirical data to Davis develops from a recent discussion contrasting students from the US Southwest with that of a private, East coast institution (Pomerantz and Schwartz 2011), of which talk about borders, boundedness and larger dynamics persist as a central theme.
©2014 by Walter de Gruyter Berlin/Boston
Articles in the same Issue
- Frontmatter
- Introduction: Towards a sociolinguistics of the border
- A borderlands' perspective of language and globalization
- Linguistic landscapes on the other side of the border: signs, language and the construction of cultural identity in Transnistria
- Scripting the border: script practices and territorial imagination among Santali speakers in eastern India
- Determinants of language reproduction and shift in a transnational community
- From Trujillo to the terremoto: the effect of language ideologies on the language attitudes and behaviors of the rural youth of the northern Dominican border
- From ``Spanish-only'' cheap labor to stratified bilingualism: language, markets and institutions on the US-Mexico border
- Competing language ideologies about societal multilingualism among cross-border workers in Luxembourg
- Nationalist border practices: a critical account of how and why an English language classroom on the US/Mexico border reproduces nationalism
- Third border talk: intersubjectivity, power negotiation and the making of race in Spanish language classrooms
- Mobilizing voices and evaluations across representational boundaries – equitably and adequatively
- Book reviews
- Book review
- Book review
- Small languages and small language communities 76
- The Bajjika language and speech community Abhishek Kumar Kashyap
Articles in the same Issue
- Frontmatter
- Introduction: Towards a sociolinguistics of the border
- A borderlands' perspective of language and globalization
- Linguistic landscapes on the other side of the border: signs, language and the construction of cultural identity in Transnistria
- Scripting the border: script practices and territorial imagination among Santali speakers in eastern India
- Determinants of language reproduction and shift in a transnational community
- From Trujillo to the terremoto: the effect of language ideologies on the language attitudes and behaviors of the rural youth of the northern Dominican border
- From ``Spanish-only'' cheap labor to stratified bilingualism: language, markets and institutions on the US-Mexico border
- Competing language ideologies about societal multilingualism among cross-border workers in Luxembourg
- Nationalist border practices: a critical account of how and why an English language classroom on the US/Mexico border reproduces nationalism
- Third border talk: intersubjectivity, power negotiation and the making of race in Spanish language classrooms
- Mobilizing voices and evaluations across representational boundaries – equitably and adequatively
- Book reviews
- Book review
- Book review
- Small languages and small language communities 76
- The Bajjika language and speech community Abhishek Kumar Kashyap
