Table Of ContentBilingualism and Identity
Studies in Bilingualism (SiBil)
The focus of this series is on psycholinguistic and sociolinguistic aspects
of bilingualism. This entails topics such as childhood bilingualism,
psychological models of bilingual language users, language contact and
bilingualism, maintenance and shift of minority languages, and socio-
political aspects of bilingualism.
Editors
Kees de Bot Dalila Ayoun
University of Groningen University of Arizona
Editorial Board
Michael Clyne Georges Luedi
University of Melbourne University of Basel
Kathryn A. Davis Christina Bratt Paulston
University of Hawaii at Manoa University of Pittsburgh
Joshua A. Fishman Suzanne Romaine
Yeshiva University Merton College, Oxford
Francois Grosjean Merrill Swain
Université de Neuchâtel Ontario Institute for Studies in Education
Thom Huebner G. Richard Tucker
San José State University Carnegie Mellon University
Wolfgang Klein
Max Planck Institut für Psycholinguistik
Volume 37
Bilingualism and Identity. Spanish at the crossroads with other languages
Edited by Mercedes Niño-Murcia and Jason Rothman
Bilingualism and Identity
Spanish at the crossroads with other languages
Edited by
Mercedes Niño-Murcia
Jason Rothman
The University of Iowa
John Benjamins Publishing Company
Amsterdam / Philadelphia
TM The paper used in this publication meets the minimum requirements of
8
American National Standard for Information Sciences – Permanence of
Paper for Printed Library Materials, ansi z39.48-1984.
Library of Congress Cataloging-in-Publication Data
Bilingualism and identity : spanish at the crossroads with other languages / edited by
Mercedes Niño-Murcia, Jason Rothman.
p. cm. (Studies in Bilingualism, issn 0928-1533 ; v. 37)
Includes bibliographical references and index.
1. Bilingualism. 2. Group identity. 3. Ethnicity. 4. Spanish language--Social aspects. 5.
Languages in contact. I. Niño-Murcia, Mercedes II. Rothman, Jason.
P115.B5429 2008
306.44'6--dc22 2007051082
isbn 978 90 272 4148 1 (Hb; alk. paper)
© 2008 – John Benjamins B.V.
No part of this book may be reproduced in any form, by print, photoprint, microfilm, or any
other means, without written permission from the publisher.
John Benjamins Publishing Co. · P.O. Box 36224 · 1020 me Amsterdam · The Netherlands
John Benjamins North America · P.O. Box 27519 · Philadelphia pa 19118-0519 · usa
Table of contents
Acknowledgements vii
Part 1. Theoretical background
Preface 3
Ana Celia Zentella
1. Spanish-contact bilingualism and identity 1 1
Mercedes Niño-Murcia and Jason Rothman
Part 2. Spanish in contact with autonomous languages in Spain
2. Bilingualism, identity, and citizenship in the Basque Country 35
Maria-Jose Azurmendi, Nekane Larrañaga and Jokin Apalategi
3. Conflicting values at a conflicting age: Linguistic ideologies in Galician
adolescents 6 3
Verónica Loureiro-Rodríguez
4. Language and identity in Catalonia 8 7
Emili Boix-Fuster and Cristina Sanz
Part 3. Spanish in contact with Creole and Amerindian languages
in Latin America
5. Literacy and the expression of social identity in a dominant
language: A description of “mi familia” by Quechua-Spanish bilingual
children 109
Liliana Sánchez
6. Maya ethnolinguistic identity: Violence and cultural rights
in bilingual Kaqchikel communities 127
Brigittine M. French
Bilingualism and Identity
7. “Enra kopiai, non kopiai.”: Gender, ethnicity and language use
in a Shipibo community in lima 151
Virginia Zavala and Nino Bariola
8. Kreyol incursions into Dominican Spanish: The perception
of Haitianized speech among Dominicans 175
Barbara E. Bullock and Almeida Jacqueline Toribio
Part 4. Spanish in contact with English in the United States
9. “I was raised talking like my mom”: The influence of mothers
in the development of MexiRicans’ phonological and lexical features 201
Kim Potowski
10. Choosing Spanish: Dual language immersion and familial ideologies* 221
Elaine Shenk
11. Whose Spanish?: The tension between linguistic correctness
and cultural identity 257
Bonnie Urciuoli
12. Constructing linguistic identity in Southern California 279
Isabel Bustamante-López
13. Multilingualism and Identity: All in the Family 301
Jason Rothman and Mercedes Niño-Murcia
Part 5. Conclusion
Afterword: Indicators of bilingualism and identity: Samples from
the Spanish-speaking world 333
Margarita Hidalgo
Author index 359
Subject index 363
Acknowledgements
The realization of an edited volume is always the product of successful collabora-
tions, often on many fronts. First and foremost, we are extremely grateful to the
authors of the individual chapters whose interesting work made this project a real-
ity and from whom we learned a great deal. We are grateful to Ana Celia Zentella
and Margarita Hidalgo for their support of this project and their gracious collegi-
ality in writing the preface and afterword, respectively. We are indebted to Dalila
Ayoun and Kees de Bot for their very helpful comments on the manuscript as a
whole and to Kees Vaes and his staff at John Benjamins for all of their support.
We would also like to express our most sincere appreciation to the peer re-
viewers for the chapters in this volume, whose comments improved the quality of
each individual chapter and the volume as a whole: José Luis Blas Arroyo (Univer-
sitat Juame), David Beck (University of Alberta), Jasone Cenoz (Universidad del
País Vasco), Anna De Fina (Georgetown University), Anna María Escobar (Uni-
versity of Illinois at Urbana-Champaign), Brenda Farnell (University of Illinois at
Urbana-Champaign), Brigittine French (Grinnell College), Ofelia García (Colum-
bia University), Juan Carlos Godenzzi (Université de Montreal), Laura Graham
(University of Iowa), Alexandra Jaffe (State University of California, Long Beach),
Paula Kempchinsky (University of Iowa), Carol Klee (University of Minnesota),
Judith Liskin-Gasparro (University of Iowa), John Lispki (Pennsylvania State Uni-
versity), Gillian Lord (University of Florida), Sara Mills (Sheffield Hallman Uni-
versity), Rachel Moran (University of California, Berkeley), Lynn Pearson (Bowl-
ing Green University), Kim Potowski (University of Illinois at Chicago), Fernando
Ramallo (Universidad de Vigo), Suzanne Romaine (Oxford University), Teresa
Satterfield (University of Michigan), Guadalupe Valdés (Stanford University) and
Virginia Zavala (Pontificia Universidad Católica del Perú).
In addition, we express our gratitude for the University of Iowa Arts and Hu-
manities Initiative (AHI) grant, to the College of Liberal Arts and Sciences and to
the Department of Spanish and Portuguese of the University of Iowa for their sup-
port. We would especially like to thank our research assistants Sarah Dow, Michael
Iverson and Tiffany Judy whose collaboration was instrumental during the compi-
lation of materials and the editing process.
part 1
Theoretical background
