Papers by Ana Sanchez-Munoz
Representation, Inclusion, and Social Justice in World Language Teaching: Research and Pedagogy for Inclusive Classrooms , 2024
This paper analyzes the experiences of HL learners enrolled in a Spanish HL course in an ethnic s... more This paper analyzes the experiences of HL learners enrolled in a Spanish HL course in an ethnic studies department at a large university in the Southwest, where the instructors have been trained in Critical Race (CR) pedagogy. The results of the study show that the participants strengthened the connection between their HL and their ethnic identity, developed critical thinking skills, and became more appreciative of their roles as bilingual members of their families and communities. This research study emphasizes the importance of implementing more HL classes with an ethnic studies approach, since that may lead students to validate their culture, expand their HL, promote language maintenance, challenge monolingual ideologies, and develop an awareness of the social injustices happening in different job sectors. This is significant as it highlights the need for collaboration among disciplines and the importance of interdisciplinary approaches with critical-oriented frameworks.
American Speech (2023) 98 (3): 355–370., 2023
Spanish as a Heritage Language Journal, 2023
In this paper, we discuss the status and vitality of Spanish in the U.S., including the presence ... more In this paper, we discuss the status and vitality of Spanish in the U.S., including the presence and characteristics of Spanish-language communicative spaces, including the media and other digital venues. Given the discrimination that many Latinx Spanish speakers suffer in the U.S., for example, through Englishonly initiatives or restrictive language policies, we draw attention to the important role that communicative spaces such as media have in this country for promoting and aiding the maintenance of heritage and minority languages. We also critique the monolingual assumptions that there are only certain types of "correct" language, in this case, standard Spanish or "Walter Cronkite Spanish, " which implies a variety as it is used in a country where the official language is Spanish (e.g., Mexico or Colombia). We are interested in looking at how Spanish is used and promoted and the role of U.S. media in contexts where audiences are mostly bilingual. We argue that U.S. Spanish, as it is spoken by Chicanx/ Latinx speakers, has been historically undervalued or underrepresented in the media, thus perpetuating monolingual ideologies that do not serve bilingual and multilingual audiences and indeed affect the perception of local varieties of Spanish and their speakers. With the advent of new technologies and the
Lingüística (ALFAL), 2024
Since language is the bond of social relations, a linguistic gap can contribute to the isolation ... more Since language is the bond of social relations, a linguistic gap can contribute to the isolation and discrimination of minority and migrant populations. This work analyzed the linguistic attitudes towards migrant populations in the educational field in Uruguay. Specifically, this study examined the linguistic background of students from the Dominican Republic, their experiences in the school context, and their expectations regarding formal education. The analysis included the attitudes of the teaching staff towards Dominican students and considered their preparation and availability to educate culturally and linguistically diverse populations in public education centers in Montevideo and its metropolitan area. Additionally, a search was conducted to gather any news published in various media outlets related to the education of migrants. The results shed light on the correspondence between linguistic attitudes and behaviors in the educational field and the conflict that may occur in situations of linguistic contact when there is inequality between the different speakers of a community.
Haciendo Foco: Apuntes para el Debate, 10 (DISPUTAS, SABERES Y EXPERIENCIAS PEDAGÓGICAS QUE INTERPELAN EL DERECHO A LA EDUCACIÓN): 49-57, 2024
Aniversarios de Resistance reflections from the CSUN Chicana o Studies Department, 2021
The Chicana/o Studies Department at CSUN, like other Ethnic Studies Departments across the nation... more The Chicana/o Studies Department at CSUN, like other Ethnic Studies Departments across the nation, was born from a struggle, guided by a clear vision, and sustained by a strong mission: To educate and mentor thousands of ethnic and minority students who traditionally have been denied access to knowledge about their own histories, cultures, and languages by mainstream education avenues.
At the time of its foundation, Chicana/o Studies mostly evolved out of sociology and race theory. Thus, most of the core courses in Chicana/o Studies consist of history, sociology, race theory, and political science. While most Chicana/o Studies majors also include courses in psychology, literature, education, and some language courses, linguistics has not been viewed as part of the core of ethnic studies. Yet, the study of language and, in particular, the language spoken by most of the Latina/o community as their first or heritage language is crucial. The knowledge of the community language also plays a central role in affirming students’ identities and it also contributes to a better understanding of the experience of Chicanas/os in the United States. In fact, many Chicana/o students consider Spanish to be an important part of their ethnic identity and an access to ancestral familial connections, knowledge, and community practices (Sánchez-Muñoz, “Identidad y confianza” 226). U.S. Latinas/os and Chicanas/os exhibit a broad range of competencies in Spanish, from fluent and literate to passive knowledge (capable of some basic understanding, but unable to speak the language). Spanish is nevertheless the second most spoken language in the U.S. with more than 41 million speakers (DADS) and it is the second most spoken language in the world (Ethnologue). Therefore, incorporating the study of language, specifically Spanish as a Heritage Language in Chicana/o Studies should be considered a fundamental piece of the curriculum. The Chicana/o Studies Department at CSUN is one of the few to have taken a step in that direction.
Biculturalism and Spanish in Contact: Sociolinguistic Case Studies, 2019
California is the most linguistically diverse state in the United States and its most populated u... more California is the most linguistically diverse state in the United States and its most populated urban space, the Los Angeles Metro area (L.A.) can be seen as a natural sociolinguistic lab. L.A.’s distinct neighborhoods evidence the huge ethno cultural and linguistic diversity of the city. However, there are two linguistic giants that dominate the urban landscape: Spanish and English. These two colonial languages have been coexisting in California since the 1800s. Despite the fact that English gradually replaced Spanish as the language of economy and power, Spanish continued to be spoken and used by Californians, especially in the South of the State. To this day, Spanish is the most commonly spoken language in many areas of Los Angeles and San Diego Counties. In addition to the long historical presence of Spanish in the area, immigration from Latin American countries, especially from Mexico and Central America has kept on increasing. In the L.A. metro area, almost 50% of the population is classified Hispanic/Latino (U.S. Census) and Spanish is indeed the most frequently spoken language after English and actually the predominant language in many communities. Because immigration brings high linguistic diversity, L.A. is thus an ideal place to examine bilingualism and biculturalism.
Chiricú Journal: Latina/o Literatures, Arts, and Cultures, 3 (2), 2019
Spanish is the first or heritage language of many Latinx in the U.S., whether speakers are fluent... more Spanish is the first or heritage language of many Latinx in the U.S., whether speakers are fluent in it or not. Even though Spanish is the most frequently spoken language after English (U.S. Census), it continues to be publicly repressed and stigmatized. Since the 2016 elections, there has been an increase in anti-immigrant climate and Anglo-centric rhetoric, as well as an explicit attack to Spanish and bilingualism in the U.S. Ironically, Spanish has functioned as a resource exclusively for those in positions of power, for political or economic advantages, yet it is considered unpatriotic to use Spanish as a “symbol of a positive Latino ethnic identity” (García, 1993).
Given the current political climate, in this paper we study Latinx’s use of Spanish in public spaces since Trump became president. We examine whether there has been a recent shift in the attitudes of young Latinx heritage language speakers toward using Spanish. Data from Arizona and California helps us shed light on how diverse Latinx communities are negotiating language use in the face of immigrant stress, especially as there are increased racial attacks, linguistic discrimination and linguistic profiling since the last elections (Flores, 2018; Holguín-Mendoza, Oliver Rajar, Vergara-Wilson, 2017; Zarate, 2018).
Spanish Perspectives on Chicano Literature Literary and Cultural Essays , 2017
This chapter explores Chicana/o (and other Latino) identity formation through the use of language... more This chapter explores Chicana/o (and other Latino) identity formation through the use of language. It examines the vocabulary choices and communicative exchanges in the vernacular varieties of Latino immigrant groups. The main goal is to investigate the negotiation of ethnic and linguistic identity as different languages and dialects come into contact sharing the same multicultural urban space.
Previous research has identified patterns of dialect change and formation in the Spanish used by different Latino groups in Los Angeles (Parodi 2004, 2009, 2011). This paper adds to the existing literature by exploring how language ideologies, attitudes and accommodation (or lack of it) are intertwined contributing to the complex linguistic fabric of the city, defying the idea that there is only one Latino speech community (Spanish speaking). For example, Central Americans may resist more dominant varieties of Mexican Spanish in California. Each groups’ linguistic behavior has a different meaning in the construction and negotiation of a distinctive Latino identity.
In particular this chapter will reference the way in which Chicanas/os construct a unique identity through language as well as how their vernacular influences other Latino groups (mainly Central American). Language use plays a specific role in the negotiations, a symbol of identity to represent different social meanings within their own Latino community.
Studies in Bilingualism, 2016
Advances in Spanish as a Heritage Language, 2016
1 'Pa' lo que sirve el español, ya lo hablo suficiente (I speak Spanish well enough for what it [... more 1 'Pa' lo que sirve el español, ya lo hablo suficiente (I speak Spanish well enough for what it [the language] is good for). This statement was shared in class by one student of Spanish as a heritage language when the professor challenged him to get more engaged in classroom discussions and activities. The sentiment that Spanish is not as valuable as other languages "to Heritage Language Healing Sánchez-Muñoz, 2
Hispania, 2014
Spanish as a Heritage Language in the United States: The State of the Field aptly acknowledges an... more Spanish as a Heritage Language in the United States: The State of the Field aptly acknowledges and addresses the realities of Spanish as a native language in the USA. It contains 13 chapters from different authors, divided thematically into four parts. Although the book brings together authors from different research perspectives and theoretical frameworks, the text remains highly accessible, even when the content falls outside one's area of specialty. As such, the book will be beneficial for senior and novice researchers, graduate students, and educators, not only for those who deal specifically with Spanish but also, to the extent that many issues in heritage Spanish are issues of heritage languages in general, for any professional interested in questions in heritage language research. The editors, in their introduction, briefly lay out the goals of and the need for this volume. The Spanish language has always been present in the USA, from its formation; however, only with the relatively recent increase in the number of speakers is this fact beginning to be acknowledged. The unique history of Spanish and its interaction with English have resulted in varying ideological, social, linguistic, and educational consequences, and this book aims to explore who heritage speakers are, how they use or relate to their Spanish, and what can (and should) be done with them in the classroom. The first thematic section contextualizes the volume within the study of Spanish as a heritage language, offering historical, social, political, and theoretical surveys of the field. These chapters explore the history of Spanish and the study of Spanish speakers in the USA, the formation of language ideologies, the evolution of language policy in the USA, and conceptualizations of bilinguals and bilingualism, and how all of these relate to the heritage learner classroom. The second section introduces some of the linguistic characteristics of heritage Spanish. These chapters acknowledge that the concept of a heritage grammar is not a monolithic one, but rather subject to variability and used by speakers of varying proficiencies. These chapters explore the nature of the heritage language grammar and the grammatical competence of heritage speakers, the pragmatics and discourse use of heritage Spanish, as well as the perceptions of Spanish/English code-switching. The third section examines learner perspectives on heritage language and how these may affect the classroom experience. Heritage speakers, when compared with the stereotypical adult second language learner, may have different motivations for learning (or maintaining) and different attitudes toward the language in question (here, Spanish), and may be subject to different expectations or pressures in the classroom. Identity may also be a crucial component of heritage language learners,
El Espanol En Los Estados Unidos E Pluribus Unum Enfoque Multidisciplinar 2013 Isbn 0985096136 Pags 217 232, 2013
El Espanol En Los Estados Unidos E Pluribus Unum Enfoque Multidisciplinar 2013 Isbn 0985096136 Pags 217 232, 2013
El Español En Los Estados Unidos: E Pluribus Unum? Enfoques Multidisciplinarios, 2013
Spanish of the Southwest: A Language in Transition, 2010
Perspectives of the Spanish Language Variation. Verba, 72: 495-512, 2014
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Papers by Ana Sanchez-Munoz
At the time of its foundation, Chicana/o Studies mostly evolved out of sociology and race theory. Thus, most of the core courses in Chicana/o Studies consist of history, sociology, race theory, and political science. While most Chicana/o Studies majors also include courses in psychology, literature, education, and some language courses, linguistics has not been viewed as part of the core of ethnic studies. Yet, the study of language and, in particular, the language spoken by most of the Latina/o community as their first or heritage language is crucial. The knowledge of the community language also plays a central role in affirming students’ identities and it also contributes to a better understanding of the experience of Chicanas/os in the United States. In fact, many Chicana/o students consider Spanish to be an important part of their ethnic identity and an access to ancestral familial connections, knowledge, and community practices (Sánchez-Muñoz, “Identidad y confianza” 226). U.S. Latinas/os and Chicanas/os exhibit a broad range of competencies in Spanish, from fluent and literate to passive knowledge (capable of some basic understanding, but unable to speak the language). Spanish is nevertheless the second most spoken language in the U.S. with more than 41 million speakers (DADS) and it is the second most spoken language in the world (Ethnologue). Therefore, incorporating the study of language, specifically Spanish as a Heritage Language in Chicana/o Studies should be considered a fundamental piece of the curriculum. The Chicana/o Studies Department at CSUN is one of the few to have taken a step in that direction.
Given the current political climate, in this paper we study Latinx’s use of Spanish in public spaces since Trump became president. We examine whether there has been a recent shift in the attitudes of young Latinx heritage language speakers toward using Spanish. Data from Arizona and California helps us shed light on how diverse Latinx communities are negotiating language use in the face of immigrant stress, especially as there are increased racial attacks, linguistic discrimination and linguistic profiling since the last elections (Flores, 2018; Holguín-Mendoza, Oliver Rajar, Vergara-Wilson, 2017; Zarate, 2018).
Previous research has identified patterns of dialect change and formation in the Spanish used by different Latino groups in Los Angeles (Parodi 2004, 2009, 2011). This paper adds to the existing literature by exploring how language ideologies, attitudes and accommodation (or lack of it) are intertwined contributing to the complex linguistic fabric of the city, defying the idea that there is only one Latino speech community (Spanish speaking). For example, Central Americans may resist more dominant varieties of Mexican Spanish in California. Each groups’ linguistic behavior has a different meaning in the construction and negotiation of a distinctive Latino identity.
In particular this chapter will reference the way in which Chicanas/os construct a unique identity through language as well as how their vernacular influences other Latino groups (mainly Central American). Language use plays a specific role in the negotiations, a symbol of identity to represent different social meanings within their own Latino community.
At the time of its foundation, Chicana/o Studies mostly evolved out of sociology and race theory. Thus, most of the core courses in Chicana/o Studies consist of history, sociology, race theory, and political science. While most Chicana/o Studies majors also include courses in psychology, literature, education, and some language courses, linguistics has not been viewed as part of the core of ethnic studies. Yet, the study of language and, in particular, the language spoken by most of the Latina/o community as their first or heritage language is crucial. The knowledge of the community language also plays a central role in affirming students’ identities and it also contributes to a better understanding of the experience of Chicanas/os in the United States. In fact, many Chicana/o students consider Spanish to be an important part of their ethnic identity and an access to ancestral familial connections, knowledge, and community practices (Sánchez-Muñoz, “Identidad y confianza” 226). U.S. Latinas/os and Chicanas/os exhibit a broad range of competencies in Spanish, from fluent and literate to passive knowledge (capable of some basic understanding, but unable to speak the language). Spanish is nevertheless the second most spoken language in the U.S. with more than 41 million speakers (DADS) and it is the second most spoken language in the world (Ethnologue). Therefore, incorporating the study of language, specifically Spanish as a Heritage Language in Chicana/o Studies should be considered a fundamental piece of the curriculum. The Chicana/o Studies Department at CSUN is one of the few to have taken a step in that direction.
Given the current political climate, in this paper we study Latinx’s use of Spanish in public spaces since Trump became president. We examine whether there has been a recent shift in the attitudes of young Latinx heritage language speakers toward using Spanish. Data from Arizona and California helps us shed light on how diverse Latinx communities are negotiating language use in the face of immigrant stress, especially as there are increased racial attacks, linguistic discrimination and linguistic profiling since the last elections (Flores, 2018; Holguín-Mendoza, Oliver Rajar, Vergara-Wilson, 2017; Zarate, 2018).
Previous research has identified patterns of dialect change and formation in the Spanish used by different Latino groups in Los Angeles (Parodi 2004, 2009, 2011). This paper adds to the existing literature by exploring how language ideologies, attitudes and accommodation (or lack of it) are intertwined contributing to the complex linguistic fabric of the city, defying the idea that there is only one Latino speech community (Spanish speaking). For example, Central Americans may resist more dominant varieties of Mexican Spanish in California. Each groups’ linguistic behavior has a different meaning in the construction and negotiation of a distinctive Latino identity.
In particular this chapter will reference the way in which Chicanas/os construct a unique identity through language as well as how their vernacular influences other Latino groups (mainly Central American). Language use plays a specific role in the negotiations, a symbol of identity to represent different social meanings within their own Latino community.
Chapters offer a state-of-the-art on research at the intersection of language, communication, and media, with a focus on key debates in Spanish-English bilingualism research. The volume provides a truly interdisciplinary perspective, synthesizing a wide range of approaches to promote greater dialogue between these fields and examining different communicative bilingual spaces. These include ideological spaces, political spaces, publicity and advertising spaces, digital and social media spaces, entertainment and TV spaces, and school and family spaces.
This book is of interest to students and scholars in bilingualism, language and communication, language and media, and Latin American and Chicano/a studies.