A significant contribution to the study of language in society, this book challenges readers to consider the social and political meanings of speaking Spanish in the United States. Its focus goes beyond linguistic structure to highlight language as a social action, offering a case study in the sociopolitics of language that aims to help readers think critically about social issues related to Spanish in the US and assumptions commonly held toward language and social relations.
Grounded in a variety of theoretical orientations ranging from anthropology and history to sociology and critical race theory, among others, two key aspects of this book's approach are its view of language use as socially constructed and its critical approach to examining language practices in relation to social inequalities. These aspects are salient in how Fuller & Leeman anchor the book's topics in the constructs of ideology and identity. By illustrating the role of language in constructing identities and the power of ideologies in shaping how individuals are viewed based on language use, the authors emphasize the connection between the social meanings assigned to ways of using language and the reproduction of social hierarchies.
The constructs of ideology and identity frame the book's discussion of other topics, including the racialization of social identities, language in the media, and educational policy. Chapter 5 explores the social construction of ethnoracial identity, questioning assumptions about what counts as being Latinx and what languages a Latinx person should speak. Chapter 7 examines how the ways Spanish is used in the media reflect and reproduce these assumptions about language, race, and social identities. Chapter 9 considers how students’ identities are shaped by their own language use, teachers’ practices, and institutional policies dictating who should use what language in what context. The common threads of ideology and identity weaving through these different topics reflect the authors’ aim to raise awareness of the central role of language in these disciplines.
The organization of each chapter reflects the multiple audiences for whom the authors are writing, as each topic is situated in its theoretical and historical context and discussed in terms of relevant research and practical issues. The authors offer this book as a resource for scholars, educators, and students to adopt a critical approach in their work, whether it be developing a research agenda that critiques social inequalities, designing a curriculum that supports inclusion and well-being, or becoming a critical consumer of knowledge and advocating for the rights of all peoples.
The inclusion of key terminology, discussion questions, and resources for further reading make this book an ideal text for courses in linguistics, language studies, and a number of other disciplines. While a text such as this may be expected to appear in upper-division or advanced-level courses, it holds promising potential to develop students’ critical awareness of the social meanings of language at any level of instruction. After all, learning (about) language entails learning not just about words themselves, but about the social realities of and relations among language users.
