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Linguistic Ethnographic Study: The Speech Community Of Latina Teenager School

435 Words2 Pages

Language ideology, boundary, communities, and linguistic code mixing/switching, heteroglossia and transidiomatic are ways in which people define their linguistic identities and sense of belonging, engage in stratified power-driven relationships, and attitude towards language use.

Mendoza (2008) situate her linguistic ethnographic study in a community of Latina teenager school, to examine their linguistic identities and how they are shaped by their language attitude and ideology, and the affect of that on educational practices. Latina girls from different categories such as European-Mexican, Rural-Mexican and American-Mexican/Jocks, are interacting and reflecting boundary demarcating and language ideology and attitude through their daily lives at the school. Urciuoli (1990) presents a case study of Puerto Ricans speech community in NYC, in which linguistic boundaries are at some situation clearly defined, and at other blurred depending on the ethnicity, socioeconomic class, gender and race affinities, such as Puerto Ricans interaction with their black neighbors versus white outsiders. The result of that is reflected on “sense of language around relationships” and …show more content…

How to define a speech community is dependent on the demographic and geographic markers, the shared linguistic variety and socialization. While community of practice is engaged in a social interaction and share a repertoire. In these communities of language and practice, language can shift to another in the same speech known as code-switching, whereas code-mixing/switching indicate a shift to another language or linguistic varieties. This can further be specific as in heteroglossia, multiple ways of speaking languages, dialects, or registers, and transidiomatic practice, where changing geographies and communication modes

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