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Racialized Identities in Second Language Learning: Speaking
Blackness in Brazil provides a critical overview and original
sociolinguistic analysis of the African American experience in
second language learning. More broadly, this book introduces the
idea of second language learning as "transformative socialization":
how learners, instructors, and their communities shape new
communicative selves as they collaboratively construct and
negotiate race, ethnicity, gender, sexuality, and social class
identities. Uju Anya's study follows African American college
students learning Portuguese in Afro-Brazilian communities, and
their journeys in learning to do and speak blackness in Brazil.
Video-recorded interactions, student journals, interviews, and
writing assignments show how multiple intersecting identities are
enacted and challenged in second language learning. Thematic,
critical, and conversation analyses describe ways black Americans
learn to speak their material, ideological, and symbolic selves in
Portuguese and how linguistic action reproduces or resists power
and inequity. The book addresses key questions on how learners can
authentically and effectively participate in classrooms and target
language communities to show that black students' racialized
identities and investments in these communities greatly influence
their success in second language learning and how successful others
perceive them to be.
*Winner of the 2019 AAAL First Book Award* Racialized Identities in
Second Language Learning: Speaking Blackness in Brazil provides a
critical overview and original sociolinguistic analysis of the
African American experience in second language learning. More
broadly, this book introduces the idea of second language learning
as "transformative socialization": how learners, instructors, and
their communities shape new communicative selves as they
collaboratively construct and negotiate race, ethnicity, gender,
sexuality, and social class identities. Uju Anya's study follows
African American college students learning Portuguese in
Afro-Brazilian communities, and their journeys in learning to do
and speak blackness in Brazil. Video-recorded interactions, student
journals, interviews, and writing assignments show how multiple
intersecting identities are enacted and challenged in second
language learning. Thematic, critical, and conversation analyses
describe ways black Americans learn to speak their material,
ideological, and symbolic selves in Portuguese and how linguistic
action reproduces or resists power and inequity. The book addresses
key questions on how learners can authentically and effectively
participate in classrooms and target language communities to show
that black students' racialized identities and investments in these
communities greatly influence their success in second language
learning and how successful others perceive them to be.
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