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This collection bridges disciplinary scholarship from critical
language studies, Latinx critical communication, and media studies
scholarship for a comprehensive exploration of Spanish-English
bilingualism in the US and in turn, elucidating, more broadly, our
understanding of bilingualism in a post-digital society. 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 will be of interest
to students and scholars in bilingualism, language and
communication, language and media, and Latin American and Chicano/a
studies.
One of the fundamental principles of sociolinguistics is no single
person speaks in the same way all the time. This book explores
variation across registers in Spanish as a heritage language.
Additionally, it examines second language learners since Spanish is
also their non-dominant language. This work analyzes several
linguistic features including discourse particles, contractions,
and various lexical choices. The results indicate that both
heritage and second language speakers show linguistic variation in
their Spanish across registers. The results also reveal some
quantitative as well as qualitative differences between the two
groups of speakers, which have important pedagogical implications
for the teaching and learning of heritage languages. This book
contributes to further our understanding of bilingualism by
providing evidence of variation in speakers' non-dominant language.
This is an important finding since it shows that even when the use
of the language is largely limited to a particular domain
(home/family interactions for heritage speakers and classroom
interactions for second language learners), we can still find
register variation.
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