According to the Oxford English Dictionary language is a system of communication in speech and writing that is used by people of a particular country and identities are the characteristics, feelings or beliefs that distinguish people from others. Both terms are directly connected because humans use speech as a tool to express their identity. It is the mother tongue which signals the origin of a person but the way people talk on the lexical-, grammatical- or phonological level gives a listener an idea of a speaker´s sex, social class, religion, educational level, attitude, mood etc.. A strong impact on the personal identity has the social environment and the culture because people stick to norms, standards, beliefs and values which are prescribed by society. On the one hand we are aware of ourselves and we know who we are but on the other hand the perception of other people who identify us is important and that is different from person to person...
Table of Contents
1. Introduction
2. The multicultural United States of America
3. The suppression of Spanish and the Hispanic identity
3.1 Speaking English with a Spanish accent
4. The undesirable African American Vernacular English
5. Conclusion
Research Objectives and Core Themes
This paper examines the sociopolitical suppression of linguistic minorities in the United States, specifically focusing on how the marginalization of Spanish and African American Vernacular English (AAVE) impacts the identity and social mobility of these communities. It explores the tension between the push for Standard American English and the maintenance of cultural heritage.
- The intersection of language, identity, and group membership.
- The sociopolitical impact of the "English Only" movement on Hispanic populations.
- Prejudice and discrimination based on linguistic accents in professional and educational settings.
- The functional role and systematic rejection of African American Vernacular English (AAVE).
- The consequences of forced assimilation on personal and collective identity.
Excerpt from the Book
3. The suppression of Spanish and the Hispanic identity
Nearly 9 % of the US American population is Hispanic or as they like to be called Latinos. The largest proportions of the Spanish speaking community can be found in states like California, with mostly Mexicans, Florida (mainly Cubans) or in other Southern states. People were and are still searching for better living- and working conditions and therefore immigrate to the USA. They already live there in several generations and are native American born citizens to some extent. During the 1980´s and 1990´s language became an immense problem for the American identity. Due to the `invasion´ of the Hispanics America was scared of the dominance of the Spanish language and tried to work against it, partially through discrimination on the basis of language.
In considering the history of multilingualism and public fears around it, Ferguson and Heath noted that “whenever speakers [of other languages] have been viewed as politically, socially, or economically threatening, their language has become a focus for arguments in favour of both restrictions of their use and imposition of Standard English. (Lippi-Green 1997:218)
An answer to the `Spanish takeover´ was the English Only Movement which is still valid in states like California, Florida or Arizona although it is against the constitution which actually protects mother tongues and linguistic rights.
Summary of Chapters
1. Introduction: This chapter defines the intrinsic relationship between language, identity, and social environment, establishing the theoretical framework for how society uses language to judge and classify individuals.
2. The multicultural United States of America: This section provides an overview of the US as a multicultural entity, introducing the concepts of majority and minority groups and how they influence the status of different languages and dialects.
3. The suppression of Spanish and the Hispanic identity: This chapter analyzes the sociopolitical reaction to the growth of Spanish-speaking populations, specifically looking at the "English Only" movement and its effects on the Hispanic community.
4. The undesirable African American Vernacular English: This section explores the structural features of AAVE, its status as a stigmatized variety in American society, and the systemic discrimination faced by its speakers.
5. Conclusion: This chapter synthesizes the main findings, arguing that language suppression constricts the evolvement of individual and cultural identity while failing to account for the resilience of linguistic diversity.
Keywords
Language, Identity, Suppression, United States, Hispanic, Latinos, African American Vernacular English, AAVE, Assimilation, Discrimination, English Only, Sociolinguistics, Accent, Minority Groups, Cultural Heritage.
Frequently Asked Questions
What is the central focus of this research?
The research focuses on the intersection of language, sociopolitical identity, and discrimination in the United States, specifically how non-standard English varieties are suppressed by mainstream societal structures.
Which linguistic groups are specifically analyzed?
The paper primarily examines the Hispanic community and the users of African American Vernacular English (AAVE).
What is the primary research goal?
The goal is to understand how the compulsion to assimilate into "Standard American English" impacts the ability of individuals to maintain their own cultural identities.
What methodology does the author employ?
The author uses a sociolinguistic literature review, drawing on academic sources and case studies to demonstrate the ideological and practical discrimination inherent in language politics.
What does the main body of the work cover?
The main body covers the theoretical link between language and self-identity, the history of the "English Only" movement, the stigma attached to Spanish accents, and the systemic rejection of AAVE in schools and workplaces.
Which keywords best characterize this work?
Key terms include identity, language suppression, AAVE, Hispanic identity, assimilation, and sociolinguistic discrimination.
How does the author view the "English Only" movement?
The author views it as a political instrument that fosters prejudice and forces individuals to choose between professional success and their cultural heritage.
What is the significance of the "ask/aks" case mentioned in the text?
It serves as an example of how a single lexical feature is often used by dominant societal groups to unfairly judge the intelligence and social standing of AAVE speakers.
Does the author suggest that linguistic assimilation is successful?
No, the author argues that forced assimilation often leads to psychological distress, a sense of inferiority, and a failure to develop a coherent identity.
Why is AAVE considered "undesirable" by the mainstream?
It is stigmatized because it serves as tangible evidence of a distinct, healthy African American culture that does not conform to, or necessarily desire, white cultural norms.
- Quote paper
- Juliane Heß (Author), 2007, The US American suppression of language and identity with the focus on Hispanics and African American Vernacular English, Munich, GRIN Verlag, https://www.grin.com/document/177588
