'Asian Latinxs': Ethnolinguistic identities, multilingual practices, and raciolinguistic ideologies: ‘Latinxs/Hispanics’ are an ethnically and racially diverse group, yet ‘Asian Latinxs’ remain a typically unacknowledged population within this category. In the United States, about 3% of the Asian American population (around 696,000) identify as such (Pew Research Center, 2021). However due to society’s racialized notions about language and what and how people speak, Asian Latinxs tend to be identified first and foremost as ‘Asian’ and therefore non-‘Latinx/Hispanic’ and non-Spanish speaking. My project examines the relationship between Asian Latinxs’ multifaceted identities and their multilingual practices. I focus on U.S.-based, Spanish-speaking Asian Latinxs, broadly defined as someone who was born, partly raised, and/or has spent a significant amount of time residing in Latin America. By drawing on the narratives of an understudied group, I show: a) how Asian Latinxs are subject to complex forms of inter- and intra-group marginalization based on their perceived linguistic background due to race and ethnicity; and b) how Asian Latinxs employ language and sociocultural practices to project their intersectional identities and either challenge or reinforce these assumptions.
Critical approaches to Spanish language pedagogy in the U.S.: The teaching of Spanish in the U.S. context is oftentimes complicit in its reproduction of monolingualism and racialized language ideologies regarding certain varieties of Spanish and the speakers who use them. Drawing on translingual frameworks, critical language pedagogy, and the inclusion of local U.S. Spanish varieties, this project aims to reconceptualize and reimagine Spanish language pedagogy across four learning contexts--the classroom, study abroad, community-engaged learning, and language teacher education-- to be liberating, transformative, and inclusive.
Spanish language learners of minoritized and racialized backgrounds: This project explores the impact of Spanish language learning on students of linguistically, culturally, and socioeconomically-diverse backgrounds. How do they draw on their translingual and transcultural identities to interpret and reflect upon their learning experiences? In turn, how does the act of learning Spanish as a heritage or additional language foster their translingual identities? What are their perceptions, attitudes, and investment in Spanish and other languages? What is the symbolic significance of Spanish for these students? What kind of language pedagogy will best serve this student population?
Formulaic language and oral fluency development: Building on my dissertation work, this project examines the relationship between formulaic language and fluency measures in the oral speech of additional language learners of Spanish. Formulaic language is defined as sequences of words that have a tendency to go together (e.g., para que sepas, por lo tanto). Some of the research questions that guide this study are the following: how does formulaic language extend Spanish language learners' length of runs during spontaneous speech? How does formulaic language influence the sociolinguistic, pragmatic, and communicative competence of learners? How do hearers perceive learner speech with more or less formulaic language? How does the context of study abroad impact the longitudinal acquisition of formulaic language and oral fluency among Spanish language learners? Does meta awareness of formulaic language increase its acquisition?