March 13, 2015 1:45 – 5:00pm EDT
Presented at: GURT 2015
March 13 – 15, 2015 | Washington, DC
Colloquium: Outside-in: How ‘super’ and How ‘new’ is Ethnolinguistic Diversity in the United States?
The term “‘super-diversity’ is intended to underline a level and kind of complexity surpassing anything previously experienced in a particular society” (Vertovec, 2007). This panel explores how ‘super’ and ‘new’ ethnoliongusitic diversity is in the United States as illustrated by five papers. These investigate the following: historical and contemporary analyses of the immigrant and Indigenous peoples of the United States; review of demographic data related to language diversity; exploration of the Mexican Indigenous population and its influence on ethnolinguistic diversity in the United States; Chinese mulitingualism and multidialectalism; and, restricting access to multilingualism for language minority students through the implementation of educational language policies.
Assimilation v. Super-Diversity in the U.S. Past and Present: Myths and Realities
This paper demonstrates how ideologies of alleged legitimacy and linguistic hegemony have been imposed on the linguistic and cultural diversity of the indigenous and immigrant groups across the colonial, formative nationalist, nationalist, and contemporary periods of U.S. history. In conclusion, the suppression of linguistic and cultural diversity as core goals of ‘Americanization’ will be discussed.
Presenter: Terrence G. Wiley, PhD
Heritage and Community Languages in the U.S.: Demographic Realities of Linguistic Diversity and ‘Super-Diversity’
This paper analyses demographic data related to language diversity/‘super-diversity’ and shift among heritage and community language speakers in the U.S. It analyzes surveys of national school data for instruction in languages other than English and reviews U.S. Census American Community Survey data related to language diversity in American families.
Presenter: Nancy Rhodes
Language Maintenance in Two School Communities Enrolling Indigenous Mexican Immigrants
This paper explores how schools react, adapt or resist to the indigenous languages spoken by Mexican immigrant students by focusing on two indigenous school communities: the Yaqui community in Guadalupe Arizona and the Maya community in Redwood City, California.
Presenter: M. Beatriz Arias, PhD
Superdiversity within the Chinese-origin Population: What Data from a National Survey and the U. S. Census Can Tell Us?
“Chinese” as a language encompasses a number of regional “dialects,” which are not mutually intelligible. Given the multilingualism and multidialectalism among Chinese, this presentation discusses findings from the U.S. Census data and a study of Chinese immigrants and international students regarding their attitudes toward Mandarin, other dialects, and Chinese language diversity.
Presenter: Na Liu, PhD
A Contemporary Response to Historic Super-diversity: Language policy in Arizona
In the context of a region rich with historical linguistic and cultural diversity, this paper demonstrates how language policies targeting minority language speakers in Arizona have resulted in extreme restrictions on language rights and are arguably functionally in violation of U.S. Civil Rights mandates.
Presenters: Sarah Catherine K. Moore, PhD, Joanna Duggan
Discussant: Shereen Bhalla, PhD