Ramón Martínez (Education, Stanford)

Event Date: 

Friday, February 9, 2018 - 1:30pm to 3:30pm

Event Location: 

  • Education 1205

"Recognizing (and not recognizing) the richness of children's linguistic repertoires: A raciolinguistic perspective on identity and interaction in urban schools"

Speaker: Ramón Martínez (Education, Stanford)

Co-sponsored by the Applied Linguistics Interdisciplinary Ph.D. Emphasis and the Department of Linguistics


Recognizing (and not recognizing) the richness of children's linguistic repertoires: 

A raciolinguistic perspective on identity and interaction in urban schools

Ramón Antonio Martínez

Stanford University


Diverse urban schools are key sites for exploring both transcultural contact (Orellana, 2016) and the interactional co-construction of identity (Bucholtz & Hall, 2005).  In this paper, I draw on “raciolinguistic” perspectives (Alim, Ball, & Rickford, 2016; Flores & Rosa, 2015; Rosa & Flores, forthcoming) to explore how language and race were perceived, constructed, and invoked in a diverse urban elementary school in Los Angeles, California. Drawing on ethnographic and interactional data from my research in a Spanish-English dual language classroom at this school, I illustrate how “raciolinguistic ideologies” (Flores & Rosa, 2015; Rosa & Flores, forthcoming) mediated the construction of racialized subjectivities and reified forms of language among a diverse group of multilingual children and their teachers.  I contrast the dynamic translingual practices (Canagarajah, 2014; García & Wei, 2014) of these children with the static notions of both language and race that predominate in the discourse around educational diversity.  By foregrounding the relationship between language and racialization (Alim & Reyes, 2011; Chun & Lo, 2016), I highlight the processes by which these children’s forms of semiosis were variously displayed, ignored, (mis)construed, and recruited in the construction of particular racialized identities.  I conclude with a consideration of practical implications for pre-service teacher preparation in diverse urban schools.  In particular, I address the role of an analytic focus on children’s linguistic practices and ideologies in the larger project of exploring and disrupting teachers’ perceptions of and encounters with students of color.