Etnicidad, nivel de español e identidad de hablantes de herencia en el aula: un estudio en Albuquerque, Nuevo México

• María Isabel Martínez Mira ^[1]
  1. [1] University of Mary Washington

     University of Mary Washington

     Estados Unidos

     
• Localización: Tonos digital: revista de estudios filológicos, ISSN-e 1577-6921, Nº. 36, 2019
• Idioma: español
• Títulos paralelos:
  • Ethnicity, level of spanish and identity of heritage speakers in the classroom:: a study in albuquerque, new mexico
• Enlaces
  • Texto completo
• Resumen
  • español

    La investigación sobre el idioma y la identidad étnica ha sido un campo de estudio popular a lo largo de los años, con un número significativo de estudios que explican la relación idioma/etnicidad (e.g. Giles y Johnson 1981: Gumperz 1982: Eastman 1985: Rampton 1995: Walton 2004, entre otros). Existe, además, un extenso número de estudios que abordan cuestiones de identidad étnica dentro de la población hispana en los Estados Unidos en general y en el suroeste en particular (González 1973, 1975: Floyd 1978; Merino 1983; Rivera Mills 2001; Martínez Mira 2006). Los estudios sobre la relación entre lengua de herencia y la competencia lingüística (por ejemplo, Kim y Chao 2009) parecen indicar un vínculo entre el dominio lingüístico de dicha lengua y la identidad étnica (e.g. Kim y Chao 2009, pero solo con los participantes de origen mexicano). Nuestro trabajo investiga si hay una relación entre la competencia lingüística en lengua de herencia e identidad étnica en un grupo específico de hispanohablantes: estudiantes universitarios hispanos matriculados en clases de español como lengua de herencia en Albuquerque, Nuevo México. El análisis de sus opiniones sobre enunciados que relacionan la identidad y la competencia lingüística en español (expresados con la ayuda de una escala Likert) nos permite observar cómo las diferencias de competencia lingüística pueden relacionarse con un mayor/menor sentimiento de identidad étnica; al mismo tiempo, para las generaciones más jóvenes de hispanos nacidos en Estados Unidos, el español no parece no el único “valor central” (Smolicz 1991) que define su identidad étnica.

  • English

    Research on language and ethnic identity has been a popular field of study over the years, with a significant number of studies explaining the language / ethnicity relationship (e.g.Giles and Johnson 1981: Gumperz 1982: Eastman 1985:

    Rampton 1995: Walton 2004, among others).

    There are also numerous studies addressing issues of ethnic identity within the H ispanic population in the United States in general and in the Southwest in particular (González 1973, 1975: Floyd 1978, Merino 1983, Rivera Mills 2001, Martínez Mira 2006). Studies on the relationship between the heritage language and linguistic proficiency (for example, Kim and Chao 2009) seem to indicate a link between the (linguistic) command of that language and ethnic identity (e.g.Kim and Chao 2009, but only with participants of Mexican origin). This study investigates whether there is a relationship between the linguistic proficiency in the heritage language and ethnic identity with in a specific group of Spanish speakers: US-born, Hispanic college students enrolled in Spanish as a Heritage Language classes in Albuquerque, New Mexico. The analysis of their opinions on statements relating identity and linguistic proficiency in Spanish (by means of a Likert scale) show how differences in linguistic proficiency can be related to a greater/lesser sense of ethnic identity; at the same time, for younger generations of US Hispanics, Spanish does not seem to be the only "core value" (Smolicz 1991) that defines their ethnic identity

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