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A set of studies of language use among Latinos in one of the most globalized, linguistically diverse cities in the U.S. Emphasizes language use as centrally related to ethnic, class, and gender identities.
Marcia Farr
Contents: Preface. Part I: Introduction.M. Farr, E. Dominguez Barajas, Latinos and Diversity in Global Context: Identities and Language Use at Home, School, Church, and Work. Part II: Within the Family Circle.M. Farr,¡A Mí No Me Manda Nadie! Individualism and Identity in Mexican Ranchero Speech. E. Dominguez Barajas,"Como Dice El Dicho": Social and Cognitive Aspects of Proverb Use Among Mexicanos in Chicago and Mexico. T. DelValle, "Successful" and "Unsuccessful" Literacies in Puerto Rican Families in Chicago. Part III: At School.I. Olmedo, The "Bilingual Echo": Bilingual Children as Language Mediators in a Dual Language School. K. Potowski, Latino Children's Classroom Language Use: The Role of Identity Investments. J. Cohen, Global Links From the Post-Industrial Heartland: Language, Internet Use, and Identity Development Among Second-Generation Mexican High School Girls on Chicago's Southeast Side. M. Spicer-Escalante, Writing in Two Languages/Living in Two Worlds: A Rhetorical Analysis of Mexican American Written Discourse. Part IV: Within Community Spaces.J. Hurtig, Storytelling, or the Cultural Construction of Writers in a Mexican Immigrant Neighborhood. A.U. Colomb, Native Language Literacy: Readings With Mexican Immigrant Mothers: Expanding Our Horizons by Expanding Theirs. M. Farr, Literacy and Religion: Reading, Writing, and Gender Among Mexican Women in Chicago. R. Gelb, The Magic of Verbal Art: Juanita's Santeria Initiation. J.W. Herrick, What Does It Mean to Speak the Same Language? Variability Within Mexican Identity in the Multi-Ethnic Workspace. R. Cintron, Afterword.
