Racialized Identities in Second Language Learning: Speaking Blackness in Brazil provides a critical overview and original sociolinguistic analysis of the African American experience in second language learning. More broadly, this book introduces the idea of second language learning as "transformative socialization": how learners, instructors, and their communities shape new communicative selves as they collaboratively construct and negotiate race, ethnicity, gender, sexuality, and social class identities. Uju Anya’s study follows African American college students learning Portuguese in Afro-Brazilian communities, and their journeys in learning to do and speak blackness in Brazil. Video-recorded interactions, student journals, interviews, and writing assignments show how multiple intersecting identities are enacted and challenged in second language learning. Thematic, critical, and conversation analyses describe ways black Americans learn to speak their material, ideological, and symbolic selves in Portuguese and how linguistic action reproduces or resists power and inequity. The book addresses key questions on how learners can authentically and effectively participate in classrooms and target language communities to show that black students' racialized identities and investments in these communities greatly influence their success in second language learning and how successful others perceive them to be.
"This compelling and erudite volume should be required reading for foreign language educators and study abroad professionals." –Celeste Kinginger, Department of Applied Linguistics, Pennsylvania State University, USA
Introduction: Why a book on race in language learning?
Chapter 1: The African American experience in language study: A review of the research
Chapter 2: Translanguaging identities
Chapter 3: Telling black stories in language learning research
Chapter 4: Nina’s story: Race and ethnicity in classrooms and outside
Chapter 5: Didier’s story: Translanguaging black manhood in multicultural contexts
Chapter 6: Leti’s story: The racialized, gendered, and social classed body
Chapter 7: Rose’s story: Redefining participation and success
Chapter 8: Communities and investments in learning a new language
As the field of second language acquisition (SLA) embraces a greater theoretical and methodological inclusiveness, this series invites research that draws on theories of linguistics, learning, and language use that are relatively new to the field (including but not limited to Vygotskian sociocultural theory, situated learning, language socialization, usage-based linguistics or construction grammars, and ethnomethodological conversation analysis). Books in the series will also mine new types of data enabled by technological advances in order to build theory. Routledge Advances in Second Language Studies focuses on issues that will be of interest in several academic disciplinary areas including linguistics, languages, and education.