04300oam 2200685I 450 991015503710332120240505160152.01-317-40270-71-315-68228-11-317-40271-510.4324/9781315682280 (CKB)4340000000019321(MiAaPQ)EBC4756210(OCoLC)967392260(BIP)63338206(BIP)52962625(EXLCZ)99434000000001932120180706d2017 uy 0engurcnu||||||||rdacontentrdamediardacarrierRacialized identities in second language learning speaking Blackness in Brazil /Uju Anya1st ed.New York :Routledge,2017.1 online resource (262 pages)Routledge Advances in Second Language Studies ;11-138-92778-3 Includes bibliographical references and index.1. The African American experience in language study : a review of the research -- 2. Translanguaging identities -- 3. Telling black stories in language learning research -- 4. Nina's story : race and ethnicity in classrooms and outside -- 5. Didier's story : translanguaging black manhood in multicultural contexts -- 6. Leti's story : the racialized, gendered, and social classed body -- 7. Rose's story : redefining participation and success -- 8. Communities and investments in learning a new language.*Winner of the 2019 AAAL First Book Award* 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.Second language acquisitionSocial aspectsResearchAfrican American studentsLanguageResearchAfrican American studentsLanguageCase studiesBlack EnglishSocial aspectsResearchAfrican AmericansEducationResearchLanguage and educationUnited StatesSociolinguisticsResearchLanguage and educationBrazilMultilingualismSocial aspectsResearchSecond language acquisitionSocial aspectsResearch.African American studentsLanguageResearch.African American studentsLanguageBlack EnglishSocial aspectsResearch.African AmericansEducationResearch.Language and educationSociolinguisticsResearch.Language and educationMultilingualismSocial aspectsResearch.306.44/608996306.44608996Anya Uju.982018MiAaPQMiAaPQMiAaPQBOOK9910155037103321Racialized identities in second language learning2241189UNINA