Language Out of Place

Transgressive Semiotics and the Lived Experience of Race in Borderlands Education

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Students’ talk about identity presents a challenge to teachers and researchers, as its social meaning is often ambiguous and indeterminate. This article adapts the concept of transgressive semiotics, originally developed in relation to linguistic landscapes, to explore moments when unexpected uses of language, involving some mismatch of speaker, utterance, and intention, were taken up in ways that offered profound insight into issues of racial identification and belonging in the U.S.-Mexico borderlands. Close analysis of interactional, observational, and interview data from a linguistic ethnographic study of a high school science classroom in southern Arizona shows that students monitored their own and others’ talk for out-of-place utterances, including stylized speech, errors, and gaffes. Students used these semiotic transgressions as opportunities to give voice to their lived experience of being Mexican in a social context characterized by widespread monitoring and surveillance.

Original languageEnglish (US)
Pages (from-to)1-15
Number of pages15
JournalJournal of Language, Identity and Education
DOIs
StateAccepted/In press - Apr 8 2017

Fingerprint

semiotics
language
linguistics
education
experience
student
mismatch
surveillance
Mexico
monitoring
classroom
teacher
interview
science
school
Lived Experience
Utterance
Language
Borderlands
Education

Keywords

  • Classroom discourse
  • discourse analysis
  • ethnography
  • language use and identity
  • Latino English
  • race

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language

Cite this

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