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Latinos/Latinas constituted sites of struggle where cultural identity was reaffirmed, negotiated, and hybridized as a result of the colonial conditions in which their language acts are embedded. By deploying Latinos/Latinas as spokespeople for English Only, US English avoids being accused of ethnic warfare and promotes itself as a diverse movement interested in the social well-being of linguistic minorities and immigrants. This chapter examines narratives that trace the ways in which US Latino/Latina students, from both college and high school, negotiate their bilingual and bicultural identities and give meaning to English and Spanish in their lives. Facing difficult living conditions and socioeconomic circumstances, perhaps many of Mexican immigrant families value Spanish not just as symbolic capital, but also as a potential means for improving their economic and cultural capital. The Detroit students’ positive construction of Spanish is also the result of their experiences in bilingual education.
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