Voices of Bilingualism: A Linguistic Ethnography in a Paraguayan Urban School Restricted; Files Only

Abstract

This dissertation analyzes the dynamics of bilingualism and language policies (LPs) in contexts influenced by nationalism and globalization. Weaving through six chapters that span from theoretical frameworks to practical implications, I argue that unrealistic expectations for a language variety to be implemented in all domains and for all purposes—as outlined by traditional conceptions of bilingualism between named languages—paradoxically delegitimizes a language and the de facto language practices of its speakers. The first chapter serves as an introduction to all topics that I cover, providing a roadmap for the subsequent chapters. The second chapter delves into my research approach and methodologies, with special emphasis on describing my linguistic ethnography and data analysis procedures. Theoretical justifications for the chosen methods are articulated, alongside a detailed account of data collection and interpretation practices. At the heart of the study, chapters three and four address the complex status of the Guarani language in Paraguayan society and its implications for national identity and bilingualism. Chapter three explores the paradox of Guarani as both central to identity and problematic in its indexicality, influencing language practices and ideologies. Chapter four transitions to the realm of Language Policies (LPs), examining the translation of macro-LPs into everyday practices and highlighting the discrepancies between de jure and de facto policies. The fifth chapter extends the analysis to the linguistic landscapes of hybrid educational spaces, particularly under the conditions of the COVID-19 pandemic. This section synthesizes data from both physical and virtual learning environments, providing a nuanced understanding of language choice and practices. The concluding chapter synthesizes the findings, positioning this project as a pioneering post-COVID-19 study that bridges academic and participant perspectives on bilingualism. It calls for a more situated, participant-informed approach to language policy formulation, emphasizing the divergence between global language influences and vernacular realities. This dissertation contributes to the academic discourse on bilingualism in post-colonial contexts and highlights the need for LPs that are responsive to the lived experiences of language users in a globalized world.

Table of Contents

Abstract ii

Dedication iv

Acknowledgements v

Table of Contents vi

Figures and Tables x

Chapter 1: Introduction 1

Chapter 2: Approaches and Methods 21

Chapter 3: Paraguay and the Language Paradox: Language, National Identity and Stigma 60

Chapter 4: Translating Policy into Practice: Local Language Practices at Paulo Freire School 91

Chapter 5: Linguistic Landscapes in Hybrid Educational Spaces 133

Chapter 6: Conclusion 171

References 182

About this Dissertation

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School	Laney Graduate School
Department	Hispanic Studies
Degree	Ph.D.
Submission	Dissertation
Language	English
Research Field	Education, Bilingual and Multicultural Language, Linguistics Latin American Studies
Keyword	ethnography language policy linguistic landscapes globalization translanguaging identity language ideologies bilingualism
Committee Chair / Thesis Advisor	Alexander Mendes, DuoLingo Donald Tuten, Emory University
Committee Members	Jeffrey Lesser, Emory University Karen Stolley, Emory University

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