![]() ![]() This model of personhood shapes how the language practices of these communities are heard and taken up by their interlocutors. Specifically, we point to the ways that raciolinguistic ideologies (Flores and Rosa, 2015) that circulate in the broader society connect racialized communities with particular linguistic models of personhood (Wortham et al., 2009) that describe them as linguistically deficient and in need of remediation because of supposed verbal deprivation (Bereiter and Engelmann, 1966), a word gap (Hart and Risley, 1995), or other linguistic deficiencies (Valencia, 2010). In particular, we challenge a major assumption at the core of this workdthat changing the language attitudes of individual teachers will lead to the fundamental transformation of schooling. In this article we offer an explanation for why critical applied linguists have not had the systematic impact on mainstream schooling that many of us had hoped for. Yet, despite decades of such work with teachers, the types of linguistically responsive classrooms critical applied linguists seek to promote continue to be the exception rather than the norm. A major project of critical applied linguistics has been to work with teachers to challenge dominant language ideologies in the hope that changes in teachers' attitudes toward minoritized language practices would lead to changes in their teaching practices (Charity. We end with implications of this raciolinguistic chronotope perspective for re-conceptualizing interventions focused on developing linguistically responsive classrooms. We apply this raciolinguistic chronotope perspective to classroom interactions collected as part of a multi-year ethnographic study of a bilingual charter school. As an explanation for this lack of progress, we propose a raciolinguistic chronotope perspective that brings attention to the broader socio-historical processes that shape the institutional listening subject position teachers inhabit in relation to their students. ![]() Yet, despite decades of such efforts, linguistically responsive classrooms remain the exception rather than the norm. ![]() This article points to ways in which people produce meaning through their engagement with the meme form, using it to challenge dominant narratives in the context of a collaboratively produced Web 2.0 environment.Ī major assumption of critical applied linguistics has been that changing the language attitudes of individual teachers will lead to the development of more linguistically responsive classrooms. This piece explores how the producer/consumers of this meme are necessarily bricoleurs, constructing meaning via their thoughtful deployment of cultural, at times stereotypic, referents. In an attempt to appreciate the work “Mexicans Be Like” memes do, I consider how the “Mexicans Be Like” meme produces and contests certain models of personhood and the social values associated with them. I understand these memes as an opportunity for viewers to position themselves in political, social and cultural landscapes, and in so doing contribute to an environment where consumers are not passive but quintessentially productive, altering the meme content, and redeploying them into new social domains. This article explores the use of “Mexicans Be Like” memes in terms of the heteroglossic tension they both employ and produce, and the ways in which meme examples creatively recontextualize ideas about immigration, the border, contested histories, models of personhood, racialization and presumptions of social value.
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