Languages in Tension: Hierarchies and Belonging in a Multicultural Beauty Salon
DOI:
https://doi.org/10.71405/ensamblajes/2025/v2.1.18Keywords:
critical sociolinguistics, cultural identification, language, powerAbstract
This ethnographic study explores the sociolinguistic dynamics in a beauty salon run by a Moroccan-origin owner, where Dariya and Spanish function as markers of identification and social hierarchy. From the perspective of linguistic anthropology and critical sociolinguistics, translanguaging is analyzed not only as a communicative practice but as a strategy linked to power relations and symbolic capital. The study reveals that Spanish is associated with prestige and professional validation, while Dariya reinforces trust and community, although its use is conditioned by context and the presence of monolingual Spanish speakers. Furthermore, linguistic barriers not only affect communication but also contribute to processes of racialization and social devaluation. These findings position the salon as a microcosm where identifications are negotiated and tensions materialize, demonstrating how language regulates access to recognition and belonging in a multicultural setting.
Downloads
References
Abu-Lughod, Lila (2012). Escribir contra la cultura. Andamios, 9(19), 129-157. http://doi.org/10.29092/uacm.v9i19.399
Blommaert, Jan. (2005). Key topics in sociolinguistics. Reino Unido: Cambridge.
Bourdieu, Pierre. (2008). ¿Qué significa hablar?, Madrid: Akal.
Brubaker, Roger y Frederich Cooper (2000). Beyond" identity". Theory and society, 29(1), 1-47. https://doi.org/10.1023/A:1007068714468
Díaz de Rada, Ángel (2014). En el nombre del pueblo. Una reflexión para la crítica de los etnónimos en la escritura antropológica. En María Cátedra y Marie José Devillard (eds.). Saberes culturales. Homenaje a José Luis García García. (pp. 181-199) Barcelona: Bellaterra.
Duranti, Alexander (2011). Linguistic anthropology: Language as a non-neutral medium. En Rajend Mesthrie (ed.). The Cambridge handbook of sociolinguistics, (pp. 28-46) Cambridge University Press.
Duchêne, Alexandre y Mónica Heller (2012). Language in late capitalism: Pride and profit. Routledge.
Flores, Nelson y Jonathan Rosa (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard educational review, 85(2), 149-171. https://doi.org/10.17763/0017-8055.85.2.149
García, Ofelia y Li Wei. (2014). Translanguaging in education: Principles, implications and challenges. En Ofelia Garcia y Li Wei (Eds.), Translanguaging: Language, bilingualism and education. (pp. 119–135). London, Palgrave Macmillan.
Goffman, Erving (1989). On fieldwork. Journal of contemporary ethnography, 18(2), 123-132. https://doi.org/10.1177/089124189018002001
Hammersley, Martyn y Paul Atkinson (2019). Ethnography: Principles in practice. Routledge.
Heller, Mónica. (2007). Bilingualism: A social approach, London: Palgrave Macmillan.
Irvine, Judith y Susan Gal. (2000). «Language ideology and linguistic differentiation», en Paul Kroskrity (ed.), Regimes of Language: Ideologies, Polities, and Identities. (pp. 35-84). Nuevo México, School of American Research Press.
Jiménez, Livia (2020). Etnicidad: un juego de niños. Editorial. Edicions Bellaterra.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Salma Halifa Elidrissi (Autor/a)

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
