Translanguaging outside the Academy

Moving outside of classroom-based and English-dominant contexts, Rachel Bloom-Pojar draws from an ethnographic study of a summer health program in the Dominican Republic to examine what exactly rhetorical translanguaging might look like, arguing for a rhetorical approach that accounts for stigma, race, and institutional constraints. Within a context where the variety of Spanish spoken by the local community is stigmatized, Bloom-Pojar examines how raciolinguistic ideologies inform notions of sti