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Titular Professor: Boffi Adriana Student: Gasparri Camila File Number: 92725/4

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INDEX
Introduction ........................................................................................................................... 2 Structural Analysis .................................................................................................................3 Ethnographic Analysis ........................................................................................................... 6 Bibliography .......................................................................................................................... 9 Appendix ............................................................................................................................. 10 CD .......................................................................................................................................14

Index

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INTRODUCTION
On the 12th of October of 2009, Ana Celia Zentella, Professor in Ethnic Studies at the University of California at San Diego and, at that moment, Lang Visiting Professor of Social Change at Swarthmore College, both institutions situated in the United States, delivered a lecture on Transfronterizo Talk, concerned on the conflicting constructions of bilingualism among U.S.-Mexico border crossing college students. 1 The place of delivery of the lecture may be Swarthmore College and the audience may be constituted by, as Zentella lists at the beginning of her presentation, some members of the Departments of Linguistics, Education and Soc-Anth of Swarthmore College, one of her students, her husband and presumably, a group of students of Swarthmore. The following paper consists of an analysis of professor Zentella's lecture from two different perspectives: a structural one, based on the article of Lynne Young on the macro structure and micro features of lectures, and an ethnographic one, based on the analysis of Malcolm J. Benson about the ethnography of lecture listening. 2

FOOTNOTES
1 From 2

Professor Ana Celia Zentella's lecture notes, slide 1. Flowerdew, J. (1994) Academic Listening. CUP. Chapter 8 & 9.

Introduction

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STRUCTURAL ANALYSIS
In the unit eight of Academic Listening, Lynne Young conducts an analysis of the macro structure and micro features of university lectures. The macro structure is described in terms of six different phases, three of them being metadiscoursal. All of them are interspersed and recur discontinuously throughout the lecture. Young gives each phase a label and explains that (the) labels can be chosen to reveal the purpose that each phase serves in the discourse. The three metadiscoursal phases are: the Discourse Structuring phase, the Conclusion and the Evaluation phase; while the other three are called: Interaction, Theory or Content and Examples phase. Then, each phase is characterized according to their specific features. 3 In this section I will characterize each phase and provide examples from Ana Celia Zentella's lecture in order to analyse it structurally. 1) Discourse Structuring Phase In this phase, speakers announce the direction they will take, telling the audience what will come next in the discourse, as Young explains, this is done to facilitate processing by 4 students. The characteristic features of this phase are: a) The verb choices. Speakers generally use verbs such as give which express a type of mental process that is followed by nominal groups that tell the listener what will follow". 5 Examples: I'm going to read the Spanish for now on (Line 77) There is one kicker however to this contrast and that is that (L: 120) So the first person says (L: 129) and the second one says (L: 131) b) The choices of pronouns, selected to involve the audience in the lecture, there is a constant change from I to you or we. 6 Examples: I hope that you can help me deepen my analysis (L: 13) I'm urging you to read the English translations (L: 78)

FOOTNOTES

J. (1994) Academic Listening. CUP. Chapter 8. Page 165. J. (1994) Academic Listening. CUP. Chapter 8. Page 168. 5 Flowerdew, J. (1994) Academic Listening. CUP. Chapter 8. Page 169. 6 Flowerdew, J. (1994) Academic Listening. CUP. Chapter 8. Page 169.
4 Flowerdew,

3 Flowerdew,

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c) The choices of mood. There is a constant alternation of interrogatives (mainly rhetorical questions), imperatives and declarative statements. Examples: Why do people take three hours to get there? (L: 49) I'm urging you to read the English translations (L: 78) There is a kicker however to this contrast (L: 120) d) The choices of modality, where the majority of modals indicate intention and prediction.7 Examples: and I'm going to read the Spanish for now on (L: 77) 2) Conclusion Phase Here, lecturers identify and classify what has already been discussed to ensure that the information is grasped by the students.8 The features which characterize this phase are: a) b) No mood variation, most utterances are realized by the indicative declarative mood.9 A few modal choices and with no important role. There are no evaluative comments. Examples: So we are not only Mexicans or Mexican-Americans (L: 98) So I am interested in the attitudes towards Spanish and identity (L: 123) So language isn't enough anymore (L: 166) So they try to, as soon as they cross the border, stop speaking English... (L: 171) 3) Evaluation Phase In this section, lectures do evaluate material. The main characteristic of this phase is that there are explicit judgments on the information already given to students.10 Examples: I don't think they can claim themselves as Mexican (L: 141) I think it's very interesting that they know that they have to restrain their English (L: 179) And it's it's just amazing! (L: 186)

FOOTNOTES

J. (1994) Academic Listening. CUP. Chapter 8. Page 170. J. (1994) Academic Listening. CUP. Chapter 8. Page 170. 9 Flowerdew, J. (1994) Academic Listening. CUP. Chapter 8. Page 171. 10 Flowerdew, J. (1994) Academic Listening. CUP. Chapter 8. Page 171.
8 Flowerdew,

7 Flowerdew,

Structural Analysis

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4) Interaction Phase Lecturers maintain contact with their audience in order to reduce the distance between 11 themselves and their listeners and to ensure that what has been taught is in fact understood. Even though Professor Zentella states that one of the reasons for delivering this lecture is that students can help her deepen her analysis, which I assume can be done by giving their opinions, there are no instances of interaction in this lecture. 5) Theory or Content Phase The aim of this phase is to transmit theoretical information, theories, models and definitions are presented to students.12 Examples: This is, ey, la lnea, it's the word for the border, the line, it is the check point that is depart of the life of every northern-Mexican and southern-Californian (L: 38) The ideal bilingual is one who, quote, switches from one language to the other according to the appropriate changes in the speech situation (L: 55) In 2003, more than three hundred already have bo been killed crossing the border (L: 94) 6) Examples Phase This phase is concerned with the illustration of the theoretical concepts already delivered, through examples familiar to the audience. Examples: If you go to Laredo, if you go to Juarez, you will at the point in which you are to be crossing, see exactly this same stone marker (L: 73) The Puerto Rican version of this is to have la mancha del pltano, the stain of the plantain (L: 137)

FOOTNOTES
11 Flowerdew, 12 Flowerdew,

J. (1994) Academic Listening. CUP. Chapter 8. Page 167. J. (1994) Academic Listening. CUP. Chapter 8. Page 167.

Structural Analysis

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ETHNOGRAPHIC ANALYSIS
Malcolm Benson assumes that there exist a culture of learning and that its central ritual is the lecture. Then, having the general aim of producing a descriptive theory of learning as a cultural system in mind, Benson develops a set of nine sociolinguistic features of lectures. In the following paragraphs, I may analyse each of Benson's lecture features in relation to the lecture of Professor Zentella on Transfronterizo talk. 1) A lecture is a 'performance', one usually given special status by attendance being 'compulsory' . As part of a performance, the words used take on public attributes and there are typically, among them, mistakes, repetitions, pauses for making notes and dramatic flourishes, as there are in Zentella's words: amm and a the a similarities are are the populations of San Diego city and Tijuana (L: 20),It's just so powerful! I mean I crossed that border and that was the line that divided my life! as an example of those typical dramatic flourishes. (L: 85) A lecture is compulsory so that, for example, the lecturer can show his/ her audience that the problems confronting the class are solvable. In professor Zentella's lecture only one girl at the audience was her student and the others did not attend it because they were studying. These facts together with that that this lecture is not part of a course but just an individual presentation make me feel that it was not compulsory. 13 2) A lecture is organized along two axes: the first is the structural one of the university, the department and the lecturer; the second is that of its relationship to the rest of the course. According to Benson, the lecture needs to fit with the university structure and Zentella's lecture does so. She herself at the beginning of the lecture thanks the departments that have invited her to present her research which fits with these departments' aims. One is the Department of Education. The Department is committed to preparing undergraduates to meet the needs of all students in an era of rapidly increasing racial, ethnic and linguistic diversity and technological change is said. 14 Another department that invited Zentella is the Sociology and Anthropology Department. The goal of sociology and anthropology is not merely to acquire knowledge about different societies, but also to critically engage with the complexities of social life. Understanding the 15 dynamics of society is also one of the first steps toward social change.

FOOTNOTES
13 Flowerdew, 14

J. (1994) Academic Listening. CUP. Chapter 9. Page 184. http://www.swarthmore.edu/educationalstudies.xml 15 http://www.swarthmore.edu/socanth.xml

Ethnographic Analysis

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Zentella also thanks the Department of Linguistics. We develop techniques to explore patterns that all human languages have in common and investigate the ways in which each is unique. 16 The role of the teacher is also emphasized by Benson as being part of the university structure. Professors at Swarthmore are leading scholars and researchers in their fields, a description which perfectly fits with professor Zentella.17 The second axe that Benson mentions is that of the course. Each lecture builds on the previous one, is a 'free-standing' speech event with its own interior structure and anticipates the next. In this particular case, the lecture is not part of a course but an individual presentation.18 3) A lecture is also organized vis vis the other learning channels, and students usually have personal preferences among these channels. Professor Zentella makes her presentation along two channels. On the one hand, students are lectured and on the other, they are supported with visual material in the form of slides which serve the teacher to structure and organize the lecture's development. 4) A lecture takes place in specific contexts of time and place. 'Transfronterizo Talk' lecture takes place on the 12th of October of 2009 at Swarthmore College, Pennsylvania, in the United States. Benson points that the historical period in which a lecture is given influences what occurs, the expectations, attitudes and learning styles. First, the lecture is developed in relation to a PowerPoint presentation, a fact that is possible nowadays that almost everybody has access to a personal computer. Then, it is also interesting to point out that this lecture on multicultural issues has been given on the 12th of October, the Columbus Day or Da de la Raza y la Integracin, as known in Latin America, when people commemorate the first encounters between Europeans and Native Americans. Finally, the fact that Swarthmore College is situated far from San Diego and Tijuana makes necessary for the teacher to explain students what is the general situation experienced at the border. 5) A lecture relies on the norms and rules of the temporary speaking and listening community that is called the 'class' . The social norms of a lecture class specify among other issues what the role relationships are and in what order information can be introduced. Professor Zentella begins her presentation saying that she is sharing the results of her
FOOTNOTES
16 http://www.swarthmore.edu/SocSci/Linguistics/ 17 18

http://www.swarthmore.edu/x18.xml Flowerdew, J. (1994) Academic Listening. CUP. Chapter 9. Page 186.

Ethnographic Analysis

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research with the audience, hoping that they can help her deepen her analysis. This places the relationship between Zentella and the audience almost as that of pairs who work together. But then it is Zentella who organizes and states the way in which information is to be introduced, for example: I'm going to read the Spanish for now on so I'm urging you to read the English translations otherwise it'll take double time here. (L: 77) So she has control over the audience. 6) A lecture activates the principles and values and goals which guide the members of the speech community. One of the issues that Benson points as relevant is the conception that the participants may have of the teacher's role. In this case, as I have already stated, the teacher can be perceived as more or less an equal, looking for the agreement of her pairs. 7) A lecture makes linguistic and cognitive demands on the listener. Benson states that, in learning rom listening there are not only linguistic aspects to be considered (such as vocabulary, syntax, intonation) but also certain cognitive aspects. While the main difficulty that students can experience at the linguistic level is that of dealing with Zentella's Spanish accent and continuous shift from English to Spanish; the main difficulties at the cognitive level, such as understanding definitions or remembering them, are coped by Zentella by means of different strategies, the main and most evident is the use of the PowerPoint presentation. 8) A lecture is patterned into certain classes of communication acts which are recognized by the participants and are capable of being described. There are certain linguistic forms which are of particular interest to listening researchers.19 For example, asides: Hijo de mi alma qu hice yo? (L: 49) or discourse markers: Kroskity, for example, reminds us that language and communication (L: 96) Another issue of interest is that of the structure and how the lecture is patterned, such as the analysis done in the previous section based on Lynne Young work on the description of lectures' phases. 9) A lecture allows for a specific range of events to occur. Examples of these events which are part of the culture of learning are: extensive/intensive reading as when quoting from the slides, giving examples, performing an evaluation and presenting a theory or a model as quoted in the structural analysis section.
Ethnographic Analysis

FOOTNOTES
19 Flowerdew,

J. (1994) Academic Listening. CUP. Chapter 9. Page 193.

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BIBLIOGRAPHY
Flowerdew, J. (1994) Academic Listening. CUP. (Chapters 8 & 9). rd Longman Dictionary of Contemporary English. 3 Ed. (1995) London: Longman. Oxford Collocations Dictionary for Students of English (2002). New York: Oxford UP. Professor Ana Celia Zentella's Lecture Notes. (Downloaded from: http://media.swarthmore.edu/faculty_lectures/?cat=144) www.swarthmore.edu www.wikipedia.com

Bibliography

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APPENDIX
TRANSFRONTERIZO TALK /I'm very happy / to have this opportunity / to thank / publically / the departments of linguistics/ of education / and of Soc- Anth / for the invitation / that they made / for me to come to be the lang / visiting professor / and to join a job at the staff / and long staff / for making me feel so welcome/ Am / I'm / very/ encouraged/ by the / sense of community of Swarthmore/ and also by/the discussions I'm having with my students/ unfortunately/the thirty-nine of them/could not be here today/ there is one stalwart/ ah/ who/ ah/ is not studying for the big mid-term/ tomorrow/ [laughs] thank you Eliza/ you can run out/ and/ I also thank my husband/ who ishere/ despite the Phoenix game being on ate same time/ [laughs] and the Yankees' game coming up/ and ah/ you have no idea of this because my husband is/ invested/ in all things/ah related to what he calls / the world series/ ok/ ah/ so / ah/ I'm going to for his sake/ try to get through the preliminary results early / so he doesn't embarrass me walking out/ before I've finished/ ah but/ these are preliminary results/ of my research on the US- Mexico/ Mexico border/ aand / I'm sharing with you/ because I hope that you can help me deepen/ my analysis of the relevance of this work/ to issues / of language and social change / language and social justice/ aam for the last four years/ I've been observing and interviewing students/ whom I refer to as transfronterizos/ or border/ border-crossers/ because they have lived and studied/ on both sides of the California-Mexico border/ often crossing on a daily basis/ and/ ah San Diego is /aam/ twenty miles / downtown San Diego/ twenty miles/ from the/ ah/ western corner / of this two thousand miles border between the United States / and Mexico /aam and/ ah the/ ah/ similarities are/ are/ the populations of San Diego city / and Tijuana/ are almost the same at this point about/ when in a half million/ aam/ but the / disparities are also tremendous/ amm you have/ a very/ aah a population / that it is impoverished than Tijuana/ aah the San Diego per capita income / is four times as much as the least/ and the medium home prize/ is way above the Tijuana home prize / housing in Tijuana looks like the upright hand corner/ a mix of / some shanty towns / and some/ new world / developments/ and the streets/ the tree line streets of San Diego/ are very different / in a lower right hand corner/ ahh a thirty-five percent of Tijuana lives in poverty/ and only eleven point seven percent/ live in poverty in San Diego county/ but in Tijuana/ there is an insufficient income for food / education / health /clothing / shoes / housing and transportation / Tijuana's problems are likely to exacerbate / it is the fastestgrowing city in Mexico / destined to be / more than two point two million by 2010/ and sixty million people cross the border there each year / it is the largest / border-crossing point in the world/the situation of Hispanics/ whom many of whom / or most of whom are Mexicans / ninety-nine percent coming from Mxico /am is / better in San Diego / than in Tijuana / but still not like / that of the majority of the population of San Diego / forty-four percent of the full-time workers / earn less/ that the self sufficient income of 125,950/ and / nearly half of the full-time workers were latinos/ in ah San Diego / are employed in the top five/ lowest / the lowest five / ah types of occupations/ this is ey / la lnea / it's the word for the border/ the line/ it is/ the check point that is depart / of the life of every / northernMexican and /southern-Californian/ ah there is the San Diego border fence/ at the bottom right/ that crosses even into the water/ am many people cross the border/ every month and some thirty thousand cross daily/ on foot/ forty-five percent of those are estimated to be students/ these are difficult numbers to arrive at/ of course/ and many take the trolley/ to their private or public school in San Diego/ so you walk across a bridge / and you take a public trolley/ may be nine/ almost ten to fifteen thousand students / cross daily for school/ in May of 2009/ three of those students/ with local high school's IDs/ were stopped at the old town trolley station/ where in fact these pictures were taken/ and deported to Tijuana / for lack of documentation/ on the spy/ without / being able to contact/ ah/ their family/ why

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48

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49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99

do people take three hours to get there/ hijo de mi alma qu hice yo/ mm/ ah/ what is the impact of their/ stay / in the / United States / I want to know if these students are/ in fact / challenging/ or reproducing/ linguistic and educational inequality / as result of their experiences with two languages/ two nations/ two cultures / two school systems / dotheir linguistic abilities / practices and attitudes/ reinforce/ or challenge/ the/ very / narrow notion of the ideal bilingual/ that was posted by/ Weinreich in 1968 andthat many people still/ believe in today / that classic notion that the ideal bilingual is one who quote/ switches from one language to the other/ according to the appropriate changes/ in the speech situation/ that is if the interlocutors or the topics ever change/ but not in unchanged speech situations/ and certainly not within a single sentence/ I also want to know / if they are meeting up / these young folks/ to the/ expectations/ that many educators/ and many economists/ and many / politicians in the area / have / for them/ they are expected to be challenging the dominant negative narrative/ about language culture identity /and academic failure/ above Mexicans on the border/ that is ramped / so / to/ look into this four years ago/ I'm not can be talking of the linguistic ethnography/ which was just completed/ at the border itself/ which is a high school / hanging out with the/wit the home is and the high school/ this is why I do / this kind of linguistic research/ mmm/ it's very energizing/ but I talked to seventy-nine college students/ who have spent / an average/ of/ eight years / crossing the border/ some often/ on a daily basis/ one only one year / and one for seventeen years/ amm both of them were born in the United States / sixty-three percent/ all of them are legal residents/ or US citizens/ so they can / and were able to study/ and this is a young college age group / but extended into/ one or two of them/ thirty-five thirty-six years of old/ they have been mainly to / private / and public schools/ and there is half of them who have been to both types of schools/ and half of them live / in Tijuana now / or in San Diego / this is / the sign / that you will see at every border crossing point / along the US-Mexico border/ if you go to Laredo/ if you go to Juarez/ you will / at the pointing which you are to be crossing/ see exactly this same stone marker/ and we found it on the facebook page / of on of the women that we interviewed / the twenty-three years old / who has written underneath this/ el letrerito que veo todos los dias/ slo una lnea / que divide vidas/ and I'm going to read the Spanish/ for now on/ so I'm urging you to read the English translations/ otherwise it'll take double time here/ as a result of the/ even before we have found that mention/ abut the line that divides lives / I had in the questionnaire/ a device four lines of different strength / to ask students/ how powerful in your mind is the border / choose / from among these four lines of intensity / from A very weak / to D very strong / and this young nineteen year old / chose D/ saying / and of course some people answered in English/ some people answered in Spanish/ and some people did what Weinreich does not want/ anybody to do which just answered on both/ it's just so powerful/ I mean I crossed that border/ and that was the line that divided my life / may be that was the line that divided / being somebody / or not / and of course the question is/ what side of the line are you somebody on/ and I can tell you/ that from looking at their attitudes from Spanish / in English / that is one of the contradictions that they have to deal with/ the other/ another woman/ twenty-five years old / woman/ who is also UC assistant/ also born and raised in Tijuana/ amm chose the A line/ and said / para mi/ in Spanish/ para mi es la A / porque es permeable/ en mi caso/ pero te apuesto/ para el que se muri hace rato cruzando la frontera/ va a ser esta/ so she points out/ the lives that have been lost / by many people crossing the border/ and this is an artistic/ an artist rendition/ of that issue/ in 2003 more than three hundred already/ have bo/ been killed/ crossing the border/ and many more/ so/ I am/ this work is/ informed by / the work of linguistic anthropologists/ Kroskity for example reminds us/ that language and communication / are critical aspects of the production / of a wide variety of identities / expressed at many levels / of social organization / so we are not only Mexicans/ or Mexican-Americans/ or you know/ there are gender issues/ there are class issues/ there are regional issues/ that/ disrupt and interrupt this

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100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150

notion of one person/ one nation/ one language/ Bourdieu of course addresses that / when he relz against the illusion of linguistic communism / and underscores the fact that / it is not true / as the solution one happens believe / that everybody can just go out there / and get the language of the elite / the language that's gonna open of the doors/ the language of the powerful/ in fact / only certain varieties / and certain languages have capital/ the kind of capital/ that is owned/ and that is in the market place/ and that is effective / effective / in / in moving ahead / I also used the work of Urciouli/ professor and another linguistic anthropology / Susan Hamilton/ who has / alerted us to / how race has been remapped from biology onto language/ in the post modern era / that is no longer cool / for people to make outrageously or overt racist comments/ about people skin/ or lips/ or hair/ that you pay a prize if you do that/ it's politically incorrect/ even though in/ it's certainly/ parts of the/ of people's/ believes/ and their interpersonal relations/ on informal / not public level / it's possible to remap / language / from biology onto race/ because of the tremendous similarities between the two / first of all both are / hierarchical/ there is / are assumed superior/ superior and inferior varieties of languages and of races / white over black/ English over Spanish and many other languages/ and there is also the notion that boundaries/ must be enforced / between languages and races/ it's important to patrol the borders/ not only of the nations / but of the languages that are spoken in these different nations/ and of the racial groups that are represented in the different nations/ because otherwise there is / the risk of pollution/ of mix/ and this notion of pollution of course stands to the notion / of polluted languages by/ switching them both/ and switching from one to the other/ there is one kicker however/ to this contrast/ and that is that nobody expect you to be able to change your race/ but they do expect you to change your language / if you are / pretending to be one/ and to be part of their / vision of the nation/ so I am interested in the attitudes towards Spanish and identity/ inspired by these young people/ towards English/ and also towards bilingualism/ and there are a number of calls here/ which reveal / that they very much link/ speaking Spanish well / to Mexican identity/ and they use the/ this notion as a way of distancing themselves/ from Mexican-Americans or/ whom they might call pochos/ which are US born Mexicans / who've assimilated/ or cholos/ who are/ which is the term for the guy members/ or wanna be guy members/ so this first person says/ eran de descendencia Mexicana/ pero ya muy aculturados/ definitivamente si puro ingls/ osea ni sus nombres los queran decir bien en espaol/ and the second one says/ about the Mexican-Americans/ now they of course can call themselves Mexican-Americans / because most of them were born in the United States/ and they also have / the others have/ either certificate port or legal residence/ and the second person goes on to say/ el espaol lo hablan como tipo ingls/ pero tienen el nopal en la cara/ el nopal en la cara / is the Mexican way of saying / that you look like a raising being either/ or looking like a Mexican in particular/ because you have a cactus / on your face/ the Puerto Rican version of this is to have/ la mancha del platano / the stain of the plantain/ so that people know that that's what you are/ and they will say when asked/ are these folks Mexican/ who you think don't speak Spanish as well as you do/ straight out Mexican/ no/ I would say Mexican-American/ it varies so much as they don't know the language/ I don't think they can claim themselves/ as Mexican/ they understand/ however/ that a lot of people/ don't want to act like they know Spanish/ because they have been subjected to the negative stereotypes / about Mexicans/ in the United States/ and they figure out within it/ let me not be identified with this group/ ok/ and so this person says/ la imagen que tenemos los mexicanos/ no es muy buena que digamos/ asi como te asocian con puras delincuencias/ y a veces es difcil demostrar/ que t / no eres uno de esos mexicanos / por eso mucha gente prefiere ser asi como / and I have underlined that for the linguistic/ because I wanna come back to that/ ay no no/ yo no hablo espaol/ para que digan/ ah/ este es uno de los otros mexicanos/ de los mexicanos que es mas Americano que mexicano pues/ no es de esos mexicanos cholos/ y de ese tipo de mexicanos/ ok/ so/ distinc distancing themselves ah/

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151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186

speaking saying that you don't speak Spanish/ helps to distance you/ English has tremendous capital/ it has cultural capital/ symbolic capital / and linguistic / power/ it represents legality/ respect/ the right race / intelligence / and it produces envy/ and it is/ virtually/ lived / at everyday that you cross the border/ because everyday that you cross the border/ you have to identify yourself to the US border agent/ and even though his name may be / Mendoza / he is gonna speak you in English / and you are going to try to answer in English / and sometimes/ you can use your English/ or used to be able to use your English/ to get over/ even though you are not a US citizen/ and this/ nineteen year old said/ I did it once/ because I forgot my mica/ what did you do/ I said US citizen/ everybody laughed/ but just once/ how good does your English have to be/ I asked/ just good enough/ I mean/ just don't trip/ don't sound like/ yes/ US citizen/ am with the Spanish accent/ is your English enough/ or do you have to look a certain way/ well/ if you look like very very Mexican/ like if you have like/ like a sombrero/ or something/[laughs] I mean/ they are not going to believe you with a virgen tatuaje/ ok/ with a virgin tattoo/ now the other one says/ honestly now / after nineeleven / I think the only way you can get across the border with no ID/ is if you are the stereotype of a white kid/ so/ language isn't enough any more/ these are the pictures that you/ these are the images that you see crossing the border/ women with babies in arms/ and their young girl/ other children/ begging/ on the street between the cars/ with cars racing back and forth/ and yes/ the speaking English in Tijuana/ comes with a prize/ because you risk being ah/ labeled awkwardly/ en Mxico si habls ingls/ te dicen como que/ ay t que te crees/ que ridculo/ o que estirado/ que credo/ entonces pues no lo haces/ so they try to/ as soon as they cross the border/ stop speaking / English/ that was a male/ and another woman says/ about the women who speak in English in Tijuana/ that they are trying to show of/ and identify/ with the power of / San Diego and the United States/ estn presumiendo que vienen de este lado/ she is talking to mean the United States/ que segn ellos/ que estn en un lugar econmico mejor que los de Mxico/ simplemente por el hecho que estn en los Estados Unidos / y todo eso/ lo ejemplifican / al hablar el ingls / so English becomes a way of / making a/ posting a big sign / you are economically powerful/ you are better of / than these Mexicans/ who have to stay here/ and live here/ I think it's very interesting/ that they/ know that they have to restrain their English/ but the kind of English that they speak/ is extraordinary like/ the English/ of the Southern/ Californian/ middle class/ standard English speakers/am/ and they have a feature/ that has been attributed often/ to the valley girls' speak/ but it's of course much white spread across the United States/ and that is like/ and in this section / which chunks / which is / a lot of likes in here/ she has / a total in her / in her / all of the English that she said in the interview / three point seven percent of her words are like / [laughs]/ am/ in this in ah / and in this/ and it's it's just amazing/

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