ABSTRACT

This chapter examines the role of translingual practices in the construction of the identity of island Puerto Rican adolescents. Typically defined as a Spanish-speaking US territory, the island of Puerto Rico has been underrepresented in US sociolinguistic literature on bilingualism. This is perhaps due to a difference in practices: while mainland Puerto Ricans regularly engage in bilingual practices, there is a considerable language gap among island Puerto Ricans and their access to English language. In this chapter, I offer a contemporary account of bilingual practices among island Puerto Ricans, particularly the Puerto Rican youth. I adopt a framework of translanguaging that understands bilingualism as more than just ‘talking in two (ideological) languages’, rather aims to situate language studies in the contemporary, fluid, and multimodal world. I discuss my findings of two youth ethnographies and suggest that languages be viewed in light of social histories, political ideologies, and social engagements, while simultaneously including concepts of fluidity and multimodality of language in our descriptions of bilingualism. Ultimately, I suggest that languages in Puerto Rico be viewed under a repertoire approach that considers educational and class-related differences, thus reimagining bilingualism in Puerto Rico.