Unit 2 Notes: How Language and Culture Shape Who You Are (AP Spanish Language and Culture)

Identity

The set of characteristics that make a person who they are and how they see themselves and are categorized by others (e.g., age, gender, region, social class, ethnicity, profession, beliefs).

Language as a social signal

The idea that language use (word choice, accent, switching languages) communicates social meaning like belonging, distance, respect, pride, rebellion, or solidarity—not just information.

Register

The level of formality a speaker chooses, often signaling relationship, power distance, respect, or setting (e.g., formal vs. informal).

Tuteo

Using "tú" forms in Spanish; typically signals closeness, familiarity, equality, or youth culture, depending on context.

Ustedeo

Using "usted" forms in Spanish; typically signals respect, distance, professionalism, or hierarchy, depending on context.

Voseo

Using "vos" (common in parts of Central America and the Río de la Plata region and elsewhere); strongly indexes regional identity and belonging.

Appropriateness (in AP Spanish)

Choosing language and register that fit the situation and audience; AP scoring emphasizes using the right level of formality for context rather than one “correct” register all the time.

Dialect

A variety of a language linked to a region or social group, including pronunciation, vocabulary, and grammar patterns; everyone speaks a dialect.

Linguistic prejudice

Judging or treating people unfairly based on accent, dialect, or language choice (often tied to stereotypes about education, class, or trustworthiness).

Language attitudes

Beliefs about how certain ways of speaking sound (e.g., educated, respectful, rude, “proper”); these attitudes can shape opportunities and inclusion.

Prestige (language prestige)

The higher social status given to certain language varieties (often a perceived “standard” linked to media, schools, and government), which can pressure speakers to change how they speak.

Style-shifting

Adjusting how you speak (e.g., moving toward a more “standard” or more formal style) depending on situation, audience, or expectations.

Bilingualism

Using two languages, often involving navigating two cultural systems; strengths can vary by context rather than being equal in all situations.

Code-switching

Alternating between languages (or varieties) within a conversation or even a sentence; it is patterned and meaningful (e.g., signaling belonging, matching topic, expressing humor or solidarity).

Heritage speaker

A person who grew up with a family or community language (e.g., Spanish at home) while living in a society dominated by another language, often leading to mixed strengths across contexts.

Beliefs

Ideas people hold to be true (e.g., about religion, education, gender roles, success, family) that shape how individuals and communities understand identity.

Values

What a community considers important (e.g., respect, independence, tradition, equality, hospitality, hard work), influencing priorities and identity formation.

Norms

Unwritten rules for behavior (e.g., greetings, how direct to be, how to show respect) learned through observation and reinforced socially.

3 Ps (Practices, Products, Perspectives)

AP framework for analyzing culture: Practices (what people do), Products (what people create), Perspectives (values/beliefs that explain why); helps avoid stereotypes and supports deeper analysis.

Multiculturalism

The idea (and often policy approach) that multiple cultural identities can coexist in one society with recognition and respect for diversity; maintaining heritage language/traditions is viewed as a strength.

Assimilation

A process in which a person or group adopts the dominant culture’s language and norms (sometimes voluntarily, sometimes due to pressure), which can bring access but also cause loss (e.g., language shift, disconnection).

Cultural hybridity

Blending elements from different cultures into new forms of identity or expression (e.g., in music, food, language, labels), especially in contact zones and multicultural settings.

Language maintenance

Continuing to use and transmit a heritage language across generations, often supported by family use, community institutions, education, and media.

Language shift

Gradually replacing a heritage language with a dominant language over time, often across generations and influenced by school, workplace expectations, media, and social pressure.

Identity negotiation

The process of managing and adjusting identity across contexts—especially common for second-generation/heritage youth who may feel “not enough” of either culture due to outside expectations.