“Bilingually Speaking:” Guaraní-Spanish Linguistic Repertoires in Corrientes, Argentina

Abstract

It is described how a collaborative research about linguistic repertoires in a bilingual Guaraní-Spanish context was articulated with the school activities in a rural secondary school in Corrientes, Argentina.
A sociolinguistic characterization is constructed from the observation records of communicative events made by the students. Two ethnographic situations in the framework of analysis activities account for how linguistic uses, their meanings, as well as Guaraní speakers, are relocated and resignified in school and family spaces. The native category “Bilingually speaking” provides an original perspective to describe the linguistic repertoires studied.