Department
Department of Geography & Anthropology
Document Type
Dissertation
Abstract
This dissertation explores the socio-onomastic phenomena of surname Gallicization in Louisiana, revealing the intricate interplay between language, identity, and power within the region’s diverse linguistic landscape. Employing a mixed-methods approach that includes socio-onomastic analysis, ethnographic exploration, and empirical research, this study examines how surnames serve as semantic markers of ancestry, reflecting and shaping the ethnolinguistic identities of individuals across multilingual settings. The research delves into the Gallicization of 76 surnames, exploring how historical clerical and colonial transcriptions adapted these names to fit local linguistic norms, thus impacting language attitudes and ideologies over generations. Examples such as the transformation from ‘Castillo’ to ‘Castille’ trace the linguistic journey from Spanish to Cajun/French affiliations, illustrating broader narratives of linguistic and identity assimilation within Louisiana’s Francophone community. Empirical findings underscore the profound influence of historical colonialism and linguistic hegemony, shaping contemporary language practices and policies in Louisiana. The study engages with symbolic interaction, symbolic power, and sociocultural linguistics theories, offering a nuanced understanding of how individuals and communities navigate their ethnolinguistic identities within educational contexts. Additionally, the research incorporates a socially diverse survey of 194 college students and other residents of Louisiana and Senegal, highlighting the significant role of ancestral awareness in language learning decisions. This investigation addresses the marginalized representation of Black students/People of color within the current Eurocentric world language curricula and advocates for a reimagined educational framework that values linguistic diversity and promotes inclusive practices. Central to this investigation is the use of critical pedagogy, a transformative educational philosophy that interrogates oppressive power structures and fosters social justice by highlighting the colonial legacies that have sculpted individual and collective identities. By integrating critical pedagogy with socio-onomastic inquiry, this dissertation contributes to the discourse on language, power, and identity, advocating for equitable and inclusive language education that respects the rich tapestry of linguistic identities in Louisiana. Through this work, I demonstrate that language is not merely a medium of communication but a powerful tool for cultural expression and social change, highlighting the enduring significance of surnames as markers of identity and their impact on language education and sociocultural identity in a culturally complex region.
Date
7-5-2024
Recommended Citation
Valenzuela-Hernandez, Latasha L., "Say My Name: A Socio-Onomastic & Ethnographic Analysis of Identity and Perception in Louisiana" (2024). LSU Doctoral Dissertations. 6525.
https://repository.lsu.edu/gradschool_dissertations/6525
Committee Chair
Mary Jill Brody
DOI
10.31390/gradschool_dissertations.6525
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Methods Commons, French Linguistics Commons, Linguistic Anthropology Commons, Other Languages, Societies, and Cultures Commons, Social and Cultural Anthropology Commons, Spanish Linguistics Commons