Sociolinguistics in the Twin Cities: The Power of Being Bilingual

Perla Escobar-Faerber realized she wanted to know more about language and bilingualism while serving as a service missionary at 19 years old. Having grown up in a bilingual household, she developed questions about what sociolinguistic factors (such as class, dialect, and gender differences) affect heritage language-learning and how different bilingual communities hold differing and similar language practices.

Now a third-year PhD student in Hispanic linguistics, her interest in this topic has led her to a Mexican American community in the Twin Cities, where she works to understand what it means to live within two cultures at once, with a hope to cultivate a desire for future generations to continue to learn Spanish. “This is a community where I work with the children and where I also get to develop great friendships,” says Escobar-Faerber, highlighting the collaborative nature of her experience. 

Family Ties & Traditions

“[W]hat helps a family preserve its language?” This is one of Escobar-Faerber’s main questions when it comes to studying Hispanic and Lusophone literatures at the University of Minnesota. With an intimate background in multilingualism, she knows firsthand how important language is when it comes to one’s identity and sense of belonging, especially within a bilingual community. 

Through her work in the community, she has found that “language is not just communication—it’s deeply tied to faith, family and culture.” Her work in this community regarding both phonology and language practices has led her to develop friendships and lifelong connections while also discovering the importance of keeping heritage-rich practices alive. 

The community Escobar-Faerber works with balances the challenges of two different cultures and languages coming together to create a vibrant space where those differences are celebrated and used to enrich the culture they operate within. “It’s important to understand that bilingualism is not a deficit to overcome, but a resource that connects generations and strengthens communities.”

Putting in the Work

With such a heavy impact on the community, Escobar-Faerber’s work aims to encourage the learning of heritage languages. She says, “My findings suggest the importance of supporting heritage speakers through linguistically inclusive classrooms and programs that validate their lived experiences.” She also wants to break down social barriers that present themselves to bilingual individuals and aims to create more social and educational spaces where being bilingual is recognized as a strength rather than an obstacle.

In the Community & the Classroom

Escobar-Faerber’s real-life experiences in the community have translated into the courses she teaches here at the University of Minnesota. She has had the opportunity to teach both first-year and intermediate Spanish courses in tandem with her studies, and this fall she is embarking on a new educational opportunity: teaching Introduction to Hispanic Linguistics. While being on the other side of the classroom experience can be difficult, she says she welcomes it. “I like the challenge of making adjustments based on students’ feedback and providing a space where students can make friendships and learn Spanish.”

She credits the Spanish and Portuguese studies department for her positive experience at the University of Minnesota with their strides to ensure inclusivity and equity within the department. She also appreciates the research and teaching opportunities offered to graduate students in order to create safer spaces for students within the department and on campus as a whole.

What’s to Come

Escobar-Faerber will defend her dissertation in the spring and looks forward to sharing her findings. “I’m especially excited to revise portions of my dissertation into peer-reviewed publications and to develop new projects on family language policy in religious and community spaces,” she says. She also has plans to explore how language can be used with educational access and community-based learning. She says, “This next chapter feels both meaningful and full of possibility.”

This story was written by Caroline Miltich, an undergraduate student in CLA.