MOCK SPANISH: IF YOU'RE ILLEGAL, HEAD SOUTH AMIGO!.

Abstract

This article examines the phenomenon of Mock Spanish as a form of covert racist discourse within American English, particularly in public and media contexts. Drawing on Jane Hill’s theoretical framework and contributions from Critical Race Theory, the authors analyze how the distorted incorporation of Spanish lexical and phonetic elements into monolingual English discourse functions as a symbolic mechanism of mockery and subordination of Spanish-speaking communities, especially those of Mexican origin. The study describes the main linguistic strategies of Mock Spanish—semantic derogation, euphemization, affixation, and hyperanglicization—and demonstrates how these practices reproduce negative stereotypes under the guise of humor or informal speech. The article further argues that this discourse operates effectively within the so-called “middling style” of public language, allowing discriminatory ideologies to infiltrate spaces where explicit racism is socially unacceptable. Special attention is given to the educational field, particularly the English language classroom in Mexico, understood as a public space of linguistic and cultural socialization. Through the affective filter hypothesis and the concept of language socialization, the authors reflect on the pedagogical risks of unconsciously reproducing such practices, as well as on the classroom’s potential to foster critical awareness and attitudinal change. The article concludes that making Mock Spanish visible is essential to counter linguistic discrimination and to promote an ethical and culturally responsible approach to language teaching.