Abstract

In this study we analyze the language perceptions of a group of college bilingual speakers who live in the United States whose native/heritage language is Spanish. The evaluation analysis of their proficiency in Spanish, both in colloquial and academic registers, has been done from an Appraisal Analysis and Systemic Functional Linguistics. Together, these models provide a theoretical and methodological framework that allows us to examine interpersonal meanings at the lexico-grammatical and discourse-semantic level. An adequate understanding of the subjectivities from where bilingual speakers are situated, while in the process of acquiring formal Spanish to successfully perform in contexts other than colloquial interactions, appears even more crucial if we take into consideration that Spanish is a minority language in the country.