Journal articles on the topic 'Spanish language Social aspects Argentina'
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1
Ripenko, Dariia. "THE LUNFARDO PHENOMENON AS A SOCIOLECT OF SPANISH IN BUENOS AIRES, ARGENTINA." PROBLEMS OF SEMANTICS, PRAGMATICS AND COGNITIVE LINGUISTICS, no. 41 (2022): 50–58. http://dx.doi.org/10.17721/2663-6530.2022.41.04.
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In this article we will analyze contemporary newspaper reports as well as criminological and sociological studies concerned with the life of the underworld in Buenos Aires, Argentina from the 1870s to the early 1900s will be analyzed to assess the association of lunfardo with the speech of the criminal as well as the imperfect Spanish spoken by Italian immigrants, and their influence in the development of Argentine Spanish. Linguistic contact, as a significant phenomenon, results in linguistic interferences. Language contact is the result of extra-linguistic phenomena such as cultural, economic, and political relations, as well as the cultural coexistence of mixed populations. The goal of this paper is to communicate language interferences, which can be defined as the transfer of elements from one language to another through changes in lexis, grammar, phonology, or orthography. Social communities, no matter their names, have not existed in isolation throughout history, but have established contacts of the most diverse nature with one another, resulting in mutual influences on various levels of social life. Language, as a social expression, bears witness to intercultural relations. This includes not only relations between official languages, or "main" culture carrier languages, but also relations between official languages and minority languages on a state's territory. These are different civilizations' communication media that end up evolving collaterally. Language interference is the transfer of elements from one language into another at various linguistic levels. Linguistic interferences, for example, are related to foreign aspects such as intonation, pitch, accent, and speech sounds from the first language influencing the second.
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Kushnereva, D. A. "NATIONAL-CULTURAL AND LINGUISTIC FEATURES OF POLITICAL DISCOURSE (ON THE EXAMPLE OF SPEECHES BY THE FORMER PRESIDENT OF ARGENTINA CRISTINA FERNANDEZ DE KIRCHNER)." Bulletin of Udmurt University. Series History and Philology 30, no. 3 (July 15, 2020): 476–82. http://dx.doi.org/10.35634/2412-9534-2020-30-3-476-482.
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The article provides examples of cultural and linguistic features that a speaker uses in his/her speeches, and analyzes how they perform the function of persuasiveness, and, in particular, what strategies and tactics of speech manipulation are implemented due to these features. The material for the study was the speeches of the former president of Argentina, Cristina Fernandez de Kirchner, during the period from 2011 to 2017. In this article, special attention is paid to the linguistic features of the Spanish language of Argentina, the cultural and historical aspects of this country. The relevance of this work is determined by the need to study the mechanisms of speech manipulation, insufficiently developed on the material of the Spanish language. The results of the analysis presented in the article can be interesting for researchers in the field of political linguistics, the Spanish language of Argentina, the theory of discourse, cognitive linguistics, etc.
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Vann, Robert E. "Aspects of Spanish deictic expressions in Barcelona: A quantitative examination." Language Variation and Change 10, no. 3 (October 1998): 263–88. http://dx.doi.org/10.1017/s0954394500001332.
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ABSTRACTThis sociolinguistic investigation analyzes an innovative usage of Spanish motion verbs, demonstratives, and locatives in Barcelona that involves crosslinguistic pragmatic transfer. Speakers in the two social networks examined (N = 58) use these Spanish deictics following pragmatic rules that generally correspond to the rules for their Catalan counterparts. Quantitative analysis demonstrates that this innovative usage of the Spanish deictics is not predictable from the lexical form of the deictic systems in both languages. Multiple regression analysis (SPSS) demonstrates that as relative exposure to Catalan increases so does the amount of innovative usage observed, although degree of integration into a Catalan social network and degree of Catalanist ideology do not affect such usage. Qualitatively, this innovative usage is a linguistic marker of a unique contact variety of Spanish spoken in Catalonia (i.e., Catalan Spanish). In this variety, such usage represents a potential resource for performing Catalan identity.
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Pozzi, Rebecca. "Learner Development of a Morphosyntactic Feature in Argentina: The Case of vos." Languages 6, no. 4 (November 24, 2021): 193. http://dx.doi.org/10.3390/languages6040193.
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Students have been found to improve their sociolinguistic competence, particularly regarding the acquisition of dialectal features, while studying abroad. Nevertheless, most of the research on learner development of morphosyntactic features in Spanish-speaking immersion contexts has examined that of variants characteristic of Peninsular Spanish in Spain, namely clitics and the informal second-person plural vosotros. Since the informal second-person singular, vos, is more prevalent than its equivalent, tú, in several Latin American countries, learner acquisition of this feature also merits investigation. This article explores second-language learner production of vos among 23 English speakers during a 5-month semester in Buenos Aires, Argentina, a popular study abroad destination. The findings from the multivariate analysis of over 1200 tokens of tú and vos indicate that learners used vos verb forms over 70% of the time by the end of the sojourn. Factors including social networks, proficiency level, mood, and task significantly influenced this use. Most notably, the stronger the learners’ social networks, the more they used vos verb forms and learners with high proficiency levels used these forms more than lower-proficiency learners. This study provides one of the first accounts of the acquisition of a widespread morphosyntactic feature of Latin American Spanish.
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López, Isis Herrero. "Translating Social and Material Culture: Sanditon in Spanish." Translation and Literature 27, no. 1 (March 2018): 53–69. http://dx.doi.org/10.3366/tal.2018.0321.
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A plenitude of references to the institutions and conventions of contemporary social life and material culture presents challenges to all translators of Jane Austen. For this reason, the translation process needs to be based on a mastery of information about Regency England. The study of Spanish-language translations of Austen's Sanditon suggests they are not so based, because the translators frequently overlook the relevance of these references. References to the gentry class, to medical professionals, and to contemporary forms of transport, among other things, are examined in five translations from three different countries (Spain, Argentina, and Mexico). The translation choices made often obscure the implications which historico-cultural references bring to Austen's writings.
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Korbozerova, Nina. "Role of Social and Cultural Aspects in the Formation of Spanish Language." PROBLEMS OF SEMANTICS, PRAGMATICS AND COGNITIVE LINGUISTICS, no. 37 (2020): 27–38. http://dx.doi.org/10.17721/2663-6530.2020.37.02.
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The article deals with the syntactic and semantic structure of a complex sentence in Spanish during the period from the 12th to the 20th century. Are analyzed the evolutionary processes of the conjunctions, relations, the modal-temporal correlation, the positional arrangement of the dependent subordinate component relative to the main one. Are revealed the trends in the development of object, attributive and adverbial models of sentences, as well as quantitative and qualitative changes in the volume of complex sentences. Is analyzed the role of the socio-cultural factor in the evolution of a complex sentence at one or another historical stage of the development of the Spanish language.
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Isabelli-García, Christina L. "Development of Oral Communication Skills Abroad." Frontiers: The Interdisciplinary Journal of Study Abroad 9, no. 1 (August 15, 2003): 149–73. http://dx.doi.org/10.36366/frontiers.v9i1.119.
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This study examines the impact of a semester study abroad experience in Argentina on the second language acquisition of three American university Spanish learners. The goal is to measure development of two aspects of oral communication skills: fluency and performance in the oral functions of narration, and description and supporting an opinion.
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Terán, Virginia, and Matthew Kanwit. "Variable past-time expression across multiple tasks in Tucumán, Argentina." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 31, no. 2 (December 27, 2018): 605–37. http://dx.doi.org/10.1075/resla.16013.ter.
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Abstract We examine variable past-time expression in urban Tucumán, Argentina, an understudied region representative of the set of Andean varieties included in Northwestern Argentinean Spanish. We analyze the present perfect (PP) and preterit in two contexts of data collection: a sociolinguistic interview and a contextualized preference task across a range of linguistic and social factors, such as temporal reference and speaker age. Oral results indicate that Tucumán has a higher frequency of use of the PP than has yet been documented in Latin American varieties and even Peninsular Spanish, previously argued to have the highest rate. Preference task results yielded somewhat lower PP rates, confirming that the PP is preferred in speech, whereas the preterit is more viable in written language. The current study documents the highest rate of use of the PP to date across a number of linguistic contexts, contributing to our knowledge of the processes of grammaticalization and task-related differences.
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Orfali, Moisés. "Aspects of Spanish Acculturation among Moroccan Jews." European Judaism 52, no. 2 (September 1, 2019): 42–58. http://dx.doi.org/10.3167/ej.2019.520205.
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This discussion of the processes of Spanish acculturation among Moroccan Jews deals with influences that Spanish Jews brought to Morocco both before and after 1492, especially their regulations establishing a considerable improvement in the status of Jewish women and restrictions on expenditure on the occasion of family celebrations. In accordance with the Valladolid Takkanot (1432), they forbade the wearing of certain jewellery and the display of valuable finery. These social and ethical-religious measures also expressed a concern not to expose property and people to the envy of non-Jews. The megorashim (newcomers from Spain) spread the Castilian custom of ritual slaughter of animals for consumption. The re-Hispanisation of the Judeo-Spanish language (Ḥaketía) was consciously considered among the descendants of the megorashim as part of their Spanish identity and collective memory.
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Peredo, Karen. "the Learning Spanish language and culture." Pacific Journal of Technology Enhanced Learning 4, no. 1 (February 7, 2022): 23–24. http://dx.doi.org/10.24135/pjtel.v4i1.141.
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Developing intercultural understanding is vital in language education; with this in mind, this project creates an online language-learning tool with the intention of increasing secondary students' intercultural communicative skills and practicing the Spanish language through scripted content that encourages social interactions. This virtual learning environment (VLE) features 360-degree video recordings of a native Spanish speaker acting as a significant historical figure. Students are encouraged to engage in one-on-one dialogues as part of digital selectable modules which are centred around the influential character’s main life events; these modules present vocabulary in different contexts. The footage is recorded in a green screen studio and features are added in post-production. Participants can opt to watch a video narrated by the historical character about past events to only develop listening skills. However, this resource intends to represent a real-life communicative experience through social interactions with a native speaker. Thus, the character prompts questions and users can opt type or select provided answers - voice recognition is a desirable feature that depends on finding suitable software. The actor is encouraged to offer non-verbal reactions such as facial expressions to encourage examinations of those responses. The goal is to promote intercultural communicative competence (ICC) via online interactions. By scaffolding learning, interactions will develop language skills to succeed in today's globalised world, stimulate reflective practices and inspire social action.
This project-based research will evaluate, review, and analyse literature regarding distance-learning approaches, student-centred theories and means by which ICC can be facilitated and promoted in digital education. A framework is devised considering pedagogical aspects for its effective use. Firstly, VLE supported by constructivism promote interaction between learners and content; student involvement in the construction of new knowledge is imperative (Whitlock, 2017). New knowledge is built on prior knowledge and influenced by social experiences as connections to the real-world increase engagement and make learning relevant (Reid-Martinez & Grooms, 2021). Similarly, heutagogy promotes active participation, autonomy and self-determination to learn (Blaschke, 2012). Online learning allows students to take ownership of their education, enhancing skills of self-direction. As a result, language students’ roles change from passive learners to confident speakers able to communicate with native speakers on digital platforms (Tolosa et al., 2021). Correspondingly, concepts of ICC and intercultural citizenship (IC) are integrated into the framework to enhance students' abilities to value their culture, to relate to others meaningfully and to promote active and collective social action (Byram, 2021). Subsequently, key elements will be categorised and implemented to create a platform that fosters Spanish language acquisition. During the process, a script is devised which includes cultural aspects of the language, prompts language practice and generates instances where interactions could occur. Video performances are recorded, edited, and revised. Additionally, a prototype is presented to a focus group consisting of language experts to provide feedback. To evaluate its usefulness, quantitative data will be collected via online surveys; close questions with ratings will be part of the questionnaire to investigate participants’ experiences. Pre and post surveys implementing questions from the intercultural sensitivity scale (Chen and Starosta, 2000) and ICC scale (Arasaratnam, 2012) are provided. The panellists' feedback about their experience with the prototype will be integrated for further modifications. Qualitative data will be gathered through observations, interviews and discussions with undergraduate students and/or specialist panellists. This data will be transcribed, organised and examined following naturalistic interpretive analysis (Aguayo, 2014) to measure changes in users’ awareness about ICC skills. This project promotes the development of skills necessary to become intercultural citizens through immersive, 360-degree footage of real-world scenarios that are not possible in traditional classroom settings.
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Skura, Susana, and Lucas Fiszman. "From shiln to shpiln in Max Perlman’s Songs: Linguistic and Socio-cultural Change among Ashkenazi Jews in Argentina." Journal of Jewish Languages 4, no. 2 (August 16, 2016): 231–51. http://dx.doi.org/10.1163/22134638-12340072.
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This article analyzes the stylistic and linguistic resources used in three songs of musician Max Perlman, written in Argentina in the 20th century. The main focus is code mixing: Yiddish, Castidish, Spanish, and Argentine slang. A close examination of these pieces led to several findings: the use of linguistic and discursive elements like rhyme, mixing language, Jewish traditional names, and references to Jewish life in the local milieu, are facts that can be understood as a continuity of a tradition of artistic production influenced by Yiddish’s contact with other contextual languages. Perlman’s language shift and references to cultural activities emphasize moral criticism about aspects of the daily life of middle and lower class Jews in Buenos Aires in that moment of transition. The incorporation of Spanish into an immigrant’s Yiddish repertoire demonstrates multilingual language competences that were an important resource for his audience’s empowerment within and outside Yiddish theater.
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Astakhova, Elena V. "Compliment piropo in Spanish space." Cuadernos Iberoamericanos, no. 3 (September 28, 2016): 57–66. http://dx.doi.org/10.46272/2409-3416-2016-3-57-66.
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The article analyzes the Spanish compliment piropo as a special form of language communication which is directly connected to popular culture, covers different aspects of life and is related with studies of national character, saving or abandoning traditions and old values. The compliment piropo reflects particular features of historical, literal, social and physiological events experienced by Spanish society. The phenomenon of piropo shows global transformations in the economy, policy, social and gender relationship of Spanish society during the last third of the twentieth and early twenty-first century.
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Mateo, Marta. "Sunset Boulevard in Spanish Performance: Translations on the Musical Stage." Revista Alicantina de Estudios Ingleses, no. 37 (July 27, 2022): 81. http://dx.doi.org/10.14198/raei.2022.37.03.
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This article focuses on Andrew Lloyd Webber’s musical Sunset Boulevard (1993), in order to present some relevant aspects of the production and reception of musicals both in an original and a target context. The study will first describe the eventful creative process of this musical text in its Anglophone source contexts, and will then move on to examine it from the perspective of its performance in Spanish translation. Recently translated for a Spanish-language production staged in Tenerife in 2017 (soon followed by another one in Argentina in 2018), Sunset Boulevard is a good example of the powerful impact that the importation of Anglo-American musicals has had in Spain in recent decades (see Mateo 2008) while it also serves to illustrate interesting aspects of the evolution and current situation of musicals’ production in this country. This macro-level study will therefore examine Lloyd Webber’s musical performed in sung translation, addressing it from a contextual standpoint and with a focus in Spain, with the aim of contributing to a deeper knowledge of theatre translation when it involves musical plays.
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Dahl, Anne. "University language students' motivations for their language of study." Nordic Journal of Language Teaching and Learning 10, no. 1 (September 12, 2022): 1–23. http://dx.doi.org/10.46364/njltl.v10i1.1013.
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While there is abundant research on motivation in second-language learning, we know little about what motivations students may have for choosing a specific language of study in the Norwegian university context. The number of students who apply to English study programs every year is high, while the numbers for the traditional foreign languages beyond English, especially German and French, are concerningly low. The present study surveyed students in their first year of university language study, asking key questions about their reasons for choosing their language of study. Overall findings are that students of English are particularly instrumentally motivated, believing that English will be useful for future work. Students of French and Spanish, on the other hand, are more affectively motivated, while German students fall in between the other languages in responses to questions of motivation. While all students generally feel that knowledge of foreign languages beyond English is important, Spanish students were especially consistent in this response. In terms of interest in sub-disciplines of university language study, all student groups were relatively similar in showing a stronger interest in learning about the cultural and social aspects of countries where the language is spoken compared to literature formal aspects of language. The main conclusion is that motivations may be different for studying different foreign languages beyond English, and that in order to recruit more students to academic language programs, focusing on each specific language and its potential motivations is necessary.
Keywords: foreign language, motivation, language studies, English, French, Spanish, German
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Barros García, María Jesús, and Marina Terkourafi. "First-order politeness in rapprochement and distancing cultures." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 24, no. 1 (March 1, 2014): 1–34. http://dx.doi.org/10.1075/prag.24.1.01bar.
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The close link between politeness and culture has often been highlighted, with some scholars having proposed taxonomies of cultures based on the diverse uses and conceptions of politeness. Generally, research (Hickey 2005; Ardila 2005) places Spanish-speaking cultures in the group of rapprochement cultures, which relate politeness to positively assessing the addressee and creating bonds of friendship and cooperation; and English-speaking cultures in the group of distancing cultures, which primarily use politeness to generate respect and social differentiation. This means that English politeness is not only supposed to be different from Spanish politeness, but diametrically opposed to it. The main goal of this study is to check these predictions against the understandings and use of politeness by native speakers of Spanish from Spain and nonnative speakers of Spanish from the U.S. Thus, this research is grounded in first-order politeness norms, which are then correlated with the informants’ behavior as reported in written questionnaires. The results confirmed these predictions and further showed that the more advanced learners were able to align themselves better with Spanish norms. Nevertheless, even they found some aspects of Spanish politeness –– such as the turn-taking system –– harder to adapt to, suggesting that certain aspects of native norms may be more difficult to abandon. We propose that firstorder notions of politeness may be prototypically structured, with some aspects being more central to its definition and therefore less easily foregone than others.
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Moreno, Esteban Sánchez, and Ana Barrón López de Roda. "Social Psychology of Mental Health: The Social Structure and Personality Perspective." Spanish Journal of Psychology 6, no. 1 (May 2003): 3–11. http://dx.doi.org/10.1017/s1138741600005163.
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Previous research has revealed a persistent association between social structure and mental health. However, most researchers have focused only on the psychological and psychosocial aspects of that relationship. The present paper indicates the need to include the social and structural bases of distress in our theoretical models. Starting from a general social and psychological model, our research considered the role of several social, environmental, and structural variables (social position, social stressors, and social integration), psychological factors (self-esteem), and psychosocial variables (perceived social support). The theoretical model was tested working with a group of Spanish participants (N = 401) that covered a range of social positions. The results obtained using structural equation modeling support our model, showing the relevant role played by psychosocial, psychological and social, and structural factors. Implications for theory and intervention are discussed.
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Whalen, Brian. "Introduction." Frontiers: The Interdisciplinary Journal of Study Abroad 9, no. 1 (August 15, 2003): vii—x. http://dx.doi.org/10.36366/frontiers.v9i1.112.
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This volume of Frontiers: The Interdisciplinary Journal of Study Abroad offers a wide variety of approaches and topics in international education research. First, readers will note the geographic diversity that the articles represent; they examine study abroad topics in Africa, Argentina, Costa Rica, France, Nepal, Thailand, and Vietnam. Second, the articles cover a wide-range of issues, including language acquisition, risk management, recruitment of minority students for study abroad, evaluation of cultural integration, and financial inequities in study abroad. Third, this volume contains articles by a variety of authors, including U.S.-based study abroad administrators, faculty members, and on-site resident directors. Finally, the modes of inquiry are as varied as the topics and authors. Research approaches in this volume include survey instruments, interviews, participant observation, case studies, literature review, as well as analytical essays.
This diversity of geography, issues, authors, and modes of inquiry has from the beginning characterized the content of Frontiers and been one of its chief strengths. When the first volume of Frontiers appeared in 1995, one was hard pressed to find many research-based and analytical studies in the field, let alone the diversity of such work that this volume represents. In this regard, Frontiers has matured along with the field of international education, and today, almost ten years later, this volume reflects the growing importance being placed on research on the critical aspects of our work.
The opening article by Lilli Engle and John Engle, “Study Abroad Levels: Toward a Classification of Program Types,” offers a revolutionary perspective by which international educators may categorize and judge study abroad programs. Their proposed typology makes qualitative distinctions between study abroad program models based on their view of a spectrum of cultural immersion. Frontiers readers will find their analysis provocative, stimulating study abroad professionals to examine programming in useful ways.
In “Women and Cultural Learning in Costa Rica: Reading the Contexts,” Adele Anderson reviews research on Costa Rica’s cultural context, student adjustment and tourism theory, relating them to American student experiences, and she includes data from ethnographic observations and interviews collected during three years as a resident director of short-term programs. Anderson introduces a tool that may be used by resident directors to guide student cultural adjustment more systematically.
Mark Ritchie, an on-site resident director in Thailand, provides a very useful analysis of study abroad risk management in his article, “Risk Management in Study Abroad: Lessons from the Wilderness.” Ritchie draws upon the principles of wilderness education, especially as it is conducted in developing countries, in offering recommendations for study abroad risk management. Readers will appreciate his suggestions for reducing risk by applying the experiential techniques of wilderness education.
J. Scott Van Der Meid’s study, “Asian Americans: Factors Influencing the Decision to Study Abroad,” examines the factors that influence Asian American students’ decision to study abroad, and provides useful suggestions for considering ways to increase study abroad participation among this population. As the field of study abroad continues to seek ways to increase minority participation in study abroad, Van Der Meid’s study offers a model for examining this question among all ethnic groups.
In their analysis of an innovative Vietnam study abroad program, “History Lived and Learned: Students and Vietnam Veterans in an Integrative Study Abroad Course,” Raymond Scurfield, Leslie Root, and Andrew Wiest et al, analyze the collaborative learning experience of students and Vietnam veterans in a program that combined the teaching of Vietnam culture and military history with an exploration of the mental health aspects of combat and post-war recovery of the veterans. This article discusses the lessons learned from the experience of designing and implementing a study abroad program that integrates history education with therapeutic objectives. Jennifer Coffman and Kevin Brennan analyze the economic imbalance of African educational exchange with the United States in their article, “African Studies Abroad: Meaning and Impact of America’s Burgeoning Export Industry.” Coffman and Brennan recommend developing more equitable models of reciprocity by examining the economics of U.S. – African exchanges, and by reconsidering the ways in which African study abroad programs are conceived and implemented in light of their social and intellectual impact.
“Development of Oral Communication Skills Abroad” by Christina Isabelli-Garcia examines the impact of a semester study abroad program in Argentina on the second language acquisition of three American university Spanish learners. Isabelli-Garcia’s study measures the development of two aspects of communications skills: first, fluency and performance in the oral functions of narration, and, second, description and supporting an opinion. Her study provides insight into the conditions of a study abroad program that best promote the acquisition of improved oral communication skills in a target language.
In “Studying Abroad in Nepal: Assessing Impact,” Patricia Farrell and Murari Suvedi present the perceived impact of studying in Nepal on students’ academic program, personal development, and intellectual development. Using a survey instrument as well as interviews and case studies, the authors link the reported outcomes to the objectives of the study abroad program.
We are pleased to include in this volume of Frontiers an essay by Patti McGill Peterson, “New Directions for the Global Century.” McGill Peterson’s analysis of the changing and challenging context for global education inspires us to meet the demands of the 21st century with determination, creativity, and enhanced global collaboration.
This volume of Frontiers concludes with reviews of books of interest to international educators, each relating to diverse intellectual foundations of the field: Jean-Philippe Mathy’s Extrême-Occident: French Intellectuals and America, Louis Menand’s The Metaphysical Club: A Story of Ideas in America, and First Great Triumph: How Five Americans Made Their Country a World Power by Warren Zimmermann. We encourage our readers to continue to suggest books of interest, and to submit reviews for consideration.
The update on the Forum on Education Abroad that appears at the back of this volume reflects the continuing fruitful collaboration between Frontiers and the Forum. Together with the Forum, Frontiers will continue to encourage and support research studies on study abroad topics, and to disseminate this research as widely as possible.
The next volume of Frontiers, due to be published in November, 2004, will be our tenth anniversary volume. It is appropriate that this anniversary volume will be a Special Issue that focuses on the assessment of the learning outcomes of study abroad, a topic that reflects the maturation of a field that is now beginning to document the results of its activity. Other Special Issues that are in the planning stages include: curriculum integration and study abroad, the arts and study abroad, and student development and study abroad.
Finally, I want to thank the new sponsors of Frontiers who, together with our existing sponsors, make the publication of this journal possible. The sponsors of Frontiers are institutions with a strong commitment to international education, and we are proud to be supported by them. The editorial board takes seriously its responsibility to provide the very best writing about and research on study abroad to our readers, and the support of our sponsors makes this mission possible.
Brian J. Whalen
Editor
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Carter, Diana, Peredur Davies, Margaret Deuchar, and María del Carmen Parafita Couto. "A Systematic Comparison of Factors Affecting the Choice of Matrix Language in Three Bilingual Communities." Journal of Language Contact 4, no. 2 (2011): 153–83. http://dx.doi.org/10.1163/187740911x592808.
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AbstractIn this paper we compare the code-switching (CS) patterns in three bilingual corpora collected in Wales, Miami and Patagonia, Argentina. Using the Matrix Language Framework to do a clause-based analysis of a sample of data, we consider the impact of structural relationships and extra-linguistic factors on CS patterns. We find that the Matrix Language (ML) is uniform where the language pairs have contrasting word orders, as in Welsh-English (VSO-SVO) and WelshSpanish (VSO-SVO) but diverse where the word order is similar as in Spanish-English (SVO-SVO). We find that the diversity of the ML in Miami is related to the diversity of degrees of proficiency, ethnic identities, and social networks amongst members of that community, while the uniformity of the ML in Wales is related to the uniformity of these factors. This is not so clear in Patagonia, however, where there is little CS produced in conversation. We suggest that the members of the speech community use Spanish or Welsh mostly in a monolingual mode, depending on the interlocutor and the social situation.
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Zuengler, Jane. "Identity Markers and L2 Pronunciation." Studies in Second Language Acquisition 10, no. 1 (February 1988): 33–49. http://dx.doi.org/10.1017/s027226310000694x.
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This is a report of a study of social marking in second language pronunciation. In particular, it tested out Trudgill's (1981) suggestion that sounds that are most likely to undergo sociolinguistic variation, that is, that may become social markers, are those that Labov (1972a, 1972b), calls stereotypes. This study sought to determine whether there were certain aspects of English pronunciation that native Spanish speakers would, at some level of awareness, associate with American English/American identity. The speakers were asked to perform several tasks, including a mimic of an American speaking Spanish with an American accent (following Flege & Hammond, 1982). Among the results, speakers displayed a tacit awareness of English-Spanish sound distinctions (in particular, allophonic differences) in performing the mimic (supporting Flege & Hammond, 1982). Additionally, some of the alterations they were very conscious of held as stereotypes of American English. Support was found for Trudgill's (1981) suggestion.
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Navarro Martínez, Eva, and Alejandro Buitrago Alonso. "Myths, traditions, and rituals of food in Spanish cinema." Semiotica 2016, no. 211 (July 1, 2016): 293–313. http://dx.doi.org/10.1515/sem-2016-0104.
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AbstractThis paper analyses how food is represented in cinema, using as its main examples Spanish films from 1970 to the current day. It will focus on how food and eating become semiotic objects and how these semiotic objects are used as a cinematographic tool. To undertake this analysis it is important to differentiate between three food-related aspects: (1) The act of eating, (2) Places for eating, and (3) food itself. The methodological approach in the paper is based on the study of the functions that these distinct food-related aspects have in movies and as indicators of national identity. These functions span a large range of narrative, aesthetic, ideological, metaphorical or symbolic, structural or referential dimensions. They contribute to the development of characters as well as framing other stories and critical representations. They also criticize habits, social groups, ideologies, and gender roles, etc.
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Hernández, Todd A. "L2 Spanish apologies development during short-term study abroad." Studies in Second Language Learning and Teaching 8, no. 3 (August 27, 2018): 599–620. http://dx.doi.org/10.14746/ssllt.2018.8.3.4.
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The present study examined the apologies of 18 study abroad (SA) students during a short-term SA experience in Madrid, Spain. Apologies were assessed with a discourse completion task (DCT) consisting of five vignettes that varied across three variables: relative social status of the interlocutor, relative social distance, and seriousness of the offense. Based on performance ratings assigned to them by two native Spanish speakers, the students made significant gains in pragmatic appropriateness from pretest to posttest, on two out of the five individual vignettes, and on the five combined vignettes. Examination of the students’ apologies before and after SA further revealed that they increased several strategies during their time abroad. Despite these gains, other aspects of the SA group’s performance remained the same or, in some cases, moved in the opposite direction of the target norm. Moreover, the students also demonstrated continued overreliance on routine, formulaic expressions on the posttest DCT while underusing some important target-like mitigation strategies. Given the study’s findings, the researcher offers recommendations for teaching pragmatics before and during the SA experience.
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Fernández-Mallat, Víctor. "Contrasting language attitudes: The case of Spanish in Basel." International Journal of the Sociology of Language 2020, no. 266 (November 26, 2020): 55–76. http://dx.doi.org/10.1515/ijsl-2020-2111.
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AbstractTwo concurrent discourses on the presence of non-national languages such as Spanish and its speakers circulate in Switzerland’s public sphere: one that conceives this presence positively and another that considers it negatively. Following a multimodal discursive-interactive approach, in this study I seek to determine which of these discourses is reproduced in the individual, private accounts of five Swiss nationals. My results show that these individuals echo both of the readily available dominant discourses, meaning that they construct contrasting attitudes related to said presence, regardless of whether these attitudes are deployed as part of their own set of beliefs or that of other Swiss nationals like them. These results build on prior research that shows that the private attitudes of individuals are often strongly affected by various elements of the situational context (e.g., dominant discourses, the immediate surroundings, etc.) and, as a consequence of this, variable by nature. More generally, my results demonstrate the need to reframe how certain aspects of prominent social topics such as the presence of migrants and their languages are treated by authorities and in public media outlets.
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Astakhova, E. V. "The fiesta as a key concept of Spanish linguistic culture." Cuadernos Iberoamericanos, no. 1 (March 28, 2015): 49–68. http://dx.doi.org/10.46272/2409-3416-2015-1-49-68.
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The author examines the image of Spain through the megaconcept of fiesta, which determines many aspects of the national and cultural mentality. This concept reflects various vectors of quotidian life, religious and popular holidays with their complicated details and special dramaturgy, penetrates to every day communication and behavior. The research determines such Spanish extralinguistic realities as corrida, tertulia, movida, botellon, indignados, analyses the role of the theater, of “coffee culture”, of football and other phenomenons in social life and cognitive space of Spaniards. The knowledge of different aspects of fiesta helps to understand the word potential of Spanish language, its metafores, stylistic images.
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Audisio, Cynthia Pamela, and Maia Julieta Migdalek. "Do simple syntactic heuristics to verb meaning hold up? Testing the structure mapping account over spontaneous speech to Spanish-learning children." Canadian Journal of Linguistics/Revue canadienne de linguistique 65, no. 4 (November 9, 2020): 556–82. http://dx.doi.org/10.1017/cnj.2020.21.
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AbstractExperimental research has shown that English-learning children as young as 19 months, as well as children learning other languages (e.g., Mandarin), infer some aspects of verb meanings by mapping the nominal elements in the utterance onto participants in the event expressed by the verb. The present study assessed this structure or analogical mapping mechanism (SAMM) on naturalistic speech in the linguistic environment of 20 Spanish-learning infants from Argentina (average age 19 months). This study showed that the SAMM performs poorly – at chance level – especially when only noun phrases (NPs) included in experimental studies of the SAMM were parsed. If agreement morphology is considered, the performance is slightly above chance but still very poor. In addition, it was found that the SAMM performs better on intransitive and transitive verbs, compared to ditransitives. Agreement morphology has a beneficial effect only on transitive and ditransitive verbs. On the whole, concerns are raised about the role of the SAMM in infants’ interpretation of verb meaning in natural exchanges.
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Templin, Torsten. "A language competition model for new minorities." Rationality and Society 31, no. 1 (July 23, 2018): 40–69. http://dx.doi.org/10.1177/1043463118787487.
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This article presents a new model describing a language competition situation between a local majority language and a migrant minority language. Migrants enter the society, form families, and produce offspring. Adults raise their children in either one of the two languages or both. Children then attend school, learn additional languages as adults, and produce a new cohort with its own linguistic repertoire. Families and adults are utility maximizing actors, who take into account instrumental aspects of languages, such as their communicative range, as well as identity-related aspects. A general macro-level model describes how the linguistic composition of a population facing migration changes over time. Furthermore, a specific functional form of the general model is proposed and steady states are analyzed. Finally, for illustrative purposes, the model is applied to the case of Spanish and English in the United States.
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Gubitosi, Patricia, and Irina Lifszyc. "Lunfardo and political (dis)agreements in the public space." When Dialogue Fails 12, no. 1 (March 7, 2022): 12–34. http://dx.doi.org/10.1075/ld.00109.gub.
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Abstract Linguistic landscapes are useful tools to decipher language ideologies that regulate public spaces in society, helping us to decode the semiotic messages that those landscapes transmit. Urban spaces also reveal social practices that organize people’s lives and unveil social discourses that legitimize, approve, erode, or eliminate different linguistic varieties that struggle to survive. This article examines the use of (mock) Lunfardo, a Spanish urban variety spoken in the Rio de la Plata area, Argentina, in a sign posted by the Buenos Aires’ city authorities and the impact this sign had on social media. The results of the analysis show that appealing to Lunfardo as a symbol of identity failed to establish a conversation between parties within a separated, fractured society.
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Borgogno, Ariela. "Revista “Idea Latina”: una mirada a la traducción cultural en los espacios de la diversidad." TRANSFER 5, no. 2 (September 22, 2017): 47–61. http://dx.doi.org/10.1344/transfer.2010.5.47-61.
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This study of Idea Latina, a magazine published in Argentina in the 1920's, will allow us to approach the issue of cultural translation as a tool for social integration. Starting from the analysis of literature in translation from the perspective of reception theory and of the conflicts that arose between Italian, its dialects, and Spanish, we analyze the position of the magazine in relation to the source (Italian) culture and the target (Argentine) culture. Published within the framework of a fervent cultural nationalism, Idea Latina helps us to understand the way in which a group of Italian intellectuals thought out the construction of Argentine identity.
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Andrés-Roqueta, Clara, Irene Garcia-Molina, and Raquel Flores-Buils. "Association between CCC-2 and Structural Language, Pragmatics, Social Cognition, and Executive Functions in Children with Developmental Language Disorder." Children 8, no. 2 (February 9, 2021): 123. http://dx.doi.org/10.3390/children8020123.
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(1) Background: Developmental Language Disorder (DLD) is diagnosed when the child experiences problems in language with no known underlying biomedical condition and the information required for its correct evaluation must be obtained from different contexts. The Children’s Communication Checklist (CCC-2) covers aspects of a child’s communication related to structural language and pragmatic skills, which are linked to social cognition or executive functions. The aim of this article is to examine parents’ reports using the Spanish version of the CCC-2 questionnaire and its association with different formal assessments related to communication. (2) Methods: 30 children with DLD (3; 10–9 years old) and 39 age-matched (AM) children with typical development were assessed using formal measures of structural language, pragmatics, social cognition, and executive functions. Parents of children with DLD answered the Spanish version of the CCC-2. (3) Results: The performance of children with DLD was lower in all the formal assessments in comparison to AM children. The CCC-2 was significantly correlated with all the direct child assessments, although only formal measures of structural language predicted both the structural language and pragmatics scales of the CCC-2. (4) Conclusions: The CCC-2 answered by parents was consistent with formal assessments in children with DLD, and structural language seemed to be the best predictor of all the subscales.
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Pascual-López, Xavier. "La herencia de las Sententiae de Publilio Siro en las paremias españolas en torno a la avaricia." Studia Romanica Posnaniensia 46, no. 4 (December 15, 2019): 101–10. http://dx.doi.org/10.14746/strop.2019.464.009.
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The aim of this paper is to present the Spanish proverbs related to the topic of greed that can be understood as a continuation of Publilius Syrus’ sentences. For the analysis are taken into account the contributions of two Hellenistic philosophical schools (Stoicism and Epicureanism), which illuminate the scope of the criticism of greed that occurs in these proverbs, both from a psychological as a social point of view. Latin sentences and Spanish proverbs are compared according to their formal or semantic continuity, as well as depending on other aspects (such as the tone or prosodic issues).
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Kossarik, M. A. "The treatise on the history of spanish by B. de Aldrete (1606) as the first textbook of romance philology." Philology at MGIMO 6, no. 4 (December 28, 2020): 135–45. http://dx.doi.org/10.24833/2410-2423-2020-4-24-135-145.
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The paper analyses the role of B. de Aldrete’s treatise “Del Origen y principio de la lengua castellana o romance que oi se usa en España” (1606) in the development of Romance philology. The XVII-century author writes about the most important aspects of internal and external history of Spanish, such as: pre-Romance Spain and substratum languages; Roman conquest and romanization; Hispanic Latin; German conquests of Spain; Arabic conquest and the Reconquista; formation of kingdoms in the north and state-building processes; sociolinguistic situation in Spain; the role of Spanish in the New World; changes from Latin to Spanish in phonetics and morphology; sources of Spanish lexis; early written texts; territorial, social, functional variation of Spanish. Apart from the aspects of Spanish philology, B. de Aldrete pays attention to the formation and functioning of Pyrenean languages: Catalan, Galician, and Portuguese. However, B. de Aldrete does not limit himself to examining Ibero-Romance languages. Many aspects of the history of Spanish are shown against a wider, Romance background, bearing in mind the earlier tradition (the Antiquity, in the first place). He also confronts Spanish with other Romance languages and Latin. The analysis of the first treatise on the history of Spanish makes one reconsider B. de Aldrete’s contribution to the development of language description models and the bases of Romance philology. The treatise sets up a model of Romance philology as a full-fledged philological discipline.
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Ardila, Alfredo. "Who Are the Spanish Speakers? An Examination of Their Linguistic, Cultural, and Societal Commonalities and Differences." Hispanic Journal of Behavioral Sciences 42, no. 1 (January 11, 2020): 41–61. http://dx.doi.org/10.1177/0739986319899735.
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In this article, three different aspects of the Spanish-speaking community are analyzed: (1) The idiosyncratic characteristics of the Spanish language, (2) the social dimension of the Spanish speakers, and finally, (3) their cultural manifestations. Two major Hispanic subcultures are distinguished: Iberian Spanish culture and Hispano American culture. Initially, the distribution of Spanish speakers in the world and the major oral and written characteristics of Spanish language are presented. The social characteristics of the Spanish-speaking countries, including economic development, literacy, life expectancy, and Human Development Index, are later discussed. It is emphasized that they represent a group of countries with a significant degree of heterogeneity. Finally, the Iberian Spanish and the Hispano American cultures are analyzed. Five cultural elements are reviewed: (1) ethnic group, (2) language, (3) religion, (4) level of development, and (5) level of schooling. It is concluded that regardless that in Spain, there are important regional differences, it is possible to consider that there is a cultural background common to all Spaniards, which may have specific nuances in each region. Hispano America, on the other hand, from the point of view of its ethnic origin, is 50% descended from Europeans, Indians, and Africans. The other 50% represents a mixture in varying proportions of these ethnic groups and other groups. It is concluded that in Hispano America there is a “base” culture (Hispanic culture) that presents a great variability according to the particular country and region. This base culture emphasizes socially oriented values, such as solidarity, some temporary flexibility, and similar cultural values.
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Astakhova, E. V. "The Concept of Fiesta in Spanish National and Cultural Vision of the World." MGIMO Review of International Relations, no. 2(35) (April 28, 2014): 285–98. http://dx.doi.org/10.24833/2071-8160-2014-2-35-285-298.
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The author examines the image of Spain through the megaconcept of fiesta, which determines many aspects of the national and cultural mentality. This concept reflects various vectors of quotidian life, religious and popular holidays with their complicated details and special dramaturgy, penetrates to every day communication and behavior. The research determines such Spanish extralinguistic realities as corrida, tertulia, movida, botellon, indignados, analyses the role of the theater, of "coffee culture", of football and other phenomenons in social life and cognitive space of Spaniards. The knowledge of different aspects of fiesta helps to understand the word potential of Spanish language, its metaphors, and stylistic images. The fiesta as a key word of Spanish linguistic culture, it is full of feelings, which considered being merged in verbal, textual, visual and no verbal dimensions for the exit of intercultural communication.
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Sánchez-Miguel, Emilio, and Jesús-Nicasio García-Sánchez. "The Decade 1989–1998 in Spanish Psychology: An Analysis of Research in Development and Educational Psychology." Spanish Journal of Psychology 4, no. 2 (November 2001): 182–202. http://dx.doi.org/10.1017/s1138741600005746.
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In this study, we identified 67 research trends that meet the criteria of this special issue. In the following pages, all the research trends will be reviewed, grouped into five categories: personal and social development, cognitive and linguistic development, developmental and educational contexts, cognition and instruction, and development and learning disabilities. A general overview of the area is obtained by dividing each category into subcategories, thus arranging the identified research trends in a four-level hierarchical structure. Taking into account this analysis, in our Conclusions section, we note the regularities with regard to the issues that have been studied the most, the predominant type of works, and, more important, the most noteworthy imbalances. We reached six conclusions: (1) Research on educational changes predominates over the study of developmental changes; (2) the study of formal education is predominant over informal education; (3) cognitive-linguistic aspects predominate over personal and social aspects; (4) application of knowledge predominates over the generation of new knowledge; (5) new educational-practice proposals predominate over the study of these educational practices; and (6) the study of change is not related to the proposals that promote change.
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Velleman, Barry L. "Domingo F. Sarmiento y la función social de la lengua." Historiographia Linguistica 24, no. 1-2 (January 1, 1997): 159–74. http://dx.doi.org/10.1075/hl.24.1-2.11val.
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Summary The linguistic ideas of Domingo Faustino Sarmiento (Argentina, 1811–1888), while never stated as an organized whole in his copious Complete Works, occupy a central position in his thought on social organization, education, and the advance of what he called ‘civilization’. While he never proposed to analyze ‘language’ in a systematic way, Sarmiento’s linguistic ideas reveal a surprising intuition. This study attempts to trace some of these reflections, emphasizing materials produced in the period 1841–1843, when Sarmiento participated in a lively polemic motivated, in part, by the controversy of whether or not to break with Peninsular models. Sarmiento found the Spanish language incapable of providing a prestige dialect, since it was the reflection of an inert culture. He strove to distinguish between a language and the graphic symbols which represent it, and to find American prestige linguistic models. Seeing language as a dynamic construct with variations through time, place, and social level, Sarmiento anticipates modern descriptivist and pragmatic theories. He also proposes that the basis of language education is reading, and supports both foreign language teaching and massive translation of foreign texts. Sarmiento’s dismissal of Spain as a literary and linguistic model softened over the years, beginning with the period of ‘codification’ seen between 1843 and 1849. By the period 1879–1883, Sarmiento acknowledged Bello’s great contribution. The Argentine thinker is seen in the context of the Argentine Generation of 1837 whose Naturalistic-Romantic concept of language evolved into a Darwinian positivism.
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Mazzaro, Natalia, and Raquel González de Anda. "Men Finally Got It! Rhotic Assibilation in Mexican Spanish in Chihuahua." Languages 5, no. 4 (October 14, 2020): 38. http://dx.doi.org/10.3390/languages5040038.
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Rhotic assibilation is a common sociolinguistic variable observed in different Spanish speaking countries such as Argentina, Ecuador, and México. Previous studies reported that rhotic assibilation alternates with the flap and/or with the trill. In this study, we explore three aspects of rhotic assibilation in the Spanish of the state of Chihuahua, Mexico/El Paso, TX, United States: (1) Its diachronic development; (2) the linguistic and social factors that affect this variation and; (3) the possible effect of contact with English in this variable. Fifty-eight participants, including Spanish monolingual and Spanish-English bilingual subjects, performed one formal and two semi-informal speech production tasks. Acoustic and perceptual analysis of the tokens showed that the variation is not binary (standard vs. non-standard variant), but that it includes other rhotic variants with varying degrees of frication. Variation is restricted to phrase-final position and heavily favored by preceding front vowels (/e/ and /i/). These effects have a clear aerodynamic and articulatory motivation. Rhotic assibilation is not receding, as previously reported. It continues to be a prestigious variable prevalent amongst females, but also present in male speakers. The comparison between bilingual and monolingual speakers shows that contact with English does not significantly affect the occurrence of assibilation.
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Cedillo Corrochano, Carmen Mª. "La pluralidad denominativa de la Traducción e Interpretación en los Servicios Públicos a través de Twitter y YouTube." Lebende Sprachen 66, no. 1 (April 9, 2021): 180–92. http://dx.doi.org/10.1515/les-2021-0009.
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Abstract Public Service Interpreting and Translation –PSIT– is a specialty of the studies of Translation and Interpreting that generates controversy in the specialized literature in its most basic defining aspects. For this reason, a reading of the literature will reveal a lack of consensus in its own conceptualisation; something essential for its social and professional knowledge/acknowledgment. Thus, this article will focus on the denominational plurality of the PSIT in Spain and will offer a quali-quantitative analysis of the names under which it is known in Spain and the use of these names in two of the most popular social media in Spanish society today: Twitter and YouTube.
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Llano, Carina, and Victor Durán. "The Introduction of Wheat in Mendoza, Argentina During the Sixteenth Century A.D.: Archaeobotanical Evidence." Latin American Antiquity 25, no. 4 (December 2014): 462–72. http://dx.doi.org/10.7183/1045-6635.25.4.462.
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During the colonial era, southern Mendoza, Argentina, functioned as a frontier where indigenous and Spanish-speaking people interacted. Contact caused major transformations to indigenous economic, social, and political organization. Archaeological analysis is fundamental to understanding the characteristics of local indigenous populations that rapidly incorporated European products into their diets. Analysis of archaeological remains from the region, therefore, can cast light on important aspects of Spanish-indigenous interactions. The aim of this work is to describe the archaeobotanical record of Cueva de Luna—located in the Rio Grande Valley and containing occupations dated between ca. 3800 B.P. and European contact—and to understand how plants were exploited by the inhabitants of southern Mendoza. Preliminary analysis of the archaeobotanical record, consisting primarily of seeds and woody endocarps in a dry state of preservation, indicates the use of native wild taxa, among which algarrobo (Prosopis sp.), molle (Schinus polygamus), solupe (Ephedra), and jarilla (Larrea nitida) abound. American cultivars including beans (Phaseolus vulgaris) are also present. Significantly, the record includes Eurasian taxa, including wheat (Triticum sp.) and walnut tree (Juglans sp.). The Cueva de Luna record is important in this regard for it may correspond to the nineteenth century, when the area was inhabited by what may have been the last indigenous Pehuenche group preceding the current ranchers. Our results provide a basis for future work related to change and continuity in the prehistoric use of plants.
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Shibuya, Emi. "Emotional factors in senior L2 acquisition: A case study of Japanese speakers learning Spanish." Journal of Education Culture and Society 11, no. 1 (June 27, 2020): 353–69. http://dx.doi.org/10.15503/jecs2020.1.353.369.
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Aim. This research tries to explore whether a training course on tour guiding in a foreign language designed for senior learners could maximize their life experience, knowledge, and motivation (Author, 2018, 2019). The discussion argues that language learning for older adults is to be considered not only from cognitive aspects, but also from emotional and social aspects, since these are malleable and susceptible of being changed by the teaching method and the teacher's skills.
Method. We discuss the case of senior Japanese learners of L2 Spanish through their questionnaires, class observations and introspective materials. Literature regarding emotional factors such as tolerance to ambiguity is reviewed. Also, we further focus on the social factors including gender divide, a major issue in Japanese society that affects the older generation in particular.
Results. We used the Multidimensional Mood State Questionnaire (MDMQ questionnaire, English version of Der Mehrdimensionale Befindlichkeitsfragebogen MDBF; Steyer, Schwenkmezger, Notz, and Eid, 1997) to determine their mood before and after the course 5 times in total. We also introduce 4 learners’ cases (2 female and 2 male learners) including introspective materials results from senior learners showing their Spanish level transition.
Conclusion. A content-based course linked to practical occasions to be a volunteer tour guide seems not simple for the students and some learners felt ambiguous with regards to contents; however, independently of their Spanish level, they tried to find simple and alternative ways to manage the conversations or explanations. Some typical cultural and social factors in Japan, learners’ language level, experience, knowledge, and emotional factors seem more important elements for the creation of class atmosphere in this content-based L2 learning.
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Álvarez López, Laura, and Magdalena Coll. "Registers of African-derived lexicon in Uruguay: etymologies, demography and semantic change." Zeitschrift für romanische Philologie 135, no. 1 (March 4, 2019): 223–55. http://dx.doi.org/10.1515/zrp-2019-0006.
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Abstract The present paper deals with 82 words of possible African origin registered in Uruguay by Ildefonso Pereda Valdés and Rolando Laguarda Trías between 1937 and 1965. Many of the lexical items were probably introduced by enslaved Africans brought to the region during the 18th and 19th centuries. Evidence shows that most of the words are apparently shared with varieties of Spanish outside the Rio de la Plata region, and most of them also appear in neighboring Argentina and Brazil. Furthermore, the African-derived lexicon is often used to denominate the ‘other’ with respect to people and social behaviors, and most of these loanwords are nouns with possible origins in Bantu languages spoken in West-Central Africa, which corresponds to the available demographic data.
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Pinto-Abecasis, Nina. "From Grandmother to Grandson—Judeo-Spanish Anecdotes in Israel Today: Emigration, Cultural Accommodation and Language Preservation." European Journal of Jewish Studies 9, no. 1 (April 21, 2015): 100–118. http://dx.doi.org/10.1163/1872471x-12341275.
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I examine processes of cultural accommodation and maintenance of the Sephardic tradition as reflected in anecdotes of the generation who immigrated to Israel. The anecdotes reflect traditions and beliefs of Ladino speakers; I study their folkloric and linguistic aspects, while exposing the elements that create humor and reflect dominant social norms. The anecdotes present the obvious and the concealed tensions in Israeli society, yet they have a universal dimension: social conflicts in contacts between cultures, between ethnic groups, between the generation of the parents and that of the children and grandchildren, between next-door neighbors and between diasporas which converge in one social habitat. The article examines elements of performance, including the place of the storyteller in the storytelling situation and the techniques that generate laughter and identification with a marginal group: the group of Ladino speakers in Israel, as they clash with the hegemonic power in the Israeli society.
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de la Peña, Almudena Giménez, Jesús M. Canto Ortiz, Pablo Fernández Berrocal, and Martyn Barrett. "Stereotype Development in Andalusian Children." Spanish Journal of Psychology 6, no. 1 (May 2003): 28–34. http://dx.doi.org/10.1017/s1138741600005187.
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Social psychologists have shown a profound interest in intergroup relationships, but there are very few papers focusing on the developmental aspects that explain the psychological mechanisms involved in the construction of group and cultural identity. Our research aims to explore how the self-categorization of Andalusian children evolves. We tried to assess the degree to which they self-identify as Andalusian, Spanish, and European, and how this identification changes with age. We were also interested in the affective evaluation of different groups (French, Italian, English, German, Spanish, Catalonian, and Andalusian) made by Andalusian children. Furthermore, we analyzed the relationship between self-categorization and the evaluation of these groups. Results show that the development of national (autonomous community) identity in these children is influenced by their cognitive development, as well as by the relationships among the regional communities of Spain and the relationships between Spain and other countries. The peculiarity of Andalusians as a group is that they assume both identities: Spanish and Andalusian, from a very early age. In-group favoritism is an extended phenomenon at all ages, and Andalusian children have a negative stereotype of the other Spanish groups and other European communities.
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García, Miguel Ángel. "La copla andaluza y los poetas." Revue Romane / Langue et littérature. International Journal of Romance Languages and Literatures 48, no. 2 (December 5, 2013): 328–53. http://dx.doi.org/10.1075/rro.48.2.07ang.
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From the so-called «fin de siglo» to the thirties some of the Spanish poets relied on the folk song –and more specifically on the «cante jondo» or flamenco– to define an alleged Andalusian soul. In opposition to the cheerful, colourful and folkloric Andalusia described by poets like Reina and Rueda, there are other Modernist authors like Villaespesa, Sánchez Rodríguez, Juan Ramón Jiménez or Darío who refined the literary image of Andalusia from the distinctive notes of sadness or grief, thus initiating a thematic chain which from the twenties extended Lorca’s image of «Andalucía del llanto» under Neopopularism and the Vanguard movement. This trend continued in the next decade, when Cansinos Assens and the Caba brothers placed similar emphasis on tragic Andalusia, based on an analysis of the «cante jondo» in which metaphysical, social and historical aspects were mixed. This paper aims to examine some of the key aspects of the relation between the sadness of the Andalusian song and Spanish poetry in the first third of the 20th century.
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Makarycheva, A. V., and E. V. Smirnova. "Wordplay in Spanish advertising discourse." Linguistics & Polyglot Studies 8, no. 4 (December 31, 2022): 177–88. http://dx.doi.org/10.24833/2410-2423-2022-4-33-177-188.
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The article comprehensively studies such a stylistic device as wordplay in advertising discourse on the example of the Spanish language. The main purpose of the study was to study the wordplay techniques in the Internet advertising banners, which in recent years have gained most popularity among potential consumers compared with other types of advertising, as well as to identify those that are most frequently used. The objectives of the study were to find, systematize and classify examples of wordplay, determine the frequency of their use, as well as their compatibility and reinforcement potential in conjunction with visual means. To achieve the goals set, a significant layer of Spanish-language advertising on the Internet was analyzed from both Spanish and Latin American sites; the most striking and illustrative examples were selected and classified, and ranked according to the frequency of their use. In many advertising banners on the Internet was revealed a reference to the cultural and social realities of Spanish-speaking countries, their national color, features, which allows one not only to better understand the realities of Spanish-speaking countries, but also the value orientations of local goods and services consumers. On the basis of the conducted research, it was found that the most striking and most commonly used wordplay techniques are dilogy and pun, whereas paronomasia, diaphora and folding word are less common. Quite rare in advertising are antimetaboles and acrostics, as well as palindrome, which is explained by their least expressiveness and attractiveness to the consumer. The material has proved that wordplay in the language of advertising is one of the key aspects in creating advertising texts on the Internet, since, in combination with visual means, this technique creates a strong emotional impact, draws the consumer's attention to the advertised product and contributes to its better implementation, which is the advertisers’ goal.
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Kobeshavidze, Marine, Sofio Peikrishvili, and Ketevan Khuskivadze. "The methods and norms of transferring Spanish and Georgian proper names into Georgian language." INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION VII, no. 1 (June 24, 2019): 7–15. http://dx.doi.org/10.22333/ijme.2019.13002.
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Nowadays Georgia is faced with the economic, political and social problems, by which the integration process with the European Union is accompanied. The Association Agreement has given rise to the new challenges that finally aims at providing the collaboration among the member states of EU, including Spain on the issues such as economy, education, tourism, emigration policy, legal cooperation and safety. The language along this line is the essential tool for the development of international relations. In this respect, the accurate translation of toponyms, anthroponyms and legal terms into the foreign language is of utmost importance. The paper deals with the research conducted on these topics, in particular, by the example of Spanish and Georgian - the two languages belonging to extremely distant language families, which differ from each other from the syntactic, morphological and structural aspects and have distinct alphabets and phonetic systems. The paper mainly focuses on informing the findings of the still ongoing research, which will be beneficial to the linguists as well as the translators in the fields of diplomacy, law and politics. It is the first time the research has been conducted from the above - mentioned aspects, which, in its turn, develops certain complications. In addition, based on the historical background, the involvement of the third- Russian language in the ongoing processes makes some difficulties, as well.
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Martínez, Glenn. "Classroom Based Dialect Awareness in Heritage Language Instruction: A Critical Applied Linguistic Approach." Heritage Language Journal 1, no. 1 (October 20, 2003): 44–57. http://dx.doi.org/10.46538/hlj.1.1.3.
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The present paper argues that while the Spanish for Heritage Learners (SHL) profession has given ample attention to sociolinguistic issues such as linguistic standards and language variation in teacher training, it has not yet given sufficient attention to the promotion of dialect awareness among heritage learners themselves. After discussing the role of dialect in heritage language pedagogy, I review some of the ways in which dialect awareness has been fostered in existing SHL textbooks and ancillary materials. I argue that these approaches can be sharpened by attending to the social functions of language variation. I present a critical applied linguistic approach to dialect awareness that focuses on the indexical aspects of language variation in society. I discuss three strands of this approach to dialect awareness: functions of dialects, distributions of dialects, and evaluation of dialects. Finally, I suggest some activities to present these strands in a first year college level Spanish for heritage learners class.
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Cycyk, Lauren M., Heather W. Moore, Stephanie De Anda, Lidia Huerta, Shaundra Méndez, Christina Patton, and Camille Bourret. "Adaptation of a Caregiver-Implemented Naturalistic Communication Intervention for Spanish-Speaking Families of Mexican Immigrant Descent: A Promising Start." American Journal of Speech-Language Pathology 29, no. 3 (August 4, 2020): 1260–82. http://dx.doi.org/10.1044/2020_ajslp-19-00142.
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Purpose Caregiver-implemented naturalistic communication interventions (CI-NCIs) support the communication abilities of young children with language disorders and enhance the communication behaviors of their caregivers. Yet, few CI-NCIs have been adapted and tested for feasibility with families who speak Spanish at home. This study addresses this gap in the literature by examining the social validity and preliminary outcomes of an adapted CI-NCI program with families who identified as Mexican immigrants and spoke Spanish. Method A multiphase cultural adaptation process enhanced the Language and Play Every Day program for Spanish-speaking Mexican immigrant families in the United States. Six families, including eight caregivers and eight toddlers, participated. Caregivers received coaching on the use of language-facilitating strategies within existing home routines. Multiple measures of the social validity of the intervention's goals, procedures, and outcomes were collected. Changes in caregivers' reported confidence, knowledge, and use of language-facilitating strategies and children's receptive and expressive communication were examined to determine preliminary outcomes. Results Overall, caregivers perceived many of the intervention's goals, procedures, and outcomes as socially valid and specified aspects of the intervention needing improvement. Caregivers and children showed modest but potentially clinically meaningful gains in their communication skills following the intervention despite wide individual variability. Conclusions Given some recommendations to further adapt the intervention, this CI-NCI appears to be feasible for supporting the communication development of children of Spanish-speaking Mexican immigrant descent. Thus, future research on the efficacy of the intervention is warranted. Supplemental Material https://doi.org/10.23641/asha.12269081
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Safaralieva, Lyubov’ A., and Nickolay P. Parkhitko. "Comparative Analysis of the Phraseological Units Representing the Concepts of OLD AGE and VEJEZ in Russian and Spanish." RUDN Journal of Language Studies, Semiotics and Semantics 13, no. 3 (September 30, 2022): 694–709. http://dx.doi.org/10.22363/2313-2299-2022-13-3-694-709.
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The article is devoted to the research of phraseological units representing the concepts of OLD AGE and VEJEZ in Russian and Spanish languages, in psycholinguistic, linguocultural and structural-semantic aspects. Considering the fact that the concept of OLD AGE as the personification of experience, the passage of time, physical and mental withering of a personality is a universal phraseological constant of almost every language, the authors found it expedient to compare phraseological and thematic fields of Spanish and Russian, where, as a hypothesis, it is assumed to identify different historical and cultural approaches to the definitions «age», «old age», «aging», etc., and to the corresponding social group. The key methods of linguistic science used in the work are descriptive, linguogenetic and comparative methods. The article provides a scientific justification for the differences in the definition of the phenomenon of OLD AGE in the Spanish and Russian languages, due to the peculiarities of perception of the national linguistic picture of the world by native speakers of Russian and Spanish. The general, universal images of OLD AGE associated with the final period of a person’s life, the weakening of his body, the presence of a certain life experience are revealed. In addition, the provisions on the predominance of phraseological units with pejorative coloring nominating an old person in the Russian language are substantiated, while phraseological units with reclamation coloring prevail in Spanish. Note that for native Spanish speakers, OLD GAE is primarily associated with centenarians, people who have overcome the age of 90, while in Russian such associations are of a singular nature. The argumentation base of the study is based on a wide list of linguistic and lexical-phraseological sources used by the authors while preparing this article.
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Marcos-Marín, Francisco. "La investigación del español del Suroeste." Language Problems and Language Planning 32, no. 3 (December 12, 2008): 237–52. http://dx.doi.org/10.1075/lplp.32.3.03mar.
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This is the second of two articles dealing with the epistemology of the analysis of Spanish in the Southwest of the United States of America. The content of this part is basically linguistic, with social implications, and mostly synchronic. The historical references, however, are never set aside. In the first place, it is important to make a distinction between the real melting languages and theoretical misinterpretations. English and Spanish are combined with social and literary implications in the diverse slang forms of the area: pachuco, caló, among others. Spurious interests, however, have given force to fantastic hypotheses brought to a climax by the invention of an allegedly “new” language, called Spanglish. This lexical choice is unfortunate, because it takes advantage of the existence of a more innocuous use of the word, simply referring to all forms of contact between the two languages. Four aspects are therefore mixed up and mistaken: the invention of an allegedly “new” language, in spite of a total lack of unification; the constant code-switching with different modalities and extent; the bad quality of certain translations; and the cultural relegation of Hispanics to speakers of a ghetto language. The set of two articles ends with a graphical presentation of a SWOT analysis (strengths, weaknesses, opportunities and threats). The conclusion refers to Judeo-Spanish and the dangers of ghetto languages, as well as to the role of education.
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Amezcua, Angélica, Anel Brandl, Evelyn Durán Urrea, and Estrella Rodriguez. "The switch to remote instruction in Spanish heritage language courses: Why social presence matters." Ripensare l’insegnamento delle lingue straniere a partire dall’esperienza della didattica a distanza 8, no. 2 (November 30, 2021): 185–214. http://dx.doi.org/10.21283/2376905x.14.249.
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EN The pandemic amplified the educational disparities that Latinx students face in virtual courses. This research project describes Spanish Heritage Language (SHL) learners’ experiences with remote instruction, and it proposes using the Community of Inquiry Model (Garrison et al., 2000) and modified versions of the Theory of Social Presence (Fayram, 2017; Hauck & Warnecke, 2012; Strong et al., 2012; Whiteside, 2015) as guiding frameworks to obtain information about social presence (SP) aspects in the online classroom. A total of 126 SHL learners took a validated online survey to evaluate the challenges of switching to a remote modality of instruction. This research emphasizes the need to design effective online courses that foster SP as a key element to diminish feelings of isolation and encourage active participation in the classroom. We propose that teaching presence is an important component of social presence in online SHL courses, and we offer pedagogical implications for practitioners. Parole chiave: LATINX STUDENTS, SPANISH HERITAGE LANGUAGE COURSES, ONLINE CLASSES, SOCIAL PRESENCE ES La pandemia amplificó la disparidad educativa que el alumnado latino sufre en los cursos virtuales. Este proyecto describe las experiencias del alumnado latino en las clases virtuales de español como lengua de herencia (SHL) y propone el uso del modelo de la Community of Inquiry (Garrison et al., 2000) y la teoría de la Presencia Social (junto con sus modificaciones: Hauck & Warnecke, 2012; Fayram, 2017; Strong et al., 2012; Whiteside, 2015) como guía para entender la presencia social (PS) y sus factores en las clases virtuales. Un total de 126 participantes respondieron a un cuestionario en línea validado para evaluar los retos que supuso el cambio a una enseñanza a distancia. Los resultados indican la importancia de diseñar cursos virtuales efectivos que promuevan la presencia social como el elemento clave para disminuir el aislamiento y promover la participación activa en las clases. En este estudio proponemos que la presencia docente es un componente importante de la presencia social en la enseñanza virtual del español como lengua de herencia y ofrecemos implicaciones pedagógicas para el profesorado. Palabras claves: ALUMNADO LATINO, CURSOS DE ESPAÑOL COMO LENGUA DE HERENCIA, CURSOS EN LÍNEA, PRESENCIA SOCIAL IT La pandemia ha aumentato le disparità educative che studenti/esse latini/e affrontano nei corsi a distanza. Questo studio descrive le esperienze di apprendenti di Spagnolo come Lingua Ereditaria nella didattica a distanza (DaD), e propone l’uso del modello della Community of Inquiry (Garrison et al., 2000) e della Teoria della Presenza Sociale (con le sue variazioni: Hauck & Warnecke, 2012; Fayram, 2016; Strong et al., 2012; Whiteside, 2015) come modelli per ottenere informazioni su aspetti della presenza sociale (SP) durante le lezioni online. 126 studenti hanno risposto a un questionario validato online per valutare le sfide poste dal passaggio alla DaD. I risultati evidenziano la necessità di corsi online efficaci che promuovano la SP come fattore chiave per diminuire il senso di isolamento e incoraggiare una partecipazione attiva alla lezione. Viene suggerita la presenza dell’insegnante come componente importante della SP nei corsi online di SHL e vengono trattate le implicazioni pedagogiche per i docenti stessi. Parole chiave: STUDENTI LATINI, CORSI DI SPAGNOLO COME LINGUA EREDITARIA, LEZIONI ON-LINE, PRESENZA SOCIALE.
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Maltz, Hernán. "Literatura policial y policía: reflexiones a partir de dos intervenciones críticas (José Pablo Feinmann y Carlos Gamerro)." Catedral Tomada. Revista de crítica literaria latinoamericana 9, no. 17 (January 10, 2022): 197–225. http://dx.doi.org/10.5195/ct/2021.465.
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I propose a close reading on two critical interventions about crime fiction in Argentina: “Estado policial y novela negra argentina” (1991) by José Pablo Feinmann and “Para una reformulación del género policial argentino” (2006) by Carlos Gamerro. Beyond the time difference between the two, I observe aspects in common. Both texts elaborate a corpus of writers and fictions; propose an interpretative guide between the literary and the political-social series; maintain a specific interest in the relationship between crime fiction and police; and elaborate figures of enunciators who serve both as theorists of the genre and as writers of fiction. Among these four dimensions, the one that particularly interests me here is the third, since it allows me to investigate the link that is assumed between “detective fiction” and “police institution”. My conclusion is twofold: on the one hand, in both essays predominates a reductionist vision of the genre, since a kind of necessity is emphasized in the representation of the social order; on the other, its main objective seems to lie in intervening directly on the definitions of the detective fiction in Argentina (and, on this point, both texts acquire an undoubtedly prescriptive nuance).