La Dualidad De La Identidad Hispanounidense En La Enseñanza De Español Para Hispanohablantes En Los Institutos De Los Estados Unidos

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La Dualidad De La Identidad Hispanounidense En La Enseñanza De Español Para Hispanohablantes En Los Institutos De Los Estados Unidos La dualidad de la identidad hispanounidense en la enseñanza de español para hispanohablantes en los institutos de los Estados Unidos Autora: Bárbara Redondo Quesada Tutor: Dr. Antonio Torres Torres Enseñanza: Máster de Español como lengua extranjera en ámbitos profesionales. Promoción: 2016-2018. - RESUMEN - La relación entre el español y el inglés en Estados Unidos siempre ha sido muy estrecha desde la formación del país. No obstante, en la última década, el incremento de la población hispana ha traído consigo que la lengua española se haya convertido en el segundo idioma más hablado en la nación norteamericana, pero ¿este hecho significa que ahora goza de una mayor aceptación por parte del mainstream estadounidense? Diversos estudios sociológicos demuestran que el español se pierde de forma generacional y uno de los motivos es la creencia de que así se facilitará la asimilación de los nuevos latinos en la sociedad media, provocando que estos deban renunciar a una parte de su identidad híbrida. El principal objetivo de esta investigación es averiguar cómo la dualidad cultural de los adolescentes hispanounidenses se utiliza en la enseñanza de español como lengua de herencia, tanto en las aulas como en algunos materiales destinados a los niveles de High School, con tal de motivarlos a que sigan estudiando el idioma español conectándolo con la realidad que les rodea. Con el propósito de extraer datos concluyentes sobre las necesidades lingüísticas y socioculturales de esta clase de estudiantes que nos guiaran en la creación de una unidad didáctica dirigida a un curso de AP de lengua española, se han analizado tres manuales diferentes de español para hispanohablantes y se ha entrevistado a profesores de dos institutos bilingües de Nueva York. Palabras clave: hablante de herencia, español en Estados Unidos, hibridación cultural, adolescentes, hispanounidenses, spanglish, educación bilingüe en Estados Unidos, High School, panhispanismo. - ABSTRACT - The relation between Spanish and English language in the United States has been very close from the foundation of the country. However, during the last decade, the rise of Hispanic population has caused that Spanish language became the second most spoken language in the North American nation. But, does it mean that it is largely accepted by the American mainstream now? Different sociological studies show that Spanish is gradually lost through family generations and one of the reasons is the belief that it will make the assimilation of the new Latinos in the US society easier. This position brings about a denial of a part of their hybrid identity. The main goal of this research is to find out how the duality of the Latino teenagers’ culture is treated in the teaching of Spanish as a Heritage Language, both at class and on different pedagogical material for High School students, and how it can help to encourage them to keep learning and using Spanish and connect it to their reality. In order to get conclusive data about the linguistic and sociological needs of these kind of learners and to be able to design a didactic programme for an AP Spanish Language course, I analysed three different textbooks for Heritage Speakers and I interviewed some teachers from two bilingual schools form New York. Keywords: Heritage speaker, Spanish Language in the U.S., cultural hybridization, teenagers, Hispanic Americans, Spanglish, Bilingual education in the U.S., High School, panhispanism. 1 AGRADECIMIENTOS Primero de todo, me gustaría agradecerle a mi tutor, el Dr. Torres, no solo que haya aceptado la terrible tarea de guiarme a mí, una persona con cierta manía a preguntarse las cosas más banales millones de veces por una manía todavía peor, el perfeccionismo, en la elaboración de esta memoria de máster, también, el inculcarme la inquietud por aprender más y más sobre las distintas variedades del español, respetarlas y quererlas. Segundo, quiero dar las gracias a una gran compañera y mejor amiga que me ha ayudado en todo lo que ha podido y más durante este proceso, Anabel Frutos. Sin ella, sin su experiencia como profesora en Nueva York y sin sus consejos, este trabajo no habría sido el mismo. Asimismo, debo agradecer a las maestras de dos instituciones de educación secundaria de la misma ciudad por prestarse de forma desinteresada y totalmente cooperativa como informantes para el análisis realizado. Por otro lado, el más personal, tengo que agradecerles infinitamente y dedicarles esta tesina a las personas que más han sufrido por mi estrés: mi familia, mis inseparables compañeras de máster, Raquel y Marta, que han hecho siempre del pesimismo y el agobio un chiste, y a mis mejores amigos, ellos saben quiénes son, que han sido capaces de aplazar todos los planes hasta después de que yo entregara estas páginas. Y, por último, quiero darle las gracias a la persona que no podría haber leído ni la mitad de las palabras que he escrito, pero que, sin su deseo de que viera con ella cada tarde las telenovelas latinoamericanas que tanto le encantaban, seguramente el tema de este trabajo sería otro. A ti, abuela. 2 ÍNDICE 1. INTRODUCCIÓN…………………………………………………………………7 1.1. Justificación de la investigación……………………………………………….. 7 1.2. Hipótesis……………………………………………………………………….. 9 1.3. Objetivos……………………………………………………………………… 10 1.3.1. Objetivos específicos…………………………………………………….. 11 1.4. Estado de la cuestión………………………………………………………….. 11 1.5. Estructura del trabajo…………………………………………………………. 14 2. MARCO TEÓRICO………………………………………………………………15 2.1. El español en/de Estados Unidos……………………………………………… 15 2.1.1. División de los Estados Unidos en regiones lingüísticas………………… 17 2.1.2. El español en los medios de comunicación estadounidenses: un intento de estandarización…………………………………………………………... 22 2.2. El spanglish. Definición……………………………………………………… 25 2.2.1. Historia del spanglish……………………………………………………. 26 2.2.2. Características del spanglish…………………………………………….. 28 2.2.2.1. Tipos de transferencia lingüística del spanglish…………………….31 2.2.2.1.1. Transferencias morfosintácticas, léxicas y semánticas……….....31 2.2.2.2. La cultura del spanglish………………………………………….....33 2.3. La educación bilingüe en Estados Unidos……………………………………...37 2.3.1. Historia de la educación bilingüe en Estados Unidos………………….. 38 2.3.2. Análisis de la relación entre los programas de enseñanza de lenguas en Estados Unidos y la integración en la sociedad media norteamericana de los hablantes hispanos……………………………………………………….. 40 3 2.4. Los hablantes de español como lengua heredada y su papel en la vida estadounidense………………………………………………………………... 46 2.4.1. Características del español de un hablante de herencia………………… 48 2.4.2. La enseñanza de español como lengua de herencia y su dificultad……. 50 2.4.3. La hibridación en la identidad de un hispano de Estados Unidos: cuando mamá, papá y la vecina vienen de países diferentes, pero dicen que hablan español…………………………………………………………………… 54 3. METODOLOGÍA EMPLEADA…………………………………………………57 3.1. Metodología para el análisis de manuales de español para hispanohablantes… 57 3.2. Metodología para el análisis de las entrevistas………………………………... 59 4. ANÁLISIS DE MANUALES Y ENTREVISTAS……………………………….60 4.1. Manuales de español para hispanohablantes………………………………….. 60 4.1.1. Encuentros. Primer curso, 1997…………………………………………. 60 4.1.2. Sendas literarias 1, 2001…………………………………………………. 64 4.1.3. Palabra abierta, 2007……………………………………………………. 67 4.1.4. Conclusiones del análisis de manuales…………………………………… 71 4.2. Entrevistas a profesoras de español para hispanohablantes…………………... 74 4.2.1. El bilingüismo en Estados Unidos……………………………………….. 76 4.2.2. El tratamiento de la materia sociocultural en clase de español…………… 80 4.2.3. Los alumnos de segunda generación y la mezcolanza latina- estadounidense…………………………………………………………… 82 4.2.4. Conclusiones de las entrevistas………………………………………….. 86 5. PROPUESTA DIDÁCTICA…………………………………………………….. 87 5.1. Introducción………………………………………………………………….. 87 5.2. Tipo de alumno……………………………………………………………….. 88 4 5.3. Objetivos……………………………………………………………………… 89 5.3.1. Objetivos propios de la unidad o generales……………………………….90 5.3.2. Common Core Standards………………………………………………… 91 5.4. Metodología…………………………………………………………………... 94 5.5. Yo soy hispanounidense…………………………………………………….... 95 5.5.1. Primer bloque: Introducción……………………………………………... 96 5.5.2. Segundo bloque: Los hispanos como fenómeno de masas……………… 101 5.5.3. Tercer bloque: Las generaciones……………………………………….. 104 5.5.4. Cuarto bloque: La inmigración…………………………………………. 108 5.5.5. Quinto bloque: El spanglish……………………………………………. 111 5.5.6. Sexto bloque: Las variedades del español………………………………. 113 5.5.7. Proyecto final: Yo soy hispanounidense………………………………... 116 6. CONCLUSIONES FINALES………………………………………………….. 117 7. BIBLIOGRAFÍA Y REFERENCIAS CONSULTADAS…………………….. 120 8. ANEXO…………………………………………………………………………...133 8.1. Entrevistas realizadas………………………………………………………... 133 8.1.1. Primera entrevista………………………………………………………. 133 8.1.2. Segunda entrevista…………………………………………………….... 145 8.1.3. Tercera entrevista……………………………………………………….. 152 8.2. Actividades propuestas…..………………………………………………….. 157 5 ÍNDICE DE RECURSOS VISUALES. ILUSTRACIONES: 1. Distribución territorial de los Estados Unidos………………………………….15 2. Ejemplo real de spanglish………………………………………………………32 3. Portada de Encuentros (primer curso), 1997…………………………………...60 4. Portada de Sendas literarias I, 2001……………………………………………64 5. Portada de Palabra abierta, 2007………………………………………………67 TABLAS: 1. Tabla 1. Síntesis de las conclusiones extraídas del análisis de manuales………72 2. Tabla 2. División del alumnado de NHS
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