The Changing System of Costa Rican Pronouns of Address: Tuteo, Voseo, and Ustedeo”
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Flippin' Scripts
FLIPPIN’ SCRIPTS: LANGUAGE IDEOLOGIES AND LANGUAGE PRACTICES IN A DUAL IMMERSION BILINGUAL PROGRAM A DISSERTATION SUBMITTED TO THE GRADUATE SCHOOL OF EDUCATION AND THE COMMITTEE ON GRADUATE STUDIES OF STANFORD UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY Luis Poza June 25, 2014 © 2014 by Luis Ernesto Poza. All Rights Reserved. Re-distributed by Stanford University under license with the author. This work is licensed under a Creative Commons Attribution- Noncommercial 3.0 United States License. http://creativecommons.org/licenses/by-nc/3.0/us/ This dissertation is online at: http://purl.stanford.edu/cm329ff4174 ii I certify that I have read this dissertation and that, in my opinion, it is fully adequate in scope and quality as a dissertation for the degree of Doctor of Philosophy. Guadalupe Valdes, Primary Adviser I certify that I have read this dissertation and that, in my opinion, it is fully adequate in scope and quality as a dissertation for the degree of Doctor of Philosophy. H. Alim I certify that I have read this dissertation and that, in my opinion, it is fully adequate in scope and quality as a dissertation for the degree of Doctor of Philosophy. Francisco Ramirez Approved for the Stanford University Committee on Graduate Studies. Patricia J. Gumport, Vice Provost for Graduate Education This signature page was generated electronically upon submission of this dissertation in electronic format. An original signed hard copy of the signature page is on file in University Archives. iii Abstract Flippin’ Scripts: Language Ideologies and Language Practices In a Dual Immersion Bilingual Program by Luis Poza Stanford Graduate School of Education Professor Guadalupe Valdés, chair In light of persistent inequalities in the education of students learning societally dominant languages in schools and their peers, this study explores the language ideologies and practices for a grade-level cohort at one particular dual immersion (DI) bilingual program. -
Perceptions of Dialect Standardness in Puerto Rican Spanish
Perceptions of Dialect Standardness in Puerto Rican Spanish Jonathan Roig Advisor: Jason Shaw Submitted to the faculty of the Department of Linguistics in partial fulfillment of the requirements for the degree of Bachelor of Arts Yale University May 2018 Abstract Dialect perception studies have revealed that speakers tend to have false biases about their own dialect. I tested that claim with Puerto Rican Spanish speakers: do they perceive their dialect as a standard or non-standard one? To test this question, based on the dialect perception work of Niedzielski (1999), I created a survey in which speakers of Puerto Rican Spanish listen to sentences with a phonological phenomenon specific to their dialect, in this case a syllable- final substitution of [R] with [l]. They then must match the sounds they hear in each sentence to one on a six-point continuum spanning from [R] to [l]. One-third of participants are told that they are listening to a Puerto Rican Spanish speaker, one-third that they are listening to a speaker of Standard Spanish, and one-third are told nothing about the speaker. When asked to identify the sounds they hear, will participants choose sounds that are more similar to Puerto Rican Spanish or more similar to the standard variant? I predicted that Puerto Rican Spanish speakers would identify sounds as less standard when told the speaker was Puerto Rican, and more standard when told that the speaker is a Standard Spanish speaker, despite the fact that the speaker is the same Puerto Rican Spanish speaker in all scenarios. Some effect can be found when looking at differences by age and household income, but the results of the main effect were insignificant (p = 0.680) and were therefore inconclusive. -
El Español De América Central Ayer, Hoy Y Mañana*
Boletín de Filología, Tomo XLIII (2008): 145 - 174 El español de América Central ayer, hoy y mañana* Miguel Ángel Quesada Pacheco** Universidad de Bergen, Noruega RESUMEN El español que se habla en los países que conforman el istmo centroamericano (Belice, Guatemala, El Salvador, Honduras, Nicaragua, Costa Rica y Panamá) ha sido estudiado de manera escasa y fragmentaria. Desde los inicios de la época independiente (1821), el interés fi lológico se ha centrado, por una parte, en la lexicografía, y por otra, en la normatividad, con lo cual se han dejado de lado otras perspectivas de estudio lingüístico. Además, con frecuencia las personas interesadas en el tema no son profesionales en la materia, sino más bien afi cionadas, con lo cual el producto de sus esfuerzos no siempre va coronado con los mejores resultados lingüísticos. En el presente estudio se esboza el camino recorrido para llegar al conocimiento que hoy tenemos del español centroamericano, lo que se ha hecho hasta nuestros días, y las tareas que nos esperan. Se resaltarán los aportes logrados en cada uno de los estudios, situando su valor científi co en tiempo y espacio, con el fi n de destacar etapas históricas en el camino recorrido. Palabras clave: Español, Lingüística, Filología, Historia, Dialectología. * El presente artículo fue presentado como ponencia plenaria en el IV Simposio sobre la Lengua y la Literatura Nicaragüenses (Managua, 27 y 28 de abril de 2006). ** Para correspondencia dirigirse a: Miguel Ángel Quesada Pacheco (miguel.quesada@ if.uib.no), Departamento de Lenguas Extranjeras (Institutt for framandspråk), Facultad de Humanidades (Det humanistiske fakultet), Universidad de Bergen (Universitetet i Bergen), HF-Bygg, Sydnesplass 7, N-5007 Bergen, Noruega. -
Diferencias Entre El Español Peninsular Y Rioplatense En El Uso De Los Pronombres Personales
Filozofická fakulta Masarykovy univerzity Ústav románských jazyků a literatur Bakalářská diplomová práce DIFERENCIAS ENTRE EL ESPAÑOL PENINSULAR Y RIOPLATENSE EN EL USO DE LOS PRONOMBRES PERSONALES Michaela Šichová Vedoucí práce: Mgr. Ivo Buzek, Ph.D. Brno 2009 Prohlašuji, že jsem diplomovou práci vypracovala samostatně s využitím uvedených pramenů a literatury a že se její verze tištěná shoduje s verzí elektronickou. ……………………………. Ráda bych poděkovala panu doktoru Buzkovi za vedení mé bakalářské práce, za cenné rady a pomoc, které mi při její vypracování poskytl. 3 Índice 1. Introducción............................................................................................................................5 2. Pronombres.............................................................................................................................6 2.1. Características generales de los pronombres...................................................................6 2.2. Clasificación de los pronombres......................................................................................7 3. Pronombres personales..........................................................................................................9 3.1. Características de los pronombres personales.................................................................9 3.2. Formas de los pronombres personales...........................................................................10 3.2.1. Posición de los pronombres átonos y tónicos.......................................................13 -
Education in Costa Rica
Education in Costa Rica HIGHLIGHTS 2017 Costa Rica WHAT ARE REVIEWS OF NATIONAL POLICIES FOR a strong focus on improving learning outcomes; equity in EDUCATION? educational opportunity; the ability to collect and use data to inform policy; the effective use of funding to steer reform; OECD Education Policy Reviews provide tailored advice and the extent of multistakeholder engagement in policy to governments to develop policies that improve the skills design and implementation. of all members of society, and ensure that those skills are used effectively, to promote inclusive growth for better jobs Based on these tough benchmarks, the review both underlines and better lives. The OECD works with countries to identify the many strengths of Costa Rica’s education system and and understand the factors behind successful reform and provides recommendations on how to improve policies and provide direct support to them in designing, adopting and practices so that the country can advance towards OECD implementing reforms in education and skills policies. standards of education attainment and outcomes. These highlights summarise the main findings of the Review: WHY A REVIEW OF EDUCATION IN COSTA RICA? l Early childhood education: Higher priority should be given higher priority in public spending and policy, given the In 2015, the OECD opened discussions for the accession of vital role it can play in tackling disadvantage and poverty. Costa Rica to the OECD Convention. As part of this process, Costa Rica has undergone in-depth reviews in all the relevant l Basic education: The quality and equity of learning areas of the Organisation’s work including a comprehensive outcomes should become the centre point of policy and review of the education system, from early childhood practice. -
Masaryk University Faculty of Arts Spanish Language and Literature
Masaryk University Faculty of Arts Spanish Language and Literature The output has been created: 12. 10. 2018 12:59 Contents 1 Basic information about the degree program 2 1.1 Programme description . 2 1.2 Study plans . 3 1.2.1 Spanish Language and Literature . 3 1.2.2 Spanish Language and Literature . 5 1.2.3 Spanish Language and Literature . 7 2 Characteristics of the courses 9 2.1 Fundamental theoretical profile core courses (Z) . 9 2.2 Profile core courses (P) . 13 2.3 Others required and selective courses . 18 3 Provision of personnel 31 3.1 Guarantors of the profile core courses (P) . 31 3.2 Teacher(s) . 32 3.3 Composition of pedagogical staff by age . 34 3.4 Number of foreign pedagogical staff . 34 3.5 Publications . 34 Output created by: doc. PhDr. Petr Dytrt, Ph.D., učo 9714 1 MU Details of the Degree Programme FF:N-SJ_ 1 Basic information about the degree program Spanish Language and Literature Faculty Faculty of Arts Standard length of studies 2 y. Guarantor doc. José Luis Bellón Aguilera, PhD. Abbreviation N-SJ_ Study mode full-time Degree Mgr. In cooperation with ------ Code: F132 Type Master's degree programme (following the Bache- Language of instruction Czech lor's one) Profile academic Advanced Master's state examination no Field of education Philology (100 %) Status active 1.1 Programme description Objectives The objective of the study is to develop and enlarge the knowledge and skills acquired in the Bachelor’s degree study program of Hispanic languages and cultures or similar programs. -
© 2017 Jeriel Melgares Sabillón
© 2017 Jeriel Melgares Sabillón EXPLORING THE CONFLUENCE OF CONFIANZA AND NATIONAL IDENTITY IN HONDURAN VOSEO: A SOCIOPRAGMATIC ANALYSIS BY JERIEL MELGARES SABILLÓN DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Spanish in the Graduate College of the University of Illinois at Urbana-Champaign, 2017 Urbana, Illinois Doctoral Committee: Associate Professor Anna María Escobar, Co-Chair Professor Marina Terkourafi, Leiden University, Co-Director Professor Rakesh M. Bhatt Professor Eyamba Bokamba ii ABSTRACT This dissertation explores the dynamics of language variation and the process of language change from a Speaker-based approach (cp. Weinreich, Labov, & Herzog, 1968) through the analysis of a linguistic feature that has received much scholarly attention, namely, Spanish pronominal forms of address (see PRESEEA project), in an understudied variety: Honduran Spanish. Previous studies, as sparse as they are, have proposed that the system of singular forms in this variety comprises a set of three forms for familiar/informal address—vos, tú, and usted—and a sole polite/formal form, usted (Castro, 2000; Hernández Torres, 2013; Melgares, 2014). In order to empirically explore this system and detect any changes in progress within it, a model typical of address research in Spanish was adopted by examining pronoun use between interlocutors in specific types of relationships (e.g. parent- child or between friends). This investigation, however, takes this model further by also analyzing the attitudes Honduran speakers exhibit toward the forms in connection to their Honduran identity, while adopting Billig’s (1995) theory of ‘banal nationalism’—the (re)production of national identity through daily social practices—, and as a corollary, their spontaneous pronoun production, following Terkourafi’s (2001; 2004) frame-based approach. -
The Politics of Spanish in the World
City University of New York (CUNY) CUNY Academic Works Publications and Research CUNY Graduate Center 2014 The Politics of Spanish in the World José del Valle CUNY Graduate Center How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_pubs/84 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] Part V Social and Political Contexts for Spanish 6241-0436-PV-032.indd 569 6/4/2014 10:09:40 PM 6241-0436-PV-032.indd 570 6/4/2014 10:09:40 PM 32 The Politics of Spanish in the World Laura Villa and José del Valle Introduction This chapter offers an overview of the spread of Spanish as a global language, focusing on the policies and institutions that have worked toward its promotion in the last two decades. The actions of institutions, as well as those of corporate and cultural agencies involved in this sort of language policy, are to be understood as part of a wider movement of internationalization of financial activities and political influence (Blommaert 2010; Coupland 2003, 2010; Fairclough 2006; Heller 2011b; Maurais and Morris 2003; Wright 2004). Our approach to globalization (Appadurai 2001; Steger 2003) emphasizes agency and the dominance of a few nations and economic groups within the neo-imperialist order of the global village (Del Valle 2011b; Hamel 2005). In line with this framework, our analysis of language and (the discourse of) globalization focuses on the geostrategic dimension of the politics of Spanish in the world (Del Valle 2007b, 2011a; Del Valle and Gabriel-Stheeman 2004; Mar-Molinero and Stewart 2006; Paffey 2012). -
Native Spanish Speakers As Binate Language Learners
Native Spanish speakers as binate language learners Luis Javier Pentón Herrera, Concordia University Chicago Miriam Duany, Laurel High School (MD) Abstract Native Spanish speakers from Mexico, Honduras, El Salvador, and Guatemala, who are also English language learners, are a growing population of students in the K-12 classrooms throughout the United States. This particular group of students is oftentimes placed in Spanish-as-a-foreign-language classes that fail to meet their linguistic development as native Spanish speakers. Conversely, those who are placed in Spanish for Heritage Speakers classes usually do not receive the necessary beneficial linguistic support to compensate for the interrupted education and possible lack of prior academic rigor. These binate language learners are a particularly susceptible population that requires rigorous first language instruction in order for them to use that knowledge as a foundation to successfully learn English as a second language. The purpose of this study is to address the needs of high school native Spanish speakers from Mexico, Honduras, El Salvador, and Guatemala who are also English language learners. In addition, a discussion of this population, their linguistic challenges in their first language, and approaches to excellent teaching practices are addressed and explained. Introduction The increasing number of English Language learner (ELLs) students in the United States has generated interest in the fields of bilingualism and second language acquisition. Currently, the fastest growing ELL student population in Luis Javier Pentón Herrera (Doctoral Candidate, Concordia University Chicago) is currently an ESOL teacher at Laurel High School, Laurel, MD. His research focuses on bilingual education, second and foreign language acquisition, adult education, and reading and literacy. -
IDENTITY and PERSUASION How Nations Remember Their Pasts and Make Their Futures
IDENTITY AND PERSUASION How Nations Remember Their Pasts and Make Their Futures By CONSUELO CRUZ* DENTITY politics now occupies center stage. It is on explosive dis- Iplay in a wide range of settings, from Africa to the Balkans. And it is more subtly at work in the democracies of the West: NATO leaders must reexamine their own guiding principles in the face of multiple human- itarian disasters brought about by tribal, ethnic, and religious hatreds, while simultaneously dealing with increasingly heterogenous popula- tions at home and ceaseless migrant flows from east and south. It is no surprise, then, that identity should figure prominently in scholarly debates about conflict resolution, migration, citizenship, transnational alliances, democratization, nation and state building, and even globalization. Nor is it a puzzle that long-standing debates about identity should have produced the two clearly defined camps that we know as primordialists and constructivists.1 What is perplexing is the current failure to investigate systematically the complex linkages be- tween identity formation and the expressive practices of political actors. After all, we approach reality rhetorically—that is, with an intent to convince.2 This is why persuasion is the hallmark of effective leader- ship. Short of pure coercion, it is the most direct way to mobilize or paralyze a group. And this is why rhetorical power—recognized as cen- * I would like to thank Peter Hall, Jeffrey Legro, Sheri Berman, and Mehmet Tabak for their in- sightful suggestions on a previous version of this article. I am also grateful to Deborah Yashar, Anna Seleny, Paola Cesarini, and the anonymous reviewers for their helpful comments on the present ver- sion. -
The Power of the Voice: Listening to Mexican and Central American Immigrant Experiences (1997-2010)
The Power of the Voice: Listening to Mexican and Central American Immigrant Experiences (1997-2010) BY Megan L. Thornton Submitted to the Department of Spanish and Portuguese and the Graduate Faculty of the University of Kansas in partial fulfillment of the requirements for the degree of Doctor of Philosophy. ______________________________ Dr. Jill S. Kuhnheim, Chairperson ______________________________ Dr. Vicky Unruh ______________________________ Dr. Yajaira Padilla ______________________________ Dr. Stuart Day ______________________________ Dr. Ketty Wong Date Defended: _________________ ii The Dissertation Committee for Megan L. Thornton certifies that this is the approved version of the following dissertation: The Power of the Voice: Listening to Mexican and Central American Immigrant Experiences (1997-2010) Committee: ______________________________ Dr. Jill S. Kuhnheim, Chairperson ______________________________ Dr. Vicky Unruh ______________________________ Dr. Yajaira Padilla ______________________________ Dr. Stuart Day ______________________________ Dr. Ketty Wong Date Defended: _________________ iii Abstract Megan L. Thornton, Ph.D. Department of Spanish and Portuguese, April 2010 University of Kansas This dissertation examines representations of immigrant experiences in Mexican and Central American cultural texts at the end of the twentieth and beginning of the twenty-first centuries. By examining immigrant experiences through the lenses of testimonial writing, fictional narrative, documentary film, and popular music, this -
Costa Rica's Migration Landscape”, in Interrelations Between Public Policies, Migration and Development in Costa Rica, OECD Publishing, Paris
Interrelations between Public Policies, Migration and Development in Costa Rica © OECD/FUNDEVI 2017 Chapter 2 Costa Rica’s migration landscape Economic growth and high living standards have attracted immigrants from countries in the region, making Costa Rica a net immigration country in a region characterised by emigration. Immigrants constitute 8.8% of the population, and an even higher share of the labour force. At the same time, emigration has also been on the rise since the 1990s, with about 130 000 Costa Ricans living abroad, mainly in the United States. This chapter paints a broad picture of the Costa Rican migration landscape, drawing from the literature, censuses and surveys. It gives a brief overview of the country’s history of migration and current trends: its drivers, who the immigrants and emigrants are and where they have gone. Finally, it lays out the legal, policy and institutional framework relevant to migration. 37 2. Costa Rica’S migration Landscape Costa Rica is characterised by both immigration and emigration flows. Immigrants, mainly from neighbouring countries and particularly Nicaragua, constitute an important part of the population and workforce. Emigration from Costa Rica has also been on the rise since the late 1990s (OECD, 2016). It is estimated that more than 130 000 Costa Ricans live abroad, sending home over USD 500 million in remittances in 2015. While immigrants are mainly low-skilled, emigrants – particularly those leaving to the United States – are in general highly skilled (OECD, 2009). Research on the migration phenomenon is relatively abundant in Costa Rica. However, there are significant knowledge gaps when it comes to the overall impact of migration, both immigration and emigration.