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Variaciones Sociolingüísticas Del Castellano En El Perú

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Variaciones Sociolingüísticas Del Castellano En El Perú 18 PERU PROBLEMA ALBERTO ESCOBAR Variaciones sociolingüísticas del castellano en el Perú INSTITUTO DE ESTUDIOS PERUANOS Colección dirigida por JOSE MATOS MAR Director del Instituto de Estudios Peruanos ©IEP ediciones Horacio Arteaga 694, Lima 11 Telfs. 32-3070 / 24-4856 Impreso en el Perú 1ra. Edición, junio 1978 A Betty en el incendio del otoño Contenido Equivalencia de los signos 11 Introducción 13 1. Premisas de trabajo 19 2. El castellano en el Perú Aproximación inicial: descripción de las modalidades vigentes. 29 ¿Es posible caracterizar el interlecto? 33 Tipos y variedades del castellano materno en el Perú: una propuesta. 37 Una ojeada a la gramática 47 La variación en el eje vertical 51 Esquema de zonificación 57 Indicios históricos: la lengua española del XVI y el castellano del Perú. 58 Los rasgos lingüísticos. 59 El estado de la cuestión respecto del yeísmo 60 ¿Qué pasó con ll y y en el Perú? 62 ¿Diagnóstico para una tipología? 63 La innovación que define al tipo 2 (litoral norteño y central). 65 Variedades dentro del tipo 2: coincidencias y diferencias. 67 La igualación no terminada de la variedad amazónica (Tipo 2). 71 El trasfondo sociocultural. 72 10 3. Los grados de bilingüismo y la dialectología social 77 Bilingüismo y dialectología en el Perú 77 Los bilingües en la perspectiva dialectológica. 79 La alternativa y el planteo. 82 Indicios y variables fonológicas. 86 Visión de conjunto. 92 Algunos indicios gramaticales. 93 Conclusiones. 94 4. Otra perspectiva de análisis: la difusión del castellano andino. 97 Consideraciones previas 99 El estado de la cuestión. 104 Proyecto de reconocimiento de las variantes sintácticas. 108 La hipótesis de base. 112 El contraste ciudad y campo. 113 Rasgos sintácticos del español andino. 119 Perfiles de cada regional educativa. 121 Sobre los contextos regionales 129 Tendencias de las zonas educativas y áreas dialectales. 134 5. El castellano de Lima, ¿norma nacional? 139 La situación y el problema. 143 Las hipótesis. 145 Muestra y metodología escogidas. 147 Primeras reacciones. 150 Identificación Lima / no Lima y reconocimiento del área en Lima. 154 Un cotejo ilustrativo. 158 Nivel de instrucción y status. 160 Conclusiones. 161 Bibliografía 163 Equivalencia de los signos [ ] indica que lo incluido es una representación fo- nética significa que lo incluido debe ser interpretado alternativamente, pero no simultáneamente. { } indica que lo incluido es una representación fo- / / nológica debe leerse "en el ambiente de ... " debe leerse "antes o después de" ~ indica alternancia o variación ≠ marca una diferencia S marca linde silábico ˜ tilde que indica nasalización ( ) indica que lo incluido es opcional > señala que lo anterior da lugar a lo que sigue < señala que lo que antecede deriva de lo que sigue # significa límite de palabra = indica igualdad 12 significa conversión en significa procedencia de * señala fuente originaria Ø indica cero o supresión total de un segmento [?] consonante oclusiva glotal [I] indica vocal anterior alta abierta [U] indica vocal posterior alta abierta [ī] indica vocal anterior alta larga [č] equivale a la ch española [φ] es la f pronunciada como en la sierra y selva pe- ruanas (bilabial fricativa sorda) [ĵ] correlato sonoro de la ch (palatal africada sonora) [ş] equivale a una s apicalizada, parecida a la s ma- drileña [š] corresponde a sh de Ancash (fricativa palatal sorda) [ž] corresponde a la pronunciación de y en Buenos Aires (fricativa palatal sonora) [η] equivale a la ñ española [λ] equivale a la lldel castellano andino [r] equivale a la rr castellana [ř] es la r simple del castellano andino [ř] es la rr del castellano andino [ņ] equivale a una n ensordecida [ w] significa que la consonante que la lleva es labia- lizada [ h] indica aspiración V indica cualquier vocal C indica cualquier consonante. Introducción Cuatro investigaciones empíricas respaldan la elabora- ción y complementariedad de las propuestas consigna- das en este volumen. A pesar de su independencia, sin embargo en .cuestiones de método hay una particular afinidad entre las dos primeras de una parte y las dos úl- timas de otra, en tanto que ésas indagan por datos obje- tivos de la lengua y éstas por reacciones subjetivas de los hablantes; pero, en las cuatro, la interrogante y su marco conceptual son coherentes en el asedio a la problemática común, esto es: las variaciones del castellano y las sociedades del Perú, apreciadas en su dinámica correspondencia. El lector advertirá fácilmente la construcción de una matriz analítica, que nos sirve -al mismo tiempo- para dar cuenta de las interrelaciones entre lo lingüístico y lo social, y para cribar el cúmulo de datos e información acopiados, confiriéndoles un sentido y un orden. Menos visibles serán, en cambio, otros antecedentes que quisié- ramos comentar. Salvo un período de voluntario aparta- miento, he trabajado en este tema desde 1973. Debo ad- mitir que, todavía hoy, a menudo distingo nuevas y pro- 14 ESCOBAR metedoras vías de replantearlo, enriquecerlo o debatirlo con otros criterios; pero tampoco es menos cierto que me resulta imprescindible comunicar y discutir las hipó- tesis y resultados en un ámbito menos circunscrito que el profesional y el universitario. Por eso se publica el li- bro ahora y, por lo mismo, se explica su inclusión en esta serie del Instituto de Estudios Peruanos, pues ha si- do aquí, en la atmósfera estimulante y congenial del LE.P., en donde han decantado a pausas y en colo- quio mis reflexiones de los años recientes. Por lo mis- mo, entiendo que este trabajo es algo más que un ejerci- cio académico, al que, de otro modo, ni su curiosidad ni el afecto de colegas y amigos lo rescatarían de la indife- rencia promedio frente a los estudios lingüísticos. Gracias al auspicio de la John Simon Guggenheim Foundation y me place recordarlo, empecé en 1973 mis investigaciones sobre el castellano en el Perú. En- tonces, a medio andar tropecé con obstáculos surgidos por la situación de contacto de lenguas y la presencia de ciertos grados de bilingüismo que era preciso definir a priori. Fue así como desemboqué en el estudio de esta última posibilidad, hasta que paulatinamente se integra- ron ambas perspectivas en una postulación ulterior, que ha sido reelaborada varias veces. La primera forma de esos estudios alcanzó a ser criticada por los colegas Garvin, Wölck, Alleyne y Hooper, a quienes agradezco su cordialidad y observaciones durante mi corta visita, ese mismo año, al Departamento de Lingüística de la University of New York at Buffalo. Más adelante, instado por colegas del Ministerio de Educación encargados de la línea de lenguaje,iniciamos, en 1974, a base de un listado sintáctico, la encuesta ex- Introducción 15 plotatoria de la difusión del español andino. Un año des- pués, invitado por Manuel Valdivia, di cuenta de los re- sultados disponibles a la Comisión de Curriculum del Ministerio, y examiné con sus miembros los problemas generados para la enseñanza y el maestro, por el hecho de que no hubiera coincidencia necesaria entre las zonales o las regionales educativas, y las que pueden ser las regiones o variedades lingüísticas regionales del castellano en el Perú. A estas alturas el universo del libro ya estaba configu- rado. Sin embargo, era obvio que su visión global se re- sentía por falta de claridad en la conceptualización de la sociedad peruana, y por desatender a los ritmos dispares seguidos por sus procesos sociales y lingüísticos. Fue entonces cuando ocurrió un paréntesis en el trabajo, pues debí coordinar la preparación y edición de la serie de gramáticas y diccionarios de las seis principales variedades del quechua peruano, a raíz de la oficializa- ción de esta lengua en 1975. Así gané la distancia necesaria para que, al retornar al manuscrito después de varios meses, apreciara mejor las sugerencias de mis colegas del I.E.P. Y me dedicara a repensar, corregir y extender los productos de las tres primeras investigaciones, y a tratar más en concreto el “caso de Lima”, un tanto perdido en la maraña de los datos. Mi primer viaje a Grenoble para asistir al Segundo Coloquio del “Centre d'études et de recherches sur le Pérou et les Pays Andins” (C.E.R.P.A.) y de la “L'Association Française pour l'étude et la recherche sur les Pays Andins” (A.F.E.R.P.A.), fue una coincidencia feliz que me reafirmó en la fertilidad de esa opción. Al proceder a la revisión crítica de mis materiales, me 16 ESCOBAR persuadí de la relatividad y límites del trabajo empren- dido, el cual, aunque ambicioso en diseño, no puede ser- lo en la validez de sus resultados ni detalles parciales. En buena cuenta, me percaté de lo difícil de trabajar en una visión global del castellano en el Perú, con tan escasa tradición de estudios descriptivos y sociolingüísticos (cf. E. Carrión Ordóñez y T. D. Stegman, 1973), y advertí la magnitud del espacio a cubrir después de los aportes de Pedro Benvenutto Murrieta (1936) y Martha Hildebrandt (1949 y 1969). Hasta entonces, buena parte de lo conocido sobre nuestro castellano, a un lado el léxico, provenía de los estudios generales dedicados al español de América, y no siempre en base a datos sistemáticos ni de primera mano. Aunque no sirva de ancipada excusa, lo dicho sí vale para trazar el horizonte en el que surge este libro. La alternativa de circunscribir el esfuerzo a las tres in- vestigaciones concluidas en 1975 fue descartada, final- mente, .con el estímulo inolvidable de Wolfgang Wölck y el inteligente diálogo de Rodolfo Cerrón-Palomino. La corta permanencia del primero en el l.E.P. y el retorno a Lima del segundo, nos alentaron para completar el tra- bajo y agregarle una sección que esclareciera los domi- nios y el papel del castellano de Lima.
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