DOCSLIB.ORG

Spanish As a Heritage Language in the United States: an Overview

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Spanish As a Heritage Language in the United States: an Overview Spanish as a heritage language in the United States: An overview FECHA DE RECEPCIÓN: 20 de octubre de 2014 FECHA DE APROBACIÓN: 10 de noviembre de 2014 Por Pp. 31-52 Eulises Avellaneda Duarte* Abstract Day by day, the Latino cultural influence in the United States becomes more significant, so the importance of Spanish language has risen considerably. This study analizes the possibilities that new generations of people born in North America and brought up in a Spanish-speaking household have regarding their culture and language. The document provides an overview of the language programs that have become a necessity in many states due to their high number of Latino residents, and how these programs influence the Hispanic community, as well as the increasing importance that the community is taking since Latino vote is now an objective for most US politicians. Keywords Brought up, hispanic, spanish-speaking, program. El español como lengua de herencia en los Estados Unidos: Una vision general Resumen Día a día, la influencia cultural latina en los Estados Unidos se hace más significativa, por lo que la importancia del idioma español ha aumentado considerablemente. Este estudio analiza las posibilidades que las nuevas generaciones de personas que han nacido en América del Norte y han sido criadas en un hogar hispanoparlante tienen con respecto a su cultura e idioma. Este documento ofrece una visión general de los programas de idiomas que se han convertido en una necesidad en muchos estados debido a su elevado número de residentes latinos, y cómo estos programas influyen en la comunidad hispana, así como la creciente importancia que la comunidad está tomando desde que el voto latino se ha convertido en un objetivo para la mayoría de los políticos estadounidenses. Palabras clave Criados, hispano, hispanoparlante, programa. ____________ * Doctoral ABD, University of South Florida. Comunicación, Cultura y Política Spanish as a heritage language in the 32 Revista de Ciencias Sociales United States: An overview Le patrimoine de la langue espagnole aux Etats-Unis: un aperçu complet Résumé Jour après jour, l’influence culturelle des communautés latines implantées aux États-Unis devient plus significative, et l’importance de la langue espagnole s’est considérablement accrue. Cette étude analy- se les opportunités dont disposent les nouvelles générations de personnes nées en Amérique du Nord et ayant grandi dans un foyer hispanophone à l’égard de leur culture et de leur langue maternelle. Le document donne un aperçu des programmes linguistiques spécifiques devenus une nécessité pour de nombreux États en raison du nombre élevé de résidents Latino-américains, et de la façon dont ces pro- grammes affectent l’importance croissante prise par la communauté hispanique du fait que « le vote latino » est désormais une cible pour la majorité des hommes politiques américains. Mots clés Race, hispanique, hispanophones, programme. O Espanhol como língua de herança nos Estados Unidos: uma visão abrangente. Resumo Dia após dia, a influência cultural latina nos Estados Unidos torna-se mais significativa, por isso a importância da língua espanhola aumentou consideravelmente. Este estudo analisa o potencial que a nova geração de pessoas nascidas na América do Norte e criadas em famílias de língua epanhola têm em relação à sua cultura e língua. O artigo fornece uma visão geral dos programas de línguas que se tornaram uma necessidade em muitos estados por causa de seu alto índice de residentes latinos, e como esses programas afetam a comunidade hispânica, e também a crescente importância que a comunidade está tomando já que voto latino é agora um alvo para a maioria dos políticos americanos. Palavras-chave Criados, hispano, hispano-falante, programa. Eulises Avellaneda Duarte Vol.5-No.2: Julio-Diciembre, 2014 33 1. Introducción nown as a country of immigrants, the melting pot, and more recently the Ksalad bowl, the United States continues to be shaped and reshaped as new cultural groups become ubiquitous. Among the many cultures present in the American tapestry, Latinos lead the minority population growth and thus their cultural influence has become more preponderant. Latinos continue to be one of the fastest growing cultural groups in the United States, and it is estimated by the US Census Bureau that this minority group could become the majority in 2042 (Aemisegger, 2014). Latinos have traditionally populated states such as California, New Mexico, Arizona, Texas, Florida, New Jersey and Illinois. However, recently this cultural group has shown considerable growth in states such as North Carolina, Georgia, and other traditionally White states such as Tennessee and Kansas. This population growth has contributed to the notoriety of this cultural group at the national level. Particularly education and politics have seen how Latinos moved from the background to the front page. Spanish speaking students challenge the mainstream American educational system with their bilingualism and biliteracy. The K-16 educational system grapples with Spanish heritage speakers as their needs differ from those among monolingual English speakers. Heritage language (HL) programs have become a must in those states with high number of Latino students for their needs are particular and differ from those among foreign language learners. With high numbers in a group, political power may become a reality. The Latino vote is now an objective for most politicians in the United States and its significance was particularly evident during the 2012 presidential election when 7 out of every ten Latinos voted for president Obama, compared to 2 out of 10 for candidate Romney, according to López and Taylor (2012), researchers from the Pew Institute. Politicians in American counties make education- related decisions they deem are best for their constituents, regardless of how much they know about their real needs. Education is commonly used as a way Comunicación, Cultura y Política Spanish as a heritage language in the 34 Revista de Ciencias Sociales United States: An overview to attract voters and therefore minorities may be appropriately represented in such decisions. In states where the Latino presence has been a constant the fight to implement or eliminate bilingual education has divided people and their political representatives. 2. The Latino presence in the United States Even though the term Latino is rather recent, the Latino presence in the American territory is older than the country itself. The thirteen original colonies included people who spoke languages such as English, German, French, and Dutch among many others. To the south and the west of these territories, Spanish was the official language in what is today Florida, Texas, New Mexico, Arizona, California and parts of Utah. This continuous Latino presence in the American territory, added to the growing numbers of people who identify themselves as Latino or of Latino descent create new realities in the American life style, particularly in education and politics. 3. Latinos: a definition The word Latino is supposed to cover a variety of people under the premise that they speak Spanish or have been brought up in a Spanish-speaking household. It is usually interchangeable with Hispanic, although originally these two words meant two different things. In a country where race permeates every aspect of society, individuals are classified according to a race or ethnicity. People with Latin American/Spanish ancestry or origin challenge this American way of categorizing people since they do not fit the descriptors assigned to the other races. Thus, a person from Argentina may look White but does not speak English and has not been brought up in a Caucasian household. People from Latin America and Spain are already a mixture of races and cultures and therefore the easiest way for the American system was to label them Latinos or Hispanic. Eulises Avellaneda Duarte Vol.5-No.2: Julio-Diciembre, 2014 35 The U.S. Government defines a Latino or Hispanic as “persons who trace their origin or descent to Mexico, Puerto Rico, Cuba, Central and South America, and other Spanish cultures” regardless of their race. Thus, Latinos are a mix of racial and ethnic groups from 22 different countries of origin and any assumptions made about them will most likely be inaccurate. Four decades after the United States governmental mandate implementing the term “Hispanic” or “Latino” to categorize Americans who trace their roots to Spanish-speaking countries, a nationwide survey of Hispanic adults in 2012 found that these terms still haven’t been fully embraced by Hispanics themselves. A majority (51%) say they most often identify themselves by their family’s country of origin; just 24% say they prefer a pan-ethnic label (Taylor, Lopez, Martínez, & Velasco, 2012). Identifying with a label perceived as not appropriate contributes to the confusion among Latino students. Many of these students were born in the United States and grew up speaking English as their first language while Spanish was only the language to interact with grandparents. However, when these students enter the American education system, they are classified as Latino due to their physical appearance. There have been cases of students who were placed in English as a second language classes even though English was their first language. 4. Latino students in the American educational system Many Latino students are classified in the American educational system as Spanish heritage language (SHL) speakers if they have achieved a level of proficiency in Spanish that allows them to interact with other speakers of Spanish. The term heritage language (HL) had its origins in Canada when the Ontario Heritage Languages Programs started in 1977. In the United States the construct only became part of the American scholastic community in the late 1990s (Kagan & Dillon, 2008). It has been both widely adopted and criticized by many scholars. According to Beaudrie and Fairclough (2012), on the one hand the term evokes the idea of ancient, past, or even going back to colonial times, and a detriment of great gains during the civil rights era.
Load more

Recommended publications
  • Global Latin(O) Americanos: Transoceanic Diasporas And
    DEBATES: GLOBAL LATIN(O) AMERICANOS Global Latin(o) Americanos: Transoceanic Diasporas and Regional Migrations by MARK OVERMYER-VELÁZQUEZ | University of Connecticut | [email protected] and ENRIQUE SEPÚLVEDA | University of Saint Joseph, Connecticut | [email protected] Human mobility is a defining characteristic By the end of the first decade of the Our use of the term “Global Latin(o) of our world today. Migrants make up one twenty-first century the contribution of Americanos” places people of Latin billion of the globe’s seven billion people— Latin America and the Caribbean to American and Caribbean origin in with approximately 214 million international migration amounted to over comparative, transnational, and global international migrants and 740 million 32 million people, or 15 percent of the perspectives with particular emphasis on internal migrants. Historic flows from the world’s international migrants. Although migrants moving to and living in non-U.S. Global South to the North have been met most have headed north of the Rio Grande destinations.5 Like its stem words, Global in equal volume by South-to-South or Rio Bravo and Miami, in the past Latin(o) Americanos is an ambiguous term movement.1 Migration directly impacts and decade Latin American and Caribbean with no specific national, ethnic, or racial shapes the lives of individuals, migrants have traveled to new signification. Yet by combining the terms communities, businesses, and local and destinations—both within the hemisphere Latina/o (traditionally, people of Latin national economies, creating systems of and to countries in Europe and Asia—at American and Caribbean origin in the socioeconomic interdependence.
    [Show full text]
  • Latino Unemployment Rate Remains the Highest at 17.6% Latina Women Are Struggling the Most from the Economic Fallout
    LATINO JOBS REPORT JUNE 2020 Latino Unemployment Rate Remains the Highest at 17.6% Latina women are struggling the most from the economic fallout LEISURE AND HOSPITALITY EMPLOYMENT LEADS GAINS, ADDING 1.2 MILLION JOBS In April, the industry lost 7.5 million jobs. Twenty-four percent of workers in the leisure and hospitality industry are Latino. INDICATORS National Latinos Employed • Working people over the age of 16, including 137.2 million 23.2 million those temporarily absent from their jobs Unemployed • Those who are available to work, trying to 21 million 5 million find a job, or expect to be called back from a layoff but are not working Civilian Labor Force 158.2 million 28.2 million • The sum of employed and unemployed people Unemployment Rate 13.3% 17.6 % • Share of the labor force that is unemployed Labor Force Participation Rate • Share of the population over the age of 16 60.8% 64.1% that is in the labor force Employment-Population Ratio • Share of the population over the age of 16 52.8% 52.8% that is working Source: U.S. Bureau of Labor Statistics, “Employment Status of the Hispanic or Latino Population by Sex and Age,” Current Population Survey, https://www.bls.gov/news.release/pdf/empsit.pdf (accessed June 5, 2020), Table A and A-3. www.unidosus.org PAGE 1 LATINO JOBS REPORT Employment of Latinos in May 2020 The U.S. Department of Labor (DOL) reported that employers added 2.5 million jobs in May, compared to 20.5 million jobs lost in April.
    [Show full text]
  • Puerto Ricans at the Dawn of the New Millennium
    puerto Ricans at the Dawn of New Millennium The Stories I Read to the Children Selected, Edited and Biographical Introduction by Lisa Sánchez González The Stories I Read to the Children documents, for the very first time, Pura Belpré’s contributions to North Puerto Ricans at American, Caribbean, and Latin American literary and library history. Thoroughly researched but clearly written, this study is scholarship that is also accessible to general readers, students, and teachers. Pura Belpré (1899-1982) is one of the most important public intellectuals in the history of the Puerto Rican diaspora. A children’s librarian, author, folklorist, translator, storyteller, and puppeteer who began her career the Dawn of the during the Harlem Renaissance and the formative decades of The New York Public Library, Belpré is also the earliest known Afro-Caribeña contributor to American literature. Soy Gilberto Gerena Valentín: New Millennium memorias de un puertorriqueño en Nueva York Edición de Carlos Rodríguez Fraticelli Gilberto Gerena Valentín es uno de los personajes claves en el desarrollo de la comunidad puertorriqueña Edwin Meléndez and Carlos Vargas-Ramos, Editors en Nueva York. Gerena Valentín participó activamente en la fundación y desarrollo de las principales organizaciones puertorriqueñas de la postguerra, incluyendo el Congreso de Pueblos, el Desfile Puertorriqueño, la Asociación Nacional Puertorriqueña de Derechos Civiles, la Fiesta Folclórica Puertorriqueña y el Proyecto Puertorriqueño de Desarrollo Comunitario. Durante este periodo también fue líder sindical y comunitario, Comisionado de Derechos Humanos y concejal de la Ciudad de Nueva York. En sus memorias, Gilberto Gerena Valentín nos lleva al centro de las continuas luchas sindicales, políticas, sociales y culturales que los puertorriqueños fraguaron en Nueva York durante el periodo de a Gran Migracíón hasta los años setenta.
    [Show full text]
  • The Impact of the Mexican Revolution on Spanish in the United States∗
    The impact of the Mexican Revolution on Spanish in the United States∗ John M. Lipski The Pennsylvania State University My charge today is to speak of the impact of the Mexican Revolution on Spanish in the United States. While I have spent more than forty years listening to, studying, and analyzing the Spanish language as used in the United States, I readily confess that the Mexican Revolution was not foremost in my thoughts for many of those years. My life has not been totally without revolutionary influence, however, since in my previous job, at the University of New Mexico, our department had revised its bylaws to reflect the principles of sufragio universal y no reelección. When I began to reflect on the full impact of the Mexican Revolution on U. S. Spanish, I immediately thought of the shelf-worn but not totally irrelevant joke about the student who prepared for his biology test by learning everything there was to know about frogs, one of the major topics of the chapter. When the day of the exam arrived, he discovered to his chagrin that the essay topic was about sharks. Deftly turning lemons into lemonade, he began his response: “Sharks are curious and important aquatic creatures bearing many resemblances to frogs, which have the following characteristics ...”, which he then proceeded to name. The joke doesn’t mention what grade he received for his effort. For the next few minutes I will attempt a similar maneuver, making abundant use of what I think I already know, hoping that you don’t notice what I know that I don’t know, and trying to get a passing grade at the end of the day.
    [Show full text]
  • Los Veteranos—Latinos in WWII
    Los Veteranos—Latinos in WWII Over 500,000 Latinos (including 350,000 Mexican Americans and 53,000 Puerto Ricans) served in WWII. Exact numbers are difficult because, with the exception of the 65th Infantry Regiment from Puerto Rico, Latinos were not segregated into separate units, as African Americans were. When war was declared on December 8, 1941, thousands of Latinos were among those that rushed to enlist. Latinos served with distinction throughout Europe, in the Pacific Theater, North Africa, the Aleutians and the Mediterranean. Among other honors earned, thirteen Medals of Honor were awarded to Latinos for service during WWII. In the Pacific Theater, the 158th Regimental Combat Team, of which a large percentage was Latino and Native American, fought in New Guinea and the Philippines. They so impressed General MacArthur that he called them “the greatest fighting combat team ever deployed in battle.” Latino soldiers were of particular aid in the defense of the Philippines. Their fluency in Spanish was invaluable when serving with Spanish speaking Filipinos. These same soldiers were part of the infamous “Bataan Death March.” On Saipan, Marine PFC Guy Gabaldon, a Mexican-American from East Los Angeles who had learned Japanese in his ethnically diverse neighborhood, captured 1,500 Japanese soldiers, earning him the nickname, the “Pied Piper of Saipan.” In the European Theater, Latino soldiers from the 36th Infantry Division from Texas were among the first soldiers to land on Italian soil and suffered heavy casualties crossing the Rapido River at Cassino. The 88th Infantry Division (with draftees from Southwestern states) was ranked in the top 10 for combat effectiveness.
    [Show full text]
  • Hispanic/Latino American Older Adults
    Ethno MEd Health and Health Care of Hispanic/Latino American Older Adults http://geriatrics.stanford.edu/ethnomed/latino Course Director and Editor in Chief: VJ Periyakoil, Md Stanford University School of Medicine [email protected] 650-493-5000 x66209 http://geriatrics.stanford.edu Authors: Melissa talamantes, MS University of Texas Health Science Center, San Antonio Sandra Sanchez-Reilly, Md, AGSF GRECC South Texas Veterans Health Care System; University of Texas Health Science Center, San Antonio eCampus Geriatrics IN THE DIVISION OF GENERAL INTERNAL MEDICINE http://geriatrics.stanford.edu © 2010 eCampus Geriatrics eCampus Geriatrics hispanic/latino american older adults | pg 2 CONTENTS Description 3 Culturally Appropriate Geriatric Care: Learning Resources: Learning Objectives 4 Fund of Knowledge 28 Instructional Strategies 49 Topics— Topics— Introduction & Overview 5 Historical Background, Assignments 49 Topics— Mexican American 28 Case Studies— Terminology, Puerto Rican, Communication U.S. Census Definitions 5 Cuban American, & Language, Geographic Distribution 6 Cultural Traditions, Case of Mr. M 50 Population Size and Trends 7 Beliefs & Values 29 Depression, Gender, Marital Status & Acculturation 31 Case of Mrs. R 51 Living Arrangements 11 Culturally Appropriate Geriatric Care: Espiritismo, Language, Literacy Case of Mrs. J 52 & Education 13 Assessment 32 Topics— Ethical Issues, Employment, End-of-Life Communication 33 Case of Mr. B 53 Income & Retirement 16 Background Information, Hospice, Eliciting Patients’ Perception
    [Show full text]
  • LATINO and LATIN AMERICAN STUDIES SPACE for ENRICHMENT and RESEARCH Laser.Osu.Edu
    LATINO AND LATIN AMERICAN STUDIES SPACE FOR ENRICHMENT AND RESEARCH laser.osu.edu AT A GLANCE The Ohio State University Latino and Latin American Space for Enrichment and Research (LASER) is a forum Latino Studies: for Ohio State faculty, undergraduate and graduate Minor Program—Lives in students, and faculty and visiting scholars from around the Spanish and Portuguese the world, to learn from one another about Latino and department; the Latino Studies curriculum has an “Americas” Latin American history, culture, economics, literature, (North, Central, and South geography, and other areas. America) focus. Graduate Scholar in Residence Program: Fosters an intellectual community among Chicano/Latino and Latin Americanist graduate students by creating mentoring opportunities between graduate and undergraduate students. Faculty: Drawn from 1000-2000 scholars doing work in Latino-American William Oxley Thompson studies LASER MENTOR PROGRAM LASER Mentors serve as role models as well as bridge builders between Latinos in high school and Ohio State as well as between undergraduates at Ohio State and graduate and professional school. The goal: to expand the presence of Latinos in higher education as well as to enrich the Ohio State undergraduate research experience and to prepare students for successful transition to advanced professional and graduate school programs. Research and exchange of Latino and Latin American studies. GOALS OF LASER OUR MISSION IS TO PROMOTE 1: ENHANCING RESEARCH, SERVICE, PEDAGOGY STATE-OF-THE-ART RESEARCH AND EXCHANGE IN THE FIELD OF LATINO LASER participants seek to pool their knowledge and interests to create new directions for Latino and Latin AND LATIN AMERICAN STUDIES. American research, teaching, and service.
    [Show full text]
  • Understanding Systemic Racism and Resulting Inequity in Latino Communities
    EXECUTIVE SUMMARY APRIL 2021 Toward a More Perfect Union: Understanding Systemic Racism and Resulting Inequity in Latino Communities Introduction The COVID-19 pandemic and Black Lives Matter protests across the country have fueled an unprecedented national conversation on racial justice. However, this national discourse often ignores how historical and institutional dynamics produce cumulative and persistent disparities for Latino* communities in this country. This exclusion reflects a long history and set of experiences regarding Latinos in the United States that is often hidden and difficult to quantify. History and research show that one thing is clear: past policymakers’ actions—sometimes intentional and other times not—to exclude, suppress, and “otherize” people of color have shaped the Latino experience in this country, as they have shaped the experiences of other communities of color. Even though the United States has abolished the most egregious, formal examples of systemic racism, their legacy, as well as more subtle forms of exclusion, persist. Toward a More Perfect Union: Understanding Systemic Racism and Resulting Inequity in Latino Communities offers a “primer” for understanding the ways that systemic racism has impacted Latino communities. In particular, this paper outlines the role that systemic racism plays in perpetuating injustices and inequity in the areas of employment, income and poverty, education, homeownership, wealth, health coverage, and criminal justice. On the whole, systemic racism is a key factor explaining the unequal social, political, and economic opportunities for the nation’s 60 million Latinos. On each of these measures—from housing to education to criminal justice to immigration and others—Latino socioeconomic outcomes are significantly lower than those of their White counterparts.
    [Show full text]
  • Uncorrected Proofs 131.3 ]
    UNCORRECTED PROOFS 131.3 ] theories and methodologies Unsettlers and Speculators CONSIDERING THAT IT WAS SUMMERTIME, THE WEATHER IN NEW EN- GLAND WAS PUZZLINGLY COLD. NONETHELESS, THE MEN IN THE SEA- kirsten silva gruesz beaten wooden ship offered thanks, in the Protestant fashion, for the bounty of fresh provisions: oysters and seals; vast herds of deer, tule elk, and pronghorn. Mutual curiosity informed their encoun- ters with the people they met. The En glish admired their extraordi- nary basketwork, their shell ornaments, their headpieces of brilliant black condor feathers. If the bio- and ethnoscapes of this New En gland sketch seem a little off, it is because I have moved its longitudal coordinates west by fifty degrees and spun the time- setting of an originary North Ameri- can encounter back by several decades. The En glish sailors and sup- plicants were not Puritan separatists but the remainder of Sir Francis Drake’s circumnavigation expedition, which made landfall along the Pacific coast—by most estimates, in northern California—in 1579. The story of their several weeks’ stay there is speculative in many senses. The fortuitously named Golden Hind returned loaded with treasure; the marker that Drake supposedly placed near his landfall buttressed unfulfilled En glish territorial claims for many years af- ter; and in our own day historians, anthropologists, and geographers both trained and untrained continue to debate the precise location of Nova Albion. This is the very stuff of which counterfactual histo- ries and speculative historical fictions are made: what if other En- KIRSTEN SILVA GRUESZ is professor of glishmen had later returned with settlers and supplies? If the En glish literature at the University of California, colonial project along the North American Pacific had rooted itself Santa Cruz.
    [Show full text]
  • Sample Catalyst 210 Courses
    Fall 2017-2018 Catalyst Course Descriptions Catalyst 210 – Intercultural Competence M W F 11:15AM – 12:25PM R 1:05PM – 1:55PM CTL 210.01: Pickers & Artists: Culture in Antiques and Art Professor Clark Four credits This class will examine how groups of people have been culturally represented in antiques, collectibles, art, and design. Topics to be addressed include: (1) how groups, such as American Indians, African Americans, “Hillbillies,” Women, Arabs and/or Muslims, Latinx, and others have been represented in collectibles and antiques, as well as art and design; (2) how cultural representations have been used to stereotype group members and reinforce power differences; (3) how these representations have been used for cultural appropriation; and (4) how groups reclaim representations of themselves. Professor Clark’s section will emphasize these issues from a sociological perspective. The class will meet jointly with Professor Oblinger’s section on a regular basis. CTL 210.02: Pickers & Artists: Culture in Antiques and Art Professor Oblinger Four credits This class will examine how groups of people have been culturally represented in antiques, collectibles, art, and design. Topics to be addressed include: (1) how groups, such as American Indians, African Americans, “Hillbillies,” Women, Arabs and/or Muslims, Latinx, and others have been represented in collectibles and antiques, as well as art and design; (2) how cultural representations have been used to stereotype group members and reinforce power differences; (3) how these representations have been used for cultural appropriation; and (4) how groups reclaim representations of themselves. Professor Oblinger’s section will emphasize these issues from the view point of the artist and the public.
    [Show full text]
  • Latino Louisiana Laź Aro Lima University of Richmond, [email protected]
    University of Richmond UR Scholarship Repository Latin American, Latino and Iberian Studies Faculty Latin American, Latino and Iberian Studies Publications 2008 Latino Louisiana Laź aro Lima University of Richmond, [email protected] Follow this and additional works at: http://scholarship.richmond.edu/lalis-faculty-publications Part of the Cultural History Commons, and the Latin American Languages and Societies Commons Recommended Citation Lima, Lazá ro. "Latino Louisiana." In Latino America: A State-by-State Encyclopedia, Volume 1: Alabama-Missouri, edited by Mark Overmyer-Velázquez, 347-61. Santa Barbara, CA: ABC-CLIO, LLC., 2008. This Article is brought to you for free and open access by the Latin American, Latino and Iberian Studies at UR Scholarship Repository. It has been accepted for inclusion in Latin American, Latino and Iberian Studies Faculty Publications by an authorized administrator of UR Scholarship Repository. For more information, please contact [email protected]. 19 LOUISIANA Lazaro Lima CHRONOLOGY 1814 After the British invade Louisiana, residents of the state from the Canary Islands, called Islenos, organize and establish three regiments. The Is/enos had very few weapons, and some served unarmed as the state provided no firearms. By the time the British were defeated, the Islenos had sustained the brunt of life and property loss resulting from the British invasion of Louisiana. 1838 The first. Mardi Gras parade takes place in New Orleans on Shrove Tuesday with the help and participation of native-born Latin Americans and Islenos. 1840s The Spanish-language press in New Orleans supersedes the state's French-language press in reach and distribution. 1846-1848 Louisiana-born Eusebio Juan Gomez, editor of the eminent Spanish­ language press newspaper La Patria, is nominated as General Winfield Scott's field interpreter during the Mexican-American War.
    [Show full text]
  • Puerto Ricans in Orlando and Central Florida
    Centro de Estudios Puertorriqueños Hunter College (CUNY) Policy rePort | VOLUMe 1 | No. 1 |sPriNg 2006 Puerto Ricans in Orlando and Central Florida Jorge Duany Félix V. Matos-roDríguez Puerto Ricans in Orlando and Central Florida Jorge Duany Department of sociology and Anthropology University of Puerto rico, río Piedras This report was sponsored by the Orlando Regional Chamber of Commerce and Orange County Government. Félix V. Matos-roDríguez centro de estudios Puertorriqueños Hunter college, city University of New york Contents Summary of Main Findings . 2 Acknowledgments . 5 Introduction . 5 Changing Settlement Patterns . 8 Historical Background . 12 Centro de Estudios Puertorriqueños A Contemporary Socioeconomic Portrait . 15 Hunter College (CUNY) Political Incorporation . 22 695 Park Avenue, Room E-1429 New York, New York 10021 Cultural Identities . 24 212.772.5686 Toward a New Research Agenda . 26 www.centropr.org Conclusion . 29 Notes . 30 References . 33 Biographical Sketches . 39 ...2... ...1... SUMMARY OF MAIN FINDINGS • Between 1990 and 2000, the city of orlando experienced the largest increase (142 percent) in the number of Puerto ricans • During the 1990s, Florida displaced New Jersey as the second largest stateside. today, orlando is the fourth-largest metropolitan concentration of Puerto ricans in the U.s. mainland (after New york). area for Puerto ricans in the United states, after New york city, Florida’s Puerto rican population grew from slightly more than 2 percent Philadelphia, and chicago. of all stateside Puerto ricans in 1960 to more than 14 percent in the year • Puerto rican migration to central Florida is not highly selective by sex. 2000. Furthermore, the number of Puerto rican residents in Florida island-born and mainland-born residents have very similar proportions rose from 482,027 in 2000 to 571,755 persons in 2003.
    [Show full text]