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Agricultural Abandonment, Suburban Growth, and Forest Expansion in Puerto Rico Between 1991 and 2000
Copyright © 2008 by the author(s). Published here under license by the Resilience Alliance. Parés-Ramos, I. K., W. A. Gould, and T. Mitchell Aide. 2008. Agricultural abandonment, suburban growth, and forest expansion in Puerto Rico between 1991 and 2000.. Ecology and Society 13(2): 1. [online] URL: http://www.ecologyandsociety.org/vol13/iss2/art1/ Research, part of a Special Feature on The influence of human demography and agriculture on natural systems in the Neotropics Agricultural Abandonment, Suburban Growth, and Forest Expansion in Puerto Rico between 1991 and 2000 Isabel K. Parés-Ramos 1, William A. Gould 2, and T. Mitchell Aide 1 ABSTRACT. The response of local economies to the globalization process can have a large effect on population and land-use dynamics. In countries with a high population density and relatively high levels of education, the globalization process has resulted in a shift in the local economy from agriculture to manufacturing, technology, and service sectors. This shift in the economy has impacted land-use dynamics by decreasing agricultural lands, increasing urban growth, and in some cases, increasing forest cover. This process of economic and forest transition has been well documented in Puerto Rico for the period 1950 to 1990, but some authors predicted that poor planning and continued urban growth would eliminate the gains in forest cover. To investigate the impacts of recent economic changes, we evaluated demographic and land-use changes for 880 “barrios” (i.e., neighborhoods), the smallest administrative unit, in Puerto Rico using government census data from 1990 and 2000 and land-cover classifications from 1991 and 2000. -
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. -
Intelligence Memorandum Re: El Salvador-Honduras, July 15, 1969
. No Objection To Declassification 2008/06/12 : NLN-NSC-786-2-367-5 sc-J 7g- ti~~r..ICJt:J1-- .. I .... -. !> . ' .•..•... , ... ' . •• ..... '.' . '. SeSRI'! MORAY . OCI No.·0671/6~ CENTRAL INTELLIGENCE AGENCY . Dir.ectorate. of Intelli.gencQ · '- . lS July 1969' .. INTELLIGENCE MEMORANDUM ~ . .. ~ - . El Salvador·-Ho·nduras (S~ t\.1Ation R'eport41 - As ' of h 00 PM EDT) '1. 'rhe OAS commission is'· Arrivin9 in Guatemala at . about 1300 hours and h.aving lunch before· proceeding to San Salvador • . Their plane will attempt a landing ' in San $alvador despi·te · continuing t"eportsof attack on the airport • . 2. AirratJ:..a.aks and around fi qht:.ina on t.h_e,-""-==r-=d=e=r~a=r--,,f;J_· _ --, 25Xl · continuing. \ [ . ' Honduras is sendi'-n-g-""--~ 100 troops to the area to augment .t e: 2S~man force already there. The HondUran army has repor.tealy suffered 12 deaQ. 3 • Honduras. claims to have downed three Salvadoran · fig-.hter. pla.nes. · 1he Salvadorans had att,aoked 'l'~9'uci9'alpa at dawn and. made. ~ddit1onal forays against localities in Olancha and in f3olJthwes.t.ern Honduras. Salvadoran planes were reported making machine qun runs against the oivilian population in th~ NueVa oootepegue area. HondUran aircraf~ have st.ruok the airport at San Salv~dCir, the port of LaUn1.on., an~ the f\cajlitla oil refinery and port. ' 4. Salvadora.n President Fidel Sanchez' ' e:peecl) early this · morning m~inta . ined . a belligerent. tone. The Salvador-an oo~gress has instituted a: state of 'siege for 30 days • . 5. The Honduran ro~nister of defense has sent orders to all stations to e~pel1 ' all Salvr;\doran nationals res!di~g.in .Honduras. -
Puerto Rican Pupils in Mainland Schools. TTP 003.08. Puerto Rican Spanish
DOCUMENT RESUME ED 103 375 SP 008 981 TITLE Modular Sequence: Puerto Rican Pupils in Mainland Schools. TTP 003.08. Puerto Rican Spanish. Teacher Corps Bilingual Project. INSTITUTION Hartford Univ., West Hartford, Conn. Coll, of Education. SPONS AGENCY Office of Education (DREW), Washington, D.C. Teacher Corps. NOTE 30p.; For related documents, see ED 095 128-143 and SP 008 975-987 BDRS PRICE MF-$0.76 HC-$1.95 PLUS POSTAGE DESCRIPTORS *Bilingualism; *Language Usage; *Le7.,.ning Activities; Linguistic Patterns; Linguistics; *Puerto Ricans; *Spanish Speaking IDENTIFIERS. *Learning Modules; Puerto Rico ABSTRACT Of the multitude of dialects which exemplify the Spanish language, Puerto Rican Spanish has suffered the most severe rejection by language purists and pseudolinguists. The need to take a Clear and open look at Spanish spoken in Puerto Rico is preeminent. It is the purpose of this module to clarify some major points of controversy regarding Puerto Rican Spanish by presenting an extensive discussion concerning the background and intent of the language. A preassessment and a postassessment test are included. (Author/MJM) BEST COPY TEACHER CORPS BILINGUAL PROJECT UNIVERSITY OF HARTFORD WEST HARTFORD, CONNECTICUT DR. PERRY A. ZIRKEL, DIRECTOR MODULAR SEQUENCE: PUERTO RICAN PUPILS IN MAINLAiiD SCHOOLS TTP 003.08 PUERTO RICAN SPANISH U S. DEFAMER? OP REALM. EOUCAtION & WELFARE NATIONAL INStlfUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO DUCEb EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN ATING It POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY COLLEGE OF EDUCATION UNIVERSITY OF HARTFORD WEST HARTFORD,' CONNECTICUT t)R. -
Central America (Guatemala, El Salvador, Honduras, Nicaragua): Patterns of Human Rights Violations
writenet is a network of researchers and writers on human rights, forced migration, ethnic and political conflict WRITENET writenet is the resource base of practical management (uk) independent analysis e-mail: [email protected] CENTRAL AMERICA (GUATEMALA, EL SALVADOR, HONDURAS, NICARAGUA): PATTERNS OF HUMAN RIGHTS VIOLATIONS A Writenet Report by Beatriz Manz (University of California, Berkeley) commissioned by United Nations High Commissioner for Refugees, Status Determination and Protection Information Section (DIPS) August 2008 Caveat: Writenet papers are prepared mainly on the basis of publicly available information, analysis and comment. All sources are cited. The papers are not, and do not purport to be, either exhaustive with regard to conditions in the country surveyed, or conclusive as to the merits of any particular claim to refugee status or asylum. The views expressed in the paper are those of the author and are not necessarily those of Writenet or UNHCR. TABLE OF CONTENTS Acronyms ................................................................................................... i Executive Summary ................................................................................ iii 1 Introduction........................................................................................1 1.1 Regional Historical Background ................................................................1 1.2 Regional Contemporary Background........................................................2 1.3 Contextualized Regional Gang Violence....................................................4 -
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. -
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. -
Variation and Change in Latin American Spanish and Portuguese
Variation and change in Latin American Spanish and Portuguese Gregory R. Guy New York University Fieldworker:¿Que Ud. considera ‘buen español? New York Puerto Rican Informant: Tiene que pronunciar la ‘s’. Western hemisphere varieties of Spanish and Portuguese show substantial similarity in the patterning of sociolinguistic variation and change. Caribbean and coastal dialects of Latin American Spanish share several variables with Brazilian Portuguese (e.g., deletion of coda –s, –r). These variables also show similar social distribution in Hispanic and Lusophone communities: formal styles and high status speakers are consonantally conservative, while higher deletion is associated with working class speakers and informal styles. The regions that show these sociolinguistic parallels also share common historical demographic characteristics, notably a significant population of African ancestry and the associated history of extensive contact with African languages into the 19th C. But contemporary changes in progress are also active, further differentiating Latin American language varieties. Keywords: Brazilian Portuguese, Latin American Spanish, coda deletion, variation and change. 1. Introduction The Spanish and Portuguese languages have long been the objects of separate tradi- tions of scholarship that treat each of them in isolation. But this traditional separation is more indicative of political distinctions – Spain and Portugal have been separate nation-states for almost a millennium – than of any marked linguistic differences. In fact, these two Iberian siblings exhibit extensive linguistic resemblance, as well as no- tably parallel and intertwined social histories in the Americas. As this volume attests, these languages may very fruitfully be examined together, and such a joint and com- parative approach permits broader generalizations and deeper insights than may be obtained by considering each of them separately. -
Dialectical Unity in Central America? an Analysis of Its Dialectical Lexicon
Journal of linguistics, philology and translation Dialectical Unity in Central America? An Analysis of its Dialectical Lexicon María-Teresa Cáceres-Lorenzo Universidad de Las Palmas de Gran Canaria España ONOMÁZEIN 47 (March 2020): 158-177 DOI: 10.7764/onomazein.47.07 ISSN: 0718-5758 María-Teresa Cáceres-Lorenzo: Departamento de Filología Hispánica, Clásica y de Estudios Árabes y Orientales, Universidad de Las Palmas de Gran Canaria, España. Orcid: orcid.org/0000-0002-1683-9025. | E-mail: [email protected] 47 Received: January 2018 March Accepted: September 2018 2020 ONOMÁZEIN 47 (March 2020): 158 - 177 María-Teresa Cáceres-Lorenzo Dialectical Unity in Central America? An Analysis of its Dialectical Lexicon 159 Abstract The lexicon that coincides with the geographic region formed by the six countries of the American isthmus has not yet been examined as part of a single dialectical area. Our inquiry proposes to analyse and classify the lexical units that are recorded in dialectical dictionar- ies as a means to answer the question of whether this is a single dialectical area. Through a quantitative and qualitative methodology, we discover that the Central American territory presents two groups according to lexical repertoire. The results demonstrate that the first includes El Salvador, Guatemala, Honduras and Nicaragua, which have a greater number of coinciding words compared to Costa Rica and Panama. Data about the indicators that shed light on etymological origin and lexical-semantic creation, adoption and adaptation to un- derstand the trends followed by each group are also provided. This work contributes to the possibility of considering Central America as a dialectical unit. -
The Sounds of Spanish Jose´ Ignacio Hualde Index More Information
Cambridge University Press 978-0-521-54538-9 - The Sounds of Spanish Jose´ Ignacio Hualde Index More information Index Words in small capitals are included in the glossary. acoustic phonetics 12 /x/ 158 -ado see deletion of /-d-/ bilabial 46 affective derivation 211, 212 borrowings affricate 43, 64, 76, 152 orthography 291 allomorph 190, 205, 212, 216, 218 plural of 206 allophone 6–11, 13 stress of 224, 225, 237 Andalusian Spanish 19–20, 21, 32, 165, 176, boundary tones 254 188 breaking of lower-mid vowels 121 Eastern 110, 130, 136, 164 Andean Spanish 29, 180, 186 Canarian Spanish 22, 37, 152, 164, 165 approximant 43, 64 Cantabrian 109, 134, 285, 286, 288 Aragon 114, 289 Caribbean Spanish 28, 29, 146, 176 Aranese 290 Castilian see Northern-Central Peninsular archiphoneme 104, 106, 174, 182, 189 Spanish Argentinian Spanish 31, 37, 39, 162, 166, 169, Catalan 289 229, 274 final devoicing 117, 127 articulator 41 laterals 179 articulatory phonetics 12 nasals 177 articulatory phonology 114 spelling 176 aspiration ceceo 56, 153, 157 of historical /h/ from Latin /f/ 33 Celtic 282 of /s/ 21, 23, 25, 27, 28, 31, 50, 89, 112, 161, Central American Spanish 27, 113, 186 190 Chabacano see creole in voiceless plosives 52, 68, 139 Chilean Spanish 30, 108, 152, 155 assimilation 107–10 chinato 157, 162 of fricatives in voice 107, 159 Chinese 253 of laterals 102, 179 clitic pronoun 222, 233, 258 of nasals 107 coda 71, 74 Asturian 109, 288 coda clusters 76 Colombian Spanish 113, 164 see also Andean Basque 290 Spanish affricates 43, 153 columnar stress 231,