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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. -
Portland Daily Press: November 19,1864
PORTLAND DAILY PRESS. VOLUME IV. PORTLAND, SATURDAT MORNING. NOVEMBER 1864 19. WHOLE NO 7B9 1'OETLAND ! generally and universally understood wbat DAILY PRESS, the country la now engaged in. We have as CLOTHING. MERCHANDISE. BUS i OHM all will miscellaneous! BUSINESS CAEDS. BU T.OIXiNLAlf, Editor, agree, a free government where every K!Sb(JAliD&>. M1SCEUL AN man KO US. has a right to oe with other published at Se. 88* EXCHANGE HTBKKT.by equal every To Grocers. | man. In this great this form of gov- H. struggle, m DUDS OUAOALOVPB MOLASSBS,a Maine REMOVAL !' EDWARD BURGIN~ **. A. A CO. Women t, and of is FTiTmD GOODS! 1 7 A Bonnet Notice to KC8TEH I every Aurnan for Stip farm right, AIU nice article letaiins. Forsalebv 30S Bleachery, WHOLKSALK DIALBII Owaeri, j endangered if our enemies succeed. Tnere is Oct 8t—2m C. C. MITCHELL k SON. Congree Street, —MMit— more ran Involved in the contest than Is realized PORTLAND NATHAN to*ylaav Daily rasas!* published atfcS.OO • P. B. MAINE. GOULD, ileal and p*r v«ar. by every one; there is involved in this strug FROSTt Apples. Corn, ¥\onr, Sliinpintr Merchants! f hr :& aiusStatm Pcmbai* pubilshod every Thnrt gle the question whether your children aod Choice Appples, jiut reoeired and Merchant Tailor, d iy :nornia*,ai SH.00 per annum, in *2.26 Ivleroliant 200 l°r Straw, Lace & Bonnets Alio, Ground Book Salt. advance; my children shall tr.e we \ Leghorn rams-ed If witoin Mi mouth*; and 611.50,if enjoy privileges Tailor, to N«. 131 Middle street, where he U w. -
CUASI NOMÁS INGLÉS: PROSODY at the CROSSROADS of SPANISH and ENGLISH in 20TH CENTURY NEW MEXICO Jackelyn Van Buren Doctoral Student, Linguistics
University of New Mexico UNM Digital Repository Linguistics ETDs Electronic Theses and Dissertations Fall 11-15-2017 CUASI NOMÁS INGLÉS: PROSODY AT THE CROSSROADS OF SPANISH AND ENGLISH IN 20TH CENTURY NEW MEXICO Jackelyn Van Buren Doctoral Student, Linguistics Follow this and additional works at: https://digitalrepository.unm.edu/ling_etds Part of the Anthropological Linguistics and Sociolinguistics Commons, and the Phonetics and Phonology Commons Recommended Citation Van Buren, Jackelyn. "CUASI NOMÁS INGLÉS: PROSODY AT THE CROSSROADS OF SPANISH AND ENGLISH IN 20TH CENTURY NEW MEXICO." (2017). https://digitalrepository.unm.edu/ling_etds/55 This Dissertation is brought to you for free and open access by the Electronic Theses and Dissertations at UNM Digital Repository. It has been accepted for inclusion in Linguistics ETDs by an authorized administrator of UNM Digital Repository. For more information, please contact [email protected]. Jackelyn Van Buren Candidate Linguistics Department This dissertation is approved, and it is acceptable in quality and form for publication: Approved by the Dissertation Committee: Dr. Chris Koops, Chairperson Dr. Naomi Lapidus Shin Dr. Caroline Smith Dr. Damián Vergara Wilson i CUASI NOMÁS INGLÉS: PROSODY AT THE CROSSROADS OF SPANISH AND ENGLISH IN 20TH CENTURY NEW MEXICO by JACKELYN VAN BUREN B.A., Linguistics, University of Utah, 2009 M.A., Linguistics, University of Montana, 2012 DISSERTATION Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Linguistics The University of New Mexico Albuquerque, New Mexico December 2017 ii Acknowledgments A dissertation is not written without the support of a community of peers and loved ones. Now that the journey has come to an end, and I have grown as a human and a scholar and a friend throughout this process (and have gotten married, become an aunt, bought a house, and gone through an existential crisis), I can reflect on the people who have been the foundation for every change I have gone through. -
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. -
Hispanic American Diversity of Languages
Hispanic American Diversity of Languages If after studying Spanish hard at school still makes you Quebec had remained a separate country, or if Haiti had confused when conversing with native speakers, don’t be. It been a larger country, then perhaps other French dialects so happens Spanish is spoken by [over] 19 different Latin might have become more accepted. countries so expect variations in accents and vocabulary. The diversity of the Hispanic American languages is largely explained by this. The countries of origin of “Trade Winds” Spanish Latinos/Hispanics are as diverse as their speech. In this The third major type of Spanish is spoken in the Caribbean, article, both will be presented. coastal areas of Latin America, and in some cases in southern Spain. In the seventeenth and eighteenth centuries, the accent in Seville, Cádiz, and other cities in Andalusia, Latin American Spanish in Southern Spain, began to change. Speakers began to The most common Spanish dialect taught in the U.S. is drop the final “s” on words. standard Latin American which is sometimes called The settlers and traders of southern Spain took this “Highland” Spanish because it is generally spoken in the dialect with them to the Caribbean and other coastal areas. mountainous areas of Latin America. Though many Latin Today Caribbean or “Lowland” Spanish is characterized by countries retains its own accents and has its unique its relative informality, its rapid pace, and the dropping of vocabulary, the residents of countries such as Mexico, “s” sounds, allowing people to talk more quickly. Colombia, Peru and Bolivia generally speak Latin American Spanish, which is most commonly used in the urban areas. -
© 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. -
Nerin-En.Pdf
FOLLOWING THE FOOTPRINTS OF COLONIAL BARCELONA Gustau Nerín It is hardly unusual to find people, even highly educated people, who claim Catalonia can analyse colonialism with sufficient objectivity given that it has never taken part in any colonial campaign and never been colonialist. Even though most historians do not subscribe to this view, it is certainly a common belief among ordinary people. Dissociating ourselves from colonialism is obviously a way of whitewashing our history and collective conscience. But Barcelona, like it or not, is a city that owes a considerable amount of its growth to its colonial experience. First, it is obvious that the whole of Europe was infected with colonial attitudes at the height of the colonial period, towards the end of the 19th century and first half of the 20th. Colonial beliefs were shared among the English, French, Portuguese and Belgians, as well as the Swedes, Swiss, Italians, Germans and Catalans. Colonialist culture was constantly being consumed in Barcelona as in the rest of Europe. People were reading Jules Verne’s and Emilio Salgari's novels, collecting money for the “poor coloured folk” at missions in China and Africa and raising their own children with the racist poems of Kipling. The film industry, that great propagator of colonial myths, inflamed passions in our city with Tarzan, Beau Geste and The Four Feathers. Barcelona’s citizens certainly shared this belief in European superiority and in the white man’s burden, with Parisians, Londoners and so many other Europeans. In fact, even the comic strip El Capitán Trueno, which was created by a communist Catalan, Víctor Mora, proved to be a perfect reflection of these colonial stereotypes. -
Understanding the Tonada Cordobesa from an Acoustic
UNDERSTANDING THE TONADA CORDOBESA FROM AN ACOUSTIC, PERCEPTUAL AND SOCIOLINGUISTIC PERSPECTIVE by María Laura Lenardón B.A., TESOL, Universidad Nacional de Río Cuarto, 2000 M.A., Spanish Translation, Kent State University, 2003 M.A., Hispanic Linguistics, University of Pittsburgh, 2009 Submitted to the Graduate Faculty of the Dietrich School of Arts and Sciences in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Pittsburgh 2017 UNIVERSITY OF PITTSBURGH DIETRICH SCHOOL OF ARTS AND SCIENCES This dissertation was presented by María Laura Lenardón It was defended on April 21, 2017 and approved by Dr. Shelome Gooden, Associate Professor of Linguistics, University of Pittsburgh Dr. Susana de los Heros, Professor of Hispanic Studies, University of Rhode Island Dr. Matthew Kanwit, Assistant Professor of Linguistics, University of Pittsburgh Dissertation Advisor: Dr. Scott F. Kiesling, Professor of Linguistics, University of Pittsburgh ii Copyright © by María Laura Lenardón 2017 iii UNDERSTANDING THE TONADA CORDOBESA FROM AN ACOUSTIC, PERCEPTUAL AND SOCIOLINGUISTIC PERSPECTIVE María Laura Lenardón, PhD University of Pittsburgh, 2017 The goal of this dissertation is to gain a better understanding of a non-standard form of pretonic vowel lengthening or the tonada cordobesa, in Cordobese Spanish, an understudied dialect in Argentina. This phenomenon is analyzed in two different but complementary studies and perspectives, each of which contributes to a better understanding of the sociolinguistic factors that constrain its variation, as well as the social meanings of this feature in Argentina. Study 1 investigates whether position in the intonational phrase (IP), vowel concordance, and social class and gender condition pretonic vowel lengthening from informal conversations with native speakers (n=20). -
A Phonotactic Explanation of the «Vos» and Final -R Variety «Vosotros» Imperatives
A PHONOTACTIC EXPLANATION OF THE «VOS» AND FINAL -R VARIETY «VOSOTROS» IMPERATIVES 1. Introduction The VOS form of Classical Latin is manifest in Contemporary Spanish in two dis- tinct ways. «Vos» In Spanish emerged from Latin VOS as a second person singular man- ner of address, and differed from «t ŭ» in that the latter was more informal and employed with inferiors. In the seventeenth, and possibly as late as the eighteenth century, the use of «vos» disapeared from many parts of the Spanish speaking world (Lapesa 1984: 579), although it is still widely used in many areas of South and Central America (Rona 1967). «Vosotros» retained the plurality of Latin VOS to become an informal manner of ad- dress. However, in contemporary Spanish it has lost a lot of ground to the «ustedes» form. The only region to conserve the «vosotros» form is Spain, yet even within Spain it is not universal; the westem half of Andalusia has lost it in favor of «ustedes» (Lapesa 1984: 512). The imperative of Latin VOS was marked with the verb-final morpheme -TE (AUDI- TE «hear»; DICETE «say»). This morpheme, with the deletion of final /-e/, and the voic- ing of final /-t/ common in the evolution of Spanish, became the final /-d/ morpheme in- dicative of the «vosotros» imperative. The objective of this paper is to examine other varieties of this imperative, namely the «vos» imperative, and the final /-r/ «vosotros» imperative, and to give a morphopho- nemic explanation of why these varieties have arisen in contrast to the final /-d/ variety of the standardized language. -
Desde Las Variedades a La Lengua Pluricéntrica? QSFMJNJOBSFTRYE1BHF
30 30 30 Aunque la palabra pluri- o policentrismo aún no figura en el Diccionario de la Real Academia Española, el concepto ya está integrado en la política lingüística panhispánica de las instituciones académicas. Según la RAE, “se consideran plenamente legítimos los diferentes usos de las regiones lingüísticas, con la única condición de que estén generalizados entre los hablantes cultos de su área y no supongan una ruptura del sistema en su conjunto”. Sin embargo, a la hora de valorar en este sentido la variación a la lengua pluricéntrica? lingüística del español, se termina el consenso y se abre la discusión. Este volumen ofrece un panorama amplio de las El español, ¿desde las variedades diferentes posiciones para saber qué se entiende exactamente por “pluricentrismo” en la teoría lingüística y hasta qué punto las FRANZ LEBSANFT / WILTRUD MIHATSCH / normas ejemplares del español se elaboran y se modernizan sobre CLAUDIA POLZIN-HAUMANN (EDS.) Lengua y Sociedad en el Mundo Hispánico Lengua y Sociedad en el Mundo Hispánico la base de este concepto. Al mismo tiempo, las contribuciones se dedican a una reflexión profundizada sobre la realidad del El español, ¿desde las diasistema del español actual y sobre las normas ejemplares del español. En este contexto, los autores contribuyen al debate sobre variedades a la los conceptos de “norma panhispánica”, español “común”, “internacional”, o “neutro”, conceptos que repercuten en el lengua pluricéntrica? lenguaje empleado por los medios de comunicación de masas en la era de la globalización.