Post-Hispanism Or the Long Goodbye of National Philology
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Academic Programme 2014 20
Mario Vargas Llosa with Seamus Heaney at Instituto Cervantes in Dublin TABLE OF CONTENTS Instituto Cervantes 3-4 10 reasons to study at Instituto Cervantes 3 Frequently Asked Questions 4 Why study now? 4 Spanish language courses 5 General language courses 6 Special and online courses 7 Galician, Basque and Catalan 7 Special courses 7 Teacher training programme - formación de profesores de ELE 7 Online Spanish Course (AVE) 7 Registration and fees 8-9 Assessment tests 8 Enrolment 8 Registration office hours 8 Course materials 8 Class size and course cancellations 9 Refunds 9 Attendace 9 DELE Official Certification of Spanish Language Proficiency 10 Autumn examination 10 Spring examination 10 Examination centres in Ireland 10 Dámaso Alonso Library 11 Collections 11 Services 11 Cultural events 12 Academic calendar 2014-2015 13-15 2 Table© Cover of design contents supplied by María Alejandra Gonaldi. Instituto Cervantes Instituto Cervantes, the only official Spanish Government Language Centre, is a public body founded in 1991 to promote Spanish language teaching and knowledge of the cultures of Spanish-speaking countries throughout the world. It is the largest worldwide Spanish teaching organisation, with over 86 branches in five continents. Instituto Cervantes is a non-profit organisation. 10 REASONS TO STUDY AT INSTITUTO CERVANTES 1. Teachers are qualified at University 8. Free assessment tests to ensure that level. They are native Spanish students are in the class that suits speakers and have considerable their needs. experience teaching Spanish as a foreign language. They are periodically 9. Convenient location in the city centre: retrained in the most up-to-date between Trinity College and The teaching methods. -
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. -
Spanish-British Culture Figures Analyse the Bilateral Cultural Relationship After Brexit
Instituto Cervantes in London 15-19 Devereux Ct, Temple London WC2R 3JJ 020 7201 0750 www.londres.cervantes.es London, February 27th, 2020 Spanish-British culture figures analyse the bilateral cultural relationship after Brexit Outstanding figures of British Hispanic culture have participated in the round table Future: English & Hispanic Culture After Brexit, in which they highlighted the necessity of unifying both countries to face the challenges and seize the opportunities after Brexit. One of the main issues discussed focused on the relevance of Spanish as a relevant language for everyday life and its incredible growth in British schools. The event took place at the Cervantes Theatre under the auspices of the Instituto Cervantes in London and with support from the Spanish Embassy. The round table was introduced by the Ambassador of Spain to the United Kingdom, Carlos Bastarreche as well as the Ambassador of Honduras to the United Kingdom and Dean of the Latin American Ambassador Group, Iván Romero. Subsequently, the director of Instituto Cervantes, Luis García Montero, paid a tribute to British Hispanism, praising the work of great historians and academics such as Sir John Elliott, Sir Paul Preston and the recently deceased, Trevor Dadson. The round table was moderated by the correspondent of El País in the United Kingdom, Rafa de Miguel, and had the following speakers: the director of the English National Ballet (ENB), Tamara Rojo; the Ambassador of Ecuador to the United Kingdom and novelist, Jaime Marchán; former United Kingdom ambassador to Spain, Simon Manley; the director of the Institute for Modern Languages Research (IMLR), Catherine Davies; the president of the Society of Spanish Scientists in the United Kingdom (CERU), Rocio Gaudioso; and the researcher of the Elcano Royal Institute, Ignacio Molina. -
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. -
QP Version Final
Copyright by Aurora Salvador Sanchís 2017 The Report committee for Aurora Salvador Sanchís certifies that this is the approved version of the following report: Systematicity of code-switching in the Spanish in Texas Corpus APPROVED BY SUPERVISING COMMITTE: ________________________________________ Dale A. Koike, Supervisor __________________________________________ Sandro Sessarego Systematicity of code-switching in the Spanish in Texas Corpus by Aurora Salvador Sanchís Report Presented to the Faculty of the Graduate School of the University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Masters of Arts The University of Texas at Austin August 2017 Systematicity of code-switching in the Spanish in Texas Corpus by Aurora Salvador Sanchís The University of Texas at Austin, 2017 SUPERVISOR: Dale A. Koike This study tries to establish the systematicity of code-switching as shown in a quantitative and qualitative analysis of the linguistic behavior of twelve Spanish-English bilingual speakers of Mexican descent, drawn from the “Spanish in Texas Corpus” (Bullock and Toribio 2013). Results show that the frequency and typology of code-switching varied substantially among these speakers, concurring with previous research that has characterized U.S. Latinos as a highly diverse group in social interactions (Valdés 2001; Carreira 2004; Potowski 2010; Montrul 2013; Fairclough 2016, among others) and use of linguistic forms (Silva-Corvalán 1993; Zentella 1997; Valdés 2001; Colombi 2009). Moreover, some researchers have indicated that personality might also influence the code-switching behavior of U.S. Latinos (Gardner-Chloros 2008; Dewaele and Wei 2014). These findings also reveal that code-switching is not a random process, but rather a rule-governed linguistic phenomenon. -
Linguistic Emancipation and the Academies of the Spanish Language in the Twentieth Century: the 1951 Turning Point
City University of New York (CUNY) CUNY Academic Works Publications and Research CUNY Graduate Center 2013 Linguistic emancipation and the academies of the Spanish language in the twentieth century: the 1951 turning point 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/85 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] A Political History of Spanish The Making of a Language Edited by Jose del Valle CAMBRIDGE UNIVERSITY PRESS 228 16 Linguistic emancipation and the academies of the Spanish language in the twentieth century: the 1951 turning point Jose del Valle Introduction As discussed in earlierchapters, the independence of most of Spain•s American colonies in thesecond decade of the nineteenthcentury resulted in a destabiliza tion of the institutional ecology in which, until that point, the standardization of Spanish had been developing.Within the imperial structure, despite the het erogeneity of the Iberian and American sociolinguistic fields and the difficult implementation of state languagepolicies (Firbas and Martfnezin this volume; Solano 1991; Heath 1972), the metropolishad been the principal source forthe productionand reproduction of the legitimatelanguage (Bourdieu 1991). In the eighteenth century, with the advent of the Bourbons to the Spanishthrone in 1701, this metropolitanlinguistic centrality had been strengthened even further through institutionalization with the creation, in 1713, of the Spanish Royal Academy (henceforthRAE) (Medina in this volume; Moreno Fernandez2005: 168-73). The independence of most American colonies in the earlynineteenth century resulted in the development of new conditions for the deployment of language policies and metalinguistic discourses. -
ALAN DEYERMOND Alan David Deyermond 1932–2009
ALAN DEYERMOND Alan David Deyermond 1932–2009 I ALAN DEYERMOND’S DEATH on 19 September 2009 at the age of 77 brought both bewilderment and grief to friends and colleagues the world over.1 Those who had known and been enriched by that exuberant concentra- tion of fierce intellectual curiosity, prodigious memory, inexhaustible mental energy, unremitting focus, obstinacy, integrity and kindness, felt his going as a loss of substance in their own lives. Those who knew him as a fellow-Hispanist were aware of the deprivation as something not simply personal but professional and strategic. Even at this distance, it remains 1 The following, especially valuable as sources for this memoir, are cited below in abbreviated form: Obituaries: Jane Connolly, ‘ “Amigo de sus amigos . qué seso para discretos”: In memoriam Alan David Deyermond’, La Corónica, 38.1 (Fall, 2009), 6–40 at 7–18 (hereafter: JC). Tributes by David Hook and Ralph Penny at the Queen Mary, University of London memorial service, 29 January 2010 (QM tributes). Joseph T. Snow (with M. R. Menocal and S. G. Armistead), ‘Memoir of Alan Deyermond for the Medieval Academy of America’ (MAA Memoir). Interviews: by Spanish Embassy cultural staff, ‘Galería: Alan David Deyermond’, Donaire, 8 (June 1997), 93–104 at 100–4 (Donaire, 1997). by Juan Cruz for El País, 23 April 2006 (El País, 2006). Online: <http://www.cervantesvirtual.com/portales/alan_deyermond/>. Biblioteca Virtual Cervantes commemorative site, edited by Alberto Montaner Frutos. Includes updated (2011) version of Rafael Beltrán, ‘Alan Deyermond: tradición y renovación en los estudios medievales hispánicos’ (originally 2002) (BVCervantes). -
Lexicography in the French Caribbean: an Assessment of Future Opportunities
LEXICOGRAPHY IN GLOBAL CONTEXTS 619 Lexicography in the French Caribbean: An Assessment of Future Opportunities Jason F. Siegel The University of the West Indies, Cave Hill Campus E-mail: [email protected] Abstract While lexicography in the Hispanophone Caribbean has flourished, and to a lesser extent in the territories of the Caribbean whose official language is English, dictionaries of the French-official Caribbean (except Haiti) have been quite limited. But for the rest of the French-official Caribbean, there remains much work to do. In this paper, I assess the state of lexicography in the French-official Caribbean, as well as the possibilities for fu- ture work. There are six principal areas of lexicographic documentation to be developed. The first, most urgent task is the documentation of the endangered St Barth French. The next priority is multilingual lexicography for the Caribbean region. The third priority is multilingual lexicography of French Guiana, home to endangered Amerindian, Creole and immigrant languages. Fourth, there is a largely pristine area of lexicographic work for the English varieties of the French Caribbean. The fifth area of work to be developed is monolingual lexicog- raphy of French-based Creoles. Lastly, there is exploratory work to be done on the signed language varieties of the French-official Caribbean. The paper concludes with a discussion of the role that the Richard and Jeannette Allsopp Centre for Caribbean Lexicography can play in the development of these areas. Keywords: minority languages, bilingual lexicography, French Caribbean 1 Introduction Overseas French (le français d’outre-mer) is a fairly important topic in French linguistics. -
T En Reasons to Learn & T Each SP ANISH
Ten Reasons to Learn & Teach SPANISH Reasons to Learn & Teach Ten MINISTERIO CONSEJERÍA DE EDUCACIÓN Español, una lengua universal DE EDUCACIÓN EN AUSTRALIA Y CIENCIA DE ESPAÑA Y NUEVA ZELANDA Spanish Works Worldwide EMBAJADA DE ESPAÑA TEN REASONS TO LEARN AND TEACH SPANISH ONSEJERÍA DE DUCACIÓN EN USTRALIA Y UEVA ELANDA C E A N Z 15 Arkana St. –Yarralumla. ACT 2600 Dirección . CANBERRA. Australia Rafael Martínez Bernardo Tel: 02 - 6273 4291 Fax: 02 - 6273 4588 Consejero de Educación [email protected] http://www.mec.es/sgci/au Autores Alfredo Martínez-Expósito, University of Queensland Centro de Recursos Ana López, Honorary Consul of Spain Suite 18, Manuka Court Bougainville St - ACT 2603 Diseño Portada Tel./ Fax: 02-6239-7153 Juan José Vidal [email protected] http://www.mec.es/sgci/au ASESORÍAS TÉCNICAS AUSTRALIA Asesoría Técnica en Sydney: D. Javier Santos Asensi 7/88 Liverpool Street MINISTERIO DE EDUCACIÓN Y CIENCIA SYDNEY NSW 2000 Subdirección General de Cooperación Internacional Tfno/fax: 02-92611907 [email protected] Edita © Secretaría General Técnica Asesoría Técnica en Melbourne: Subdirección General de Información y Publicaciones D. Luis Martín Fernández Department of Education and Training Consejería de Educación en Australia y Nueva Zelanda 33 St. Andrews Place MELBOURNE VIC 3001 Embajada de España Tfno: 03-96372064 Fax: 03-96372170 [email protected] Depósitos legales NIPO: 651-07-074-2 Asesoría Técnica en Adelaida: ISBN: 0 9580649 6 2 Dª. María Rosario Hernando Manzanares The Norwood Morialta High School Distribución Morialta Road. Rostrevor SA 5073 Consejería de Educación en Australia y Nueva Zelanda Tfno: 08-83609849 Embajada de España [email protected] 15 Arkana Street. -
Dizque and Other Emergent Evidential Forms in Romance Languages
1 Dizque and other emergent evidential forms in Romance languages Asier Alcázar 1. Introduction This section defers the contextualization and definition of technical terms such as grammatical and lexical evidentiality, and potential bridges between them, evidential strategies and emergent evidentials, to the introduction of this volume and the references presented therein. Suffice it to say that the italicized terms are used in the sense of Aikhenvald (2004). Evidential strategies in general, and emergent evidentials in particular are at the centre of an important debate: whether or not lexical and grammatical evidentiality stand in a continuum (Squartini 2007b, Aikhenvald 2007; Diewald and Smirnova 2011). There remains insufficient evidence to resolve this question satisfactorily for now, because comprehensive descriptions of emergent evidentials, the forms that seem to straddle the line, are hard to come by. Dizque ‘they.say.that’ (ex. 1 cf. Alcázar 2014), an emergent evidential in Spanish, along with similar developments in Romance (Cruschina and Remberger 2008; Casseb Galvão 2001 on Brazilian Portuguese diz que), lie at the centre of this debate. (1) a. Dic-e-n que llegaron tarde say-THV-3PL COMP arrive late ‘They say that they arrived late’ b. Dizque llegaron tarde DIZQUE arrive late ‘Dizque they arrived late’ 2 The body of work on dizque is increasing, and gaining momentum. It has attracted the attention of formal and functional approaches to the study of language (typology, cognitive linguistics, generative grammar, corpus linguistics…). Yet the answer to most of the questions raised in this chapter are very much open to future debate. Further research and analysis are necessary.