DOCSLIB.ORG

Language Contact and Dialect Contact: Cross-Generational Phonological Variation in a Puerto Rican Community in the Midwest of the United States

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Language Contact and Dialect Contact: Cross-Generational Phonological Variation in a Puerto Rican Community in the Midwest of the United States LANGUAGE CONTACT AND DIALECT CONTACT: CROSS-GENERATIONAL PHONOLOGICAL VARIATION IN A PUERTO RICAN COMMUNITY IN THE MIDWEST OF THE UNITED STATES DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Graduate School of The Ohio State University By Michelle F. Ramos-Pellicia, B.A., M.A. **** The Ohio State University 2004 Dissertation Committee: Approved by ___________________________ Professor Brian D. Joseph, Co-Adviser Co-Adviser Linguistics Graduate Program Professor Donald Winford, Co-Adviser Professor Richard Janda Approved by ___________________________ Co-Adviser Linguistics Graduate Program Copyright by Michelle Frances Ramos-Pellicia 2004 ABSTRACT This project investigates a variety of Spanish found in Lorain, Ohio, focusing on the description of variation at the phonological level. The description considers the dynamics of the interaction of two minority dialects, Lorain Puerto Rican Spanish (henceforth LPRS) and Mexican American Spanish (hereafter MAS), in the context of English as a majority language. It seeks to find an explanation for phonological variation across three different generations in the LPRS community by examining five variables (raising of /e/ and /o/, and the realization of /dΩ/, /r/, and /b/). The role of the youngest generation is given particular attention. Previous studies (Eckert 1997, 2000; Kerswill 1994; Kerswill and Williams 1994) on language variation have shown that this group leads the changes their linguistic variety will undergo or eliminates the language completely. This project also explores the phonology of rural Island Puerto Rican Spanish (henceforth IPRS) transported to Lorain to determine if LPRS and IPRS display similar or different patterns of use of the variables. ii One hundred four people representing the Puerto Ricans and the Mexicans in Lorain, the Puerto Ricans of the island and the American English speakers of Lorain (hereafter AE) were recorded. The groups are also subdivided by generation and gender. All subjects read a word-list and a paragraph and participated in a short informal conversation with the interviewer. Also, a long-term observation of the community was conducted. The phonological variables were correlated with extralinguistic factors using VARBRUL. LPRS shows almost nonexistent (e) and (o) raising, preserving the pattern found in IPRS. Lorain MAS and LPRS are converging in their use of (j), but the merger varies within each age and generation. The two groups are diverging in their use of (r), presenting different degrees of divergence depending on generation and age group. The Spanish spoken by second and third generation LPRS speakers shows influence from AE in the use of a labiodental [v] for (b) and a retroflex [] for (r). Indirectly, AE influences first generation speakers not proficient in AE through contact with those speakers of the first generation with more exposure to AE. iii In general, the results reveal that LPRS exhibits continuity from IPRS preserving many of the features transmitted from IPRS though it also diverges from the latter to some extent. Although predictions are speculative, possibly in the future, due to the pressures of MAS and AE on LPRS, this pattern will change and LPRS will become a dialect different from IPRS, if it survives at all. iv Dedicated to my multilingual family… my Grandma Emerance Louise Hilversum Thompson, who unconsciously initiated me in linguistics and my son Antonio José Rodríguez-Ramos, a productive and inquisitive bilingual speaker v ACKNOWLEDGMENTS Growing up in Puerto Rico, I was exposed mainly to two different languages, Spanish and English. However, as I shared my childhood years with my beloved Grandma, I discovered through her nurturing a language that is dear to my heart and yet it was lost in my generation. Surinamese Dutch was used at home with my Grandma, my Mom and her family. Unfortunately, my elders decided for me that I was not to continue my acquisition of Surinamese Dutch because they thought this language would confuse me as I was starting my schooling in English. Thus, whenever around me, my relatives made a conscious effort to use Taki Taki, English, but mostly Puerto Rican Spanish. As I continued growing up, I also discovered that my Dad’s side of the family had very interesting language interactions. Having grown up in the military, my Dad and his family were exposed to Spanish, English and French. I witnessed many interactions where my uncles, my Dad and his parents will use these three languages in a magnificent example of code switching. I was always amazed at how quickly they switched from one language to the next just to make themselves understood. vi My curiosity to explore language led me to study Linguistics at The Ohio State University. Many are the people who expanded my world during my graduate school years. I will always be indebted to my Professors Brian D. Joseph and Donald Winford. Their knowledge and insightful comments expanded my original project into what is now this dissertation. I am also thankful to Professors Richard Janda, Terrell Morgan, Mary Beckman, Elizabeth Hume, Marcia Farr, Dennis Preston and Patricia Lunn who helped me at different stages of developing this project and who also raised questions that I did not foresee as I was collecting and analyzing the data. I also want to thank the members of the Changelings discussion group. It was in this warm and welcoming environment where I not only presented the earlier results of my dissertation but also learned of the projects that scholars interested in language variation and change were conducting. Thank you to my classmates, colleagues and friends at the Department of Linguistics… Shelome Gooden, Misun Seo, Steve Hartman-Keiser, Tsan Huang, Hope Dawson, Robin Dodsworth, Ila Nagar, Craig Hilts, Wes Collins, Alejandra González-Pérez, Grant McGuire, Na’im Tyson, David Durian, Anton Rytting, Maeve Eberhardt, Amanda Boomershine, Robin Dautricourt, Magdalena Mejía who encouraged me at different stages of my writing. vii Also, thanks to Yanitza Marrero who introduced me to her relatives and friends in Lorain, to the Carrión Family, the Bigio Family, the Reverón Family, the Meléndez Family, the Mendiola Family, the Ortiz Family, the DeGracia Family, the Maldonado Family, Georgina and Salvador Carrión, Tomás Cabassa, Carmen and Wilson Meléndez, Rigoberto and Judy Reverón, Jimmy and Evelyn Carrión, Trinidad Amador, Sister Theresa Stegman, Sister Elisa Bonano, Christian Doyle, Rev. William Thaden, Rosa Ramos, Milagros Pellicia, Ana Capetillo, Edna Colón Torres, Agustín López Oliveras, Noa Rivera, Wilson Acosta, Wanda Aponte Rodríguez, Jorge Rivera and all the American English speakers, Mexicans and Puerto Ricans in Lorain and all the Puerto Ricans in Puerto Rico who participated in this study and who so kindly received me in their homes and patiently answered my questions. Without them, this project would have never been possible. Thanks to my friends in Ohio… Leigh and Lee Österling, Karen Lynch, Socorro Moores, Odemaris Irizarry, Lillian Olivieri, Rohini and Uday Dandavate, Celia James, Steve Grill, Donna Villareal, Francie Buschur, Gilberto Serrano, Gary Fourman, Cristina Pérez, Eileen Butler, Mary Flanagan, Luisa Lara, Eleonor Opitz, Beatriz Alvarado. All of them opened their homes and welcomed my family during the years I spent in Columbus, Ohio. To my friends in Puerto Rico… Rosie Aulet and Madalene Valentín who despite the distance kept up with our friendship. ¡Mil gracias! viii To Christine Heinze and Christina DiLorenzo and all my past, present and future students from whom I learn every day… They make me want to be a better teacher and a better scholar. I am grateful for the funding I received from the following sources: The Ohio State University Department of Linguistics, Chair Peter Culicover made available funding to cover my travel expenses to Lorain, The OSU College of Humanities Graduate Research Council Small Grant covered for equipment expenses, The Ohio State University Council of Graduate Students Ray Travel Award for Scholarship and Service (formerly Professional Development Fund, PDF) covered for travel expenses and The OSU Graduate School Alumni Grant for Graduate Research covered my travel expenses to Puerto Rico. And last, but not least, my family, here in the United States and in Puerto Rico… Thanks to Mom who always encouraged me with her questions about language and the problems Puerto Ricans face in the Island and in the mainland. To her, I owe many useful conversations that expanded my curiosity and my thirst to understand more about the different aspects of language in interaction and bilingual education. ix To Dad and all his multiple interferences of English in his Spanish that always made me laugh with him, to his wit and his talent to switch back and forth between his tongues. His positive attitude and encouragement at very obscure moments helped me in accomplishing many of my goals. To my sisters Christine and Talía who were a constant source of encouragement during my journey through Graduate School, both of them are a wealth of bilingualism and productive code switches and borrowings. To the memory of my Abuela Emi, who started me early on the road of language. And to my son, who has experienced so many different languages since before he was one year old and who has become an avid code switcher, knowing who to switch with, and whether to explain a word to a person in Spanish or English. It is my hope that he continues being as inquisitive as he is now and that his Spanish, English and Spanglish abilities keep expanding. x VITA September 20, 1972………………….Born, Río Piedras, Puerto Rico 1995………………………………….B.A. Hispanic Studies, Minors: French, English, Linguistics, University of Puerto Rico, Río Piedras 1999…………………………………M.A. Linguistics, The Ohio State University PUBLICATIONS 2001. ‘Oh, you want TETE?’ (‘Oh, ¿quieres TETE?’) Co-operación risas embarazosas y gestos en un grupo de apoyo para madres lactantes.
Load more

Recommended publications
  • 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.
    [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]
  • 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.
    [Show full text]
  • 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.
    [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]
  • 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.
    [Show full text]
  • Code-Switching and Translated/Untranslated Repetitions in Nuyorican Spanglish
    E3S Web of Conferences 273, 12139 (2021) https://doi.org/10.1051/e3sconf/202127312139 INTERAGROMASH 2021 Code-switching and translated/untranslated repetitions in Nuyorican Spanglish Marina Semenova* Don State Technical University, 344000, Rostov-on-Don, Russia Abstract. Nuyorican Spanglish is a variety of Spanglish used primarily by people of Puerto Rican origin living in New York. Like many other varieties of the hybrid Spanglish idiom, it is based on extensive code- switching. The objective of the article is to discuss the main features of code-switching as a strategy in Nuyrican Spanglish applying the methods of linguistic, componential, distribution and statistical analysis. The paper focuses on prosiac and poetic texts created in Nuyrican Spanglish between 1978 and 2020, including the novel Yo-Yo Boing! by Giannina Braschi and 142 selected Boricua poems, which allows us to make certain observations on the philosophy and identity of Nuyorican Spanglish speakers. As a result, two types of code-switching as a strategy are denoted: external and internal code-switching for both written and oral speech forms. Further, it is concluded that repetition, also falling into two categories (translated and untranslated), embodies the core values of Nuyorican Spanglish (freedom of choice and focus on the linguistic personality) and reflects the philosophical basis for code-switching. 1 Introduction Nuyorican Spanglish is a Spanglish dialect used in New York’s East Side primarily by people of Puerto Rican origin, many of who are first- or second-generation New Yorkers. This means that Spanglish they use is rather the most effective way to communicate between English and Spanish cultures which come into an extremely intense contact in this cosmopolitan city.
    [Show full text]
  • Searching for the Origins of Uruguayan Fronterizo Dialects: Radical Code-Mixing As “Fluent Dysfluency”
    Searching for the origins of Uruguayan Fronterizo dialects: radical code-mixing as “fluent dysfluency” JOHN M. LIPSKI Abstract Spoken in northern Uruguay along the border with Brazil are intertwined Spanish-Portuguese dialects known to linguists as Fronterizo `border’ dialects, and to the speakers themselves as portuñol. Since until the second half of the 19th century northern Uruguay was populated principally by monolingual Portuguese speakers, it is usually assumed that Fronterizo arose when Spanish-speaking settlers arrived in large numbers. Left unexplained, however, is the genesis of morphosyntactically intertwined language, rather than, e.g. Spanish with many Portuguese borrowings or vice versa. The present study analyzes data from several communities along the Brazilian border (in Argentina, Bolivia, and Paraguay), where Portuguese is spoken frequently but dysfluently (with much involuntary mixing of Spanish) by Spanish speakers in their dealings with Brazilians. A componential analysis of mixed language from these communities is compared with Uruguayan Fronterizo data, and a high degree of quantitative structural similarity is demonstrated. The inclusion of sociohistorical data from late 19th century northern Uruguay complements the contemporary Spanish-Portuguese mixing examples, in support of the claim that Uruguayan Fronterizo was formed not in a situation of balanced bilingualism but rather as the result of the sort of fluid but dysfluent approximations to a second language found in contemporary border communities. 1. Introduction Among the languages of the world, mixed or intertwined languages are quite rare, and have provoked considerable debate among linguists. The most well- known cases, Michif, combining French and Cree (Bakker and Papen 1997; Bakker 1996), and Media Lengua, combining Spanish and Quechua (Muysken 1981, 1989, 1997), rather systematically juxtapose lexical items from a European language and functional items from a Native American language, in Journal of Portuguese Linguistics, 8-1 (2009), 3-44 ISSN 1645-4537 4 John M.
    [Show full text]
  • Language and Dialect Contact in Spanish in New York: Toward the Formation of a Speech Community
    LANGUAGE AND DIALECT CONTACT IN SPANISH IN NEW YORK: TOWARD THE FORMATION OF A SPEECH COMMUNITY RICARDO OTHEGUY ANA CELIA ZENTELLA DAVID LIVERT Graduate Center, University of California, Pennsylvania State CUNY San Diego University, Lehigh Valley Subject personal pronouns are highly variable in Spanish but nearly obligatory in many contexts in English, and regions of Latin America differ significantly in rates and constraints on use. We investigate language and dialect contact by analyzing these pronouns in a corpus of 63,500 verbs extracted from sociolinguistic interviews of a stratified sample of 142 members of the six largest Spanish-speaking communities in New York City. A variationist approach to rates of overt pro- nouns and variable and constraint hierarchies, comparing speakers from different dialect regions (Caribbeans vs. Mainlanders) and different generations (those recently arrived vs. those born and/ or raised in New York), reveals the influence of English on speakers from both regions. In addition, generational changesin constrainthierarchiesdemonstratethat Caribbeansand Mainlandersare accommodating to one another. Both dialect and language contact are shaping Spanish in New York City and promoting, in the second generation, the formation of a New York Spanish speech community.* 1. INTRODUCTION. The Spanish-speaking population of New York City (NYC), which constitutesmorethan twenty-five percent of the City’stotal, tracesitsorigins to what are linguistically very different parts of Latin America. For example, Puerto Rico and Mexico, the sources of one of the oldest and one of the newest Spanish- speaking groups in NYC respectively, have been regarded as belonging to different areasfrom the earliesteffortsat dividing Latin America into dialect zones(Henrı ´quez Uren˜a 1921, Rona 1964).
    [Show full text]
  • 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.
    [Show full text]
  • © 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.
    [Show full text]
  • Islenos and Malaguenos of Louisiana Part 1
    Islenos and Malaguenos of Louisiana Part 1 Louisiana Historical Background 1761 – 1763 1761 – 1763 1761 – 1763 •Spain sides with France in the now expanded Seven Years War •The Treaty of Fontainebleau was a secret agreement of 1762 in which France ceded Louisiana (New France) to Spain. •Spain acquires Louisiana Territory from France 1763 •No troops or officials for several years •The colonists in western Louisiana did not accept the transition, and expelled the first Spanish governor in the Rebellion of 1768. Alejandro O'Reilly suppressed the rebellion and formally raised the Spanish flag in 1769. Antonio de Ulloa Alejandro O'Reilly 1763 – 1770 1763 – 1770 •France’s secret treaty contained provisions to acquire the western Louisiana from Spain in the future. •Spain didn’t really have much interest since there wasn’t any precious metal compared to the rest of the South America and Louisiana was a financial burden to the French for so long. •British obtains all of Florida, including areas north of Lake Pontchartrain, Lake Maurepas and Bayou Manchac. •British built star-shaped sixgun fort, built in 1764, to guard the northern side of Bayou Manchac. •Bayou Manchac was an alternate route to Baton Rouge from the Gulf bypassing French controlled New Orleans. •After Britain acquired eastern Louisiana, by 1770, Spain became weary of the British encroaching upon it’s new territory west of the Mississippi. •Spain needed a way to populate it’s new territory and defend it. •Since Spain was allied with France, and because of the Treaty of Allegiance in 1778, Spain found itself allied with the Americans during their independence.
    [Show full text]