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Hartmut Stößlein Die Einstellung linguistischer Laien der ersten, zweiten und dritten Latino-Generation beim spanisch-englischen Sprachkontakt in den Vereinigten Staaten von Amerika Inaugural-Dissertation in der Sprach- und Literaturwissenschaftlichen Fakultät der Otto-Friedrich-Universität Bamberg vorgelegt von Hartmut Stößlein aus Kulmbach Bamberg, Mai 2005 2 Tag der mündlichen Prüfung: 7. November 2005 Erstgutachter: Universitätsprofessor Dr. Martin Haase Zweitgutachterin: Universitätsprofessorin Dr. Gabriele Knappe 3 Danksagung Die vorliegende Arbeit entstand aus einer langen Beschäftigung mit dem so genannten Sprachkontaktprodukt Spanglish, das ich erstmals bewusst in Miami in situ erlebte, dann an der Universität von Fort Collins (Colorado) kennen lernte, aber auch in Kalifornien live erlebte und das mich fortan auf- grund meiner eigenen deutsch-spanischen Zweisprachigkeit sowie als Eng- lischlehrer nicht mehr losließ. Mein besonderer Dank gilt Herrn Prof. Dr. Martin Haase, der die Arbeit an- nahm, betreute und mir sehr wertvolle Hinweise und Hilfe zukommen ließ, ohne die die Arbeit nicht zustande gekommen wäre. Mein Dank geht aber auch an Frau Prof. Dr. Gabriele Knappe aus der Anglistik, die dankenswer- terweise das Zweitgutachten übernahm, an Frau Juniorprofessorin Dr. Moni- ka Sokol von der Universität Bayreuth für wertvolle Anregungen und Hinweise sowie an Frau Dr. Elisabeth Jüngling, die das dreisprachige Manuskript Kor- rektur las. Allen sei auf diesem Wege noch einmal recht herzlich für ihre Mühe und Un- terstützung gedankt. Bamberg, im Mai 2005 Hartmut Stößlein 4 für Dagmar, Bernd und Anette Kulmbach 2005 und als Erinnerung an meinen Freund Albert Rasillier, Buenos Aires 1951 - 1990 5 Inhaltsverzeichnis Abkürzungen ……………………………………….………………………… 9 Abbildungsverzeichnis und Tabellen …….…………………………… 10 Einleitung ............................................................................................... 11 1 Methode ...................................................................................... 15 1.1 Ausschaltung des Beobachterparadoxons.................................. 15 1.2 Bearbeitung des Korpus und Erstellung der Profile .................... 17 1.3 Analyse der Äußerungen ............................................................ 20 1.4 Bewertung der Äußerungen (statements) ................................... 20 1.5 Bestandteile und Verfügbarkeit des Korpus................................ 23 1.5.1 Korpus A: How important is speaking Spanish for you? ............. 23 1.5.2 Korpus B: Living in Spanglish ..................................................... 24 1.5.3 Korpus C: Are you still considered Latin if you don’t speak Spanish? .................................................................................... 24 2 Spanisch und Englisch in den Vereinigten Staaten..................... 25 3 Diskussionsforen und ihre Teilnehmer........................................ 41 3.1 Alter, Geschlecht und Herkunft ................................................... 41 3.2 “Rasse”........................................................................................ 42 3.3 Latino als pars pro toto................................................................ 45 3.4 Ausbildung und Beruf.................................................................. 51 3.5 Erste, zweite und dritte Latino-Generation in den USA............... 52 3.6 Sprachwahl der Autoren.............................................................. 54 3.7 Sprachlaien ................................................................................. 57 3.8 Angaben zur Herkunftssprache und zu amerikanischem Englisch (profiles)....................................................................... 58 3.8.1 Sprech- und Lesepräferenzen der Teilnehmer nach eigenen Angaben ..................................................................................... 58 6 3.8.2 Latino Varietäten des amerikanischen Englisch und Code- Wechsel (CS) im Korpus ............................................................ 60 3.9 Länge der Beiträge...................................................................... 61 4 Korpusanalyse ............................................................................ 63 4.1 Einstellung und Einstellungsforschung........................................ 63 4.2 Analyse Korpus Teil A: die Rolle und die Bedeutung des Spanischen................................................................................. 68 4.3 Analyse Korpus Teil B: Die Akzeptanz des Spanglish ................ 70 4.3.1 Spanglish in den USA ................................................................. 70 4.3.2 Der Terminus Spanglish und Bezeichnungen für Spanglish, ...... 71 4.4 Spanglish: Code-Wechsel (CS) und Transferenzen ................... 74 4.4.1 Gemeinsame Herkunft der Lexik................................................. 91 4.4.2 Transferenzen und Sprachwechsel, Beispiele aus der US-Presse .................................................................................. 93 4.4.3 Einstellung gegenüber Spanglish im Korpus, Teil B ................ 104 4.4.4 Bewertung der Äußerungen zur Sprachwahl ............................ 104 4.4.4.1 Funktionale Sichtweise............................................................. 104 4.4.4.2 von Domänen beeinflusste, deterministische Sichtweise......... 104 4.4.4.3 personenorientierte, affektive Sichtweise................................. 105 4.4.5 Auswertung der Äußerungen .................................................... 106 4.4.6 Je gebildeter der Sprecher, desto geringer die Akzeptanz? ..... 110 4.5 Analyse Korpus Teil C: Ist Spanisch Identitäts- oder Konflikt- potential?.................................................................................. 115 4.5.1 Sprachverschiebung (language shift) und Sprachdruck............ 115 4.5.2 Verhältnis zwischen Sprache und Ethnizität ............................. 122 4.5.2.1 Sprache als Instrument, das Latinos miteinander verbindet..... 123 4.5.2.2 Sprache im Kontext transnationaler Gesellschaft..................... 124 5 Sprache, Kultur und Identität..................................................... 126 5.1 Sprache als Medium zur Erschließung der eigenen Kultur ....... 126 5.1.1 Rezessive Herkunftssprache und Latino-Kultur ........................ 127 7 5.1.2 Drei wesentliche Elemente: la lengua, la comida, el baile ........ 129 5.1.3 Stolz als unverzichtbarer gemeinsamer Nenner ....................... 131 5.1.4 Sprache als wertvolles Erschließungspotential......................... 134 5.1.5 Sprache als ästhetisches Medium............................................. 135 5.1.6 Erschließung eigener Kultur durch irrationale emotionale Ele- mente ....................................................................................... 137 5.1.7 Sprache als Loyalitätsbeziehung zur Herkunftsnation .............. 138 5.1.8 Einstellung gegenüber den anderen Varietäten des Spani- schen in den USA..................................................................... 139 5.2 Sprache und Identität ................................................................ 142 5.2.1 Sprachloyalität........................................................................... 145 5.2.2 Sprache als instabiles Medium.................................................. 147 5.2.3 Ist die Herkunftssprache für Latinos entbehrlich? ..................... 149 5.2.4 Verlust der Herkunftssprache und Substitutionsprozess........... 150 5.2.5 Herkunftssprache als (unrealistisches) Desiderat ..................... 154 5.2.6 Suche nach Identität: Sprache als genetisches Element .......... 155 5.2.7 Sprache als extrem übersteigertes Identitätsmerkmal .............. 158 5.2.8 Sprache als Abgrenzungsinstrument zur Mehrheitskultur......... 159 5.2.9 Latino- und Black Latino-Identität – Sprache und Hautfarbe..... 160 5.2.10 Identitätsmerkmal und Identitätsverschiebung .......................... 163 5.2.11 Rekurrieren auf indigene Wurzeln............................................. 165 5.2.12 Symbole .................................................................................... 167 6 Sprache als Konfliktpotential..................................................... 169 6.1 Dichotomie bei der Weitergabe von Spanisch .......................... 171 6.2 Auswirkung der Sprachentscheidung der Eltern (und der Kinder)...................................................................................... 182 6.3 Unterschiedliche Bewertung von Sprache im Verlauf des Lebens...................................................................................... 183 6.4 Sprache und Beruf .................................................................... 185 6.5 Sprache als Anpassungserschwernis und Integrationshindernis187 8 6.6 Bilingualismus als negative Entwicklung bei Kindern................ 187 6.7 Three jobs Elterngeneration und die Weitergabe von Spanisch................................................................................... 192 6.8 Sprache als konstantes Problempotential der Latino-Familien . 193 6.8.1 Sprache als Kommunikationsbarriere ....................................... 194 6.8.2 Español en casa e inglés para lo demás................................... 195 6.8.3 Sprache und Kultur als Mittel der Ausgrenzung (segregation).. 196 6.8.4 Sprache als Mittel sozialer Diskriminierung (discrimination) ..... 197 6.8.5 Sprache als Medium des Klassenkampfes ............................... 198 6.8.6 Einstellung gegenüber dem amerikanischen Englisch.............. 200 6.8.7 English-Only.............................................................................
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