Competing Nationalisms

2018 ◽  
Author(s):  
Rosina Lozano
Keyword(s):  
Puerto Rico ◽  
New Mexico ◽  
Puerto Rican ◽  
English Language ◽  
The United States ◽  
Language Instruction ◽  
Spanish Language ◽  
Spanish Speaking ◽  
English Language Instruction

Comparing the approaches to Spanish language instruction in New Mexico and Puerto Rico offers a focused study of how language and national identity intersect. In Puerto Rico, Spanish remained a language of necessity into the 1940s despite educational efforts to incorporate English language instruction. In 1942, a Senate subcommittee hearing exposed the absurdity of trying to impose English on a weak educational system. Additionally, the fact that U.S. officials pushed English was an affront to Puerto Ricans' sense of nationalism, which included being a Spanish-speaking society. Puerto Rican educators supported Spanish-language instruction in their schools for pragmatic reasons and as a form of nationalism that distinguished them from the United States. By contrast, Spanish in New Mexico was largely the language of culture and the home and no longer politics or society by the 1940s. New Mexicans rooted themselves as U.S. citizens first and used Spanish as a means of aiding the nation. The major political argument used in New Mexico to reintroduce Spanish language instruction in public elementary schools centered on the crucial role of the language in helping to fulfill national hemispheric goals.

Univision, Telemundo, and the Rise of Spanish-Language Television in the United States

2020 ◽  
Author(s):  
Craig Allen
Keyword(s):  
United States ◽  
Mass Communication ◽  
The United States ◽  
Spanish Language ◽  
Spanish Speaking ◽  
History Of ◽  
English Speaking ◽  
American Society ◽  
The U.S

The first completely researched history of U.S. Spanish-language television traces the rise of two foremost, if widely unrecognized, modern American enterprises—the Spanish-language networks Univision and Telemundo. It is a standard scholarly history constructed from archives, original interviews, reportage, and other public materials. Occasioned by the public’s wakening to a “Latinization” of the U.S., the book demonstrates that the emergence of Spanish-language television as a force in mass communication is essential to understanding the increasing role of Latinos and Latino affairs in modern American society. It argues that a combination of foreign and domestic entrepreneurs and innovators who overcame large odds resolves a significant and timely question: In an English-speaking country, how could a Spanish-speaking institution have emerged? Through exploration of significant and colorful pioneers, continuing conflicts and setbacks, landmark strides, and ongoing controversies—and with revelations that include regulatory indecision, behind-the-scenes tug-of-war, and the internationalization of U.S. mass media—the rise of a Spanish-language institution in the English-speaking U.S. is explained. Nine chapters that begin with Spanish-language television’s inception in 1961 and end 2012 chronologically narrate the endeavor’s first 50 years. Events, passages, and themes are thoroughly referenced.

The United States Sees Language

2018 ◽  
Author(s):  
Rosina Lozano
Keyword(s):  
United States ◽  
New Mexico ◽  
The United States ◽  
Spanish Language ◽  
Senate Committee ◽  
Spanish Speaking ◽  
The Media ◽  
Oklahoma Territory

In 1902, U.S. Senator Albert Beveridge led four senators from the senate committee on the territories into New Mexico, Arizona, and Oklahoma territory. While New Mexico had operated in Spanish in its courts, schools, and politics for decades, Beveridge’s team exposed the rest of the nation to this Spanish language reality in their campaign to portray the territory as unfit for statehood. During the Senate subcommittee hearings, dozens of New Mexicans relayed their connection to both their United States citizenship and their use of the Spanish language. From census takers to court interpreters to principals, Spanish-speaking New Mexicans defended their use of Spanish. While the use of the Spanish language did not definitively delay statehood, the increased national scrutiny in the media of the language did result in a shift in territorial policies related to language that increasingly favored English in order to better conform to the country's expectations.

Correlations among GPA and Scores on the Spanish Version of WISC—R and the Woodcock-Johnson Achievement Subtests for 10- to 12-Year-Old Puerto Rican Children

1990 ◽  
Vol 66 (2) ◽  
pp. 563-566 ◽  
Author(s):  
Victor L. Rodriguez ◽  
Joseph O. Prewitt Diaz
Keyword(s):  
United States ◽  
Puerto Rican ◽  
The United States ◽  
Achievement Test ◽  
Spanish Language ◽  
Spanish Version ◽  
Moderate Correlation ◽  
Spanish Speaking ◽  
Pearson Correlations ◽  
Woodcock Johnson

The purpose of this study was to explore the correlations among GPA, the Spanish version of the WISC—R, and the Woodcock Johnson Achievement subtests for a group of Puerto Rican children. The tests were administered to a sample of 32 children between the ages of 10 to 12 yr. in Grade 4. Pearson correlations between the Verbal, Performance, and Full Scale scaled scores in the WISC—R (Spanish Edition) ranged between .37 to .83. Correlations between subtests of the Woodcock-Johnson Achievement Test ranged from .26 to .70. The moderate correlation between the Total scaled scores on the Woodcock-Johnson and the scaled scores of the Performance, Verbal, and Full Scales of the Spanish WISC—R is indicative of the value of these Spanish-language instruments in diagnosing the intellectual and academic performance of Spanish-speaking populations in the United States.

Developing pragmatic awareness: closing the conversation

ELT Journal ◽  
1991 ◽  
Vol 45 (1) ◽  
pp. 4-15 ◽  
Author(s):  
K. Bardovi-Harling ◽  
B. A. S. Hartford ◽  
R. Mahan-Taylor ◽  
M. J. Morgan ◽  
D. W. Reynolds
Keyword(s):  
English Language ◽  
American English ◽  
Language Instruction ◽  
Classroom Teachers ◽  
Language Curriculum ◽  
Pragmatic Awareness ◽  
English Language Instruction ◽  
Specific Activities ◽  
Guide Lines

Abstract Many commercially available English-language materials do not provide natural, or even pragmatically appropriate, conversational models for learners. This paper argues for increasing the role of pragmastics in English-language instruction. Classroom teachers can integrate pragmatics into the language curriculum by drawing on natural conversations, students' observations, and incomplete dialogues in textbooks. The paper provides guide-lines for pragmatically-centred lessons, as well as examples of specific activities, using closings in American English to illustrate these examples.

Introduction

2018 ◽  
Author(s):  
Rosina Lozano
Keyword(s):  
United States ◽  
Puerto Rico ◽  
American Indians ◽  
The United States ◽  
Spanish Language ◽  
Federal State ◽  
Mexican War ◽  
Spanish Speaking ◽  
History Of ◽  
The U.S

The Spanish language in the United States has a long history. An American Language rediscovers the politics of the Spanish language in the period following the U.S.-Mexican War. The story begins with the United States takeover of Mexican lands that included American Indians and Mexican settlers. The settlers became U.S. citizens at the end of the war through the Treaty of Guadalupe Hidalgo. These Spanish-speaking Mexican settlers thereafter used the treaty as the arbiter of their citizenship, making them treaty citizens. The United States permitted Spanish to become a language of politics in the Southwest in the nineteenth century. Comparing Spanish as a political language across the Southwest and Puerto Rico provides an opportunity to understand larger shifts in national views of citizenship. Comparing federal, state, territorial, and local approaches to the Spanish language also demonstrates the resilience of Spanishlanguage preferences among residents of the Southwest. Spanish is an American language due to its long history and continuing importance in the nation. Tracing the multilingual history of the nation provides an opportunity to include the United States into larger discussions of how migration changes a nation and how its citizens view language.

scholarly journals Teaching English in the United States: Looking Back and Moving Forward towards a Brighter Future

2018 ◽  
Vol 6 (2) ◽  
pp. 86
Author(s):  
Tammy Oberg De La Garza ◽  
Erin Mackinney
Keyword(s):  
United States ◽  
English Language Learners ◽  
Language Learners ◽  
Dual Language ◽  
English Language ◽  
The United States ◽  
Language Instruction ◽  
English Language Instruction ◽  
Brighter Future ◽  
Looking Back

<p><em>This article provides a historical overview of English language instruction in the United States as well as a spectrum of the current models used in schools. From subtractive methods to additive approaches, the benefits of each are explored. This work highlights the rapidly expanding movement towards Dual Language instruction for English language learners, and the advantages it brings to students, schools and the community. The authors examine future considerations for Dual Language programming and the escalating need for these qualified and specialized educators.</em></p>

The Limits of Americanization

2018 ◽  
Author(s):  
Rosina Lozano
Keyword(s):  
United States ◽  
Public Schools ◽  
New Mexico ◽  
English Language ◽  
The United States ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Language Of Instruction ◽  
Spanish American War ◽  
The Public

One of the key roles of the public school system at the turn of the twentieth century was to create U.S. citizens. The federal government supported educational efforts in the noncontiguous territories that the United States acquired during the Spanish-American War. While both Arizona and New Mexico remained territories until 1912, they never received any federal educational aid. Americanization efforts across the United States largely encouraged a move away from foreign language instruction in the public schools in favor of English as the language of instruction. The interests of Americanization advocates coincided with the move to segregate students of Mexican descent into separate schools and classrooms throughout the Southwest. Administrators claimed they separated ethnic Mexican students due to their inability to speak the English language fluently. Despite the segregation of many Spanish-speaking students across the Southwest, Spanish remained in many classrooms in New Mexico—especially in the northern counties. Spanish was used in schools with the early support of the territorial superintendent of instruction and the New Mexico Journal of Education who both recognized that the vast majority of students in those districts entered school as monolingual Spanish speakers.

scholarly journals THE CULTURAL AND ECONOMIC VALUE OF THE SPANISH

2019 ◽  
pp. 192-197
Author(s):  
H. Ya. Pohlod
Keyword(s):  
English Language ◽  
Economic Value ◽  
The United States ◽  
Spanish Language ◽  
Spanish Speaking ◽  
Economic Significance ◽  
The World ◽  
International Diplomacy ◽  
Growing Economy ◽  
To Come

The purpose of the publication is to study cultural, literary and economic significance of the Spanish. Spanish is the second most spoken language in the world. More than 550 million people around the world speak Spanish, some 7.6 % of the  global population. It is the official language of 21 countries. Undoubtedly, the Spanish language is a means of acquiring knowledge, an element of identification in Hispanic countries. The challenge is to strengthen and seek strategies in different areas in order to legitimize it. In 1492, Antonio de Nebrija published a book called «Grammar of the Castilian Language» (Gramática Castellana de Antonio Nebrija). In the prologue, the scholar defined the Spanish language the way it could endure and flourish in centuries to come. Thanks to Antonio Nebrija, the Spanish language is the first modern language in the world, which was already established and taken for granted 5 centuries ago. The Royal Spanish Academy along with the Association of Spanish Language Academies  have regulated the Spanish  language and established common rules for the entire Spanish-speaking world. There are following peculiarities of the Spanish language: the most united among the major languages of the world; fast-growing Spanish-speaking population, including native speakers and those studying Spanish as a second language, as well as users of the web pages; growing cultural influence: 12 laureates of the Nobel Prize literature (6 Spaniards, 2 Chileans, 1 Mexican, 1 Peruvian, 1 Colombian and 1 Guatemalan); growing use of Spanish in the United States, driven primarily by Hispanic immigration to the territory, belonging to the Spaniards in ancient times; growing economy of the Spanish-speaking countries. The Language is about economic prosperity: the more people use it, the more valuable it becomes. If a common language is used in negotiations, then transaction costs are reduced. In this respect, Spanish is the key to the successful conduct and control of negotiations, as well as a means of management that facilitates international trade. It's not about competing with the English language. It about improving the international status of the Spanish language, which requires strengthening in international diplomacy, science and  technology.

“Qué Bonita Mi Tierra”

2021 ◽  
Vol 2021 (140) ◽  
pp. 107-141
Author(s):  
René Esparza
Keyword(s):  
United States ◽  
Puerto Rico ◽  
Puerto Rican ◽  
The United States ◽  
Global South ◽  
Pharmaceutical Firms ◽  
Spanish Speaking ◽  
Colonial Policies ◽  
Act Up ◽  
Hiv Aids

Abstract Employing an anticolonial and anticapitalist approach to HIV/AIDS, the activists of the Latina/o Caucus of ACT UP/NY pushed beyond a biomedical framework of “drugs into bodies” that tended to dominate the larger organization. As US queer racialized/colonial subjects, Latinx AIDS activists enacted a queer and feminist decolonial activism that looked past the continental United States to the global South. In Puerto Rico, Latinx AIDS activists helped establish the first chapter of ACT UP in a Spanish-speaking country. Together, the Latina/o Caucus and ACT UP/Puerto Rico spearheaded a campaign against the colonial policies of the United States, the corporate greed of island-based pharmaceutical firms, and the heteropatriarchal investments of church and commonwealth officials—conditions that exacerbated the disproportionate rates of HIV/AIDS among Puerto Rican island and diasporic communities. Through these efforts, Latinx AIDS activists transformed the domestic and global fight against AIDS into a queer, feminist, and decolonial endeavor.

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