scholarly journals English borrowings in the Spanish language: language policy of the Royal Academy of the Spanish language and the Fundéu BBVA regarding anglicisms

Author(s):  
Irina A. Deeney ◽  
◽  
Olga S. Beletskaya ◽  
XLinguae ◽  
2021 ◽  
Vol 14 (2) ◽  
pp. 331-349
Author(s):  
Anna Zholobova

The paper contributes to the study of the impact that the COVID-19 pandemic has produced and is producing at the present moment on the Spanish language. The impact is, of course, reflected at the lexical level as many new words and expressions have been coined to designate segments of new extralinguistic reality generated by the pandemic and the “new normal”. The article analyses recent “pandemic” updates of the Spanish Royal Academy dictionary electronic version DLE 23.4 and “covidic” neologisms and occasionalisms from semantical and morphological points of view.


Author(s):  
Pilar Valero Fernández ◽  
Ivana Lončar

Managing and using different dictionaries confirm that, automatically, many of them contain phraseological units in their entries and/or sub-entries. However, in some cases, phraseological units are understood in a lax way, as it can be seen in the preface of some dictionaries; as a result, they (dis)appear inside a lexicographical work in disparate ways. For this reason, the present paper aims at analysing the lexicographical treatment of nominal idioms in two dictionaries published by the Spanish Royal Academy (RAE) and the Association of Academies of the Spanish Language (ASALE): Diccionario de Americanismos (DA, 2010) and Diccionario de la Lengua Española (DLE, 2014). In order to achieve this purpose, this study focuses on a corpus of nominal phraseological units and compares the categorical, diatopic and semantic data concerning these units in the two dictionaries considered.


2018 ◽  
Vol 134 (3) ◽  
pp. 761-793
Author(s):  
Manuel Rivas Zancarrón

Abstract In the eighteenth and nineteenth centuries, the Spanish language underwent, from the point of view of the written standard, a series of changes that resolved the prevailing graphic chaos of the preceding centuries. This had been caused by continuous phonological adjustments. The creation of the Spanish Royal Academy (1713), as well as subsequent lexicographical and grammatical works, gradually standardised the orthography of those who used writing as a means to express thought. The objective of this article is to gather together a set of opinions of ordinary people present in the most important spaces of public opinion during the two centuries in question, in order to be able to determine in this way what influence was exerted by the academic body on this process of graphic normalisation and what impact their rules may have had on the different means of written dissemination: publishers, press and handwritten writing. From the methodological point of view, different discursive traditions are identified in order to observe the limits and scope in the acceptance or rejection of these new norms, and therefore to reach conclusions concerning different linguistic attitudes to the graphic system. The diverse opinions of grammarians, writers and non-specialists examined in this study may help to guide different approaches to possible linguistic change in graphic expression.


2007 ◽  
Vol 4 (2) ◽  
pp. 241-262 ◽  
Author(s):  
Elise DuBord

The present work seeks to identify sources of the persistent link between the Spanish language and national identity in Puerto Rico. By examining mass media discourse in the 1940s as a turbulent period of language policy conflict between Puerto Rico and the U.S. federal government, I suggest that the federal imposition of language policy without the consent or approval of local politicians or educators was influential in the construction of national identity that included language as a major defining factor. Local elites reacted to the colonial hegemony by defining Puerto Rican identity in opposition to American identity. The construction of identity in the 1940s is characterized by a cultural conception of nation that redefined national symbols, such as language, in social rather than political terms in order to avoid disturbing the existing colonial hegemony.


Author(s):  
Nicola Miller

This chapter describes a series of new national dictionaries as among the less noticed ways of commemorating the recent bicentenaries of independence. It talks about how Peruvian lexicographers presented DiPerú, Diccionario de Peruanismos (Dictionary of Peruvianisms) as a celebration of nine thousand new words and locutions, which was created by Peruvians to reflect the culture and reality of their country. It also mentions the local branches of the Royal Academy that were opened in most Spanish American countries from the 1880s to the 1920s and were committed to defending the purity and splendour of the Spanish language. The chapter cites a special committee in Brazil that was established to oversee and regulate a future Brazilian language in preference to conserving Portuguese. It discusses that the Spanish Royal Academy granted recognition to certain American variations of Spanish as a quid pro quo for a degree of acquiescence to Spain's role as arbiter of the rules.


2020 ◽  
Vol XVI (1) ◽  
pp. 248-273
Author(s):  
I. Goryacheva ◽  
◽  
O. Chuikova ◽  

The paper deals with the verbal lexemes used to express the semantics of falling in Spanish. Falling is understood as uncontrolled downward movement without contact with any surface during the movement. The study also deals with different parameters of falling, such as the initial point, the final point, distance, speed, etc. which influence the lexification of falling events. The paper analyzes only direct uses of verbal lexemes used to express the semantics of falling in Spanish. The frame-based approach is applied to the analysis of lexical values and lexical units capable of describing a number of prototypical situations for falling following the principles and methods of the Moscow Lexical Typology Group. Main sources of language material for the study include the “Falling” questionnaire, the dictionary of Spanish Royal Academy, Spanish-Russian dictionaries, as well as Spanish language corpora. The analysis shows that Spanish language is a dominant system with the verb caer(se) as the basic verb of falling. The study found out that several lexemes compete with the dominant verb in certain contexts. An attempt is made not only to denote the intersection points of the dominant verb of falling and other verbal lexemes serving a given semantic sphere, but also to define their functional distribution. At the same time, the cases of the combined use of the dominant verb caer(se) and the competing lexemes are considered, when the dominant verb states directly the fact of the fall of the object onto the surface, and the competing lexemes describe the fall itself: falling out of the container, slipping etc. Moreover, in some situations of falling (such as the falling of homogeneous objects or the turnover of an upright container) specialized verbal lexemes tend to be used instead of the dominant verb. A number of peripheral incidence situations are characterized by lexemes whose direct meaning does not contain a semantic component of falling.


2010 ◽  
Vol 26 (3) ◽  
pp. 194-202 ◽  
Author(s):  
Daniel A. Newman ◽  
Christine A. Limbers ◽  
James W. Varni

The measurement of health-related quality of life (HRQOL) in children has witnessed significant international growth over the past decade in an effort to improve pediatric health and well-being, and to determine the value of health-care services. In order to compare international HRQOL research findings across language groups, it is important to demonstrate factorial invariance, i.e., that the items have an equivalent meaning across the language groups studied. This study examined the factorial invariance of child self-reported HRQOL across English- and Spanish-language groups in a Hispanic population of 2,899 children ages 8–18 utilizing the 23-item PedsQL™ 4.0 Generic Core Scales. Multigroup confirmatory factor analysis (CFA) was performed specifying a five-factor model across language groups. The findings support an equivalent 5-factor structure across English- and Spanish-language groups. Based on these data, it can be concluded that children across the two languages studied interpreted the instrument in a similar manner. The multigroup CFA statistical methods utilized in the present study have important implications for cross-cultural assessment research in children in which different language groups are compared.


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