scholarly journals Geografía lingüística: a brief insight into the variety of the Spanish language across Latin America

2020 ◽  
Vol 18 ◽  
pp. 46-52
Author(s):  
Margarita Feizaka ◽  

While there are studies on differences between traditional Spanish and Latin American Spanish, they tend to either compare Castilian Spanish to one national variation in Latin America (e.g. Mexican Spanish) or assume that the whole region of Latin America is rather linguistically homogenous. This research aims to provide a brief insight into differences between variations of the Spanish language spoken in different countries in Latin America, comparing three local dialects: Mexican, Venezuelan and Chilean. Qualitative content analysis and the comparative method were applied to conduct the research. The findings suggest that there are differences in grammar usage and lexicon between different countries. While phenomena like anglicisms and changing prepositions were detected in all local dialects, Mexican Spanish stood out in terms of grammar, and Mexican and Venezuelan Spanish vocabulary showed specific local expressions.

Author(s):  
Irina Veselova

The object of this research is the postcolonial theory, while the subject is its impact upon the historical, and namely, historical-anthropological research of Latin America. The author examines such peculiarities of post-colonialism as the problem of identification, the “oppressed”, the importance of linguistic component of scientific description, as well as the political bias of this direction. Attention is turned to the process of adaptation of postcolonial theory to Latin American scientific foundation; emphasis is placed on the fact that the region has its own tradition of interpretation of the colonial past that results in occurrence of the so-called phenomenon of decolonial turn within the Latin American humanities. Based on the comparative method and qualitative content analysis of the works dedicated to postcolonial theory, the author demonstrates the presence of a wide range of opinions of Latin American researchers on such concepts as “colonialism: and “Latin Americanism”. The conclusion is made that the intense discussion on the theoretical aspects of colonial and decolonial theory may underlie the new vector in the historical studies of Latin America.  At the same time, decolonial turn alongside postcolonial theory, raise a number of questions, the solution of which is vital for the development of accurate methodology for further scientific research. For the Russian Latin American scholars, the new trends turn into a special challenge that should be considered in carrying out historical and anthropological research.


2019 ◽  
Vol 6 (2) ◽  
pp. 51-58
Author(s):  
L.N. Utkina

The article shows the interaction of two languages (Spanish and English) in diachrony and synchrony (the influence of Latin American Spanish on the American version of English in the last decades). The language situation in the USA is described in connection with the large number of immigrants from Latin America, as well as their cultural influence on the lifestyle of the southern and southwestern US states. On the basis of the analysis of scientific and newspaper publications, videos and Internet sites, the influence of the Spanish language and culture on the American version of the English language and the culture of the southern states of the USA is demonstrated.


Author(s):  
John M. Lipski

The Spanish language, as it spread throughout Latin America from the earliest colonial times until the present, has evolved a number of syntactic and morphological configurations that depart from the Iberian Peninsula inheritance. One of the tasks of Spanish variational studies is to search for the routes of evolution as well as for known or possible causal factors. In some instances, archaic elements no longer in use in Spain have been retained entirely or with modification in Latin America. One example is the use of the subject pronoun vos in many Latin American Spanish varieties. In Spain vos was once used to express the second-person plural (‘you-pl’) and was later replaced by the compound form vosotros, while in Latin America vos is always used in the singular (with several different verbal paradigms), in effect replacing or coexisting with tú. Other Latin American Spanish constructions reflect regional origins of Spanish settlers, for example, Caribbean questions of the type ¿Qué tú quieres? ‘What do you (sg)want?’ or subject + infinitive constructions such as antes de yo llegar ‘before I arrived’, which show traces of Galician and Canary Island heritage. In a similar fashion, diminutive suffixes based on -ico, found in much of the Caribbean, reflect dialects of Aragon and Murcia in Spain, but in Latin America this suffix is attached only to nouns whose final consonant is -t-. Contact with indigenous, creole, or immigrant languages provides another source of variation, for example, in the Andean region of South America, where bilingual Quechua–Spanish speakers often gravitate toward Object–Verb word order, or double negation in the Dominican Republic, which bears the imprint of Haitian creole. Other probably contact-influenced features found in Latin American Spanish include doubled and non-agreeing direct object clitics, null direct objects, use of gerunds instead of conjugated verbs, double possessives, partial or truncated noun-phrase pluralization, and diminutives in -ingo. Finally, some Latin American Spanish morphological and syntactic patterns appear to result from spontaneous innovation, for example, use of present subjunctive verbs in subordinate clauses combined with present-tense verbs in main clauses, use of ser as intensifier, and variation between lo and le for direct-object clitics. At the microdialectal level, even more variation can be found, as demographic shifts, recent immigration, and isolation come into play.


2017 ◽  
Vol 41 (5) ◽  
pp. 422-428 ◽  
Author(s):  
Alicia Nijdam-Jones ◽  
Diego Rivera ◽  
Barry Rosenfeld ◽  
Juan Carlos Arango-Lasprilla

Author(s):  
Ricardo Gaete Quezada

Latin American higher education in recent decades has experienced the main world trends, relative to the massification of student access, insufficient state funding, increase of private institutions in the tertiary education system, as well as a regional debate on its consideration as a good public guaranteed by the State, increasing the relevance of the university mission in solving global needs. Through the comparative method developed through a documentary analysis, the influence in Latin America of the Supranational Policy on social responsibility of UNESCO higher education institutions is analyzed. The results show this influence in the Region, through the Declarations of the UNESCO World Conferences on Higher Education, materialized in the actions developed by the International Institute for Higher Education in Latin America and the Caribbean (IESALC), such as the holding of the Regional Conferences on Higher Education or the creation of the Regional Observatory of Social Responsibility for Latin America and the Caribbean (ORSALC). In addition, there is an academic debate between the concept of university social responsibility, established in the Region since the beginning of the new Millennium, related to managing the impacts of university work on its stakeholders, evolving towards the recognition of higher education as a good public and a human right as an expression of a territorial social responsibility, effectively contributing to the achievement of the 2030 Sustainable Development Goals. It is concluded that the analyzed Supranational Policy must consolidate its influence in the Region in the long term, by implementing some actions key strategies, such as strengthening the Latin American Higher Education Area or research on the contributions that Latin American universities must make to effectively guarantee higher education as a common good in the Region. 


2020 ◽  
Author(s):  
Clara Vila-Castelar ◽  
Kathryn V. Papp ◽  
Rebecca E. Amariglio ◽  
Valeria L. Torres ◽  
Ana Baena ◽  
...  

Author(s):  
Rosina Lozano

This epilogue briefly identifies some of the major changes in Spanish language politics since World War II. These include community shifts in activism. For example, the Chicano Movementreclaimed the language and advocated for culturally affirming bilingual education programs. The epilogue also turns to federal support for Spanish instruction with the 1968 Bilingual Education Act and with the 1975 extension to the Voting Rights Act that provides federal protection for ballots in languages other than English. Spanish is no longer a language of just the Southwest and there are major populations of Spanish speakers in cities like Chicago, New York, and Miami today. In 2013, tens of millions of U.S. residents spoke Spanish in their homes. Spanish language perseverance in the United States is due to a long history of Latin American migration to the country. It began as a language of settlement and power in the nineteenth century and has transformed into a language often deemed as foreign or un-American. Spanish is an American language historically and this book has recovered that history.


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