The Demography of the Latino Spanish Speakers in the United States

Author(s):  
Rogelio Sáenz ◽  
Daniel Mamani
Author(s):  
Rosina Lozano

An American Language is a political history of the Spanish language in the United States. The nation has always been multilingual and the Spanish language in particular has remained as an important political issue into the present. After the U.S.-Mexican War, the Spanish language became a language of politics as Spanish speakers in the U.S. Southwest used it to build territorial and state governments. In the twentieth century, Spanish became a political language where speakers and those opposed to its use clashed over what Spanish's presence in the United States meant. This book recovers this story by using evidence that includes Spanish language newspapers, letters, state and territorial session laws, and federal archives to profile the struggle and resilience of Spanish speakers who advocated for their language rights as U.S. citizens. Comparing Spanish as a language of politics and as a political language across the Southwest and noncontiguous territories provides an opportunity to measure shifts in allegiance to the nation and exposes differing forms of nationalism. Language concessions and continued use of Spanish is a measure of power. Official language recognition by federal or state officials validates Spanish speakers' claims to US citizenship. The long history of policies relating to language in the United States provides a way to measure how U.S. visions of itself have shifted due to continuous migration from Latin America. Spanish-speaking U.S. citizens are crucial arbiters of Spanish language politics and their successes have broader implications on national policy and our understanding of Americans.


2018 ◽  
Vol 6 (2) ◽  
pp. 145-171 ◽  
Author(s):  
Abril Jimenez ◽  
Nydia Flores-Ferrán

AbstractThe Spanish approximators como and como que (“sort of,” “as if,” “kind of,” “seems,” “like”) serve multiple pragmatic functions. They can be employed in similar contexts to express vagueness when speakers experience uncertainty or to hedge and avoid being straightforward. Furthermore, these forms can alternate according to context since they represent two ways of saying the same thing. This study investigated the use of como and como que in two speech events: narratives of personal experience (non-institutional) and therapeutic interviews (institutional), which were generated by Spanish speakers of several varieties, educational levels, and lengths of residence in the United States. The study was informed by the theoretical frameworks of sociolinguistic and pragmatic variation, and the data were analyzed using quantitative and qualitative approaches. The findings revealed that while como was the preferred form among the speakers of the study they employed como que more often in the therapeutic interviews. Thus, both discourse and the pragmatic functions conditioned the use of these approximators.


2018 ◽  
Vol 33 (6) ◽  
pp. 703-794
Author(s):  
M Gonzalez Catalan ◽  
S Paulraj ◽  
F Ma ◽  
S Arora ◽  
E Choi ◽  
...  

2014 ◽  
Vol 13 (1-2) ◽  
pp. 261-266 ◽  
Author(s):  
Patricia Bazán-Figueras ◽  
Salvador J. Figueras

Abstract Research revolves around the socio-political, linguistic, and cultural aspects of “Spanglish” while considering its future in American society. A speech modality used by many Hispanics in the United States, Spanglish mixes grammatical and lexical elements from both English and Spanish and is primarily used in oral communication. The announcement by the Real Academia Española (RAE) to include Estadounidismos (a term coined by the RAE for referring to words used primarily, if not exclusively, in the US by Spanish speakers which are now part of the recognized lexicon) in its upcoming dictionary in 2014 shocked many. Furthermore, it has also placed Spanglish in the center of yet another controversy, as it presents heritage speakers with an opportunity to decide whether or not to remain fragmented or united.


2007 ◽  
Vol 4 (2) ◽  
pp. 187-216 ◽  
Author(s):  
Kim Potowski

Dual immersion schools in the United States, which combine native Spanish speakers and students learning Spanish as an L2, encourage English development while promoting Spanish learning. However, relatively little is known about the levels of Spanish attained by dual immersion graduates. This case study describes the performance on a number of measures of a graduating class at a Spanish-English dual immersion school. It analyzes their proficiency in speaking, reading and writing, their production of three grammatical forms, and their ability to identify and produce appropriately polite Spanish. Heritage Spanish speakers evidenced fairly strong Spanish systems. L2 Spanish learners scored low on several measures, but overall could communicate their ideas. Several recommendations are offered for immersion classroom pedagogy.


2014 ◽  
Vol 39 (1) ◽  
pp. 225-230 ◽  
Author(s):  
José L. Carballo ◽  
Linda Carter Sobell ◽  
Mariam Dum ◽  
Mark B. Sobell ◽  
José R. Fernández-Hermida ◽  
...  

Sign in / Sign up

Export Citation Format

Share Document