Miami Cuban Perceptions of Varieties of Spanish

Alfaraz, Gabriela G.

doi:10.1075/z.hpd2.06alf

Cited by 47 publications

(33 citation statements)

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“…The lowest-rated cluster includes the remaining Asian countries, plus Eastern Europe and the Middle East. As with Alfaraz's (2002) findings for Miami Cubans' ratings of pre-Revolution and post-Revolution Cuban Spanish, political factors clearly play a role in these ratings, as many countries in this last group are much more easily classified in terms of political relationships with the US than in terms of recent immigrant groups. Several have had poor relations with the US within the respondents' lifetimes, including former communist bloc countries, Iran, Iraq, North Korea, Vietnam, and Afghanistan.…”

Section: Country Ratingssupporting

confidence: 53%

Who speaks “broken English”? US undergraduates’ perceptions of non‐native English¹

Lindemann

2005

Int J App Linguistics

149

102

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This study attempts to discover how native US English speakers construct social categories for people outside the US. A close look at one group's belief system provides insights that can be used in addressing linguistic discrimination, with information on how varieties and features of varieties are perceived. Here 79 US undergraduates labeled maps with descriptions of English spoken by international students, and 208 rated the English of students from 58 countries. Familiarity and socio-political relationships with countries of origin appeared to play a role in responses. Evaluation was often central to description, with a category of stigmatized, often "broken", English used for all non-native speakers except perhaps (Western) Europeans. Salient subgroups were: negatively evaluated "Chinese" English, somewhat negatively evaluated "Mexican" English, and "harsh" and "guttural" Russian English. Respondents had competing frameworks for classifying Indian and German English. A model of these overlapping categories and implications for addressing linguistic prejudice are suggested.

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Section: Country Ratingssupporting

confidence: 53%

Who speaks “broken English”? US undergraduates’ perceptions of non‐native English¹

Lindemann

2005

Int J App Linguistics

149

102

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“…This activity served two purposes: It demonstrated that the subject‐verb interrogative construction is frequent in the Caribbean, and it raised the question of why the construction is often ignored in descriptions of Spanish grammar. To answer this question, students discussed additional authentic discourse illustrating negative attitudes toward Caribbean Spanish, such as Alfaraz's (, p. 7) interview with a Cuban woman in Miami who insisted that the Spanish currently spoken in Cuba was sloppy and “black‐like.” After presenting information about the large Afro‐Latin American populations in the Caribbean, students were asked to ponder why some varieties of Spanish spoken in the Caribbean are stigmatized. Ensuing discussion illuminated the relationship between linguistic prejudice and racism.…”

Section: Methodsmentioning

confidence: 99%

A Sociolinguistic Approach to Teaching Spanish Grammatical Structures

Shin¹,

Henderson

2017

Foreign Language Annals

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Advanced grammar courses often present standardized grammar rules to students without considering sociolinguistic variation. As a result, many native/heritage students feel that they speak “incorrectly,” and many second language learners do not get an accurate picture of the target language's real‐world grammar. This article describes and evaluates a unique approach to teaching advanced Spanish grammar to university students. The curriculum focuses on core grammatical content by studying structures that are subject to sociolinguistic variation, as in había ∼ habían dos ranas [there was ∼ were two frogs], and it highlights the sociopolitical factors that explain why some forms are deemed prestigious. To test the efficacy of this curriculum, students enrolled in an advanced Spanish grammar course at a large university in the southwestern United States completed a pre‐ and posttest that measured Spanish grammar knowledge, awareness of sociolinguistic concepts, and positive language attitudes. Results showed statistically significant gains with respect to knowledge of grammar and sociolinguistics. Students also demonstrated a heightened awareness of how prejudice can manifest in judgments of spoken language.

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“…6 No obstante, en el mundo hispánico su interés y aplicaciones son más bien magros, y se pueden citar el estudio de Alfaraz (2002) Rensink (1999: 3), los resultados obtenidos con la aplicación de la encuesta llegaron parcialmente a buen término por tres razones: a) en muchas localidades no se registraron informantes, de modo que hubo datos faltantes; b) los datos recopilados son a menudo contradictorios, c) a menudo no se encuentran fronteras dialectales claras. De modo que dichos resultados, afirma, deberán verse como tentativos.…”

Section: Actitudes Lingüísticasunclassified

División dialectal de Costa Rica según sus hablantes

Pacheco

2013

Dialectologia et Geolinguistica

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The present article deals with the results of a field work within perceptual Dialectology in Costa Rica, with the aim of finding out to which extent the informants conceive the dialectological constellation of their country, and which dialectological, sociolinguistic or stylistic factors are responsible for this constellation. Furthermore, it will be analysed what concept of dialect as a part of a language (in this case, Spanish) the informants have; what kind of role the capital San José has had in the identification of the regional speech forms and what kind of influence this city has had in the constitution of an idea of normed Spanish 1 Introducción Costa Rica cuenta con amplios estudios de carácter dialectal, cuya tradición se remonta a la década de 1950. 1 Estas investigaciones se enmarcan dentro de dos ramas de la dialectología, cuales son la clásica, o monográfica, y la geografía lingüística (cfr. Quesada Pacheco 1992b: 61-83). En consecuencia, los estudios de esta índole publicados hasta la fecha toman el aspecto lingüístico en su dimensión diatópica y presentan sus resultados (listas de palabras, mapas dialectales, aspectos morfosintácticos, etc.) mediante trabajos empíricos en el terreno, sea recopilados mediante una encuesta directa como indirecta, y proponiendo divisiones dialectales del país a la luz de dichos datos.Sin embargo, consecuentemente se ha dejado de lado la opinión de los entrevistados acerca de lo que ellos consideran relevante en dichas divisiones dialectales; dicho con otras palabras, no se conocen estudios que den cuenta de la división de Costa Rica en áreas o subáreas dialectales según la visión de los no lingüistas. 2 Este aspecto es el motor del presente estudio, a _________________________ 1 Ver, por ejemplo, las investigaciones pioneras de Mireya Cantillano (1956 y 1959, cit. por Quesada Pacheco (1992b).2 Hay una excepción, cual es el estudio de Jara (2010). Sin embargo, como se verá más adelante, difiere del presente estudio tanto en los postulados teóricos como en el método de recopilación de datos que se aplicó.

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Miami Cuban Perceptions of Varieties of Spanish

Cited by 47 publications

References 0 publications

Who speaks “broken English”? US undergraduates’ perceptions of non‐native English¹

Who speaks “broken English”? US undergraduates’ perceptions of non‐native English¹

A Sociolinguistic Approach to Teaching Spanish Grammatical Structures

División dialectal de Costa Rica según sus hablantes

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Miami Cuban Perceptions of Varieties of Spanish

Cited by 47 publications

References 0 publications

Who speaks “broken English”? US undergraduates’ perceptions of non‐native English1

Who speaks “broken English”? US undergraduates’ perceptions of non‐native English1

A Sociolinguistic Approach to Teaching Spanish Grammatical Structures

División dialectal de Costa Rica según sus hablantes

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Product

Resources

About

Who speaks “broken English”? US undergraduates’ perceptions of non‐native English¹

Who speaks “broken English”? US undergraduates’ perceptions of non‐native English¹