Spanish In California Research Articles

Sociolinguistic Style, Awareness, and Agency among Southern California Latinx Spanish–English Bilinguals

This study examined different degrees of awareness regarding the stigmatization of Southern California (SoCal) Spanish across four groups of Spanish–English bilinguals from Southern California (n = 87). The participants were presented with Spanish sentences and asked to decide which profile of speaker would likely express that sentence, given six options, such as: “someone living in Los Angeles/SoCal who grew up in Mexico” or “a Spanish-English bilingual who grew up in Los Angeles/SoCal”. Experimental stimuli included seven different linguistic categories of stigmatization, including English contact forms. The participants tended to attribute the stigmatized forms to bilinguals who grew up in Southern California. Central Colloquial and Taboo categories were more salient and perceived as forms used by people in Mexico. In contrast, English borrowings and redundancies seemed to be recognized by the participants, particularly for simultaneous bilinguals who grew up in Southern California, as salient forms of an identified Southern California Spanish variety. The results are interpreted within Exemplar Theory, with certain stigmatized forms indexing “Mexican Spanish” exemplars, and English borrowings identified as exemplars of SoCal Spanish. We advocate for usage-based approaches to understanding language perceptions and critical approaches to interrogating academic discourses.

Language structure, attitudes, and learning from ambient exposure: Lexical and phonotactic knowledge of Spanish among non-Spanish-speaking Californians and Texans.

Recent work shows that ambient exposure in everyday situations can yield implicit knowledge of a language that an observer does not speak. We replicate and extend this work in the context of Spanish in California and Texas. In Word Identification and Wellformedness Rating experiments, non-Spanish-speaking Californians and Texans show implicit lexical and phonotactic knowledge of Spanish, which may be affected by both language structure and attitudes. Their knowledge of Spanish appears to be weaker than New Zealanders' knowledge of Māori established in recent work, consistent with structural differences between Spanish and Māori. Additionally, the strength of a participant's knowledge increases with the value they place on Spanish and its speakers in their state. These results showcase the power and generality of statistical learning of language in adults, while also highlighting how it cannot be divorced from the structural and attitudinal factors that shape the context in which it occurs.

Aesthetics in Styles and Variation: A Fresh Flavor

Speaker attitudes, ascriptions, qualia, and other forms of overt aesthetic commentary function as constraints on language and culture and are central to sociolinguistics and linguistic anthropology. Despite the importance of aesthetics, sociolinguists studying variation and change have largely shied away from the topic. This review suggests that covert aesthetic evaluations play a role in variation and change. We draw on non-Western approaches to aesthetics ( rasa and “everyday aesthetics”) that emphasize the interplay between receiver and the aesthetic stimulus. We present two case studies. One, from fieldwork on Nkep (an Oceanic language spoken in Vanuatu), draws attention to the way aesthetic factors seem to slow language change. The other, from fieldwork on Spanish in California, shows how aesthetic evaluations of linguistic features facilitate the transfer of variation in a situation of language contact.

Discovering Pride and Enthusiasm at a Dual Immersion School

In California, dual immersion programs are increasing. Knowing more than one language is a valuable skill for all students. In order for educators to support students in developing their multilingual abilities it is important that we have constant reflection about our teaching pedagogy and try multiple strategies to engage students. Through this inquiry, my hope was to inspire enthusiasm and pride among students in a dual language immersion program who demonstrated a resistance to learning Spanish. To address the issue of resistance, I created a unit of study around the value of bilingualism. The unit focused on valuing knowing more than one language, the history of Spanish in California, higher education, the cognitive benefits of being multilingual, and how multilingual individuals can help their community. The theories that informed my study were sociocultural theory, culturally relevant pedagogy, and community cultural wealth. My main data collection strategies included semi-structured interviews, participant observation, collection of student work, and survey collection of six parents and eighteen students. Findings from this study suggest that personal narratives can be a powerful medium for inspiring pride and enthusiasm in the process of becoming bilingual.

On Teaching the History of California Spanish to HLL using Siri: Methodology and Procedures

Abstract This article reports results from a study in which two groups of college level students were exposed to interactions with Apple’s Siri in order to foster dialogue about their dialectal features. In this paper, the methodology and procedural challenges behind one of the activities that the participants completed are studied. These activities had been designed to present to them the historical dimensions of the Historical California Spanish dialect, or Californio Spanish, and pursue two different outcomes for the participants: 1) to foster the interest in discovering a dialectal past, and 2) to increase linguistic self-esteem, as a result of an external validation provided by technology.

Mexican Folk Music and Theater in Early Twentieth-Century Southern California: The Ramona Pageant and the Mexican Players

AbstractIn an environment of racial tension and conflict in Southern California during the first half of the twentieth century, the Ramona Pageant and the plays by the Padua Hills Mexican Players offered Mexican American performers a vital role in perpetuating cultural memory through music and dance. The Ramona Pageant, which began in Hemet, California in 1923 and is still in operation, remains one of the longest-running pageants, or historical dramas, in U.S. history. Similarly, the Mexican Players were founded during the Great Depression in 1931 in Claremont, California and performed continuously for more than forty years. This article argues that Hispanic musicians achieved a degree of cultural agency in these plays through the performance of Mexican folk music, especially canciones (love songs) and corridos (narrative ballads), which were essential elements in the “soundscape” of the Southwest. Although Anglos created and directed the plays, they did not create or perform the music. In spite of the plays’ largely romanticized portrayals of California's Spanish and Mexican past, they provided some of the few prominent forums in Southern California for Mexican American musicians and dancers during the first half of the twentieth century.

The (Pre)History of Literary Spanglish : Testimonies of the Californio Dialect

The Spanish language has been present in California since the eighteenth century. Since then, it has evolved from a migrant language to a vernacular variety of Spanish: a new dialect in the making (Parodi 2011). I have compiled a 35,000-word corpus of mostly previously unpublished manuscript documents that I have transcribed, which shows that there was a vernacular variety of Spanish in California in the nineteenth century. Previous studies, such as those by Espinosa (1940), Blanco (1971), and Moyna (2009), point in the same direction. I refer to this variety as Californio Spanish, with the same term that its speakers used to refer to themselves in the nineteenth century. The first document of the corpus is from 1804, and the last one is dated 1886. The documents, which belong to The Bancroft Library at UC Berkeley and to UC Irvine, represent the Spanish spoken in the California area during the nineteenth century. From judicial proceedings and land grants to personal letters and shopping lists, I have included a wide array of documents and authors in the corpus, in order to cover as many sociolinguistic variables and pragmatic registers as possible. In addition to documenting the existence of the Californio dialect, the corpus shows a relationship with contemporary Spanish in California. Probably the most salient feature of Los Angeles Vernacular Spanish, at least considered from a mainstream point of view, is contact phenomena, such as semantic extensions, borrowings, and code-switching fragments of differ ent kinds. All three were already present in nineteenth-century Californio Spanish, as we can observe in the following examples (emphasis added).

Review of Valdés, Fishman, Chávez & Pérez (2006): Developing Minority Language Resources. The Case of Spanish in California

Preview this article: Developing Minority Language Resources. The Case of Spanish in California. Guadalupe Valdés, Joshua A. Fishman, Rebecca Chávez and William Pérez, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/sic.9.1.09ger-1.gif

Localizing Archival Memories of Spanish Language Education in California, Engaging with the Multilingual Histories of the Present

uccllt_l2_11991 Abstract: Focusing on Spanish in California, this article offers language educators a critical perspective into how the languages we teach have histories constructed in shifting memories of language,speakership, and education. This article builds upon the 2007 MLA report's vision for curricular reform that situates language study in cultural, historical, geographic, and cross- cultural frameswithin the context of humanistic learning. Cultural narratives and frames are connected to localized archives of histories and memories surrounding the learning and teaching of Spanish.Examining key texts and contexts, this article explores European and American imperial discourses surrounding language in education in connection to indigenous memories by the colonized or reduced Indians who were the among the first learners of Spanish in early multilingual California. This article advocates understanding archival texts as a step toward articulating an explicitly critical and historical component to recent reform movements in foreign language education. It is suggested that critical archival perspectives offer possibilities for rethinking and expanding the curricular space of history and memory in undergraduate and graduate Spanish programs, as well asin teacher education programs.

Native Responses to European Intrusion: Cultural Persistence and Agency among Mission Neophytes in Spanish Colonial Northern California

Archaeological and ethnohistorical data associated with five northern California Spanish missions are synthesized in order to explore postcontact Ohlone native cultural continuity during the first half century (ca. 1775–1825) of Roman Catholic proselytizing and recruitment. Although the vast majority of native converts occupied a marginal position within Spanish colonial society, it is argued that many of them implemented specific strategies in order to benefit from the mission system while still maintaining a semitraditional cultural orientation. The Franciscan order’s practice of granting seasonal leaves (paseos) to neophytes is viewed as a critical factor that facilitated the retention of an aboriginal worldview amidst the confusion and uncertainty of colonization.

Review of Valdés, Fishman, Chávez &amp; Pérez (2006): Developing Minority Language Resources: The Case of Spanish in California

Review of Valdés, Fishman, Chávez &amp; Pérez (2006): Developing Minority Language Resources: The Case of Spanish in California

Developing minority language resources. The case of Spanish in California. Guadalupe Valdés, Joshua A. Fishman, Rebecca Chávez and William Pérez (2006)

Developing minority language resources. The case of Spanish in California. Guadalupe Valdés, Joshua A. Fishman, Rebecca Chávez and William Pérez (2006) Multilingual Matters 344pp. ISBN 1-85359-897-6

Guadalupe Valdés, Joshua A. Fishman, Rebecca Chávez, and William Pérez: Developing Minority Language Resources: The Case of Spanish in California

Guadalupe Valdés, Joshua A. Fishman, Rebecca Chávez, and William Pérez: Developing Minority Language Resources: The Case of Spanish in California

Review: Southern California's Spanish Heritage: An Anthology, by Doyce B. Nunis, Jr.

Book Review| October 01 1994 Review: Southern California's Spanish Heritage: An Anthology, by Doyce B. Nunis, Jr. Southern California's Spanish Heritage: An AnthologyDoyce B. Nunis, Thomas F. Schilz Thomas F. Schilz Search for other works by this author on: This Site PubMed Google Scholar California History (1994) 73 (3): 243. https://doi.org/10.2307/25177436 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Thomas F. Schilz; Review: Southern California's Spanish Heritage: An Anthology, by Doyce B. Nunis, Jr.. California History 1 October 1994; 73 (3): 243. doi: https://doi.org/10.2307/25177436 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentCalifornia History Search This content is only available via PDF. Copyright 1994 CHS Article PDF first page preview Close Modal You do not currently have access to this content.

Southern California's Spanish Heritage: An Anthology

Journal Article Southern California's Spanish Heritage: An Anthology Get access Southern California's Spanish Heritage: An Anthology. Edited by Nunis Doyce B.Jr. (Los Angeles: Historical Society of Southern California, 1992. xxiii + 393 pp. Illustrations, tables, appendixes, index. $90.00.) Janet R. Fireman Janet R. Fireman Natural History Museum of Los Angeles County Search for other works by this author on: Oxford Academic Google Scholar Western Historical Quarterly, Volume 25, Issue 1, Spring 1994, Pages 107–108, https://doi.org/10.2307/971089 Published: 01 February 1994

Spanish in California: A Historical Perspective

Spanish in California: A Historical Perspective

CURRICULUM MODELS FOR TEACHING ANTHROPOLOGY

During the past decade there has been an increasing interest in teaching anthropology at all grade levels in U.S. schools. National programs have been developed both through federal and private funds. Textbooks, films, simulation kits, and a wide variety of teaching methods have been generated. Perhaps this is an appropriate time to examine the nature of this development and provide some synthesis upon which future development of anthropological curricula might be based. Prior to any heuristic model construction, the question, Why teach anthropology? must be answered. More often than not, however, the question what anthropology should be taught is the only question asked. The answer to, What anthropology should be taught? should depend upon the answer to, Why teach anthropology? The coursecurriculum selection process should be secondary to the purpose for teaching anthropology. The most common curriculum model for teaching anthropology is the subject matter model of which there may be several varieties. One such model might be referred to as the subject matter curiosity model, (A). The answer to the question, Why teach anthropology? for this model would be that anthropological data is interesting and may be self-selected through the interests of the students. In this fashion the curriculum model consists of a series of curiosities which the teacher may include at random within the framework of the existing courses. In this model the data is mostly descriptive with little concept formation. A typical unit of this kind was entitled, Houses among the Indians (fourth grade), and included a description of an Eskimo igloo, a Northwest coast plank house, a Hopi stone house, a Plains skin tepee, and a Woodland bark wigwam. No attempt was made to discuss why different materials were used in construction, why different settlement patterns existed, nor how the people lived within the houses. Not only does this model remove cultural traits from their context, it tends to increase the opportunity for stereotyping, e.g., all Eskimos live in igloos. This approach many times encourages ethnocentrism. At a workshop in California a few years ago, some of the teachers included the following groups among a list of primitive societies: the Spanish in California, the Western pioneers, and the American colonists. Several made the distinction between primitive people and U.S. society based on the fact that primitive people had no culture. Finally, this model tends to overemphasize material culture to the neglect of other features of a culture such as social organization, religion, and politics. Among this same group of teachers, only 10% included the nonmaterial features of the societies which

Review: The Golden Road: The Story of California's Spanish Mission Trail, by Felix Riesenberg, Jr.

Book Review| September 01 1963 Review: The Golden Road: The Story of California's Spanish Mission Trail, by Felix Riesenberg, Jr. The Golden Road: The Story of California's Spanish Mission TrailFelix Riesenberg, Richard L. Clark Richard L. Clark Search for other works by this author on: This Site PubMed Google Scholar Southern California Quarterly (1963) 45 (3): 278–279. https://doi.org/10.2307/41169800 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter LinkedIn Tools Icon Tools Cite Icon Cite Search Site Citation Richard L. Clark; Review: The Golden Road: The Story of California's Spanish Mission Trail, by Felix Riesenberg, Jr.. Southern California Quarterly 1 September 1963; 45 (3): 278–279. doi: https://doi.org/10.2307/41169800 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentSouthern California Quarterly Search This content is only available via PDF. Copyright, 1963 The Historical Society of Southern California Article PDF first page preview Close Modal You do not currently have access to this content.

Progress in Tuberculosis Control in the United States

During the past year material progress has been made in the several phases of tuberculosis control. Case-finding through mass radiography has been substantially extended. Controlled research on the efficacy of B.C.G. vaccine as a preventive measure has been initiated. The Tuberculosis Control Division has continued the study of histoplasmin sensitivity among nurses. The search for an antibiotic which will be effective against the tubercle bacilli continues with great promise for the future. Results of the use of streptomycin in miliary tuberculosis, cutaneous fistulae, and tuberculous meningitis are encouraging, with preliminary studies indicating promising results in pulmonary tuberculosis. A crystalline substance has been isolated from California Spanish Moss which appears to retard the progress of tuberculosis in guinea pigs. By direct services rendered through demonstrations and the loan of personnel, the Division has continued its policy of aid to States and local communities.

California Spanish Proverbs

California Spanish Proverbs