Spanish In Mexico Research Articles

Social Issues in Applied Linguistics: Linguistic Diversity in the Classroom and Beyond. Is it Wrong or Just Different? Indigenous Spanish in Mexico

Varieties of L2 language use are frequently rejected and criticized in the absence of linguistic criteria to sustain such attitudes. In Mexico, indigenous varieties of Spanish, the second language (L2) of diverse populations, has been stigmatized as uneducated Spanish. A majority of elementary school teachers interviewed, who are Spanish first language (L1) speakers, maintain that particular variations in accent and pronunciation as well as some grammatical variations are characteristic of indigenous population that lack school training. I have argued that these L1 language attitudes focus the attention on what these L2 speakers do not master, neglecting all the discursive strategies that they master successfully in their everyday communications with native Spanish speakers. The aim of this paper is to show, from a sociolinguistic point of view, how a group of indigenous women who have acquired Spanish L2 in intense but informal contact with Spanish L1 speakers are able to participate successfully in conversational personal storytelling. The study of language strategies developed in the context of informal social interactions, offers evidence of the sort of L2 competences that may be acquired without formal instruction. These competences do not deserve stigma; rather they may offer ideas to educators for improving those discursive strategies used by students in formal L2 classrooms.

African Mexicans in Spanish Slave Societies in America

This article examines the sources of the discourse on African Mexicans, often referred to as Afromexicans, in an effort to structure a more extensive foundation for cultural work. Taking an Afrocentric approach to the study of Africans who were enslaved by the Spanish in Mexico, the author, who speaks Spanish, traveled to Mexico on many occasions to study the retention of African cultural forms, concepts, practices, and values. As a result of this work, the author wrote her doctoral dissertation at Temple University on African Mexicans. Thus, this article provides the reader with a critical literature brief on the issues surrounding the current discourse.

Syllabic-consonant formation in Traditional New Mexico Spanish

This paper presents a constraint-based analysis of a process that in Traditional New Mexico Spanish (TNMS) generates a syllabic consonant from a sonorant consonant + stressed high vowel combination. It is argued that although vowels are more suitable than consonants to function as prosodic heads, consonants may sometimes be favored over vowels in the role of foot and syllable head. This situation arises when a positional markedness constraint barring the marked value on the place-of-articulation scale (e.g., Dorsal) from the position of foot DTE becomes active. Contrary to previous approaches that assume that vowel deletion is a condition for the syllabization of the consonant, it is argued that the vowel that disappears in the process of syllabizing a consonant is not deleted but either absorbed by that consonant or assimilated to it. It is also demonstrated that syllabic consonants are subject to two universal alignment constraints that govern their distribution by forcing them to be coarticulated with another consonant. Although languages may vary as to whether the syllabic consonant is coarticulated with a preceding or with a following consonant, there are no languages where syllabic consonants appear between two vowels or between a vowel and a pause precisely because in such environments there is not an adjacent consonant available for coarticulation. The condition that the syllabic consonants of TNMS be coarticulated not with a preceding, but with a following consonant, is the reason why they do not occur in prevocalic or prepausal position.

After "The Year Eighty": The Demise of Franciscan Power in Spanish New Mexico (review)

In 1680 New Mexico's Spanish rulers, after more than a century of seeming success, suffered a devastating Native American revolt; all soldiers, missionaries, and settlers were killed or expelled. In 1692 the authorities of Church and State began a campaign of reconquest, and the Franciscan friars who joined the struggle prospered somewhat, chiefly in the Pecos Valley between Albuquerque and El Paso. The troops protected them, although not every village required a garrison; several Puebloan villages accepted and supported them; they rebuilt churches and taught children, at least, religious doctrine. Many inhabitants realistically accepted baptism for the sake of Spanish protection from Comanches and Apaches. The settlement at Abiquiu, founded for genizaros, native people rescued from slavery to these warlike tribes, showed them that without their alien overlords they risked another, more terrible subjugation. The Crown helped the missions financially, and love of the Gospel animated many friars who accompanied or soon followed the army. Thus the Franciscans, Custody of the Conversion of Saint Paul, began the eighteenth century zealously, with effective secular support and with an externally submissive flock. Jim Norris's book narrates and explains the slow decline, almost to disappearance, of the friars' prestige and influence.

Review of Studerus (2001): A Thematic Introduction to New Mexico Spanish Nouns: Representative Nested Examples for New Mexico and Southern Colorado

Review of Studerus (2001): A Thematic Introduction to New Mexico Spanish Nouns: Representative Nested Examples for New Mexico and Southern Colorado

The Spanish of Mexico: A Partially Annotated Bibliography for 1990-99 with Updates for 1970-89 Part I

The Spanish of Mexico: A Partially Annotated Bibliography for 1990-99 with Updates for 1970-89 Part I

Learning Spanish in Mexico: The Effect of Informal Contact and Student Attitudes on Language Gain

Students' informal interactive and noninteractive contact with the second language, as well as their cultural and linguistic attitudes and motivation, may affect oral proficiency gains in summer study abroad programs. However, these gains are difficult to measure with instruments such as the Oral Proficiency Interview. Thirty-two trained native speakers' assessment of 30 students' gain in Spanish over a seven-week period of summer study in Mexico indicate that 22 of them improved significantly in some aspect of their Spanish. Statistical correlations indicate that students-especially beginning students-who report more informal interactive contact show greater gain in Spanish. Both beginning and advanced students reporting more noninteractive contact show less progress. Greater integrative and less instrumental motivation correspond with greater gain in advanced students. Several other variables correlate significantly with language gain. The results indicate directions for both study abroad and stateside classroom planning.

Latin American Spanish

Part 1 The evolution of Latin American Spanish: the classification of Latin American dialects the linguistic heritage of Spain before and after Spain - the native American contribution social variation in Latin American Spanish. Part 2 Individual Latin American dialects: introduction to the particulars of Latin American dialects Spanish of Argentina Spanish of Bolivia Spanish of Chile Spanish of Colombia Spanish of Costa Rica Spanish of Cuba Spanish of Dominican Republic Spanish of Ecuador Spanish of El Salvador Spanish of Guatemala Spanish of Honduras Spanish of Mexico Spanish of Nicaragua Spanish of Panama Spanish of Paraguay Spanish of Peru Spanish of Puerto Rico Spanish of Uruguay Spanish of Venezuela.

The Spanish of Mexico: A Partially Annotated Bibliography for 1970-90 Part II

X. Historical linguistics (studies of sixteenth-century Mexican Spanish) Xl. Regional studies XII. Interbingual influence-indigenisms and anglicisms XIII. Toponyms and onomastics

The Spanish of Mexico: A Partially Annotated Bibliography for 1970-90 Part I

The Spanish of Mexico: A Partially Annotated Bibliography for 1970-90 Part I

Surrealising the Baroque: Mexico's Spanish Heritage and the Work of Alberto Gironella

Surrealising the Baroque: Mexico's Spanish Heritage and the Work of Alberto Gironella

The Pulque Trade of Late Colonial Mexico City

Over the course of the colonial period the Spanish in Mexico, whether Creole or peninsular, not only created an economic and marketing structure based on their own practices and preferences but also penetrated and even came to dominate the marketing of certain Indian commodities, when these products were exchanged in a cash rather than a barter system and when involvement in the marketing appeared sufficiently lucrative. Cacao was probably the first item in the indegenous market economy whose distribution was taken over by Spaniards. Cacao had been a long-distance import item of high specific value even in the pre-Conquest world and the victorious Spanish quickly replaced the disappearing pochteca class of merchants which had controlled its distribution.

The Spanish of Mexico: An Annotated Bibliography for 1940-69

The Spanish of Mexico: An Annotated Bibliography for 1940-69

Contemporary Problems of Local Government in Mexico

A NOTED ELSEWHERE, social scientists who devote themselves to Latin American problems have experienced discouraging obstacles in their professional development. For one thing, the Latin American specialist may be looked upon with doubt and suspicion by colleagues in his chosen discipline, be this economics, sociology, or political science. Secondly, great research funds are not as readily available to him as to other specialists, for example, the specialist in SinoSoviet affairs. Thirdly, he may find that the lack of essential data upon which to apply his knowledge of theory and method for significant and mature interpretation is a severe limitation.1 Although not intended to make the social scientist involved in Latin American problems more palatable to his colleagues, nor to occasion the immediate availability of more and greater research funds, the following observations are expected to contribute fundamental information upon which the social scientist may apply his knowledge of theory and method for significant interpretation. Once this is done, perhaps the preceding two obstacles may become less impressive. In dealing with Latin America, political scientists have considered constitutions, the separation of powers, the electoral process, revolution and violence, nationalism, and their broad implications with greater intensity than that accorded to local government. Nevertheless, it is local government in its many aspects, such as governmental forms and trends, intergovernmental relations, and public functions, that mirrors the political consciousness of people and which molds the broader framework that is usually the object of study. Taking due notice of its importance, some contemporary problems of local government in Mexico are presented for further analysis. It is worthwhile to note that the municipio (municipality), whose tradition as a political institution extends to the Iberian Peninsula, is the basic unit of formal local government throughout Latin America. At the outset it becomes necessary to establish a framework of reference. The establishment, development, and problems of municipalities tend to differ in northern and southern Mexico. In numbers alone the southern states tend to have twice as many municipalities as the northern states. Compare such states as Veracruz 197, Mexico 119, Jalisco 124, Yucatain 105, Oaxaca 571, with Chihuahua 65, Coahuila 28, Tamaulipas 39 and Nuevo Le6n 52. The reason for this is historical and geographic. In their conquest of Mexico Spanish explorers met with many and varied groups of Indians. Some tribes in southern Mexico, such as the mixtecas and the

The Archaic and the Modern in the Spanish of New Mexico

In the field of dialectology, New Mexican Spanish has for some years attracted the attention of scholars and linguists.* Representing to a large extent the language of the sixteenth-century conquistadores, it has developed under peculiar conditions, isolated from both Spain and Mexico, on one hand, and since 1846 subject to strong North American influence, on the other. The feature which has especially interested philologists is the strongly archaic tendency of the language, and the high percentage, in popular speech, of archaisms such as truje, vide, mesmo, muncho, cuasi, and anque. The characteristics of New Mexico Spanish have been described, in considerable detail, by competent scholars. The key work on the subject is the twovolume study by Professor Aurelio M. Espinosa, translated and reelaborated by Amado Alonso and Angel Rosenblat, entitled Estudios sobre el espaniol de Nuevo Mkjico.1 In this monumental work Dr. Espinosa defines the New Mexican speech area as including all of New Mexico, the valley of San Luis in Colorado, and a small strip of eastern Arizona. In his prefacio, however, he specifically states that the study is limited to Colorado's San Luis Valley and to all of New Mexico north of the city of Socorro, with Sante Fe as center. This means that a part of the New Mexico speech area, namely the two hundred miles south of Socorro and including such cities as Hot Springs, Silver City, Deming, Carlsbad, Lordsburg, and Las Cruces, has not been investigated. Espinosa himself, in a personal letter dated May 22, 1950, recommends that research be done on Southern New Mexican Spanish, especially on the vowels, for the purpose of comparing them with their counterparts in the North, described by him, as well as with the closed and open vowels described by Navarro Tomas. The region south of Socorro, New Mexico, therefore, offers possibilities of various types of research, phonetic and otherwise.2 The present paper will touch upon various aspects of the speech in this area and will also make certain observations on present-day New Mexican Spanish in general. Structurally the language spoken in the South follows quite closely the main features of all New Mexican Spanish. The conjugations are virtually reduced to two: ar and er verbs. The second person familiar preterite commonly ends in ates and ites: ti hablates, ti vendites (the forms hablastes and vendistes are also heard). Practically all words ending in a (except for a few like dia) are treated as feminine: la idioma, la tranvia, la planeta. The present subjunctive is accented throughout on the first syllable, and peculiarly ends in nos rather than mos in the first person singular. Thus hablar is conjugated as follows: hable, hables, hable, hdblenos, hablen. In the imperfect subjunctive, as well, nos is employed, so that the first person plural would be habldranos and not habldramos.

Characteristics of Colonial Cultures

Research Article| September 01 1944 Characteristics of Colonial Cultures H. D. Sheldon H. D. Sheldon Search for other works by this author on: This Site PubMed Google Scholar Pacific Historical Review (1944) 13 (3): 298–302. https://doi.org/10.2307/3635956 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation H. D. Sheldon; Characteristics of Colonial Cultures. Pacific Historical Review 1 September 1944; 13 (3): 298–302. doi: https://doi.org/10.2307/3635956 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 ContentPacific Historical Review Search This content is only available via PDF. Copyright 1944 The Pacific Coast Branch, American Historical Association Article PDF first page preview Close Modal You do not currently have access to this content.

The Influence of Tradition on Agriculture in New Mexico

In New Mexico Spanish civilization left a deep imprint. There the economic and social institutions which established themselves firmly in the Spanish colonial period profoundly influenced the course of subsequent economic development, and are a vital force today. Human problems in contemporary New Mexico cannot be understood, nor can plans for the use of her human and physical resources be made, without understanding the colonial institutions, their strong resistance to change, and the mutual adjustments between them and Anglo-American institutions.