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Spanish in the United States: Attitudes and Variation is a collection of new, cutting-edge research with the purpose of providing scholars interested in Spanish as it is spoken by bilinguals living in the United States a current view of the state of the discipline.
Spanish in the United States: Attitudes and Variation is a collection of new, cutting-edge research with the purpose of providing scholars interested in Spanish as it is spoken by bilinguals living in the United States a current view of the state of the discipline.
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Scott M. Alvord is Associate Professor of Hispanic Linguistics at Brigham Young University, USA. Gregory L. Thompson is Associate Professor of Spanish Pedagogy at Brigham Young University, USA.
Inhaltsangabe
Acknowledgements Introduction New Research on Spanish in the United States Scott M. Alvord and Gregory L. Thompson, Brigham Young University Part 1: Spanish in the United States: Language Attitudes Chapter 1 Language, Contact, and the Negotiation of Identities in a Mixed-Latino Community José Esteban Hernández, University of Texas, Rio Grande Valley Chapter 2 Perceptions of Spanish(es) in the United States: Mexicans' Sociophonetic Evaluations of [v] in the Speech of U.S.-based Mexican Immigrants, Heritage Speakers, and Language Learners Whitney Chapell, University of Texas, San Antonio Chapter 3 A Socio-Onomastic Study of Spanish Receptive Bilinguals: Attitudes, Ascription and Audience Design Maryann Parada, California State University, Bakersfield Part 2: Spanish in the United States: Language in Contact Chapter 4 Pro-drop to non-pro-drop: question word order in New York City Caribbean Spanish Carolina Barrera-Tobón, DePaul University Rocío Raña-Risso, The Graduate Center of the City University of New York Chapter 5 Bare If-Clauses as a Compensatory Politeness Strategy in United States Spanish Emily Bernate, St. Edward's University Chapter 6 The Effect of Level of Instruction, Dialect, and Extended Time Abroad on the L2 Acquisition of Spanish Speech Rhythm: Results and Methodological Concerns Brandon M. A. Rogers, Ball State University Scott M. Alvord, Brigham Young University Doug Porter, University of Minnesota Part 3: Spanish in the United States: Heritage Speakers of Spanish Chapter 7 Connecting the Classroom and the Community: Service Learning and the Heritage Language Student Gregory L. Thompson, Brigham Young University Chapter 8 Systematizing the Use of the Aspectual Distinction by Level of Proficiency: A Case of Spanish as a Heritage Language Laura Valentín-Rivera, Kansas State University Earl K. Brown, Brigham Young University Chapter 9 Heritage Speakers, Monolingual Policies, and Spanish Language Maintenance in Kansas Rachel E. Showstack and Kelly Guzman, Wichita State University Epilogue Edwin M. Lamboy, The City College of New York (CUNY)
Acknowledgements Introduction New Research on Spanish in the United States Scott M. Alvord and Gregory L. Thompson, Brigham Young University Part 1: Spanish in the United States: Language Attitudes Chapter 1 Language, Contact, and the Negotiation of Identities in a Mixed-Latino Community José Esteban Hernández, University of Texas, Rio Grande Valley Chapter 2 Perceptions of Spanish(es) in the United States: Mexicans' Sociophonetic Evaluations of [v] in the Speech of U.S.-based Mexican Immigrants, Heritage Speakers, and Language Learners Whitney Chapell, University of Texas, San Antonio Chapter 3 A Socio-Onomastic Study of Spanish Receptive Bilinguals: Attitudes, Ascription and Audience Design Maryann Parada, California State University, Bakersfield Part 2: Spanish in the United States: Language in Contact Chapter 4 Pro-drop to non-pro-drop: question word order in New York City Caribbean Spanish Carolina Barrera-Tobón, DePaul University Rocío Raña-Risso, The Graduate Center of the City University of New York Chapter 5 Bare If-Clauses as a Compensatory Politeness Strategy in United States Spanish Emily Bernate, St. Edward's University Chapter 6 The Effect of Level of Instruction, Dialect, and Extended Time Abroad on the L2 Acquisition of Spanish Speech Rhythm: Results and Methodological Concerns Brandon M. A. Rogers, Ball State University Scott M. Alvord, Brigham Young University Doug Porter, University of Minnesota Part 3: Spanish in the United States: Heritage Speakers of Spanish Chapter 7 Connecting the Classroom and the Community: Service Learning and the Heritage Language Student Gregory L. Thompson, Brigham Young University Chapter 8 Systematizing the Use of the Aspectual Distinction by Level of Proficiency: A Case of Spanish as a Heritage Language Laura Valentín-Rivera, Kansas State University Earl K. Brown, Brigham Young University Chapter 9 Heritage Speakers, Monolingual Policies, and Spanish Language Maintenance in Kansas Rachel E. Showstack and Kelly Guzman, Wichita State University Epilogue Edwin M. Lamboy, The City College of New York (CUNY)
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