Relevant bibliographies by topics / English language English language English language Spanish language Hispanic Americans

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Academic literature on the topic 'English language English language English language Spanish language Hispanic Americans'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "English language English language English language Spanish language Hispanic Americans"

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Hidalgo, Margarita. "Language contact, language loyalty, and language prejudice on the Mexican border." Language in Society 15, no. 2 (June 1986): 193–220. http://dx.doi.org/10.1017/s004740450000018x.

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ABSTRACTThis paper documents attitudes toward English, Spanish, and Spanish-English Code-switching in Juarez, Mexico, the oldest and largest city along the Mexican–U.S. border. It refutes the finding of related work which has shown two distinct orientations – integrative and instrumental – toward English as a foreign and as a second language, but supports various assumptions regarding the relationship between attitudes and use and the impact of the local milieu on language attitudes. It also explores attitudes toward correctness and sentiments of language loyalty, and highlights the influence of language loyalty on perceptions of Spanish-English Code-switching. Eighty-five Juarez residents were interviewed. (Language attitudes, so-ciolinguistics, Hispanic linguistics, border studies, ethnic studies, Latin American studies)
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Thomas, Erik R., and Phillip M. Carter. "Prosodic rhythm and African American English." English World-Wide 27, no. 3 (October 12, 2006): 331–55. http://dx.doi.org/10.1075/eww.27.3.06tho.

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Prosodic rhythm was measured for a sample of 20 African American and 20 European American speakers from North Carolina using the metric devised by Low, Grabe and Nolan (2000), which involves comparisons of the durations of vowels in adjacent syllables. In order to gain historical perspective, the same technique was applied to the ex-slave recordings described in Bailey, Maynor and Cukor-Avila (1991) and to recordings of five Southern European Americans born before the Civil War. In addition, Jamaicans, Hispanics of Mexican origin who spoke English as their L2, and Hispanics speaking Spanish served as control groups. Results showed that the North Carolina African Americans and European Americans were both quite stress-timed overall, with no significant difference between them. Spanish emerged as solidly syllable-timed, while Jamaican English and Hispanic English were intermediate. The ex-slaves were significantly less stress-timed than either younger African Americans or European Americans born before the Civil War. This finding suggests that African American English was once similar to Jamaican English in prosodic rhythm.
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Douglas, Michael. "Spoken Language Assessment Considerations for Children With Hearing Impairment When the Home Language Is Not English." Perspectives on Hearing and Hearing Disorders in Childhood 21, no. 1 (May 2011): 4–19. http://dx.doi.org/10.1044/hhdc21.1.4.

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Although the most prominent language in the United States is English, the U.S. is not a monolingual country. According to the U.S. Census in 2000, there were over 40 languages other than English spoken by 55 million people, with 34 million speaking Spanish or Spanish Creole. Given projections based on population studies and the prevalence of hearing loss in the Hispanic-American population, the number of persons who speak English as a second language will grow substantially over the next several decades. Hence, hearing health care professionals must be equipped to provide services for children who have hearing loss and speak English as a second language. The following article describes special considerations speech-language pathologists, audiologists, and educators should take into account when providing intervention designed to develop spoken language for children who have hearing loss and for whom the home language is not English.
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Gutiérrez, Maria Elena, and Mark Amengual. "Perceptions of Standard and Nonstandard Language Varieties: The Influence of Ethnicity and Heritage Language Experience." Heritage Language Journal 13, no. 1 (April 30, 2016): 55–79. http://dx.doi.org/10.46538/hlj.13.1.3.

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The present study examines perceptions of standard and nonstandard varieties of English and the roles of perceived speaker ethnicity and heritage language experience. In this study, 24 English monolinguals and 24 English-Spanish heritage language bilinguals were asked to evaluate three speech samples representing native Standard American English, Chicano English, and non-native Spanish-accented English, each paired with one of three photographs of an individual reflecting idealized “Hispanic” or “non-Hispanic” ethnic identities. Both the language variety heard and the ethnic identity visually associated with a given speaker were found to influence listeners’ perceptions of the individual. While this study supports previous findings that visual cues lead to discrimination in language perception, it also indicates that language experience may mitigate this effect.
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Baik, Sharon H., Rina S. Fox, Sarah D. Mills, Scott C. Roesch, Georgia Robins Sadler, Elizabeth A. Klonoff, and Vanessa L. Malcarne. "Reliability and validity of the Perceived Stress Scale-10 in Hispanic Americans with English or Spanish language preference." Journal of Health Psychology 24, no. 5 (January 5, 2017): 628–39. http://dx.doi.org/10.1177/1359105316684938.

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This study examined the psychometric properties of the Perceived Stress Scale-10 among 436 community-dwelling Hispanic Americans with English or Spanish language preference. Multigroup confirmatory factor analysis examined the factorial invariance of the Perceived Stress Scale-10 across language groups. Results supported a two-factor model (negative, positive) with equivalent response patterns and item intercepts but different factor covariances across languages. Internal consistency reliability of the Perceived Stress Scale-10 total and subscale scores was good in both language groups. Convergent validity was supported by expected relationships of Perceived Stress Scale-10 scores to measures of anxiety and depression. These results support the use of the Perceived Stress Scale-10 among Hispanic Americans.
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Quesada Pacheco, Miguel Ángel. "Actitudes lingüísticas de los hispanohablantes hacia su propia lengua: nuevos alcances." Zeitschrift für romanische Philologie 135, no. 1 (March 4, 2019): 158–94. http://dx.doi.org/10.1515/zrp-2019-0004.

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Abstract Most research works on language attitudes, which have been done within the Hispanic world, deal with issues where Spanish is usually confronted with other languages (American Indian languages, Catalan, Valencian, Galician, Equatorial Guinean languages, English, etc.), or about attitudes in some Spanish-speaking countries with respect to other varieties of Spanish, both in the Americas and Spain. However, a global, comprehensive study, which would include all Spanish speaking countries, and which would assess their attitudes, beliefs and prejudices equally, was missing, so that it would have been possible to count for a thorough and at the same time comparative study about how Spanish speakers evaluate not only their own speech, but the speech of others around them. The present study describes in broad strokes the most recent research and their new contributions in the Spanish-speaking world.
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Baigorri, Miriam, Luca Campanelli, and Erika S. Levy. "Perception of American–English Vowels by Early and Late Spanish–English Bilinguals." Language and Speech 62, no. 4 (October 25, 2018): 681–700. http://dx.doi.org/10.1177/0023830918806933.

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Increasing numbers of Hispanic immigrants are entering the US and learning American–English (AE) as a second language (L2). Previous studies investigating the relationship between AE and Spanish vowels have revealed an advantage for early L2 learners for their accuracy of L2 vowel perception. Replicating and extending such previous research, this study examined the patterns with which early and late Spanish–English bilingual adults assimilated naturally-produced AE vowels to their native vowel inventory and the accuracy with which they discriminated the vowels. Twelve early Spanish–English bilingual, 12 late Spanish–English bilingual, and 10 monolingual listeners performed perceptual-assimilation and categorical-discrimination tasks involving AE /i,ɪ,ɛ,ʌ,æ,ɑ,o/. Early bilinguals demonstrated similar assimilation patterns to late bilinguals. Late bilinguals’ discrimination was less accurate than early bilinguals’ and AE monolinguals’. Certain contrasts, such as /æ-ɑ/, /ʌ-ɑ/, and /ʌ-æ/, were particularly difficult to discriminate for both bilingual groups. Consistent with previous research, findings suggest that early L2 learning heightens Spanish–English bilinguals’ ability to perceive cross-language phonetic differences. However, even early bilinguals’ native-vowel system continues to influence their L2 perception.
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Gasca Jiménez, Laura, Maira E. Álvarez, and Sylvia Fernández. "Language and translation practices of Spanish-language newspapers published in the U.S. borderlands between 1808 and 1930." Translation and/in Periodical Publications 14, no. 2 (June 26, 2019): 218–42. http://dx.doi.org/10.1075/tis.00039.gas.

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Abstract This article examines the impact of the anglicizing language policies implemented after the annexation of the U.S. borderlands to the United States on language use by describing the language and translation practices of Spanish-language newspapers published in the U.S. borderlands across different sociohistorical periods from 1808 to 1930. Sixty Hispanic-American newspapers (374 issues) from 1808 to 1980 were selected for analysis. Despite aggressive anglicizing legislation that caused a societal shift of language use from Spanish into English in most borderland states after the annexation, the current study suggests that the newspapers resisted assimilation by adhering to the Spanish language in the creation of original content and in translation.
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Sanz-Sánchez, Israel. "Como dicen los americanos." Spanish in Context 11, no. 2 (September 5, 2014): 221–42. http://dx.doi.org/10.1075/sic.11.2.04san.

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This study analyzes the patterns of incorporation of English elements in New Mexican Spanish in the decades following the annexation of New Mexico by the United States as reflected in a corpus of private letters written between 1848 and 1936. The quantitative analysis shows that most types of contact features are infrequent during much of this period, but there is an increase in the presence of English elements in the last decades covered by the corpus. It also shows that semantic and lexical borrowing is much more frequent than structural interference or code-switching. These findings are then correlated with the general sociolinguistic environment of post-annexation Hispanic New Mexico, where bilingualism and language shift to English were much more infrequent than elsewhere in the US Southwest. Attention is also paid to features that pertain exclusively to the written language, and their distribution is explained as a function of the degree of exposure of Hispanic New Mexicans to literacy in English and Spanish.
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Morin, Regina. "Evidence in the Spanish language press of linguistic borrowings of computer and Internet-related terms." Spanish in Context 3, no. 2 (August 30, 2006): 161–79. http://dx.doi.org/10.1075/sic.3.2.01mor.

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With the rise of the Internet, English has become a source of borrowing of computer terms in many languages, including Spanish. Many of these borrowings are rapidly making their way into the Spanish language press. A survey of newspapers from eight Latin American countries yielded a total of 231 lexical borrowings of different types, all related to broad fields, such as software, hardware, data, and Internet-related terms. These borrowings can be classified as loanwords, calques of various kinds, including loan translations and semantic extensions, and loanblends. Many have already appeared in monolingual Spanish dictionaries, such as the Diccionario de la Real Academia, and in a number of dictionaries of Hispanic Anglicisms.
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Dissertations / Theses on the topic "English language English language English language Spanish language Hispanic Americans"

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Ramirez, Christina Maria. "An investigation of English language and reading skills on reading comprehension for Spanish-speaking English language learners /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3024526.

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Thesis (Ph. D.)--University of Oregon, 2001.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 132-143). Also available for download via the World Wide Web; free to University of Oregon users.
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Smith, Daniel James. "Patterns of variation in Spanish/English bilingualism in Northeast Georgia /." Thesis, Full text (PDF) from UMI/Dissertation Abstracts International, 2002. http://wwwlib.umi.com/cr/utexas/fullcit?p3088571.

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Sanchez, Giselle. "Prediction of English and Spanish Early Literacy Skills of English Language Learners in the Primary Grades." Scholar Commons, 2007. http://scholarcommons.usf.edu/etd/3893.

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This study explored how language, emergent literacy, and reading skills in both English and Spanish develop with a group of English language learners (ELLs) (n = 267). Specifically, the researcher investigated what early language and literacy skills were the most important predictors of reading abilities as indicated by the Book Task in prekindergarten through first grade. Early language and literacy skills were assessed utilizing subtest from the Woodcock Language Proficiency Batter - Revised, the Woodcock Language Proficiency Battery - Revised - Spanish Form and the Phonological Awareness Task. Participants came from households where Spanish was one of the languages spoken. Multiple linear regression and path analyses were utilized to reveal the importance of each predictor variable during each grade level. Results indicated that vocabulary, listening comprehension, letter-word recognition, and phonological awareness are the most important predictors throughout the grade levels. These results are discussed in terms of their potential implications for research and practice with ELLs.
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Simon-Cereijido, Gabriela. "Verb argument structure deficits in Spanish-speaking preschoolers with specific language impairment who are English language learners." Diss., [La Jolla] : [San Diego] : University of California, San Diego ; San Diego State University, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3344746.

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Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 2009.
Title from first page of PDF file (viewed April 3, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 118-131).
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Dulcan, Emily. "A content analytic comparison of news frames in English- and Spanish-language newspapers." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4539.

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Thesis (M.A.) University of Missouri-Columbia, 2006.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (June 25, 2007) Includes bibliographical references.
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Nelson, Meleah L. "Assessing the early literacy skills of young English learners : use of DIBELS in Spanish /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3102181.

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Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 106-111). Also available for download via the World Wide Web; free to University of Oregon users.
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Peinado, Ricardo. "The effects of student, familial, and educational variables on the English reading achievement of Spanish-speaking first-grade limited English proficient students /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3004001.

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Thesis (Ph. D.)--University of Oregon, 2001.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 173-200). Also available for download via the World Wide Web; free to University of Oregon users.
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Alonzo, Julie. "An examination of early reading skill covariance structure invariance across Spanish-speaking English language learners in grades 3 and 4 and their native English-speaking peers /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1331398351&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 120-125). Also available for download via the World Wide Web; free to University of Oregon users.
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Rollins, Ivy E. "Using spelling performance to study literacy acquisition in English for Spanish-speaking students in the seventh grade /." View online ; access limited to URI, 2007. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3277006.

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Cena, Johanna E. "An investigation of the efficacy of a vocabulary intervention using vocabulary enhanced systematic and explicit teaching routines (VE SETR) on first grade Spanish readers' vocabulary development and reading comprehension /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2009. http://hdl.handle.net/1794/10200.

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Books on the topic "English language English language English language Spanish language Hispanic Americans"

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Sanchez, Enrique O., 1942- ill., ed. Speak English for us, Marisol! Morton Grove, Ill: Albert Whitman, 2000.

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Campos, David. Reaching out to Latino families of English Language Learners. Alexandria, Va.: ASCD, 2011.

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Veltman, Calvin J. The future of the Spanish language in the United States. New York City (250 Park Ave. S., Suite 5000A, New York 10003): Hispanic Policy Development Project, 1988.

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Bloom, David E. Language, employment, and earnings in the United States: Spanish-English differentials from 1970 to 1990. Cambridge, MA: National Bureau of Economic Research, 1993.

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Spanglish: The making of a new American language. New York: Rayo, 2003.

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Boswell, Bethanie L. Speaking two languages. Vero Beach, Fla: Rourke Publications, 1995.

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H, Garcia Erminda, ed. Understanding the language development and early education of Hispanic children. New York, NY: Teachers College Press, 2012.

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Boswell, Bethanie L. Hablamos dos idiomas. Vero Beach, Fla: Rourke Publications, 1995.

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Santiago, Bill. Pardon my Spanglish: One man's guide to speaking the habla. Philadelphia, Pa: Quirk Books, 2008.

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Pardon my Spanglish: One man's guide to speaking the habla : porque because. Philadelphia, Pa: Quirk Books, 2008.

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Book chapters on the topic "English language English language English language Spanish language Hispanic Americans"

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Fairclough, Marta. "Spanish/English Interaction in US Hispanic Heritage Learners’ Writing." In Globalization and Language in the Spanish-Speaking World, 76–93. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230245969_5.

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Cotton, Eleanor G., and John M. Sharp. "The Anglo-American stereotype of the Hispanic as reflected in loanwords." In Spanish Loanwords in the English Language, edited by Félix Rodríguez Gonzáles. Berlin, Boston: De Gruyter, 1996. http://dx.doi.org/10.1515/9783110890617-012.

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Telles, Edward, and Christina A. Sue. "Spanish Language." In Durable Ethnicity, 105–45. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190221492.003.0004.

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This chapter explores Mexican American identity and ethnicity through the prism of the Spanish language, which is perhaps the central characteristic in ethnic culture and identity among Mexican Americans. However, whereas virtually all U.S.-born Mexican Americans speak English, not all speak Spanish. More precisely, Mexican Americans are distributed along a continuum of language competence that ranges from English only to complete fluency in both English and Spanish, with the majority of individuals falling somewhere in-between. For the respondents, English is their primary language, whereas the use of Spanish varies greatly, depending on the situation and each individual’s linguistic abilities. Thus, regardless of actual linguistic ability, language as a concept raises a number of issues regarding Mexican Americans’ own ethnic identities and their relationship to members of the ethnic community.
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Lodares, Juan R. "Hispanic tracks in English: cowboys and goldrushers in the Old West." In Spanish Loanwords in the English Language, edited by Félix Rodríguez Gonzáles. Berlin, Boston: De Gruyter, 1996. http://dx.doi.org/10.1515/9783110890617-009.

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Barreto, Amílcar Antonio. "The Power of English." In The Politics of Language in Puerto Rico, 21–33. University Press of Florida, 2020. http://dx.doi.org/10.5744/florida/9781683401131.003.0003.

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Spanish was entrenched as the language of public-school instruction with the advent of elected governors in the middle of the previous century. Since then heated exchanges over the language-education nexus subsided significantly. English is still associated with upward socio-economic mobility and facilitated migration to the US mainland. This chapter also explores the linguistic panorama and linguistic enclaves on the island. The largest pockets of English speakers are in the San Juan metropolitan area and areas adjacent to military installations. Data also reveal that since Puerto Rico’s economic downturn in the first decade of this century the percentage of English speakers on the island has dropped significantly. The drop coincides with a mass migration off the island. Consequently, English is no longer associated exclusively with Americans. It is increasingly becoming a critical medium for communication with stateside Puerto Ricans.
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Barreto, Amílcar Antonio. "Spanish and Puertorriqueñidad." In The Politics of Language in Puerto Rico, 7–20. University Press of Florida, 2020. http://dx.doi.org/10.5744/florida/9781683401131.003.0002.

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In the aftermath of the 1898 Spanish-American War, federal policymakers sought to transform Puerto Ricans from loyal Spaniards to trustworthy Americans. Public schools employing English as the language of instruction were the primary vehicles implementing this change. Behind this policy were deeply ingrained attitudes that took for granted the superiority of Anglo Saxons and, by extension, their English vernacular. Contrary to expectations, the Americanization effort backfired and even fueled Puerto Rican nationalism. The island’s intelligentsia took up the banner of preserving Puerto Rican identity (Puerto Ricanness) and canonized the Spanish language as a core feature of puertorriqueñidad. In tandem with a change in education policy was the adoption of a new language law—one that declared Spanish and English co-official languages of the Puerto Rican government. Repealing that law became a holy grail for the island’s nationalists.
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Minow, Martha. "Expanding Promise, Debating Means: Separate and Integrated Schooling for Immigrants, English-language Learners, Girls, and Boys,." In In Brown's Wake. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780195171525.003.0006.

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Spurred by the social and legal struggles surrounding Brown, parents and advocates during the twentieth century and into the present have pursued equal schooling along other dimensions of exclusion and inequality by working through court challenges, legislation, and other initiatives. Brown enshrined equality as the entitlement for all students, even as the work leading to and following Brown identified avenues for advocates concerned for students learning English, immigrants, girls, boys, and others left out or mistreated by public schooling. American public schools have grown preoccupied with the aspiration of equality and the language of inclusion. Yet no less pervasive is the struggle over whether equality is to be realized through integrated or separate settings. The debates involve politics, prejudices, and social science studies. Shifting political tides and cultural attitudes, as well as legal debates, reflect and also aggravate uncertainties about what kinds of instruction actually promote equal opportunities for all children. Often called “a nation of immigrants” (with the elision, then, of Native Americans and slaves), the United States has offered opportunities but also presided over mistreatment of newcomers on the basis of language, accent, derogatory ideas about their country of origin, or general negative attitudes toward foreigners. Such attitudes include the conflation of “foreign” with “illegal,” the confusion of immigrant with noncitizen, and the equation of being a speaker of Spanish (and other native tongues) with being “non-American.” The tradition of forced assimilation starts first not with immigrants but with the Native Americans, beginning with the Civilization Act of 1819, under which the government removed Indian children from their family cultures and placed them in federally funded missionary schools, not to further integrate them with other students but to “civilize” them. In addition, as the United States displaced Mexico in parts of the Southwest, families who never moved gradually found themselves dealing with a contest over language, race, and culture.
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Casey, J. Elizabeth, and Selina V. Mireles. "The Miseducation of Hispanic Children." In Handbook of Research on Leading Higher Education Transformation With Social Justice, Equity, and Inclusion, 326–38. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7152-1.ch021.

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Future teachers must be prepared to use instructional strategies to support diverse students, especially English learners (ELs). Whether a student's first language is Spanish, Russian, etc., having access to native language is vital to support learning. Likewise, preparing K-12 teachers to employ appropriate pedagogical methods to support learning is critical. In two separate studies, the first author accumulated field notes and reflections on observations and events that occurred during a research study on the effectiveness of metacognitive strategies in supporting ELs' academic performance. These post-study reflections revealed distinct differences in first language support that may have impacted student learning. In one study, ELs had limited opportunities to access their first language. In a second study, ELs were provided multiple opportunities to access native language. The authors reflect on differing instructional approaches used with ELs, arguing that opportunities to access native language is essential in supporting English acquisition and academic learning/performance.
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"Mi Lengua Madre." In Hispanic Women/Latina Leaders Overcoming Barriers in Higher Education, 169–84. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3763-3.ch008.

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This chapter will examine the effects of language development among Hispanic women and how such learning is shaped by multicultural and bilingual practices while navigating institutions of higher education. Unfortunately, new immigrants have been discouraged from using their native tongue and stop teaching it to their children; it is argued that it might create confusion if the child is not exclusively immersed in the new culture and language. Much of the research has been focused on the sociological aspect of the acquisition of English rather than on the value of maintaining their mother tongue or on the importance of a simultaneous development of a diversified sociolinguistic fund of knowledge. Due to the fact that the dominant language in the United States is English in its most important sectors—government, corporations, education, hospitals—it is not surprising that the focus is on English acquisition rather than other-language maintenance. Pew Research reported that 95% of Hispanics who continue speaking Spanish at home and those who are first-born generation indicated that it is to them important that future generations learn their mother tongue.
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Germaine-McDaniel, Nicole St. "The Emerging Hispanic Use of Online Health Information in the United States." In Computer-Mediated Communication across Cultures, 251–65. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-833-0.ch017.

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As health-information websites become more popular, healthcare corporations have worked quickly to create Spanish-language sites to reach the Spanish-speaking population. However, changes have to be made in order to effectively adapt to the Spanish-speaking audience. In order to be successful, site designers must create a sense of community by having interactive elements and by advertising these sites through radio or television with well-known celebrities or known figures in the healthcare realm. Further, care must be taken to ensure that the information in these sites is culturally appropriate for this audience. The successful health information website can be a strong tool for educating both Spanish and English speakers alike about preventative care, as well as treatment options, which in turn can improve health outcomes.
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