Dissertations / Theses on the topic 'Spanish language - Dialects'

Orientador: José Carlos Paes de Almeida Filho<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudo da Linguagem<br>Made available in DSpace on 2018-08-13T15:30:55Z (GMT). No. of bitstreams: 1 Bugel_Talia_M.pdf: 8651897 bytes, checksum: 30aeca3d4a084c44c3e3d4b752f70ab7 (MD5) Previous issue date: 1998<br>Resumo: O ensino/aprendizagem de espanhol é prática antiga no Brasil, porém nas duas últimas décadas vários acontecimentos marcaram decisivamente seu rumo: em 1985, foram criados os Centros de Línguas na rede pública, incluindo o espanhol; em 1986 instaurou-se o ensino obrigatório da língua no 1o e 2o graus, no Estado de São Paulo; em 1991 foi assinado o Tratado de Assunção - a integração toma-se manifesta nos planos político, economico, social e cultural. O país explicita sua necessidade de se comunicar satisfatoriamente - em termos lingüísticos - com os países vizinhos, falantes de uma língua estrangeira. Contudo, nota-se uma defasagem no que diz respeito ao enfoque adotado para tratar do ensino/aprendizagem de espanhol nesse novo contexto. O ponto de referência continua sendo a Península, como parâmetro lingüístico e cultural. Os materiais didáticos elaborados na Espanha dominam o mercado e as instituições de ensino, ainda oferecendo insumos que se afastam das necessidades dos alunos brasileiros que precisam estabelecer contato com seus vizinhos latino-americanos. A abordagem comunicativa no ensino/aprendizagem de línguas coloca a necessidade de se ir além da mera transmissão e aquisição de conhecimentos gramaticais, argumentando que saber uma língua implica um conhecimento de estratégias reais de uso e uma familiarização com aspectos culturais e pragmáticos da língua. Essas colocações exigem considerar as línguas não como blocos homogêneas e estáveis, mas como sistemas dinâmicos com variações diacrônicas, diatópicas e diastráticas, acerca das quais os alunos precisam ter consciência, com o objetivo de entender seu significado e seu uso pelos diferentes grupos sociais com os quais virão a ter contato. Nesse contexto, o ensino de espanhol a partir de materiais didáticos que focalizam a variante castelhana peninsular revela-se incoerente com a situação vivenciada atualmente no Brasil. Temos hoje, na cidade de São Paulo, um importante contingente de falantes nativos de variantes americanas da língua, que atuam como docentes em prestigiosos institutos de línguas da cidade, constituindo-se em modelos vivos da língua e cultura dos países latino-americanos. Da interação desses professores com os materiais didáticos peninsulares surge uma situação didática lingüística nova que é a que analisamos nesta dissertação. A análise foi desenvolvida no marco da pesquisa interpretativista e focalizou três âmbitos simultaneamente: a) avaliação dos materiais didáticos utilizados atualmente nos institutos particulares de ensino de espanhol para adultos, em termos da variante de espanhol apresentada; b) entrevistas com coordenadores e professores que atuam hoje nesses institutos, e questionários aos alunos; c) gravações de aulas com anotações de campo, com o objetivo de oferecer exemplos da interação das variantes na sala de aula alegadamente comunicativa. Da análise surge que prevalece hoje uma situação de instabilidade, na qual os professores renunciam parcialmente às suas variantes maternas. Os argumentos alegados abrangem da necessidade de se ensinar uma "língua padrão" supostamente homogênea - e persistentemente identificável com o castelhano peninsular - até a pretensão de possibilitar aos alunos "o domínio de todas as variantes". As interferências da variante materna dos professores são inúmeras, no primeiro caso; as "lacunas" de conhecimento abundam no segundo, devido à impossibilidade dos docentes de trabalhar com vários dialetos que para eles são "estrangeiros". Ou seja, nenhum dos objetivos colocados pelos responsáveis das instituições, no que diz respeito às variantes da língua, é alcançado. Precisamos ter em conta que todos os docentes estão afastados dos seus grupos de referência lingüística, interagindo com falantes de outras variantes e sob a influência da imersão no português do Brasil. Não procuramos nem argumentamos a favor de uma "pureza" lingüística. No entanto, consideramos necessária uma tomada de decisões a esse respeito, baseada na reflexão crítica e. não mais produto das circunstâncias trabalhistas, de mercado e outras. Só nessa medida será possível oferecer aos alunos brasileiros um panorama autêntico da situação lingüístico-cultural da América Latiria, para que eles, por sua vez, sejam capazes de identificar suas necessidades e desejos de contato com grupos de falantes nativos de espanhol, fazendo escolhas raciocinadas, com maiores chances de sucesso no alcance dos seus objetivos. A ausência dos latino-americanos nas atividades de desenvolvimento de materiais didáticos para ensino de espanhol a falantes de português é patente. A necessidade e a conveniência de se dispor de materiais didáticos locais, a partir das variantes americanas é abertamente colocada por muitos dos protagonistas da situação. Aparentemente, não há razões para não se empreenderem iniciativas inovadoras nesse âmbito do ensino do espanhol no Brasil<br>Resumen: La ensenanza/aprendizaje de espanol es una práctica antigua en Brasil y sin embargo, en las dos últimas décadas, varios acontecimientos marcaron decisivamente el rumbo: en 1957 fueron creados los Centros de Lenguas, induyendo espanol, en la ensenanza pública; en 1986, se instauró la ensenanza obligatoria de la lengua en primaria y secundaria; en 1991 se firmó el Tratado de Asunción -la integración se hace manifiesta en los planos político, económico, social y cultural. El país explicita su necesidad de comunicarse satisfactoriamente - en términos lingüísticos - con los países vecinos, hablantes de una lengua extranjera. A pesar de eso, notamos un desfasaje en 10 que respecta al enfoque adoptado para tratar la ensenanza/ aprendizaje de espanol en el nuevo contexto. La referencia continúa siendo la Península, como par~etro lingüístico y cultural. Los materiales didácticos elaborados en Espana dominan el mercado y las instituciones de ensenanza, aun cuando ofrecen insumos que se alejan de las necesidades de los alurnnos brasilenos que precisan establecer contactos con sus vecinos latino americanos. El enfoque comunicativo en la ensenanza/ aprendizaje de lengua plantea la necesidad de ir más allá de la mera transmisión y adquisición de conocimientos gramaticales, argumentando que saber una lengua implica un conocimiento de estrategias reales de uso y una familiaridad con aspectos culturales y pragmáticos de la lengua. Esos planteos exigen considerar a las lenguas no como bloques homogéneos y estables, sino como sistemas dinâmicos con variaciones diacrónicas, diatópicas y diastráticas, acerca de làs cuales los alumnos tienen que tener conciencia, a fin de entender su significado y su uso por parte de los diferentes grupos sociales con los cuales se comunicarán. En ese contexto, la ensenanza de espanol a partir de materiales didácticos concentrados en la variante castellana peninsular se revela incoherente con la situación vivida actualmente en Brasil. Tenemos hoy, en la ciudad de San Pablo, un importante contingente de hablantes nativos de variantes americanas de la lengua, que actúan como docentes en prestigiosos institutos de lenguas de la ciudad, constituyendo modelos vivos de la lengua y cultura de los países latinoamericanos. De la interacción de esos profesores con los materiales didácticos peninsulares surge una situación didáctica lingüística nueva que es la que analizamos en esta disertación. El análisis se desarrolló en el marco de la investigación interpretativista y enfocó tres ámbitos simultaneamente: a) evaluación de los materiales didácticos utilizados actualmente en los institutos particulares de ensefíanza de espanol para adultos, en cuanto a la variante de espanol presentada; b) entrevistas con coordinadores y profesores que actúan en estos institutos, y cuestionarios a los alunos; c) grabación de aulas con anotaciones de campo, con el objetivo de ofrecer ejemplos de la interacción de variantes en el aula alegadarn.ente comunicativa. Del análisis surge que hoy prevalece una situación de inestabilidad, en la cuallos profesores renuncian parcialmente a sus variantes maternas. Los argumentos alegados abarcan desde la necesidad de ensefíar una "lengua estándar" supuestamente homogénea - y persistentemente identificable con el castellano peninsular - hasta la pretensión de permitirle alos alumnos "dominar todas las variantes". Las interferencias de la variante materna de los profesores son innumerables, en el primer caso; las "lagunas" de conocimiento abundan en el segundo, debido a la imposibilidad de que los docentes logren trabajar con varios dialectos que para ellos son "extranjeros". O sea, no se cumple ninguno de los objevos propuestos por los responsables de las instituciones, en 10 que respecta a las variantes de la lengua. Precisamos considerar que todos los docentes están alejados de sus grupos de referencia lingüística, interactuando con hablantes de otras variantes y bajo la influencia de la inmersión en el portugués de Brasil. No buscamos ni argumentamos a favor de una "pureza" lingüística. Sin embargo, consideramos necesario tomar algunas decisiones al respecto, en base a la reflexión crítica y no más producto de las circunstancias laborales, de mercado y otras. Sólo en esa medida será posible ofrecerle alos alumnos brasilefíos un panorama auténtico de la situación lingüístico-cultural de América Latina, para que ellos, a su vez, sean capaces de identificar sus necesidades y deseos de contacto con grupos de hablantes nativos de espanol, haciendo opciones razonadas, con más posibilidades de éxito en la consecución de sus objetivos. La ausencia de los latinoamericanos en las actividades de elaboración de materiales didácticos para la ensefíanza de espanol a hablantes de portugués es patente. Muchos de los protagonistas de la situación plantean abiertamente la necesidad y conveniencia de disponer de materiales didácticos locales, a partir de las variantes americanas. Aparentemente no hay razones para no emprender iniciativas innovadoras en el ámbito de la enseñanza de espanol en Brasil<br>Mestrado<br>Ensino-Aprendizagem de Segunda Lingua e Lingua Estrangeira<br>Mestre em Linguística Aplicada

This thesis investigated the realization of the English voiceless post-alveolar affricate and the voiceless post-alveolar fricative in native Panamanian speakers learning English as a second language. The Spanish of Panama has a typical deaffrication process where the post-alveolar affricate phoneme is mostly pronounced as a fricative; as a result, the Spanish affricate has two allophones, the voiceless post-alveolar affricate and the voiceless post-alveolar fricative that occur in free variation in the Spanish of Panama. The word positions tested were word initially and finally only. Thus, the purpose of the study was to determine the dominant sound in the Spanish of Panama, to identify dialectal allophonic transfer from the Spanish of Panama, and to verify the accomplishment of the phonemic split in English through the frequency of usage of the target sounds. Subsequently, in order to exemplify the deaffrication phonological process of Panama, I developed and discussed a Feature Geometry of the Spanish language along with the Underspecified consonants of the Spanish language. In addition, I tested three main theories about acquisition of contrastive target sounds, Markedness, and similarity and dissimilarity of sounds. The results showed that these Panamanian learners of English produced the English voiceless post-alveolar fricative significantly more target appropriately than the English voiceless post-alveolar affricate. This indicates that the dominant sound in the Spanish of Panama is the dialectal allophone, the voiceless post-alveolar fricative, which I suggest may become the default post-alveolar phoneme in the Spanish of Panama. Subsequently, the high frequency of the voiceless post-alveolar fricative also indicates that the participants transferred their Panamanian Spanish dialectal allophone, the voiceless post-alveolar fricative, into English and more importantly, they have not reached the phonemic split for these two English target sounds. Taking the dialectal allophone, the voiceless post-alveolar fricative, as the default post-alveolar phoneme in the Spanish of Panama, The Markedness Differential Hypothesis (Eckman, 1977) accounts for the observed trends described as follows: the learning of the less marked sound (English voiceless post-alveolar fricative) was easier to acquire and the learning of the more marked sound (English voiceless post-alveolar affricate) was difficult to acquire.

This study uses lexical availability as a way in which to measure the level of an individual's acquisition of the dialect of their spouse. Although lexical availability studies are in abundance, to the author's knowledge, this is one of the few, if not the only, type of study that uses lexical availability to measure dialect contact. Lexical availability studies attempt to determine the most readily available lexical items in an individual's lexicon. This study implemented standard methodologies in order to determine whether dialect contact was more likely when specific topics were chosen. That is, if the topic in question was considered a masculine topic, would the female spouse utilise the spouse's word and vice versa. Participants completed vocabulary lists on six different topics of interest in addition to noting down their definition of a series of visual images that appeared before them.The conclusions highlight that, for this study at least, men are more likely to show evidence of dialect contact if the topic under scrutiny is traditionally considered male-related. The same is true for female participants, that is, the probability of their exhibiting dialect interference is greater if the topic is considered female-related. The results also showed that, in general, women are more likely to use their spouse's vocabulary item. The length of time that the couple had been married was not an overly telling factor.

The present study explored the outcomes of delivering training to Spanish speakers in either their native dialect or in Standard Spanish in the context of a self-running, narrated PowerPoint presentation on a health topic, "The Importance of Vaccinations." The training outcomes that were examined included learning scores; attitudes toward the training; and attitudes toward employment with organizations that employed the same or different dialect-speaking employees, supervisors, and trainers. In addition to examining the effects of ethnicity upon outcomes, this study also examined the effect of age, education level, time in the U.S., and familiarity with the locally dominant subgroup's dialect. Overall, results showed mixed support for the effect of presenting training to participants in their native dialect, as compared to the non-native dialect. The results of this study are discussed in terms of the theoretical implications for acquiring a better understanding of the cognitive and affective factors underlying the role of training language in the learning process. Practical implications for training design are presented within the context of cognitive load theory and the need for a theory-based approach to delivering training to non-English speakers. Implications for organizational efforts toward employee attraction and retention are discussed.<br>Ph.D.<br>Department of Psychology<br>Arts and Sciences<br>Psychology

In migrant communities, parents and children not only represent two diverse generations, but two different languages and cultures. As migrants who still carry memories of their homeland and culture close to their hearts, many are tied linguistically, culturally, and emotionally to their native country and culture. Language maintenance in migrant families assists parents and their children not only to communicate but to also understand cultural values better, which are crucial to their identity and worldview. Although research on community languages has flourished since Michael Clyne’s pioneering work on community language maintenance in the 1960s, there is limited understanding of the role of migrant families in maintaining and transmitting a community language and its influence on identity in Australia. Specific research on Rioplatense Spanish language maintenance and Argentinean identity within the Argentinean community has remained largely unexamined in the contemporary global landscape. In particular, we lack research on how and why first and second generation Argentineans maintain the Spanish language, but more specifically, Rioplatense Spanish and the consequences this has for their experience of Argentinean identity. This thesis addresses this knowledge gap for Australia and elsewhere by examining and discussing the following four themes. First, the central role of the family (as opposed to governments) in conceptualising and implementing language maintenance and identity practices. Second, the influence of familial (endogamous and exogamous unions, extended family, siblings, and language strategies) and extra-familial factors (social networks, travel, language status, and institutions) in augmenting the development and maintenance of community language literacy skills and identity. Third, how linguistic strategies and attitudes are dynamic and play a role in the process of language learning and maintenance, and last, the role and consumption of media (print, audio, audio-visual, and digital communication technologies), and technology in community language maintenance and identity. This thesis analyses the results of a two-step study, drawing upon data derived from mixed-methods research. First, a community-based survey of first and second generation Argentineans from Australia’s three largest cities — Sydney, Melbourne, and Brisbane — examined respondents’ use and maintenance of the Spanish language and the influence this has on their experience of Argentinean identity. Second, semi-structured interviews with first and second generation Argentineans were conducted to verify and triangulate survey findings and develop insights derived from the survey data. The analyses of the survey and interview data in this thesis provide insights into how the attitudes and actions of first generation Argentineans since the 1970s have influenced intergenerational ethnolinguistic vitality in Spanish language maintenance. This thesis illuminates our understanding by demonstrating how Argentineans in contemporary Australia maintain and transmit the Spanish language, their dialect Castellano Rioplatense [Rioplatense Spanish], and the implications this has for their experience of Argentinean identity. It also demonstrates that although the Argentinean community pertains to the broader Latin American community in Australia, they signal their uniqueness via their use of Rioplatense Spanish. The principal finding of this thesis is that despite Australia’s dominant monolingual landscape, first and second generation Argentineans continue to transmit and maintain Spanish, but more specifically, Rioplatense Spanish. Moreover, their use of Rioplatense Spanish allows them to maintain a distinct Argentinean identity in a multicultural context that otherwise publicly renders them as ‘Latin Americans.’ This thesis identifies four key elements in community language maintenance and identity. First, the family is the most salient factor in language maintenance and transmission. Second, the heterogeneity of the Argentinean community compared to other Latin American communities in Australia is reflected by their distinct use of Rioplatense Spanish, which maintains and ameliorates ethnolinguistic vitality, framing their Argentinean identity. Third, positive language attitudes within families further aids in the transference and maintenance of Rioplatense Spanish in various domains, at both micro and macro levels. Fourth, the consumption of media and digital communication technologies influences how the community language is used and experienced. This is achieved by individuals participating in diverse spaces that use and sustain not only the Spanish language, but more specifically, Rioplatense Spanish, and Argentinean identity. Hence, the use and maintenance of Spanish creates a sense of an imagined community, with individuals sensing that they mentally belong ‘here’ in Australia and ‘there’ in Argentina. The findings of this thesis have implications for promoting intergenerational language and identity within families, communities, pedagogical programming, educational and linguistic policies to facilitate language maintenance and identity opportunities.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of Hum, Lang & Soc Sc<br>Arts, Education and Law<br>Full Text

This dissertation investigates subject expression patterns in Dominican Spanish (DS). In this variety, the null subject constructions associated with Non-Caribbean Spanish co-exist with the widespread use of overt subjects, which are found in specific constructions that are either rare or unattested in other Spanish varieties. Interestingly, these structures co-exist in the Dominican grammar with the null subject constructions associated with Non-Caribbean Spanish. While subject expression has been studied in a number of Spanish dialects within the generative and the variationist paradigms, monolingual Dominican Spanish, to the best of my knowledge, has not been investigated in previous variationist work. This study covers this gap by examining a large corpus of spontaneous speech (N=6005) gathered in the capital city of Santo Domingo and a rural area in the northwestern Cibao region. Furthermore, in line with the cohesive approach to syntactic variation developed in recent work (Adger and Smith 2005), theoretical implications are drawn from quantitative results. The results obtained in this study show that null and overt subject patterns in DS are regulated by the same constraints that have been found relevant in previous variationist work, i.e. discourse-related factor groups and Person (Otheguy, Zentella and Livert, 2007). These results depart from previous work in that evidence for language change in progress has been found in subject position patterns, rather than in null and overt subject distribution. When this phenomenon is examined, urban, young, high-middle class and female speakers arise as the social groups leading grammatical restructuring. Quantitative and qualitative evidence is taken into account for testing previous syntactic-theoretical proposals on DS. Taking the cartographic approach to syntactic structure (Rizzi 1997) as a point of departure, it will proposed that multiple specifier positions are available within the TP and CP fields to host strong and weak subjects. This proposal, in turn, makes it possible to account for the Null Subject Parameter profile displayed by synchronic DS without resorting to competing grammars in the minds of the speakers.

Spanish<br>Ph.D.<br>This dissertation will demonstrate that a variety of Dominican Spanish in contact with St. Thomas English Creole (STTEC) revealed many features which are consistent with Dominican Spanish in other contact environments and some new features which are emerging as the result of uniquely STTEC influences. The most notable feature is the appearance of the vowel [ɛ] in Dominican Spanish, which in STTEC is highly indexical to St. Thomian identity. In the present sociolinguistic analysis, it was found that the variability of [ɛ] was significantly influenced by the following phonological segment, syllable stress, the language of the token, and the speakers’ social network ties and self-ascribed identity. This dissertation also includes a socio-historical background of St Thomas, U.S. Virgin Islands, a description of St Thomas English Creole, and a history of immigration patterns of people from the Dominican Republic to St Thomas, U.S.V.I.<br>Temple University--Theses

<p>El presente estudio trata de la traducción al sueco de regionalismos ecuatorianos en la novela Huasipungo escrita por Jorge Icaza y traducida al sueco por Rudolf Berner. La traducción de un texto de ese tipo es intrincada, ya que implica transmitir elementos dialectales sin equivalencia en la lengua meta. Se examinan las estrategias del traductor ante una obra íntimamente relacionada con la cultura y la realidad del texto fuente. Suponemos que la traducción da prioridad a la fidelidad al texto fuente, y que esto puede conllevar un texto meta a veces difícil de entender.</p><p>Llegamos a la conclusión de que la traducción en algunos sentidos muestra una intención de ser fiel al texto fuente, por ejemplo en el caso de las palabras que aparecen sin traducir en el texto meta, pero que, al mismo tiempo, muestra una desfiguración del texto original en el caso del habla típica de la región.</p><p>El estudio muestra que una traducción aparentemente fiel en un aspecto por ejemplo estructural, o semántico, muchas veces resulta problemático desde el punto de vista estilístico y/o pragmático.</p>

This thesis investigates the intonation of Argentine Spanish in Queens, NYC, with the goal of verifying if the unique prosody of producing early peak alignments in the F0 of Argentine Spanish, specifically of Porteños (those from Buenos Aires), is maintained among the intense contact influences with other varieties of Spanish in the area. Previous studies have reported this early peak alignment phenomenon in the Spanish spoken in Buenos Aires, and this paper strives to see if this still occurs among Argentine Spanish speakers in New York City. The Buenos Aires speakers were compared with other native Argentine Spanish speakers in New York City who originated from provinces other than Buenos Aires (primarily from Mendoza) to verify if the dialectal varieties of Argentine Spanish had remained the same under the intense language contact situation of living in Queens. The data in the current study are from interviews recorded during the summer of 2014 in the Queens, NYC neighborhood of Elmhurst. Acoustic information obtained includes total syllable duration, F0 measurements, and F0 patterns. Additional linguistic variables included vowel type and vowel syllable position within a word. Extralinguistic variables included speaker sex, age, origin in Argentina, educational level, number of years in NYC, and number of years in Argentina. Results indicate that early peak alignment does indeed occur among Argentine speakers in Queens, NYC; however, it is interesting to note that it not only occurs in the informants from Buenos Aires as predicted, but in the informants from outside Buenos Aires as well. This suggests that the Outside Buenos Aires speakers are undergoing prosodic dialectal leveling with their pitch accent patterns and an increase in stressed syllable duration as occur naturally among the Buenos Aires speakers.

Die Arbeit behandelt die beiden Übersetzungsversionen des Lukasevangeliums ins Caló, die George Borrow 1837 und 1872 anfertigte. Sie hat mehrere Zielstellungen. Der erste Teil geht der Frage nach: Wie kam es zu den beiden Schriften? Er legt dar, welche Einflussfaktoren das authentische Caló im Spanien der 1830er Jahre herausgeprägt haben konnten und welche Einflüsse durch den Übersetzer George Borrow auf die Übersetzungen wirkten. Als extralinguistische Faktoren wird dafür die (Kultur-)Geschichte der Gitanos herangezogen, werden Borrows Biographie sowie seine Sprachkenntnisse untersucht und werden die Aufsätze namhafter Autoren über die Entstehung des Calós diskutiert und gegeneinander abgewogen. So entsteht zum ersten Mal eine komplexe Zusammenfassung der Vorgeschichte des Calós der Evangelien. Der zweite Teil der Arbeit ist einerseits eine Anleitung, die das Caló anhand von Textbeispielen für Hispanisten lesbar macht, und prüft andererseits, ob und wie die Aussage zutrifft, dass Borrows Purifizierungsbestrebungen in der zweiten Übersetzungsversion ein Caló schufen, das einen wesentlich geringeren Anteil an spanischer Sprache hat als in der ersten Version. Die Frage nach der Purifizierung erscheint vor dem Hintergrund der damaligen verklärenden Zigeunermode, der Afición, in Spanien sowie angesichts des Polyglotten Borrow bedeutsam. Um ihr nachzugehen, werden die ersten siebeneinhalb Kapitel beider Übersetzungen mit Hilfe von Textanalyseprogrammen wortartenspezifisch untersucht. Das Ergebnis bestätigt die Annahme bei zehn von sechzehn Wortarten und zeigt auf, dass besonders bei den Autosemantika Purifizierungsversuche unternommen wurden. Wahrscheinlich war aber schon die erste Übersetzungsversion purifiziert. Die Arbeit liefert einen ersten detaillierten linguistischen Vergleich eines Teiles der beiden Versionen und stellt das Caló der Evangelien in einem sehr umfassenden Kontext vor, wodurch sich eine Vernetzung linguistischer, kulturwissenschaftlicher und literaturwissenschaftlich interessanter Aspekte ergibt.

"September 2002"<br>Includes bibliographical references (v. 2)<br>2 v. : ill., plates, col. maps ; 30 cm.<br>Title page, contents and abstract only. The complete thesis in print form is available from the University Library.<br>Thesis (Ph.D.)--University of Adelaide, Graduate School of Education, 2003

Access to abstract permanently restricted to Ball State community only.<br>Review of literature -- Research context and methodology -- Voseo -- Phonological variable -- Morphosyntactic variables.<br>Department of English

Traditional as well as generative and autosegmental treatments of the topic of interword vowel behavior, suggest that hiatus-reducing processes, gliding or deletion, are conditioned and/or constrained by factors not only phonological, but prosodic and syntactic as well. This study on the informal speech of six carsqueno informants, distributed for gender and socioeconomic class, provides a large data base for the systematic analysis of vowel behavior in the interword context, retention, gliding or deletion with concomitant syllable reduction. A matrix of variables was recorded for each occurrence of vowels in contact and included phonological parameters, such as segment, stress, syllable structure, and prosodic and syntactic factors as well, such as grammatical category, phrase membership, and syntactic relationships. Rates of gliding and deletion are significant in the sample, accounting for an overall rate of syllable reduction of more than 50%. Data resulting from a comparison of vowel behavior with respect to each of the variables recorded indicate that factors involved in deletion and gliding are primarily phonological in nature. It is shown that deletion and gliding occur within a restructured syllable, and can be explained in terms of a universal representational constraint and a language-specific filter.

Cette thèse a été financée par le Conseil de recherches en sciences humaines du Canada (numéro de référence 767-2010-1310)<br>Dans le cadre de la théorie de l’accommodation communicative, ce travail consiste à évaluer, avec la méthodologie de la sociolinguistique comparative, dans quelle mesure les immigrants hispanophones des Andes boliviennes qui se sont établis à San Pedro de Atacama (Chili) accommodent leur langage aux hispanophones de ce pays. Pour ce faire, quatre traits grammaticaux caractéristiques de l’espagnol andin ont été choisis pour être analysés : l’usage du double possessif (e. g., He ido a su casa de mi marido), l’utilisation des adverbes de lieu comme particule finale de la préposition en (e. g., Entonces he vivido en allá así como diez años), la préférence du passé composé sur le passé simple pour exprimer des actions qui ont été accomplies dans le passé (e. g., El año pasado he ido a visitar a mi madre) et l’usage exclusif de formes verbales standard pour exprimer la deuxième personne du singulier (e. g., Tú puedes estar comiendo tu hamburguesa). Les résultats obtenus après avoir analysé statistiquement la variation dans les données empiriques qui ont été recueillies au moyen d’entrevues révèlent que, tandis que ces immigrants conservent l’usage du double possessif et l’utilisation des adverbes de lieu comme particule finale de la préposition en de manière pratiquement inchangée par rapport à un groupe de contrôle de Boliviens non-immigrants (c’est ce que l’on entend par « divergence »), ils substituent graduellement la préférence du passé composé sur le passé simple pour exprimer des actions qui ont été accomplies dans le passé par une prédilection du passé simple sur le passé composé (e. g., Esta mañana fui a la playa) et intègrent progressivement l’alternance entre les formes verbales standard et les formes verbales vernaculaires du voseo pour exprimer la deuxième personne du singulier (e. g., Cuando tú flotái… y no te sumerges hacia adentro), à l’instar de ce qui se fait dans l’espagnol parlé au Chili (c’est ce que l’on entend par « convergence »). En d’autres termes, on peut affirmer qu’ils incorporent de nouvelles ressources linguistiques dans leur langage, en même temps qu’ils en conservent d’autres sans modifications significatives. On remarque donc que le contact dialectal provoqué par l’immigration bolivienne au Chili a des conséquences linguistiques indéniables qui font ressortir le dynamisme de la langue. En effet, le fait que ces immigrants adoptent de nouvelles ressources linguistiques tandis qu’ils en gardent d’autres sans changements notables met en évidence que les processus de convergence et divergence dialectales ne sont pas exclusifs, mais plutôt inclusifs, c’est-à-dire qu’ils peuvent avoir lieu simultanément au sein de la même communauté linguistique. Enfin, le fait que ces immigrants parlent désormais un dialecte qui n’est équivalent ni au dialecte d’origine ni au dialecte du lieu d’accueil permet d’avancer qu’ils parlent une sorte de dialecte nouveau.<br>Within the framework of the communication accommodation theory, the present study evaluates the extent to which Spanish-speaking migrants from the Bolivian Andes to San Pedro de Atacama (Chile) accommodate their speech to Chilean Spanish, using a comparative sociolinguistics methodology. Four distinctive grammatical features of Andean Spanish were selected for the analysis: the use of the double possessive adjectives (e.g. He ido a su casa de mi marido), the use of adverbs of place as adjuncts of the Spanish preposition en (e.g. Entonces he vivido en allá así como diez años), the preference for the present perfect over the simple past to express the perfective aspect (e.g. El año pasado he ido a visitar a mi madre), and the exclusive use of standard verbal forms to express the second person singular (e.g. Tú puedes estar comiendo tu hamburguesa). Results were obtained from a statistical analysis of variation in the empirical data, which were collected through interviews, and compared with a non-migrant Bolivian control group. The data reveal that, while these migrants maintain a practically unaltered use of both the double possessive adjectives and the adverbs of place as adjuncts of the Spanish preposition en (this is understood as “divergence”), they gradually develop a preference for the present perfect over the simple past to express the perfective aspect by a predilection for the simple past over the present perfect (e.g. Esta mañana fui a la playa), and they progressively adopt an alternation between standard forms and vernacular ones (i.e. voseo) to express the second person singular (e.g. Cuando tu flotái… y no te sumerges hacia adentro), as occurs in Chilean Spanish (this is understood as “convergence”). In other words, the migrants have incorporated new linguistic resources into their speech, while they have simultaneously maintained others without any significant change. The dialect contact situation caused by migrants from the Bolivian Andes to Chile, therefore, has undeniable linguistic consequences, which bring out the dynamic character of the language. Indeed, the fact that these migrants integrate new linguistic resources into their speech while simultaneously maintaining others without serious changes highlights that the processes of dialectal convergence and divergence are not exclusive, but rather inclusive. That is, they can occur simultaneously within the same linguistic community. In conclusion, the fact that these migrants henceforth speak a dialect that is equivalent neither to their original dialect nor to the host dialect supports the claim that they speak a kind of new dialect.<br>Dentro del marco de la teoría de la acomodación en la comunicación, este trabajo consiste en evaluar en qué medida los inmigrantes hispanohablantes de los Andes bolivianos establecidos en San Pedro de Atacama (Chile) acomodan su habla a la de los hispanohablantes de este país, recurriendo a la metodología de la sociolingüística comparativa. Para ello, se seleccionaron para análisis cuatro marcas gramaticales del español de los Andes: el uso del posesivo doblado (e. g., He ido a su casa de mi marido), la utilización de los adverbios demostrativos de lugar como términos de la preposición en (e. g., Entonces he vivido en allá así como diez años), la preferencia del pretérito perfecto sobre el pretérito indefinido para expresar el aspecto perfectivo (e. g., El año pasado he ido a visitar a mi madre) y el uso exclusivo de las formas verbales del tuteo para referir a la segunda persona del singular (e. g., Tú puedes estar comiendo tu hamburguesa). Los resultados, que se obtuvieron después de haber analizado estadísticamente la variación en los datos empíricos que se recogieron mediante entrevistas, revelan que mientras que estos inmigrantes mantienen el uso del posesivo doblado y la utilización de los adverbios demostrativos de lugar como términos de la preposición en sin cambios aparentes con respecto a un grupo de control constituido por bolivianos que no han emigrado de la zona andina (esto es lo que se entiende por “divergencia”), sustituyen gradualmente la preferencia por el pretérito perfecto frente al indefinido para expresar el aspecto perfectivo por una predilección del pretérito indefinido sobre el perfecto (e. g., Esta mañana fui a la playa), e integran progresivamente la alternancia entre las formas verbales tuteantes y las formas verbales del voseo para referir a la segunda persona del singular (e. g., Cuando tú flotái… y no te sumerges hacia adentro), a la manera de lo que se hace en el español chileno (esto es lo que se entiende por “convergencia”). En otras palabras, se puede afirmar que estos inmigrantes incorporan nuevos recursos lingüísticos en su habla al mismo tiempo que mantienen otros sin modificaciones significativas. Así, pues, se puede considerar que el contacto dialectal provocado por la inmigración boliviana en Chile tiene consecuencias lingüísticas innegables que resaltan el dinamismo de la lengua. Efectivamente, el hecho de que estos inmigrantes adopten nuevos recursos lingüísticos mientras que mantienen otros sin cambios notables pone de manifiesto que los procesos de convergencia y divergencia dialectales no son exclusivos, sino que son más bien inclusivos, es decir, pueden acaecer simultáneamente en el seno de una misma comunidad lingüística. Por último, el hecho de que estos inmigrantes hablen ahora un dialecto que no es equivalente ni al dialecto original ni al dialecto del lugar de acogida permite postular que utilizan una suerte de dialecto nuevo.

The present thesis deals with the origin of Latin American Spanish. The first part of this work is dedicated to the historical context which shows us the situation in which was the Kingdom of Spain in the moment of the voyages of exploration. It is treated in there the exploration on the New World and the interior situation of the kingdom as well. The second part of the historical context contains as well the language policy because is needed to have on mind the official reason why Spain was colonizing America which was the Christianization of the American original people. In this battle was the main weapon the language, that's why also it was so important to regulate it with laws and orders. Next part of the present work define American Spanish as an entity which is possible to define geographically and historically, it is a linguistic system which has a common history and determine the most important and decisive period for the formation of the American Spanish as the first one which is in between 1492 - 1519. To this part belong also the opinions and theories of the most important linguists. There is no time for mentioned every linguist who have ever treated the topic, therefore there are mentioned just the most important ones and their theories. Next chapter is dedicated to the pronunciation,...

This work is dedicated to the study of the dialect of Spanish at Yucatan Peninsula (Mexico). The work is divided into three sections. In the first part, the basic concepts related to the subject of the work are delimited. The second part focuses on the evolution of Spanish and Amerindian languages in Mexico, as well it includes the linguistic situation at Yucatan Peninsula and characterizes the Mayan languages. As for the third part, it consists of the analysis of Spanish of Yucatan, it includes descriptions of characteristics of phonetics, morphology and lexicology. The work emphasizes the influence of Mayan language on the dialect.

Indiana University-Purdue University Indianapolis (IUPUI)<br>Cotidianamente los profesores se hacen esta pregunta: ¿cómo pueden relacionarse mis estudiantes con la lección? Saben que si los estudiantes pudieran acoplarse con el contenido de la lección, entenderían y aprenderían con gran eficacia. En la mayoría de los distritos escolares urbanos de Indianapolis, Estados Unidos hay muchos estudiantes afroamericanos que están en clases de lengua extranjera que piensan que no existen atributos de conexión --como tradiciones y costumbres-- que tienen aspectos en común con sus propias culturas. Por otro lado, hay estudiantes afrolatinos que son nativos de esas lenguas pero a quienes no se les expone a elementos que pertenecen a su cultura o herencia. Esta investigación se enfocará en cómo los profesores pueden utilizar la poesía para enseñar una lengua extranjera; específicamente, cómo se puede utilizar la poesía afrocubana para vincular la lección a los estudiantes minoritarios y su cultura.

Die Arbeit behandelt die beiden Übersetzungsversionen des Lukasevangeliums ins Caló, die George Borrow 1837 und 1872 anfertigte. Sie hat mehrere Zielstellungen. Der erste Teil geht der Frage nach: Wie kam es zu den beiden Schriften? Er legt dar, welche Einflussfaktoren das authentische Caló im Spanien der 1830er Jahre herausgeprägt haben konnten und welche Einflüsse durch den Übersetzer George Borrow auf die Übersetzungen wirkten. Als extralinguistische Faktoren wird dafür die (Kultur-)Geschichte der Gitanos herangezogen, werden Borrows Biographie sowie seine Sprachkenntnisse untersucht und werden die Aufsätze namhafter Autoren über die Entstehung des Calós diskutiert und gegeneinander abgewogen. So entsteht zum ersten Mal eine komplexe Zusammenfassung der Vorgeschichte des Calós der Evangelien. Der zweite Teil der Arbeit ist einerseits eine Anleitung, die das Caló anhand von Textbeispielen für Hispanisten lesbar macht, und prüft andererseits, ob und wie die Aussage zutrifft, dass Borrows Purifizierungsbestrebungen in der zweiten Übersetzungsversion ein Caló schufen, das einen wesentlich geringeren Anteil an spanischer Sprache hat als in der ersten Version. Die Frage nach der Purifizierung erscheint vor dem Hintergrund der damaligen verklärenden Zigeunermode, der Afición, in Spanien sowie angesichts des Polyglotten Borrow bedeutsam. Um ihr nachzugehen, werden die ersten siebeneinhalb Kapitel beider Übersetzungen mit Hilfe von Textanalyseprogrammen wortartenspezifisch untersucht. Das Ergebnis bestätigt die Annahme bei zehn von sechzehn Wortarten und zeigt auf, dass besonders bei den Autosemantika Purifizierungsversuche unternommen wurden. Wahrscheinlich war aber schon die erste Übersetzungsversion purifiziert. Die Arbeit liefert einen ersten detaillierten linguistischen Vergleich eines Teiles der beiden Versionen und stellt das Caló der Evangelien in einem sehr umfassenden Kontext vor, wodurch sich eine Vernetzung linguistischer, kulturwissenschaftlicher und literaturwissenschaftlich interessanter Aspekte ergibt.:o. Vorwort & Danksagung i. Einleitung i.i. Begriffsbestimmung i.ii. Zielsetzung der Arbeit Teil I: Die Ursachen der Sprachinterferenz in den Lukasevangelien I.1. Die Geschichte der Gitanos bis ins 19. Jahrhundert I.1.1. Die prähispanische Phase I.1.2. Die erste Phase von 1425 bis 1499 I.1.3. Die zweite Phase von 1499 bis 1783 I.1.4. Die dritte Phase im 19. Jahrhundert I.2. Die Genese des Calós bis ins 19. Jahrhundert I.2.1. Denkmäler des Calós vor den Evangelien I.2.2. Die Debatte um die Genese des Calós I.2.2.1. Caló versus Pidgin-/ Kreolsprachen: Boretzky (1985) und Romero Yantorno I.2.2.2. Code-Switching, Pogadisierung, Geheimsprachen und Language Intertwining: Bakker & van der Voort (1991) I.2.2.3. Archaismen, kryptische Formationen, andalusische Merkmale und unabhängige Lexikentwicklung: Bakker (1995) I.2.2.4. Das katalonische Romaní als Indiz für die zeitliche Einordnung: Boretzky (1992) I.2.2.5. Das Caló als Alltagssprache und im Vergleich mit anderen Romaní-Dialekten: Boretzky (1998) I.2.2.6. Von der Alltagssprache zum geheimsprachlichen Vokabular: Bakker (1998) I.2.2.7. Zusammenfassung der Debatte I.3. George Henry Borrow I.3.1. Kurzbiographie I.3.2. Borrows Romaní-, Spanisch- und Caló-Kenntnisse Teil II: Der Anteil des Spanischen in den Lukasevangelien II.1. Texterschließung für Hispanisten II.1.1. Wörterbücher II.1.2. Grammatik II.1.2.1. Caló-Deklinationssuffixe II.1.2.2. Caló-Hilfsverben II.1.3. Textausschnitte II.1.3.1. Textausschnitt 1: Titelseiten und Vorworte Borrows II.1.3.2. Textausschnitt 2: Lukas 15, 1 - 4 . II.2. Wortartenspezifische Analyse des Anteils des Spanischen II.2.1. Vorgehen II.2.2. Auswertung II.3. Schluss Anhänge Anhang 1: Vergleich des Anteils des Spanischen an den Lukasevangelien 1 - 8,25 auf Caló von 1837 und 1872 in wortartenspezifischen, systematisierten und kommentierten Wortfrequenzlisten A.1. Flektierbare Wortarten A.1.1. Die Artikel A.1.2. Die Substantive A.1.3. Die Eigennamen A.1.4. Die Pronomina A.1.4.1. Die Personal- und Reflexivpronomina A.1.4.2. Die Demonstrativpronomina A.1.4.3. Die Possesivpronomina A.1.4.4. Die Relativpronomina A.1.4.5. Die Indefinitpronomina A.1.5. Die Adjektiva A.1.6. Die Verba A.1.7. Die Numeralia A.2. Unflektierbare Wortarten A.2.1. Die Adverbien A.2.2. Die Präpositionen A.2.3. Die Interrogativa A.2.4. Die Konjunktionen A.2.5. Die Interjektionen Anhang 2: Paralleltexte: Die Lukasevangelien 1 - 8,25 auf Caló von 1837 und von 1872 und das spanische Lukasevangelium 1 - 8,25 übersetzt von Scío Abbildungsverzeichnis Quellenverzeichnis Tabellenverzeichnis