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Journal articles on the topic 'Spanish language in Costa Rica'
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Aragón-Vargas, Luis Fernando. "COSTA RICA WITHOUT BORDERS #10." Pensar en Movimiento: Revista de Ciencias del Ejercicio y la Salud 12, no. 2 (December 17, 2014): 1–4. http://dx.doi.org/10.15517/pensarmov.v12i2.17772.
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In this section we publish the Spanish version of abstracts from original articles in other languages, published by researchers from Costa Rican universities in different journals around the world. We include the citation to the original work, together with a brief description about where the study took place. The journals must be peer-reviewed and have a formal editorial board. These abstracts are from studies related to exercise and health sciences and follow the same general criteria applying to other articles in Pensar en Movimiento.
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Lotherington, Heather. "Diary of an Edu-Tourist in Costa Rica: An Autoethnographical Account of Learning Spanish." TESL Canada Journal 24, no. 2 (June 20, 2007): 109. http://dx.doi.org/10.18806/tesl.v24i2.141.
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This article presents an autoethnographical account of my foray into Spanish immersion education in Costa Rica as a professor of multilingual education at a university in Canada. This language-learning journey was inspired by curiosity about the growing trend for Internet marketing of second-language learning as a form of tourism, which I label edu-tourism. I map the course of my edu-tourism experience, contemplating second-language learning in a local context, describing professionalism in private language teaching institutes, comparing pedagogical practice across various Spanish-as-a-second-language teachers, and documenting my experiential sociopragmatic acquisition of textbook Spanish.
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Sánchez Corrales, Victor Manuel. "La lengua española en la educación costarricense, redefinición." Revista de Filología y Lingüística de la Universidad de Costa Rica 15, no. 2 (August 31, 2015): 155. http://dx.doi.org/10.15517/rfl.v15i2.19378.
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La planificación lingüística que se ocupa de la enseñanza del español en Costa Rica se ha basado directamente en los dogmas prescriptivos de la Real Academia Española y, en menor medida, en las aportaciones teóricas de Bello. En este artículo, me propongo un cambio paradigmático y sostengo que la competencia comunicativa basada en la interacción lingüística de los miembros de una comunidad lingüística, en este caso Costa Rica, debe sustituir prescriptivismo como la piedra angular de la enseñanza de la lengua materna en las escuelas. Language planning concerned with the teaching of Spanish in Costa Rica has been based squarely on the prescriptive dogmas of the Royal Spanish Academy and, to a lesser degree, on the theoretical contributions of Bello. In this article, I propose a paradigmatic change and argue that communicative competence based on the linguistic interaction of the members of a speech community, in this case Costa Rica, should replace prescriptivism as the cornerstone of mother-tongue instruction in the schools.
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Spence Sharpe, Marva. "A case study of language shift in progress in Port Limon, Costa Rica." Revista de Filología y Lingüística de la Universidad de Costa Rica 23, no. 1 (August 30, 2015): 225. http://dx.doi.org/10.15517/rfl.v23i1.20398.
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Este trabajo presenta los resultados de la investigación llevada a cabo entre la población hablante de inglés criollo de Puerto Limón, Costa Rica. La comunidad criolla de Limón está en el proceso de cambiar su criollo de base inglesa por el español, lengua nacional y oficial. This paper presents the findings of research carried out among the creole-speaking population in Port Limon, Costa Rica. The Limon Creole community is in the process of shifting from speaking an English-based creole to speaking the national and official language, Spanish.
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Constenla Umaña, Adolfo. "Sisimique: Orígenes indígenas de un personaje del cuento popular costarricense." Revista de Filología y Lingüística de la Universidad de Costa Rica 21, no. 2 (August 30, 2015): 161. http://dx.doi.org/10.15517/rfl.v21i2.20823.
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Este fue el discurso de incorporación del profesor Constenla a la Academia Costarricense de la Lengua Española. Tiene que ver con la etimología de la palabra sisimique y el origen del personaje de la narrativa popular costarricense que lleva este nombre. Se concluye que el étimo es el nahuat / tsitsimit /, y que entró en la tradición oral de Costa Rica por difusion desde el norte de América Central.This was the incorporation speech of professor constenla to the Costa Rican Academy of the Spanish Language. It deals with the etymology of the word sisimique and the origin of the character from Costa Rican folk narrative which bears this name. It concludes that the etymon is the nahuat /tsitsimit/, and that it entered Costa Rican oral tradition by difusion from northern Central America.
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Cox, Lisa E., Diane S. Falk, and Merydawilda Colón. "Spanish Language and Cultural Immersion for Social Work Students." Journal of Baccalaureate Social Work 11, no. 2 (March 1, 2006): 61–77. http://dx.doi.org/10.18084/1084-7219.11.2.61.
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This article describes the pedagogical literature of cross-cultural social work practice, international social work, experiential education, service learning, and study tours, and examines the National Standards for Foreign Language Education. The authors outline the theoretical foundations and program design of one social work undergraduate program's attempt to incorporate traditional didactic classroom-based learning and experiential in-class activities with experiential non-classroom-based learning, in an effort to help students learn Spanish and increase their awareness of and sensitivity to the needs of Hispanic/Latino clients. The article details how one baccalaureate social work program developed and evaluated classes on Spanish language, Spanish culture, and a Spanish immersion study tour to Costa Rica. In addition, the article presents viable objectives, assignments, and reflective, qualitative outcomes evaluations obtained from students who enrolled in the courses and the faculty members who taught the courses.
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Sparks, Alison, Ana María Carmiol-Barboza, and Marcela Ríos. "High point narrative structure in mother-child conversations about the past and children’s emergent literacy skills in Costa Rica." Actualidades en Psicología 27, no. 115 (October 22, 2013): 93–111. http://dx.doi.org/10.15517/ap.v27i115.9868.
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Abstract. The relationship between narrative coherence in mother-child conversations about past events and children’s concurrent emergent literacy was examined in a sample of 32 Spanish-speaking, middle-class, Costa Rican mothers and their preschoolers. Coherence, as expressed in the constituents of high point narrative structure, was measured in reminiscing conversations about everyday events. Our purposes were twofold: 1) to see whether their co constructed narratives in talk about the past could be meaningfully examined for the constituents of high point narrative structure and 2) to explore the links between coherence in these narratives and children’s language and literacy skills. We found a full range of the constituents of high point structure in these conversations, with more advanced forms of narrative structure produced in conversations about the child’s misbehavior. Conversations about misbehavior events were most frequently in the form of classic, high point narratives. In addition, a rich set of relationships between coherence in reminiscing conversations and children’s language and literacy skills were observed. The results revealed similarities in the narrative practices found in this middle-class sample in Costa Rica to both middle-class families in other parts of the world and to conversation and cultural practices unique to Latino communities.
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Carrasco, Patricio, José I. Hualde, and Miquel Simonet. "Dialectal Differences in Spanish Voiced Obstruent Allophony: Costa Rican versus Iberian Spanish." Phonetica 69, no. 3 (2012): 149–79. http://dx.doi.org/10.1159/000345199.
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Naranjo-Zeledón, Luis, Mario Chacón-Rivas, Jesús Peral, and Antonio Ferrández. "Phonological Proximity in Costa Rican Sign Language." Electronics 9, no. 8 (August 13, 2020): 1302. http://dx.doi.org/10.3390/electronics9081302.
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The study of phonological proximity makes it possible to establish a basis for future decision-making in the treatment of sign languages. Knowing how close a set of signs are allows the interested party to decide more easily its study by clustering, as well as the teaching of the language to third parties based on similarities. In addition, it lays the foundation for strengthening disambiguation modules in automatic recognition systems. To the best of our knowledge, this is the first study of its kind for Costa Rican Sign Language (LESCO, for its Spanish acronym), and forms the basis for one of the modules of the already operational system of sign and speech editing called the International Platform for Sign Language Edition (PIELS). A database of 2665 signs, grouped into eight contexts, is used, and a comparison of similarity measures is made, using standard statistical formulas to measure their degree of correlation. This corpus will be especially useful in machine learning approaches. In this work, we have proposed an analysis of different similarity measures between signs in order to find out the phonological proximity between them. After analyzing the results obtained, we can conclude that LESCO is a sign language with high levels of phonological proximity, particularly in the orientation and location components, but they are noticeably lower in the form component. We have also concluded as an outstanding contribution of our research that automatic recognition systems can take as a basis for their first prototypes the contexts or sign domains that map to clusters with lower levels of similarity. As mentioned, the results obtained have multiple applications such as in the teaching area or the Natural Language Processing area for automatic recognition tasks.
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Martin-Ogunsola, Dellita. "Identity Formation Through Language and Literature in the African-Ancestored Cultures of Spanish America: Cuba and Costa Rica." Black Scholar 34, no. 1 (March 2004): 4–17. http://dx.doi.org/10.1080/00064246.2004.11413240.
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Navarro, Aura E., and Catherine Poupeney Hart. "Translating from/for the margins of empire." Target. International Journal of Translation Studies 31, no. 2 (June 28, 2019): 207–27. http://dx.doi.org/10.1075/target.19093.nav.
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Abstract The third series of the Gaceta de Guatemala (1797–1807) represents a high point of early journalistic production in colonial Spanish America. It benefitted from the presence of a particularly dynamic and cohesive group of young men involved in the development of the paper as a means of improving the social and economic situation of a territory extending from Chiapas to Costa Rica. Against a backdrop of censorship, and undeterred by their marginal position vis-à-vis the European centers of knowledge, they managed to include a surprising number of translations and references to foreign works. In conjunction with Colonial Studies, the Translation Studies perspective adopted in this article highlights how the editors of the Gaceta and their close collaborators, far from being passive consumers, managed to use translation as a tool to engage in, and prepare their readership for, dialogue with the Enlightened elites of the Western world.
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Cofresi, Ivia. "Research and Internship Roles in Applied Medical Anthropology." Practicing Anthropology 9, no. 2 (April 1, 1987): 5–7. http://dx.doi.org/10.17730/praa.9.2.u2235700u5p41223.
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Training in applied anthropology links theory with practical application resulting in what is one of today's key metaphors—"praxis." Training also requires the utilization of other knowledge bases (i.e. medical, legal, business, education, etc.) to enable a practicing anthropologist to effectively operate within an applied setting. In my situation, both the research and internship experiences in applied medical anthropology were obtained internationally in Costa Rica. The requirement of proficiency in the country's language was not a barrier in my situation because Spanish is my primary language. Other aspects of training in applied anthropology (i.e., theoretical and practical) were both cultivated and strengthened in my undergraduate and graduate training at Georgia State University through participation in research projects. The additional knowledge base that I called upon during the research and internship periods was previous training in biology as well as three years of experience as a medical and laboratory assistant.
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Nikiforova, S. A., and O. S. Chesnokova. "The Semiotics of Religious Allusions in the Costa Rican National Variant of the Spanish Language." RUDN JOURNAL OF LANGUAGE STUDIES, SEMIOTICS AND SEMANTICS 8, no. 2 (2017): 309–19. http://dx.doi.org/10.22363/2313-2299-2017-8-2-309-319.
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Espinoza Murillo, Ligia, and José David Rodríguez Chaves. "Improving Culture Teaching in the English Major at Universidad Nacional: Perceptions and practices." Actualidades Investigativas en Educación 20, no. 1 (December 2, 2019): 19. http://dx.doi.org/10.15517/aie.v20i1.39886.
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The present study aims at exploring the bond between culture and language learning, in the curriculum of the English major (Bachillerato en Inglés, in Spanish) at Universidad Nacional (UNA). Specifically, the major under study is affiliated to Escuela de Literatura y Ciencias del Lenguaje and implemented at Sede Interuniversitaria de Alajuela, Costa Rica. The researchers seek to diagnose current needs in this major by examining perceptions and practices in culture teaching in the classroom of English as a foreign language (EFL). Although culture is part of the curriculum of the English major, perceptions and practices toward the integration of the cultural component in this study plan have been first addressed in this research. Through a quantitative approach, this study determines several cultural teaching practices developed in EFL courses along four academic levels in the English major. Participants comprised 74 students and five faculty members. Learners’ understanding and perceptions toward culture learning were analyzed through a survey. Likewise, a questionnaire for professors was administered to identify teaching approaches to culture. Findings revealed that cultural aspects are addressed in most of the courses in the major; however, the practices implemented for approaching such aspects must be authentic and reflective for the broadening of cultural understanding per se and in turn the enhancement of cross-cultural communication.
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Colina, Sonia. "Spirantization in Spanish: The role of the underlying representation." Linguistics 58, no. 1 (February 25, 2020): 1–35. http://dx.doi.org/10.1515/ling-2019-0035.
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AbstractSpirantization is one of the most frequently studied phonological phenomena of Spanish (Barlow, Jessica A. 2003. The stop-spirant alternation in Spanish: Converging evidence for a fortition account. Southwest Journal of Linguistics 22. 51–86; Zampini, Mary. 1994. The role of native language transfer and task formality in the acquisition of Spanish spirantization. Hispania 77. 470–481; among others). For a majority of dialects, Spanish voiced plosives have been traditionally described as having a continuant and a non-continuant realization in complementary distribution (Navarro Tomás, Tomás. 1977. Manual de pronunciación española. 19th edn. Madrid: Consejo Superior de Investigaciones Científicas; Hualde, José Ignacio. 2005. The sounds of Spanish. Cambridge and New York: Cambridge University Press; among others). Yet, phonetic studies reveal a more complex picture consisting of a great deal of phonetic variability and gradience among continuant realizations (Carrasco, Patricio, José Ignacio Hualde and Miquel Simonet. 2012. Dialectal differences in Spanish voiced obstruent allophony: Costa Rican versus Iberian Spanish. Phonetica 69. 149–179; among others; Simonet, Miquel, José Ignacio Hualde and Mariana Nadeu. 2012. Lenition of/d/in spontaneous Spanish and Catalan. Paper presented at INTERSPEECH) which is not captured by existing generative accounts (Bakovic, Eric. 1997. Strong onsets and Spanish fortition. MIT Working Papers in Linguistics 23. 21–39; Harris, James W. 1984. La espirantización en castellano y la representación fonológica autosegmental. Estudis Gramaticals 1.149–67; Hualde, José Ignacio. 1989. Procesos consonánticos y estructuras geométricas en español. Lingüística 1.7–44; Kirchner, Robert. 2001. Phonological contrast and articulatory effort. In Linda Lombardi (ed.), Segmental phonology in Optimality Theory, 79–117. Cambridge: Cambridge University Press; among others). Furthermore, most analyses focus almost exclusively on the general distribution of spirantization, excluding other dialectal patterns (Amastae, Jon. 1995. Variable spirantization: Constraint weighting in three dialects. Hispanic Linguistics 6(7). 265–285; among others). The current proposal accounts for the phonetic variability and gradience evinced by phonetic studies, as well as dialectal variation in one optimality theoretic-analysis. Spirantization is explained as the result of effort reduction, rather than the result of assimilation (contra Harris, James W. 1984. La espirantización en castellano y la representación fonológica autosegmental. Estudis Gramaticals 1.149–67; Hualde, José Ignacio. 1989. Procesos consonánticos y estructuras geométricas en español. Lingüística 1.7–44, among others). Phonetic variability in the general dialects is argued to be related to the underlying representation: voiced obstruents are underspecified for continuancy both in the input and the output of the phonology, which explains gradience in implementation and responds to the need to avoid the marked configuration represented by a combination of voicing and maximal stricture found in voiced stops (Colina, Sonia. 2016. On onset clusters in Spanish: Voiced obstruent underspecification and /f/. In Rafael A. Núñez Cedeño (ed.), The syllable and stress: Studies in honor of James W. Harris. Boston, MA: Mouton de Gruyter). Dialectal variation stems from differences in the underlying representation and in the ranking of the constraints. The proposal is also able to explain variations on the two major dialectal patterns.
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Ribeiro, Fabiana, Ana Carolina Teixeira-Santos, and Anja Leist. "Prevalence of Mild Cognitive Impairment in Latin America and the Caribbean: A Systematic Review." Innovation in Aging 4, Supplement_1 (December 1, 2020): 897–98. http://dx.doi.org/10.1093/geroni/igaa057.3307.
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Abstract Background. The population of Latin America and the Caribbean (LAC) is ageing rapidly, presenting the highest prevalence rates of dementia in the world. In this context, mild cognitive impairment (MCI) is an intermediate condition between normal ageing and dementia. However, very few studies verified the prevalence of MCI in LAC countries; earlier global systematic reviews only considered prevalence reports published in English language. Method. We conducted a systematic review to evaluate the prevalence of MCI in LAC countries and to explore the factors associated with MCI (i.e., age, gender, and education). A database search was conducted in February 2020 using PubMed, Web of Science, Scopus, Lilacs, SciELO, and EMBASE, for population-or community-based studies with MCI data for countries in LAC, published in English, Spanish, or Portuguese language. From k=2,168 identified and k=1,684 screened studies, only articles were selected that included subjects with a precise diagnosis of MCI. The studies were qualitatively assessed using the JBI critical appraisal checklist for studies reporting prevalence data tool. Results. A total of nine studies met the criteria, published between 2007 and 2019, including a total of 17,812 participants in nine countries Brazil, Mexico, Argentina, Colombia, Peru, Cuba, Dominican Republic, Venezuela, and Costa Rica. Estimates for MCI prevalence ranged from 1.2% to 34%, with most estimates between 1.2% and 6.45%. Estimates differed by age group, gender, and educational level. Discussion. This is the first systematic review of the prevalence of MCI in LAC countries, considering only high-quality studies adopting rigorous diagnostic criteria.
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Nielsen-Muñoz, Vanessa, Ana Beatriz Azofeifa-Mora, Raquel Romero-Chaves, and Ingo S. Wehrtmann. "Bibliometry of marine science and limnology publications (1979-2015) by the Centro de Investigación en Ciencias del Mar y Limnología (CIMAR), Universidad de Costa Rica." Revista de Biología Tropical 66, no. 1-1 (May 10, 2018): 1. http://dx.doi.org/10.15517/rbt.v66i1.33256.
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Bibliometrics play a significant role in evaluating the scientific production of journals and research units such as universities and research centers. The present study aimed to analyze the scientific production of CIMAR (Center for Research in Marine Science and Limnology) from its foundation in 1979 to 2015. We analyzed exclusively articles published in journals and selected those with at least one author affiliated to CIMAR. For the analysis, each article was classified according to the geographical study area, the topic of the investigation, ecosystem, and taxonomic group. We analyzed the following variables: year of publication, language, journal name, and authors. In this study, we analyzed the Bradford distribution, citations, the impact factor, and the quartiles of the journals where papers were published. During the study period, CIMAR produced a total of 791 publications: 624 articles, 90 book chapters or books, 48 booklets, and 34 special issues of the journal Revista de Biología Tropical (RBT). The number of publications showed an increasing trend during the study period, and most articles were written in English (58.3 %) and Spanish (41.7 %). A total of 128 journals were selected to publish CIMAR’s contributions. According to the Bradford method, the journal RBT is in Zone I (major productivity or concentration), with 49.8 % of the total scientific production. In relation to authorship, 22 authors with 12 articles or more are registered, and 80 % of the articles have been published by authors with a low (42 authors) and medium productivity level (44 authors). CIMAR published 81.6 % regarding marine topics and 18.4 % about limnology. Most of the articles (51.9 %) dealt with the Pacific of Costa Rica, 13.5 % with the Caribbean and 34.7 % referred to other study locations. The publications of CIMAR were mainly about ecology (33.3 %), taxonomy (24.5 %) and oceanography/meteorology (12.7 %). CIMAR has a highly trained and specialized staff that has gained experience and is contributing to the implementation and evaluation of Costa Rica’s science, technology and innovation policies through both interdisciplinary research and the development of institutional as well as professional capacities in a framework of dialogue and public-private agreements.
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Santos, Jane Lucia Silva, Andrea Valéria Steil, and David Joaquin Delgado-Hernández. "State of the organizational learning field in Latin America and the Caribbean." Learning Organization 27, no. 2 (March 7, 2020): 147–61. http://dx.doi.org/10.1108/tlo-01-2019-0023.
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Purpose The purpose of this paper is to summarize the main methods and themes used on organizational learning (OL) and learning organization (LO) research in Latin American and the Caribbean. Design/methodology/approach A literature review was conducted by means of a broad and systematic strategy to locating, selecting and analyzing papers on OL/LO, written in different languages (English, Portuguese and Spanish). Systematic searches were carried out at the two databases (Web of Science’s Social Sciences Citation Index and Scopus), and 15 specific Latin American and Caribbean journals were identified as data sources for the review. A thematic analysis was carried out using NVivo and cluster analysis. Findings In all 79 papers published between 2000 and 2017 were included in the synthesis and results: 18 are theoretical papers and literature reviews and 61 are empirical papers (30 qualitative, 24 quantitative and 7 multiple methods). These empirical papers revealed the study of the OL/LO concepts in organizations located mainly in Brazil, Venezuela, Chile, Colombia, El Salvador, Mexico and Costa Rica. Five topics represent the main themes addressed on OL/LO studies in Latin America and the Caribbean and are avenues for future research in the field: (i) knowledge and KM (i.e. knowledge management), (ii) culture and leadership, (iii) innovation and improvement, (iv) learning (for example, learning process, learning styles), and (v) entrepreneurship and sustainability. Originality/value This paper provides a summary of the research methods and themes used in the OL/LO field in Latin America and the Caribbean, suggesting insights for future research.
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Dearstyne, Matt. "Rhotic Variation in Costa Rican Spanish." Cadernos de Linguística 2, no. 1 (March 16, 2021): 01–29. http://dx.doi.org/10.25189/2675-4916.2021.v2.n1.id294.
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The class of sounds classified under the umbrella term “rhotic” demonstrate considerable variability across, languages, dialects, and speech styles. This is no exception in Spanish, where rhotics have received considerable attention. Among dialects of Spanish, the pronunciation of rhotics in Costa Rican Spanish is a highly salient feature of this variety, where the standard trill /r/ and tap /ɾ/ are often assibilated or realized as fricatives. A number of studies have examined Costa Rican rhotics from both phonological and phonetic perspectives, yet the results of these studies have been inconclusive. Notably absent from these studies are acoustic analyses of rhotic production, instead relying on impressionistic transcriptions which risk glossing over phonetic detail. This pilot study revisits the question of rhotic variation in Costa Rican Spanish by analyzing five sociolinguistic interviews with native speakers of Costa Rican Spanish. Using acoustic analyses of rhotic tokens, I propose a rhotic inventory for this variety which includes approximant and fricative variants in addition to the standard tap and trill. Additionally, I propose a potential explanation for the distribution of rhotic variants through an Articulatory Phonology framework, suggesting that rhotic variation can be explained as a result of gestural weakening and co-articulation. The study presents preliminary conclusions regarding socioeconomic factors, suggesting areas for future research, including the effect of age and gender on rhotic variation. Overall this work contributes to the understanding of the Costa Rican variety of Spanish, considering both linguistic and extralinguistic factors as potential predictors of variation.
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Woodward, James. "Sign Language Varieties in Costa Rica." Sign Language Studies 1073, no. 1 (1991): 329–45. http://dx.doi.org/10.1353/sls.1991.0022.
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Aguilar-Sanchez, Jorge. "English in Costa Rica." World Englishes 24, no. 2 (June 2005): 161–72. http://dx.doi.org/10.1111/j.1467-971x.2005.00401.x.
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Sánchez Corrales, Víctor. "Lexicografía del español en Costa Rica, visión crítica." Revista de Filología y Lingüística de la Universidad de Costa Rica 14, no. 2 (August 30, 2015): 147. http://dx.doi.org/10.15517/rfl.v14i2.19009.
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En este artículo el autor hace un análisis crítico de los estudios lexicográficos del español de Costa Rica de Carlos Gagini (1892) hasta la actualidad. In this article the author makes a critical analysis of the lexicographical studies of Costa Rican Spanish from Carlos Gagini (1892) to the present.
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Woods, Richard D., and Michele S. de Cruz-Saenz. "Romancero Tradicional de Costa Rica." Hispania 71, no. 3 (September 1988): 554. http://dx.doi.org/10.2307/342903.
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Woods, Richard D., Theodore S. Creedman, and Costa Rica. "Historical Dictionary of Costa Rica." Hispania 75, no. 3 (September 1992): 570. http://dx.doi.org/10.2307/344119.
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Castro, Damaris. "Brúnkahk Tek: An Extinct Language." LETRAS, no. 43 (February 1, 2008): 51–74. http://dx.doi.org/10.15359/rl.1-43.4.
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En Costa Rica hay seis lenguas indígenas reconocidas oficialmente. Cada una de ellas disfruta de una condición diferente en cuanto a sus tradiciones y números de hablantes, entre otras. A pesar de los esfuerzos del gobierno de Costa Rica y otros investigadores desde 1995, las lenguas han enfrentado dificultades a nivel interno y externo, las cuales han resultado en el debilitamiento o inclusive pérdida de las mismas. Esto nos lleva al caso de boruca, una de las lenguas de Costa Rica que puede ahora ser considerada una lengua extinta. Este artículo presenta una descripción general del pueblo boruca, sus tradiciones y sus principales características, y a la vez ofrece al lector una descripción tipológica general de la lengua en la cual se discuten brevemente los rasgos generales de su gramática.
In Costa Rica there are six officially recognized indigenous languages. Each enjoys a different condition in terms of its traditions and number of speakers, among others. Despite efforts of the Costa Rican government and other researchers since 1995, the languages have met endogenous and exogenous difficulties that have resulted in the weakening and even loss of the languages. This leads us to what happened to Boruca, one of the indigenous languages of Costa Rica which can now be considered an extinct language. This article presents a general description of the Boruca people, their traditions and main characteristics, and it also introduces the reader to a general typological description of the language where the main features of its grammar are briefly discussed.
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Yang, Ming. "Variación lingüística en Mamita Yunai, de Carlos Luis Fallas (Linguistic Variation in Mamita Yunai, by Carlos Luis Fallas)." LETRAS 2, no. 58 (January 30, 2017): 119. http://dx.doi.org/10.15359/rl.2-58.6.
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Mamita Yunai, de Carlos Luis Fallas, es una obra emblemática de la literatura de Costa Rica. A pesar de los propósitos políticos, muestra un panorama de la variación lingüística en la región. En la novela, se registra con fidelidad las conversaciones entre pobladores de diferentes etnias en la costa caribeña costarricense poniendo de relieve el estilo coloquial en el texto. Este estudio procura arrojar luz sobre esos datos lingüísticos con la investigación sobre el español de Costa Rica, el préstamo entre el inglés criollo y el castellano, el español hablado por grupos marginados, como los inmigrantes chinos, los indígenas y los pobladores de origen africano.Mamita Yunai, by Carlos Luis Fallas, is an emblematic novel in Costa Rican literature. In spite of its politicial focus, it presents a panorama of the linguistic variation in this region. The writer has recorded the conversations within different ethnic groups on the Caribbean coast of Costa Rica, emphasizing the colloquial style in the text. This study addresses these linguistic data by analyzing Costa Rican Spanish, words borrowed from English Creole, and the Spanish spoken by marginal groups such as Chinese immigrants, indigenous peoples, and those of African origin.
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Herrera Morera, Gisselle. "El operador no en el español de Centroamérica: análisis tipológico." LETRAS, no. 51 (March 6, 2012): 147–62. http://dx.doi.org/10.15359/rl.1-51.6.
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El estudio analiza el operador no en el español de Centroamérica desde una perspectiva tipológica y representa un aporte a los estudios de descripción formal del español en la región. La muestra proviene de la base de datos del Programa de Lingüística Hispánica (PROLHISPA) de la Universidad Nacional, Costa Rica. This study analyzes the operator no in Central American Spanish from a typological perspective and represents a contribution to research on the formal description of Spanish in the region. The sample is taken from the database of the Hispanic Linguistics Program (PROLHISPA), of the Universidad Nacional, Costa Rica.
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Solano Rojas, Yamilet. "Inseguridad lingüística del universitario costarricense." Revista de Filología y Lingüística de la Universidad de Costa Rica 20, no. 1 (August 30, 2015): 169. http://dx.doi.org/10.15517/rfl.v20i1.20242.
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Este artículo analiza las respuestas de 343 estudiantes universitarios de Costa Rica a la cuestión de si o no hablan español "bien" y por qué. Las justificaciones de sus respuestas a esta pregunta abierta, así como el bajo estatus asignado a los marcadores del discurso de Costa Rica indican que, de hecho, tienen un grado notable de inseguridad lingüística.This article analyzes the responses given by 343 Costa Rican college students to the question of whether or not they speak Spanish "well" and why. The types ofjustifications for their answers to this open question, as well as the low status assigned to markers of Costa Rican speech indicate that, in fact, they have a noticeable degree of Linguistic insecurity.
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Smith, Andrew Lloyd. "The Use of Spanglish in Costa Rican Advertising." LETRAS 2, no. 58 (January 30, 2017): 51. http://dx.doi.org/10.15359/rl.2-58.3.
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This paper will study the use of Spanglish in Costa Rican advertising. The significance of this research lies in the fact that although Spanglish is commonly found in Latin American Spanish, especially in advertising, the relationship of these two fields has rarely been analyzed in Costa Rica. Thus, this study can provide important insights into the use of Spanglish and its impact on advertising in commercial and social terms.Se examina el uso del espanglish en el lenguaje publicitario en Costa Rica. El valor de esta investigación radica en el hecho de que aunque el espanglish es habitual en el español de América, especialmente en la publicidad, la dinámica de estos dos temas ha sido escasamente analizada en Costa Rica. Por lo tanto, este estudio nos ofrece aportes importantes en el uso del espanglish, y su efecto en la publicidad, en términos comerciales y sociales.
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Mencher, George T., and Juan Jose Madriz Alfaro. "Prevalence of Sensorineural Hearing Loss in Children in Costa Rica: Prevalencia de la hipoacusia infantil en Costa Rica." International Journal of Audiology 39, no. 5 (January 2000): 278–83. http://dx.doi.org/10.3109/00206090009073092.
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da Costa Fontes, Manuel, Helia Betancourt Plasencia, Henry Cohen, Carlos Fernández, and Carlos Fernandez. "Cancionero y romancero general de Costa Rica." Hispania 84, no. 1 (March 2001): 66. http://dx.doi.org/10.2307/3657904.
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Cruz-Saenz, Michele S. De, Helia Betancourt, and Henry Cohen y Carlos Fernandez. "Cancionero y romancero general de Costa Rica." Hispanic Review 69, no. 3 (2001): 409. http://dx.doi.org/10.2307/3247084.
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Herzfeld, Anita. "Language and identity: The black minority of Costa Rica." Revista de Filología y Lingüística de la Universidad de Costa Rica 20, no. 1 (August 30, 2015): 113. http://dx.doi.org/10.15517/rfl.v20i1.20237.
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En este trabajo sostengo que, si bien la identidad social y la etnia son en gran parte establecidas y mantenidas a través del lenguaje, es debido al carácter spciohistórico del proceso a través del que se evalúa el lenguaje de un grupo, que el lenguaje de un pueblo subordinados donde tienen que bien sobrevivir o extinguirse como símbolo de identidad.Por otra parte, en el caso de hablantes limonense criollos que viven en Puerto Limón, Costa Rica, dado el clima de malestar socioeconómico que la región está experimentando, se sienten más consciente de sí mismos que nunca sobre su "roto" Inglés. Mientras que en otras ocasiones es la historia de su criollo bien pudo haber actuado como un símbolo de rebeldía lingüística conducentes a sentimientos de solidaridad de grupo, en la actualidad se considera claramente una responsabilidad. In this paper I argue that while social identity and ethnicity are in large part established and maintained through language, it is because of the socio historical character of the process through, which a group's language is evaluated that a subordinate people's language will either survive or become extinct as a symbol of identity. Furthermore, in the case of Limonese Creole speakers who live in Puerto Limon, Costa Rica, given the climate of socioeconomic distress that the region is undergoing, they feel more self conscious than ever about their "broken" English. While at other times is history their creole could well have acted as a symbol of linguistic rebellion conducive to feelings of group solidarity, at present it is clearly considered a liability.
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Stewart, Stuart. "Associated language: Pura vida in Costa Rica." Revista de Filología y Lingüística de la Universidad de Costa Rica 31, no. 1 (April 4, 2005): 297. http://dx.doi.org/10.15517/rfl.v31i1.4420.
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Mediante un esquema teórico de múltiples estadios que reúne conceptos pragmáticos y una socio-lingüística interaccional, se explican los varios usos de ‘pura vida’ en el español costarricense.Aunque existen numerosos elementos que componen el lenguaje de Costa Rica, ‘pura vida’ lesofrece a los hablantes un método clave en el auto-identificarse como costarricense y de igual formales permite abrazar mucho de lo que define quién pertenece al grupo de los ticos.
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Cohen, Henry. "The English Language Folk Tradition of Limón Province, Costa Rica." Caribbean Quarterly 46, no. 1 (March 2000): 1–23. http://dx.doi.org/10.1080/00086495.2000.11672105.
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Blackwood, Janet. "Language Choice Motivations in a Bribri Community in Costa Rica." International Journal of Literacy, Culture, and Language Education 2 (January 1, 2013): 6–20. http://dx.doi.org/10.14434/ijlcle.v2i0.26841.
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A growing body of research has been undertaken in a variety of contexts worldwide to explore language preference and use as well as the attitudes and beliefs that may impact the maintenance and revitalization of endangered languages. There has also been considerable examination of the motivations that impact second language learning and the choices speakers make regarding second language learning and use. However this research has rarely extended to exploring the motivations influencing language choices in contexts where one of the languages is an endangered mother‐tongue language. Analyzing a portion of the data gathered from a larger study on language attitudes and practices, this study explores the language choices of members of an indigenous community in Costa Rica and the motivations that appear to influence those choices. An analysis is also made of the relationship between the language choice motivations that are present and current indigenous language revitalization efforts in the community.
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DeLisi, Lynn E., Andrea Mesen, Carlos Rodriguez, Arturo Bertheau, Beatrice LaPrade, Michelle Llach, Silvina Riondet, and Kamran Razi. "Clinical characteristics of schizophrenia in multiply affected Spanish origin families from Costa Rica." Psychiatric Genetics 11, no. 3 (September 2001): 145–52. http://dx.doi.org/10.1097/00041444-200109000-00006.
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Murillo Miranda, José Manuel. "Notas sobre la lengua guaymí en Costa Rica." LETRAS, no. 43 (February 1, 2008): 75–90. http://dx.doi.org/10.15359/rl.1-43.5.
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Como aproximación panorámica al estudio actual del guaymí, una de las lenguas de la familia chibcha, es un análisis introductorio de los rasgos gramaticales y tipológicos generales de esa lengua. Previa información de índole antropológica e histórico-cultural, se exponen en forma analítica aspectos sintácticos, sobre la frase verbal, el morfema de negación, el de reflexivización, los sujetos dativos, los objetos directos. Señala algunas tareas pendientes, que suponen un estudio más pormenorizado y extendido.Providing a panoramic view of the present studies of the Guaymí language, one of the Chibchan languages, this is an introductory analysis of the general grammatical and typological features of that language. First, information is given on anthropological, historical and cultural aspects. Then syntactic features are described for the verb phrase, the morpheme for negation, reflexive forms, dative subjects and direct objects. Mention is made of pending tasks requiring a broader and more detailed study.
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Tomcsányi, Judit. "Hipercorrección ortográfica en la marcación del acento en documentos académicos y divulgativos en Costa Rica (Orthographic Hypercorrection Using Accent Marks in Academic and Informative Documents in Costa Rica)." LETRAS 2, no. 58 (January 30, 2017): 29. http://dx.doi.org/10.15359/rl.2-58.2.
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Trata el tema de la hipercorrección ortográfica, relacionada con el uso abusivo y la dislocación del acento ortográfico en ciertos tipos de textos en el medio costarricense. Desde el análisis fonológico de Harris, basado en la teoría métrica, y de estudios psicolingüísticos sobre el procesamiento de la palabra escrita (Frost, Taft), se sostiene que esa hipercorrección obedece a un procesamiento lexical de la escritura, típica de sistemas ortográficos opacos, y deja de lado el carácter transparente de la ortografía española. Se identifica una orientación de este procesamiento lexical hacia características marcadas del acento que podría ser la expresión de una concepción particular de la ortografía por parte del hablante.This paper examines data of a special kind of misuse of orthographic accent in Spanish, namely its abusive or dislocated application in certain types of texts in Costa Rica. From the perspective of phonological analysis (Harris) in the frame of metrical theory, and of psycholinguistic research on written word processing (Frost, Taft) we argue that this type of hypercorrection is due to lexical processing, typically related to deep orthographies, leaving aside the basically transparent nature of Spanish orthography. A specific orientation of this lexical processing to accent markedness is identified suggesting a particular conception users have of orthography.
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Griffin, Robert J. "The Folk Music of Costa Rica: A Teaching Perspective." Hispania 71, no. 2 (May 1988): 438. http://dx.doi.org/10.2307/343094.
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Carvajal-Jiménez, Vivian, Kenneth Alfredo Cubillo-Jiménez, and Marielos Vargas-Morales. "Poblaciones indígenas de Costa Rica y su acceso a la educación superior. División de Educación Rural: Una alternativa de formación." Revista Electrónica Educare 21, no. 3 (August 29, 2017): 1. http://dx.doi.org/10.15359/ree.21-3.21.
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The following text describes the historical and operational evolution of inclusive actions in education directed towards indigenous populations in Costa Rica, one of the most vulnerable and discriminated groups in the country. This article specifically underlines how the national higher education and laws have evolved toward acknowledging the inalienable rights of these ancient peoples. The work done by the Universidad Nacional [National University of Costa Rica], specifically by the Rural Education Division (DER, in Spanish), stands out with roving degree courses and trainers of teachers for the General Basic Education being offered in the rural and indigenous contexts where students live. Part of the analysis includes a review of the barriers for accessing the university environment, as well as the role of public universities in democratizing higher education. The conclusion is that Costa Rica has made significant progress in the fields of law, administration, and pedagogy regarding access to education for the indigenous peoples; notwithstanding, these shall not be deemed as concluded achievements concerning the rights of the original peoples as there is a long way to go yet for asserting an equitable offering for them.
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Mora, Maria, and José Araya. "Semi-automatic Extraction of Plants Morphological Characters from Taxonomic Descriptions Written in Spanish." Biodiversity Data Journal 6 (June 26, 2018): e21282. http://dx.doi.org/10.3897/bdj.6.e21282.
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Taxonomic literature keeps records of the planet's biodiversity and gives access to the knowledge needed for its sustainable management. Unfortunately, most of the taxonomic information is available in scientific publications in text format. The amount of publications generated is very large; therefore, to process it in order to obtain high structured texts would be complex and very expensive. Approaches like citizen science may help the process by selecting whole fragments of texts dealing with morphological descriptions; but a deeper analysis, compatible with accepted ontologies, will require specialised tools. The Biodiversity Heritage Library (BHL) estimates that there are more than 120 million pages published in over 5.4 million books since 1469, plus about 800,000 monographs and 40,000 journal titles (12,500 of these are current titles).It is necessary to develop standards and software tools to extract, integrate and publish this information into existing free and open access repositories of biodiversity knowledge to support science, education and biodiversity conservation.This document presents an algorithm based on computational linguistics techniques to extract structured information from morphological descriptions of plants written in Spanish. The developed algorithm is based on the work of Dr. Hong Cui from the University of Arizona; it uses semantic analysis, ontologies and a repository of knowledge acquired from the same descriptions. The algorithm was applied to the books Trees of Costa Rica Volume III (TCRv3), Trees of Costa Rica Volume IV (TCRv4) and to a subset of descriptions of the Manual of Plants of Costa Rica (MPCR) with very competitive results (more than 92.5% of average performance). The system receives the morphological descriptions in tabular format and generates XML documents. The XML schema allows documenting structures, characters and relations between characters and structures. Each extracted object is associated with attributes like name, value, modifiers, restrictions, ontology term id, amongst other attributes.The implemented tool is free software. It was developed using Java and integrates existing technology as FreeLing, the Plant Ontology (PO), the Plant Glossary, the Ontology Term Organizer (OTO) and the Flora Mesoamericana English-Spanish Glossary.
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Sefton, Ann. "INTERNATIONAL WORKSHOP: MODERN APPROACHES TO TEACHING AND LEARNING PHYSIOLOGY." Advances in Physiology Education 25, no. 1 (March 2001): 64–71. http://dx.doi.org/10.1152/advances.2001.25.1.64.
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The very successful workshop (San Jose, Costa Rica, November 16–18th, 2000) was attended by 70 participants from 19 countries, Central and South America, with some additional expertise from Australia, Canada, Costa Rica, New Zealand, and the USA. The organization was very capably undertaken by staff of la Universidad de Iberoamerica (UNIBE). The local arrangements for the workshop were excellent, and all the participants would wish to record their appreciation to UNIBE for its foresight and for the substantial support that it provided. Discussion was very lively both in the plenary sessions and in the interactive workshops. It was particularly pleasing to see that local students contributed actively. Simultaneous translation (Spanish/English) of the formal presentations and some of the discussion sessions greatly assisted communication and ensured the free exchange of ideas.
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Pizarro, Ana L., and Claudine Sherrill. "Correlates of Active Sport Involvement for Urban Costa Rican Children." Perceptual and Motor Skills 73, no. 3 (December 1991): 807–10. http://dx.doi.org/10.2466/pms.1991.73.3.807.
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The relationships between active sport involvement and 16 variables were determined for 215 boys and 232 girls, ages 9 to 12 years, from five schools in urban Costa Rica. Data were collected by administration of a Spanish version of the Sport Interest Inventory of Greendorfer and Lewko. Significant coefficients ranged from .27 to .53. For boys, opportunity set, male friends, values toward sport, and mother, respectively, related highest to active involvement in sport. The variables relating highest were the same for girls bur the order was different.
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Buckingham, Louisa. "Race, space and commerce in multi-ethnic Costa Rica: a linguistic landscape inquiry." International Journal of the Sociology of Language 2018, no. 254 (October 25, 2018): 1–27. http://dx.doi.org/10.1515/ijsl-2018-0031.
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Abstract Costa Rica officially became a multi-ethnic, pluricultural nation in 2015. Representatives from the principal minorities, in particular Afro-Costa Ricans and indigenous peoples, played an important role in contesting the erstwhile dominant narrative of Costa Rican’s white European settler heritage. One of the intended consequences of the constitutional amendment was to ensure greater salience of ethnic minorities in public policy and social life. This study investigates the public display of linguistic and cultural diversity on commercial and community signage in six urban centres of Limón, the most ethnically diverse province. Undertaken in the same year as the constitutional amendment, the study examines the inclusion of languages and cultural references attributable to three main minority groups (Afro-Caribbean, Chinese and indigenous), and more recent migrant settlers, in public space. Greater salience was found in locations appearing to target a local readership; references to indigenous cultures were almost completely absent, however. Changes in the public narrative on Costa Rican identity may gradually encourage greater salience of official minority groups on public signage. An immediate challenge entails the effects of the expanding tourism sector, as this appears to favour a proliferation of decontextualized international cultural references rather than an appreciation of locality and historical rootedness.
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Flagg, Julia. "Carbon Neutral by 2021: The Past and Present of Costa Rica’s Unusual Political Tradition." Sustainability 10, no. 2 (January 24, 2018): 296. http://dx.doi.org/10.3390/su10020296.
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Costa Rica has pledged to become the first nation to become carbon neutral. This event raises the important question of how to understand this contemporary form of climate politics, given that Costa Rica has made an almost negligible contribution to the problem of global climate change. To understand this pledge, a case study spanning about 200 years situates the pledge within the country’s unique historical profile. An analysis of interview data, archival research, and secondary data reveals that the pledge is the latest instance in Costa Rica’s unusual political tradition. This political tradition dates back to the area’s experience as a Spanish colony and as a newly independent nation. Several events, including the abolition of the army, the work on green development, and being awarded a Nobel Peace Prize were all foundational in forming Costa Rica’s tradition as a place that leads by example and stands for peace and protection of nature. The carbon neutral pledge extends the political tradition that has been established through these earlier events. This case highlights the importance of understanding contemporary environmental politics through an analysis of long-term, historical data.
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De Filippo, Daniela, Saray Córdoba González, and Elías Sanz-Casado. "Bibliometría de la colaboración e impacto de la Revista de Biología Tropical (Web of Science 2003-2012)." Revista de Biología Tropical 64, no. 1 (June 28, 2016): 147. http://dx.doi.org/10.15517/rbt.v64i1.18241.
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The activity analysis of a scientific journal is relevant to know the evolution of its characteristics over time. In this paper, results of a bibliometric study of the Revista de Biología Tropical/International Journal of Tropical Biology and Conservation (Costa Rica) are presented. The goal of this study was to describe the main characteristics of its scientific production, and analyze its level of collaboration and its impact between the years 2003-2012. Data was derived from the Web of Science (Thomson-Reuters), and the relationship among authors and coauthors, institutions and countries, and their links with the citations received were analyzed for that period. Descriptive statistics about production (number of documents per year, institution and country), collaboration (authorship index, collaboration among institutions and countries) and impact (IF, position in JCR and number of citations received) were collected. Results showed that the journal has published 1 473 papers in this period, in similar proportions English and Spanish. Mexico, Costa Rica, Venezuela and Colombia are the most common countries of origin, with the Universidad of Costa Rica, Universidad Autónoma de Mexico and the University of Puerto Rico as the most common leader institutions. Collaboration between authors, institutions and countries has shown an increasing trend over the last decade. The co-author index was 3.07 per document, 63 % of publications included 2 or more institutions, and 22 % of the papers were product of international collaboration. The most common collaboration link was between Costa Rica and the United States of America. The impact factor has been oscillating during this last decade, reaching a maximum in 2012 (IF JCR = 0.553). Besides, 10 % of the most cited papers concentrated half of the citations received by the journal, and have a very high number of citations, compared with the journal mean. The main countries that cite the journal were USA, Brazil, Mexico, Argentina and Costa Rica. Data showed an increasing collaboration between authors, institutions and countries, and a direct relationship between the increase of this collaboration and the received impact.
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Pizarro Chacón, Ginneth, and Damaris Cordero Badilla. "Problemas fonológicos en aprendientes costarricenses de inglés (Pronunciation Difficulties for Costa Rican EFL Learners)." LETRAS 2, no. 58 (January 30, 2017): 141. http://dx.doi.org/10.15359/rl.2-58.7.
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Se efectuó un estudio de diversos aspectos que dificultan en hablantes contemporáneos del español de Costa Rica, el aprendizaje y práctica eficiente de la pronunciación del inglés estándar. A partir de una recopilación de datos, y su observación mediante encuestas, se comentan los aspectos significativos por considerar, para afrontar las dificultades más frecuentes en el aprendizaje de la pronunciación. Se hace hincapié en que el estudio se concentra en el caso de la variante del español costarricense, por lo que las recomendaciones propuestas se desprenden de ese hecho sociolingüístico.A study was conducted on various aspects which currently affect Costa Rican Spanish speakers when they are learning and practicing the pronunciation of standard English. Based on a review of information and its observation by means of surveys, significant elements are addressed to face the most frequent difficulties when improving pronunciation. Emphasis is given to the fact that since the study focuses on the variant of Costa Rican Spanish, the recommendations given refer to that sociolinguistic situation.
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Solano Campos, Ana. "Teaching and Learning English in Costa Rica: A Critical Approach." LETRAS, no. 52 (August 30, 2012): 163–78. http://dx.doi.org/10.15359/rl.2-52.10.
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English teaching programs, particularly in foreign language contexts focus on linguistic and methodological aspects rather than on ideological ones, in spite of their importance to examine the political nature of teaching and learning English because it connects language classrooms to larger social dynamics. Critical applied linguistics is an approach that addresses “questions of power, difference, access, and domination,” and how they are produced. This articles explores the social, national, and global forces that shape English language teaching in Costa Rica.
Los programas de enseñanza del inglés, en especial los de su enseñanza como idioma extranjero, se centran en aspectos lingüísticos y metodológicos; no en los ideológicos, no obstante su importancia para analizar las relaciones entre aspectos pedagógicos y procesos sociales dinámicos más extensos. La lingüística aplicada crítica estudia «cuestiones de poder, diferencia, acceso y dominación» y la manera en que estos elementos se producen. Se exploran las fuerzas sociales, nacionales e internacionales que dan forma a la enseñanza y adquisición del inglés en Costa Rica.
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Chappell, Whitney. "On the social perception of intervocalic /s/ voicing in Costa Rican Spanish." Language Variation and Change 28, no. 3 (October 2016): 357–78. http://dx.doi.org/10.1017/s0954394516000107.
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AbstractTo decipher for the first time what, if any, social meaning is indexed by nonstandard intervocalic /s/ voicing in Costa Rica, such as [paza] for pasa ‘raisin’, the present study digitally manipulates 12 utterances from six Costa Rican speakers to vary only in intervocalic [s] versus [z]. Based on 106 listeners’ responses to these stimuli, I find that intervocalic [z] indexes a lower social status for all speakers but also yields higher ratings of confidence, niceness, localness, and masculinity for male speakers. Given female speakers’ limited ability to evoke positive social meanings associated with [z], I argue that accessibility to the indexical field (Eckert, 2008) conditions men's and women's differential treatment of variation. Offering a satisfying explanation for the gender paradox (Labov, 2001:261–293), this work concludes that women agentively eschew nonstandard variants that result in no positive social gains but lead linguistic innovation when their access to the indexical field is unobstructed.