Relevant bibliographies by topics / Spanish language in the United States

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Spanish language in the United States'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Spanish language in the United States"

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Kent, Robert B., and Maura E. Huntz. "Spanish-Language Newspapers in the United States." Geographical Review 86, no. 3 (July 1996): 446. http://dx.doi.org/10.2307/215508.

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Lyubyshkina, Irina. "Spenglish as a modern linguistic phenomenon in the USA." PROBLEMS OF SEMANTICS, PRAGMATICS AND COGNITIVE LINGUISTICS, no. 36 (2019): 170–79. http://dx.doi.org/10.17721/2663-6530.2019.36.13.

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Some native Spanish speakers speak a little English, while others are confident biliguals, speaking both languages at a relatively equal level. Some are able to understand Spanish, but speak with considerable difficulties, while others are unlikely to understand or speak Spanish. All potential combinations between Spanish and English are possible. The heterogeneity in the command and use of Spanish is partly due to the development of an interlingual dialect, commonly known as Spanglish, a mixture of Spanish and English, found in an oral speech of Spanish and Latin American communities in the United States. The article is devoted to the analysis of the Spanglish language phenomenon existed in the United States of America as a mean of oral communication. In the article are investigated social reasons for the appearance of Spanglish as well as the usage in the speech and its identification in the world today. The subtypes and structure of the language phenomenon are described in accordance with the types of speakers, their place of residence and the adaptation of lexical units at the phonetic, morphological and lexical levels of the language.
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Mlawer, Teresa. "Selling Spanish-language books in the United States." Publishing Research Quarterly 10, no. 4 (December 1994): 50–53. http://dx.doi.org/10.1007/bf02680379.

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Ingle, Jaan, and John J. Bergen. "Spanish in the United States: Sociolinguistic Issues." Language 67, no. 3 (September 1991): 646. http://dx.doi.org/10.2307/415046.

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Flemming, Donald N., and John J. Bergen. "Spanish in the United States: Sociolinguistic Issues." Modern Language Journal 75, no. 4 (1991): 535. http://dx.doi.org/10.2307/329543.

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Stephens, Thomas M., and John M. Lipski. "Spanish in the United States, Louisiana Style." American Speech 67, no. 2 (1992): 208. http://dx.doi.org/10.2307/455457.

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Garcia, MaryEllen. "Spanish as a heritage language in the United States." Journal of Multilingual and Multicultural Development 35, no. 6 (January 21, 2014): 618–20. http://dx.doi.org/10.1080/01434632.2013.870760.

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Randeri, Martha G., and John J. Bergen. "Spanish in the United States: Sociolinguistic Issues." Hispania 74, no. 4 (December 1991): 906. http://dx.doi.org/10.2307/343752.

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Bixler-Márquez, Dennis J. "Spanish Mass Media in the United States." Language Problems and Language Planning 9, no. 2 (January 1, 1985): 91–104. http://dx.doi.org/10.1075/lplp.9.2.01bix.

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SUMARIO Medios másivos de difusión en espanol en los Estados Unidos: Implicaciones dialectales Este articulo explora la relation entre el uso y la preferencia de medios másivos de difusión en espanol por parte de la población chicana en Estados Unidos y su taza de asimiliación linguistica. Se presenta inicialmente el estado de los medios de difusión másivos en espanol en la nation. Después sigue un análisis del material existente sobre el uso y preferencia de los medios susodichos por parte del chicano. Se concluye lo siguiente: la sensibilidad de los medios másivos de difusión hacia el lenguaje y cultura chicana esta mejorando; los medios que cubren eventos locales y proveen information de carácter cultural son los que más han aumentado en numéro y circulation; el inglés y el espanol coexisten y compiten en los medios de difusión que rinden servicio a las comunidades chicanas; el espanol chicano desempena un roi pequeno pero vital para la creciente demanda de los medios de difusión en espanol; y finalmente, el espanol sigue en uso en las comunidades chicanas. Sin embargo, para medir adecuadamente la retención del espanol, se necesitan más investigaciones sobre su uso en diversas regiones y nivelés socioeconómicos. RESUMO Hispanaj amásmedioj en Usono: dialektaj implicoj Tiu ci artikolo esploras la rilaton inter la amásmedioj kaj la rapideco de lingva asimiligo de cikanoj. Unue oni prezentas la nunan staton de la hispanlingvaj amás-medioj en Usono. Sekvas trarigardo de esploroj pri la konservado de la hispana lingvo en rilato al amásmedia utiligo kaj prefero en cikanaj komunumoj. Oni konkludas jene: La kultura kaj lingva sentemo de la amásmedioj rilate cikanojn plibonigas; formoj de hispanlingvaj amásmedioj, kiuj plenumás lokajn informajn kaj kulturajn bezonojn, spertis plej rapidan kreskon; la anglalingvaj kaj hispanlingvaj amásmedioj kunekzistas kaj konkurencas en cikanaj komunumoj; la cikana hispana lingvo ludas malgrandan sed esencan rolon en la kreskanta sukceso de hispanlingvaj amásmedioj; kaj, fine, la hispana konservigas en cikanaj komunumoj, kvankam pliaj esploroj estas bezonataj koncerne la retenon de la hispana en diversaj formoj flanke de cikanoj en diversaj geografiaj kaj sociekonomiaj situoj.
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Rini, Joel, and John J. Bergen. "Spanish in the United States: Sociolinguistic Issues." Hispanic Review 60, no. 2 (1992): 211. http://dx.doi.org/10.2307/474113.

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Dissertations / Theses on the topic "Spanish language in the United States"

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Aldrich, Laura Renee. "Spanish Language Enrollment Trends in the United States 1950 – Present." Marietta College Honors Theses / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=marhonors1273590376.

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FREEMAN, YVONNE SUZANNE. "THE CONTEMPORARY SPANISH BASAL IN THE UNITED STATES." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184020.

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Contemporary Spanish basal readers, published for use in elementary bilingual Spanish/English classrooms in the United States, reflect a technological view of curriculum, a behavioristic view of learning, and a part to whole view of reading. Although teacher's guides and promotional materials for the basal series make reference to recent reading theory and research, the basal materials themselves, when examined from a theoretical perspective, demonstrate little understanding of the reading process. Six basal reading programs, published since 1980, were studied: Addison Wesley's Hagamos Caminos; Scott Foresman's Focus: Leer para triunfar; Houghton Mifflin's Programa de lectura en espanol de Houghton Mifflin; Macmillan's Mil Maravillas; Economy's Economy Spanish Reading Program; and Santillana's Lectura en dos idiomas. Each series was surveyed using the Program Profile Continuum Survey and then analyzed in depth with the Spanish Program Profile Instrument. Both evaluation instruments focus on reading, language, learning, and teaching theory. The results of the study of the six series suggest the programs are more alike than different. These similarities can be summarized as follows: (1) Despite the fact that the series approach print differently, the ultimate goal of skill exercises in all the series is word identification. (2) Recent comprehension theory is discussed in the teacher's guides, but comprehension questions reflect the idea that comprehension is a product rather than a process. (3) Student text is carefully controlled and often repetitious because the assumption is that language is habit. (4) The language of the majority of the student text in all of the series is adapted. (5) The materials reflect the view that the teacher is a technician leading the passive learner. (6) The scope and sequence of the programs sets many students up for failure because each step is dependent upon mastery of the previous steps. The materials of the Spanish basal reading programs studied do not reflect the current state of knowledge about the reading process in Spanish. Alternate programs using a whole language approach to learning would allow Hispanic students to choose their own reading, write their own stories, and become literate in their first language.
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Wooten, Lisa Renee. "The Diminishing Value of the Simple-Present Tense in Spanish among Spanish-English Bilinguals Living in the United States." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157601/.

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Language change is constant due to varied linguistic and sociolinguistic factors. Specifically, prolonged situations of language in contact have been observed to have a direct influence on language change and variation. Previous studies have documented several changes that may occur within bilingual speech communities in sustained circumstances of language in contact. This study examines the possibility of attrition of the simple present form of Spanish in bilingual speakers of Spanish and English due to prolonged interaction between the two languages. Specifically, it attempts to determine whether the value of the Spanish simple present tense diminishes, and the present progressive form gains prominence as a result of language transfer occurring where there is intensive contact between Spanish and English. In order to determine that this linguistic phenomenon has occurred in bilingual speech communities, data were collected and analyzed from bilingual Spanish and English speakers living in the United States. To demonstrate bilingual speakers' use of the simple and progressive present forms, participants were instructed to complete two tasks: 1) a background questionnaire designed to gather information regarding each participants' relationship with the Spanish language, and 2) a picture-narration task designed to reveal each bilingual's preference for the simple present or progressive form. The study intended to show that in prolonged situations of language in contact between Spanish and English the bilingual speaker without little or no formal education in Spanish would transfer features from the dominant language (English) to the minority language (Spanish) in an attempt to cope with the task of working in two different linguistic systems. The results of the written-narrative task show that bilingual participants did demonstrate support for the use of the progressive rather than the simple-present form of the present tense when referring to actions perceived as ongoing or continuous among all three groups of participants. Therefore, the results of the study seem to support the hypothesis that the selection for one present-tense form over the other is a result of language change due to intensive, long-term language contact between Spanish and English.
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Linton, April. "Spanish for Americans? : the politics of bilingualism in the United States /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/8857.

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Romo, Carlo André. "Gender stereotypes in Spanish language television programming for children in the United States." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Christian, Rachel N. "Campaign Advertising: Examining the Differences Between Spanish and English Ads in the United States." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1339688996.

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Foiles, Sifuentes Andriana M. "English Language Proficiency and Complete Tooth Loss in Older Adults in the United States." eScholarship@UMMS, 2020. https://escholarship.umassmed.edu/gsbs_diss/1071.

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Objectives To provide contemporary, national population-based estimates of complete tooth loss of older adults by English language proficiency. Methods We conducted a cross-sectional analysis of the 2017 Medical Expenditure Panel Survey among participants ≥50 years of age (n=10,452, weighted=111,895,290). Results The prevalence of complete tooth loss was higher among those with limited English proficiency (Spanish speaking: 13.7%; Other languages: 16.9%) than those proficient in English (Spanish speaking: 5.0%; Other languages: 6.0%). After adjusting for education, complete tooth loss was less common among participants for whom Spanish was their primary, with limited English proficiency relative to English only (adjusted odds ratio: 0.56; 95% confidence interval: 0.42-0.76). Among those without complete tooth loss, dental visit in the past year were less common among participants with primary languages other than English as compared to those who only speak English. Discussion Research is needed to examine the relationship of aging, oral health, and access to care.
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Ramos-Pellicia, Michelle Frances. "Language contact and dialect contact: cross-generational phonological variation in a Puerto Rican community in the midwest of the United States." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1101755688.

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Boies, Robert 1955. "RECEPTIVE ACQUISITION OF NOVEL VOCABULARY BY SPANISH-DOMINANT, BILINGUAL PRESCHOOL CHILDREN." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276450.

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The effectiveness of a bilingual and a monolingual treatment condition was compared in the receptive training of novel action words presented to two bilingual, Spanish-dominant, minority-language preschoolers. In the bilingual condition, one set of actions and referents was trained in Spanish (L1) followed by training in English (L2). In the monolingual condition, another set of actions and referents was trained in L2 alone. For one child, superior L2 learning occurred in the bilingual condition, results consonant with reports by Garcia (1983a) and by Oskarsson (1975). For the other child, unexpectedly, the monolingual condition resulted in superior L2 learning. Her findings suggest that the effect of preference to learn in L2 may result in behavior which runs counter to expectations of performance based on observed dominance. Generalization of receptive learning to expressive performance was also assessed. Both children performed at sufficient levels to indicate learning was generalized from reception to expression.
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Schilaty, Benjamin J. "Composition and Formation of Social Networks during Study Abroad Programs and Bidialectalism and Language Attitudes: A Case Study of a Bolivian-Argentine Family in the United States." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2766.

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Students who participate in study abroad programs have the opportunity to interact with native speakers in a variety of settings. "Composition and Formation of Social Networks during Study Abroad Programs" explores the kinds of social networks that students form while abroad focusing on the areas of host families, church, school, community, and friends from the program. The kind of network that students form is heavily influenced by the nature of their program. Students from the same program often have social networks similar to those of their peers in the same program. Students who went abroad generally made friends in categories that were most accessible to them. Apart from the program structure, individual initiative also plays an important role in the size and composition of a student's social network. Also, students who had more intense friendships were found to be more likely to create second order networks and meet more friends through their established friendships. Children who grow up exposed to two dialects of the same language may become bidialectal giving them an extra set of choices when they speak. The decision of which dialectal features to use is often socially motivated and demonstrates the speaker's perceived identity. In "Bidialectalism and Language Attitudes: A Case Study of a Bolivian-Argentine Family in the United States," two sisters were interviewed regarding their language use and attitudes. One of the sisters felt a strong connection to her Argentine heritage and thus chose to use an accent and words that would identify her as Argentine. The other sister in this study does not feel the need to identify herself as Argentine and prefers to simply fit in. She thus strives to employ a regionally unmarked variety of Spanish when she speaks. Both sisters are able to accommodate their speech to that of their interlocutors, but have preferred dialectal features based on their language attitudes.
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Books on the topic "Spanish language in the United States"

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Lipski, John M. Varieties of Spanish in the United States. Washington, D.C: Georgetown University Press, 2008.

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

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In his own language: Mormon Spanish-speaking congregations in the United States. Provo, Utah: Charles Redd Center for Western Studies, Brigham Young University, 1997.

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Fairclough, Marta Ana. Spanish and heritage language education in the United States: Struggling with hypotheticals. Madrid: Iberoamericana, 2005.

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Morpho-syntactic erosion between two generational groups of Spanish speakers in the United States. New York: P. Lang, 1993.

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Santiestevan, Stina. Use of the spanish language in the United States: Trends, challenges, and opportunities. [Charleston, W.V.]: Clearinghouse on Rural Education and Small Schools, 1991.

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Fairclough, Marta Ana, and Sara M. Beaudrie. Spanish as a heritage language in the United States: The state of the field. Washington, DC: Georgetown University Press, 2012.

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Fairclough, Marta Ana, and Sara M. Beaudrie. Spanish as a heritage language in the United States: The state of the field. Washington, DC: Georgetown University Press, 2012.

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

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The rise of Spanish-language filmmaking: Out from Hollywood's shadow, 1929-1939. New Brunswick, N.J: Rutgers University Press, 2012.

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Book chapters on the topic "Spanish language in the United States"

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Showstack, Rachel E., and Kelly Guzman. "Heritage speakers, monolingual policies, and Spanish-language maintenance in Kansas." In Spanish in the United States, 187–205. London ; New York : Routledge, 2020. | Series: Routledge studies in Hispanic and Lusophone linguistics: Routledge, 2020. http://dx.doi.org/10.4324/9780429289125-13.

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Hernández, José Esteban. "Language, contact, and the negotiation of Salvadoran identities in a mixed-Latino community." In Spanish in the United States, 11–30. London ; New York : Routledge, 2020. | Series: Routledge studies in Hispanic and Lusophone linguistics: Routledge, 2020. http://dx.doi.org/10.4324/9780429289125-3.

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MacGregor-Mendoza, Patricia. "The Crminalization of Spanish in the United States." In Language Legislation and Linguistic Rights, 55. Amsterdam: John Benjamins Publishing Company, 1998. http://dx.doi.org/10.1075/impact.2.06mac.

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Erker, Daniel. "Spanish Dialectal Contact in the United States." In The Routledge Handbook of Spanish as a Heritage Language, 269–83. New York, NY : Milton Park, Abingdon, Oxon, [2018]: Routledge, 2018. http://dx.doi.org/10.4324/9781315735139-18.

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Jenkins, Devin. "Spanish Language use, Maintenance, and Shift in the United States." In The Routledge Handbook of Spanish as a Heritage Language, 53–65. New York, NY : Milton Park, Abingdon, Oxon, [2018]: Routledge, 2018. http://dx.doi.org/10.4324/9781315735139-4.

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Fresno, Nazaret. "Live Captioning Accuracy in Spanish-Language Newscasts in the United States." In Lecture Notes in Computer Science, 255–66. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78095-1_19.

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Rodríguez, Barbara L. "10. Linguistic Variation and Assessment Implications for Spanish-Speaking Children in the United States." In Multilingual Perspectives on Child Language Disorders, edited by Janet L. Patterson and Barbara L. Rodríguez, 228–48. Bristol, Blue Ridge Summit: Multilingual Matters, 2016. http://dx.doi.org/10.21832/9781783094738-012.

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Coady, Maria R., Hyunjin Jinna Kim, and Nidza V. Marichal. "The Context of Schooling for Early Learners of Spanish in the United States." In Early Language Learning Policy in the 21st Century, 235–53. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76251-3_11.

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Callahan, Laura. "Face Work in Spanish Language Service Encounters between Native and Nonnative Speakers in the United States." In Spanish and Portuguese across Time, Place, and Borders, 215–35. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137340450_14.

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Lozano, Rosina. "The United States Sees Language." In An American Language. University of California Press, 2018. http://dx.doi.org/10.1525/california/9780520297067.003.0006.

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In 1902, U.S. Senator Albert Beveridge led four senators from the senate committee on the territories into New Mexico, Arizona, and Oklahoma territory. While New Mexico had operated in Spanish in its courts, schools, and politics for decades, Beveridge’s team exposed the rest of the nation to this Spanish language reality in their campaign to portray the territory as unfit for statehood. During the Senate subcommittee hearings, dozens of New Mexicans relayed their connection to both their United States citizenship and their use of the Spanish language. From census takers to court interpreters to principals, Spanish-speaking New Mexicans defended their use of Spanish. While the use of the Spanish language did not definitively delay statehood, the increased national scrutiny in the media of the language did result in a shift in territorial policies related to language that increasingly favored English in order to better conform to the country's expectations.
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Conference papers on the topic "Spanish language in the United States"

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Honda, Hiroshi. "Conquering Language Barriers and Cultural Gaps Between Japan and the West and Role of International Education: Lessons Learned From the Author’s Cases as International Student, Engineer and Energy Economist." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-66210.

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The subject of paper discusses the author’s experiences as a graduate student at the Pennsylvania State University and in the United States, and international professional experiences thereafter, including the activities for the United Nations (UN), International Energy Agency (IEA), Asia Pacific Economic Cooperation (APEC) Energy Working Group, and ASME International. The international professional experiences involved energy economics, the environment and engineering issues, and teaching of industry, business, economy, energy, the environment and engineering focused courses and lectures, in English and Japanese, at universities and Institute for the International Education of Students (IES), among others. The author’s educational background in Japan is also introduced to describe the cultural differences and language barrier between Japan and the West, which the author has encountered for the past sixty years, to substantiate an academic report that it takes seven times as much time for a Japanese to become proficient in English as for a Spanish to reach the same level in English proficiency. The synergetic/collaborative approaches for the international education of both Japanese and international students, is also discussed, based on lessons learned from the author’s experiences.
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Gaugler, Kevin. "TEACHING WITH SPANISH FILM USING STREAMING MEDIA AND TRANSMEDIA IN THE UNITED STATES." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1091.

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Fatmawati, Ayu. "The Heritage Language Policy in United States and Canada." In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/conaplin-18.2019.178.

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Fatmawati, Ayu. "The Heritage Language Policy in United States and Canada." In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/conaplin-18.2019.285.

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Fatmawati, Ayu. "The Heritage Language Policy in United States and Canada." In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/conaplin-18.2019.71.

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Sabirova, Diana, Regina Khanipova, and Anastasia Akmaeva. "PROFESSIONAL FOREIGN LANGUAGE TEACHER EDUCATION IN THE UNITED STATES: TRANSFERRING LEARNING INNOVATIONS." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1063.

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Oleshko, Vladimir Fedorovich. "Russian-Language Press Of The United States In The Space Of Digital Media." In III PMMIS 2019 (Post mass media in the modern informational society) "Journalistic text in a new technological environment: achievements and problems". Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.02.68.

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Liu, Grace, Olivia Egen, and Laura M. Mercer. "18 Language and rape myth use in news coverage of sexual violence in the United States, 2014–2017." In Society for the Advancement of Violence and Injury Research (SAVIR) 2020 conference abstracts. BMJ Publishing Group Ltd, 2020. http://dx.doi.org/10.1136/injuryprev-2020-savir.2.

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Prabhu, Raj, Mark Horstemeyer, Esteban Marin, Jun Liao, Matt Tucker, and Lakiesha Williams. "Traumatic Brain Injury: Mechanical Response of Porcine Brain Under High Strain Rate Tests." In ASME 2009 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2009. http://dx.doi.org/10.1115/sbc2009-206814.

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The brain is one of the most critical organs of the human body during life-threatening and injury sustaining accidents. Traumatic brain injury (TBI) due to mechanical insult of the head is a leading cause of death and life-long disability in the United States. The Center for Disease Control (CDC) has estimated that, on average, 1.4 million Americans sustain TBI every year, 20% of which are the result of motor vehicle-traffic accidents. Nearly 50,000 people die of TBI each year. Around 5.3 million Americans currently have long-term disabilities after sustaining a TBI. Some of these long-term disabilities are linked to functional changes affecting thinking, sensation, language and emotions [1]. Direct and indirect medical costs related to TBI amounted to an estimated $60 billion in the United States in 2000 [2]. TBIs have a deep impact on our society and require effective protective measures to curb consequent injuries and disabilities [3].
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Pérez Gallego, Francisco, and Rosa María Giusto. "La influencia de Pedro Luis Escrivá en el sistema defensivo colonial de América." In FORTMED2020 - Defensive Architecture of the Mediterranean. Valencia: Universitat Politàcnica de València, 2020. http://dx.doi.org/10.4995/fortmed2020.2020.11340.

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The influence of Pedro Luis Escrivá in the American colonial defense systemThe architect and military engineer Pedro Luis Escrivá (1490 ca. - sixteenth century), at the service of Charles V of Habsburg and the Viceroyal Court of Naples, built two bastioned fortifications designed to considerably influence the subject of territorial defense structures: The quadrangular Spanish Fort of L'Aquila (1534-1567) and the reconstruction of the Sant’Elmo Castle in Naples (1537), with an elongated six-pointed stellar plan, served as a reference point for the European and American fortifications of the period. Due to its size and versatility, the model adopted in L’Aquila was widely used in the Latin American context between the sixteenth and eighteenth centuries. It is found in countries that were Hispanic colonies such as Cuba, Mexico, Venezuela, Chile, Argentina and Uruguay; as well as in the Hispanic domains of the United States and in some of the dependent territories of the Portuguese crown, in Brazil. Based on a historical-architectural and contextual analysis of these structures, the effects of the “cultural transfer” between Europe and America will be investigated with respect to the model devised by Escrivá to promote its cultural valorization.
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Reports on the topic "Spanish language in the United States"

1

Bloom, David, and Gilles Grenier. Language, Employment and Earnings in the United States: Spanish-English Differentials from 1970 to 1990. Cambridge, MA: National Bureau of Economic Research, December 1993. http://dx.doi.org/10.3386/w4584.

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Avellán, Leopoldo, Claudia Calderón, Giulia Lotti, and Z’leste Wanner. Knowledge for Development: the IDB's Impact in the Region. Inter-American Development Bank, July 2021. http://dx.doi.org/10.18235/0003387.

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By analyzing a novel dataset on publications by the Inter-American Development Bank (IDB), we shed light on the extent to which the knowledge production of a multilateral development bank can reach its beneficiaries. We find that IDB publications are downloaded mostly in the American continent, with Colombia, Peru, Mexico and the United States leading the ranking. Moreover, during the COVID-19 pandemic downloads of IDB publications increased, both in the world and in Latin America and the Caribbean. Some characteristics of publications are significantly associated with higher numbers of downloads, such as the language of publications: documents in at least two languages or in Spanish only are downloaded more often than documents in English only, suggesting that it is important to disseminate research in the language of the targeted audience. As for the online discussion on the IDB, we find that mentions of the IDB touch different sectors important for development (especially modernization of the state, health, labor markets and financial markets), they increase when a document is published, and also when a loan is approved.
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3

Bloom, David, and Gilles Grenier. The Earnings of Linguistic Minorities: French in Canada and Spanish in the United States. Cambridge, MA: National Bureau of Economic Research, March 1991. http://dx.doi.org/10.3386/w3660.

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4

Yoshikawa, Sawako. Some Possible Sources of Oral Foreign Language Anxiety (FLA) among Japanese Students in the United States. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7080.

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Sevcik, Michael C. Great Britain and the United States: Analogy of Two Great Powers Separated by Time and a Common Language. Fort Belvoir, VA: Defense Technical Information Center, April 2001. http://dx.doi.org/10.21236/ada393443.

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6

Furey, John, Austin Davis, and Jennifer Seiter-Moser. Natural language indexing for pedoinformatics. Engineer Research and Development Center (U.S.), September 2021. http://dx.doi.org/10.21079/11681/41960.

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The multiple schema for the classification of soils rely on differing criteria but the major soil science systems, including the United States Department of Agriculture (USDA) and the international harmonized World Reference Base for Soil Resources soil classification systems, are primarily based on inferred pedogenesis. Largely these classifications are compiled from individual observations of soil characteristics within soil profiles, and the vast majority of this pedologic information is contained in nonquantitative text descriptions. We present initial text mining analyses of parsed text in the digitally available USDA soil taxonomy documentation and the Soil Survey Geographic database. Previous research has shown that latent information structure can be extracted from scientific literature using Natural Language Processing techniques, and we show that this latent information can be used to expedite query performance by using syntactic elements and part-of-speech tags as indices. Technical vocabulary often poses a text mining challenge due to the rarity of its diction in the broader context. We introduce an extension to the common English vocabulary that allows for nearly-complete indexing of USDA Soil Series Descriptions.
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7

Hoinkes, Ulrich. Indexicality and Enregisterment as Theoretical Approaches to the Sociolinguistic Analysis of Romance Languages. Universitatsbibliothek Kiel, November 2019. http://dx.doi.org/10.21941/hoinkesindexenregromlang.

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Social indexicality and enregisterment are basic notions of a theoretical model elaborated in the United States, the aim of which is to describe the relationship between the use of language variation and patterns of social behavior at the level of formal classification. This analytical approach is characterized by focusing on the interrelation of social performance and language awareness. In my contribution, I want to show how this modern methodology can give new impetus to the study of today’s problem areas in Europe, such as migration and language or urban life and language use. In particular, I am interested in the case of Catalan, which has been studied for some time by proponents of the North American enregisterment theory. This leads me to indicate that explicit forms of social conduct, such as language shift or the emblematic use of linguistic forms, can be interpreted with regard to the social indexicality of Catalan. I thus analyze them in a way which shows that authenticity and integration in Catalan society can be achieved to a considerable extent by practicing forms of linguistic enregisterment.
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Tare, Medha, Susanne Nobles, and Wendy Xiao. Partnerships that Work: Tapping Research to Address Learner Variability in Young Readers. Digital Promise, March 2018. http://dx.doi.org/10.51388/20.500.12265/67.

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Over the past several decades, the student population in the United States has grown more diverse by factors including race, socioeconomic status, primary language spoken at home, and learning differences. At the same time, learning sciences research has advanced our understanding of learner variability and the importance of grounding educational practice and policy in the individual, rather than the fiction of an average student. To address this gap, LVP distills existing research on cognitive, social and emotional, content area, and background Learner Factors that affect learning in various domains, such as reading and math. In conjunction with the development process, LPS researchers worked with ReadWorks to design studies to assess the impact of the newly implemented features on learner outcomes.
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