Dissertations / Theses: '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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Ballinger, Susan. "Oral language use in dual immersion classrooms." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19390.

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This cross-sectional inquiry examines first-, third-, and eighth-grade dual immersion students' use of Spanish and English when interacting with their teachers and peers in a U.S. school. Findings are based on classroom interactions, student and teacher interviews, and student questionnaires intended to determine when students diverged from using the language of instruction and whether their age or language background affected their language use. In addition, teachers' impact on student language use is examined, and other factors affecting language use—such as the length of a students' stay in the United States—are discussed. An overall preference for English was found among first and third graders, while eighth graders spoke more Spanish to their peers and teachers. Findings indicate that this language behavior may have been more than a function of the students' age. It appeared to be linked to students' language background, teaching activities that promoted students' positive identification with Spanish language and Hispanic culture, the absence of native English speakers, and the presence of Spanish-dominant newcomers.

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Reynolds, Adrian K. "Intersections of Contexts and Concepts in Learning to Teach: A Qualitative Case Study of the Appropriation of the Communicative Language Teaching Approach by Pre-service Teachers of Spanish in the United States." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338306655.

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Trout, Cheryl Lynn. "Assessing contextual factors for immersion programs." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/628.

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Vaillancourt, Margaret. "Los Inmigrantes “Problemáticos”: La Discriminación Religiosa y Lingüística Dirigida a Ciertos Grupos de Inmigrantes en Francia y los Estados Unidos." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1269198609.

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Meiling, Giselle Gimenez. "Stressed Syllables in Argentine Spanish in Queens, NYC: Lengthening and F0 Early Peak Alignment." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5553.

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

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Lemus, Sarmiento Aura. "Spanglish. Les variations linguistiques dans l’espagnol des États-Unis." Thesis, Paris 4, 2013. http://www.theses.fr/2013PA040176/document.

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Les situations de contact de populations impliquent des dynamiques sociales, culturelles et linguistiques, dont les protagonistes ne sortent pas indemnes. C’est le cas des Hispaniques aux États-Unis, dont le contact avec la culture états-unienne a favorisé l'apparition d’une culture mixte et d’un phénomène linguistique connu sous le nom de spanglish. Le spanglish évoque tour à tour des questions linguistiques, culturelles, sociales et politiques, et l’objectif de ce travail est d’élucider ses implications dans le domaine de la linguistique. Ainsi, cette étude s’intéresse aux transferts de l’anglais dans l’espagnol états-unien et à la manière dont ces variations répondent aux paramètres du système. L’analyse menée dans ce travail s’inscrit dans la suite des études linguistiques qui se sont intéressés à l’unicité du signe. Elle part ainsi du principe que les variations survenues dans l’espagnol états-unien sont signifiantes ; leur apparition dévoile des dynamiques inhérentes au système et remet en question le caractère immuable des facteurs culturels et linguistiques qui définissent la civilisation hispanique
Situations of population contact imply social, cultural and linguistic dynamics from which the protagonists never remain unscathed. This is the case of Hispanics in the United States, whose contact with the US culture favored the development of a mixed culture and a linguistic phenomenon known as Spanglish. Spanglish evokes concurrently linguistic, social, cultural and political questions and the purpose of the present work is to elucidate its implications in linguistics. This study focuses on transfers from English into United States Spanish, and on how these variations obey the system’s parameters. The present analysis is the latest in a series of linguistic studies focused on the oneness of the sign. It is based on the principle that variations that appeared in United States Spanish are significant ; their emergence reveals the system’s inherent dynamics and challenges the immutable nature of the cultural and linguistic factors that define the Hispanic civilization

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Scott, David. "Recursos de agua en América Latina : Un estudio sobre la influencia estadounidense en los recursos hídricos del Acuífero Guaraní." Thesis, Karlstad University, Faculty of Arts and Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-2936.

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The purpose of this paper is to investigate the evidence which can confirm that the United States, because of their historic interest in natural resources in Latin America, tries to exercise control over the Guarani Aquifer, the world’s third-largest supply of freshwater. The study investigates the existence of documents or other strategic instruments that can prove that the United States still maintains their influence over the natural resources in Latin America, particularly the water supplies in the Guarani Aquifer.

To be able to fulfill the aim, the paper presents in a historic background the origin of the United States’ wish to maintain hegemony over Latin America. Thereafter, the study analyzes the American influence over the Guarani Aquifer from three points of view: the ideological, the military and the economic point of view.

The result of the paper shows that the United States, from the ideological point of view, tries to maintain their influence with the fourth Santa Fé Document which proclaims that the natural resources in Latin America should be at the disposal of the U.S. to fulfill their national priorities. Moreover, from the military point of view the U.S. uses their armed forces, under the pretext that Islamic terrorist cells exist in an important region of the Guarani Aquifer, as a way to maintain the control. Furthermore, from the economic point of view the U.S. uses the free trade agreement ALCA, which proposes, among other things, the privatization of water supplies as a way of controlling them. Even if ALCA was rejected in 2005, the study presents its possible consequences for the Guarani Aquifer and the so called “megaprojects”, which are connected to the ALCA, and whose objectives are to delineate the resources of the above mentioned water supply.

The paper concludes that the United States is a power that still tries to maintain their control over the Latin American part of the western hemisphere, but the influence is maintained with a more refined foreign policy than before.

En este estudio indagamos si Estados Unidos, a causa de su interés histórico en los recursos naturales en América Latina, sigue siendo una fuerza decisiva en la explotación de estos recursos en la región, especialmente los recursos de agua del Acuífero Guaraní, la tercera reserva más grande de agua dulce del mundo. El propósito del estudio es investigar las posibilidades si hay pruebas, por ejemplo documentos u otros estrategias, que puedan mostrar que la influencia estadounidense continúa siendo vigente pero en los recursos de agua en Latinoamérica, con base en la Doctrina Monroe de 1823.

Para poder alcanzar el objetivo del estudio, presentamos, primero, un trasfondo histórico que explica la influencia histórica de Estados Unidos sobre la región, tanto en general como sobre los recursos naturales latinoamericanos para más tarde analizar la influencia norteamericana actual sobre los recursos de agua desde tres puntos de vista: el punto de vista ideológico, militar y económico.

El estudio presenta, de acuerdo con las fuentes utilizadas, que Estados Unidos trata de mantener su influencia sobre los recursos de agua desde el punto de vista ideológico mediante el Documento de Santa Fé IV que postula que dicho país considera que los recursos naturales de América Latina deberán ser disponibles para sus prioridades nacionales. Desde el punto de vista militar Estados Unidos utiliza, so pretexto de la presencia de terroristas islámicas en una región importante del Acuífero Guaraní, sus fuerzas militares para mantener su control. Desde el punto de vista económico Estados Unidos usa el tratado de libre comercio ALCA, que propone, entre otras cosas, privatización de recursos de agua, como medio de control. A pesar de que el ALCA es un proyecto congelado, presentamos las consecuencias posibles de éste en el Acuífero Guaraní y los llamados “megaproyectos” que están conectados con el ALCA y cuyos objetivos son elaborar un mapa extensivo sobre los recursos de agua, el Acuífero Guaraní en particular.

De acuerdo con los acercamientos sobre los intentos estadounidenses de controlar el Acuífero Guaraní para cumplir su propósito geoestratégico de controlar este recurso muy rico, el estudio concluye, entre otras cosas, que la influencia de Estados Unidos sigue siendo vigente, pero la influencia se mantiene con una política más refinada que anteriormente.

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Romo, Christine Gamez. "Mediated Representations of Latinos and the United States-Mexico Border in the Media." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/194501.

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Media is used to shape the identity of a nation. It serves as a vehicle to reassure and reaffirm the dominant group's perspective and ideals in order to maintain the status quo. The media has its greatest influence on people who do not have a frame of reference to help them interpret what they see. People who have not had direct contact with the subject being presented may believe that what they are viewing is an accurate depiction. Latinos are often misrepresented on television and film and are a minority faced with constant character distortion. The stereotyping of Latinos has changed very little since the 1970's when it was first called to the attention of the United States House and Senate. This is due in part to the nation's media outlets, which are still the main visual vehicles that perpetuate these stereotypes. This dissertation examines mediated representations of Latinos and the United States-Mexico Border in films, produced in Hollywood and Mexico City, as well as U.S. network newscasts.

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Carter, Stephanie C. "The United States and the Spanish Civil War : foreign policy in transition /." Title page, contents and introduction only, 1999. http://web4.library.adelaide.edu.au/theses/09AR/09arc325.pdf.

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Varela-Lago, Ana Maria. "Conquerors, immigrants, exiles the Spanish diaspora in the United States (1848-1948) /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p3296804.

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Thesis (Ph. D.)--University of California, San Diego, 2008.
Title from first page of PDF file (viewed Mar. 24, 2008). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 299-321).

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Adams, Tamara Kaye. "Potential threats to Spanish security implications for the United States and NATO /." Thesis, Monterey, California : Naval Postgraduate School, 1990. http://handle.dtic.mil/100.2/ADA242517.

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Thesis (M.A. in National Security Affairs)--Naval Postgraduate School, December 1990.
Thesis Advisor(s): laTeti, Frank M. Second Reader: Bruneau, Thomas C. "December 1990." Description based on title screen as viewed on March 28, 2010. DTIC Descriptor(s): USSR, Europe, United States, organizations, threats, security, internal, external, Spain, death, terrorism, democracy, internal friction, unemployment, elections, Gibraltar, NATO DTIC Identifier(s): National security, terrorism, Spain, history, ethnic groups, Basque nationalism, Eta (Euzkadi Ta Azkatasuna), United States, NATO, theses. Author(s) subject terms: Spain, separatist movements, ETA, Basque, NATO, New Europe, Gilbraltar, Ce8ta, Melila, security issues, Spain-foreign relations. Includes bibliographical references (p. 153-162). Also available in print.

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Carmona, Jessica Abigail. "Personality Inventory DSM-5: A Spanish Translation for Hispanics in the United States." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8567.

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The Personality Inventory DSM-5 (PID-5) was created to measure personality pathology and help in the development of a dimensional conceptualization of personality disorders (Krueger, Derringer, Markon, Watson, & Skodol, 2012). It measures five maladaptive personality traits: Negative Affect, Detachment, Antagonism, Disinhibition and Psychoticism. The PID-5 has also garnered significant support for its hierarchical structure, five-factor structure across samples and translations, and its ability to predict variance in internalizing and externalizing disorders (Krueger & Markon, 2014). The current study builds on this literature by translating the PID-5 into Spanish spoken in Latin America and testing the replicability of the five-factor structure, reliability, and validity of the PID-5-Sp facets in a Hispanic sample. Using Mechanical Turk, 305 participants completed the PID-5-Spanish, Patient Health Questionnaire (PHQ-9), Generalized Anxiety Disorder (GAD7), Aggression Questionnaire-Revised (AQ-R) and the Big Five Inventory (BFI). EFA suggested a three-factor structure that resulted in two small factors that were conceptually similar to Antagonism and Detachment and one large global general distress factor. CFA results indicated that a five-factor solution had a poor fit for the current sample. Reliability was acceptable for most facets (α = .60-.95, M= .85). In general, PID-5-Sp domains showed moderate to strong correlations with theoretically congruent normative traits, with exception of Psychoticism, which was not significantly correlated with Openness to Experience (r = -.08, p = > .05). As expected, Detachment and Negative Affect predicted GAD-7 and PHQ-9 scores. Aggression scores were predicted by Negative Affect, Antagonism and Disinhibition. Overall, the PID-5-Sp partially replicated previous validity and reliability findings. However, future research is needed to further test the five-factor structure and its replicability in non-Western samples.

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Grady, Timothy Paul. "Anglo -Spanish rivalry and the development of the colonial Southeast, 1670--1720." W&M ScholarWorks, 2006. https://scholarworks.wm.edu/etd/1539623497.

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This study investigates the role played by the rivalry between English Carolina and Spanish Florida in the history of the colonial Southeast from the mid-seventeenth century through the 1720s. It contends that, from standpoint of the local inhabitants, Native American and European, both the perceived and the actual threat that Spanish Florida and Carolina posed to one another was the dominant concern and motivation of the actions of both during the roughly fifty year period from the founding of Charleston to the final events of the Yamassee War. at the local level, government officials, Indian traders, Franciscan missionaries, the various Indian tribes, runaway slaves, and all others living in this borderland region contended daily with the rivalry between Carolina and Spanish Florida. Only with the resolution of this threat could Carolina and thus the British emerge as the dominant colonial power in the Southeast. The dissertation seeks to reanalyze the events of this period within the framework of this rivalry and to do so by blending comprehensive research in the available documentary evidence available for both South Carolina and Spanish Florida.

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Gonzalez, Norma Elaine. "Child language socialization in Tucson: United States Mexican households." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185809.

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Previous studies in child language socialization have adopted the approach of studying how children become competent members of their social groups through the use of language. This study began as an attempt to study child language socialization within selected Tucson U.S. Mexican households within this prevailing paradigm. During the course of fieldwork, it was found that the complexities of Borderlands structural and hegemonic relationships could not be adequately addressed within a theoretical assumption of homeostatic and monosemic communities. The ambiguities of "Mexican-ness" do not provide a consensually agreed upon or collectively implicit framework for language socialization. Instead, fluid domains are contested and negotiated as language socialization is construed as a constitutive process of "selfhood" for the child. Rather than replicating and reproducing previously transmitted information, certain parents and caregivers were found to actively engage in constructing an ethos for their own childhood experiences. Multivocality within multiple interactive spheres was identified as parents and caregivers often alternated between symbolic resistance and opposition, and accomodation. Additionally, an affective base for language socialization is postulated. An "emotion of minority status" that is structurally constituted and embedded within regional hegemonic relations is presented as a formative backdrop for children in this population. The essential methodology involved lengthy ethnographic observations coupled with audiocassette recordings of naturally occurring speech. Caregivers were supplied with tape recorders and cassettes and were asked to record interaction within the households, specifically at mealtime, bed time and homework sessions. In-depth open-ended interviews were taped with parents, and in some cases, grandparents, regarding their own perceptions of child-rearing, language habits, and value orientations. Extensive household histories, detailing residential, labor and family history, were also collected.

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Lo, Bianco Joseph. "Officialising language : a discourse study of language politics in the United States." View thesis entry in Australian Digital Theses Program, 2001. http://thesis.anu.edu.au/public/adt-ANU20020902.101758/index.html.

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Lo, Bianco Joseph, and joe lobianco@languageaustralia com au. "OFFICIALISING LANGUAGE: A DISCOURSE STUDY OF LANGUAGE POLITICS IN THE UNITED STATES." The Australian National University. Research School of Social Sciences, 2001. http://thesis.anu.edu.au./public/adt-ANU20020902.101758.

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This is a study of the discourse contest concerning the officialisation of English in the United States. It consists of an analysis of the language of that discourse shaped by a belief that discourse is a rather neglected but potentially illuminating area of examination of language and literacy policy. The study seeks to understand the processes and content of language policy as it is being made, or performed, and is influenced by a critique of the theory and practice of language policy which tends to adopt technicist paradigms of examination that insufficiently elucidate the politics of the field. ¶ Accordingly a systematic gathering of the texts of language disputation in the US was collected. These texts were organised in response to the methods of elicitation. Semi-elicited texts, elicited texts and unelicited texts were gathered and tested to be sure that they constituted a fair representation of the concourse (what had been said and was being said about the issue) over a 15 year period. Those statements, or texts, that had particular currency during the 104th Congress were selected for further use. An empirical examination of the subjective dispositions of those activists involved in the making of official English, or of resisting the making of official English, was conducted. ¶ This examination utilised the Q methodology (inverted factor analysis) invented by William Stephensen. The data from this study provided a rich field of knowledge about the discursive parameters of the making of policy in synchronic and diachronic form. Direct interviews were also conducted with participants, and discourse analysis of naturally occurring (unelicited texts) speeches and radio debates and other material of persuasion and disagreement was conducted. ¶ These data frame and produce a representation of the orders of discourse and their dynamic and shaping power. Against an analysis of language policy making and a document analysis of the politics of language in the United States the discourses are utilised to contribute to a richer understanding of the field and the broad conclusion that as far as language policy is concerned it is hardly possible to make a distinction with political action. ¶ The theoretical implications for a reinvigorated language policy theory constitute the latter part of the thesis. In the multi-epistemological context that postmodernity demands, with its skepticism about the possibility of disinterest, the thesis offers its own kinds of data triangulation, and the making central of subjective dispositions and political purposes and engagements of the principal anatagonists.

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Hamerla, Sara Ruth. "Revising strategies of skilled bilingual fifth-grade writers." Thesis, Boston University, 2002. https://hdl.handle.net/2144/32770.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This case study reports on the revising processes of 6 bilingual 5th grade students who have been identified as skilled English writers. The research was situated in two 5th grade mainstream classrooms an urban elementary school in the Northeastern United States. The following research questions guided the study: 1) How do bilingual fifth-graders evaluate and recognize needs in their writing and do they use their first language to meet these needs? 2) What strategies and languages do these bilingual students employ as they revise text written in English? The researcher observed the participants as they composed text during literacy block, audiotaped think-alouds during revising and peer revising conferences, collected written products from all stages of the writing process, and conducted interviews with the participants. Data were collected as the participants wrote four different assignments over a period of four months. The multiple data sources provided information not only on the products of writing, but also on the processes of writing. Quantitative and qualitative methods were employed to analyze data for evidence of evaluative ability and revising strategies. The levels of discourse at which participants revised (linguistic, textual, and pragmatic) and the operations employed in revision (deletion, addition, substitution, and reordering) were investigated. Data analysis also addressed the use of the participants' first language, Spanish, during composing and revising. Cross-case analyses investigated similarities and differences among participants. The findings suggest that the participants made the most revisions at the linguistic level. All participants engaged in textual changes, but very few pragmatic changes were initiated. Participants employed the following operations (ranked by frequency): substitution, addition, deletion, and reordering. The participants were able to revise their written work on their own and with help from peers and teachers. Revisions were made for a range of purposes throughout all writing process stages. Five of the participants incorporated Spanish words into their writing, and the most recently mainstreamed participant reported using Spanish during the phases of the writing process. Revision is an important cognitive ability developing in these young bilingual writers.
2031-01-01

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Pompeian, Edward P. "Spirited enterprises : Venezuela, the United States, and the independence of Spanish America, 1789-1823." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539720308.

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"Spirited Enterprises: Venezuela, the United States, and the Independence of Spanish America, 1789-1823," argues that economic interests caused merchants and politicians in the United States to withhold diplomatic recognition from Spanish America's struggling revolutionary governments after 1810. It demonstrates how traditional interpretations of early U.S.-Latin American relations---based on ideological and diplomatic sources---fail to account for a highly important and influential decade of trans-Atlantic trade between the United States and the Spanish Empire during the tumultuous Age of Revolution.;This dissertation focuses on a case study of the multi-lateral trade and commercial networks that flourished between the United States and the Spanish colonial provinces of Venezuela, especially during and immediately after the crucial era of comercio neutral (neutral trade) between 1797 and 1808. It argues that trade between late-colonial Venezuela. and the United States was a forge of transcultural relations, and explores how commercial networks of traders, government officials, and diplomats influenced the decisions of policymakers in both regions.;U.S. merchants and traders helped sustain Spanish imperial commercial networks in Venezuela and the Spanish Caribbean. Shipping foodstuffs, arms, re-exported European manufactures, and slaves to the Spanish colonies were profitable enterprises for neutral U.S. traders. Through private negotiations and even Spanish-government contracts, partnerships between Venezuelan and U.S. merchants provided the shipping tonnage and merchandise that Spanish officials and colonial elites needed most to maintain their rule and to fend off the challenges of economic and environmental crises, slave conspiracies, and revolutionary plots before 1810.;Using period newspapers and books, mercantile correspondence, Spanish imperial archives, and the colonial records of the Caracas City Council, Consulado, and Venezuelan Intendancy, this dissertation highlights the enterprises of those who profited from sustaining the Spanish Empire in its frail and debilitated state. Whether they had prospered from or merely survived the commercial revolutions that shook the Atlantic World after 1789, all merchants and traders calculated the economic consequences of South American independence and encouraged their contemporaries to do so too.

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Kasatkina, Natalia. "Analyzing Language Choice among Russian-Speaking Immigrants to the United States." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/193622.

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The resolution of the language question--whether to maintain the mother tongue, shift to the mainstream language, or try to maintain two or more languages in the family--creates a lot of psychological complications and linguistic reflections. The present study explores how external variables and internal controversies affect the choice of language by an individual family member as well as the family as a whole unit, and how this choice, in its turn, impacts the relationships within the family.This study draws on the several theoretical domains of immigration, psychology, and language acquisition. Relying on these theoretical frameworks, the major findings are synthesized, and a paradigm of language choice at the family level is formulated.A mixed-method research design allows a broad outlook on the Russian-speaking immigrants, comparison of immigrants from the former Soviet Union with immigrants of other nationalities, and restricted and concentrated analysis at the family level. The Integrated Public Use Microdata Series (IPUMS) data set helps to address the quantitative part of this dissertation, while the qualitative part is based on in-depth case studies of four immigrant families.Building on the fundamental position that development happens as the result of the resolution of controversies, I suggest that there are four levels of controversy located in the language-choice model: societal, family, personal, and eventual outcomes of these three levels.Four "language choice" profiles, designated as "Amotivational," "Instrumental," "Intrinsic," and "Intrinsic Plus," have emerged out of the theoretical and research findings.The findings show that the crucial characteristics of the families who chose to maintain the mother tongue and foster bi-literacy in their children are the following: (1) a stress on knowing the country of origin and its culture; (2) a declared desire within the family that the children be different from the parents' perception of American children; (3) an emphasis by the parents on the children's "Russianness" and on the formation of that ethnic identity; and (4) an emphasis on a consistently realized, strong language policy at home.

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Abalos, Aurora S. "English language training for Navy enlisted personnel who speak English as a second language." Thesis, Monterey, California : Naval Postgraduate School, 1990. http://handle.dtic.mil/100.2/ADA242340.

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Thesis (M.S. in Management)--Naval Postgraduate School, December 1990.
Thesis Advisor(s): Crawford, Alice M. Second Reader: Eitelbert, Mark J. "December 1990." Description based on title screen as viewed on March 29, 2010. DTIC Descriptor(s): Environments, naval personnel, navy, programming languages, enlisted personnel, english language, language, communication and radio systems, instructions, recruits, naval training, training, recruiting DTIC Identifier(s): English language, military training, esl(english as a second language), naval personnel, enlisted personnel, recruiting, theses. Author(s) subject terms: English language training programs in the Navy, ESL training in the Army, ESL training programs in civilian industry Includes bibliographical references (p. 59-60). Also available in print.

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O'Neal, Brandon Scott. "Safety Training for Spanish-Speaking Workers in the Logging Industry in the Southeastern United States." Thesis, Virginia Tech, 2006. http://hdl.handle.net/10919/42163.

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Safety in logging operations in the Southeastern United States has long been an issue of concern. Recently, a growing number of Spanish-speaking workers have become employed in logging operations in the Southeastern U.S. There is a growing concern that injury and fatality rates could increase due to inexperience, possible lack of proper safety training, and language barrier problems attributed to the new Spanish-speaking workers. The study area is the Southeastern U.S., comprising twelve states ranging from Texas to Virginia. The goal of this study is to determine the current percentage of Spanish-speaking workers in the study area, assess the previous and present safety training received by Spanish-speaking workers, and provide recommendations addressing the short and long-term logging safety training needs of Spanish-speaking workers. Data was collected through a combination of field surveys and questionnaires. The surveys collected data from 1890 logging operations in the study area, and was used to determine the population of Spanish-speaking workers in the logging industry. The questionnaires were completed during the summer of 2005 by 41 selected sample loggers who employ Spanish-speaking workers, in which they addressed the previous and present safety training received by Spanish-speaking workers, in addition to other information pertaining to safety. The percentage of Spanish-speaking workers in the logging industry in the Southeastern U.S. was 3.37%. Ten percent of operations employed one or more Spanish-speaking workers. Relevant literature as well as data collected through this study suggests that Spanish-speaking worker populations will continue to increase. The survey showed Spanish-speaking workers in the logging industry have tended to immigrate to specific regions, Arkansas and North Carolina. Loggers tend to employ one or two Spanish-speaking workers with several non-Spanish-speaking workers rather than forming entire crews of Spanish-speaking workers. Average employment tenure for Spanish-speaking workers was six years. The majority of loggers (90%) who employed Spanish-speaking workers had at least one worker who could translate safety training/instructions to other Spanish-speaking employees. Loggers ranked this method as the most effective way for presenting safety training to Spanish-speaking workers. Based on the survey data, Spanish-speaking workers are not likely to substantially impact logging industry injury statistics in the Southeastern U.S. in the near future, but could in the long term. Recommendations were developed from a combination of survey and questionnaire results and literature reviews. It is recommended that: (1) The use of multiple safety training methods will maximize the Spanish-speaking workers learning ability, (2) The combination of hands-on/demonstration training and the use of a bi-lingual employee/translator seem to be the optimal combination of safety training methods for Spanish-speaking workers, (3) Determine the education/literacy levels of Spanish-speaking employees. It is not appropriate to provide a Spanish-speaking worker with written safety material if they cannot read, (4) Safety training methods used for Spanish-speaking workers may require more â customizationâ than that of non-Spanish-speaking workers. This is, in part, due to language barriers, questionable literacy, and the fact that in other industries Spanish-speaking workers seem to be more accident prone, (5) It is advisable not to assign inadequately trained and experienced Spanish-speaking workers to tasks such as manual felling, trimming, or bucking with a chainsaw, as this is one of the most hazardous logging tasks. Assigning an experienced employee for a period of at least one week who can oversee the Spanish-speaking worker and correct any unsafe practices would be advisable when assigning a new Spanish-speaking worker to this task, (6) Use universally accepted hand signals around the landing area rather than verbal communication to prevent any miscommunication between Spanish-speaking and non-Spanish-speaking workers, (7) Monitor the Spanish-speaking worker population in the logging workforce closely. Depending on political and economic factors, this population could grow quickly and begin to impact safety/injury rates and (8) Crews comprised entirely of Spanish-speaking workers would likely communicate better. While the limited availability of Spanish-speaking workers in some areas may currently restrict this idea, it may be feasible in the future as more Spanish-speaking workers enter the logging workforce. At this time it may be beneficial for employers to learn Spanish or for Spanish-speaking workers to learn English.
Master of Science

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Hile, Elizabeth. ""Like Brave Soldiers:" Nursing and the Spanish Influenza Epidemic of 1918 in the United States." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522409688878777.

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ChausseÌ¹, Jean-Paul. "Impact of language immersion programs on foreign language /." Wright-Patterson Air Force Base, Ohio : Air Force Institute of Technology, 2008. http://handle.dtic.mil/100.2/ADA494349.

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Yuen, Hiu-sum, and 袁曉芯. "Yiddish, quasi-yiddish and ideologies of American English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30398459.

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Besterman, Keith Richard. "STEM Educators' Preparedness for English Language Learners in the United States." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/88032.

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In the United States STEM (Science, Technology, Engineering, and Mathematics) education is increasingly being promoted as a key component of preparing students for the reality of an increasingly technology infused society and workforce. As the population of students classified as English Language Learners (ELLs) continues to grow across the United States the need for STEM educators to be prepared to effectively educate these students is of increasing concern. The task of preparing this group of learners to succeed in a STEM-infused society is a joint effort between specialized linguistic courses in the K-12 education system as well as the STEM educators outside of these specialized courses. As such, focus on creating policy and preparation models for STEM teachers to acquire the necessary skills to effectively serve the ELL population needs to be rooted in targeted analysis of the connections between STEM educators and ELLs. This dissertation is comprised of two exploratory research studies that examine STEM teachers' preparedness to educate ELLs using secondary analysis of the 2007-2008 and 2011-2012 School and Staffing Survey Teacher Questionnaire (SASS TQ) datasets. The first study focuses on national and regional analysis of how STEM teachers' degrees, state-level certification areas, and professional development participation reflect potential indicators of preparedness to educate ELLs. Concurrently, this study examines ELL participation in STEM courses nationally and regionally through the percentage of STEM teachers who had ELLs in their overall service loads of students as well as the average number of ELLs in those service loads. Quantitative analysis showed drastic differences between regions as well as differences in ELL participation and teacher credentialing between the STEM disciplines. The second study utilizes both the 2007-2008 and 2011-2012 SASS TQ datasets to make comparisons in STEM educators credentialing and ELL participation in STEM courses over the four year time span between the datasets. National analysis of ELL participation in STEM courses showed that in all of the STEM disciplines the percentage of teachers who had ELLs in their total service loads of students increased. The growth of ELL participation differed across disciplines and across regions, however, nationally by 2012 over half of all STEM educators reported having ELLs in their service loads of students. Despite the growing participation of ELLs in STEM courses, the rates of STEM teachers' participation in ELL specific professional development activities largely stagnated over the four year span. The findings of these studies provide valuable information to frame discussions of STEM teachers'preparedness to meet the needs of a growing population of ELLs.
PHD

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Calderwood, Andrea. "Improving the singer's understanding of bebop language| Transcription application." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1569377.

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This project report analyzes the content of line construction and development in founding bebop instrumental solos, and then compares them to bebop vocal solos. Performers examined include Charlie Parker, Ella Fitzgerald, and Chet Baker. Attention will be paid to harmonic content, vocal technique, syllable selection, and consideration given to language synthesis principals. This paper is intended as an impetus for further study of method improvements for developing vocalists' line construction through the study and incorporation of bebop-era instrumental transcriptions.

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Calton, Cindee Jean. "Teaching respect: language, identity, and ideology in American sign language classes in the United States." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4950.

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This dissertation examines the connection between language ideologies and second language learning, specifically in the case of American Sign Language. I argue that students' and teachers' ideologies about American Sign Language (ASL) influence the goals and pedagogies of ASL teachers. ASL students enter the classroom with ideologies that conflate ASL with gesture or view it as simplified visual English. ASL students also view deafness as a disability that needs to be fixed. This contrasts with ASL teachers' view that Deaf people are a distinct cultural minority who wish to remain Deaf. As a result, ASL teachers' goals focus on teaching ASL students to respect Deaf people and their language. This leads to three major pedagogical differences with teachers of spoken languages. First, ASL teachers focus their cultural lessons on teaching their students a non-pathological view of Deafness. Second, ASL teachers are far more likely than spoken language teachers to think that a member of Deaf Culture should teach ASL. Finally, ASL teachers go to greater lengths than spoken language teachers to avoid the use of English in their classrooms. This research was conducted at five different public universities in the United States. I observed ASL classes at all five universities and a Spanish class at one university. I administered a survey at four of the five universities. I interviewed ASL teachers and teachers of other languages at all five universities.

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Blum-Smith, Laura. "The Language of Nation: Multiculturalism, Nationalism and Language Policy in the United States and Canada." Oberlin College Honors Theses / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin154463011114732.

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Jarvinen, Lisa. "Hollywood's shadow the American film industry and its Spanish-speaking markets during the transition to sound, 1929--1936 /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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Driapsa, David Joseph 1955. "The conservation and development of a historic vernacular Spanish-American cultural landscape: The village of Chimayo, New Mexico." Thesis, The University of Arizona, 1993. http://hdl.handle.net/10150/278295.

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This is a landscape study of the Spanish-American village of Chimayo, New Mexico where the vestige of a fascinating pre-modern folk landscape persists into the present. The landscape in Chimayo has undergone significant restructuring in the present century--from colonial agricultural landscape to modern suburban townscape--yet an image of the traditional rural landscape remains. The complex modern economic and social forces (e.g., automobiles, telecommunications, tourism) which, early in this century, supplanted Chimayo's colonial subsistence agricultural economy has also restructured its landscape. This project has revealed that artifacts, spaces, and place images can persist in a changing rural landscape. Moreover, in the evolution of the vernacular landscape of Chimayo, New Mexico, the pre-modern folk landscape has been partially conserved, both physically and in myth, and persists as an integral part of the contemporary landscape.

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Grove, Carl D. "The official English debate in the United States Congress : a critical analysis /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/9481.

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Amburgey, Brent Harrison. "Informal Learning Choices of Japanese ESL Students in the United States." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/755.

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This study was designed to explore possible relationships between English language learners past formal language learning experiences and beliefs about language learning on the one hand, and their informal learning choices on the other. Six Japanese English as a second language (ESL) students participated in the study. Participants were interviewed and asked to complete an English study log for one week prior to their scheduled interview. The results of the study suggested that there were likely connections between experiences, beliefs, informal learning choices. For some participants, a singular experience or belief had an effect that seemed to outweigh other experiences and beliefs. However, there were also some differences in informal learning choices among participants that might be better explained by factors outside of the interest of this study, such as personality or goal of English study.

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Liang, Feng. "Adult Chinese Heritage Language Learners in the United States: Investments and Identities." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1593273136986069.

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Correa, Minerva. "Ethnic Identity : An Examination of Hispanic International Students." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc277654/.

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I interviewed twenty-four International students from the following countries: Mexico, Guatemala, Honduras, Nicaragua, Costa Rica, Panama, Peru, Colombia, Brazil, Puerto Rico and Spain. Hereafter I shall refer to the respondents as Hispanic International students. My primary interest was to learn the way in which Hispanic International students defined themselves in view of ethnic definitions imposed on them by the administrative system in the U.S. First, Hispanic International students defined themselves primarily by their nationality. The second finding dealt with the usage of language. The Hispanic International students spoke Spanish with relatives and friends. They spoke English when a non-Spanish speaker joined the conversation. The third finding was related to the problems and adaptations encountered by Hispanic International students.

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Simeonova, Marieta Angelova. "Language Socialization at Work: Bulgarian Healthcare Professionals in the Midwestern United States." Cincinnati, Ohio : University of Cincinnati, 2007. http://rave.ohiolink.edu/etdc//view?acc_num=ucin1172683069.

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Thesis (Dr. of Education)--University of Cincinnati, 2007.
Advisor: Dr. Gulbahar H. Beckett. Title from electronic thesis title page (viewed June 1, 2010). Includes abstract. Keywords: Language socialization; work; identity reconstruction; Bulgarian healthcare professionals; United States. Includes bibliographical references.

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Saito, Takaharu. "Exploring nonnative-English-speaking teachers' experiences in teaching English at a United States university." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/282909.

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The purpose of this dissertation is to examine how nonnative English teachers' identity constructions develop and influence their pedagogy in U.S. higher education. The research on nonnative teachers of English has not adequately explored their identity constructions. This study relied on a phenomenological case study approach that analyzed the lived experience of nonnative English teachers in relation to wider language ideologies and practices. Data were generated from spring 2003 to fall 2003 through phenomenological in-depth interviews, classroom observations, questionnaires, and autobiographical accounts of research participants. The data were primarily analyzed through the use of the constant comparative method. The study reveals that identity construction among nonnative English teachers, with its dynamic and contradictory nature, remains challenging, changing, and growing over time in relations of wider language ideologies and practices. Thus, the findings reject a fixed, unitary, and monolithic view on the identity construction of nonnative English teachers. In terms of the study's practical and pedagogical implications, university programs should know that nonnative English teachers can practice mutual accommodation through which both nonnative English teachers and their students can collaborate in order to improve the learning of English and enrich diversity within U.S. higher education. University programs should also focus more on what nonnative English teachers can do in collaboration with native English teachers. Finally, this study suggests that language educators should explore the role nonnative English teachers play in language pedagogy in an era of the global spread of English that produces highly proficient nonnative English speaking professionals.

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Flores, Santis Gustavo Adolfo. "Native American response and resistance to Spanish conquest in the San Francisco Bay Area, 1769--1846." Thesis, San Jose State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1567990.

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This study focuses on how secular, governmental, and ecclesiastical Hispanic Empire institutions influenced the response and resistance of San Francisco Native American groups from 1769 to 1846. This project draws on late 18th and early 19th century primary Spanish documents and secondary sources to help understand the context of indigenous people's adaptive and response behaviors during this period as well as the nuances of their perspective and experience. Using both electronic and physical documents from a number of archival databases, primary Spanish documents were translated and correlated with baptismal and death mission records. This allowed for formulating alternative perspectives and putting indigenous response and resistance into context. The results of this study indicated that when acts of resistance to the colonial mission system led by charismatic Native American leaders are placed into chronological order, it appears these responses did not consist of isolated incidents. Rather, they appear to be connected through complex networks of communication and organization, and formal Native American armed resistance grew more intensive over time.

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Woodworth, Elizabeth Deloris. "Baseball and American culture: The mythology, the metaphor and the language." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/819.

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Bastien, Danielle. "When Silence is Betrayal: Genocide and United States Foreign Policy." Thesis, Boston College, 2008. http://hdl.handle.net/2345/545.

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Thesis advisor: Eve Spangler
United States foreign policy must balance national interests with international obligations, including a commitment to human rights. Genocide represents an enormous violation of human rights but also a significant challenge to the formulation of United States foreign policies. The word genocide was created to encompass the multi-layered characteristics of the systematic and intentional nature of mass human destruction. Though the US has vowed to prevent and stop genocide from occurring, its actions do not indicate so. In Turkey the US failed to defend Armenians, using political principles to justify the decision. Association between the Holocaust and genocide has limited US recognition and action in other situations. Various methods were employed in response to genocide in Rwanda in order to avoid an obligation to action. Emphasizing the people and the society which they compose, the United States must not focus on a strict definition of genocide but must broaden its comprehension beyond technicalities in order to responsibly recognize and respond to genocide, and in doing so capture the intended comprehension of the word
Thesis (BA) — Boston College, 2008
Submitted to: Boston College. College of Arts and Sciences
Discipline: History
Discipline: Sociology
Discipline: College Honors Program

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Roepcke, Yvonna Marie. "Pronouns in discourse: International and United States TAs construct social groups and identities." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288842.

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This study examines person pronoun use in the discourse of TAs teaching freshman composition. Specifically, it analyzes participant structures and construction of social groups/entities and identities in the classroom talk of four Chinese international TAs (ITAs) and four US TAs. Data are drawn from observation notes, audiotapes, and resulting transcriptions of sixteen class sessions, as well as interviews with each participant. The most common participant structure involves the teacher interacting with the whole class. Analysis of social constructions of you reveals preference for constructing you as the copresent students. I propose that we recognize two categories of you, Individuating and Distributive. These forms function outside the conscious awareness of the participants. Examination of we shows preference for constructing we as the inclusive group of teacher and students. Activities of this group function on a continuum with varying roles and levels of responsibility for teacher and students. Analysis reveals that in the composition classroom the semantic value of the verb write is broader than its core semantic value. Other inclusive wes include the teacher and students but are larger entities. The only common exclusive we is the group of 'experts in the field,' whose membership is in flux; students are invited to be members as they are socialized to the academy. In addition to canonical uses of pronouns, in moments of deictic shift TAs take other voices highlighting pedagogical points. Analysis of social identity through group membership maps illustrates the overlapping nature of group memberships. Some TAs disclose little about themselves in their classroom discourse. This style may be more damaging for ITAs. Analysis reveals that construction of identity as instructor of composition does not include the activity of writing. Statistical analysis of pronoun frequencies shows more consistency among participants as a group than differences between the groups of Chinese ITAs and USTAs. The participants use more yous than other pronouns. The single difference between the groups is the significantly higher frequency of second person plural pronouns for the Chinese TAs. This may reflect the cultural distance between the Chinese TAs and their US undergraduate students.

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

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