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

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Published: 4 June 2021
Last updated: 16 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Medina-Rivera, Antonio. "Officialization and linguistic acculturation of Spanish in the United States Catholic Church." Language Problems and Language Planning 36, no. 2 (August 10, 2012): 149–65. http://dx.doi.org/10.1075/lplp.36.2.04med.

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The present investigation brings to light some of the changes associated with the use of English and Spanish in the US Catholic Church. The first part is an examination of the process of officialization from a historical perspective, acknowledging the impact of some groups or associations in the use of vernacular languages within the Church. The second part examines the role of acculturation during this process of officialization; and the final section analyzes the use of inclusive language in the Church, as an attempt to have a more gender-balanced institution. These three elements serve to provide a more complete perspective of the reality, expansion, revitalization and maintenance of the Spanish language in the United States. The article also reveals some of the language planning policies (direct and indirect) that have made an impact on the use of Spanish within US Catholicism.
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12

Frazer, Timothy C., Jacob L. Ornstein-Galicia, George K. Green, and Dennis J. Bixler-Marquez. "Research Issues and Problems in United States Spanish." Language 67, no. 3 (September 1991): 658. http://dx.doi.org/10.2307/415059.

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13

Hassa, Samira, and Chelsea Krajcik. "“Un peso, mami!”." Linguistic Landscape. An international journal 2, no. 2 (September 16, 2016): 157–81. http://dx.doi.org/10.1075/ll.2.2.03has.

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This study analyzes the linguistic landscape of the New York City Dominican neighborhood of Washington Heights to investigate the relationship between language ideologies and transnational dynamics and to observe recent gentrification and sociocultural changes in the neighborhood. It juxtaposes the linguistic landscape with the phenomenon of transnationalism to study the degree and context of the use of Spanish (the official and most frequently spoken language in the Dominican Republic but a minority language in the United States), English (the mainstream language of the United States), and other languages found within the Washington Heights urban landscape. The results confirm the dominance of the English language and reveal the inequality of Spanish and other minority languages as well as how the neighborhood reproduces and contests such ideologies.
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14

Barnwell, David. "The Status of Spanish in the United States." Language, Culture and Curriculum 21, no. 3 (November 2008): 235–43. http://dx.doi.org/10.1080/07908310802385907.

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15

Brown, Cecil H. "Spanish Loanwords in Languages of the Southeastern United States." International Journal of American Linguistics 64, no. 2 (April 1998): 148–67. http://dx.doi.org/10.1086/466354.

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16

Foiles Sifuentes, Andriana M., Maira A. Castaneda-Avila, and Kate L. Lapane. "English language proficiency, complete tooth loss, and recent dental visits among older adults in the United States." SAGE Open Medicine 8 (January 2020): 205031212096299. http://dx.doi.org/10.1177/2050312120962995.

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Objectives: This study sought to provide population-based estimates of complete tooth loss and recent dental visits among older adults in the United States 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 to represent 111,895,290 persons). Five categories of language proficiency were created based on self-reported English language ability and language spoken at home (Spanish, Other). 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%, English only: 12.0%). Complete tooth loss was less common among participants for whom Spanish was their primary language, 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 visits in the past year were less common among participants with primary language other than English as compared to those who only speak English. Conclusions: Complete tooth loss varied by English language proficiency among adults aged ⩾50 years in the United States. Suboptimal adherence to annual dental visits was common, more so in those with complete tooth loss, and varied by English language proficiency.
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17

Popielnicki, A., A. Nakonechny, B. Sydor, R. Dawsey, and Y. Shi. "Sponsoring Spanish Language Translations In United States-Based Clinical Trials." Value in Health 17, no. 3 (May 2014): A166. http://dx.doi.org/10.1016/j.jval.2014.03.969.

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18

Waggoner, Dorothy. "Spanish language futures in the United States: A Methodological critique." NABE Journal 13, no. 3 (April 1989): 253–61. http://dx.doi.org/10.1080/08855072.1989.10668561.

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19

Nancy Vogeley. "Spanish-Language Masonic Books Printed in the Early United States." Early American Literature 43, no. 2 (2008): 337–60. http://dx.doi.org/10.1353/eal.0.0008.

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20

Macías, Reynaldo F. "Spanish as the Second National Language of the United States." Review of Research in Education 38, no. 1 (March 2014): 33–57. http://dx.doi.org/10.3102/0091732x13506544.

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21

Roca, Ana, Lucia Elias-Olivares, Elizabeth A. Leone, Rene Cisneros, and John R. Gutierrez. "Spanish Language Use and Public Life in the United States." Modern Language Journal 71, no. 2 (1987): 198. http://dx.doi.org/10.2307/327215.

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22

Mojica-Díaz, Clara, Ana Roca, John M. Lipski, and Clara Mojica-Diaz. "Spanish in the United States: Linguistic Contact and Diversity." Language 71, no. 1 (March 1995): 209. http://dx.doi.org/10.2307/416007.

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23

Travers, Will. "Spanish as a Pivot Language for Third Language Learning in the United States." Hispania 100, no. 5 (2018): 279–84. http://dx.doi.org/10.1353/hpn.2018.0068.

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24

Subtirelu, Nicholas Close. "Raciolinguistic ideology and Spanish-English bilingualism on the US labor market: An analysis of online job advertisements." Language in Society 46, no. 4 (August 3, 2017): 477–505. http://dx.doi.org/10.1017/s0047404517000379.

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AbstractMultilingualism is often framed as human capital that increases individuals’ labor market value. Such assertions overlook the role of ideology in assigning value to languages and their speakers based on factors other than communicative utility. This article explores the value assigned to Spanish-English bilingualism on the United States labor market through a mixed methods analysis of online job advertisements. Findings suggest that Spanish-English bilingualism is frequently preferred or required for employment in the US, but that such employment opportunities are less lucrative. The results suggest a penalty associated with Spanish-English bilingualism in which positions listing such language requirements advertise lower wages than observationally similar positions. Quantitative disparities and qualitative differences in the specification of language requirements across income levels suggest that bilingual labor is assigned value through a racial lens that leads to linguistic work undertaken by and for US Latinxs being assigned less value. (Multilingualism, labor market, Spanish in the United States, economics of language, raciolinguistics, human capital)*
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25

Velleman, Barry L. "The “Scientific Linguist” Goes to War." Historiographia Linguistica 35, no. 3 (August 4, 2008): 385–416. http://dx.doi.org/10.1075/hl.35.3.05vel.

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Summary During World War II there arose in the United States an urgent need for intensive foreign language instruction that emphasized the spoken language. Beginning in April, 1943, the U. S. Army Specialized Training Program (ASTP) established approximately 500 intensive speaking courses in over 30 languages in fifty-five United States universities. After a single year, the program was suddenly abandoned, owing to combat personnel needs. The present study proposes to describe the sources, implementation, content, materials development, and methods of the ASTP in foreign languages. The study analyzes the ASTP Spanish language materials, explores the attempts at assessing the speaking proficiency of trainees of the program, and evaluates the program’s contributions to subsequent pedagogical approaches and assessment in the United States.
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26

Amanti, Cathy. "Is native-speakerism impacting the Dual Language Immersion teacher shortage?" Multilingua 38, no. 6 (November 26, 2019): 675–86. http://dx.doi.org/10.1515/multi-2018-0011.

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Abstract Although Dual Language Immersion Education is growing in popularity in the United States, staffing these programs represents one of the greatest challenges for school administrators. Ironically, this is the case even for Spanish-English Dual Language Immersion programs despite the fact that the United States has the second highest number of Spanish speakers of any country in the world. What barriers hinder Spanish-English Dual Language Immersion schools from filling their teaching positions? This exploratory article suggests that native-speakerism may be part of the problem. Drawing on literature from the field of English Language Teaching, this article goes further to suggest that notions of who is the ideal Dual Language teacher, unless carefully considered, may exacerbate the linguistic marginalization of U.S.-born Latinxs, a group whose Spanish-speaking abilities are too often stigmatized.
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27

Beaudrie, Sara. "Spanish receptive bilinguals." Spanish Maintenance and Loss in the U.S. Southwest 6, no. 1 (April 9, 2009): 85–104. http://dx.doi.org/10.1075/sic.6.1.06bea.

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The growing amount of research in heritage languages (HL) consistently suggests that HL learners are a diverse population with language abilities that span across the whole spectrum of the bilingual range (Valdés 2001). Receptive bilinguals, sometimes called passive bilinguals, are at one end of this bilingual range, almost at the verge of culminating the language shift towards English monolingualism. This population of HL students has received scant attention from HL programs and researchers alike. The present study fills this gap in the literature by focusing specifically on receptive bilinguals of different generations enrolled in Spanish classes at a large university in the southwestern United States. It seeks to provide insights into their cultural and linguistic profile so as to begin to understand the factors that have influenced their current Spanish use and linguistic abilities in the language.
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28

Pascual y Cabo, Diego, and Josh Prada. "Redefining Spanish teaching and learning in the United States." Foreign Language Annals 51, no. 3 (August 14, 2018): 533–47. http://dx.doi.org/10.1111/flan.12355.

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29

Pentón Herrera, Luis Javier. "Spanish Language Education in the United States: Beginning, Present, and Future." Íkala, Revista de Lenguaje y Cultura 23, no. 2 (January 15, 2018): 319–29. http://dx.doi.org/10.17533/udea.ikala.v23n02a08.

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30

Cooper, Tova. "An American Language: The History of Spanish in the United States." Journal of American History 106, no. 3 (December 1, 2019): 787. http://dx.doi.org/10.1093/jahist/jaz599.

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31

Pomerantz, Anne, and Adam Schwartz. "Border talk: narratives of Spanish language encounters in the United States." Language and Intercultural Communication 11, no. 3 (August 2011): 176–96. http://dx.doi.org/10.1080/14708477.2010.550923.

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32

Rumbaut, Rubén G., and Douglas S. Massey. "Immigration & Language Diversity in the United States." Daedalus 142, no. 3 (July 2013): 141–54. http://dx.doi.org/10.1162/daed_a_00224.

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While the United States historically has been a polyglot nation characterized by great linguistic diversity, it has also been a zone of language extinction in which immigrant tongues fade and are replaced by monolingual English within a few generations. In 1910, 10 million people reported a mother tongue other than English, notably German, Italian, Yiddish, and Polish. The subsequent end of mass immigration from Europe led to a waning of language diversity and the most linguistically homogenous era in American history. But the revival of immigration after 1970 propelled the United States back toward its historical norm. By 2010, 60 million people (a fifth of the population) spoke a non-English language, especially Spanish. In this essay, we assess the effect of new waves of immigration on language diversity in the United States, map its evolution demographically and geographically, and consider what linguistic patterns are likely to persist and prevail in the twenty-first century.
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33

Gasca Jiménez, Laura, and Sergio Adrada-Rafael. "Understanding Heritage Language Learners’ Critical Language Awareness (CLA) in Mixed Language Programs." Languages 6, no. 1 (February 27, 2021): 37. http://dx.doi.org/10.3390/languages6010037.

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Despite the prevalence of mixed language programs across the United States, their impact on the unique socio-affective needs of heritage language (HL) students has not been researched sufficiently. Therefore, the present study examines HL learners’ critical language awareness (CLA) in a mixed Spanish undergraduate program at a small private university in the eastern United States. Sixteen HL learners enrolled in different Spanish upper-level courses participated in the study. Respondents completed an existing questionnaire to measure CLA, which includes 19 Likert-type items addressing different areas, such as language variation, language ideologies, bilingualism, and language maintenance. Overall, the results show that learners in the mixed language program under study have “somewhat high” and “high” levels of CLA. The increased levels of CLA in learners who had completed three courses or more in the program, coupled with their strong motivation, suggests that this program contributes positively toward HL students’ CLA. However, respondents’ answers also reveal standard language ideologies, as well as the personal avoidance of code-switching. Based on these findings, two areas that could benefit from a wider representation in the curriculum of mixed language programs are discussed: language ideologies and plurilingual language practices.
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34

Gasca Jiménez, Laura, Maira E. Álvarez, and Sylvia Fernández. "Language and translation practices of Spanish-language newspapers published in the U.S. borderlands between 1808 and 1930." Translation and/in Periodical Publications 14, no. 2 (June 26, 2019): 218–42. http://dx.doi.org/10.1075/tis.00039.gas.

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Abstract This article examines the impact of the anglicizing language policies implemented after the annexation of the U.S. borderlands to the United States on language use by describing the language and translation practices of Spanish-language newspapers published in the U.S. borderlands across different sociohistorical periods from 1808 to 1930. Sixty Hispanic-American newspapers (374 issues) from 1808 to 1980 were selected for analysis. Despite aggressive anglicizing legislation that caused a societal shift of language use from Spanish into English in most borderland states after the annexation, the current study suggests that the newspapers resisted assimilation by adhering to the Spanish language in the creation of original content and in translation.
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35

Torres, Kelly M., Samantha Tackett, and Meagan C. Arrastia-Chisholm. "Cuban American College Students’ Perceptions Surrounding Their Language and Cultural Identity." Journal of Hispanic Higher Education 20, no. 1 (January 4, 2019): 17–32. http://dx.doi.org/10.1177/1538192718822324.

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Four waves of Cuban immigrants have arrived to the United States from the early 1960s with the fourth wave still in progress. The changing reasons these immigrants fled Cuba have resulted in diverse characteristics for each wave of immigration. This qualitative study investigated Cuban American students’ perceptions of their cultural background and Spanish proficiencies. The results of this study indicate that all participants possessed limited Spanish proficiencies and a strong desire to maintain their heritage. Implications are discussed in light of the current political climate in the United States.
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36

Blackburn, Aranzazu M., Linley Cornish, and Susen Smith. "Gifted English Language Learners." Journal for the Education of the Gifted 39, no. 4 (October 17, 2016): 338–60. http://dx.doi.org/10.1177/0162353216671834.

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Current research on gifted English language learners (gifted ELLs) is broadly centered on identification issues and investigations of underrepresentation in gifted programs mainly in schools in the United States and referencing predominantly Spanish-speaking students. Australia presents itself as a multicultural nation, yet limited research exists as to what it knows about its particular gifted ELL populations and ways of supporting them when they enter Australian schools. A review of the current literature examines existing research in the United States and explores the findings from Australian studies. Some suggestions for future research in both local and global contexts are offered.
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37

Frazer, Timothy C. "Chicano English and Spanish Interference in the Midwestern United States." American Speech 71, no. 1 (1996): 72. http://dx.doi.org/10.2307/455470.

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38

Silva-Corvalán, Carmen. "The Limits of Convergence in Language Contact." Journal of Language Contact 2, no. 1 (2008): 213–24. http://dx.doi.org/10.1163/000000008792525246.

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AbstractThis article discusses the contact situation between English and Spanish in the United States, a situation characterized by both maintenance of the minority language and shift to English. Of relevance to understanding the linguistic phenomena that develop in this situation of societal bilingualism is the fact that the minority language is constantly being revitalized by interaction with large groups of immigrants from Spanish-speaking countries.The article identifies some of the linguistic changes that affect the minority language at different points in the proficiency continuum or different stages of attrition, and argues that in this particular contact situation convergence toward English is constrained by the structure of the minority language undergoing change.
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39

Kagan, Olga, and Kathleen Dillon. "Heritage language education: Development of the field in the United States." Language Teaching 51, no. 4 (September 13, 2018): 485–503. http://dx.doi.org/10.1017/s0261444818000241.

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Since at the turn of the twenty-first century heritage language (HL) research and education was a new field emerging, this research timeline traces the complete history of the field in the US through 2016. It highlights how theories and perspectives have changed, been challenged, and widely accepted. The field's roots are in Spanish since, as the language of the most numerous immigration group, it has long been a commonly taught language in the US.
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40

Hernández Chávez, Eduardo. "The role of suppressive language policies in language shift and language loss." Estudios Fronterizos, no. 18-19 (January 1, 1989): 123–35. http://dx.doi.org/10.21670/ref.1989.18-19.a07.

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The Skutnabb-Kangas and Phillipson analysis of linguistic human rights is used as a basis for understanding language replacement phenomena in the United States. Use of Spanish in Chicano communities is shifting rapidly to English despite the huge numbers of recent immigrants who are dominant in Spanish. Accompanying this shift is a precipitous loss of proficiency by Spanish speakers. Such replacement of a language does not depend on personal choices made by speakers, but on the socio-political conditions within the country. Political goals of profits, exploitation, and hegemony drive classist, racist and ethnicist policies whose purpose is to neutralize resistance to the status quo. These are couched in liberal-sounding myths that justify linguicism, which strives to suppress minority cultures and to acculturate their members in order to pacify perceived ethnic group conflict. The Skutnabb-Kangas and Phillipson Linguicism Continuumn is used to demonstrate the degree of linguistic repression in selected U.S. institutions.
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41

CARVALHO, ANA MARIA. "Varieties of Spanish in the United States by LIPSKI, JOHN M." Modern Language Journal 94, no. 1 (March 2010): 177–78. http://dx.doi.org/10.1111/j.1540-4781.2009.01014.x.

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42

Pope, R. D. "Teaching Spanish in the United States: A Mixed Blessing." Forum for Modern Language Studies 37, no. 4 (October 1, 2001): 382–92. http://dx.doi.org/10.1093/fmls/37.4.382.

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43

MENKE, Mandy R. "Development of Spanish rhotics in Spanish–English bilingual children in the United States." Journal of Child Language 45, no. 3 (November 17, 2017): 788–806. http://dx.doi.org/10.1017/s0305000917000460.

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AbstractRhotics, particularly the trill, are late acquired sounds in Spanish. Reports of Spanish–English bilingual preschoolers document age-appropriate articulations, but studies do not explore productions once exposure to English increases. This paper reports on the rhotic productions of a cross-sectional sample of 31 Spanish–English bilingual children, ages 6;8 to 13;5. Children produced taps with high rates of accuracy across age groups; the trill did not reach 80% target production until age 11;3, later than reported for monolingual speakers. Increased English exposure is explored as a contributing factor, arguing a need for continued study of bilingual phonological development beyond the preschool years.
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44

Gershon, Richard C., Rina S. Fox, Jennifer J. Manly, Dan M. Mungas, Cindy J. Nowinski, Ellen M. Roney, and Jerry Slotkin. "The NIH Toolbox: Overview of Development for Use with Hispanic Populations." Journal of the International Neuropsychological Society 26, no. 6 (February 17, 2020): 567–75. http://dx.doi.org/10.1017/s1355617720000028.

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AbstractObjective:Hispanics/Latinos are the largest and fastest-growing minority population in the United States. To facilitate appropriate outcome assessment of this expanding population, the NIH Toolbox for Assessment of Neurological and Behavioral Function® (NIH Toolbox®) was developed with particular attention paid to the cultural and linguistic needs of English- and Spanish-speaking Hispanics/Latinos.Methods:A Cultural Working Group ensured that all included measures were appropriate for use with Hispanics/Latinos in both English and Spanish. In addition, a Spanish Language Working Group assessed all English-language NIH Toolbox measures for translatability.Results:Measures were translated following the Functional Assessment of Chronic Illness Therapy (FACIT) translation methodology for instances where language interpretation could impact scores, or a modified version thereof for more simplified translations. The Spanish versions of the NIH Toolbox Cognition Battery language measures (i.e., Picture Vocabulary Test, Oral Reading Recognition Test) were developed independently of their English counterparts.Conclusions:The Spanish-language version of the NIH Toolbox provides a much-needed set of tools that can be selected as appropriate to complement existing protocols being conducted with the growing Hispanic/Latino population in the United States.
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Delgado-Romero, Edward A., Jhokania De Los Santos, Vineet S. Raman, Jennifer N. Merrifield, Marjory S. Vazquez, Marlaine M. Monroig, Elizabeth Cárdenas Bautista, and Maritza Y. Durán. "Caught in the Middle: Spanish-Speaking Bilingual Mental Health Counselors as Language Brokers." Journal of Mental Health Counseling 40, no. 4 (October 1, 2018): 341–52. http://dx.doi.org/10.17744/mehc.40.4.06.

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Literature regarding language brokering has primarily focused on family and community members serving as language brokers. However, bilingual mental health counselors often find themselves serving as language brokers as well. In this article we focus on bilingual mental health counselors who work with the growing Spanish-speaking immigrant population in the United States. We examine bilingual counselors without formal training in Spanish who serve as language brokers, and examine the ethical and professional challenges they face. Such challenges highlight the complexities of living in two worlds and providing psychological services in two languages. In examining their roles as language brokers, we discuss implications for future mental health counseling practice, training, and research. We present the ¡BIEN! Bilingual and Bicultural Counseling Services model for training counselors to deliver services to Spanish-speaking clients, along with recommendations for training programs.
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Montrul, Silvina. "Structural changes in Spanish in the United States: Differential object marking in Spanish heritage speakers across generations." Lingua 151 (November 2014): 177–96. http://dx.doi.org/10.1016/j.lingua.2014.05.007.

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Jenkins, Devin L. "The cost of linguistic loyalty." Spanish Maintenance and Loss in the U.S. Southwest 6, no. 1 (April 9, 2009): 7–25. http://dx.doi.org/10.1075/sic.6.1.02jen.

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In a census-related study on language maintenance among the Hispanic/Latino population in the southwest United States, Hudson, Hernández-Chávez and Bills (1995) stated that, given negative correlations between language maintenance and years of education and per capita income, “educational and economic success in the Spanish origin population are purchased at the expense of Spanish language maintenance in the home” (1995: 179). While census figures from 1980 make this statement undeniable for the Southwest, the recent growth of the Spanish-language population in the United States, which has grown by a factor of ~2.5 over the last twenty years, begs a reexamination of these correlations. A recent study on the state of Colorado (McCullough & Jenkins 2005) found a correlational weakening, especially with regard to the relationship between language maintenance and median income. The current study follows the model set forth by Hudson et al. (1995) in examining the interrelationship between the measures of count, density, language loyalty and retention based on 2000 census data, as well as the relationship between these metrics and socioeconomic and demographic variables, including income and education. While some relationships existed in 2000 much in the same way that they did in the 1980 data, especially with regard to count and density, the measures of loyalty and retention saw marked reductions in their correlations with social variables.
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Pohlod, H. Ya. "THE CULTURAL AND ECONOMIC VALUE OF THE SPANISH." PRECARPATHIAN BULLETIN OF THE SHEVCHENKO SCIENTIFIC SOCIETY Word, no. 3(55) (April 12, 2019): 192–97. http://dx.doi.org/10.31471/2304-7402-2019-3(55)-192-197.

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The purpose of the publication is to study cultural, literary and economic significance of the Spanish. Spanish is the second most spoken language in the world. More than 550 million people around the world speak Spanish, some 7.6 % of the global population. It is the official language of 21 countries. Undoubtedly, the Spanish language is a means of acquiring knowledge, an element of identification in Hispanic countries. The challenge is to strengthen and seek strategies in different areas in order to legitimize it. In 1492, Antonio de Nebrija published a book called «Grammar of the Castilian Language» (Gramática Castellana de Antonio Nebrija). In the prologue, the scholar defined the Spanish language the way it could endure and flourish in centuries to come. Thanks to Antonio Nebrija, the Spanish language is the first modern language in the world, which was already established and taken for granted 5 centuries ago. The Royal Spanish Academy along with the Association of Spanish Language Academies have regulated the Spanish language and established common rules for the entire Spanish-speaking world. There are following peculiarities of the Spanish language: the most united among the major languages of the world; fast-growing Spanish-speaking population, including native speakers and those studying Spanish as a second language, as well as users of the web pages; growing cultural influence: 12 laureates of the Nobel Prize literature (6 Spaniards, 2 Chileans, 1 Mexican, 1 Peruvian, 1 Colombian and 1 Guatemalan); growing use of Spanish in the United States, driven primarily by Hispanic immigration to the territory, belonging to the Spaniards in ancient times; growing economy of the Spanish-speaking countries. The Language is about economic prosperity: the more people use it, the more valuable it becomes. If a common language is used in negotiations, then transaction costs are reduced. In this respect, Spanish is the key to the successful conduct and control of negotiations, as well as a means of management that facilitates international trade. It's not about competing with the English language. It about improving the international status of the Spanish language, which requires strengthening in international diplomacy, science and technology.
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Oxford, Raquel, and Ana Roca. "Research on Spanish in the United States: Linguistic Issues and Challenges." Hispania 86, no. 3 (September 1, 2003): 533. http://dx.doi.org/10.2307/20062901.

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Nuessel, Frank. "Review of Bergen (1990): Spanish in the United States: Sociolinguistic Issues." Language Problems and Language Planning 15, no. 3 (January 1, 1991): 321–24. http://dx.doi.org/10.1075/lplp.15.3.13nue.

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