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Gates Tapia, Anna M. y Douglas Biber. "Lexico-grammatical stance in Spanish news reportage". Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 27, n.º 1 (8 de agosto de 2014): 208–37. http://dx.doi.org/10.1075/resla.27.1.09gat.
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The small South American country of Ecuador has recently come to international attention for perceived threats to journalistic freedom: first a major defamation lawsuit against El Universo (filed in March 2011) for unfounded criticisms of President Correa, and more recently passage of a highly controversial law of communications in June, 2013. Due to these developments, there is reason to believe that media reportage in Ecuador will currently be highly circumspect in the expression of opinions and evaluations, discourse functions that have been investigated under the umbrella of ‘stance’ in previous linguistic investigations. However, the situation of media language use in Ecuador is further interesting in that there are both government newspapers as well as privately owned newspapers competing on the open market. Presumably these different newspapers will not be affected in the same ways by the legal actions of the last few years. To investigate that possibility, the present study documents the lexico-grammatical expression of stance in a large corpus of Ecuadorian newspaper reportage, comparing and contrasting the expression of stance in two major newspapers: El Telégrafo, controlled by the government, and El Comercio, a privately owned outlet. The study focuses on two major types of lexico-grammatical features used to express stance: que-complement clauses and adverbials. Although the two newspapers are quite similar in the devices preferred for the expression of stance, the analysis also identifies systematic patterns of difference. Surprisingly, the results show that it is the government-controlled newspaper that consistently expresses stance to a greater extent than the privately-owned paper. These results are interpreted relative to the recent legal events in Ecuador, perhaps indicating increased scrutiny of media reportage in the private sector than in the public sector.
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Deibel, Isabel. "Adpositions in Media Lengua: Quichua or Spanish? – Evidence of a Lexical-Functional Split". Journal of Language Contact 12, n.º 2 (14 de agosto de 2019): 404–39. http://dx.doi.org/10.1163/19552629-01202006.
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After decades of debate in linguistic theory, the lexical/functional status of adpositions is still controversial. Lexicon-Grammar mixed languages such as Media Lengua, spoken in Northern Ecuador, are excellent testing cases for such grammatical categories: This mixed language displays a conservative Quichua morphosyntactic frame while approximately 90% of its lexical roots are relexified from Spanish. Thus, due to the lexical-functional split Media Lengua displays, whether adpositions in this language are realized in Quichua or Spanish can speak to their status as a lexical/functional category. This study reports data from recent field research, conducted with speakers trilingual in Media Lengua, Quichua and Spanish who participated in two tasks (video description and translation). The results show a split between lexical and functional adpositions in Media Lengua, manifested in the dual-language realization of complex (multimorphemic) items: The lexical part of these complex items is relexified from Spanish while the functional part is retained in Quichua – even when participants are structurally primed. This suggests that Media Lengua across communities systematically follows Quichua morphosyntactic rules.
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Wroblewski, Michael. "Inscribing indigeneity: Ethnolinguistic authority in the linguistic landscape of Amazonian Ecuador". Multilingua 39, n.º 2 (26 de marzo de 2020): 139–68. http://dx.doi.org/10.1515/multi-2018-0127.
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AbstractThis article takes a linguistic anthropological approach to analyzing multilingualism in the linguistic landscape of the Amazonian city of Tena, Ecuador, a key locus of indigenous Kichwa language revitalization, identity formation, and politics. Following recent scholarly reconsiderations of multilingual linguistic landscapes as sites of ideological contestation and performative display, I seek to expand on the foundational concept of ethnolinguistic vitality. Building on an analysis of shifting materiality and semiotics of bilingual Kichwa-Spanish hospital signs, I argue for the use of longitudinal and deep ethnographic study of public sign-making in progress to identify oppositional struggles over ethnolinguistic authority, or control of authorship in displays of ethnolinguistic presence. In Tena, Kichwa-language signage represents a new venue for the decolonization of politics, the performance of indigeneity, and the centralization of state power, which are expressed through competing visions by agents with distinct ideological orientations toward language. I submit ethnolinguistic authority as a critical concern for the ethnographic study of public inscriptions of minority languages, which reflect contrasting ideologies of language, notions of group identity, and claims to representational sovereignty.
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Lipski, John M. "Colliding vowel systems in Andean Spanish". Linguistic Approaches to Bilingualism 5, n.º 1 (1 de mayo de 2015): 91–121. http://dx.doi.org/10.1075/lab.5.1.04lip.
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The acquisition of the Spanish 5-vowel system by speakers of the 3-vowel language Quechua (/I/-/a/-/ʊ/) seldom results in accurate approximation to Spanish vowel spaces when learning takes place informally in post-adolescence. The present study offers data from a minimal immersion environment in northern Ecuador. In a context in which few cues point to the existence of mid-high vocalic oppositions in Spanish (e.g. no literacy, no corrective feedback, almost no viable minimal pairs), these speakers reliably distinguish only three Spanish vowels in production. These Quechua-dominant bilinguals have amorphous front and back vowel spaces considerably broader than those defining Quechua /I/ and /ʊ/, but with no bimodal clustering. Left relatively unfettered, the hybrid system may contribute to an understanding of the relationship between vowel inventory and vowel space topology.
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Rao, Rajiv y Sandro Sessarego. "The intonation of Chota Valley Spanish: Contact-induced phenomena at the discourse-phonology interface". Studies in Hispanic and Lusophone Linguistics 11, n.º 1 (25 de abril de 2018): 163–92. http://dx.doi.org/10.1515/shll-2018-0006.
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Abstract This study offers a prosodic analysis of broad focus declarative sentences in Chota Valley Spanish (CVS), an Afro-Hispanic dialect of Ecuador. Findings indicate that its phonological inventory of pitch accents and phrase boundary tones appears to be significantly simplified in comparison to what has been reported for other native, non-contact varieties of Spanish. In particular, we observe a strong tendency in CVS toward duplicating nuclear and prenuclear pitch accents, as well as phrase boundary tones. We analyze these results in terms of contact-induced phenomena related to a process of first language acquisition of advanced second language acquisition strategies, which appear to be hampered by processability constraints applying at the discourse-phonology interface. The study’s implications are discussed with respect to the debate concerning the origins of this dialect and several other Afro-Hispanic Languages of the Americas.
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Ramos-Rincón, José M., Isabel Belinchón-Romero, Francisco Sánchez-Ferrer, Guillermo Martínez-de la Torre, Meggan Harris y Javier Sánchez-Fernández. "The reach of Spanish-language YouTube videos on physical examinations made by undergraduate medical students". Journal of Educational Evaluation for Health Professions 14 (19 de diciembre de 2017): 31. http://dx.doi.org/10.3352/jeehp.2017.14.31.
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This study was conducted to evaluate the performance and reach of YouTube videos on physical examinations made by Spanish university students. We analyzed performance metrics for 4 videos on physical examinations in Spanish that were created by medical students at Miguel Hernández University (Elche, Spain) and are available on YouTube, on the following topics: the head and neck (7:30), the cardiovascular system (7:38), the respiratory system (13:54), and the abdomen (11:10). We used the Analytics application offered by the YouTube platform to analyze the reach of the videos from the upload date (February 17, 2015) to July 28, 2017 (2 years, 5 months, and 11 days). The total number of views, length of watch-time, and the mean view duration for the 4 videos were, respectively: 164,403 views (mean, 41,101 views; range, 12,389 to 94,573 views), 425,888 minutes (mean, 106,472 minutes; range, 37,889 to 172,840 minutes), and 2:56 minutes (range, 1:49 to 4:03 minutes). Mexico was the most frequent playback location, followed by Spain, Colombia, and Venezuela. Uruguay, Ecuador, Mexico, and Puerto Rico had the most views per 100,000 population. Spanish-language tutorials are an alternative tool for teaching physical examination skills to students whose first language is not English. The videos were especially popular in Uruguay, Ecuador, and Mexico.
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Stewart, Jesse. "Voice onset time production in Ecuadorian Spanish, Quichua, and Media Lengua". Journal of the International Phonetic Association 48, n.º 2 (30 de junio de 2017): 173–97. http://dx.doi.org/10.1017/s002510031700024x.
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In Ecuador there exists a dynamic language contact continuum between Urban Spanish and Rural Quichua. This study explores the effects of competing phonologies with an analysis of voice onset time (VOT) production in and across three varieties of Ecuadorian highland Spanish, Quichua, and Media Lengua. Media Lengua is a mixed language that contains Quichua systemic elements and a lexicon of Spanish origin. Because of this lexical-grammatical split, Media Lengua is considered the most central point along the language continuum. Native Quichua phonology has a single series of voiceless stops (/p/, /t/, and /k/), while Spanish shows a clear voicing contrast between stops in the same series. This study makes use of nearly 8,000 measurements from 69 participants to (i) document VOT production in the aforementioned language varieties and (ii) analyse the effects of borrowings on VOT. Results based on mixed effects models and multidimensional scaling suggest that the voicing contrast has entered both Media Lengua and Quichua through Spanish lexical borrowings. However, the VOT values of voiced stops in Media Lengua align with those of Rural and L2 Spanish while Quichua shows significantly longer prevoicing values, suggesting some degree of overshoot.
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Portocarrero, Alex y Jesse Stewart. "A preliminary analysis of intonation patterns in Ecuadorian Cuencano Spanish". Open Linguistics 7, n.º 1 (1 de enero de 2021): 448–75. http://dx.doi.org/10.1515/opli-2020-0169.
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Abstract El Cantado Cuencano “Cuencano singing” constitutes the hallmark of Cuencano Spanish: a widely spoken Andean dialect in the Ecuadorian province of Azuay. This colloquially described “singing” makes Cuencano Spanish one of the most distinct dialects of Ecuador. The aim of the present study is to provide a preliminary analysis of intonation patterns from common utterance types in this under documented dialect. A sample of 550 utterances from 11 categories that included declarative statements, yes/no questions, exclamative statements, wh-questions, imperatives, lists, conditionals, tag-questions, interjections, negative statements, and vocatives was collected from five male and five female participants. The tokens were analyzed acoustically and labeled using the Spanish Tones and Break Indices system (Sp_ToBI). Results reveal the presence of a tritonal pitch accent (PA), labeled as L + H* + L and the extensive use of bitonal PAs (namely, L + H*). These three phenomena mark the singing quality of Cuencano Spanish and make it stand out from the dialects of Ecuadorian Spanish.
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Sessarego, Sandro. "On the origins of Chota Valley Spanish". Journal of Pidgin and Creole Languages 29, n.º 1 (7 de febrero de 2014): 86–133. http://dx.doi.org/10.1075/jpcl.29.1.03ses.
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Chota Valley Spanish (CVS) is an Afro-Hispanic dialect spoken in the provinces of Imbabura and Carchi, Ecuador. The structure of CVS is relatively similar to Spanish, even though the conditions that characterized colonial Chota Valley seem — at a first glance — to have been ideal for a creole language to develop: a low white/black ratio, harsh working conditions on sugarcane plantations, massive introduction of African-born workers, and minimal contact with the outside Spanish speaking world (Schwegler 1999: 240; McWhorter 2000: 10–11). Two main hypotheses have been proposed to account for this fact: (a) the Monogenesis Hypothesis (Schwegler 1999); (b) the Afrogenesis Hypothesis (McWhorter 2000). In the present paper, the linguistic and sociohistorical evidence available for CVS is analyzed. Findings indicate that the long assumed creolizing conditions for CVS were not in place in colonial Chota Valley and therefore hypotheses (a) and (b) do not accurately explain the true nature and evolution of this language. The present study suggests that CVS can be better analyzed as the result of intermediate and advanced second language acquisition processes, which do not imply a previous creole stage.
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Lipski, John M. "¿Qué diciendo nomás?" Spanish in Context 10, n.º 2 (15 de julio de 2013): 227–60. http://dx.doi.org/10.1075/sic.10.2.03lip.
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In Quechua-dominant Spanish interlanguage in the Andean region the gerund is frequently found instead of finite verb forms typical of monolingual Spanish. Using data collected among Quichua-Spanish bilinguals in northern Ecuador, this study challenges claims that direct transfer of the Quichua subordinator -s(h)pa — often called a “gerund” — is the immediate source of the Andean Spanish gerund. Quichua-dominant bilinguals produce Spanish gerunds mostly in subordinate clauses, reflecting the general pattern of Quechua. However, in a Quichua-to-Spanish translation task, -shpa was most frequently translated as a gerund by school children who had received Quichua language classes, and least frequently by traditional Quichua-dominant speakers. An examination of historical documents suggests that the gerund was used in Spanish foreigner talk directed at indigenous speakers. The ultimate source of the -s(h)pa = Spanish gerund equation is traced to 16th and 17th century Quechua grammars written in the Latinate tradition, and to Spanish priests’ and missionaries’ (mis)appropriation of this grammatical interpretation in their interaction with indigenous speakers in the Andean zone.
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Lipski, John M. "Reconstructing the life-cycle of a mixed language: An exploration of Ecuadoran Media Lengua". International Journal of Bilingualism 24, n.º 2 (26 de abril de 2019): 410–36. http://dx.doi.org/10.1177/1367006919842668.
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Aims and objectives: This study explores the assertion that bilingual mixed languages are only diachronically stable if they are not spoken together with both of the contributing source languages. Ecuadoran Media Lengua, which combines all-Quichua morphosyntax with nearly all lexical roots replaced by Spanish-derived forms, coexists in three communities with both Spanish and Quichua, having arrived in each community in successive generations. Methodology and design: Trilingual speakers (Quichua, Media Lengua, Spanish) participated in four interactive tasks: speeded translation, speeded acceptability judgments, language classification, and lexical decision. Data and analysis: For each task, the calculated rate of separation of Quichua and Media Lengua was the response variable for a series of linear mixed-effects models, with community (and when appropriate, age group) as a fixed effect. Findings/conclusions: The results suggest that a mixed language spoken together with the languages that supplied both the lexical roots and the morphosyntax can maintain its integrity for a generation or two, but the perceptual boundaries circumscribing the mixed language eventually become more permeable. They point to a significant correlation between the chronology of language contacts and the perceptual stability of Media Lengua, which is greatest when the only competing language is Quichua, somewhat less when Spanish is acquired later as the second language, and lowest when Spanish is one of the early acquired or native languages alongside Quichua. Originality: This is the first attempt to test the putative diachronic stability of a mixed language by means of synchronic experimental data.
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LIPSKI, JOHN M. "Language switching constraints: more than syntax? Data from Media Lengua". Bilingualism: Language and Cognition 20, n.º 4 (25 de abril de 2016): 722–46. http://dx.doi.org/10.1017/s1366728916000468.
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This study investigates the relationship between intra-sentential codeswitching restrictions after subject pronouns, negative elements, and interrogatives and language-specific syntactic structures. Data are presented from two languages that have non-cognate lexicons but share identical phrase structure and syntactic mechanisms and exactly thesamegrammatical morphemesexcept forpronouns, negators, and interrogative words. The languages are the Quichua of Imbabura province, Ecuador and Ecuadorian Media Lengua (ML), consisting of Quichua morphosyntax with Spanish-derived lexical roots. Bilingual participants carried out un-timed acceptability judgment and language-identification tasks and concurrent memory-loaded repetition on utterances in Quichua, ML, and various mixtures of Quichua and ML. The acceptability and classification data show a main effect for category of single-word switches (significant differences for lexical vs. interrogative, negative, and for acceptability, pronoun) and repetition data show significant differences between lexical vs. interrogatives and negators. Third-person pronouns (which require an explicit antecedent) also differ significantly from lexical items. Logical-semantic factors may contribute to code-switching restrictions.
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Brown, Alan V. y Kerry Purmensky. "Spanish L2 Students’ Perceptions of Service-Learning: A Case Study from Ecuador". International Journal of Research on Service-Learning and Community Engagement 2, n.º 1 (30 de diciembre de 2014): 78–94. http://dx.doi.org/10.37333/001c.002001007.
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This article examines students’ perceptions of the relationship between the service-learning component of a four-week study-abroad program in Ecuador and the development of their linguistic and cultural competency. The data come from two sources: (1) students’ responses to a survey composed of Likert-scale and rank-order items and (2) student journals written for an introductory translation course after the completion of several service projects relative to dental care and hygiene. The quantitative survey solicited students´ perceptions of the effectiveness of the service-learning component and other characteristics typical of study-abroad programs. In general, students perceived a positive relationship between their participation in service-learning projects while abroad in Ecuador and the development of their linguistic and cultural proficiency. Analysis of students’ reflective journals concerning the service-learning experience resulted in the identification of several themes within the areas of language-related and culture-related learning, contributing to the discussion around the complexities of acquiring linguistic and cultural knowledge through International Service-Learning (ISL).
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Repetti-Ludlow, Chiara, Haoru Zhang, Hugo Lucitante, Scott AnderBois y Chelsea Sanker. "A’ingae (Cofán)". Journal of the International Phonetic Association 50, n.º 3 (27 de junio de 2019): 431–44. http://dx.doi.org/10.1017/s0025100319000082.
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A’ingae (also known as Cofán or Kofán) is a language isolate spoken by approximately 1,500 people in 13 communities in Ecuador and Colombia (Figure 1). Traditionally, the A’i (speakers of A’ingae) lived in the Andean foothills, but over the past century they have migrated down the Aguarico and San Miguel rivers, founding communities at Dureno and Zábalo, where the language is most widely spoken. This migration was spurred in large part by extensive oil contamination; an issue of great concern to the Foundation for the Survival of the Cofán People (FSC) and the community at large (Cepek 2012: 103; 2018: 1–15). Another concern in the Cofán community is the decreasing use of A’ingae, which, according to Ethnologue (Simons & Fennig 2017), is ‘endangered’ in Ecuador and ‘severely endangered’ in Colombia as a growing emphasis on Spanish disincentivizes the younger generation from learning A’ingae.
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Duque, Miguel, Blanca Naula, Diego Reina y Cristian Arellano. "Recognition, interpretation and teaching of sign lan-guage in the official languages of Ecuador". KnE Engineering 1, n.º 2 (30 de enero de 2018): 88. http://dx.doi.org/10.18502/keg.v1i2.1488.
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Abstract. The lack of an application that can be used within the teaching sign language learning process allowed us to propose this research, creating two technological applications based on the modalities and materials used during the Sign Language teaching process in Ecuador, using its own methodology divided into four phases, it was obtained that the desktop application recognizes and interprets in real time the gestures made with a range of effectiveness of 90% to 100% Working on clear funds, while the APP allows you to learn the basic signs and words used by people with hearing impairment, both applications work in Spanish and Kichwa.
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Toapanta, Jesus. "Assibilated [ř] in Ecuador: Exploring Sociolinguistic Factors among Young Quiteños". International Journal of Linguistics 8, n.º 3 (12 de junio de 2016): 23. http://dx.doi.org/10.5296/ijl.v8i3.9593.
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<p class="1">It is extraordinary how extra information such as age, birthplace, education, and social strata is displayed when people talk. Sometimes, it is enough to hear a person to know where that person is from. For instance, the juxtaposition placed on intelligence regarding the southern English dialects in the US:</p><p class="1">Gov. Clinton, you attended Oxford University in England and Yale Law School in the Ivy League, two of the fines institutions of learning in the world. So how come you still talk like a hillbilly? (as quoted in Lippi-Green, 1997: 211)</p><p class="1">Indeed, language aspects such as prosody, syntax, lexis, and/or pronunciation reveal certain characteristics such as birthplace, age, ethnicity, and social strata, to mention some. In Ecuador, one just needs to hear the interlocutor to know where the person is from or is not from. One peculiar characteristic of the speech of Quiteños in Ecuador is the usage of the Spanish trill [ r ] and/or the assibilated [ ř ]; that is, the intervocalic phone in the Spanish word ‘arroz’ can be realized with a trill [ r ] or an assibilated [ ř ] sound. This variation is allophonic and might make people rank individuals on a social scale, judge them as educated or uneducated, and/or link them to a particular speech community. </p><p class="1">This paper explores some possible extra-linguistic factors such as education, social class, and language domains that may be associated with this allophonic variation in the speech of young Quiteños. Data for this paper was collected through a questionnaire at one relatively large university in Quito-Ecuador and mainly reflects participants’ perception on the usage of these two sounds. <strong></strong></p>
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Simpson, JoEllen M. "A Look at Early Childhood Writing in English and Spanish in a Bilingual School in Ecuador". International Journal of Bilingual Education and Bilingualism 7, n.º 5 (agosto de 2004): 432–48. http://dx.doi.org/10.1080/13670050408667824.
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Pasek, Alicja. "Situación socio-cultural de los Cofanes en el Ecuador de hoy. Relación de unas investigaciones de campo". Estudios Latinoamericanos 19 (31 de diciembre de 1999): 47–65. http://dx.doi.org/10.36447/estudios1999.v19.art3.
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Abstract/short description
This paper is based on ethnological field research done within the indigenous group of Cofán in the East Ecuador. Their geographic setting is introduced in the beginning. Later observations on health problems, relations with official administration, modes of subsistence, and knowledge of Spanish language are described. Pasek presents a historical outline of this group's relations with others and discusses the social changes and related problems that were observed.
Short description written by Michal Gilewski
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Francis, Norbert. "Kendal King, Language revitalization processes and prospects: Quichua in the Ecuadorian Andes. Clevedon: Multilingual Matters, 2001. Pp. 253." Language in Society 31, n.º 4 (octubre de 2002): 650–53. http://dx.doi.org/10.1017/s0047404502334055.
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Studies of language erosion, especially erosion in the advanced stages, are hard to do, and they do not always make for light reading. In evaluating the findings, readers need to maintain a healthy distance between what the evidence actually shows and what they imagine it might show in a hypothetical other world. For bilingual educators, for example, understanding the course of language displacement is a part of our work that we have tended to neglect. Kendal King's investigation of the shift to Spanish in the Saraguro (Quichua-speaking) communities of southern Ecuador marks another advance in this important aspect of the study of bilingualism.
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Lipski, John M. "Depleted plural marking in two Afro-Hispanic dialects: Separating inheritance from innovation". Language Variation and Change 22, n.º 1 (marzo de 2010): 105–48. http://dx.doi.org/10.1017/s0954394510000025.
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AbstractSpanish is characterized by number concord in determiner phrases (DPs) and predicate nominals; the plural marker /s/ is attached to all relevant elements in a plural DP. Exceptions to this rule usually involve phonetically motivated processes of /s/-weakening in coda position, and do not result in a functionally different system of plural marking. A distinct pattern is found in two isolated dialects of Spanish spoken in ethnically cohesive Afro-descendent communities where Spanish was originally acquired as a second language by speakers of African languages. In both varieties, characterized by the absence of /s/-reducing phenomena, plural /-s/ tends to be marked only on the first element of plural DPs, usually a determiner. In one of the dialects, spoken in Ecuador, these “stripped plurals” alternate with full multiple plural concord, similar to vernacular Brazilian Portuguese. In the other dialect, spoken in Bolivia, stripped plurals appear to be a recent development, emerging from a more restructured traditional variety in which plural /-s/ was not used at all. A variational analysis of both dialects finds little evidence for spontaneous drift away from canonical multiple plural marking, but rather suggests an evolution from earlier contact-induced interlanguages that exhibited even less systematic plural marking. The appearance of Afro-Hispanic stripped plurals is tentatively correlated with the shift from a depleted definite article system to a configuration more closely resembling modern Spanish. A similar set of circumstances may have contributed to the formation of stripped plurals in vernacular Brazilian Portuguese.
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Lipski, John M. "Field-Testing Code-Switching Constraints: A Report on a Strategic Languages Project". Languages 4, n.º 1 (1 de febrero de 2019): 7. http://dx.doi.org/10.3390/languages4010007.
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The present article provides an overview of ongoing field-based research that deploys a variety of interactive experimental procedures in three strategically chosen bilingual contact environments, whose language dyads facilitate a partial separation of morphosyntactic factors in order to test the extent to which proposed grammatical constraints on intra-sentential code-switching are independent of language-specific factors. For purposes of illustration, the possibility of language switches between subject pronouns and verbs is compared for the three bilingual groups. The first scenario includes Ecuadoran Quichua and Media Lengua (entirely Quichua syntax and system morphology, all lexical roots replaced by Spanish items; both are null-subject languages). The second juxtaposes Spanish and the Afro-Colombian creole language Palenquero; the languages share highly cognate lexicons but differ substantially in grammatical structures (including null subjects in Spanish, only overt subjects in Palenquero). Spanish and Portuguese in north-eastern Argentina along the Brazilian border form the third focus: lexically and grammatically highly cognate languages that are nonetheless kept distinct by speakers (both null-subject languages, albeit with different usage patterns). Results from the three communities reveal a residual resistance against pronoun + verb switches irrespective of the subject-verb configuration, thereby motivating the application of similar techniques to other proposed grammatical constraints.
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Masaquiza, Fanny Chango y Stephen A. Marlett. "Salasaca Quichua". Journal of the International Phonetic Association 38, n.º 2 (22 de julio de 2008): 223–27. http://dx.doi.org/10.1017/s0025100308003332.
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Salasaca Quichua (ISO 639-3=qxl) is a Quechuan language, specifically of the branch referred to as Quechua A (Parker 1963), as Quechua IIB (Torero 1974), or the northern group (Landerman 1991); but see Landerman (1991) and Adelaar (2004) regarding doubts with respect to the classification of the different varieties. The variety described in this paper is spoken by approximately 12,000 people in Ecuador. The Salasaca ‘parroquia’ (Spanish usage in Ecuador of this word is for a non-religious administrative district), in Pelileo canton, in Tungurahua province, is divided into eighteen communities and Quichua is spoken in all of them. This variety is similar to that of others of the region and is included in the Stark & Muysken (1977) dictionary. Varieties of Quechua in this area do not have the more open allophones attested farther south (such as in Peru), and for that reason the Ecuadorian varieties are traditionally called ‘Quichua’ rather than ‘Quechua’.
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Howard, Rosaleen, Raquel De Pedro Ricoy y Luis Andrade Ciudad. "Translation policy and indigenous languages in Hispanic Latin America". International Journal of the Sociology of Language 2018, n.º 251 (25 de abril de 2018): 19–36. http://dx.doi.org/10.1515/ijsl-2018-0002.
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Abstract This article examines the status of translation policy as it relates to public service interfaces between the dominant Spanish-speaking sectors of society and speakers of some of the many indigenous languages of Latin America. The article focuses on Mexico, Colombia, Ecuador, Bolivia and Paraguay, and Peru is used as a case study based on recent first-hand research. Translation policy is inherently bound up with language policy, where the latter exists. However, there is variation from state to state as to whether language rights legislation has been passed, whether it is implemented through policy, and the extent to which translation policy is part of the legislative framework. The case of Peru illustrates the need for translation and interpreting (T&I) services following conflicts and painful human rights infringements. Across the board, T&I have hitherto been ad hoc practices, giving rise to translation policy de facto. Formalized T&I training initiatives and legislative processes are now underway in Peru, and may give rise to explicit translation policies evolving there and elsewhere in the region in the future.
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Villafuerte, Jhonny y Asier Romero. "Learners’ Attitudes toward Foreign Language Practice on Social Network Sites". Journal of Education and Learning 6, n.º 4 (28 de junio de 2017): 145. http://dx.doi.org/10.5539/jel.v6n4p145.
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This work aims to study learners’ attitudes towards practicing English Language on Social Networks Sites (SNS). The sample involved 110 students from the University Laica Eloy Alfaro de Manabi in Ecuador, and the University of the Basque Country in Spain. The instrument applied was a Likert scale questionnaire designed Ad hoc by the researchers, to assess the dimensions: (i) Integration of SNS into learners’ academic everyday activities, and (ii) Learners’ attitudes towards English Language practices on SNS. All the data was analyzed using SPSS V24.00 of IBM. The findings showed corelationships between learners’ attitudes and the factors: learners’ sex, age, and country. The results also confirmed that both Spanish and Ecuadorian university students prefer YouTube, and Google+ for their easy access, and flexibility to strengthen listening, reading and comprehension skills in English. In addition, Facebook, and Whats App can be used to motivate reading, writing, and speaking practices in English.
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Górriz, Ana Belén, Edgardo Etchezahar, Diego E. Pinilla-Rodríguez, María del Carmen Giménez-Espert y Ana Soto-Rubio. "Validation of TMMS-24 in Three Spanish-Speaking Countries: Argentina, Ecuador, and Spain". International Journal of Environmental Research and Public Health 18, n.º 18 (16 de septiembre de 2021): 9753. http://dx.doi.org/10.3390/ijerph18189753.
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Emotional intelligence (EI) is a fundamental skill related to different aspects of human life, such as psychological well-being or mood states. The present study has a triple objective: first, to explore the psychometric properties of the TMMS-24 in three Spanish-speaking countries (Argentina, Ecuador, and Spain); second, to examine the relation of EI with mood and avoidance of responsibility; and finally, to analyse the influence of sex, age and national differences on EI. The relevance of this study is given by the need for tools to assess EI in different cultures. A sample of 1048 adults (Mage = 21.11 years, SD = 5.84; 52.3% male) was selected by convenience sampling. The psychometric properties of the TMMS-24 were adequate, and the Spanish sample showed lower levels of EI than the Argentinian and Ecuadorian ones. EI was associated with mood and the avoidance of responsibility, with higher levels in women in all cases. Regarding the national and sex-specific differences, the Spanish sample showed significant differences in attention and repair, with men exhibiting higher scores in attention and women having higher scores in repair. In the Argentinean sample, no significant differences were found, and in the Ecuadorian one, women presented higher scores in attention than men. The TMMS-24 can be considered a useful, practical tool to assess EI in adults in different cultures and with different languages.
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Zambrano, María Dolores Velásquez y Jhonny Saulo Villafuerte. "Recreational Games to Strengthen Equilibrium and Oral Expression of Children with Down Syndrome". Theory and Practice in Language Studies 10, n.º 4 (1 de abril de 2020): 360. http://dx.doi.org/10.17507/tpls.1004.03.
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This research shows the contribution of recreative games on the improvement of oral expression and equilibrium in children with Down syndrome. Two are the cases of study chosen in this research project executed for 10 months in an elementary school located in Manta city, Ecuador. The researchers' team designed ad hoc., an educational intervention that articulates games and phonics for exercising the oral expression in Spanish and English languages. Besides, the participants train their static and dynamic equilibrium using the gamification model proposed by Delgado, Pérez, Mero, Villafuerte, and Macias in 2019. Pretest and posttest are applied to determine the participants’ oral expression and equilibrium progress. The results allow concluding that recreational games contribute to developing oral expression and equilibrium in children with Down syndrome. However, the early therapies, family involvement, children's personality, and their learning attitudes impact on the children's performances.
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Lipski, John M. "Can a bilingual lexicon be sustained by phonotactics alone?" Mental Lexicon 15, n.º 2 (6 de noviembre de 2020): 330–65. http://dx.doi.org/10.1075/ml.19024.lip.
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Abstract This study focuses on bilingual speakers of Ecuadoran Quichua and the mixed language known as Media Lengua, which consists of Quichua morphosyntactic frames with all content word roots relexified from Spanish. For all intents and purposes, only the lexicon – more specifically, lexical roots – separate Media Lengua from Quichua, and yet speakers generally manage to keep the two languages apart in production and are able to unequivocally distinguish the languages in perception tasks. Two main questions drive the research effort. The first, given the very close relationships between Quichua and Media Lengua, is whether each language has a distinct lexicon, or a single lexical repository is shared by the two languages. A second and closely related question is the extent to which language-specific phonotactic patterns aid in language identification, possibly even to the extent of constituting the only robust language-tagging mechanism in a joint lexicon. Using lexical-decision and false-memory tasks to probe the Quichua-Media Lengua bilingual lexical repertoire, the results are consistent with a model based on a single lexicon, partially differentiated by subtle phonotactic cues, and bolstered by contemporary participants’ knowledge of Spanish as well as Quichua.
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Ortega, Julio. "Transatlantic Translations". PMLA/Publications of the Modern Language Association of America 118, n.º 1 (enero de 2003): 25–40. http://dx.doi.org/10.1632/003081203x59522.
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When the last Inca emperor and the conquistador from Extremadura, Spain, met in Cajamarca, Peru, on Saturday, 16 November 1532, a world separated them, but they had one thing in common: neither knew how to read. In Andean popular culture and historical analysis, Atahualpa and Francisco Pizarro remain the protagonists of that formidable collision of worlds, in which the most powerful man of the Tawantinsuyo, the Inca empire, which stretched from Ecuador to northern Argentina, confronted a Spanish adventurer who was seeking an easy fortune, well aware that this encounter was his last and greatest opportunity. Beyond a mnemonic system of colored knots called quipus, which registered population numbers and other types of numerical accounting, the Incas did not know writing. Pizarro was an illegitimate child from a rich family and apparently had been a swineherd as a boy. It has been repeated that despite his illiteracy, he belonged to the “civilization of the sign” while Atahualpa, despite his power, was condemned for belonging to “the culture of orality.” However, according to legend, during his months of prison, out of curiosity the Inca learned some Spanish words and wrote on the fingernail of his thumb the word Dios (“God”). It is said that he showed it to Pizarro, asking him what it meant, and found that his rival could not read it. From the prison cell of a condemned man and the site of his punishment, Atahualpa engaged in what might have been the first critical reappropriation of the Castilian language (Garcilaso, Historia 98; bk. 1, ch. 33).
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Chumbay, Julio y Janina Felisha Quito Ochoa. "Language-Driven CLIL: Developing Written Production at the Secondary School Level". English Language Teaching 13, n.º 8 (13 de julio de 2020): 74. http://dx.doi.org/10.5539/elt.v13n8p74.
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This research study analyzes the effect the implementation of language-driven CLIL has on senior learners from Manuel J. Calle High School in Cuenca, Ecuador in relation to the development of written production in terms of Syntax, Content, Communicative Achievement, Organization, and Language compared to a non-language-driven CLIL classroom. There were 40 participants in the experimental group, and 38 participants in the control group. Learners from the experimental group received a condensed 35-hour intervention using CLIL. This study features an exploratory, mixed-method, and quasi-experimental research design. To collect qualitative data, an open-ended questionnaire was administered to explore the subjects learners preferred to study in a language-driven CLIL classroom. To collect quantitative data, a Pre and Post-Test based on the writing section of Cambridge Objective Primary English Test was administered. The data was analyzed through the Independent T-Test and Paired-T-Test to determine if there was a statistically significant difference present between the language-driven CLIL classroom and the non-language-driven CLIL classroom. The data was calculated through the Statistical Package for Social Sciences (SPSS). A survey was administered to collect data on learners’ perceptions about CLIL and then analyzed statistically. Results indicated that learners preferred to study History, Biology, and Spanish Language and Literature. Results also demonstrated that the experimental group also demonstrated improvement in all the examined parameters when compared to the control group. However, when results from both groups are compared, there is only a statistical improvement in Organization and Syntax.
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Molina-Gutiérrez, Teresa, Gisela Consolación Quintero, Ciro Lazo-Salcedo y Belquis Molina. "Representaciones sociales de los estudiantes universitarios de Educación acerca del dominio de la Lengua Española // Level of proficiency in Spanish Language based on the Social Status of University Students". Ciencia Unemi 11, n.º 26 (5 de junio de 2018): 115. http://dx.doi.org/10.29076/issn.2528-7737vol11iss26.2018pp115-125p.
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Este estudio se contextualiza en el campo de las representaciones sociales, las cuales aluden a formas de conocimiento específico, a saberes provenientes del sentido común. Apoyados en esta teoría se abordaron las creencias que los estudiantes universitarios de Educación poseen acerca de su dominio de la lengua, de la escritura y de la lectura. El método utilizado fue el análisis del discurso, complementado con la estadística descriptiva. Los datos se recolectaron mediante la aplicación de una prueba diagnóstica y los informantes se integraron por 111 estudiantes provenientes de Venezuela, Perú y Ecuador. Los hallazgos indican que los mayores índices de preferencia se concentraron en las alternativas alto y medio; lo que quiere decir que, de acuerdo con sus representaciones sociales, estos estudiantes disponen de habilidades lingüísticas que los hacen competentes en el uso de la lengua española, de la escritura y de la lectura. Considerar que se tiene un buen manejo de las habilidades comunicativas proviene de los acuerdos y desacuerdos que han experimentado como grupo, interacción que les ha permitido apropiarse del contenido simbólico de la lengua como un objeto social importante, por lo que la perciben como algo valioso que manejan acertadamente, aunque esa solo su creencia. AbstractThis study focuses in the field of social status representations, the ones that reinforce forms of specific learning, and knowledge from common sense. Based on these concepts, we addressed the beliefs that university students should be proficient in their mother language in the area of speaking, reading, listening, and writing. The methods used were narrative analysis and descriptive statistics. The data collected was through a diagnostic test and the participants sample were 111 students from Venezuela, Peru and Ecuador. The findings indicate that the highest preference index were concentrated in the high and a medium responses. This means that according to their social status, the students have linguistic skills that make them proficient in writing, reading and the general use of the Spanish language. The use of good communicative skills comes from the agreements and disagreements they have experienced as a group. This interaction has allowed them to acquire the symbolic content of the language as an important social object. This perception of language as something valuable makes the students use it accurately, even though is just a belief.
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Utunen, Heini, Ngouille Ndiaye, Corentin Piroux, Richelle George, Melissa Attias y Gaya Gamhewage. "Global Reach of an Online COVID-19 Course in Multiple Languages on OpenWHO in the First Quarter of 2020: Analysis of Platform Use Data". Journal of Medical Internet Research 22, n.º 4 (27 de abril de 2020): e19076. http://dx.doi.org/10.2196/19076.
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Background At the onset of the coronavirus outbreak, the World Health Organization’s (WHO) Health Emergencies Learning and Capacity Development Unit, together with the WHO’s health technical lead on coronaviruses, developed a massive open online course within 3 weeks as part of the global response to the emergency. The introductory coronavirus disease (COVID‑19) course was launched on January 26, 2020, on the health emergencies learning platform OpenWHO.org. Objective The aim of this paper is to investigate the geographic reach of different language courses accessed by a worldwide audience seeking information on COVID-19. Users’ professional identities and backgrounds were explored to inform course owners on the use case. The course was developed and delivered via the open-access learning platform OpenWHO.org. The self-paced resources are available in a total of 13 languages and were produced between January 26 and March 25, 2020. Methods Data were collected from the online courses’ statistical data and metrics reporting system on the OpenWHO platform. User patterns and locations were analyzed based on Google Analytics and the platform’s own statistics capabilities, and data sets were overlaid. This analysis was conducted based on user location, with the data disaggregated according to the six WHO regions, the top 10 countries, and the proportion of use for each language version. Data included affiliation, gender, age, and other parameters for 32.43% (52,214/161,007) of the users who indicated their background. Results As of March 25, 2020, the introductory COVID-19 course totaled 232,890 enrollments across all languages. The Spanish language course was comprised of more than half (n=118,754, 50.99%) of all course enrollments, and the English language course was comprised of 38.21% (n=88,988) of enrollments. The WHO’s Region of the Americas accounted for most of the course enrollments, with more than 72.47% (138,503/191,130) enrollment across all languages. Other regions were more evenly distributed with less than 10% enrollment for each. A total of 32.43% (52,214/161,007) of users specified a professional affiliation by choosing from the 12 most common backgrounds in the OpenWHO user profiles. Before the COVID-19 pandemic, users were spread over the 11 distinct affiliations, with a small fraction of users identifying themselves as “Other.” With the COVID-19 introductory course, the largest number of users selected “Other” (16,527/52,214, 31.65%), suggesting a large number of users who were not health professionals or academics. The top 10 countries with the most users across all languages were Argentina, Chile, Colombia, Ecuador, India, Mexico, Peru, Spain, the United Kingdom, and the United States. Conclusions The online course has addressed a worldwide learning need by providing WHO’s technical guidance packaged in simple formats for access and use. The learning material development was expedited to meet the onset of the epidemic. Initial data suggest that the various language versions of the course, in particular Spanish, have reached new user groups, fulfilling the platform’s aim of providing learning everywhere to anyone that is interested. User surveys will be carried out to measure the real impact.
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Lipski, John M. "Pronouns, Interrogatives, and (Quichua-Media Lengua) Code-Switching: The Eyes Have It". Languages 5, n.º 2 (27 de marzo de 2020): 11. http://dx.doi.org/10.3390/languages5020011.
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This study examines the processing of two putatively problematic intra-sentential code-switching configurations, following subject pronouns and interrogatives, in a bilingual speech community in which there are no confounding grammatical differences. The languages are Ecuadoran Quichua and the mixed language known as Media Lengua, consisting of the entire Quichua morphosyntactic system but with all lexical roots replaced by their Spanish counterparts. In eye-tracking processing experiments utilizing the visual world paradigm with auditorily presented stimuli, Quichua–Media Lengua bilinguals identified the languages more quickly after pronouns and interrogatives than after lexical items, while acknowledgement of code-switches after pronouns and interrogatives was delayed in comparison with switches following lexical items. The facilitation effect of pronouns and interrogatives evidently provokes a surprise reaction when they are immediately followed by items from another language, and this relative delay may play a role in the low acceptability of code-switched utterances that otherwise violate no grammatical constraints.
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Radović, M. y O. Chesnokova. "LINGUOCULTURAL ANALYSIS OF TOPONYMICAL PERIPHRASES IN PERU". Philology at MGIMO 21, n.º 2 (3 de julio de 2020): 110–15. http://dx.doi.org/10.24833/2410-2423-2020-2-22-110-115.
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This article focuses on linguistic and cultural aspects of Peruvian toponymical periphrases through the analysis of the linguistic material and surveying native speakers of the Peruvian national variant of Spanish language as informants. The motivation and structure of Peruvian toponymical periphrases is analyzed from the semiotic point of view. The most frequently used lexemes in the formation of the periphrases are classified by their meaning. The complex analysis of 70 toponymical periphrases for Peruvian cities shows the richness of motivating features and proves that they create emotional and evaluative parallels for traditional toponyms. Such components as ciudad, tierra, capital, sede, cuna, joya, perla are recognized as onomastic dominants in Peruvian toponymical periphrases. The authors also put emphasis on homonymic coincidences of toponymical periphrases in Peru and in the neighbouring countries like Venezuela, Columbia, Ecuador and Brazil.The similarities in the motivation of South American toponyms are classified as: associations with ancient European cities (Rome, Athens, Sevilla, London); associations with climatic conditions (viento, eterno); signs of local industrial development, characteristics and achievements of the population; self-perceptions (loyalty and devotion, cordiality and hospitality, friendliness). The derivation of parameters of toponymical linguistic creativity of South Americans in general is considered as possible scientific perspective.
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Lozada-Núñez, Mauricio y José Herrera-Herrera. "Redes sociales una herramienta de marketing político en elecciones seccionales en Ecuador". Administración 5, n.º 5 (1 de septiembre de 2020): 131–45. http://dx.doi.org/10.33386/593dp.2020.5.264.
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Pinos Montenegro, Judith Elizabeth. "La escuela en la memoria de sus agentes. Estudio de caso en población indígena migrante de Ambato, Tungurahua, Ecuador". Clivajes. Revista de Ciencias Sociales, n.º 11 (10 de julio de 2019): 74. http://dx.doi.org/10.25009/clivajes-rcs.v0i11.2561.
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Este artículo describe la historia de una escuela de la ciudad de Ambato, cuya creación obedeció a las gestiones de un grupo de migrantes indígenas kichwa puruwaes. El período de análisis abarca de 1995 a 2018. Se trata del estudio cualitativo de un entorno educativo bilingüe (kichwa-español), para el cual se utilizó técnicas tales como entrevistas a profundidad y análisis documental del archivo institucional. La sistematización de datos se llevó a cabo con el software Tropes. Los principales hallazgos de la investigación muestran que a partir de su identidad étnica las y los indígenas ejercieron el derecho a la educación en lengua propia; además se identificó cuestionamientos a las acciones estatales que impiden el fortalecimiento de las lenguas y culturas nativas. Se espera que esta investigación contribuya al análisis de las políticas públicas educativas para población indígena.Palabras clave: Indígenas, Educación, Políticas públicas, KichwaThe school in the memory of its agents. A case study in migrant indigenous population of Ambato, Tungurahua, EcuadorAbstractThis article describes the history of a school in the city of Ambato, whose creation was due to the efforts of a group of indigenous Kichwa Puruwa migrants. The period of analysis covers from 1995 to 2018. It is a qualitative study of a bilingual educational environment (Kichwa-Spanish), for which techniques such as in-depth interviews and documentary analysis of the institutional archive were used. The data systematization was carried out with the Tropes software. The main findings of the research show that, based on their ethnic identity, the indigenous people exercised the right to education in their own language. In addition, questions were identified regarding state actions that impede the strengthening of native languages and cultures. It is hoped that this research will contribute to the analysis of public education policies for the indigenous population.Keywords: Indigenous people, Education, Public policies, KichwaL’école dans la mémoire de ses agents. Étude de cas en population indigène migrant d’Ambato, Tungurahua, EcuadorRésuméCette article décrit l’histoire d’une école de la ville d’Ambato, dont sa création a obéit aux gestions d’un groupe de migrants indigènes kichwa puruwaes. La période d’analyse couvre les années de 1995 à 2018.Il s’agit de l’étude qualitative d’un entourage éducatif bilingue (kichwa-espagnol), pour lequel on a utilisé des techniques telles que des entrevues à profondeur et analyse documentaire de l’archive institutionnel. La systématisation des renseignements s’est mise en marche avec le software Tropes. Les principales découvertes de la recherche montrent qu’à partir de son identité ethnique les indigènes ont exercé le droit à l’éducation en langue maternelle ; en plus, on a identifié des questionnements envers les actions de l’état qui empêchent le renforcement des langues et des cultures natives. On espère que cette recherche contribuera à l’analyse des politiques publiques éducatives pour la population indigène. Mots clés: Indigènes, Éducation, Politiques publiques, Kichwa
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Dworkin, Steven y Aengus Ward. "SPANISH STUDIES: LANGUAGE". Year’s Work in Modern Language Studies 61, n.º 1 (20 de diciembre de 1999): 218–31. http://dx.doi.org/10.1163/22224297-90000295.
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Gutiérrez, Luz M. "Spanish-language pharmacists". DICP 24, n.º 1 (enero de 1990): 101. http://dx.doi.org/10.1177/106002809002400124.
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WRIGHT, ROGER y MAX W. WHEELER. "SPANISH STUDIES: LANGUAGE". Year’s Work in Modern Language Studies 46, n.º 1 (13 de marzo de 1985): 270–90. http://dx.doi.org/10.1163/22224297-90002640.
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WRIGHT, ROGER y MAX W. WHEELER. "SPANISH STUDIES: LANGUAGE". Year’s Work in Modern Language Studies 47, n.º 1 (13 de marzo de 1986): 276–95. http://dx.doi.org/10.1163/22224297-90002718.
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WRIGHT, ROGER y MAX W. WHEELER. "SPANISH STUDIES: LANGUAGE". Year’s Work in Modern Language Studies 48, n.º 1 (13 de marzo de 1987): 291–312. http://dx.doi.org/10.1163/22224297-90002794.
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WRIGHT, ROGER y CHRISTOPHER LYONS. "SPANISH STUDIES: LANGUAGE". Year’s Work in Modern Language Studies 49, n.º 1 (13 de marzo de 1988): 274–95. http://dx.doi.org/10.1163/22224297-90002874.
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WRIGHT, ROGER y CHRISTOPHER LYONS. "SPANISH STUDIES: LANGUAGE". Year’s Work in Modern Language Studies 50, n.º 1 (13 de marzo de 1989): 257–83. http://dx.doi.org/10.1163/22224297-90002945.
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WRIGHT, ROGER y CHRISTOPHER LYONS. "SPANISH STUDIES: LANGUAGE". Year’s Work in Modern Language Studies 51, n.º 1 (13 de marzo de 1990): 243–64. http://dx.doi.org/10.1163/22224297-90003023.
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ENGLAND, JOHN y CHRISTOPHER LYONS. "SPANISH STUDIES: LANGUAGE". Year’s Work in Modern Language Studies 52, n.º 1 (13 de marzo de 1991): 277–300. http://dx.doi.org/10.1163/22224297-90003100.
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ENGLAND, JOHN y CHRISTOPHER LYONS. "SPANISH STUDIES: LANGUAGE". Year’s Work in Modern Language Studies 53, n.º 1 (13 de marzo de 1992): 266–86. http://dx.doi.org/10.1163/22224297-90003173.
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ENGLAND, JOHN y CHRISTOPHER LYONS. "SPANISH STUDIES: LANGUAGE". Year’s Work in Modern Language Studies 54, n.º 1 (13 de marzo de 1993): 274–98. http://dx.doi.org/10.1163/22224297-90003248.
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ENGLAND, JOHN y CHRISTOPHER LYONS. "SPANISH STUDIES: LANGUAGE". Year’s Work in Modern Language Studies 55, n.º 1 (13 de marzo de 1994): 315–40. http://dx.doi.org/10.1163/22224297-90003320.
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ENGLAND, JOHN. "SPANISH STUDIES: LANGUAGE". Year’s Work in Modern Language Studies 56, n.º 1 (13 de marzo de 1995): 303–24. http://dx.doi.org/10.1163/22224297-90003393.
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Aparicio-Flores, María Pilar, María Vicent, Ricardo Sanmartín, Carolina Gonzálvez, Roberto Ovidio Freire-Andino y José Manuel García-Fernández. "Psychometric Properties of the Perfectionism Cognitions Inventory in Ecuador". International Journal of Environmental Research and Public Health 17, n.º 16 (12 de agosto de 2020): 5834. http://dx.doi.org/10.3390/ijerph17165834.
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Perfectionistic Automatic Thoughts (PATs) are currently being studied due to their association with maladaptive variables. This study aims to validate the Spanish version of the Perfectionism Cognitions Inventory (PCI) in a sample of Ecuadorian undergraduates as well as to analyze latent mean differences across sex. The sample was composed by 3060 undergraduates (Mage = 22.7, SD = 2.46). The Spanish model of the PCI composed by 17 items divided into three first-order dimensions (perfectionistic concerns, strivings, and demands) and a second-order factor was supported by confirmatory factor analysis. Acceptable levels of reliability and factorial invariance across sex were observed. Higher latent mean scores for males in comparison with females in the second-order factor of the PCI were found. The three dimensions of the PCI significantly and positively correlated with interpersonal difficulties. Overall, results demonstrate that the Spanish version of the PCI is a valid and reliable measure to evaluate PATs in Ecuadorian undergraduates.
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King, Kendall A. y Marleen Haboud. "Language Planning and Policy in Ecuador". Current Issues in Language Planning 3, n.º 4 (diciembre de 2002): 359–424. http://dx.doi.org/10.1080/14664200208668046.
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