The Language of Cervantes: Alive and Well in Texas: Implications for Bilingual Education Programs
This study investigates the use of archaic and non-standard Spanish words by 137 bilingual teacher candidates from five teacher-preparation programs in Texas. Analysis of the data shows that only a small number of the 27 words under study are being used by participants and their relatives in the fou...
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| Veröffentlicht in: | Hispania 2005-12, Vol.88 (4), p.834-847 |
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| creator | Rosado, Luis A. |
| description | This study investigates the use of archaic and non-standard Spanish words by 137 bilingual teacher candidates from five teacher-preparation programs in Texas. Analysis of the data shows that only a small number of the 27 words under study are being used by participants and their relatives in the four contexts identified in the study: home, work/school, neighborhood, and church. Results also show a decrease in usage of these words as seen in a similar study conducted in 1986. The study also shows that the Spanish used by bilingual teacher-candidates has undergone some degree of standardization in Texas. The standardization of the Spanish language in Texas can be attributed to changes in Spanish requirements in teacher-preparation programs, the proliferation of the Spanish media, and the increased interaction with speakers of standard Spanish. |
| doi_str_mv | 10.2307/20063213 |
| format | Article |
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Analysis of the data shows that only a small number of the 27 words under study are being used by participants and their relatives in the four contexts identified in the study: home, work/school, neighborhood, and church. Results also show a decrease in usage of these words as seen in a similar study conducted in 1986. The study also shows that the Spanish used by bilingual teacher-candidates has undergone some degree of standardization in Texas. The standardization of the Spanish language in Texas can be attributed to changes in Spanish requirements in teacher-preparation programs, the proliferation of the Spanish media, and the increased interaction with speakers of standard Spanish.</description><identifier>ISSN: 0018-2133</identifier><identifier>EISSN: 2153-6414</identifier><identifier>DOI: 10.2307/20063213</identifier><identifier>CODEN: HISNBR</identifier><language>eng</language><publisher>Greeley, CO: The American Association of Teachers of Spanish and Portuguese</publisher><subject>Applied linguistics ; Bilingual education ; Bilingual students ; Bilingual teachers ; Hispanic/Spanish Language in the U.S.: B. 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Analysis of the data shows that only a small number of the 27 words under study are being used by participants and their relatives in the four contexts identified in the study: home, work/school, neighborhood, and church. Results also show a decrease in usage of these words as seen in a similar study conducted in 1986. The study also shows that the Spanish used by bilingual teacher-candidates has undergone some degree of standardization in Texas. The standardization of the Spanish language in Texas can be attributed to changes in Spanish requirements in teacher-preparation programs, the proliferation of the Spanish media, and the increased interaction with speakers of standard Spanish.</description><subject>Applied linguistics</subject><subject>Bilingual education</subject><subject>Bilingual students</subject><subject>Bilingual teachers</subject><subject>Hispanic/Spanish Language in the U.S.: B. Pedagogy</subject><subject>Hispanics</subject><subject>Language</subject><subject>Language teachers</subject><subject>Language teaching</subject><subject>Linguistics</subject><subject>Native languages</subject><subject>No Child Left Behind Act</subject><subject>Standardization</subject><subject>Words</subject><issn>0018-2133</issn><issn>2153-6414</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2005</creationdate><recordtype>article</recordtype><recordid>eNp1kEtLAzEUhYMoWKvgT8hGcTOax8wkcVdLfUBBFxWXQ5q5qSnppCYzRf-9U1rpytWFcz4-LgehS0puGSfijhFSckb5ERowWvCszGl-jAaEUJn1MT9FZyktCSGCk2KA9OwT8FQ3i04vAAeLxxA3umkh3eORdxvAuqnxB3iPXYNn8K374mW19s7o1oUmYRsifnDebRUeT-puV-C3GBZRr9I5OrHaJ7jY3yF6f5zMxs_Z9PXpZTyaZoblss3moJQQVpncCgm1JrwuWS2FtHRuCC1kLqEkEkxhREGAqdpapcW8VkqCUIYP0fXOu47hq4PUViuXTP-4biB0qZJFmQumaA_e7EATQ0oRbLWObqXjT0VJtd2w-tuwR6_2Tp2M9jbqxrh04AUXhObywC1TG-L_vl_2eHt_</recordid><startdate>20051201</startdate><enddate>20051201</enddate><creator>Rosado, Luis A.</creator><general>The American Association of Teachers of Spanish and Portuguese</general><general>American Association of Teachers of Spanish and Portuguese</general><scope>IQODW</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7T9</scope></search><sort><creationdate>20051201</creationdate><title>The Language of Cervantes: Alive and Well in Texas: Implications for Bilingual Education Programs</title><author>Rosado, Luis A.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c248t-be9977f9c4f78eda03d62d878f1bc015848e608ec5c750e29dff9a7bd998e79c3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2005</creationdate><topic>Applied linguistics</topic><topic>Bilingual education</topic><topic>Bilingual students</topic><topic>Bilingual teachers</topic><topic>Hispanic/Spanish Language in the U.S.: B. Pedagogy</topic><topic>Hispanics</topic><topic>Language</topic><topic>Language teachers</topic><topic>Language teaching</topic><topic>Linguistics</topic><topic>Native languages</topic><topic>No Child Left Behind Act</topic><topic>Standardization</topic><topic>Words</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Rosado, Luis A.</creatorcontrib><collection>Pascal-Francis</collection><collection>CrossRef</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><jtitle>Hispania</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Rosado, Luis A.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>The Language of Cervantes: Alive and Well in Texas: Implications for Bilingual Education Programs</atitle><jtitle>Hispania</jtitle><date>2005-12-01</date><risdate>2005</risdate><volume>88</volume><issue>4</issue><spage>834</spage><epage>847</epage><pages>834-847</pages><issn>0018-2133</issn><eissn>2153-6414</eissn><coden>HISNBR</coden><abstract>This study investigates the use of archaic and non-standard Spanish words by 137 bilingual teacher candidates from five teacher-preparation programs in Texas. 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| language | eng |
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| source | Jstor Complete Legacy |
| subjects | Applied linguistics Bilingual education Bilingual students Bilingual teachers Hispanic/Spanish Language in the U.S.: B. Pedagogy Hispanics Language Language teachers Language teaching Linguistics Native languages No Child Left Behind Act Standardization Words |
| title | The Language of Cervantes: Alive and Well in Texas: Implications for Bilingual Education Programs |
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