This qualitative study investigated Spanish language use and linguistic attitudes in Laredo, Texas and the surrounding area from 1860 to 1930. In the public domain, sources include the Spanish and English language newspapers and Webb County Court documents. These were analyzed for evidence of the impact of English language contact and prevailing attitudes towards the use of Spanish from both the Hispanic and Anglo perspective. In the private domain, three major collections of private correspondence as well as other miscellaneous correspondence and records were transcribed and analyzed for evidence of metalinguistic or other attitudes towards Spanish. A linguistic analysis of the orthographic, phonological, morphosyntactic, and pragmatic features of Spanish used in the correspondence was also conducted. The major collections of correspondence and other private papers include: 1) the John Z. Leyendecker collection, 2) letters from the Clemente and Federico Idar Family Papers, and 3) the Miguel San Miguel Jr. private collection. The multiple authors in these collections come from low to middle income families and from varied educational and linguistic backgrounds, thus providing a broad socio-economic linguistic sample. Findings include a strong support for Spanish language use and teaching/learning of the Spanish language as well as varied levels of language confidence among bilingual and aspiring second language learners. Negative attitudes regarding class and lack of education rather than ethnicity were clearly held by some writers. Additionally, mixed attitudes about the strong presence of the Mexican culture in Laredo were found. The linguistic analysis found little evidence of English impact during the 1860s, but growing evidence of its influence during the early 20th century. Most prevalent were the use of English loan words, nativized loan words, and nonce borrowings. Some evidence of language shift was noted in the younger writers of the twentieth century. A few of the more salient Spanish linguistic features found include the use of the synthetic future verb form, minimal confusion between ser and estar, metathesis, apocope, vowel raising and lowering, and archaic expressions.

A epígrafe escolhida para inaugurar a presente dissertação de mestrado ilustra a experiência de ultrapassar barreiras socioculturais e transpor fronteiras no contexto do refúgio. O sujeito que se encontra refugiado é importante enfatizar que o refúgio é uma condição e não um estado inerente ao sujeito é desafiado a transpor obstáculos que não se limitam apenas a cruzar fronteiras e enfrentar o complexo aparato burocrático que antecede a outorga da solicitação de refúgio. Apenas para citar algumas, as barreiras são linguísticas, culturais, sociais e religiosas. Na busca pela efetiva integração, se faz necessário tornar essas barreiras, terra plana. O título do estudo que se apresenta é inspirado no mito de Ariadne: Teseu, por quem ela era apaixonada, é encarregado de executar o Minotauro, um terrível monstro que habitava um labirinto. Receosa de que Teseu nunca mais retornasse Ariadne lhe presenteia com um fio e com a recomendação de que ele desenrole o carretel enquanto estiver circulando pelo labirinto. Desse modo, Teseu poderia circular pelo labirinto sem se perder. Supomos que a labiríntica experiência do refúgio e da assimilação cultural deixa o sujeito em uma situação de humilhação social. Tal situação pode forçá-lo a se desfazer de sua língua materna, seus fios de Ariadne. Isso não necessariamente ocorrerá, uma vez que a língua materna consiste em uma orientação fundamental do sujeito. Assim, o refúgio desencadeia um processo psicossocial que abala as atitudes linguísticas do sujeito, sendo estas compostas, segundo Lambert e Lambert (1968) por: crenças (componente cognoscitivo), valoração (componente afetivo) e conduta (componente conativo). Para averiguar o impacto causado pela experiência do refúgio nos valores atribuídos às línguas que compõem a realidade linguística do sujeito empregaremos o Princípio da Valoração proposto por Damásio (2011) como principal fundamento teórico. Nossa conduta metodológica empregará os Retratos Linguísticos de Krumm (2003; 2010), um dos chamados métodos visuais empregados recentemente nos estudos linguísticos, para enfocar as relações psicoafetivas que o sujeito, na condição de refugiado, estabelece com a sua língua materna e com a língua estrangeira. Consideramos que tanto a discussão quanto a análise propostas consistem em um estudo experimental que se buscará investigar em que medida é possível conciliar métodos visuais e questões linguísticas com vistas a atingir uma maior compreensão sobre a configuração da condição de sujeitos multilíngues que se encontram socialmente vulneráveis. / The title chosen to inaugurate this master\'s thesis illustrates the experience of overcoming sociocultural barriers and crossing borders in the context of the refuge. The refugee - it is important to emphasize that the refuge is a condition and not an inherent condition of the subject - is challenged to overcome obstacles that are not limited to crossing borders and facing the complex bureaucratic apparatus that precedes the granting of the request refuge. Just to name a few, the barriers are linguistic, cultural, social and religious. In the search for effective integration, it becomes necessary to make these barriers, flat land. The title of the study that is presented is inspired by the myth of Ariadne: Theseus, for whom she was in love, is in charge to execute the Minotaur, a terrible monster that inhabited a labyrinth. Afraid that Theseus would never return Ariadne gave him a thread with the recommendation that he unwind the reel while he was circling the labyrinth. In this way, Theseus could circulate through the labyrinth without getting lost. We assume that the labyrinthine experience of refuge and cultural assimilation leaves the subject in a situation of social humiliation. Such a situation may force him to discard his mother tongue, his Ariadne threads. This will not necessarily occur, since the mother tongue consists of a fundamental orientation of the subject. Thus, the refuge triggers a psychosocial process that shakes the subject\'s linguistic attitudes, and these are composed, according to Lambert and Lambert (1968) by: beliefs (cognitive component), valuation (affective component) and conduct (conative component). In order to ascertain the impact of the experience of refuge on the values assigned to the languages that make up the linguistic reality of the subject, we will use the Principle of Valuation proposed by Damásio (2011) as the main theoretical foundation. Our methodological approach will use the Krumm Language Portraits (2003; 2010), one of the so-called \"visual methods\" recently employed in linguistic studies, to focus on the psycho-affective relationships that the subject establishes with his mother tongue and with the foreign language. We consider that both the discussion and the analysis proposed are an experimental study that will seek to investigate the extent to which it is possible to reconcile visual methods and linguistic issues in order to reach a greater understanding of the configuration of the condition of multilingual subjects who are socially vulnerable.

The general objective of our study is to investigate the attitudes expressed by young people from Bogotá towards the coexisting Spanish varieties. Specifically, it seeks to investigate the differences of linguistic attitudes from the categories of status and solidarity. The particular speech of young people in Ciudad Bolivar is studied as a factor of sociocultural identity. This study was conducted among a small sample of young people in Ciudad Bolívar, a popular suburb in Bogotá, Colombia. The sample consists of 38 informants between the ages of 11 to 24. A sociolinguistic survey consisting of five parts was used. In the first part, the sociodemographic data was collected, in the second part, a matched guise test was applied to evaluate the acctitudinal differences towards the varieties of Spanish, in the third part the informants answered in writing open questions. In the fourth part, a Likert scale of acceptability was applied to measure the degree of acceptability towards sociolinguistic items. The last part the informants express their acceptance of words and expressions in everyday speech contexts. The informants were divided into three groups: two groups of young students from public schools and a group of young people from a public park. The results of the analysis indicate that attitudes towards the standard variety are positive in formal and educational contexts. In informal contexts and comradeship contexts young people express very positive attitudes towards a non-standard youth variant. The results allow to recognize that this alternative variant of Spanish is characterized by the use of very particular words and expressions invented by the young people. The alternative variant is used as an element of identity and difference. Our research is an invitation to undertake more ambitious studies by expanding the population sample.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2015-10-26T11:36:29Z No. of bitstreams: 2 Dissertação - Frederiko Luz Silva - 2014.pdf: 4367793 bytes, checksum: 24025ff5d2165b5a571992940c37f23a (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-10-26T11:39:46Z (GMT) No. of bitstreams: 2 Dissertação - Frederiko Luz Silva - 2014.pdf: 4367793 bytes, checksum: 24025ff5d2165b5a571992940c37f23a (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-10-26T11:39:46Z (GMT). No. of bitstreams: 2 Dissertação - Frederiko Luz Silva - 2014.pdf: 4367793 bytes, checksum: 24025ff5d2165b5a571992940c37f23a (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-10-06 / This work aims at describing which are the linguistic attitudes of the students from Municipal Francisco Rafael Campos school located in Aparecida de Goiânia – Goiás in relation to the subject Portuguese Language. To develop this work, we have taken as starting point the reflection on the school literacy practices presently in vigor in Brazil as far as the taught and the teaching languages of the participants are concerned. The former concerns with the teaching and learning of Portuguese language as a school subject; the latter refers to Brazilian Portuguese, the mother tongue of the majority of Brazilians. This thesis could be taken in the approach of the Education Sociolinguistic, as our discussion matters the conflicts about the standard form learning of Portuguese in the context of school. Nevertheless, the Interactional Sociolinguistic conjectures and principles and the reflections upon the language and literacy policies proposed by Interactional Sociolinguistics have fundamentally contributed to the interpretation of facts and sociocultural events during the research. Also, the reflections on the linguistic and literacy policies, lately proposed in Sociolinguistics by the Bourdie‟s theory of practice, have supplied us with an adequate theoretical fundament to the understanding of the practices configuration of school literacy. In the account of linguistics policies of language teaching, which seek to teach one and only linguistic variety in the classroom, we have firstly concluded that the practices of school literacy has produced negative linguistic attitudes on the students in the account of learning the privileged norm of Portuguese language, that is considered the standard and the teacher and students‟ attitudes in relation to teaching and learning Portuguese as a subject in school have been historically built via the Brazilian colonial project. / O objetivo principal do presente trabalho é descrever as atitudes linguísticas dos alunos da Escola Municipal Francisco Rafael Campos, situada em Aparecida de Goiânia – Goiás, em relação à disciplina escolar Língua Portuguesa. O ponto de partida para o desenvolvimento do trabalho foi, principalmente, a reflexão sobre as práticas de letramento escolar vigentes atualmente no Brasil, no que diz respeito ao ensino e à aprendizagem de Língua Portuguesa, língua ensinada e disciplina escolar, por meio do português brasileiro, língua de ensino e língua materna de grande parte dos brasileiros. Esta dissertação se apoia em alguns dos pressupostos da Sociolinguística Educacional, visto que nossa discussão está em torno dos conflitos acerca da aprendizagem da norma culta da Língua Portuguesa, em contexto escolar, e nos pressupostos e princípios de análise da Sociolinguística Interacional, que contribuíram fundamentalmente para a interpretação dos fatos e dos eventos socioculturais durante a pesquisa. Também as reflexões acerca de políticas linguísticas e políticas de letramento, propostas pela Sociolinguística nas últimas décadas, associadas à Teoria da Prática de Bourdieu, forneceram um adequado fundamento teórico para a compreensão da configuração das práticas de letramento escolar vigentes em nosso campo de estudo. Nossas principais conclusões são que as práticas de letramento escolar, articuladas a políticas linguísticas e de ensino de línguas, que visam a ensinar uma única variedade linguística em sala de aula, geram atitudes linguísticas negativas nos alunos em relação ao aprender a norma prestigiada da Língua Portuguesa, eleita como padrão e que, as atitudes linguísticas, tanto de professores quanto de alunos, em relação à Língua Portuguesa e à aprendizagem da disciplina Língua Portuguesa, foram historicamente construídas, a serviço do projeto colonial brasileiro.

Orientador: Vandersí Sant'Ana Castro / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-21T03:06:07Z (GMT). No. of bitstreams: 1 Macedo-Karim_Jocineide_D.pdf: 3168457 bytes, checksum: ef75b05ed675210451eea416062dae74 (MD5) Previous issue date: 2012 / Resumo: Esta pesquisa concentra-se na área da Sociolinguística e tem como objetivo investigar usos e atitudes relacionadas ao falar da comunidade São Lourenço, localizada na área periférica da cidade de Cáceres-MT e constituída quase que exclusivamente por informantes nativos. O trabalho descreve aspectos linguísticos e culturais da comunidade, destacando variantes linguísticas nos níveis fonológico, morfossintático e lexical que identificam o falar da comunidade. Destacamos usos linguísticos que apontam traços aparentemente particulares das regiões mais antigas do Estado de Mato Grosso, não exclusivos do falar local, que chamam a atenção do falante de outras regiões brasileiras, como por exemplo: o uso do masculino em vez do feminino na concordância nominal; realizações africadas...Observação: O resumo, na íntegra, poderá ser visualizado no texto completo da tese digital / Abstract: This research focuses on the field of Sociolinguistics and aims to investigate uses and attitudes related to the speech of the community of São Lourenço, witch is located in the peripheral area of the city of Cáceres-MT and it is constituted almost exclusively by native informants. This work describes linguistic and cultural aspects of this community, highlighting the linguistic variants in phonological, lexical and morphosyntactic levels that identify the speech of the community. We highlight linguistic usages that point to features apparently particular to the oldest regions in the State of Mato Grosso, witch are not exclusive of the local speech and that call the attention of the speaker of other Brazilian regions, as for example: the use of male instead of female in nominal agreement; achievements affricates...Note: The complete abstract is available with the full electronic document / Doutorado / Linguistica / Doutora em Linguística

The primary purpose of this study was to investigate the attitudes towards English loanwords, "anglicisms", among Spanish-English bilinguals in the Metropolitan area of New York. According to the 2010 US Census, this area encompassed approximately 3.5 million people above the age of 5 speaking Spanish at home, excluding the quantity of people who have some knowledge of Spanish but who do not speak it at home.   The method used was a direct one, whereby we sent out a questionnaire, inquiring about the acceptability of 6 anglicisms deemed "necessary" and 6 anglicisms deemed "superfluous" as well as inquiring about the informants’ attitudes towards not only the users of anglicisms but also towards the broader use in society. Given that our goal was to not only have an equal amount of women and men, but also to have 3 clearly defined age groups, for whom Spanish is the maternal language, our end result of 12 participants fitting that description was somewhat underwhelming which led to problems drawing relevant conclusions.  Our main hypothesis was that we would find a higher generalized acceptance level towards anglicisms among our informants across all variables as compared to the wide disapproval found in the broader US bilingual population. In addition, we expected to see no major age-related differences in the attitudes and that men and women be equally accepting towards the necessary anglicisms but that women would show a lower level of approval towards the superfluous anglicisms.  Our hypotheses were mostly borne out by our data other than for the one assuming no agerelated differences in attitudes towards our two categories of anglicisms. The results indicated a markedly lower acceptance level in the oldest age-group than in the 2 younger age-groups, but only for the superfluous kind, while the necessary anglicisms saw similar approval levels across all age-groups.

The purpose of this study is to analyze the language attitudes of thirty-two Swedishstudents of Malaca Instituto in Málaga, Spain, who are or were studying Spanish asa foreign language through the University of Stockholm, Sweden. The studyexamines the informants’ attitudes towards dialects in general, as well as towardsthe Andalusian linguistic variety, compared to the standard Spanish. Theresearcher used a questionary and Likert’s scale to compare the subjects’ answers.The results show that students have positive attitudes towards the Andalusianlinguistic variety and towards dialects in general. The results also show that it is anadvantage to learn a standard dialect of a language. However, it is not necessary tobe able to speak standard Spanish. The subjects perceive a difference between theSpanish that they learn in class and the vernacular language that is spoken inMálaga. Furthermore, students don’t think that the Andalusian linguistic variety isa “bad language”. The analysis of both positive and negative answers according tothe variable gender showed that Swedish women in this study do not prefer to usethe standard language, nor do men prefer to use more dialectal or local language.This is contradicting the results of other similar studies.

The main purpose of this study was to investigate the attitudes towards anglicisms among Spanish speakers living in and having lived in Sweden for a minimum of five years. To participate in the study the informants had to have Spanish as their mother tongue as well as being relatively fluent in English. A total of 71 people, of which 54 were women and 17 were men, participated in the study. They were also divided into the age groups of 18-29, 30-54 and 55+. The direct method was used and the informants answered a questionnaire anonymously. In the first part of the questionnaire the informants were asked to choose, according to their preference, between anglicisms and their Spanish equivalents. In the second part the informants were asked to indicate their level of agreement or disagreement towards three positive and three negative statements concerning the use of anglicisms. The result from our investigation shows that there is a higher inclination to use an anglicism within the lower age groups. Compared to its Spanish equivalence, there was no difference between the genders regarding the usage of anglicisms. When it comes to attitudes, the pattern followed the result in the first part, with the lower age groups showing more positive attitudes towards anglicisms compared to the older ones. There was a slight difference between the genders, with the men being neutral and the women being slightly negative towards anglicisms.

En tant qu’enseignante de français langue étrangère (FLE) à l’Université des Andes (ULA) à Mérida, au Venezuela, nous nous intéressons aux phénomènes pouvant expliquer des résultats moyens des étudiants en FLE à l’issue de leur formation de cinq années (niveau Licenciatura). Afin d’analyser les difficultés qu’ils rencontrent, nous empruntons à la sociolinguistique la notion d’Attitudes Linguistiques (AL), pour évaluer les réactions des étudiants vis-à-vis de la langue apprise. En effet, les AL se présentent comme un moyen rigoureux de regarder les motivations et les représentations, deux focales admises en didactique de langues étrangères comme particulièrement pertinentes à considérer dans le processus d’apprentissage. Dans un premier temps, notre protocole expérimental nous a permis d’élaborer l’outil de l’enquête débouchant sur la mesure des AL des étudiants, à partir de la méthode Delphi (représentations des enseignants et des apprenants sur le français et son apprentissage à la ULA). Puis, nous avons appliqué le questionnaire à deux groupes d’étudiants de FLE (semestres A et B de l’année 2014) en trois temps encadrant deux interventions pédagogiques. La recherche a été complétée par des entretiens des enseignants. Les données recueillies ont été soumises à une analyse quantitative et qualitative. Nous avons trouvé chez nos étudiants des Attitudes Linguistiques et des représentations à majorité positives avec des motivations instrumentales sous-jacentes. La variation des données après l’intervention pédagogique est très légère, cela nous incite à proposer quelques perspectives didactiques. / As professors of French as a Foreign Language (FFL) at the University of Los Andes (ULA) in Mérida, Venezuela, we are interested in identifying the factors that may explain the poor performance of students of FFL at the end of a 5-year degree involving the study of Modern Languages. We have adopted the concept of Linguistic Attitude (LA) from the field of sociolinguistics with the purpose of analyzing the difficulties encountered by these students in order to evaluate the attitude of students in regard to the target language (French). The concept of Linguistic Attitude serves as a rigorous tool for measuring both, the motivation and representation of students, which constitute two key aspects to be considered in the teaching approach used in teaching foreign languages (PFL) as well as in the learning process of students. We used the experimental protocol to create the questionnaire to be able to measure the students’ Linguistic Attitudes. The Delphi method was used for the creation of the questionnaire (thus updating the instructors’ and students’ representations about the French language and its learning process at ULA). During the second phase, the questionnaire was applied to two groups of students of FFL (from the A and B semesters of the year 2014) at three different points in time. During the period between the second and third application, a pedagogical intervention took place. The research was completed by conducting interviews to the instructors in charge of the courses. The results were analyzed both quantitatively and qualitatively. The findings show that, in general terms, students manifest positive Linguistic Attitudes and representations with underlying instrumental motivations. Due to the very small variation observed after the pedagogical interventions, we find it necessary to propose new teaching approaches.

Suecia ha sido, sobre todo a partir de la década de   los 70, un país receptor de inmigración hispanohablante. Actualmente, el español es la lengua moderna más estudiada en los colegios suecos.  Nos encontramos, pues, ante una situación en la que converge la herencia lingüística del español por parte de segundas y terceras generaciones de inmigrantes con el interés por una gran parte del colectivo estudiantil por aprender esta lengua extranjera. Este estudio se sitúa en esta tesitura social y busca localizar y analizar las actitudes respecto a la variación lingüística en español por parte de dos grupos que estudian ELE en un instituto de bachillerato (gymnasium) del área metropolitana de Estocolmo, uno de los cuales tiene, además, el español como lengua de herencia. Nos centraremos, por  lo tanto, en relacionar la interacción de diferentes factores —principalmente extralingüísticos— en el perfil de cada alumno con sus actitudes lingüísticas, teniendo también en cuenta la influencia que puede haber ejercido el contexto académico. En cuanto a este, queremos anunciar que los informantes son alumnos de los niveles Paso 5 (steg 5) o Paso 6 (steg 6) de español según el sistema educativo sueco, que equivalen, según el Marco Común de Refer encia para las Lenguas (MCER), a un nivel de proficiencia B1-B2 y B2, respectivamente. Para llevar a cabo el análisis y asegurarnos de que los resultados son representativos de las actitudes de cada informante, hemos decidido combinar tres metodologías: una directa (entrevista cualitativa) y dos indirectas (la técnica del matched-guise y los autoretratos lingüísticos). Los resultados han mostrado cómo la idiosincrasia de cada informante es determinante en cuanto a las actitudes que muestra; sin embargo, determinamos que la base de las actitudes por parte de informantes con ELH reside e n cuestiones de identidad y orgullo lingüístico, mientras que para los informantes con ELE lo es la motivación en el aprendizaje de la lengua. / Sweden has been, mainly since the decade of the 70ies a receptor of Spanish-speaking immigrants. Today, Spanish is the most popular modern language in Swedish schools. Thus, we find ourselves in a context characterized by the convergence of Spanish linguistic heritage —from 2nd and 3rd generations of immigrants— and the student’s interest to learn the language. This study is placed within this social circumstances and it aims to locate and analyse the attitudes towards linguistic variation of two groups of students of Spanish as a foreign language in a high-school (gymnasium) in the metropolitan area of Stockholm, one of which is formed by speakers of Spanish as a heritage language. We will therefore focus on the relationship between the interaction of different factors —mainly extralinguistics— and the profile of each subject. We will also take into account the how the academic context may have influenced these attitudes. In relation to the context, we would like to clarify that the students arecurrently enrolled in either Paso 5 (steg 5) or Paso 6 (steg 6) levels, according to the Swedish school system, which, according to the Marco Común Europeo de Referencia par alas Lenguas, corresponds to B1-B2 and B2 levels, respectively. In order to identify these factors and make sure that the results are representative of the attitudes of the subjects, we have decided to combine three methodologies: adirect one (qualitative interview), and two indirect ones (the matched-guise technique and the linguistic self-portraits). The results have showed that the idiosyncrasy of each subject is decisive in relation to the attitudes he shows. However, we determine that the attitudes of the students in the heritage language group are based on identity issues and linguistic pride, whereas motivation when learning the foreign language is the basis for the foreign language group’s attitudes.