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Standardized forms are those used by the upper-middle class, and the promotion of them is a way to benefit the institutions of power. Therefore, the ideal curriculum should promote critical language awareness (CLA) to use linguistic ideologies to the benefit of US Latinx students, and Spanish programs should work towards de-foreignizing the curriculum by making space for US Spanish. This article proposes revisiting the goals of Spanish programs considering the real linguistic practices of US Latinx, and situating them in the history of colonization of Latinx in the US. Students could use oral histories and cultural projects to promote the use of Spanglish and dismantle language ideologies to transform the perception of US Spanish. [ABSTRACT FROM AUTHOR]

The study of linguistic phenomena in media texts based on code-switching and code-mixing is a pressing issue, since their linguistic level reflects global processes of the multipolar world development. In particular, it results in post-standard modern languages and translingual idioms where language contact occurs. The article aims at determining the Spanglish language glocal space continuum at the lexical, semantic and grammatical levels. The material is based on tweets by the American satirist Rachel Figueroa, writing under the pseudonym Miguel Bloombito, for 2017–2022, selected using the continuous sampling method. A corpus of 1073 tweets was compiled and studied using morphological, syntactic, lexical and semantic analysis followed by statistical processing and mapping. The result is the identification of four modus categories that express meanings corresponding to glocal space. Methods for transmitting these meanings at the lexical, semantic and grammatical levels in Spanglish have been identified as well. Thus, it has been established that this translingual idiom boasts a full-fledged system of units and levels, which effectively conveys the meanings of all modus categories under consideration. In addition, data mapping allows us to conclude that Spanglish effectively performs communication tasks both within the same locale and between different locales. Finally, the study does not only empirically prove the validity of one of the hypotheses regarding the glocal space infinity, including its linguistic representation, but also demonstrates that modern language contact models correspond not to geography, but to the logistics of communication flows between various glocalized locales determined by geostrategic interests.

A new bilingual/plurilingual education renaissance in California was ushered in with the passage of state Proposition 58 in 2016. Program planners, however, have struggled to meet the need for bilingual/plurilingual teachers within a linguistic context ravaged by two decades of restrictive policies. This restrictionism has resulted in an entire generation of would-be bilingual teacher candidates growing up without formal academic support for bilingualism and biliteracy in their k-12 education. Although plurilingualism has been stymied in formal spaces, emerging research on translanguaging indicates that 'bilinguals' by definition creatively language within their various social and political milieu such that syntheses or hybrid forms of language emerge that reflect their full linguistic repertoire. This study examines the linguistic experiences of those who have overcome the odds to pursue their bilingual teacher certification. Through analysis of participant case studies of Latinx candidates studying for their bilingual teacher certification in California's southern San Joaquín Valley, we find translanguaging to be a critical tool of identity expression, interethnic solidarity, and plurilingual/bilingual sustenance within a decidedly conservative and subtractive sociocultural and sociolinguistic context. We discuss the implications of these findings for the centering of translanguaging in bilingual teacher education and the cultivation of future bilingual/plurilingual educators in California. [ABSTRACT FROM AUTHOR]

"Preguntas y frases" is an imagined letter from my grandmother. It is composed of Spanish words and phrases (including missing accents and misspellings) as my grandmother, Esther, wrote them in a series of letters she sent to my mother in 1983 while my mother was living in Ecuador. In those letters, Esther spoken plainly with her daughter--principally, by questioning my mother's decision to leave the United States and asking that she come back home to Calexico, California. Many years after my grandmother's death, my mother found these letters tucked away in the house attic. When my mother shared these letters with me, it was startling for me to see and hear so clearly my grandmother's voice and way of speaking after so many years since her passing. In response, I wrote "Preguntas y frases para una nieta americana." The title is inspired by Teresa Palomo Acosta's poem "Preguntas y frases para una bisabuela española" in which Acosta reflects on her Spanish heritage by writing a letter to her great Spanish grandmother. In contrast, "Preguntas y frases para una nieta americana" reflects on American assimilation and what is lost, protected, and honored across three generations of Mexican American women. The letter is my imagination of what my grandmother would say to me today if she were to write me--and speak plainly--as she had with my mother all those years ago. [ABSTRACT FROM AUTHOR]

The social meaning of language is embedded in a cultural system of ideas that circulates throughout the historicity of peoples in contact. Border areas are useful for studying the permeability of category constructions, including language boundaries and fluidity of identities. The present study reports survey data from 168 Spanish-English bilinguals in the border region of the Rio Grande Valley of South Texas in the ways they define 'Spanglish' vis-à-vis 'Tex-Mex' as two distinct ways of speaking. In explaining the contact forms that each label represents and ideologies that have given rise to this distinction, results are discussed using iconization and fractal recursivity (Irvine and Gal 2000) and enregisterment (Agha 2005). Overall, results indicate that for those who make a distinction between Spanglish and Tex-Mex, Spanglish is valorized as more legitimate, whereas Tex-Mex is seen as a localized style of Spanglish also considered more informal. [ABSTRACT FROM AUTHOR]

Copyright of Temas de Comunicacion is the property of Biblioteca Central de la Universidad Catolica Andres Bello (UCAB) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this article is to expand the definition of translation in a transdisciplinary fashion. This is achieved by understanding the cosmopolitan city as a text that needs to be translated. Taking as a case study Ilan Stavans's particular use of language in a cosmopolitan translanguaging space, this article analyzes his Nuyol as a translation site and a translation zone. The translations of Stavans, a polyglot transmigrant, show how the contemporary interconnection between mobility, space and languages contributes to the construction of complex identities in cosmopolitan cities, particularly in his Nuyol, where people live translated. This is studied following a research avenue that sees contemporary cities both as translanguaging spaces and as translational cities. Combining these two concepts shows how Stavans's Spanglish may be a force that can be used to deterritorialize homogeneous spaces. [ABSTRACT FROM AUTHOR]

A lo largo de la última década, se observó un incremento de la representación audiovisual de las comunidades latinas en Estados Unidos. Más recientemente, una cantidad sin precedentes de espanglish —o bilingüismo radical español-inglés— se ha convertido en elemento importante de dicha representación. Dado el giro transnacional del mercadeo y la distribución de plataformas audiovisuales, como Netflix, gran parte de ese contenido se ha doblado y subtitulado para audiencias hispanohablantes. En ese contexto, este artículo atiende un triple objetivo. Primero, posiciona el espanglish como una práctica translingüística de la comunidad queer que puede atente a fines muy claros en los textos. Esto rompe con la academia existente en traducción que ha tendido a ver el espanglish como una especie de habla con acento notorio que en su mayor parte da color al personaje. Segundo, es el primer estudio longitudinal que considera la forma como se han traducido al español las fuentes audiovisuales en espanglish. Los estudios de caso analizados en el presente artículo incluyen la película Coco, de Disney/Pixar, las comedias One Day at a Time y Gentefied, de Netflix, y el drama Vida, de Starz. Para terminar, el artículo busca ampliar el texto de Démont “On three modes of translating queer literary texts” (Sobre tres maneras de traducir textos literarios queer, publicado en 2018), indicando que sus “maneras” pueden ayudarnos a entender las prácticas traductivas que afectan a una variedad de comunidades minorizadas.

The implementation of bilingual programs in the Spanish teaching curriculum has led to the importance of teaching English language and culture as one of the main aims of this new curriculum. As one of the key competences, cultural awareness and expression can be approached in the bilingual classroom to know, understand, and appreciate the different cultural and artistic demonstrations in the English-speaking countries. English varieties of the language and culture can be taught in the bilingual classroom, but there is no trace of teaching the bi-culturalism that exists in the US regarding US-Latino culture. Nowadays over 40 million people speak Spanglish in the US, and Chicano Literature reflects this reality that faces bilingualism and biculturalism. This paper shows the importance of teaching to our bilingual students how Spanglish is used in order to improve their cultural awareness by including a model on how to teach biculturalism through Chicano Literature.

Copyright of Alsun Beni-suef International Journal of Linguistics, Translation & Literature / Mağallaẗ Kulliyyaẗ Alsun Banī Swaīf Al-Dawliyyaẗ Li Luġawīyāt wa Al-Tarğamaẗ wa Al-Adab is the property of Beni Suef University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Las ideologías relacionadas con la identidad latinx son centrales en la instrucción de la lengua de herencia (LH) (Leeman et al., 2011). Sin embargo, la instrucción de herencia temprana estaba enfocada principalmente en adquirir la norma estándar (Leeman, 2012). ¿Cuáles son las ideologías actuales tanto en el aula de segunda lengua (SL) del español como en la de herencia? Este artículo intenta describir las ideologías lingüísticas en el aula, el valor del inglés, el uso del spanglish y cómo los educadores pueden potenciar actitudes positivas a través de la conciencia cultural y las ideologías de translenguaje para promocionar la justicia social luchando contra las ideologías hegemónicas.

Copyright of Knowledge: International Journal is the property of Institute for Knowledge Management and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Przeklady Literatur Slowianskich is the property of Wydawnictwo Uniwersytetu Slaskiego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of World & Word / Świat & Słowo is the property of University of Bielsko-Biala and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article focuses on perspectives from Spanish literary field with preference for Spanish (and Dutch) translations as a way of decentering the global publishing market and distancing. It mentions homogeneous world market and a fluent correspondence between international circulation and poetics. It also mentions uses, scope, and challenges of a growing body of criticism and literary theory that, from different theoretical perspectives.

Copyright of Cuadernos de Lingüística Hispánica is the property of Universidad Pedagogica y Tecnologica de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The importance of Spanish as a world language has increased steadily in the United States. Little recognition, however, has been given to the dialect that is spoken natively by individuals born in cities such as Los Angeles. Like African American Vernacular English, Los Angeles Spanish is a non-standard oral dialect that is used mainly in informal contexts and is not taught in schools. This paper suggests that a closer examination of the origins and functions of the Los Angeles Spanish dialect could help to illuminate the social and linguistic situation in the aforementioned city.

The article deals with the phenomenon of linguistic borrowing from English into Business Spanish. The author offers a classification of loanwords supported by examples from Spanish business media, identifies different groups of loanwords depending on the degree of their assimilation, analyses their role in Spanish economic discourse, and explores the use of some of the loanwords in the Spanish business press. The article also focuses on the link between globalisation and the spread of Anglicisms in the Spanish language, and studies the significance of linguistic borrowing in the field of translation.

Fabián Severo’s collection of short stories, Viralata, from which this short story comes, was originally published in Portuñol, a “hybrid” mix of Spanish and Portuguese, as it is spoken near the city of Artigas in northern Uruguay. Portuñol, like other “hybrid” border varieties, has rarely been published, though it would seem that interest is growing since the 1990s, particularly in Uruguay. As a scholar of “hybrid”, diaspora, and transnational languages I decided to explore the possibility of translating this work into Spanglish, the “hybrid” mix of Spanish and English commonly heard among Latinxs in the US. Though the cultural realities of Portuñol speakers and Spanglish speakers is different, there are some important parallels: literature in both has emerged only relatively recently, little has been translated into either language variety, education is not conducted in either, and the dominant discourses around language in both contexts has traditionally favoured literature written in the prestige varieties of English, Spanish, or Portuguese—which should come as no surprise. Given this, I wondered about the experience, aesthetic, and cultural value of putting two distant borders of Spanish in contact through translation. This is my first translation of Fabián Severo’s work.

This creative non-fiction piece written in Spanglish called "Doce horas: A Family Border Tale" comically narrates my family's adventure crossing the U.S./Mexico border by car a few days after Three Kings Day (Epiphany). The story deals with identity negotiation, biculturalism and bilingualism in a non-conventional American family raised in Mexico. The narrative voice in my piece provides a unique perspective broadening dialogue(s) on Mexican American identity.

This creative non-fiction piece written in Spanglish called “Gringos Mexicanos" stems from feelings of nostalgia and unrest within biculturalism and national identity. The piece centers around the degrees of belonging that two Americans siblings raised in Mexico have when contrasted to each other and to (Mexican or American) peer groups. The narrative voice in this piece provides a unique perspective broadening dialogue(s) on Mexican American identity.

The article focuses on translation of the book "The Brief Wondrous Life of Oscar Wao" by Junot Díaz from Spanglish to Spanish. Topics discussed include Díaz explains the importance of the mixture of languages and registers and references; academic jargon coexisting with African American slang and challenges faced by author Achy Obejas in translating the book.

Historically, minority women artists and scholars of color have been ignored by the White patriarchal canon of art education and the arts. I uncrate Josefina Aguilar's 14-piece clay muñecas, which have been stored away in the Palmer Museum of Art for more than two decades, to demonstrate this lack of exposure. I position my own Latina history with Aguilar's in an attempt to examine the cultural sequestering of such artists by making visible how I operate from nepantla, a liminal space described by Gloria Anzaldúa. Using Anzaldúa's concepts of autohistoria and autohistoria-teorīa, I lay a theoretical framework of transcultural feminist curating, and I interweave the testimonio I have used to decolonize art education, art, and curating. As a witness to the Palmer Museum of Art's neglect in not showcasing Aguilar's works, I expose how women's life histories are often crated and stored in private spaces and seldom opened and appreciated. [ABSTRACT FROM AUTHOR]

The academic debate that seeks to categorize Spanish spoken in the United States is controversial. The North American Spanish Language Academy publication Hablando bien se entiende la gente, a reference guide for U.S. Spanish speakers, was the catalyst for a series of debates by academics holding one of two main stances: a) that Spanish in the United States is a universal language which should be devoid of excessive influence of English (Piña-Rosales, Covarrubias, Dumitrescu, & ANLE, 2014); and b) that Spanish in the United States is the reflection of its coexistence with English (Lynch & Potowski, 2014). While this academic conversation is important to the field, the debate has to be brought to the speakers themselves. This study presents a quantitative analysis of a judgment task completed by young heritage speakers of Spanish and a qualitative analysis of short-answer surveys. Results show that, despite participants’ high reported use of “Spanglish,” they vehemently reject its use in the academic context. This strong disconnect between practice and attitude raises serious concerns and has significant implications for pedagogy.

This article is about the work of the Dominican-American writer Junot Díaz, consisting of three books, the volumes of short stories Drown, of 1996, and This is How You Lose Her, of 2012 and the novel The Brief and Wondrous Life of Oscar Wao, published in 2008. The texts, marked by the diasporic experience both as thematic and stylistic coordinates, constantly blend the author's native Spanish with the English learned in the USA. Adopting as main reference the concept of translingualism, this study is dedicated to reflect on the resources used by the author for the elaboration of his scriptural poetics. From this reading, it became clear that Díaz's seemingly colloquial text is the fruit of an intense compositional work for which the presence of the Spanish language goes far beyond the mere use of lexicon associated with the Latin American communities in the United States. [ABSTRACT FROM AUTHOR]

We examine how a third-grade bilingual teacher engaged in translanguaging shifts—the moment-to-moment changes in language practices—during instruction in response to students’ language performances. We demonstrate how a teacher’s high level of multilingual awareness connected to fostering classroom spaces with linguistic flexibility that leveraged translanguaging practices as a resource. We present pedagogical practices of teacher translanguaging used intentionally for access to academic content, the cultivation of classroom community, and development of student metalinguistic awareness. This case study adds information about translanguaging in a bilingual classroom with implications for the role of teacher critical multilingual awareness within a translanguaging pedagogical framework. [ABSTRACT FROM AUTHOR]

The article deals with the phenomenon of linguistic borrowing from English into Business Spanish. The author offers a classification of loanwords supported by examples from Spanish business media, identifies different groups of loanwords depending on the degree of their assimilation, analyses their role in Spanish economic discourse, and explores the use of some of the loanwords in the Spanish business press. The article also focuses on the link between globalisation and the spread of Anglicisms in the Spanish language, and studies the significance of linguistic borrowing in the field of translation. [ABSTRACT FROM AUTHOR]

El “Piti” le decían, I never knew why. We lived just outside “El Barrio,” at least that’s what they called it, ‘cause it took too long to say “Tlachichilco del Carmen.” Nobody called it that, but my mom. She would make us go to El Barrio a vender “panquecitos.” Two little gringüitos selling cupcakes en la plaza. ...

Recensione di Teorìa del spanglish di Ángel López García-Molins