- -

Regional variety preferences by teachers in USA

RiuNet: Repositorio Institucional de la Universidad Politécnica de Valencia

Compartir/Enviar a

Citas

Estadísticas

  • Estadisticas de Uso

Regional variety preferences by teachers in USA

Mostrar el registro completo del ítem

George, A.; Hoffman-González, A. (2023). Regional variety preferences by teachers in USA. Revista de Lingüística y Lenguas Aplicadas. 18:89-101. https://doi.org/10.4995/rlyla.2023.18221

Por favor, use este identificador para citar o enlazar este ítem: http://hdl.handle.net/10251/198258

Ficheros en el ítem

Thumbnail
Nombre: GeorgeHoffman-Gonzalez ...
Tamaño: 420.2Kb
Formato: PDF
Descripción: Versión editorial
Abrir/Preview

Metadatos del ítem

Título: Regional variety preferences by teachers in USA
Autor: George, Angela Hoffman-González, Anne
Fecha difusión:
Resumen:
[EN] Spanish teachers in the USA are responsible for showing students what Spanish looks and sounds like (Ballman, Liskin-Gasparro & Mandell, 2001) and therefore act as role-models for their students in terms of their ...[+]


[ES] Los profesores de español en Estados Unidos son los responsables de mostrar a los alumnos cómo es y cómo suena el español (Ballman, Liskin-Gasparro & Mandell, 2001) y, por lo tanto, actúan como modelos para sus ...[+]
Palabras clave: Variedades regionales , Enseñanza del español , Dialectos españoles , Spanish teaching , Regional varieties , Spanish dialects
Derechos de uso: Reconocimiento - No comercial - Sin obra derivada (by-nc-nd)
Fuente:
Revista de Lingüística y Lenguas Aplicadas. (issn: 1886-2438 ) (eissn: 1886-6298 )
DOI: 10.4995/rlyla.2023.18221
Editorial:
Universitat Politècnica de València
Versión del editor: https://doi.org/10.4995/rlyla.2023.18221
Tipo: Artículo

References

ACTFL. (2016). Assigning CEFR ratings to ACTFL assessments. https://www.actfl.org/resources/assigning-cefr-ratingsactfl-assessments

Andión Herrero, M.A. (2007). "Las variedades y su complejidad conceptual en el diseño de un modelo lingüístico para el español L2/LE", ELUA: Estudios de Lingüística. Universidad de Alicante 21, 21-33. https://doi.org/10.14198/ELUA2007.21.02

Andión Herrero, M.A. (2009). La variedad del profesor frente al modelo de enseñanza: convergencias, divergencias y actitudes. In El rofesor de español LE-L2: Actas del XIX Congreso Internacional de la Asociación para la Enseñanza del Español como Lengua Extranjera (ASELE) (pp. 167-184). Servicio de Publicaciones. [+]
ACTFL. (2016). Assigning CEFR ratings to ACTFL assessments. https://www.actfl.org/resources/assigning-cefr-ratingsactfl-assessments

Andión Herrero, M.A. (2007). "Las variedades y su complejidad conceptual en el diseño de un modelo lingüístico para el español L2/LE", ELUA: Estudios de Lingüística. Universidad de Alicante 21, 21-33. https://doi.org/10.14198/ELUA2007.21.02

Andión Herrero, M.A. (2009). La variedad del profesor frente al modelo de enseñanza: convergencias, divergencias y actitudes. In El rofesor de español LE-L2: Actas del XIX Congreso Internacional de la Asociación para la Enseñanza del Español como Lengua Extranjera (ASELE) (pp. 167-184). Servicio de Publicaciones.

Arteaga, D., & Llorente, L. (2009). Spanish as an International Language: Implications for Teachers and Learners. Bristol, UK: Multilingual Matters. https://doi.org/10.21832/9781847691736

Ballman, T.L., Liskin-Gasparro, J.E., & Mandell, P.B. (2001). The communicative classroom. AATSP professional development series. Handbook for Teachers K-16. Boston, MA: Heinle & Heinle/Thomson Learning.

Bárkányi, Z., & Fuertes Gutiérrez, M. (2019). "Dialectal variation and Spanish language teaching (SLT): perspectives from the United Kingdom", Journal of Spanish Language Teaching 6/2, 199-216. https://doi.org/10.1080/23247797.2019.1676980

Beaven, T. (1999). "¡Pero si no se dice así!": Un estudio de las actitudes de los profesores de ELE hacia la enseñanza del español como "lengua mundial" ", in M. Franco Figueroa, C. Soler Cantos, J. de Cos Ruiz, M. Rivas Zancarrón & F. Ruiz Fernández (eds.) Nuevas Perspectivas en la Enseñanza del español como Lengua Extranjera. Actas del X Congreso Internacional de ASELE, Spain: Universidad de Cádiz, 115-122.

Bell, T.R. (2005). "Behaviors and attitudes of effective foreign language teachers: Results of a questionnaire study", Foreign Language Annals 38/2, 259-270. https://doi.org/10.1111/j.1944-9720.2005.tb02490.x

Burns, K. (2018). "Marginalization of local varieties in the L2 classroom: The case of US Spanish", L2 Journal 10/1, 20-38. http://repositories.cdlib.org/uccllt/l2/vol10/iss1/art https://doi.org/10.5070/L210135863

Callesano, S., & Carter, P.M. (2019). "Latinx perceptions of Spanish in Miami: Dialect variation, personality attributes and language use", Language & Communication 67, 84-98. https://doi.org/10.1016/j.langcom.2019.03.003

Chiquito A.B. y M.Á. Quesada Pacheco ed. (2014). Actitudes lingüísticas de los hispanohablantes hacia el idioma español y sus variantes. Bergen: Bergen Language and Linguistic Studies (BeLLS), 5. https://doi.org/10.15845/bells.v5i0.667

Cruz, M.I.G. (2006). Subjective reactions to two Spanish accents: a sociolinguistics survey of ULPGC students. In Lengua, sociedad y cultura: Estudios interdisciplinares (pp. 53-78). Servicio de Publicaciones.

Del Valle, J. (2014) "The Politics of Normativity and Globalization: Which Spanish in the Classroom?", Modern Language Journal, 98, 358-372. https://doi.org/10.1111/j.1540-4781.2014.12066.x

Farrell, T.S., & Martin, S. (2009). "To teach standard English or world Englishes? A salancedapproach to instruction", English Teaching Forum 47/2, 2-7.

Gallego, J.C., & Rodríguez, A. (2012). Castilian speakers' attitudes towards accents and regional stereotypes in Spain. Sociolinguistic Studies, 6(3), 543. https://doi.org/10.1558/sols.v6i3.543

García, O., & Torres-Guevara, R. (2009). "Monoglossic Ideologies and Language Policies in the Education of U.S. Latinas/os", in J. Sánchez Muñoz, M. Machado-Casas, & E.G. Murillo Jr. (eds.) Handbook of Latinos and Education: Theory, Research, and Practice. Taylor and Francis Group, 182-93.

Grammon, D. (2021). "Consequential choices: A language ideological perspective on learners'(non-) adoption of a dialectal variant", Foreign Language Annals 54/3, 607-625. https://doi.org/10.1111/flan.12574

Folqués, D.G. (2015)."Is it productive to teach varieties of Spanish in the foreign language classroom?", RiCOGNIZIONI. Rivista di Lingue e Letterature straniere e Culture moderne 2/3, 149-155.

Kroskrity, P.V. (2004). "Language Ideologies." In A. Druanti (ed.), A companion to linguistic anthropology. Malden, MA: Blackwell, 496-517. https://doi.org/10.1002/9780470996522.ch22

Kroskrity, P.V. (2010). "Language Ideologies-Evolving perspectives", Society and language use7/3, 192-205. https://doi.org/10.1075/hoph.7.13kro

Lambert, W.E. (1967). "A social psychology of bilingualism", Journal of Social Issues 23/2, 91-109. https://doi.org/10.1111/j.1540-4560.1967.tb00578.x

LeLoup, J.W., & Schmidt-Rinehart, B.C. (2018). "Forms of address in the Spanish language curriculum in the United States: Actualities and aspirations." Hispania 101/1, 10-24. https://doi.org/10.1353/hpn.2018.0081

Lippi-Green, R. 1994. "Accent, standard language ideology, and discriminatory pretext in The Courts", Language in Society 23/2, 163-198. https://doi.org/10.1017/S0047404500017826

Martínez-Franco, S.P. (2019). Navigating a Pluricentric Language in the Classroom: Attitudes towards Regional Varieties of Spanish. [Unpublished doctoral dissertation]. The University of Alabama.

Moreno-Fernández, F. (2003). "Qué Español Enseñar", in Actas del Programa de Formación para el profesorado de español como Lengua Extranjera del Instituto Cervantes de Múnich (2003-2004). Madrid: Instituto Cervantes, 36-45. https://cvc.cervantes.es/ensenanza/biblioteca_ele/publicaciones_centros/PDF/munich_2003-2004/04_entrevista.pdf.

Moreno-Fernández, F. (2009). La Lengua española en su Geografía. Madrid: Arco Libros.

Muñoz-Basols, J. & Hernández Muñoz, N. (2019). "El español en la era global: agentes y voces de la polifonía panhispánica", Journal of Spanish Language Teaching 6/2, 79-95, https://doi.org/10.1080/23247797.2020.1752019

Monerris Oliveras, L. (2015) Spanish Dialectal Variation in the Foreign Language Classroom: Students' Attitudes, Instructors' Beliefs and Teaching Practices, and Treatment of Variation in Textbooks. [Unpublished Doctoral Dissertation]. University of Alberta.

Ortiz-Jiménez, M. (2019). "Actitudes lingüísticas de los profesores de español en España y Australia hacia las variedades dialectales", Journal of Spanish Language Teaching 6/2, 182-198. https://doi.org/10.1080/23247797.2019.1668634

Paffey, D. (2019). "Global Spanish (es) in a global city: Linguistic diversity among learners of Spanish in London", Journal of Spanish Language Teaching 6/2, 131-149. https://doi.org/10.1080/23247797.2019.1676983

Preston, D. (1989). Perceptual Dialectology: Nonlinguists' Views of Areal Linguistics. Dordrecht, The Netherlands: Foris. https://doi.org/10.1515/9783110871913

Quesada Pacheco, M.Á. (2008). "El español de América Central ayer, hoy y mañana", Boletín de Filología 43/1, 145-174.

RAE y ASALE. (2009). Nueva Gramática de la Lengua Española. Madrid: España.

Schmidt, L.B. (2009). "The Effect of Dialect Familiarity Via a Study Abroad Experience on L2 Comprehension of Spanish." In J. Collentine, M. García, B. Lafford, & F. Marcos Marín (eds.) Selected Proceedings of the 11th Hispanic Linguistics Symposium, Cascadilla, 143-54.

Schoonmaker-Gates, E. (2018). "Dialect comprehension and identification in L2 Spanish: familiarity and type of exposure" Studies in Hispanic and Lusophone Linguistics 11/1, 193-214. https://doi.org/10.1515/shll-2018-0007

Showstack, R. (2018). "Spanish and Identity among Latin@ s in the US", in K. Potowski (ed.) The Routledge handbook of Spanish as a heritage language. Routledge, 92-106. https://doi.org/10.4324/9781315735139-7

Stollhans, S. (2020)."Linguistic variation in language learning classrooms: considering the role of regional variation and 'non-standard'varieties", Languages, Society and Policy https://doi.org/10.17863/CAM.62274

Train, R. (2007)."Real Spanish" Historical perspectives on the ideological construction of a (foreign) language", Critical Inquiry in Language Studies 4/2-3, 207-235. https://doi.org/10.1080/15427580701389672

Train, R.W. (2003). "The (non)native Standard Language in Foreign Language Education: ACritical perspective", in C. Blyth (ed.) The Sociolinguistics of Foreign Language Classrooms: Contributions of the Native, the Near - native, and the Non - native Speaker. Boston, MA: Thompson/Heinle, 3-39.

Van Compernolle, R.A. (2010). "Towards a sociolinguistically responsive pedagogy: Teaching second-person address forms in French", Canadian Modern Language Review 66/3, 445-463. https://doi.org/10.3138/cmlr.66.3.445

Van Compernolle, R.A., & Kinginger, C. (2013). "Promoting metapragmatic development through assessment in the zone of proximal development", Language Teaching Research 17/3, 282-302. https://doi.org/10.1177/1362168813482917

Van Compernolle, R.A., & Williams, L. (2012). "Promoting sociolinguistic competence in the classroom zone of proximal development", Language Teaching Research 16/1, 39-60. https://doi.org/10.1177/1362168811423340

Woolard, K.A. (1998). "Introduction: Language Ideology as a Field of Inquiry." in B.B. Schieffelin, K.A. Woolard, & P.V. Kroskrity (eds.) Language ideologies: Practice and theory. New York: Oxford University Press, 3-47.

Zárate-Sández, G. (2019). "Spanish pronunciation and teaching dialectal variation", in R. Rao (ed.) Key Issues in the Teaching of Spanish Pronunciation. Routledge, 201-217. https://doi.org/10.4324/9781315666839-10

[-]

recommendations

 

Este ítem aparece en la(s) siguiente(s) colección(ones)

Mostrar el registro completo del ítem