“…individuals of full or near full European descent], as well as Spaniards who arrived in the colonies as children, who learned indigenous languages by living in constant contact with indigenous people, including children of Spanish descent who were raised by [indigenous] domestic caregivers or that grew up playing with indigenous children. [Even though] the presence of these bilingual individuals of Spanish descent is particularly conspicuous among the clergy […], this phenomenon was also common in the general population (Brain : 295).…”
Section: The Demographics Of Early Colonial Spanish Americamentioning
This paper proposes a reconstruction of the demographic and linguistic composition of the Spanish settling contingent in the American colonies as one of several key factors determining the evolution of Spanish in the early colonial period (sixteenth century). It focuses on the evidence for contact among several sibilant systems, including seseo, i.e. the reduction of four medieval sibilants to /s/. In the standard narrative of the history of Latin American Spanish, this reduction is seen as the consequence of the demographic primacy of seseo in the early metropolitan colonial mix and the inherent phonological simplicity of the merger (Catalán 1958; Granda 1994; Parodi 1995; Hidalgo 2016). This study calls for a reassessment of several of these previous assumptions. The bulk of the data in this study come from a corpus of private letters by early colonial settlers from Spain, analysed quantitatively and contextualized on the basis of additional demographic and linguistic evidence. The sociolinguistic reconstruction that emerges from this data contradicts the canonical presentation of the internal and external ecology of early colonial Latin American Spanish, and calls for the incorporation of a variety of cognitive and sociodemographic triggers beyond the action of the metropolitan input.
“…individuals of full or near full European descent], as well as Spaniards who arrived in the colonies as children, who learned indigenous languages by living in constant contact with indigenous people, including children of Spanish descent who were raised by [indigenous] domestic caregivers or that grew up playing with indigenous children. [Even though] the presence of these bilingual individuals of Spanish descent is particularly conspicuous among the clergy […], this phenomenon was also common in the general population (Brain : 295).…”
Section: The Demographics Of Early Colonial Spanish Americamentioning
This paper proposes a reconstruction of the demographic and linguistic composition of the Spanish settling contingent in the American colonies as one of several key factors determining the evolution of Spanish in the early colonial period (sixteenth century). It focuses on the evidence for contact among several sibilant systems, including seseo, i.e. the reduction of four medieval sibilants to /s/. In the standard narrative of the history of Latin American Spanish, this reduction is seen as the consequence of the demographic primacy of seseo in the early metropolitan colonial mix and the inherent phonological simplicity of the merger (Catalán 1958; Granda 1994; Parodi 1995; Hidalgo 2016). This study calls for a reassessment of several of these previous assumptions. The bulk of the data in this study come from a corpus of private letters by early colonial settlers from Spain, analysed quantitatively and contextualized on the basis of additional demographic and linguistic evidence. The sociolinguistic reconstruction that emerges from this data contradicts the canonical presentation of the internal and external ecology of early colonial Latin American Spanish, and calls for the incorporation of a variety of cognitive and sociodemographic triggers beyond the action of the metropolitan input.
“…It is evident that here we deal with informal education. Brain (2010) finds that the Spaniards learned through habitual contact and had expressed economic and social incentives for this learning. The author determines the evidence that this phenomenon existed extensively and establishes that the situation of linguistic immersion in which the conquerors found themselves facilitated their acquisition of American languages.…”
This article presents the results of a historical-pedagogical investigation, which objective was to establish the main features of hybrid pedagogy and missionary-educational system developed in the Spanish colonies in the Americas in the 16th and 17th centuries, as well as to ascertain how they contributed to cultural hybridization and the construction of Latin American identity in tremulous conditions of meeting of two very different, even opposite ones, worlds and cultures. The authors found that despite the very complicated situation in which the first evangelizing missionaries found themselves, taking into account, among other things, their total ignorance of the local languages and cultures, they were able to devise innovative didactics using improvised means and all their ingenuity to be able to fulfill their duty: “to save the souls of sinners” by converting them to the Christian faith. Thus, they created the missionary-educational system, which the aspects of pre-Hispanic education with the elements of the European conventual schools joined in itself. This educational model contributed to cultural hybridization and the construction of Latin American identity from the first years of the conquest
El presente artículo pretende poner de manifiesto el papel determinante que desempeñaron los intérpretes en el desenvolvimiento del sistema de justicia colonial en los asuntos relacionados con los indígenas. En esta perspectiva, se reflexiona sobre la práctica ordinaria del oficio de intérprete, así como sobre la estrecha colaboración que se dio entre los titulares del cargo y los defensores de indios a lo largo del siglo xvi. Si bien la gobernación de Yucatán constituye el marco del estudio, también se incluyen tanto comparaciones con otras regiones del Nuevo Mundo, como referencias a cédulas generales. En efecto, la relación entre justicia e interpretación es una cuestión que se planteó en todas las sociedades plurilingües de la América colonial.
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