Language Maintenance Among New York Puerto Ricans

Pedraza, Pedro

doi:10.1515/9783110852530.59

Cited by 10 publications

(7 citation statements)

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“…Studies of New York City paint a less negative picture, perhaps due in part to the relative recency of migration there. For example, although Zentella (1997) and Pedraza (1985) both documented a generational decline in Spanish among the Puerto Rican population in New York, they also found that Spanish is being retained in some domains, notably childrearing. By far the most optimistic picture of U.S. Spanish emerged from recent studies of the Miami-Dade area.…”

Section: Language Use Profile Of Us Latinosmentioning

confidence: 99%

Teacher Development and National Standards for Spanish as a Heritage Language

Potowski

Carreira

2004

Foreign Language Annals

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Given the increasing presence of heritage speakers at both the high school and postsecondary levels, greater numbers of preservice and in‐service Spanish teachers need exposure to Spanish for native speakers (SNS) issues. This is because well‐structured SNS courses should look more like native language arts courses than like Spanish as a foreign language (SFL) courses. Therefore, traditional foreign language methodology courses are insufficient to prepare teachers to work with heritage‐speaking populations. In addition to offering considerations for national standards in SNS teaching, the authors suggest coursework components designed to prepare teachers to work more effectively with SNS students.

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Section: Language Use Profile Of Us Latinosmentioning

confidence: 99%

Teacher Development and National Standards for Spanish as a Heritage Language

Potowski

Carreira

2004

Foreign Language Annals

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“…In urban centers, such as Miami, the need for verbal skills may make the expectations for learning English stronger than in rural, agricultural areas . While they have not been studied widely, lifestyle and employment factors have been noted to promote a reverse trend among Hispanics who, under some conditions, change from having a preference for English as teenagers to developing Spanish fluency as adults (Pedraza, 1985). In South Florida, the wealthiest and the poorest first generation Hispanics tend to maintain and use Spanish as their medium of communication more than the middle class (Sole, 1980).…”

Section: The Influence Of Economic Factors On Language Use and Develomentioning

confidence: 99%

“…For the middle class, there are limited rewards for maintaining Spanish compared with the stronger incentives for becoming proficient in English. Relevant incentives may be required to promote Spanish in the middle class (Pedraza, 1985).…”

Section: The Influence Of Economic Factors On Language Use and Develomentioning

confidence: 99%

Spanish as an Economic Resource in Metropolitan Miami

Fradd

Boswell

1996

Bilingual Research Journal

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This article is a case study of Miami as a linguistic marketplace; its purpose is to inform educational policymakers of the economic and cultural advantage of developing a multilingual workforce. The growth of Metro-Miami's Spanish language economy is a result of recent demographics and increased international trade and commerce. Although global education and proficiency in languages in addition to English have been recognized as essential in preparing a competent future workforce, serious statewide deliberations about language proficiency development overlook Florida students who already speak those languages. Therefore, national, state, and local policy recommendations are made for promoting bilingualism and biliteracy, countering the current process of language shift in immigrant populations, and changing the attitudes that pose multilingualism as a threat.

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“…In terms of this pedagogical emphasis, practitioners and applied linguists are fortunate to have access to a great deal of fundamental research. There are descriptions of the characteristics of norm culta or prestige variety in a large number of Spanishspeaking countries (Escobar, 1978;Lope-Blanch, 1974Lopez Morales, 1971), and there are descriptions of U.S. varieties of Spanish from a number of different perspectives (e.g., Amastae & Elias-Olivares, 1982; Elias-Olivares, Hernandez-Chavez, 1975; Leone, Cisneros, & Gutierrez, 1985; Pedraza, 1985;Perialosa, 1975;Pousada & Poplack, 1982;Siinchez, 1983;Valdis, 1988).…”

Section: Insightsmentioning

confidence: 99%

The Teaching of Minority Languages as Academic Subjects: Pedagogical and Theoretical Challenges

Valdés¹

1995

The Modern Language Journal

139

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This article raises questions about the practice of teaching minority (ethnic/immigrant) languages as academic subjects in multilingual settings and points to directions in which the field of applied linguistics must move in order to develop adequate principles of language learning that can support such instruction. The article consists of three principle sections. Section one defines the term “linguistic minority” and offers examples of linguistic minority populations. Section two describes the teaching of Spanish to bilingual‐Spanish‐speaking students in the United States. It then illustrates the broad problems and questions encountered in teaching minority languages as school subjects by drawing on the discussion of the history, development, and current status of the teaching of Spanish to bilingual minorities in the U.S. Section three proposes a reconceptualization of the language teaching focus within applied linguistics that takes into account the problems and challenges surrounding the teaching of minority languages.

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Language Maintenance Among New York Puerto Ricans

Cited by 10 publications

References 0 publications

Teacher Development and National Standards for Spanish as a Heritage Language

Teacher Development and National Standards for Spanish as a Heritage Language

Spanish as an Economic Resource in Metropolitan Miami

The Teaching of Minority Languages as Academic Subjects: Pedagogical and Theoretical Challenges

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