Validating and Promoting Spanish in the United States: Lessons from Linguistic Science

Carreira, María

doi:10.1080/15235882.2000.10162776

Cited by 48 publications

(40 citation statements)

References 4 publications

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“…This may cause alarm for many researchers who have discussed the need to avoid criticizing and correcting student varieties in the classroom (see Beaudrie & Ducar, 2005;Carreira, 2000Carreira, , 2003Ducar, 2006;Martinez, 2003;Valdes, 1995;Villa, 2002b, among others). In fact, the only class where students report less than an 80% yes response rate for this question is in the Spanish 343 class (phonetics and phonology)-only 65% of those students report that they are corrected in class.…”

Section: Is Students' Spanish Corrected In the Classroom?mentioning

confidence: 99%

Student Voices: The Missing Link in the Spanish Heritage Language Debate

Ducar¹

2008

Foreign Language Annals

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Though much of the research looking at the issue of language in the Spanish heritage language field is intended to guide the Spanish heritage language teacher in the classroom, students' voices are often stifled. This article fills this gap by giving voice to students' opinions on language use in the Spanish heritage language classroom. Survey results from 152 Spanish heritage language students enrolled in an extensive Spanish heritage language program show that these students prefer to learn specific varieties of Spanish in their Spanish heritage language classes. Interestingly, 91 % of those surveyed want their Spanish to be corrected. This article closes with pedagogical suggestions based on the students' preferences that may cause those of us working in the Spanish heritage language field to question our own pre‐existing beliefs concerning which language variety best serves the Spanish heritage language student population.

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Section: Is Students' Spanish Corrected In the Classroom?mentioning

confidence: 99%

Student Voices: The Missing Link in the Spanish Heritage Language Debate

Ducar¹

2008

Foreign Language Annals

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“…Reluctantly, Anglicisms are increasingly accepted in foreign cultures even though many of the concepts inherent in them run counter to local culture, offend national interests, and lead to cultural homogenization (Fischer 2010;Snell-Homby 2000). Spanish verbs used in the USA and elsewhere in the America (rentar (to rent); parquear (to park); cliquear (to click)) as well as nouns (zafacón, safety can or waste basket; marketa (market)) indicate this semiotic staining (Carreira 2000;Fernández 2011;Guzmán González 2002;Renner and Fernández-Domínguez 2015;Teschner 1974).…”

Section: Semiotic Contaminationmentioning

confidence: 98%

“…Advertising Age 1957; American Advertising Federation (AAF) 2015; Altstiel and Grow 2010;Arens 2004;Bahary and Adamo 2012;Barrage et al 2014;Bator and Cialdini 2000;Berman 1981;Blake 2007; Boorstin 1962;Bovee and Arens 1992;Carreira 2000;Christakis et al 2004;Deery 2009;Dachevych 2014;David et al 2012;Davies 2014;Diamond 1975;Drumwright and Murphy 2004;Emarketer 2014;Emerson 1879;Evans and Hall 1999;Ewen 2003;Fernández 2011;Fischer 2010;Fiske 1987;Fowles 1982;Fox 1985;Fromm 1955Fromm , 1976Gómez Capuz 2001;Grigg 1997;Groden 2015;Guzmán González 2002;Hall 1980; Hayakawa 1964;Herman and Chomsky 2002;Hirschmann and Thompson 1997;Hovland et al 2007;Hunt and Chonko 1987;Hyman et al 1994;Iser 1978;James et al 1994;Johar and Sirgy 1991;Kachru 2006;Kaser 2013;Kensicki 2004;Killoran 2014;…”

mentioning

confidence: 98%

A Critical Review of the Costs of Advertising: a Transformative Consumer Research Perspective

Scarpaci¹,

Sovacool

Ballantyne

2016

J Consum Policy

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This critical literature review incorporates a transformative consumer research (TCR) perspective in highlighting selected transgressions in corporate social responsibility that touch on (1) wealth consolidation, (2) environmental degradation, (3) commodification, (4) semiotic contamination, and (5) an erosion of accountability. It argues for a participatory approach among stakeholders in sustaining marketing research and assessing consumer policy that is both ethical and critical for academic marketers and practitioners alike. Transformative consumer researchers work to ensure that advertisements, messaging, and integrated marketing communications play a key role in promoting honesty and transparency. At the same time, transformative consumer research recognizes that advertising often masks the underlying costs incurred by society in general, and consumers in particular. TCR practices presently exist, and examples are presented to highlight these practices in consumer policy.

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“…Ducar concludes that the explanations offered by these materials regarding the correctness of the linguistic features still imply preference for a "pseudo-Castilian" standard variety, as well as a tendency to limit the students' own language varieties to home use. In a recent review of literature, Mrak (2011) suggests that these negative attitudes toward specific varieties of Spanish in the US persist due to (1) the emphasis placed by many Spanish departments on the peninsular and Latin American perspectives on Spanish-speaking society and culture (Ortega 1999); (2) the preference toward varieties of Spanish disconnected from the sociolinguistic reality of US Spanish (Pomerantz 2002); (3) the conviction of the intrinsic superiority of standard Spanish compared to any other variety of the language (Carreira 2000, Leeman 2005); (4) the lack of interest on the part of Pan-Hispanic institutions regarding the teaching of heritage students -in contrast to the promotion of Spanish as a FL - (García 2008(García , 2009); (5) the harmful effect of linguistic ideologies on bilingual students (Villa 2002, Félix 2009), and (6) the influence of US Spanish-language media outlets -of which some of the most important have their headquarters in other Spanish-speaking countries -on the representation of linguistic models contradictory to the sociocultural reality of this country (Carreira and Armengol 2001).…”

Section: Curricular and Language Ideologies In Spanish Departmentsmentioning

confidence: 98%

Sociopolitical and institutional conditions for teaching Spanish as a L2 in US universities

Lacorte

2013

SiC

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This article examines the teaching of Spanish as a second language (L2) in the US in recent years through a review of public documents and a synthesis of relevant literature. The main goals of the article are to compare the sociopolitical and institutional presence of Spanish with that of other languages within the US educational context, and to explore specific critical dimensions that are likely to influence the future development of Spanish as a L2 in this country. This analysis makes it clear that the current abundance of students studying Spanish does not guarantee a constantly increasing number of learners in future Spanish programs, especially in a sociopolitical and institutional climate such as the present one, in which the study of the humanities, in general, as well as the study of second or foreign languages, in particular, seem to be heading for a marked decline.

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Validating and Promoting Spanish in the United States: Lessons from Linguistic Science

Cited by 48 publications

References 4 publications

Student Voices: The Missing Link in the Spanish Heritage Language Debate

Student Voices: The Missing Link in the Spanish Heritage Language Debate

A Critical Review of the Costs of Advertising: a Transformative Consumer Research Perspective

Sociopolitical and institutional conditions for teaching Spanish as a L2 in US universities

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