1 Spanglish: Language Contact in Puerto Rico Rose Nash American Speech, Vol. 45, No. 3/4. (Autumn - Winter, 1970), pp Stable URL: American Speech is currently published by Duke University Press. Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is an independent not-for-profit organization dedicated to and preserving a digital archive of scholarly journals. For more information regarding JSTOR, please contact Sat Apr 7 14:40:
2 SPANGLISH: LANGUAGE CONTACT IN PUERTO RICO ROSE NASH Inter American University LTHOUGH THE INFLUENCE of American English is present, to some extent, A in all parts of Spanish-speaking America, Puerto Rico is unique in having both English and Spanish as official languages1 In accordance with the government policy of bilingualism, English is taught as a required subject in all schools from the first grade through the university level2 The close contact of Puerto Rican Spanish and American English since the turn of the century has greatly intensified in recent years, largely because of the ever-increasing number of Newyorricans (New York Puerto Ricans) who have returned to the island to live, bringing with them the language and culture of Spanish Harlem.3 In the metropolitan areas of Puerto Rico, where Newyorricans play an influential role in the economic life of the island, there has arisen a hybrid variety of language, often given the slightly derogatory label of Spanglish, which coexists with less mixed forms of standard English and standard Spanish and has at least one of the characteristics of an autonomous language: a substantial number of native speaker^.^ The emerging language retains the phonological, morphological, and syntactic structure of Puerto Rican Spanish. However, much of its vocabulary is English-derived. That it is an autonomous language has been recognized not only by some Puerto Rican intellectuals, most of whom strongly disapprove of it for reasons that will appear later, but also by the New York School of Social Research, which has offered a course in Spanglish for doctors, 1. The only exception, to my knowledge, is the state of New Mexico, where Spanish has a legal status equal to English. 2. Until 1950, English was the medium of instruction in the public schools. It is still maintained in many private schools. For a discussion of this highly controversial issue, see E. Epstein, ed., Politics and Education in Puerto Rico. 3. For an in-depth study of Newyorricans, see J. Fishman, ed., Bilingualism in the Barrio. 4. In addition to the presence of New~orricans, several other factors may be mentioned that encourage language mixture. First, there is a large English-speaking population, including military personnel, non-puerto Rican permanent residents from various parts of the United States, and transient tourists. Second, virtually all of the products sold in Puerto Rico are manufactured in the United States and are referred to by their English names. Third, Puerto Rico is geographically isolated from other Spanish-speaking areas, so that borrowings from English quickly become institutionalized.
3 AMERICAN SPEECH nurses, and social worker^.^ The other well-known language mixtures, such as Franglais, Yinglish, Japlish, or Honglais, have not, I believe, achieved such distinction. This paper will briefly describe some typical examples of Spanglish used in Puerto Rico; they were collected over a period of five years from a variety of sources: newspapers, radio, television, public signs, and conversations heard on busses, at parties and meetings, and in classrooms, post offices, stores, banks, and hospitals-in short, everywhere that language is used in daily affairs. First, however, the term Spanglish must be defined because it has been applied to more than one cross-language phen~menon.~ Although the division between what is and is not Spanglish is not always clear-cut, utterances of the following type can be excluded: No speak very good the English. [no espik beri gud di inglis] 'I do not speak English very well.' = 'No hablo muy bien el inglcs.' Utterances of this kind, in which English words are put in Spanish order and pronounced in a Spanish manner, are common enough on the streets of San Juan, and journalists have used the technique of word-for-word translation consciously for fun and pr~fit.~ To accept such an obviously ungrammatical English sentence as Spanglish, however, would leave no reason to reject an equally ungrammatical sentence that might be produced by an English monoglot: Yo hago no hablar espafiol muy bueno. [yow hagow now hablar espanyol muwiy bweynow] 'I do not speak Spanish very well.' Also excluded from consideration as Spanglish is switching from one language into the other for a special effect, unless the switching takes place within an utterance in a natural way. Examples of such deliberate switching that will not be considered Spanglish can be seen in two-language advertisements, such as: Buy your home in Levittown Lakes, donde la buena vida comienza. (radio advertisement) Yo y mi Winston-porque Winstons taste good like a cigarette should. (advertisement, sung in a movie house) 5. See C. Varo, Consideraciones antropoldgicas y politicas en torno a la enseiianza del "Spanglish" en Nueua York. 6. I reserve the term Spanglish for English-influenced Spanish as a first language, distinguishing it from Spanish-influenced English spoken as a second language, which I call Englaiiol. The latter will be treated in a subsequent paper. 7. The late journalist Eddie Lopez was a master of this literary genre. He created a character called Candid Flores, whose letters, written in hilariously mangled English, appeared periodically in the San Juan Star, Puerto Rico's English-language newspaper.
4 SPANGLISH IN PUERTO RICO 225 To put it differently, Spanglish as defined here is neither language containing grammatical errors due to interference nor intentionally mixed language. Examples of Spanglish can be conveniently, although somewhat arbitrarily, divided into three main types, each with subtypes. Type 1 is characterized by the extensive use of English lexical items occurring in their original form in otherwise Spanish utterances. These items fall into several groups. First, there are international terms in science and technology, which also appear in many other languages and are therefore not uniquely characteristic of Spanglish. Second, there are simple substitutions of high-frequency English words that have Spanish equivalents : Juan estaba en el army, per0 se pas6 a1 navy. 'John was in the army (ejcrcito), but he transferred to the navy (a la marina).' El bos dijo que habia que trabajar overtime este weekend. 'The boss (jefe) said that we had to work overtime (extra) this weekend (fin de semana).' Higalo anyway. 'Do it anyway (de todas maneras).' La gente de mi building vive del welfare. 'The people living in my building (edificio) are on welfare (bienestar pdblico).' C6gelo easy. 'Take it easy (con calma).' 2 QuC size es? 'What size (tamaiio) is it?' Voy a1 shopping center. 'I'm going to the shopping center (centro comercial).' Ella tiene ojos braun. 'She has brown (carmelita) eyes.' Mi prima es bien nice. 'h,fy cousin is very nice (muy agradable).' Se me perdio el lipstick. 'I lost my lipstick (lipiz labial).' As such common English words gradually replace their Spanish equivalents, the Spanish words tend to become obsolete through disuse or change their status from colloquial to formal. In Puerto Rico today it is rare to hear a freezer referred to as a congelador, or a truck called a camidn. Third, there are cultural borrowings, many of them slangy expressions. Some, like hotpants, are untranslatable English idioms. Others could be rendered in Spanish only by awkward and often unrecognizable paraphrases. Examples of this category are the following: El baby esti bonito con su T-shirt. 'The baby is pretty in his T-shirt.' El beisbol es mi hobby favorito. 'Baseball is my favorite hobby.' Deme dos hamburgers plain sin lechuga y tomate. 'Give me two hamburgers plain without lettuce and tomato.' Esto es un rush job. 'It's a rush job.' iquc down! 'What a letdown!' iquc groovy! 'That's great!' Lo mio es love. 'My thing is love.' Todos 10s substitute clerk carriers estin off maiiana. 'All the substitute clerk carriers (postal workers) are off tomorrow.'
5 AMERICAN SPEECH Cartas airmail para stateside con menos de 114 son s~~rfaces. 'Airmail letters going out stateside with less than 114 are surface mail.' Vas a1 coffee break ahora. 'Take your coffee break now.' Amplio parking gratis. 'Plenty of free parking.' Finally, the vocabulary of American merchandising, the names of business establishments, and the slogans and mixed-up messages of advertising are a rich source of type 1 Spanglish, as in the following examples: Sears de Puerto Rico: Use nuestro plan de compra Lay-Away. Use el plan Easy Payment de Sears. Use el plan Revolving Charge de Sears. (signs in a store) Este album contiene el hit de gran combo. (on a record jacket) Recurt's Office Supplies: folders, mbquinas de escribir, account books, papeleria, sillas, desks. (sign on a store window) Design Mens Salon, toupces a la medida, hair weaving y pelucas stretch para caballeros. (advertisement in the yellow pages of the telephone book) Marco Discount House: Cabecera con frame, 2 mesas de noche, 1 triple dresser con 2 espejos. Fibra lavable, 2 corner bed y ottomon en azul. Elegante sofacama. (newspaper advertisement) The last example presents an interesting case of lexico-semantic fusion. Bed and cama, which are identical in meaning, are used as synonyms in the same advertisement, in which English and Spanish have converged. In effect, the words bed and cama have become, for this advertiser, part of the same language. Many Puerto Ricans who classify themselves as monolingual speakers of Spanish are quite unaware that some of the words they use naturally and unselfconsciously are English in rig in.^ One of my colleagues at the University of Puerto Rico relates an anecdote about a visitor from Spain who was to give a lecture on the campus. When he asked a campus guard for directions to the paraninfo, the guard replied that he was sorry but he did not understand English. After the visitor clarified what he meant, the guard informed him that the Spanish word for that was asemblijol (assembly hall). In type 2 Spanglish, English words lose their non-spanish identity. Their pronunciation changes more noticeably to conform to Spanish phonology, and they frequently appear in written form spelled according to Spanish orthography. Nouns and verbs assume the morphological characteristics and inflections of Spanish words. Thus the feminine articles la and las and the masculine articles el and 10s agree in number and gender with their nouns, though I have as yet been unable to determine the exact rules for assigning gender to borrowed nouns. Many, but not all, nouns take the grammatical 8. In general, the level of awareness is proportionate to the level of education, but this has little effect on the frequency of usage. Ease of communication is the chief motivation for employing English words, although the prestige factor, for some speakers, cannot be ignored.
6 SPANGLISH IN PUERTO RICO 227 gender of the Spanish words they replace, for example el rufo 'roof' replacing el te~ho.~ Some nouns appear in both masculine and feminine forms, following the pattern of gender marking in such pairs as la hermana 'sister' and el hermano 'brother,' for instance la bosa and el bos 'boss.' Among the most frequent types of phonological and orthographic adaptation are the following (the Spanglish spelling is cited when it is attested; the pronunciation is cited when a spelling is not available or the pronunciation does not follow Spanish orthoepy) : Addition of a final vowel: bosa 'boss,' rufo 'roof,' caucho 'couch,' norsa 'nurse,' ganga 'gang.' Addition of a final vowel and shift of stress to the penultimate syllable: marqueta [malkkta] 'market,' furnitura [fulnit~ira] 'furniture,' factoria 'factory,' groceria 'grocery,' carpeta [kalpkta] 'carpet.' Addition of an initial vowel before [s] plus a consonant and change of the [s] to [h] (in accordance with the allophonic rules of Puerto Rican Spanish) : [ehtri] 'street,' swich [ehwie] 'switch,' [ehtinyi] 'stingy,' [ehtofa] 'stuff,' [ehlip] 'slip.' Change of 11-1 to [l] in syllable final position: norsa [nolsa] 'nurse,' frizer [frisel] 'freezer,' [almi] 'army,' [folman] 'foreman,' [mihtel] 'mister.' Change of [m] to [g] in final position: [obeltayg] 'overtime,' [rug] 'room.' Reduction of clusters or omission of a final consonant: cuara 'quarter,' suera 'sweater,'l0 [lihti] 'lipstick,' saibo [saybol] 'sideboard,' [deparmen ehtol] 'department store.' Ephenthesis: gauchiman 'watchman.' Interpretation of ge as [he] : tinager [tinahel] 'teenager.' Verbs in Spanglish are created by taking on the productive infinitive suffixes -ar, -ear, and -iar. They are then conjugated for person, number, and tense according to the regular Spanish paradigms, producing such forms as the following: IflunkArl 'to flunk (an examination),' Iflunko, fllinkas, fllinkal 'I, you, he flunk(s),' Iflunkk, flunkark, he flunkado/ 'I flunked,.will flunk, have flunked.' New verbal formations reflect the activities of everyday life, which is the primary source of Spanglish vocabulary, and may, if used in written form, 9. Exceptions are la marqueta, also la marketa, replacing el mercado, and el window, replacing la ventana. Use of the inappropriate article, such as *In window, is considered ungrammatical. 10. The attested spellings cuara and suera derive from articulatory similarities between Spanish /r/, which is a single-tap voiced alveolar, and the English voiced variant of /t/ in intervocalic position, which is voiced alveolar stop. English speakers with voiced It/ may make no distinction between latter and ladder. In such words, the Spanish speaker "hears" /r/, and therefore uses the r grapheme. The Spanish phoneme /d/ is realized in intervocalic position as the fricative [a]: todo 'all' [tao], toro 'bull' [tbro].
7 228 AMERZCAN SPEECH have variant spellings, depending on the user's familiarity with the English form or the frequency with which the adaptation occurs. Some common words, such as parquear 'to park,' have well established orthographic forms, and their use cuts across all social classes. Others are in a state of flux with regard to spelling, but not pronunciation. In the home, for example, one hears bakear, mopear, heatear, freezear, vacuunear; in the office, taipear, chequear, clipear; and in sports, pitchear, batear, catchear, hitear, trainear, rollear, slipear, Pipear, bowlear. One also hears lonchear, Jlirtear, foolear, and new creations appear every day with no loss of intelligibility. Some words of type 2 exhibit a range of meaning more restricted than that of the English words from which they were derived. Thus the Spanglish word estofa, from English stuff, refers only to narcotics. There are also semantic expansions: the Spanish word ganga 'sale' converges in Spanglish with ganga from English gang and can be used in either sense depending on context. A similar case is Spanglish yarda from English yard, which in pre-spanglish usage referred only to cloth measurement, but now is also used in the sense 'patio.' There are also lexical innovations of several kinds. Zafacon 'garbage can,' a uniquely Puerto Rican word of unknown origin, has been connected by folk etymology with a supposed English source, safe9 can or save-a-can. Other creations are chinero 'china closet' and clipiadora 'stapler.' Some examples of sentences using type 2 Spanglish are the following: No jangues por aqui. 'Don't hang around here.' (janguear 'hang') Yo no estoy fuleando. 'I'm not fooling.' (fuliar 'fool') El rufo liquea. 'The roof leaks.' (liquiar 'leak') Limpia la yarda. 'Clean up the yard.' l Cual es tu job en la factoria? 'What's your job in the factory?' Jumpi6 la bateria. 'He jumped the battery.' (jumpiar 'jump') Deme la clipiadora. 'Give me the stapler.' ~Sabestaipiar? 'Do you know how to type?' Me friso. 'I freeze up.' (frirar 'freeze') Type 3 Spanglish includes such things as calques, syntactic idioms, and some original expressions that can be recognized as a distinctive new form of Spanish evolving under the influence of English, much as English itself was influenced by Norman French. Syntactic influence directly from English is not always easy to pin down because some of the manifestations attributed to it, for example excessive use of the redundant nonemphatic subject pronoun, as in yo no se' 'I don't know,' have been shown to be widespread in other Spanish-speaking areas not in close contact with English or can be traced to literary usage. The examples here are therefore limited to well-
8 SPANGLZSH IN PUERTO RZCO attested instances of calques cited in a recently completed dissertation by Paulino Perez-Sala (the conventional Spanish equivalent is in parentheses) : El es un drogadicto. 'He's a drug addict.' (Es un adicto a las drogas.) Lo mataron por ninguna raz6n. 'They killed him for no reason.' (Lo mataron sin razon alguna.) Mi salario compara con el de E.U. 'My salary compares with that of the U.S.' (Mi salario es similar a1 que se paga en 10s E.U.) El esti supuesto a venir. 'He is supposed to come.' (Se supone que el venga.) Ahora si esto hace sentido. 'Now it makes sense.' (Ahora esto si tiene sentido.) Eso hace una diferencia en mis planes. 'That makes a difference in my plans.' (Eso cambia mis planes.) Nos unimos en simpatia con usted. 'We join you in sympathy.' (Le acompafio en el sentimiento.) Le dart pensamiento a eso. 'I'll give it some thought.' (Hay que estudiar el problema.) Alberto es 20 afios viejo. 'Albert is 20 years old.' (Alberto tiene 20 afios.) El pasado afio 'last year' (el afio pasado) El plan parecia uno demasiado costoso. 'The plan seemed to be a very expensive one.' (El plan parecia demasiado costoso.) ;C6mo le gusta Puerto Rico? 'How do you like Puerto Rico?' (2 Le gusta Puerto Rico?) El sabe como hablar inglts. 'He knows how to speak English.' (Sabe hablar inglts.) Llamame para atras (= pa'atras). 'Call me back.' (Vutlveme a llamar.) Traigalo para itras. 'Bring it back.' (Devuelvalo.) Loan translations of the more obvious kind, such asperro caliente for hot dog, Caballo Blanco for White Horse (Whiskey), and Siete Arriba for Seven-Up are relatively rare, which perhaps makes their use particularly effective, as in the following:!ed en la bola! 'He's on the ball!' Felicidad es comprar en Pueblo. 'Happiness is shopping at Pueblo (Supermarket).' Other expressions in common use (with the conventional Spanish in parentheses) are the following: demasiado mucho 'too much' (excesivo) salvar tiempo 'to save time' (ahorrar tiempo) el alto costo de la vida 'the high cost of living' (la carestida de la vida). The last group of examples, which most nearly represent a merger of Spanish and English into a new dialect, contains elements of all three types and something more. English and Spanish are not only mixed, but fused into
9 AMERICAN SPEECH expressions with a special Puerto Rican flavor that goes beyond linguistic analysis because it reflects the life of the speakers: Estas en algo. 'You're in!' Estas hecho. 'You have it made.' Estaba tripiando anoche. 'Last night he turned on with pot.' Todavia esta en el tinegeo. 'He still acts like a teenager.' Quiero un jamon sandwich. 'I want a ham sandwich.' Tengo dos cheeseburgers trabajando. 'I've got two cheeseburgers working.' Maria esta en la high. 'Maria is in high school.' EstP ahora en el grin. 'The traffic light just turned green.' La estofa esth caliente. 'The stuff is hot (illegal).' iquc fallo! 'What a let-down!' In summary, Spanglish may be characterized as a gradual relexification of Puerto Rican Spanish through borrowings, adaptations, and innovations of the kind observable in every living language. The vocabulary of Spanglish is the vocabulary of practical everyday living and working in a two-language world, in which not everyone commands those two languages fluently. A person must, therefore, select from each source the linguistic materials he needs in order to communicate effectively, economically, and intelligibly with other members of his speech community. In a great majority of cases, the English lexical item meets these requirements better than its Spanish counterpart, though the reasons for substitutions are various. A Puerto Rican buys a freezer rather than a congelador because that is the word he sees in the advertisements; he speaks of la high rather than la escuela superior because it is shorter; he can express a keener sense of disappointment with i Qui fallo! than with the bookish i Qui desengan'o! And in every case, he knows that he will be immediately understood by his peers without need of clarification, because this is their common language. The chief purpose of this paper has been to present a brief description of some types of Spanglish chosen from a continuum of use that is too complex both linguistically and sociolinguistically for thorough treatment here. It would not be proper, however, to conclude without mentioning the attitudes towards the use of Spanglish expressed by Puerto Rican educators, intellectuals, and political leaders and the effect of those attitudes upon that group in society with which I am most familiar-people of college age. For although from the linguist's point of view such creative activity may be considered normal, healthy, and even inevitable, given the existing language contact situation, there are bitter disagreements about its cultural significance. Puerto Ricans today are a people living in two worlds simultaneously-the world of Spanish colonial traditions and the world of modern American industrial society. They do not want to give up the former, and they cannot
10 SPANGLISH IN PUER TO RICO escape the latter. The Spanish language holds a cherished place in their search for a national identity, and any indication that Spanish is being replaced is seen as a symptom of cultural breakdown. The fear of losing their language is in fact one of the strongest arguments in the movement for political independence. Regardless of political persuasion, everyone agrees that Spanish must remain the dominant language.ll There is, however, considerable disagreement concerning what Spanish is and what to do about the "dangerous" influence of English. The most optimistic opinion is held by Ruben del Rosario, professor of philology at the University of Puerto Rico, who has written extensively on language change in Spanish America: "La lengua es lo que se dice" (language is that which is spoken), and there is no cause for alarm. Puerto Rican Spanish, he says, has been enriched by vocabulary from many different languages, and the changes that have occurred are no different in kind from those in other Spanish-speaking countries. Syntactic interference from English, he feels, is minimal, and he sees little possibility that Spanish will be replaced, whether or not English is present as a second language. Sharply opposed to this view is the opinion of Salvador Tio, a journalist and literary figure. He sees language mixture as a degradation and impoverishment of the glorious tongue of Cervantes and castigates those who speak Spanglish. The true culprit, he believes, is the official policy of bilingualism, and he would do away with the required teaching of English altogether, so that its presence could not encourage language mixture.i2 Supporters of the bilingual policy feel that the solution to the problem of language mixture lies in raising the standards of education. By improving the teaching of both Spanish and English, they feel, it will be possible to keep the languages functionally separate. Luis Mufioz Marin, the island's first 11. During the Governors' Conference held in San Juan in 1971, one of the American governors from a southern state said publicly that English would have to become the dominant language if Puerto Rico were to continue its association with the United States. The mayor of San Juan, who was with him, immediately left the stage in protest and refused to speak to him again. The mayor belongs to the Statehood party. 12. Tio claims credit for inventing the term Spanglish in a bitterly satirical article written in Pronouncements against the menace of English are made with great frequency by highly placed cultural, professional, and educational leaders, but have little noticeable effect on speech habits. Some examples of vituperative remarks, translated from the Spanishlanguage newspaper El Mundo, are the following: "For Puerto Rico, bilingualism is the dissolution of its national personality through the loss of its language" (a prominent attorney) ; "'The only bilingualism which exists in Puerto Rico is the struggle between English, which attempts to impose itself, and Spanish, which wishes to save itself" (director of the Institute of Puerto Rican Culture); "Puerto Ricans should not permit a foreign language in one's mouth or in one's soul" (independentista professor). Members of the intellectual elite strongly identify with Puerto Rico's Hispanic cultural heritage and minimize the contribution of Africa, as well as other European countries and the United States.
11 232 AMERICAN SPEECH elected governor, who instituted the present school policy in 1950, had the vision of a truly bilingual society, in which the two great world languages would flourish. Yet he warned his fellow countrymen not to mix English and Spanish, lest they become "semilingual in two languages."13 The official disapproval of Spanglish is hardest psychologically on the college student, who feels he is being unpatriotic when he uses English words instead of the "perfectly good Spanish words" that he does not know or cannot remember. This feeling frequently carries over into an aversion for learning English itself. There is an anecdote about one student asking another, "How come your English is so bad? Is it because you're patriotic, or are you just stupid?" This is the linguistic dilemma of Puerto Rico today: a generation of students who feel inadequate with their Spanish, uncomfortable with their English, and guilty about their culturally unacceptable Spanglish. REFERENCES Alvarez Nazario, M. La naturaleza del espaiol que se habla en Puerto Rico. San Juan: Instituto de Cultura Puertorriquefia, Dillard, J. J. "Standard Average Foreign in Puerto Rican Spanish." Studies in Language, Literature, and Culture of the Middle Ages and Later. Ed. E. B. Atwood and A. A. Hill. Austin: Univ. of Texas Press, Epstein, Erwin H., ed. Politics and Education in Puerto Rico: A Documentary Survey of the Language Issue. Metuchen, N.J. : Scarecrow Press, Fishman, Joshua, ed. Bilingualism in the Barrio. 2 vols. Washington: U.S. Department of Health, Education, and Welfare, Gili Gaya, Samuel. Nuestra lengua materna. San Juan: Instituto de Cultura Puertorriquefia, Granda, German de. Transculturactidn e interferencia lingiiistica en el Puerto Rico contemporaneo (189&1968). Bogota: Instituto Caro y Cuevro, Navarro Tomas, T. El espanol en Puerto Rico. Rio Piedras: Univ. of Puerto Rico, From a speech before the Teachers Association of Puerto Rico in The context is as follows (translated) : In one of the small towns in the interior of the island I came across a commercial establishment with a sign that read "Agapito's Bar." Why did you do that, Agapito? Why, when not even once a year, do you ever see a customer go by your street whose vernacular is English? Is it that you feel better when you say it in a language that is not your own? And if you scorn your language, aren't you to some extent despising yourself? And if this attitude spreads unconsciously a thousandfold, from where will this country get the spiritual strength needed to continue making a respectable cultural contribution to America, the United States, the Western Hemisphere, and to itself?... In the long run, we shall be bilingual individuals, but we must decide now not to be semilingual in two languages. Language is the breath of the spirit. Let us not hinder that breath. UTe cannot climb the mountain if we lack breath.
12 SPANGLISH IN PUERTO RICO Ptrez Sala, Paulino. "Interferencia del inglts en la sintaxis del espafiol hablado en la zona rnetropolitana de San Juan." Diss. Univ. of Puerto Rico, Porras Cruz, J. L., et al. Recomendaciones para el uso del idioma espanol en Puerto Rico. San Juan : Departamento de Instrucci6n Publica, Rosario, Rubtn del. La lengua de Puerto Rico. 7th ed. Rio Piedras: Univ. of Puerto Rico, Tio, Salvador. "Teoria del Espanglish." A fuego lento, cien columnas de humor y una cornisa. Rio Piedras: Univ. of Puerto Rico, Varo, Carlos. Conrideraciones antropolcigicasy politicas en torno a la ensenanza del "Spanglish" en Nueva York. Rio Piedras : Ediciones Liberia International, [Received August 19721
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PROFICIENCY TARGET FOR END OF INSTRUCTION, SPANISH I NOVICE-MID Writers at the Novice-Mid level are able to copy or transcribe familiar words or phrases, and reproduce from memory a modest number of isolated
COURSE SYLLABUS SPANISH IA COURSE DESCRIPTION Spanish 1A (first-year Spanish, first semester) is a communicative beginning-level Spanish course. Students will begin to develop their Spanish proficiency
Points of Interference in Learning English as a Second Language Tone Spanish: In both English and Spanish there are four tone levels, but Spanish speaker use only the three lower pitch tones, except when
ESOL 94S- Ford Section 3.1 & 3.2: Input Analysis 3.1: Variation in Language The English language, a phrase heard very frequently, gives the impression that English is one uniform system of communication
AP SPANISH LANGUAGE 2010 INTERPERSONAL WRITING SCORING GUIDELINES SCORE DESCRIPTION TASK COMPLETION / TOPIC DEVELOPMENT LANGUAGE USE 5 HIGH Fully addresses and completes the task with a relevant, thorough
General Certificate of Secondary Education 2006 Spanish Paper 2 Speaking Tests Role-playing Situations (Foundation and Higher Tiers) [G9102] [G9106] G9102G9106EB TEACHER S BOOKLET, ALL SESSIONS TEACHER
Spanish I: Youtube End of Year Review Youtube Review Lesson Plan 1. This assignment will require computers with access to Youtube and headphones. If there are not enough headphones to go around, students
NEW YORK CITY COLLEGE OF TECHNOLOGY DIVISION OF LIBERAL ARTS DEPARTMENT OF THE HUMANITIES COURSE OF STUDY: SPA 1101/SP 101 COURSE TITLE: ELEMENTARY SPANISH I COURSE DESCRIPTION: This is a course for beginning
Knowledge Subject Knowledge Audit - Spanish Meta-linguistic challenges full some none Draw up a list of useful Proper nouns in Spanish eg la Península Ibérica, el Reino Unido, la Comunidad Europea, Don
Objectives Time Materials Validation Propositions Cues LISTENING TLW understand and respond to Spanish when spoken at normal tempo on a subject within the range of pupil experience. Understand oral classroom
First Year Spanish I SPAN 111 Summer 2015 MTWR Instructor: Office: Office Hours: Email: Phone Number: Overview Bienvenidos! Welcome to Spanish 111, the first semester in UNR s Basic Spanish Language Program
Welcome to Descubre el español con Santillana! This year, your child will be learning Spanish by exploring the culture of eight Spanish-speaking countries. Please join us as we travel through each of the
AP SPANISH LANGUAGE 2011 PRESENTATIONAL WRITING SCORING GUIDELINES SCORE DESCRIPTION TASK COMPLETION TOPIC DEVELOPMENT LANGUAGE USE 5 Demonstrates excellence 4 Demonstrates command 3 Demonstrates competence
The KING S Medium Term Plan - SPANISH Y9 LC1 Programme 2015-2016 Module This unit is about developing information and detail concerning self and others through understanding the importance of grammar and
Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Sciences 199 ( 2015 ) 334 339 GlobELT: An International Conference on Teaching and Learning English as an Additional
Sra. Morales Be courteous and respectful - treat others the way you would like to be treated. Be prepared and on time - not only in class but with your assignments as well. Be a team player - help those
CORK INSTITUTE OF TECHNOLOGY INSTITIÚID TEICNEOLAÍOCHTA CHORCAÍ Autumn Examinations 2011 Module Title: Spanish 2.2 Module Code: LANG 6030 School: Business & Humanities Programme Title(s): Bachelor of Business
Teaching grammar in the new Key Stage 2 curriculum Elaine Minett firstname.lastname@example.org This session outlines a realistic and progressive approach to grammar in Key Stage 2 and presents a range of practical
AP SPANISH LANGUAGE 2013 PRESENTATIONAL WRITING SCORING GUIDELINES SCORE DESCRIPTION TASK COMPLETION TOPIC DEVELOPMENT LANGUAGE USE 5 Demonstrates excellence 4 Demonstrates command 3 Demonstrates competence
Institut für Fremdsprachen Hochschule Karlsruhe Technik und Wirtschaft www.hs-karlsruhe.de/ifs Module Description Spanish A1 Spanish A2 Spanish B1.1 Spanish B1.2 Español Cultura y Negocios B2 Español Profesional
SPAN 100/101 ELEMENTARY SPANISH COURSE OBJECTIVES This Spanish course pays equal attention to developing all four language skills (listening, speaking, reading, and writing), with a special emphasis on
ARIZONA Foreign and Native Language Standards El español para nosotros Nivel 1 2006 STANDARDS STANDARD 1: COMMUNICATION Students understand and interpret written and spoken communication on a variety of
CURRICULUM MAP/UNIT LESSON PLAN TEACHER: Gilda Talamante COURSE: Spanish - Advanced Intermediate UNIT/ORGANIZING PRINCIPLE: PACING: Introduction to the Spanish Language Preliminary Chapter: Term 1 ESSENTIAL
Course of Study - Spanish 7-8. Introduction/ Course Description: Spanish 7-8 is a semester course in the World Languages Department that is open to 9th -th graders who possess the necessary prerequisite
LOTE STANDARDS SPANISH 5 COLLEGE http://www.emsc.nysed.gov/ciai/lote/lotestands/loteml1a.html Standard 1: Students will be able to use a language other than English for communication. Key Idea: LISTENING
Sir John Cass Red Coat School Programme of Study Key Stage 4 Subject: Spanish 1 Year 10 Year 11 Topics Covered/ Areas of Focus: Leisure - Free Time and the Media Free time activities Shopping, money, fashion
Tema Week Dates: Theme/Grammar/Unit/Chapter(s) 1 September 4-5 1 2 day week 2 September 8-12 En la clase Con mis amigos Introducción al curso & presentaciones/evaluaciones preliminares Intro: Hola, Qué
CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the October/November 2012 series 0530 SPANISH (FOREIGN LANGUAGE) 0530/22 Paper 2 (Reading and
Lesson Plan Video: 15 minutes Lesson: 35 minutes Pre-viewing :00 Warm up: Quickly review pronouns. 2 minutes :02 Pre-test: Write the following phrases on the board. I am Julia I am a doctor I am pretty
DOCUMENT RESUME ED 318 301 FL 800 119 AUTHOR Spener, David TITLE Setting an Agenda for Study in Home-Based ESL r.lasses with Native Speakers of Spanish. PUB DATE 90 NOTE 7p. PUB TYPE Guides - Classroom
AR Verbs Present Regular Tense Translate the following verbs 1. hablar- 2. bailar- 3. cantar- 4. mirar- 5. andar- 6. pintar- 7. llegar- 8. practicar- How do you conjugate AR verbs in the given forms 1.
Spanish IA Grade Levels 9 12 Spanish IA addresses the following: vocabulary, grammar, pronunciation, reading, and writing in Spanish basic conversational skills alphabet and numbers common greetings and
NOMBRE: FECHA: PERIODO: SPANISH 1 FROM THIS POINT FORWARD, WE ARE GOING TO BE DOING PROJECTS IN SPANISH. THESE PROJECTS WILL BE DESIGNED TO ALLOW YOU TO USE CREATIVITY TO APPLY YOUR KNOWLEDGE OF SPANISH
Curso académico 2015/2016 INFORMACIÓN GENERAL ESTRUCTURA Y CONTENIDOS HABILIDADES: INGLÉS Objetivos de Habilidades: inglés El objetivo de la prueba es comprobar que el alumno ha adquirido un nivel B1 (dentro
Back to School: Working with Teachers and Schools Starting school each fall is a challenge for the student and parents. The following article offers some valuable suggestions as your child starts a new
Macmillan Practice Online is the easy way to get all the benefits of online learning and with over 100 courses to choose from, covering all competence levels and ranging from business English to exam practice
Spanish III Honors Summer Assignment Práctica Español durante el verano! Disfrútalo, mejóralo, y documéntalo! Exposure to foreign language outside of the classroom is critical. The purpose of this assignment
Glossary of Grammatical Terms ADJECTIVE A word that describes a noun or pronoun. Demonstrative adjective An adjective that points out a particular noun. Interrogative adjective An adjective used to form
Page 1 of 5 Introduction You want a banana! Which one? This one or that one? Demonstrative adjectives and demonstrative pronouns help to clarify which one. In English, demonstrative adjectives and pronouns
LEARNING MASTERS Explore the Northeast Explore the Northeast BUILD BACKGROUND Reading Expeditions: Language, Literacy & Vocabulary Five Regions Map Use the information on page 4 of Explore the Northeast
AP SPANISH LANGUAGE AND CULTURE EXAM 2015 SCORING GUIDELINES Identical to Scoring Guidelines used for French, German, and Italian Language and Culture Exams Interpersonal Writing: E-mail Reply 5: STRONG
Repaso para el verano Español 1 y Español 2 The Spanish texts, Exprésate 1 and 2, are available through the Blackboard site. Students should log in, go to the "For Students" tab, then to the "World Languages"
Spanish Ear Training Bonus Lessons Sueño Track 6 Copyright 2007 Marcus Santamaria All Rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means electronic,
Masconomet Regional High School Curriculum Guide Course Title: Spanish III CP Course Number: 4321 Department: Foreign Language Grade Level and Phase: 10 College Prep Length of Course: Year See also Spanish
91148 911480 2SUPERVISOR S Level 2 Spanish, 2012 91148 Demonstrate understanding of a variety of spoken Spanish texts on familiar matters 2.00 pm Tuesday 20 November 2012 Credits: Five Achievement Achievement
Spanish for Children Cantos Chapter 1: Hablar (to speak) Present-Tense Forms 1 st person hablo: I speak hablamos: we speak 2 nd person hablas: you speak habláis: you all speak 1 3 rd person habla: he/she/it
Sentence Match Quiz for Category: hacer_make_do_1 1) Nosotros hacemos todo lo posible para proporcionar un buen servicio. - A: We do our best to provide good service. - B: These chores are done each time.
ELPS TELPAS Proficiency Level Descriptors Permission to copy the ELPS TELPAS Proficiency Level Descriptors is hereby extended to Texas school officials and their agents for their exclusive use in determining
Advanced CB 21 A One level Assess descriptions and narrations of factual and technical materials. Discriminate for accurate information while taking notes of a complex discourse. Assess the essential message
ARSMA-II-Scala 1 1 (5) Muchísimo o casi todo el tiempo (4) Mucho o muy frequente (3) Moderado (2) Un poquito o a veces (1) Nada 1. Yo hablo Español. (1) (2) (3) (4) (5) 2. Yo hablo Inglés (1) (2) (3) (4)
In the College of Arts and Letters OFFICE: Arts and Letters 134 TELEPHONE: 619-594-6588 / FAX: 619-594-5293 Faculty Emeritus: Barrera, Case, Castro (Castillo), Christensen, Head, Jiménez-Vera, Kish, Lemus,
Scheme of Work Autumn 1 1 and 2 Classroom routines Answering the register Saying the date Describing the weather Asking for classroom objects Following instructions Recap of simple negative from Year 4
Spanish GCSE Student Guide Is this the right subject for me? If you enjoy meeting and talking to people from other countries, finding out about their cultures and learning how language works, then studying
SAUNDZ Practicing Pronunciation for Higher Scores in Standardized English Tests (TOEFL/IELTS) A White Paper Saundz Research 11/5/2014 The paper discusses pronunciation assessment methods on standardized
A B C RUBICS C B A/ A* I can identify the main points, opinions and some details in a range of familiar spoken language. I can understand short sentences and occasionally more complex and longer sentences.
Unit 1, September TB Preliminary Lesson Unit 2, October TB Unit 1 Lesson 1 How do Spanish-speaking people living in New York City celebrate their Where do teenagers go during their free time in Florida?
Resources to Help Assess & Plan for Language Access Language access webinar Sample language access self-assessments & plans for small & large family organizations Guidelines for working with interpreters
Strand: Reading Literature Key Ideas and Craft and Structure Integration of Knowledge and Ideas RL.K.1. With prompting and support, ask and answer questions about key details in a text RL.K.2. With prompting
Portuguese as Foreign Language Level B.2 SYLLABUS NON-DEGREE GRANTING 1. CURRICULAR UNIT Portuguese as Foreign Language Level B.2 2. MAIN SCIENTIFIC AREA, according to Portaria nº 256/2005, of March 16
Spanish I Syllabus Teacher Mrs. Pagnone Email email@example.com Period 4 th Classroom Location Building E Classroom 503 Course Overview Bienvenidos! I am glad to have you in my Spanish I class.
CURRICULUM MAPPING Subject: Spanish C Grade: 2 nd, 3 rd, 4 th Content/Essential Questions for all Units Students will participate in general conversation in Spanish Language Students will demonstrate knowledge
2015/2016 Escuela de Lengua Española Universidad de Salamanca 02 The University of Salamanca s in, considered by many to be the capital of the Mediterranean, hosts one of the first franchises of the Spanish
4 The National Strategies Primary The skills-based curriculum for language learning Summary: This section highlights the skills developed and consolidated in the process of learning a new language in speaking,
Spanish Grades 7-8 Course Outline Course Description This course is designed as an introduction to Spanish, emphasizing basic language competencies and exposure to Spanish culture. The course goals and