Colette Por qué tus mensages son tan sosos? No eres tan inteligente o instruida?
Is Spanish expanding?
Future of Spanish in the United States
Many factors indicate that Spanish in the U.S. is healthy. Living an exclusively Hispanophone life is viable in some areas because of continual immigration and prevalent Spanish-language mass media, such as Univisión, Telemundo, and Azteca América. Because Hispanic immigration remains the greatest source of immigrants, and because of it closeness to Spanish-speaking areas, it is possible that the language in the Southern U.S., i.e. California, Arizona, New Mexico, Texas, and Florida, will continue using Spanish in quotidian life.
Moreover, because of the North American Free Trade Agreement, it is common for many American manufacturers to use trilingual product labeling using English, French, and Spanish. Besides the businesses that always have catered to Hispanophone immigrants, a small, but increasing, number of mainstream American retailers now advertise bilingually in Spanish-speaking areas and offer bilingual, English-Spanish customer services.
The State of the Union Addresses and other presidential speeches are translated to Spanish, following the precedent set by the Bill Clinton administration. Official Spanish translations are available at Whitehouse.gov. Moreover, non-Hispanic politicians fluent in Spanish speak in Spanish to Hispanic majority constituencies. There are 500 Spanish newspapers, 152 magazines, and 205 publishers in the U.S.; magazine and local television advertising expenditures for the Hispanic market have increased much from 1999 to 2003, with growth of 58 percent and 43 percent, respectively.
Federal agencies such as the United States Postal Service post Spanish language signs where their customers speak Spanish.
This guarantees Spanish's survival in the U.S., yet, it is necessary to remember that, historically, the immigrant's original languages tend to disappear or become reduced through generational assimilation. Spanish disappeared in several countries and U.S. territories during the twentieth century, notably in the Pacific Island countries of Guam, Micronesia, Palau, the Northern Marianas islands, and the Marshall Islands. In the Philippines, it is virtually extinct; 2,658 speakers, per the 1990 Census, although Spanish loan words persist.
The English-only movement seeks to establish English as the sole official language of the U.S. Generally, they exert political public pressure upon Hispanophone immigrants to learn English and speak it publicly; as universities, business, and the professions use English, there is much social pressure to learn English for upward socio-economic mobility.
Generally, U.S. Hispanics (13.4% of the 2002 population) are bilingual to a degree. A Simmons Market Research survey recorded that 19 percent of the U.S.'s Hispanic population speak only Spanish, 9.0 percent speak only English, 55 percent have limited English proficiency, and 17 percent are fully English-Spanish bilingual.
Intergenerational transmission of Spanish is a more accurate indicator of Spanish's future in the U.S. than raw statistical numbers of Hispanophone immigrants. Although Latin American immigrants hold varying English proficiency levels, almost all second-generation Hispanic Americans speak English, yet about 50 per cent speak Spanish at home. Two-thirds of third-generation Mexican Americans speak only English at home.
Calvin Veltman undertook, for the National Center for Education Statistics and for the Hispanic Policy Development Project, the most complete study of English language adoption by Hispanophone immigrants. Mr Veltman's language shift studies document high bilingualism rates and subsequent adoption of English as the preferred language of Hispanics, particularly by the young and the native-born. The complete set of these studies' demographic projections postulates the near-complete assimilation of a given Hispanophone immigrant cohort within two generations. Although his study based itself upon a large 1976 sample from the Bureau of the Census (which has not been repeated), data from the 1990 Census tend to confirm the great Anglicization of the U.S. Hispanic population.
http://en.wikipedia.org/wiki/Spanish_in_the_United_States
Many factors indicate that Spanish in the U.S. is healthy. Living an exclusively Hispanophone life is viable in some areas because of continual immigration and prevalent Spanish-language mass media, such as Univisión, Telemundo, and Azteca América. Because Hispanic immigration remains the greatest source of immigrants, and because of it closeness to Spanish-speaking areas, it is possible that the language in the Southern U.S., i.e. California, Arizona, New Mexico, Texas, and Florida, will continue using Spanish in quotidian life.
Moreover, because of the North American Free Trade Agreement, it is common for many American manufacturers to use trilingual product labeling using English, French, and Spanish. Besides the businesses that always have catered to Hispanophone immigrants, a small, but increasing, number of mainstream American retailers now advertise bilingually in Spanish-speaking areas and offer bilingual, English-Spanish customer services.
The State of the Union Addresses and other presidential speeches are translated to Spanish, following the precedent set by the Bill Clinton administration. Official Spanish translations are available at Whitehouse.gov. Moreover, non-Hispanic politicians fluent in Spanish speak in Spanish to Hispanic majority constituencies. There are 500 Spanish newspapers, 152 magazines, and 205 publishers in the U.S.; magazine and local television advertising expenditures for the Hispanic market have increased much from 1999 to 2003, with growth of 58 percent and 43 percent, respectively.
Federal agencies such as the United States Postal Service post Spanish language signs where their customers speak Spanish.
This guarantees Spanish's survival in the U.S., yet, it is necessary to remember that, historically, the immigrant's original languages tend to disappear or become reduced through generational assimilation. Spanish disappeared in several countries and U.S. territories during the twentieth century, notably in the Pacific Island countries of Guam, Micronesia, Palau, the Northern Marianas islands, and the Marshall Islands. In the Philippines, it is virtually extinct; 2,658 speakers, per the 1990 Census, although Spanish loan words persist.
The English-only movement seeks to establish English as the sole official language of the U.S. Generally, they exert political public pressure upon Hispanophone immigrants to learn English and speak it publicly; as universities, business, and the professions use English, there is much social pressure to learn English for upward socio-economic mobility.
Generally, U.S. Hispanics (13.4% of the 2002 population) are bilingual to a degree. A Simmons Market Research survey recorded that 19 percent of the U.S.'s Hispanic population speak only Spanish, 9.0 percent speak only English, 55 percent have limited English proficiency, and 17 percent are fully English-Spanish bilingual.
Intergenerational transmission of Spanish is a more accurate indicator of Spanish's future in the U.S. than raw statistical numbers of Hispanophone immigrants. Although Latin American immigrants hold varying English proficiency levels, almost all second-generation Hispanic Americans speak English, yet about 50 per cent speak Spanish at home. Two-thirds of third-generation Mexican Americans speak only English at home.
Calvin Veltman undertook, for the National Center for Education Statistics and for the Hispanic Policy Development Project, the most complete study of English language adoption by Hispanophone immigrants. Mr Veltman's language shift studies document high bilingualism rates and subsequent adoption of English as the preferred language of Hispanics, particularly by the young and the native-born. The complete set of these studies' demographic projections postulates the near-complete assimilation of a given Hispanophone immigrant cohort within two generations. Although his study based itself upon a large 1976 sample from the Bureau of the Census (which has not been repeated), data from the 1990 Census tend to confirm the great Anglicization of the U.S. Hispanic population.
http://en.wikipedia.org/wiki/Spanish_in_the_United_States
I live in Miami and speak Spanish most of the time . I don't need to speak English. Viva Cuba libre!
In English please, I don't understand inferior languages like Spanish.
<< I live in Miami and speak Spanish most of the time . I don't need to speak English. Viva Cuba libre! >>
Говорим по-русски. Вы с Кубы право?
Говорим по-русски. Вы с Кубы право?
Indian Languages and effects on radio broadcasting
LANGUAGE AND RADIO IN PERU AND BOLIVIA
To put the Guatemalan sociolinguistic situation and its manifestation in
radio broadcasting in perspective, I feel it is useful to briefly examine
Peru and Bolivia, two other Latin American countries with large Indian
populations. Peru has about three-and-a-half million Quechua speakers out of a total population of seventeen million. In addition there are about
half-a-million Aymara speakers. Although their numbers are small, compared to the total population, the Indians are concentrated in five southern mountain departments, where they make up as much as ninety percent of the population. Over half of Bolivia's 5.2 million population are Indians, about equally divided between Quechuas and Aymaras. As in Guatemala, the Indians of Peru and Bolivia were subdued by the Spanish and then relegated to the roles of peasants at the bottom end of society.
However, there is a major difference between Guatemala, on the one hand, and Peru and Bolivia on the other hand. Both of the latter countries have had governments which have taken a positive approach to bilingual education and language planning. The Indians and peasants of Bolivia began receiving a more active role in the government since that country's 1952 revolution. In Peru, serious attention was given to the peasants after a leftwing military coup in 1969. Although other governments have come and gone in the interim in both cases, what was started could not be stopped.
Bilingual education has been at the forefront of both countries' policies.
In recent years "there has been a tradition of positive government policy
towards bilingual education programmes in Andean Latin America"
(Minaya-Rowe,1986, 468), and moreover, the aim of these programs "as
officially stated, is not to produce a nation of monolingual Spanish
speakers, but rather one of bilingual Spanish-Quechua speakers" (Minaya-
Rowe, 1986, 475). Bolivia's education system uses "a bilingual approach
which will educate its adult population, allowing them to retain their own
languages and cultures, while at the same time providing the opportunity to learn Spanish (Stark, 1985, p541). Peru designed its bilingual education
program "to draw the indigenous groups into the Peruvian mainstream
efficiently and with respect shown to their language and culture"
(Hornberger, 1987, 206).
Both countries have even gone a step further. IN 1975, QUECHUA WAS MADE AN OFFICIAL LANGUAGE OF PERU (ESCOBAR 1981, HORNBERGER 1987), WHICH EVEN INCLUDED THE TEACHING OF QUECHUA TO SPANISH SPEAKERS. SIMILARLY, BOTH QUECHUA AND AYMARA WERE MADE OFFICIAL LANGUAGES, COEQUAL TO SPANISH, IN BOLIVIA (MINAYA-ROWE, 1986). ONE OF THE MANIFESTATIONS OF GIVING OFFICIAL STATUS WAS "THE USE OF BOTH QUECHUA OR AYMARA AND SPANISH ON (THE) RADIO" (MINAYA-ROWE, 1986).There are, in fact, some great differances between these countries and Guatemala in regards to the use of Indian languages in radio broadcasting.
Both countries, like Guatemala, have Catholic and Protestant stations that
use Indian languages (Ballon, 1987; Fontenelle, 1985; Gavilan, 1983; Moore, 1985; Oros, 1987; Perry, 1982; Povrzenic, 1987b, 1987c). But what about privately owned commercial stations? In the Andean highlands of southern and central Peru, there are at least several commercial stations known to broadcast in Quechua and/or Aymara, in addition to Spanish (Hirahara & Inoue, 1984a, 1984b; Llorens and Tamayo, 1987; Povrzenic, 1987a, 1987b). These include at least one member of the Cadena de Emisoras Cruz, one of Peru's largest radio networks (Hirahara & Inoue, 1984a). In addition, Peru's most powerful commercial radio broadcaster, Radio Union in Lima, has an hour long program in Quechua every morning (Hirahara, 1981; Montoya, 1987). Likewise, in Bolivia commercial broadcasters are known to broadcast in indigenous languages (Gwyn, 1983; La Defensa, 1986; Povrzenic, 1983).
What is most significant, though, is that in both cases the official government stations have added Indian language broadcasts. Peru's Radio
Nacional broadcasts in both Quechua and Aymara (Povrzenic, 1987a), as does Bolivia's Radio Illimani (Moore, 1985). IN FACT, THE PERUVIAN GOVERNMENT WENT A STEP FURTHER IN 1988 WHEN THEY RENAMED RADIO NACIONAL WITH THE QUECHUA NAME RADIO PACHICUTEC (KLEMETZ, 1989).
In summary, the sociolinguistic situation in Peru and Bolivia is markedly
different from that in Guatemala, although all three share Spanish as a
dominant language over various native languages. The difference, though is that in Peru and Bolivia, efforts have been made not only to preserve, but to give status to the native languages. Furthermore, the status of native languages in the two countries is reflected in their use by all levels of
radio broadcasting in each country; private, religious, and governmental.
http://aymara.org/listarchives/archivo2001/msg00322.html
LANGUAGE AND RADIO IN PERU AND BOLIVIA
To put the Guatemalan sociolinguistic situation and its manifestation in
radio broadcasting in perspective, I feel it is useful to briefly examine
Peru and Bolivia, two other Latin American countries with large Indian
populations. Peru has about three-and-a-half million Quechua speakers out of a total population of seventeen million. In addition there are about
half-a-million Aymara speakers. Although their numbers are small, compared to the total population, the Indians are concentrated in five southern mountain departments, where they make up as much as ninety percent of the population. Over half of Bolivia's 5.2 million population are Indians, about equally divided between Quechuas and Aymaras. As in Guatemala, the Indians of Peru and Bolivia were subdued by the Spanish and then relegated to the roles of peasants at the bottom end of society.
However, there is a major difference between Guatemala, on the one hand, and Peru and Bolivia on the other hand. Both of the latter countries have had governments which have taken a positive approach to bilingual education and language planning. The Indians and peasants of Bolivia began receiving a more active role in the government since that country's 1952 revolution. In Peru, serious attention was given to the peasants after a leftwing military coup in 1969. Although other governments have come and gone in the interim in both cases, what was started could not be stopped.
Bilingual education has been at the forefront of both countries' policies.
In recent years "there has been a tradition of positive government policy
towards bilingual education programmes in Andean Latin America"
(Minaya-Rowe,1986, 468), and moreover, the aim of these programs "as
officially stated, is not to produce a nation of monolingual Spanish
speakers, but rather one of bilingual Spanish-Quechua speakers" (Minaya-
Rowe, 1986, 475). Bolivia's education system uses "a bilingual approach
which will educate its adult population, allowing them to retain their own
languages and cultures, while at the same time providing the opportunity to learn Spanish (Stark, 1985, p541). Peru designed its bilingual education
program "to draw the indigenous groups into the Peruvian mainstream
efficiently and with respect shown to their language and culture"
(Hornberger, 1987, 206).
Both countries have even gone a step further. IN 1975, QUECHUA WAS MADE AN OFFICIAL LANGUAGE OF PERU (ESCOBAR 1981, HORNBERGER 1987), WHICH EVEN INCLUDED THE TEACHING OF QUECHUA TO SPANISH SPEAKERS. SIMILARLY, BOTH QUECHUA AND AYMARA WERE MADE OFFICIAL LANGUAGES, COEQUAL TO SPANISH, IN BOLIVIA (MINAYA-ROWE, 1986). ONE OF THE MANIFESTATIONS OF GIVING OFFICIAL STATUS WAS "THE USE OF BOTH QUECHUA OR AYMARA AND SPANISH ON (THE) RADIO" (MINAYA-ROWE, 1986).There are, in fact, some great differances between these countries and Guatemala in regards to the use of Indian languages in radio broadcasting.
Both countries, like Guatemala, have Catholic and Protestant stations that
use Indian languages (Ballon, 1987; Fontenelle, 1985; Gavilan, 1983; Moore, 1985; Oros, 1987; Perry, 1982; Povrzenic, 1987b, 1987c). But what about privately owned commercial stations? In the Andean highlands of southern and central Peru, there are at least several commercial stations known to broadcast in Quechua and/or Aymara, in addition to Spanish (Hirahara & Inoue, 1984a, 1984b; Llorens and Tamayo, 1987; Povrzenic, 1987a, 1987b). These include at least one member of the Cadena de Emisoras Cruz, one of Peru's largest radio networks (Hirahara & Inoue, 1984a). In addition, Peru's most powerful commercial radio broadcaster, Radio Union in Lima, has an hour long program in Quechua every morning (Hirahara, 1981; Montoya, 1987). Likewise, in Bolivia commercial broadcasters are known to broadcast in indigenous languages (Gwyn, 1983; La Defensa, 1986; Povrzenic, 1983).
What is most significant, though, is that in both cases the official government stations have added Indian language broadcasts. Peru's Radio
Nacional broadcasts in both Quechua and Aymara (Povrzenic, 1987a), as does Bolivia's Radio Illimani (Moore, 1985). IN FACT, THE PERUVIAN GOVERNMENT WENT A STEP FURTHER IN 1988 WHEN THEY RENAMED RADIO NACIONAL WITH THE QUECHUA NAME RADIO PACHICUTEC (KLEMETZ, 1989).
In summary, the sociolinguistic situation in Peru and Bolivia is markedly
different from that in Guatemala, although all three share Spanish as a
dominant language over various native languages. The difference, though is that in Peru and Bolivia, efforts have been made not only to preserve, but to give status to the native languages. Furthermore, the status of native languages in the two countries is reflected in their use by all levels of
radio broadcasting in each country; private, religious, and governmental.
http://aymara.org/listarchives/archivo2001/msg00322.html
Colette Por qué tus mensages son tan sosos? No eres tan inteligente o instruida?
I agree...... estoy de acuerdo
I agree...... estoy de acuerdo
Ley de Idiomas Nacionales que oficializa el uso de idiomas indígenas en Guatemala/
Bill recognizing the official use of indigenous languages in Guatemala
Comentario: El Decreto Número 19-2003 fue publicado en Guatemala el 26 de mayo de 2003. Constituye un avance muy importante en el reconocimiento del uso de los idiomas indígenas en Guatemala tanto en esferas públicas como privadas, obligando a la comunicación pública en dichos idiomas (traducción de leyes, educación, servicios públicos, etc.). Esta norma permitirá/obligará a desarrollar un modelo de gestión de la justicia directa en idiomas indígenas, antes limitado a la traducción judicial mediante intérpretes.
A la semana de este decreto se expidió otra norma reconociendo al Chalchiteko entre los idiomas mayas, con lo cual ahora suman 22 (antes sólo reconocía 21).
Nota: Se trata de un documento público (facilitado por la Academia de las Lenguas Mayas de Guatemala a través de Víctor Ferrigno) .
Puesto en línea por Alertanet: junio 2003.
http://alertanet.org/guate-idiomas.htm
TRANSLATION:
National Language Act formalizes the use of indigenous languages in Guatemala /
Bill recognizing the official use of indigenous languages in Guatemala
Comment: The Decree No. 19-2003 was published in Guatemala on May 26, 2003. Constitutes a very important step forward in recognizing the use of indigenous languages in Guatemala both in public and private spheres, forcing the public communication in these languages (translation of laws, education, utilities, etc.).. This standard will allow / require to develop a management model of justice in indigenous languages directly, so far limited to the translation by court interpreters.
A week of this decree was issued another rule recognizing Chalchiteko among Mayan languages, which now total 22 (previously only acknowledged 21).
Note: This is a public document (provided by the Academy of Mayan Languages of Guatemala through Victor Ferrigno).
Bill recognizing the official use of indigenous languages in Guatemala
Comentario: El Decreto Número 19-2003 fue publicado en Guatemala el 26 de mayo de 2003. Constituye un avance muy importante en el reconocimiento del uso de los idiomas indígenas en Guatemala tanto en esferas públicas como privadas, obligando a la comunicación pública en dichos idiomas (traducción de leyes, educación, servicios públicos, etc.). Esta norma permitirá/obligará a desarrollar un modelo de gestión de la justicia directa en idiomas indígenas, antes limitado a la traducción judicial mediante intérpretes.
A la semana de este decreto se expidió otra norma reconociendo al Chalchiteko entre los idiomas mayas, con lo cual ahora suman 22 (antes sólo reconocía 21).
Nota: Se trata de un documento público (facilitado por la Academia de las Lenguas Mayas de Guatemala a través de Víctor Ferrigno) .
Puesto en línea por Alertanet: junio 2003.
http://alertanet.org/guate-idiomas.htm
TRANSLATION:
National Language Act formalizes the use of indigenous languages in Guatemala /
Bill recognizing the official use of indigenous languages in Guatemala
Comment: The Decree No. 19-2003 was published in Guatemala on May 26, 2003. Constitutes a very important step forward in recognizing the use of indigenous languages in Guatemala both in public and private spheres, forcing the public communication in these languages (translation of laws, education, utilities, etc.).. This standard will allow / require to develop a management model of justice in indigenous languages directly, so far limited to the translation by court interpreters.
A week of this decree was issued another rule recognizing Chalchiteko among Mayan languages, which now total 22 (previously only acknowledged 21).
Note: This is a public document (provided by the Academy of Mayan Languages of Guatemala through Victor Ferrigno).
Spanish is expanding in France in detriment of French:
Francia, hoy en día, es un país interesado por el conocimiento de lenguas, sobre todo en el marco de su sistema educativo.1 El español, en este campo, se ofrece en un lugar destacado.2 En el curso académico 2000-2001, por ejemplo, la enseñanza del español como lengua extranjera en territorio galo llegó a experimentar un significativo crecimiento: un 62,1% (2.036.206) del total de los estudiantes europeos de español como lengua extranjera (3.412.206) se ubicaba en territorio francés.3 El dosier Europeans and Languages (2005), publicado por la Comisión Europea en el
marco de los estudios que presenta el llamado «Eurobarómetro», señala, por su parte, que un 10 % de la población gala puede hablar español.
Francia, hoy en día, es un país interesado por el conocimiento de lenguas, sobre todo en el marco de su sistema educativo.1 El español, en este campo, se ofrece en un lugar destacado.2 En el curso académico 2000-2001, por ejemplo, la enseñanza del español como lengua extranjera en territorio galo llegó a experimentar un significativo crecimiento: un 62,1% (2.036.206) del total de los estudiantes europeos de español como lengua extranjera (3.412.206) se ubicaba en territorio francés.3 El dosier Europeans and Languages (2005), publicado por la Comisión Europea en el
marco de los estudios que presenta el llamado «Eurobarómetro», señala, por su parte, que un 10 % de la población gala puede hablar español.
que un 10 % de la población gala puede hablar español.
Es que el espanol es un idioma tan sencillo que hasta un burro puede aprenderlo....
Es que el espanol es un idioma tan sencillo que hasta un burro puede aprenderlo....
I can confirm that. The French are too stupid to learn English or German properly. So we can study Spanish only.
English is expanding in detriment of Castilian in Spain:
Spain today is a country interested in language skills, especially in the context of its education.
1 French, in this area is offered in secondary.
2 In the 2000-2001 academic year, for example, the teaching of French as a foreign language in Spanish territory was experiencing a significant growth: 62.1% (2,036,206) of all European students of French as a foreign language (3,412,206) was located in territory The Spanish dossier .
3 Europeans and Languages (2005), published by the European Commission in the framework of the studies presented by the 'Eurobarometer', said, meanwhile, that 24% of the population can speak French.
Spain today is a country interested in language skills, especially in the context of its education.
1 French, in this area is offered in secondary.
2 In the 2000-2001 academic year, for example, the teaching of French as a foreign language in Spanish territory was experiencing a significant growth: 62.1% (2,036,206) of all European students of French as a foreign language (3,412,206) was located in territory The Spanish dossier .
3 Europeans and Languages (2005), published by the European Commission in the framework of the studies presented by the 'Eurobarometer', said, meanwhile, that 24% of the population can speak French.
English is expanding in detriment of Castilian in Spain:
L'Espagne est aujourd'hui un pays intéressés en matière de compétences linguistiques, en particulier dans le contexte de son enseignement.
1 en français, dans ce domaine est offert dans le secondaire.
2 Dans l'année scolaire 2000-2001, par exemple, l'enseignement du français comme langue étrangère sur le territoire espagnol a connu une croissance significative: 62,1% (2036206) de l'ensemble des étudiants de français langue étrangère (3412206) est situé dans Le territoire espagnol dossier.
3 Les Européens et les langues (2005), publié par la Commission européenne dans le cadre des études présentées par le «Eurobaromètre», a déclaré, quant à lui, que 24% de la population peut s'exprimer en français.
L'Espagne est aujourd'hui un pays intéressés en matière de compétences linguistiques, en particulier dans le contexte de son enseignement.
1 en français, dans ce domaine est offert dans le secondaire.
2 Dans l'année scolaire 2000-2001, par exemple, l'enseignement du français comme langue étrangère sur le territoire espagnol a connu une croissance significative: 62,1% (2036206) de l'ensemble des étudiants de français langue étrangère (3412206) est situé dans Le territoire espagnol dossier.
3 Les Européens et les langues (2005), publié par la Commission européenne dans le cadre des études présentées par le «Eurobaromètre», a déclaré, quant à lui, que 24% de la population peut s'exprimer en français.