scholarly journals The Effects of Code-Switching and Lexical Stress on Vowel Quality and Duration of Heritage Speakers of Spanish

Languages ◽  
2017 ◽  
Vol 2 (4) ◽  
pp. 29 ◽  
Author(s):  
◽  
◽  
Keyword(s):  
Code Switching ◽  
Lexical Stress ◽  
Vowel Quality ◽  
Heritage Speakers ◽  
Heritage Speakers Of Spanish

Stylistic Variation in Heritage Spanish Vowel Production

2016 ◽  
Vol 13 (2) ◽  
pp. 275-297 ◽  
Author(s):  
Rebecca Ronquest
Keyword(s):  
Vowel Duration ◽  
Vowel Quality ◽  
Vowel Production ◽  
Stylistic Variation ◽  
Heritage Speakers ◽  
Multiple Dimensions ◽  
Vowel Space ◽  
Space Expansion ◽  
Heritage Speakers Of Spanish ◽  
Expansion Effect

While recent studies of Spanish vowels produced by heritage speakers of Spanish (HSS) have revealed important differences in acoustic distribution and unstressed vowel reduction in comparison to monolingual norms (Alvord & Rogers, 2014; Boomershine, 2012; Ronquest, 2013; Willis, 2005), the influence of speech style on vowels produced by HSS remains relatively unexplored. Previous research examining stylistic variation in monolingual and bilingual varieties of Spanish report vowel space expansion in controlled speech relative to spontaneous speech (Alvord & Rogers, 2014; Harmegnies & Poch-Olivé, 1992; Poch-Olivé, Harmegnies, & Martín Butragueño, 2008) and increased vowel duration (Bradlow, 2002), although many of these studies included a small number of participants or did not examine the entire vowel system. The present investigation extends previous research by including a larger number of speakers and three novel tasks, as well as examining the effects of style on both quality and duration throughout the system as a whole. Acoustic and statistical analyses confirmed an overall vowel space expansion effect in controlled speech similar to that reported in previous studies, although not all vowels varied equally and along the same dimensions. Furthermore, vowel duration exhibited less variation than expected and was limited to the lowest vowels, suggesting that vowel quality and duration may be affected independently of one another. Combined, the general results not only reveal that speech style has a similar impact on vowels produced by HSS and other bilingual and monolingual populations, but also emphasize the importance of analyzing the entire vowel system on multiple dimensions.

scholarly journals Interpreting Accent Marks as Hiatus Indicators: Syllabification Intuitions for io Sequences in US Spanish

2020 ◽  
Author(s):  
Mary Elizabeth Beaton
Keyword(s):  
Language Learners ◽  
Second Language Learners ◽  
Lexical Stress ◽  
Heritage Speakers ◽  
Reading Task ◽  
Spanish Phonology ◽  
Heritage Speakers Of Spanish ◽  
High Vowels ◽  
Listening Task ◽  
Stress Patterns

This study considers the syllabification perceptions of heritage speakers of Spanish (HSS), second language learners, and monolingual speakers in words with io sequences in order to understand the differences between HSS and the other two groups. Participants completed a reading task and then a listening task in which they indicated the number of syllables in each stimulus perceived. Three different lexical stress patterns were tested: stress on i (like río), stress on o (like pidió), and atonic syllables (like folio). The results show that heritage participants behave like monolinguals with audio stimuli, but in the reading task they interpret orthographic accent marks as indicators that two vowels should be divided into separate syllables. This leads to accurate interpretations of stimuli with stress on i, since Spanish phonology dictates that stressed high vowels are syllabified in hiatus. Atonic syllables, which lack an orthographic accent, are correctly syllabified as diphthongs. However, heritage participants were less accurate with stress on o because they treated these stimuli like those with stress on i. These findings have implications for both linguistic theory and for pedagogy

How do Spanish heritage speakers in the US assign gender to English nouns in Spanish-English code-switching?

2020 ◽  
pp. 1-27
Author(s):  
Nofiya Denbaum ◽  
Ana de Prada Pérez
Keyword(s):  
Code Switching ◽  
Language Experience ◽  
Gender Assignment ◽  
Heritage Speakers ◽  
The Us ◽  
Mode Effect ◽  
Bilingual Speaker ◽  
Heritage Speakers Of Spanish ◽  
Spanish Heritage Speakers

Abstract Previous studies have observed different gender assignment strategies for English nouns in Spanish-English code-switching (CS). However, these studies have not investigated the role of noun gender canonicity of the Spanish equivalent, they have only examined participants in bilingual speaker mode, and most studies have not explored the role of bilingual language experience. The current study compares gender assignment by heritage speakers of Spanish in a monolingual speaker mode and a bilingual speaker mode, considering the role of noun gender canonicity and CS experience. Results revealed a language mode effect, where participants used significantly more masculine determiners with the same feminine nouns in the CS session than those in the Spanish monolingual session where they used a feminine determiner. Further evidence of a language mode effect was found in the effect of noun canonicity and bilingual language experience. Noun canonicity was only significant in the Spanish monolingual session, where participants used significantly more masculine determiners with non-canonical nouns. Bilingual language experience was only significant in the CS session, where regular codeswitchers used more masculine default determiners than infrequent codeswitchers and non-codeswitchers, while in Spanish-only, all these groups behaved similarly.

scholarly journals Gender in Unilingual and Mixed Speech of Spanish Heritage Speakers in The Netherlands

Languages ◽  
2020 ◽  
Vol 5 (4) ◽  
pp. 68
Author(s):  
Ivo Boers ◽  
Bo Sterken ◽  
Brechje van Osch ◽  
M. Carmen Parafita Couto ◽  
Janet Grijzenhout ◽  
...  
Keyword(s):  
The Netherlands ◽  
Word Order ◽  
Age Of Onset ◽  
Code Switching ◽  
Gender Assignment ◽  
Heritage Speakers ◽  
Translation Equivalent ◽  
Heritage Speakers Of Spanish ◽  
Switching Mode ◽  
Spanish Heritage Speakers

This study examines heritage speakers of Spanish in The Netherlands regarding their production of gender in both their languages (Spanish and Dutch) as well as their gender assignment strategies in code-switched constructions. A director-matcher task was used to elicit unilingual and mixed speech from 21 participants (aged 8 to 52, mean = 17). The nominal domain consisting of a determiner, noun, and adjective was targeted in three modes: (i) Unilingual Spanish mode, (ii) unilingual Dutch mode, and (iii) code-switched mode in both directions (Dutch to Spanish and Spanish to Dutch). The production of gender in both monolingual modes was deviant from the respective monolingual norms, especially in Dutch, the dominant language of the society. In the code-switching mode, evidence was found for the gender default strategy (common in Dutch, masculine in Spanish), the analogical gender strategy (i.e., the preference to assign the gender of the translation equivalent) as well as two thus far unattested strategies involving a combination of a default gender and the use of a non-prototypical word order. External factors such as age of onset of bilingualism, amount of exposure and use of both languages had an effect on both gender accuracy in the monolingual modes and assignment strategies in the code-switching modes.

scholarly journals The Development of Subject Position in Dutch-Dominant Heritage Speakers of Spanish: From Age 9 to Adulthood

Languages ◽  
2019 ◽  
Vol 4 (4) ◽  
pp. 88
Author(s):  
van Osch ◽  
García González ◽  
Hulk ◽  
Sleeman ◽  
Aalberse
Keyword(s):  
Word Order ◽  
Exploratory Study ◽  
Heritage Language ◽  
Age Groups ◽  
Judgment Task ◽  
Subject Position ◽  
Bilingual Children ◽  
Heritage Speakers ◽  
Heritage Speakers Of Spanish ◽  
Language Literature

This exploratory study investigates the knowledge of word order in intransitive sentences by heritage speakers of Spanish of different age groups: 9-year-olds, 13-year-olds and adults. In doing so, we aim to fill a gap in the heritage language literature, which, to date, has mainly focused on adult heritage speakers and preschool bilingual children. The results from a judgment task reveal that child- and adolescent heritage speakers do not entirely resemble monolingual age-matched children in the acquisition of subjects in Spanish, nor do they assimilate adult heritage speakers. The data suggest that several different processes can occur simultaneously in the acquisition of word order in heritage speakers: monolingual-like acquisition, delayed acquisition, and attrition. An analysis of the influence of extraneous variables suggests that most of these effects are likely to be the consequence of quantitatively reduced input in the heritage language and increased input in the majority language.

scholarly journals ‘transformative’ potential of translanguaging and other heteroglossic educational practices

2020 ◽  
Vol 1 (2) ◽  
pp. 266-289
Author(s):  
M. Rafael Salaberry
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Practical Implementation ◽  
Heritage Speakers ◽  
Linguistic Resources ◽  
The Us ◽  
Negative Effect ◽  
Heritage Speakers Of Spanish

Over the last few decades, there has been an increased awareness about imprecise, inaccurate and, thus, unfair conceptualisations of language based on monoglossic views of language that delegitimise the linguistic repertoire of multilingual minorities as is the case of heritage speakers of Spanish in the US or speakers of Lingua Franca English worldwide. At the same time, there are theoretical and educational proposals that offer new conceptualisations of multilingualism focused on the concept of heteroglossia, which, in contrast with monoglossic views, focuses our attention on the fluid and full use of all linguistic resources available to language learners/users as they engage in the process of interacting with their interlocutors. In the present paper, I describe an important challenge that compromises the valuable agenda of heteroglossic approaches to develop multilingualism: the effect of listeners’ biases and reverse linguistic stereotyping. That is, educational programmes designed to counteract the negative effect of monoglossic approaches to second language learning in general cannot adopt a segregationist approach (neither in their theoretical design nor in their practical implementation). To place this challenge in context, I describe in detail the specific example of Spanish heritage second language learners at the tertiary level of education in the US setting and I also provide a broad outline of potential improvements in the curricular design of such programmes.

Code-Switching Knowledge as Heritage Grammar Attainment: A Case Study

2021 ◽  
Vol 18 (3) ◽  
pp. 1-34
Author(s):  
John M. Lipski
Keyword(s):  
Code Switching ◽  
Experimental Techniques ◽  
Heritage Speakers ◽  
Relative Measure ◽  
Misiones Province

Abstract This study examines sensitivity to putative grammatical constraints on intra-sentential code-switching, viewed as a relative measure of attainment in heritage bilingual grammars. This is exemplified by a series of interactive tasks carried out with heritage Portuguese speakers in Misiones Province, Argentina. The results demonstrate the viability of deploying a range of experimental techniques in field settings with heritage speakers who do not engage in habitual code switching.

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