IJES 2016, v. 16, n. 1
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- PublicationOpen AccessAnglicisms and calques in upper social class in pre-revolutionary Cuba (1930-1959): A sociolinguistic analysis(2016-06-28) Sánchez, Jose AntonioThe geographical proximity and socioeconomic dependence on the United States brought about a deep rooted anglicization of the Cuban Spanish lexis and social strata, especially throughout the Neocolonial period (1902-1959). This study is based on the revision of a renowned newspaper of that time, Diario de la Marina, and the corresponding elaboration of a corpus of English-induced loanwords. Diario de la Marina particularly targeted upper social class, and only crónicas sociales (society pages' columns) and print advertising were revised because of their fully descriptive texts, which encoded the ruling class ideology and consumerism. The findings show that there existed a high number of lexical and cultural anglicisms in the sociolect in question, and that the sociolinguistic anglicization was openly embraced by the upper socioeconomic stratum, entailing a differentiating sign of sophistication and social stratification. Likewise, a number of the anglicisms collected, particularly those related with social events, are unused in contemporary Cuban Spanish, which suggests a major semantic shifting in this sociolect after 1959.
- PublicationOpen AccessAge and type of instruction (CLIC vs. traditional EFL) in lexical development(2016-06-28) Agustín-Llach, María PilarThe present paper compares the vocabulary development of a group of CLIL and of traditional EFL learners along three years. The observation that a CLIL approach might provide with larger benefits in the long run vocabulary is the starting point of this study. We had learners in the two groups complete a letter writing task. These writings were then scrutinized for L1 influence in the form of borrowings and lexical creations. The frequency of the words in the letters was also object of analysis. Results revealed that CLIL learners perform slightly better but non-significantly better than traditional EFL along the three years. Furthermore, the evolution of L1 influence and word use also followed an expected improvement pattern as learners went up grade. However, our results do not provide evidence of a growing CLIL advantage with increasing experience. The young age and low proficiency of learners in the present study might be blocking this possible advantage found elsewhere.
- PublicationOpen AccessWhen the border educates: Malín Alegria's Sofi Mendoza's Guide to Getting Lost in Mexico (2007)(2016-06-28) Ibarraran-Bigalondo, AmaiaThe border between the United States and Mexico, since it was first conceived in 1848, has marked the lives of those who live on both of its sides, as well as of those who want to cross it. It has also become the source of a vast array of theoretical and artistic work. Chicano writers have written about it, and so have theorists dealt with its meaning and conceptual implications. The aim of this essay is to observe the way Malín Alegrías Sofi Mendoza's Guide to Getting Lost in Mexico (2007), a novel for young adults, serves as a way for young adults to "evolve a moral consciousness" (Scharf 1980), through a process of "critical witnessing" (López 2009) of what it means to be on one or the other side of la frontera.