Cover not available
Part of
Recent Developments in Hispanic Linguistics: Studies in structure, variation, and bilingualism
Edited by Michael Gradoville and Sean McKinnon
[Issues in Hispanic and Lusophone Linguistics 41] 2024
► pp. 293–296

Subject index

A
  • academic venues and resources 6–7t
  • accommodation 14–15, 174–75, 189–93
  • active cognitive processing 248–49, 262
  • adverbials, temporalsee temporal adverbials (TA)
  • affordances 16, 250–51, 258–62
  • affricate, palatal 114–15
  • age, effects on speech
    • language dominance effects on intonation 75–76
    • palatal fricatives and yeísmo 96, 100–101, 115–16
    • present progressive for the future 153, 167
  • alveolar tapsee tap-trill contrast
  • American Association of Teachers of Spanish and Portuguese (AATSP) 276, 278, 280
  • American Council on the Teaching of Foreign Languages (ACTFL) 269, 276, 278, 280
  • approximant, palatal 115–16
  • aspect 15–16, 224–26 ; see also preterite and imperfect (P&I)
  • Aspect Hypothesis (AH) 226, 239
  • Atlas lingüístico de la Península Ibérica (ALPI)49
  • Autosegmental Metrical Model 72–73
B
  • Basque 12, 69–70, 72–73, 75–76, 77t, 87–89
  • Bilingual Language Profile (BLP) 76, 77, 132, 158–59
  • bilingualismsee heritage language speakers; specific studies
  • bilingualism, differential199t
  • boundary tones 72–73, 81–82
  • business, Spanish for 272–76
C
  • Caracas, Diachronic Study of / Estudio diacrónico de 97–98, 102–3
  • Catalonia99
  • Centers of International Business Education Research (CIBERs) 274, 276, 277, 278, 280
  • Chávez, Hugo 97, 102–3
  • Cifuentes, Cristina 53t, 54, 57t, 58–60t, 60, 61t, 62, 63
  • clitic left dislocation (CLLD)
    • overview 11, 24–26
    • base generation approach 24, 27–28
    • bi-clausal deletion approach 25–27, 30–36, 41
    • movement approach 24–25, 28–34, 37–41
    • number mismatich 29–30
  • closure duration (CD) 13–14, 122, 124, 135–43, 146–47
  • communicative competence 279–80 ; see also pragmatic competence
  • computer-assisted language learning (CALL) 249–51 ; see also pragmatics instruction
  • computer-mediated communication (CMC) 44–48, 50–52
  • confidence, linguistic 143–44
  • Congruence Principle237
  • consciousness-raising (CR) 16, 245, 246, 248–49, 252–62
  • contours intonation 69, 74–75
  • critical consciousness 280–83
  • critical cultural awareness281
  • critical ecological approach (CEA) 281–82
  • critical language awareness (CLA)15
    • defined 198, 200
    • course design 203–5
    • pedagogical principles 205t, 215–16
    • in Spanish for Specific Purposes 281–82
    • student reponses to 201–2, 208–16
  • critical language pedagogy 280–83
D
  • Default Past Tense Hypothesis (DPTH) 226, 239
  • del Valle, José 2–3
  • Díaz, Susana 48, 53t, 57t, 58–60t, 61t, 62
  • differential bilingualism199t
  • Discourse Hypothesis (DH)226
  • ditransitive verbssee clitic left dislocation (CLLD)
  • durative adverbials 225, 238, 239
E
  • ellipsis 34–36
  • English
    • present progressive for the future 151–54, 167–68
    • requests247
    • rhotics 125, 145
    • U.S. Latino proficiency in 274–75, 279
  • epithetssee clitic left dislocation (CLLD)
  • essentialism 199t, 212
F
  • face, social 45–47, 64
  • Facebook 47, 48
  • flaming (social media)47
  • frame adverbials 225, 238, 239
  • frequency adverbials 225–26, 238–39
  • fricativessee palatal fricatives
G
  • gender, effects on speech
    • palatal fricatives and yeísmo 96, 100, 107–8, 112, 114–15, 116t
    • political use of second-person plurals 46– 47, 51, 56, 63–66
  • Gipuzkoa, Spain 69–70, 74–75
  • grammatical aspect224
H
  • heritage language speakers (HL or HS)
    • defined 126, 198
    • introduction 13–15
    • critical language awareness in 201–7
    • phonological systems of 126–27
    • present progressive for the future use 154–56, 155, 168–69
    • rhotic production in127
    • tap-trill contrast in 122, 135–42, 146–47
  • heteroglossic ideology 199t, 208–10, 212
  • Hispanic linguistics PhD programs7t
  • Hispanic Linguistics Symposium (HLS) 1–4, 5t, 8–11t
  • Hispanic linguistics venues and resources 6–7t
I
  • identity construction
    • Chávez regime’s influence on 97, 115, 117
    • second-person plural use in Andalusia and 44–45, 49–51
    • second-person singular use in U.S. and 172–75, 189–90, 192–94
    • social media used in 46–47
    • style-shifting and 44–45, 47–49
  • imperfect aspectsee preterite and imperfect (P&I)
  • impolitenesssee politeness and political speech
  • International Symposium on Languages for Specific Purposes (ISLSP) 274, 276, 277, 278, 280
  • intonation of yes-no questions
    • introduction 12, 69–70
    • Autosegmental Metrical Model 72–73
    • Basque vs. Spanish 74–75, 77t
    • language dominance and 69–70, 75–76, 83–85, 90–91
    • study methodology 76–80
J
  • Jiménez-Becerril, Teresa 53, 54, 57t, 58–60t, 60, 60–63, 61t, 62, 63
L
  • language contact 154–55, 166–70
  • language dominance
    • Bilingual Language Profile 158–59
    • factors of126
    • present progressive for the future and 160, 167–69
    • rhotics and 127, 136, 144–45
    • yes-no question intonation and 69–70, 75–76, 83–85, 90–91
  • Language Experience and Proficiency Questionnaire (LEAP-Q)132
  • language ideologies
    • defined 197–99
    • dominant U.S. ideologies199t
    • internalization and reproduction of 199–201
    • study methodology 202–7
    • student reponses to 208–16
  • Languages for Specific Purposes (LSP) 272, 280 ; see also Spanish for Specific Purposes (SSP)
  • Larsson, Nina 48, 51, 63
  • left dislocationsee clitic left dislocation (CLLD)
  • lexical aspect 224–26, 233–37
  • Lextale vocabulary task159
  • linguistic confidence 143–44
  • Lozada-Oliva, Melissa206
M
  • Martínez, María Antonia48
  • Martínez-Gil, Fernando 2–3
  • medical Spanish276
  • metalinguistic awareness 16, 250–52, 263–64
  • military use, Spanish for274
  • Modern Language Association (MLA) 269, 270
  • monoglossic ideology 199t, 208–9, 212–15, 216
  • monolingualism and monolingual speakerssee language ideologies; present progressive for the future (PPF); tap-trill contrast
  • Moreno, Juanma 53t, 57t, 58–60t, 61t, 62
N
  • National Association of Medical Spanish (NAMS)276
  • normative monolingualism199t
  • noticing248
  • nuclear tones 73, 81–82
  • null subjects53n5
O
  • one nation-one language ideology 200, 212
P
  • palatal fricatives
    • introduction 13, 96–98
    • allophones 104–6, 109–15, 117
    • political factors 13, 97, 107, 117
    • social factors 96, 100–101, 108t, 111t, 112, 114–15, 116t
    • study methodology 102–9
    • yeísmo 98–102
  • Partido Popular (PP)52
  • Partido Socialista Obrero Español (PSOE)52
  • Pérez, Verónica 53t, 57t, 58–60t, 61t, 62
  • PhD programs in Hispanic linguistics7t
  • phonological tones 72–73
  • pitch accents 72–73
  • politeness and political speech
    • introduction 11–12, 44–45
    • analysis of tweets 56–63
    • in computer-mediated contexts 45–47
    • factors in second-person form selection 63–66
    • gender differences 46, 47
    • observances and violations 46–47
    • requests (speech act) and247
    • second-person plural use in Andalusia 49–51
    • study methodology 51–56
    • style-shifting 47–49
  • politeness theory 45–47
  • pragmalinguistic knowledge 246, 248, 263
  • pragmatic competence 246–49, 262
  • pragmatics instruction
    • benefit of early instruction246
    • design principles 247–48
    • requests, learner selections of 258–62
    • study methodology 252–58
    • virtual environments in 249–51
  • PRESEEA (Project for the Sociolinguistic Study of the Spanish of Spain and America)103
  • present progressive for the future (PPF)
    • introduction 14, 151–52
    • English and Spanish usage overview 152–55
    • in heritage speakers, analysis 161–65
    • in heritage speakers, discussion 165–70
    • study methodology 155–61
  • preterite and imperfect (P&I)
    • introduction 15–16
    • acquisition in L2 Spanish 222–23, 226–28
    • aspectual contrast between224
    • regression analyses 233–34, 235–36t, 237–38
    • selection by native and L2 speakers 222–23, 226–28, 231–33, 237–41
    • study methodology 228–31
    • temporal adverbials’ influence on L2 acquisition 226–28
  • pronounssee second-person plural; second-person singular
R
  • R Graph Gallery135
  • Rajoy, Mariano 53t, 54, 57t, 58–60t, 61t, 62
  • Ramírez, Antonio 53t, 57t, 58–60t, 60, 60–63, 61t, 62, 63
  • Rapport Management45n3
  • requests
    • introduction 16, 245–46
    • acquisition and L2 pragmatic development247
    • consciousness-raising activities in instruction 248–52
    • consciousness-raising answer results 258–62
    • study methodology 252–58
  • Revised Speech Learning Model (SLM-r)145
  • rhoticssee tap-trill contrast
  • rural vs. urban identities 12, 48–51, 63–66, 100–101, 107, 174
S
  • Sánchez, Pedro 53, 54, 57t, 58–60t, 61t, 62
  • second language acquisition (SLA)see also pragmatics instruction; Spanish for Specific Purposes (SSP)
    • preterite/imperfect acquisition and selection 222–23, 226–28, 231–33, 237–41
    • preterite/imperfect study methodology 228–31
    • variationist approach 223–24
  • second-person plural
    • introduction 11–12, 44–45
    • in Andalusian Spanish, discussion 49–50
    • factors affecting variation 50t, 51, 53t, 56–66
    • form-mixing 45n2, 50, 52–53, 57, 64–65
    • in identity construction 44–45, 49–51
    • study methodology 51–56
  • second-person singular
    • introduction 14–15, 172–73
    • accommodation 189–93
    • identity and 172–75, 189–90, 192–94
    • pronoun choice by country of origin 179–84
    • pronoun+verb constructions by country of origin 187–88
    • regional usage variations 173–75
    • social contexts 183–87
    • study methodology 176–78
  • small clauses (SC) 28–34, 37–41
  • social face 45–47, 64
  • social media 11–12, 44–48, 50–52
  • sociopragmatic knowledge 246, 248, 263
  • Spanish, varieties
    • Argentina
      • clitic left dislocation (Porteño) 26–27, 31
      • palatal fricatives and yeísmo 96- 99, 100–1, 115
      • second person singular 173–174, 183–87, 189–90, 192–194
    • Caribbean
      • palatal fricatives and yeísmo 99–100, 101–102, 107, 114, 117
      • ‘para yo verlo’ construction 253–54n1
      • present progressive for the future 152, 153, 155–56, 169
    • Central America 172–75, 183–87, 189–90, 192–94
    • Colombia 99, 101, 107, 109, 114–15, 175
    • Cuba 99, 101, 107, 109, 114–15, 173
    • Mexico 124, 145, 190–91
    • Spain: Andalusia
      • identity construction in 48, 56
      • political speech trends 64–65
      • second-person plural 45n2, 49–50, 56, 62–63
    • Spain: Basque region 69–70, 74–75, 77t
    • Spain: Madrid and Castile
      • palatal fricatives and yeísmo 99, 100–101
      • second person singular 50–51, 53–55, 60–63, 65
      • yes-no questions 74, 77t, 82, 89, 91
    • Spain: Peninsular, not otherwise specifiedsee also clitic left dislocation (CLLD)
      • palatal fricatives and yeísmo 107, 114
      • stress73
      • yes-no questions 71, 74–75, 81–85
    • United Statessee heritage language speakers (HL or HS)
    • Venezuelasee palatal fricatives
  • Spanish for Specific Purposes (SSP)
    • introduction 16–17
    • defined 268–69
    • critical language pedagogy 280–83
    • curricular benefits of 269–71
    • faculty characteristics by region 271–72
    • needs of marginalized speakers 279–80
    • research trends by region 272–76
    • scholarly communication in 277–78
    • teacher formation programs280
  • standard language ideology 210, 216
  • stress positions73
  • style-shifting 44, 47–49, 51
T
  • tap-trill contrast
    • introduction 13–14, 122
    • closure duration and 13–14, 122, 124, 135–43, 146–47
    • description and acoustics 123–24
    • factors predicting certainty of 140–42
    • listener perception results 137–39
    • research questions 127–28
    • rhotics in English 125, 145
    • rhotics in heritage speakers 126–27
    • study methodology 128–35
    • type of bilingualism and 142–43, 144–45
  • task-based language teaching (TBLT) 247–48
  • teacher formation programs280
  • temporal adverbials (TA)
    • introduction 15–16
    • classes of 225–26
    • constraints on preterite and imperfect selection 233–37
    • L2 Spanish aspect acquisition 226–28
    • L2 speakers’ preterite/imperfect selection 222–23, 226–28, 231–33, 237–41
    • study methodology 228–31
  • tensesee also present progressive for the future (PPF); preterite and imperfect (P&I)
    • defined224
    • requests and 247, 248, 257–58
  • ToBI labeling80
  • tones, phonological 72–73
  • transformative authenticity 270, 281
  • translanguaging 205t, 207, 214, 282
  • Translation and Interpretation (T&I) 272, 279–80
  • trill, rhoticsee tap-trill contrast
  • trolling (social media) 47, 63
  • tú and tuteosee second-person singular
  • Twitter (X) 11–12, 44–45, 47, 48, 51–52
U
  • urban vs. rural identities 12, 48–51, 63–66, 100–101, 107, 174
  • usted and ustedeosee second-person singular
  • ustedessee second-person plural
V
  • Valenciano, Elena 53t, 54, 57t, 58–60t, 60, 61t
  • verbssee clitic left dislocation (CLLD); present progressive for the future (PPF); preterite and imperfect (P&I)
  • virtual environments (VE) 16, 245, 249–51, 252–58, 263–64
  • vos and voseosee second-person singular
  • vosotrossee second-person plural
W
  • womensee gender, effects on speech
X
  • X (Twitter) 11–12, 44–45, 47, 48, 51–52
Y
  • yeísmo 98–102 ; see also palatal fricatives
  • yes-no question intonationsee intonation of yes-no questions
Z
  • zero-sum ideology 199t, 212
This content is being prepared for publication; it may be subject to changes.