List of tables

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. vii–xii

List of tables

Table 1.The twenty-five-year history of HLS

Table 2.Academic venues and resources for Hispanic (and Lusophone) linguistics

Table 3.Current PhD programs in Hispanic/Spanish linguistics in North America

Table 4.Organization of HLS proceedings and edited volumes

Table 1.Brown and Levinson’s (1987) conceptualization of politeness

Table 2.Factors affecting the variation of vosotros and ustedes in previous research

Table 3.Extralinguistic factors for the 9 politicians

Table 4.Dependent and independent variables

Table 5.Tweets collected from the 9 politicians

Table 6.Mixed-effects logistic regression model with use of ustedes as the application value and politician as a random effect

Table 7.Mixed-effects logistic regression model with politeness violations as the application value and politician as a random effect

Table 8.Descriptive statistics and chi-square tests for the interaction between social factors and their use of ustedes and vosotros

Table 9.Descriptive statistics and chi-square tests for the interaction between social factors and their violation and observance of positive politeness

Table 1.Summary of intonational patterns for yes-no questions in Castilian Spanish, Basque Spanish, and Basque

Table 2.Participant demographics

Table 3.Attested nuclear configurations in Spanish

Table 4.Attested nuclear configurations in Basque

Table 5.Predominant nuclear contours across languages

Table 1.Speakers examined from the Diachronic Study of Caracas corpus

Table 2.List of independent linguistic and extralinguistic variables with factors

Table 3.Breakdown of the statistical analyses

Table 4.Mean intensity range for productions of all four allophones

Table 5.Mixed-effect linear regression model with range in intensity as the continuous application value and speaker as a random effect

Table 6.Mixed-effect logistic model with affricate production as the application value, compared to other production types, with speaker as a random effect

Table 7.Mixed-effect logistic model with fricative production as the application value, compared to the approximant and elision, with speaker as a random effect

Table 1.Background characteristics of listener participants by group

Table 2.Cross-tabulation of tap-trill selection by CD and listener group

Table 3.Logistic regression model predicting trill selection

Table 4.Factors predicting certainty of tap selection

Table 5.Factors predicting certainty of trill selection

Table 1.Participant demographics

Table 2.Participant response categories on the WCT

Table 3.Results for the Lextale tasks by group

Table 4.Tasks administered by participant group

Table 5.Results of the clmm model with HHS as the baseline participant group

Table 6.Results of the clmm model with HHE as the baseline participant group

Table 7.Distribution of participant evaluations by temporal reference

Table 8.Distribution of participant evaluations by certainty

Table 1.Examples of voseo, tuteo and ustedeo

Table 2.Dependent and independent variables included in the statistical analyses

Table 3.Results of multinomial regression models

Table 4.Avoidance of vos when speaking with an interlocutor of a different Spanish variety

Table 1.Dominant language ideologies in the US, adapted from Fuller and Leeman (2020)

Table 2.Participant demographics

Table 3.Curriculum design of Spanish in the US

Table 4.Implementation of CLA pedagogy’s principles and best practices in the Spanish in the US classroom, adapted from Shapiro (2022, pp. 62–71)

Table 5.The rejection of monoglossic ideology in reflections

Table 6.The rejection of standard language ideology in reflections

Table 7.Action against dominant language ideologies in reflections

Table 8.Maintenance of dominant language ideologies in reflections

Table 9.Summary of challenging/reproduction of hegemonic language ideologies at the end of a CLA-informed course on Spanish in the US

Table 1.Summary of participant characteristics

Table 2.Rates of selection across participant groups

Table 3.Results of the mixed-effects logistic regressions for preterite allowed

Table 4.Results of the mixed-effects logistic regressions for imperfect allowed

Table 1.Overall CR affordance usage

Table 2.CR affordance usage per avatar

Table 3.Behavior patterns of CR affordance usage

Table 4.Behavior pattern relationship to pragmatic gains

Table 5.Correct request relationship to pragmatic gains

Table 6.Correct request and 2 correct CR answers relationship to pragmatic gains

Table 7.Type of CR question relationship to gains

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