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Cambio de código español-inglés en un contexto académico bilingüe

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Cambio de código español-inglés en un contexto académico bilingüe

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Este artículo es otro estudio en español-inglés.
Cambio de código de 60 estudiantes mexicano-americanos de primaria en una actividad de recuento de historias. Los recuentos de historias de los estudiantes se examinaron de acuerdo con el modelo de código del científico Becker conmutación: factores estructurales lingüísticos, psicolingüísticos internos y sociales externos.

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Este estudio de investigación describe los cambios demográficos de los hispanohablantes en los Estados Unidos. El estudio habla sobre el crecimiento dramático y también aborda las preocupaciones sobre la adopción del inglés por inmigrantes de países de habla hispana. También ha generado interés en los medios informativos y entre los anunciantes.

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Pew Research Center's Hispanic Trends Project

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Census figures indicate that the number of Hispanics speaking Spanish at home has risen from 10.2 million in 1980 to 24.7 million in 2000 (see Table 1). This growth has motivated concerns about the adoption of English by immigrants from Spanish speaking nations. It has also generated interest in the news media and among advertisers seeking the most effective means to communicate with this growing population. However, many of those Spanish speakers also know English to varying degrees, and similarly, many Hispanics categorized as English speakers also speak some Spanish. The 2002 National Survey of Latinos allows exploration of the extent of English/Spanish bilingualism and other language usage patterns among Hispanics.

In the course of an extensive battery of questions about language use and abilities, the survey asked adult Hispanic respondents about their ability to speak Spanish, as well as English. Specifically, the interview queried "Would you say you can carry on a conversation in Spanish, both understanding and speaking, - very well, pretty well, just a little, or not at all?" A similar question asked about English speaking abilities. These two questions allow for an expansive measure of bilingualism, referring to the ability to conduct a conversation in Spanish and English.

It is important to note that this brief categorizes Hispanic adults solely on the basis of their spoken language abilities. Information on reading proficiencies and language usage is presented, but Latino adults are grouped only using information on speaking skills.

Other Pew Hispanic Center/Kaiser Family Foundation reports divide Latinos on the basis of "language dominance" (Pew Hispanic Center/Kaiser Family Foundation 2002). "Language dominance" includes both reading and speaking abilities, a different construction than that used herein. It is worthwhile to examine the speaking abilities of Latinos for both an intrinsic interest, as well as comparability to other sources of information on language abilities. Much of social interaction is conducted orally. Furthermore, evidence suggests that the labor market payoff s to oral language abilities exceed the payoff to literal language skills, at least for English in the U.S. (Gonzalez 2000; Carnevale, Fry, and Lowell 2001). Finally, the surveys and censuses conducted by the U.S. Census Bureau only inquire about spoken English ability, thus it is illuminating to analyze the 2002 National Survey of Latinos in a similar fashion.

According to the 2002 National Survey of Latinos, 46% of Hispanic adults speak both English and Spanish (see Figure 1), meaning that they report an ability to carry on a conversation in either English or Spanish at least "pretty well." About 40% are largely Spanish speakers, and 14% are largely English speakers. Given that there were approximately 25 million Hispanic adults in the spring of 2002 (U.S. Census Bureau 2003), this suggests that there are roughly 11 million adult English/Spanish speaking bilingual Latinos. The remainder of the adult Hispanic population either possesses strong English or Spanish speaking skills, but not both.

The 2002 National Survey of Latinos provides an estimate of the prevalence of bilingualism among Hispanic adults only. Census data suggest that English/ Spanish bilingualism is more prevalent among Hispanic children than Hispanic adults. In 2000, reportedly, 59% of Hispanic children spoke Spanish at home, and spoke English either "well" or "very well," in comparison to 53% of Hispanic adults. Thus, among the entire Hispanic population, children and adults, 46% is probably a lowerbound estimate of the prevalence of bilingualism in terms of speaking abilities.

The 2002 National Survey of Latinos also asked adult Hispanics about their abilities to read English and Spanish, as well as their ability to carry on a conversation in English and Spanish. Comparing respondents' abilities to read and speak in either English or Spanish, or in both languages, reveals that knowledge of a person's reading abilities is sufficient to infer his/her speaking abilities. In other words, adults who are English/Spanish bilingual readers are bilingual speakers. However, the converse is not necessarily true. Not all Hispanics who have bilingual speaking abilities are necessarily able to read both languages. About three-quarters of Latino English/ Spanish bilingual speakers can also read both English and Spanish (see Figure 2). The rest report that they are unable to read one of the languages at least "pretty well."

Bilingualism at work and at home

Although adult English/Spanish bilingual Latinos have some proficiency in speaking both English and Spanish, they tend to use the languages differently depending on the setting. English is far and away the dominant language of U.S. commerce and trade, and dominates U.S. workplaces. English/Spanish bilingual Latinos report that they largely speak English in the workplace. About 60% of bilingual Hispanic workers usually speak more English than Spanish at work (29%), or use only English at work (33%). Widespread Spanish language usage at work is relatively rare among bilingual workers. About one in ten report speaking "more Spanish than English" or "only Spanish" at work (see Figure 3).

English/Spanish bilingual Hispanics seem to be markedly different from the wider Hispanic adult population in their mass media preferences. The survey asked respondents whether they typically received news (via TV or radio) in English or Spanish. Almost 40% of all Latino adults said either "only Spanish" or "more Spanish than English," reflecting the usage patterns of Latino adults with little speaking ability in English. Bilingual Latinos extensively use English to obtain news broadcasts, as Figure 3 illustrates. Nearly five in ten bilingual Hispanics hear news in "English only" or "more English than Spanish." Less than a fifth reported obtaining news in "only Spanish" or "more Spanish than English." So the preponderance of bilingual speaking Latinos either obtains news in English, or does not express an exclusive preference for hearing news in Spanish.

Bilingual speaking Hispanic adults also have a decided preference for manuals and product instructions written in English. The survey queried: "If you had to put something together from a set of instructions, would you prefer the instructions to be written in English or Spanish?" Nearly 60% of bilingual Latinos preferred English, and 17% preferred Spanish. The preference of bilingual English/Spanish speakers for written instructions in English may partly stem from the fact that they tend to have stronger reading skills in English than Spanish. Sixty-eight percent of them report reading English "very well," but 56% report reading Spanish "very well."

At home English/Spanish speaking Latinos are about evenly divided in their use of Spanish and English (see Figure 3). About a third either speaks more Spanish than English (17%) or only speaks Spanish at home (17%). And, about a third speaks more English than Spanish (21%) or only English at home (12%). The remaining third uses Spanish and English equally at home.

The Demographic Characteristics of Bilingual Speaking Latinos

The characteristics of Latino adults often vary markedly by their language skills. This section compares the characteristics of English/Spanish speakers (46%) to those of largely English speakers (14%) and largely Spanish speakers (40%).

The defining demographic characteristic of these language groups is their generational standing. Almost all (97%) Latinos who only speak Spanish were born in a foreign country or in Puerto Rico (see Table 2). Similarly, by an overwhelming margin (93%), those who speak only English were born in the United States, and nearly two out of three are third generation or higher-they were born in the United States, and both their parents were native born as well. Latino bilingual speakers are about evenly divided between those who are native born and those who are not. Nearly a third of bilingual speaking Latinos are second generation-they were born in the United States with at least one foreign-born parent.

The current wave of Latino immigration is sufficiently recent that it is impossible to make definitive statements about how language use will evolve across generations for the newcomers' off spring. The Latino third generation is almost entirely made up of individuals whose ancestry in this country dates back before immigration flows began to mount significantly in the 1970s. And, two-thirds of second-generation Latinos are under the age of 18 years old (Suro and Passel 2003). Nonetheless, the language pattern developing among Latino adults seems similar to the patterns reported for generations of other ethnic groups in the United States. This country has been described as a "veritable cemetery of foreign languages," where immigrants retain the dominant language of their country of birth, but by the third generation knowledge of the foreign language has become effectively extinct and proficiency in English has become universal (Portes and Hao 1998).

Although language proficiency in the first generation is overwhelmingly Spanish (62%) or bilingual (37%), the second generation is overwhelmingly proficient in English. The second generation is comprised of largely English speakers (21%) and English/Spanish bilingual speakers (74%), with only a small fraction that largely speaks Spanish (6%).

The different language groupings also show somewhat diff erent age characteristics (see Table 2). Spanish speaking Latinos tend to be older, bilingual English/Spanish Latinos are younger, and a large portion of the adult Hispanics who are largely English speaking also tends to be young.

Examining the characteristics of immigrant Latino adults, there are clear differences between English/Spanish bilingual Latinos and those who largely have only Spanish fluency. Bilingual immigrant adults are much more likely than Spanish speakers to have arrived in the U.S. during their childhood. Half of bilingual immigrant adults arrived in the U.S. before adulthood. Exposure to U.S. schools and the dominant English culture and media at early ages likely facilitates the acquisition of English speaking skills. Bilingual immigrant adults have also been in the U.S. longer than their Spanish monolingual counterparts. Two thirds of bilingual immigrant adults have been in the U.S. for more than 12 years, in comparison to 45% of Spanish speaking immigrant adults.

Bilingual speaking Hispanics are more economically and educationally successful, on average, than their largely Spanish speaking counterparts. Almost three quarters of them have finished high school, whereas 30% of Spanish speaking adults have finished high school. English ability is highly prized by U.S. employers (Chiswick and Miller 1995; Mora and Davila 1998), and that advantage combined with educational advantage puts bilingual Latinos far ahead in the U.S. job market. While there are only slight differences in levels of employment and unemployment, Latino bilingual and English speakers enjoy higher household incomes than their largely Spanish speaking counterparts. About four of every ten bilingual Hispanics have a household income below $30,000, half the rate of largely Spanish speaking Latinos. Bilingual Latinos are about twice as likely as Spanish speaking Latinos to own their own homes.

The economic outcomes of bilingual speaking adult Latinos are very similar to their Latino counterparts who only have a strong command of English. Their labor market attachment and household incomes are similar, suggesting that there are no strong economic payoffs in the U.S., on average, from profi ciency in Spanish. Although Spanish is the largest non-English language spoken in the U.S. (Bean and Stevens 2003), it seems to be little different from other non-English languages in that there are no economic returns to fluency in non- English languages in the U.S. (Fry and Lowell 2003).

Conclusions

Much of our understanding of the language characteristics of U.S. Latinos has heretofore been based on Census data. The Census crudely measures English language abilities and provides no information on Spanish language proficiencies. It does, however, gauge Spanish language usage in the privacy of the home, instead of in the public lives of Hispanic adults in the U.S. Thus, our knowledge of the extent and nature of bilingualism, and the use of Spanish, in the public sphere has been quite limited. The richness of the information collected in the 2002 National Survey of Latinos on language proficiencies and usage substantially extends our understanding of English/Spanish bilingualism and language usage of Latinos.

Judged on the basis of speaking proficiencies, English/ Spanish bilingualism seems alive and well among Latino adults. To be sure, much evidence suggests that native-born Hispanics ordinarily acquire English speaking fluency (Alba et al. 2002). The 2002 National Survey of Latinos also supports that view. Nearly all native-born Latino adults report speaking and understanding a conversation in English either "pretty well" or "very well." The survey shows that Spanish speaking ability also is fairly pervasive among Latino adults, so that English/ Spanish bilingualism, in terms of speaking abilities, is fairly robust. One half of third-generation Latino adults report relatively proficient Spanish speaking abilities, so that the loss of speaking competence in Spanish in favor of English may not happen as comprehensively, rapidly and readily as some scholars suggest (Portes and Schauffl er 1994).

Even so, some evidence suggests that Latino bilingual speaking adults do prefer to conduct their interactions in English. While many native-born Hispanic adults have Spanish speaking fluency, fewer report strong Spanish reading capacities. In nearly all job settings, bilingual Hispanics use English. Fewer than one in ten bilingual speaking Hispanics obtains news information exclusively in Spanish. Moreover, fewer than one in five uses Spanish exclusively at home. Since the home may be the ultimate domain for the use of a minority language, and since the home is almost exclusively the means by which foreign language ability is imparted from one generation to the next, it is not at all clear that Spanish speaking proficiency, essential to English/Spanish bilingualism as defined in this brief, will remain prevalent in successive generations of native-born Latinos.

Methodology

The Pew Hispanic Center/Kaiser Family Foundation 2002 National Survey of Latinos was conducted by telephone between April 4 and June 11, 2002 among a nationally representative sample of 4,213 adults, 18 years and older, who were selected at random. Representatives of the Pew Hispanic Center and the Kaiser Family Foundation worked together to develop the survey questionnaire and analyze the results. International Communications Research of Media, PA conducted the fieldwork in either English or Spanish, based on the respondent's preference.

The sample design employed a highly stratified disproportionate RDD sample of the 48 contiguous states, including oversamples for Salvadorans, Dominicans, Colombians, and Cubans. The results are weighted to represent the actual distribution of adults throughout the United States. The Latino sample, in particular, was weighted to reflect the actual distribution among Latino adults of country of origin, age, sex, and region.

Of those who were interviewed, 2,929 identified themselves as being of Hispanic or Latin origin or descent (based on the question "Are you, yourself of Hispanic or Latin origin or descent, such as Mexican, Puerto Rican, Cuban, Dominican, Central or South American, Caribbean or some other Latin background?"). Throughout this report, they will be referred to interchangeably as either "Latinos" or "Hispanics." In addition, interviews were conducted with 1,008 non- Hispanic whites and 171 non-Hispanic African Americans. The margin of sampling error is +/- 2.41 percentage points for Latinos overall. The sample sizes and margins of error for Latinos of different speaking abilities are shown in the table below. The report also highlights results for other subgroups of Latinos. Please see the introduction of the report for definitions, sample sizes, and margins of sampling error for these key groups.

About the 2002 National Survey of Latinos

In the 2000 Census, some 35,306,000 people living in the United States identifi ed themselves as Hispanic/Latino. That represented a 142% increase over the 1980 Census count, and means that Latinos now make up nearly 13% of the U.S. population overall. This rapid growth is among one of the most important demographic trends shaping the future of the United States. Recognizing this fact, the Kaiser Family Foundation and the Pew Hispanic Center joined forces to conduct a comprehensive national survey of the Hispanic population.

The Pew Hispanic Center/Kaiser Family Foundation 2002 National Survey of Latinos explored the attitudes and experiences of Latinos on a wide variety of topics. The survey sample was designed to include enough Hispanics from various backgrounds and national origin groups so that in addition to describing Latinos overall, comparisons also could be made among segments of the Hispanic population.

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Census figures indicate that the number of Hispanics speaking Spanish at home has risen from 10.2 million in 1980 to 24.7 million in 2000 (see Table 1). This growth has motivated concerns about the adoption of English by immigrants from Spanish speaking nations.

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Cognados Inglés-Español y Cognados Falsos

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Cognados Inglés-Español y Cognados Falsos

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Este artículo proporciona las definiciones y diferencias entre cognados, falsos cognados y falsos amigos. Al final, este artículo incluye ejemplos específicos de cognados que se confunden muy fácilmente en inglés y español. Además, hay palabras falsas de amigos en español e inglés para ilustrar las diferencias con cognados anteriores.

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The best thing about learning Spanish from English is that there are hundreds of words - better known as "Spanish cognates" - you already know even if you never studied Spanish before in your life. But there are also words you only think you know. Words like embarazada. And well... that's where you could get in trouble.

Luckily, we are coming to your aid with a comprehensive list of some of the most common English-Spanish cognates and false Spanish cognates. Read on to understand the differences and choose the correct words for your next conversation in Spanish.

What are cognates, false cognates and false friends?

In linguistics, cognates are known as words from different languages that have the same root or origin and share the same meaning. For example, when it comes to English-Spanish cognates, the common root comes from Latin and/or Greek.

As an English speaker wanting to learn Spanish, cognates give you a huge advantage when it comes to your Spanish vocabulary. Simply identifying the words that share similar spelling and meaning in English and Spanish gives you access to hundreds or maybe thousands of words you already know and could use.

Not to be confused with false friends, false cognates are words that sound and look similar but do not come from a common root. For example, the English "much" and the Spanish "mucho" are phonetically and semantically similar but came from completely different Proto-Indo-European roots.

Last, but definitely not least, false friends are the trouble-makers that sound and look similar, but have completely different meanings. This is obviously the case of the Spanish word embarazada which may look like the English "embarrassed" but actually translates to "pregnant".

Do not worry though! In the following paragraphs, we will cover all the Spanish-English false friends you absolutely need to know in order to avoid... embarrassing situations.

Perfect English-Spanish cognates

The easiest Spanish cognates are those with no spelling changes. These are called "perfect cognates" because they are written the same in both English and Spanish. Nevertheless, as you might guess, the Spanish pronunciation is different.

Some of the most popular examples are: hospital, horrible, actor, artificial, agenda, animal, original, idea, flexible, vulnerable, superficial, reunion ( reunión in Spanish), melon, interminable, inevitable, tropical, experimental, excursion ( excursión in Spanish), capital, chocolate, probable, conclusion ( conclusión in Spanish), doctor, director, festival, general, individual, nostalgia, panorama, television ( televisión in Spanish), perfume, total, similar, terror and verbal.

Near-perfect English-Spanish cognates

Did you know that about 90% of Spanish cognates have the same meaning in English? The rest of them are, obviously, false friends words. This means you have only a 10% chance of saying something embarrassing or awkward. That's not too bad, isn't it? Besides, after reading this article the percent will surely drop significantly. Even below 0 if you also start learning Spanish with Mondly right now (wink wink).

But before going there, we have one more type of English-Spanish cognates: near-perfect cognates or words that have the same meaning in both languages, but slightly different spelling.

Spanish Cognates that change "-tion" to "-ción"

Spanish Cognates that change "-nt" to "-nte"

Spanish cognates that change "-ate" to "ar"

Spanish cognates that add an "-o"

Spanish cognates that add an "-ar" or an "-ir"

Spanish verbs can end in -ar, -er, or -ir and each type follows its own conjugation rules. What you are about to find out is that many of these are English cognates with an added "-ar" or "-ir" in the end.

Spanish cognates that change "-ly" to "-mente"

Spanish-English False Friend Words

The absolute trouble-makers, the creators of embarrassing situations, the rebels that don't obey the rules are, undoubtedly, the false friend words. As already mentioned, these words may be similar but have completely meanings. So don't let yourself be fooled by their appearance. Here's a list of some of the most "dangerous" pairs of false friend words:

This definitely needs another mention. Although it looks a lot like embarrassed, embarazada actually means "pregnant" in Spanish.

They may be written exactly the same, but the Spanish "pie" is pronounced pee-eh and translates to "foot". That's surely not a confusion you'd want to make, is it?‌

In Spanish, to remember something is recordar ( Debo recordar lavar los platos - I must remember to do the dishes). If you want to use the verb "to record" in Spanish, the word you are looking for is grabar.

Contrary to its appearance, molestar in Spanish means "to annoy". Phew, this is a really nasty one! Suddenly, what your Spanish colleague said about the boss makes a lot more sense (hahaha).

Coming from the Latin dēlictum ("crime, misdeed"), delito actually translates to "crime" in Spanish.

Even experienced Spanish second-language speakers get headaches with this one. Although it looks like the English "large", largo actually means "long" in Spanish. Mind-twisting, I know.

Coming from Late Latin inviāre, which is derived from Latin via ("path, road"), enviar means "to send" in Spanish. You can also keep in mind the fact that it looks a lot like Portuguese enviar, French envoyer, Italian inviare.

While "to assist" means "to help", the Spanish asistir means "to attend".

Actually sharing a common root with the English "robe", ropa translates to "clothes". So yeah, abuela didn't put the rope in the washing machine, but the clothes.

Imagine the bewilderment on someone's face when you exit the cinema and ask them "donde esta el éxito?". It might get philosophical really fast. And that's because éxito actually means "success" in Spanish.

Another mind-twister. Actual in Spanish actually means "current". If you want to say "actual", you should use real or en realidad for "actually".

Realizar in Spanish means "to do" or "to perform" and not "to realize". Tricky!

Speak Spanish in just 10 minutes a day

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50+ Most Popular English-Spanish Cognates and False Cognates

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The best thing about learning Spanish from English is that there are hundreds of words - better known as "Spanish cognates" - you already know even if you never studied Spanish before in your life. But there are also words you only think you know. Words like embarazada. And well...

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Un estudio sobre el cambio de código en un niño bilingüe español-inglés

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Un estudio sobre el cambio de código en un niño bilingüe español-inglés

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Este artículo de investigación describe un estudio realizado en un niño bilingüe cuyos padres son de Venezuela. Una niña llega a los Estados Unidos a la edad de 2.5 años y se observa que usa alrededor del 50 por ciento del inglés en todas sus declaraciones a quienes entendían ambos idiomas.

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Una guía completa de los acentos españoles

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Una guía completa de los acentos españoles

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Este artículo explica las diferencias entre más de diez dialectos españoles, junto con una breve historia de su desarrollo y uso histórico. Ofrece ejemplos de pronunciación en español para cada región. También incluye un par de párrafos sobre el español africano, con una historia del idioma en Guinea Ecuatorial.

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Think about all the English dialects you've heard. Within each country that speaks English, there are tons of different accents and dialects. Each region and city has adapted a unique vocabulary and its own way of expressing things. This might not be a huge barrier if you're a native English speaker, but when you're learning a second language and hear various dialects, it can completely throw you off!

Spanish is one of the most popular languages to learn, but it also has countless dialects and accents. What you learn in your high school Spanish class isn't necessarily what you will hear when you talk with a native speaker. To prepare you for any possible Spanish conversation, we've prepared the ultimate guide to Spanish dialects from around the world.
¡Empecemos!
A (Very) Brief History of the Spanish Language

If you've ever wondered why people from the United States speak differently from those from the UK, you're not alone! The same question stands for the Spanish language. Why are there so many distinct dialects throughout the Spanish-speaking countries?

The Spanish language, of course, comes from Spain. Before Spain became a world power and started conquering nations around the world, the language developed over hundreds of years on the Iberian Peninsula. When the conquistadores started exploring the world, there were already multiple Spanish dialects in the country.

The reason that none of the countries in Latin America use the "th" sound for the "z" and "c" like in Spain is that the conquistadors came from Seville, Andalucía. This area of Spain had (and still has) a distinct dialect in which there is no difference between the "s," "c," and "z" pronunciation.

As the conquistadors seized areas throughout the world, they established strict governmental and educational systems that helped integrate the Spanish language in many different areas.

Today, each country has its own accent, slang, and dialects due to multiple factors. Geographic isolation, multicultural influences, and indigenous languages have all helped develop the Spanish dialects that are spoken today.

Spain Spanish

Even though Spain is the origin of the Spanish language, it's dialect is unique to the Iberian Peninsula. The majority of Spaniards speak Castilian, or Castellano. The term comes from a town in Central Spain where it is believed that the Spanish language originated.

There is essentially no difference between Castellano and Spanish, but the term Castellano normally refers to the Spanish spoken in Spain.

The Castellano dialect is distinct, both in pronunciation and grammar. As previously mentioned, the Spanish pronounce both the "z" and "c" with a "th" sound that changes the sound of the language. For example, instead of saying "grah-see-ahs," the Spaniards pronounce it "grah-thee-ahs."

In terms of grammar, Spaniards use the pronoun vosotros, which is a less formal version of ustedes. With this pronoun comes a new and unique set of verb conjugations: vosotros vais versus ustedes van. While vosotros is not common in Latin America, it does appear in books and people are generally familiar with how to use vosotros.

Another telling sign of the Spain Spanish dialect is the use of the present perfect tense instead of the past simple for things that just happened. For example, instead of saying yo fui al supermercado, they would say yo he ido al supermercado.

Finally, the imperfect tense of the subjunctive mood is different in Spain. Instead of saying si yo tuviera un millón de dólares, in Spain they would say si yo tuviese un millón de dólares. Both forms are correct, but the -ese form is more common in Spain.

Andalusian

The Andalusian dialect comes from Andalucía, the region of Spain from which the conquistadors originated. As such, they don't have the telling "th" sound in their pronunciation.

In general, the Andalusian dialect is similar to Caribbean Spanish in the fact that spoken Spanish cuts off a lot of letters. It can sometimes not even sound like Spanish-or grammatically correct Spanish-as the "s," "d," "l," and "r" are hard to hear.

For example, they drop the - s at the end of words, so tú vienes sounds like tú viene. It sounds incorrect without the s, but it's just a nuance of the Andalusian dialect. Similarly, the soft d at the end and in the middle of words is not pronounced. So, supermercado becomes supermerca'o, and todo, is to'o.

Quite possibly the most confusing aspect of the Andalusian dialect is that they drop the soft "r" or exchange it with the "l." For example, the word alma can sound like arma, and llamar becomes llama'.

Canarian

Another area of Spain that has a completely unique dialect is the Canary Islands. These islands are located to the southwest of Spain, off the coast of Morocco. Their location, combined with Portugal's attempts to colonize them, has created a distinct version of Spanish.

Like Andalusian Spanish, the "c," "s," and "z," are all pronounced with an "s" sound. The "s" at the end of the word also turns into an aspirated "s," or a soft "h" sound. Also, Canarian Spanish does not use the vosotros form like the rest of Spain.

Canarian grammar varies slightly from academic Spanish. For example, instead of using the de to express possession, Canarian Spanish just removes it. So, la mochila de Silvia becomes la mochila Silvia.

Finally, the Canary Islands have a lot of their own vocabulary because of their history and geographical isolation. One of the most common examples is that they use guagua for "bus."

Caribbean Spanish

There are several Spanish-speaking areas in the Caribbean, including Puerto Rico, Cuba, and the Dominican Republic. The Spanish spoken there is famous for its unique pronunciation and vocabulary.

A lot of the characteristics of Canarian and Andalusian Spanish are prominent in Caribbean Spanish as well, especially the letter-dropping.

Each of the Caribbean islands has had a complex and multicultural history that has influenced the language. For example, the United States, France, and African nations impacted the islands as multiple groups settled and claimed the territories. Because of this, each country has some unique words and their own way of pronouncing Spanish.

In general, Caribbean Spanish has fast-paced pronunciation and drops certain letters from words. For example, para becomes pa' and está becomes 'ta. Also, Puerto Ricans often pronounce the "r" with a more American accent because of the States' heavy influence on the region.

African Spanish

Yes, Spanish is spoken in Africa! The small country of Equatorial Guinea on the western coast of Africa has had a tumultuous colonial history. It has been ruled by the Portuguese, the Spanish, and the British (and then the Spanish again). While it may seem strange that the Spanish persistently sought control of an African nation, they used the area as a source of slaves for their other territories.

Just like with our previous territories, the cultural, geographical, and historical components of a country play heavily into the spoken languages. Equatorial Guinea has three official languages, one of which is Spanish, and numerous non-official indigenous languages.

The vast majority of people in this African nation speak Spanish as a second language. As such, the dialect includes technical errors. The people combine Spanish with their indigenous dialects.

Common grammatical "mistakes" that you may hear include the combination of the usted pronoun with tú conjugations, misused prepositions, and errors in noun-adjective agreement.

In terms of pronunciation, Equatorial Spanish has no difference between the single and double "r," and the final "s" is heavily spoken. Finally, the "d" can sometimes sound like an "r."

Rioplatense (Argentinian) Spanish

The name Rioplatense comes from the area between Argentina and Uruguay called Río de la Plata, where the Atlantic Ocean enters South America. This area has a unique and famous Spanish dialect, in part due to the great influence of Italians living in the region.

The most well-known part of the Rioplatense dialect is the "sh" sound for the "y" and "ll" letters. Normally, the "y" and "ll" are pronounced either with a "y" or "j" sound, but in this region, these letters sound like "sh." Pollo sounds like poh-shoh, and yo is pronounced "sho."

Additionally, the pronoun vos and its corresponding verb conjugations are extremely popular in the region. While vos is used all across Latin America with varying degrees of commonality, the Rioplatense dialect is known for its use of vos.

Andean Spanish

In the northern part of South America, we find another common dialect called Andean Spanish (named after the Andean mountains). The countries that speak this dialect of Spanish include Colombia, Peru, Ecuador, Bolivia, Chile, Venezuela, and Argentina.

There are several indigenous groups in this region, the most well-known being the Incans, that have affected the Spanish dialect of this area. There are some key pronunciation aspects that are different from the rest of Latin America.

For example, while many countries tend to drop the final "s," the Andean dialect has a strong "s" at the end of words. Additionally, the Andean dialect generally distinguishes clearly between the "ll" and "y" sounds, while they are pronounced identically in other countries.

The Andean Spanish dialect covers a large area, so it is hard to generalize one dialect for seven countries. However, it is true that the Spanish in this area is different from Central American Spanish and that the pronunciation is generally clear. Another distinction is the musicality of this dialect. When it is spoken, you can hear the extended vowels and the changing intonation.

Mexican and Central American Spanish

Last but not least, we have the Mexican and Central American Spanish dialect. If you live in the United States, this is probably the most common Spanish dialect you've heard and what is normally taught in schools.

Additionally, Mexico has a huge influence on Spanish-language cinema and culture. In general, the Spanish spoken from Mexico to Panama is clear and straightforward. These countries don't use vosotros, but the informal pronoun vos is common between friends.

The grammar is generic, and the vocabulary-while somewhat different from South American and Spain Spanish-is easy to understand. What sets the vocabulary apart is the heavy influence of English and American culture on the language. The region has adopted many americanismos into its dialect that may not be understood in other parts.

While the pronunciation is clear in more formal settings, each country has an endless amount of slang. Additionally, in many Central American countries, like El Salvador and Honduras, the words lose a few letters like in Caribbean Spanish. The most common examples are the absence of the final "s" and shortening of words like para.

Costa Rica

It is important to note a slight difference in Costa Rican Spanish. In terms of economy and standard of living, areas of Costa Rica are vastly different from the rest of Central America because of the impact of the United States. Their Spanish dialect reflects that influence, as many Costa Ricans don't roll their "rs," but pronounce it instead like an English "r."

Guatemala

Guatemala has a reputation for being one of the best places to learn Spanish. While it is located right below Mexico, it has a unique take on the Spanish language due to almost half of its population being of indigenous Mayan descent. As thousands of inhabitants speak Spanish as their second language, it produces a slower and clearer pronunciation. There are still numerous slang words and some dropping of letters in certain situations, but overall, Guatemalan Spanish is very understandable.

If you are interested in learning Spanish, start with a simple and straightforward dialect that can be understood in any of the Spanish-speaking countries around the world. A great option would be the Central American dialect, specifically the Guatemalan accent. If you are ready to start your language learning journey, sign up for a free trial class with one of our dedicated Spanish teachers from Guatemala. They can help you learn the language and even teach you about other Spanish dialects.

Comment below and let us know what you think about all the different Spanish dialects around the world. If you've experienced any of these dialects, tell us about your experience and which ones you found to be the hardest (or the easiest) to understand. ¡Hablamos español!

Want free Spanish lessons, fun content, and how-to guides on mastering the language? Check out these posts!

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The Ultimate Guide to Spanish Dialects Around the World

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Think about all the English dialects you've heard. Within each country that speaks English, there are tons of different accents and dialects. Each region and city has adapted a unique vocabulary and its own way of expressing things.

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The other day I was having a drink with a group of friends when one shared a story that the Spanish accent (you know, the one that pronounces "Barcelona" like Barthelona) developed over 500 years ago from a Spanish king who had a lisp. Because of this, the Spaniards across the country decided to imitate him as a form of respect - leading to the accent we hear today. I was astounded and skeptical in equal measure: How would this Spanish dialect have trickled down to the majority of Spain - in a single king's lifetime - during a period when there was no mass media?

After not much research, I confirmed the theory was a myth. Historians and linguists argued there was no evidence that King Ferdinand (the specific king in question) had a lisp. In fact, the only Spanish king recorded as having a lisp is Pedro of Castile, and the "Castilian lisp" didn't develop until 200 years after Pedro died. But perhaps the most surprising piece of information will be that the [th] sound you hear in Castilian Spanish speakers is actually not a lisp at all.

This got me thinking: What are the some of the distinguishing factors of Spanish dialects across the globe? Here are some of the biggest differences (although it is by no means an exhaustive list!).
Illustration by Victoria Fernandez
Pronunciation And Accent

The Spanish language is derived from a dialect of Vulgar Latin that formed in the north-central part of the Iberian Peninsula after the fall of the Roman Empire in the fifth century. The language then expanded south to the Mediterranean Sea and eventually to the Spanish colonial empire - most recognizably, the Americas.

From there, there are three distinct categories used to describe the differences in Spanish dialects and accents, all of which happen to rebut the idea of a "lisp." If you look up what it means to have a lisp, you'll find that it's pronouncing the sibilants [s] and [z] imperfectly, but this is not what's happening in these dialects:

1. Distinción is a dialect that makes a distinction between the sounds [θ] and [s], (where θ represents the Greek letter theta and can be compared to the English [th] sound). In these dialects, the words casa (house) and caza (hunt) are pronounced differently. Distinción is found in most Spanish dialects in Spain.

doesn't make a distinction between the way casa and caza are pronounced and will sound the words with an English [s] sound. Seseo is generally associated with Spanish dialects spoken in Latin America and the Canary Islands.

also doesn't make a distinction between casa and caza, however, this dialect typically pronounces all instances of S and Z with a θ sound, and the same goes for C when it comes before E or an I. This means that the pronunciation of ceceo is something like [thetheo]. This dialect is found mostly in Andalusia in the south of Spain.

Additionally, some dialects of Spanish, like Uruguayan and types of Argentinian, pronounce the LL combination as a [sh] sound. That's right, they would say , , lluvia (rain) as [shuvia] malla (bathing suit) as [masha] rodilla (knee) as [rodisha], and so on.

Grammatical Differences Between Spanish Dialects

A couple of notable differences arise when looking at Spanish spoken in Spain compared to Spanish in Latin America. In Spain, Spanish speakers tend to use present perfect tense while Latin Americans are more likely to use the simple past (much like the divide with the past tense in British versus American English). This practically looks something like:

There are also differences when it comes to personal pronouns. In Spain, a Spanish speaker will use vosotros to refer to the plural "you" informally, while in Latin America, this is never used. Instead, they will say ustedes to refer to both the formal and informal plural "you."

Of course, there are some exceptions to this divide, as language can also be country-specific. In some countries, speakers say instead of to refer to "you" in the singular. This practice is called voseo, and it has different functions in different countries. In Argentina, Paraguay and Uruguay, where it's very common to use vos, they even conjugate the verb differently from pretty much everyone else in the Spanish-speaking world.

Dialect-Specific Spanish Slang

A trap for new learners is almost always vocabulary. Generally speaking, Latin American Spanish uses more words that derive from English because of its proximity to North America. Not so many that you won't get stuck, though. Because in Spanish, many words or phrases often have a completely different meaning.

Here are just a few of the more awkward variations to help you avoid confused faces:

Of course, there are hundreds, so simply remember to be open and take some reactions with a grain of salt, as you could be talking absolute absurdity to another Spanish speaker.

Influence Of Other Languages On Spanish Dialects

During the Spanish colonial period, it probably goes without reminding anyone that Spaniards claimed land that was already inhabited by indigenous people. For this reason, many Spanish dialects in South and Central America were heavily influenced by the local, native languages.

For example, Paraguayan Spanish is strongly influenced by Guaraní, the language of the indigenous people of the region. Guaraní is actually one of the few native languages that survived colonization and is the second official language of Paraguay. In fact, most of the population of Paraguay is bilingual and both languages are taught in schools. Some classic examples of this influence are in words like ñembo (it's a bit like saying "kind of") or Gua'u, which is a word used to show disbelief about something. Listen here:

Similarly, modern Mexico was built on the ruins of the Aztec empire, so many Nahuatl (the larger Aztecan language family) words entered the Mexican Spanish dialect. This is evident in many landmark names, as well as local phrases. It's safe to say that wherever you learn in Spanish in Latin America, you can be sure that it was influenced by another language and culture before the Spaniards arrived.

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The Nuances Of Spanish Dialects Around The Globe

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The other day I was having a drink with a group of friends when one shared a story that the Spanish accent (you know, the one that pronounces "Barcelona" like Barthelona) developed over 500 years ago from a Spanish king who had a lisp.

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Diferencias gramaticales y de pronunciación en dialectos del español

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Diferencias gramaticales y de pronunciación en dialectos del español

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Este artículo tiene una explicación de las categorías utilizadas para describir las diferencias en los dialectos / acentos españoles. Explica que Distinción es un dialecto que hace una distinción entre los sonidos [θ] y [s], y que existen Seseo y Ceceo con diferencias entre la forma en que se pronuncian "casa" y "caza" también.

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Este artículo explica que hay 6 dialectos principales del español en el mundo entre muchos otros. Esos dialectos son castellano, andaluz, rioplatense (argentino), caribeño, andino y mexicano / centroamericano. Aunque estos dialectos son geográficamente diversos, pueden ser entendidos por otros hispanohablantes fácilmente, debido a diferencias distinguibles que son fáciles de identificar.

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Globetrotting en español: 6 Different Spanish Dialects From Around the World

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Many people think that Spanish can be broken down into two categories: Spain Spanish and Latin American Spanish. But oh, have we got a surprise for you! There are actually a lot of different Spanish dialects out there. Now, don't worry.

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Mapas españoles de Isogloss para la Península Ibérica

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Mapas españoles de Isogloss para la Península Ibérica

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Los enlaces de esta publicación de blog contienen muchos enlaces a diferentes mapas de isoglosa de España. Los diferentes enlaces muestran al lector varios mapas multicolores que diferencian entre variedades lingüísticas. Algunas de estas diferencias están en las respiraciones que se toman al hablar o en las distinciones entre fonemas.

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Este artículo informativo explica que una polisemia es un término que se utiliza para describir la diversidad de significados que contienen ciertas palabras o signos lingüísticos. La polisemia también es un concepto que hace referencia a los diversos significados que puede tener una frase o expresión según el contexto.

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Qué es Polisemia:

La polisemia es un términoque se emplea para denominar la diversidad de acepciones que contienen determinadas palabras o signos lingüísticos. La polisemia también es un concepto que hace referencia a los diversos significados que pueden tener una frase o expresión según el contexto.

La palabra polisemia está compuesta por el prefijo poli-, que indica "muchos" y por sema, que deriva del griego y se refiere a "significado". De ahí que la palabra polisemia se emplee para designar a las palabras que poseen más de un significado.

Las palabras polisémicas se encuentran en gran cantidad de idiomas, las cuales han surgido por diversas razones, entre ellas:

Sentido figurado de las palabras: es decir, cuando se hace uso de metáforas o metonimias para referirse o indicar algo en específico. Por ejemplo, al referirse a las patas de una mesa para señalar las columnas o barras que sostienen este objeto.

Lenguaje especializado o técnico: es cuando se le atribuyen a ciertas palabras un significado técnico según el área de trabajo, investigación, desarrollo, entre otros. Por ejemplo, la palabra "masa" no significa lo mismo en el área de las ciencias como física o química, si lo comparamos con su sentido en el campo de la culinaria, en el cual seguramente se refiere a un ingrediente de una receta.

Influencia de palabras extranjeras: existe diversidad de palabras de las cuales se han derivado más de un significado gracias a la influencia o aplicación de ciertos términos extranjeros. El ejemplo más común es el de la palabra "botón", que se emplea, en principio, para denominar uno de los accesorios que poseen las prendas de vestir, pero que también puede señalar una parte específica de un artefacto electrodoméstico.

Homonimia: la homonimia se refiere a dos o más palabras que se escriben y se pronuncian igual pero cuyos significados son diferentes. Por ejemplo, por banco se puede hacer referencia a una entidad financiera o a un asiento.

Ejemplos de palabras polisémicas

Existen diversos ejemplos de palabras polisémicas que son empleadas a diario para referirse o indicar una o más cosas a la vez. A continuación, se exponen algunas de las más utilizadas:

Carta: se puede entender por carta a ese escrito que se envía o recibe vía correo electrónico o a través del servicio postal, o al juego de naipes. Por ejemplo: "Ayer envié una carta de felicitaciones a mis compañeros de trabajo". "Los juegos de cartas son de mi agrado".

Cresta: puede indicar aquella parte del cuerpo que poseen algunos animales, como los gallos y gallinas, sobre la cabeza o puede referirse a la parte más alta de una ola. Por ejemplo: "Todos los gallos tienen cresta". "La cresta de esa ola era hermosa".

Gato: es una palabra polisémica que se puede referir a un animal, a una herramienta o a una danza típica de Argentina y Uruguay. Por ejemplo: "Mi gato es muy cariñoso". "Olvidé colocar el gato en la parte trasera del carro".

Don: se puede emplear para hacer referencia a una cualidad y, también, para tratar a un hombre en particular. Por ejemplo: "María tiene el don de hacerme reír". "Don Manuel es un hombre muy distinguido".

Mango: puede indicar una fruta tropical o la parte por donde se pueden sostener con las manos ciertas herramientas. Por ejemplo. "Este año la temporada de mago se adelantó". "El mango del martillo está roto".

Sierra: es una palabra que puede indicar una herramienta especial para cortar cierto tipo de materiales, como madera o metal o, un conjunto de montañas e, incluso, puede hacer referencia a un tipo de pez. Por ejemplo: "La sierra de la montaña está nevada". "A José le gusta comer sierra".

Ratón: indica el nombre de una animal roedor, así como el accesorio que forma parte de una computadora u ordenador. Por ejemplo: "En el estacionamiento hay un ratón escondido". "El ratón del ordenador se dañó y debe ser reparado".

También existen otras palabras polisémicas como bolsa, capital, cubo, regla, capa, órgano, hoja, entre otras.

Polisemia de la Historia

La polisemia de la Historia se refiere a todos aquellos significados que posee dicha palabra según el contexto en el cual sea empleado.

Por su parte, la palabra historia posee diversos significados, lo que la hace resaltar entre otras palabras polisémicas.

El uso más común hace referencia a la historia de la humanidad y de la formación y desarrollo de las naciones. Pero, también puede hacer referencia a la historia del arte o de la literatura e, incluso, historia de las ciencias sociales y científicas.

Historia también se emplea cuando una persona relata o narra un hecho, algo que aconteció.

Si se hace referencia a la historia como relato, esta información puede ser tanto verdadera como fantasiosa, eso dependerá de en qué espacio y situación se esté hablando de una historia. Por ejemplo, de los hechos ocurridos durante una actividad social o sobre un relato literario e imaginativo.

Vea también los significados de Homónimo y Semántica.

Cómo citar: Morales, Adriana (22/05/2019). "Polisemia". En: Significados.com. Disponible en: https://www.significados.com/polisemia/ Consultado:

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La polisemia es un términoque se emplea para denominar la diversidad de acepciones que contienen determinadas palabras o signos lingüísticos. La polisemia también es un concepto que hace referencia a los diversos significados que pueden tener una frase o expresión según el contexto.

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Este artículo explica que una expresión deíctica o deixis es una palabra o frase (como esta, esa, estas, esas, ahora, entonces, aquí) que apunta al tiempo, lugar o situación en la que un hablante está hablando. Deixis se expresa en inglés mediante pronombres personales, demostrativos, adverbios y tiempo verbal. Su expresión es similar en español.

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A deictic expression (or deixis) is a word or phrase that points to the time, place, or situation in which a speaker is speaking.

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Este artículo muestra cómo, como dice su nombre, antonimia proviene de antónimo, es decir, una relación de opuestos entre dos palabras; Cuando se presenta un antónimo, se está haciendo un contraste o comparación entre dos palabras opuestas o contrarias. También podría decirse que los antónimos son los antónimos de los sinónimos, porque realizan funciones opuestas.

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Como su nombre lo dice, la antonimia viene de antónimo, es decir, una relación de opuestos entre dos palabas; cuando se presenta una antonimia se está haciendo un contraste o comparación entre dos palabras opuestas o contrarias.
Existen tres clases de antónimos: graduales, complementarios y recíprocos Graduales
Los antónimos graduales son aquellos que significan lo contrario pero existe un grado de contrariedad; en otras palabras, existe la posibilidad de graduación.
Ejemplos de antonimia gradual
. Blanco y negro: existen grados, ya que podría ser gris.

. Frío y caliente: existen grados, ya que podría estar tibio, helado, templado...

. Luz y oscuridad: podría estar en penumbra.

. Fuerte y débil: podría ser una persona con fuerza intermedia, ni fuerte ni débil.

. Día y noche: podría ser el atardecer o el amanecer.

. Gordo y flaco: podría ser una persona de peso intermedio.

. Alto y bajo: podría ser una persona de estatura media.
Complementarios
Es cuando el significado de una elimina a la otra. Es decir, son antónimos en los que la afirmación de uno descarta la posibilidad de que exista el otro.

Los antónimos complementarios son incompatibles entre sí.
Ejemplos de antonimia complementaria
. Vivo y muerto: si uno está muerto no puede estar vivo y viceversa.

. Legal e ilegal: algo no puede ser legal e ilegal al mismo tiempo.

. Casado y soltero: uno no puede ser casado y soltero a la vez.

. Feliz y triste: no se puede estar feliz y triste en el mismo momento.

. Sano y enfermo

. Natural y artificial
Recíprocos
Es cuando el significado de uno implica al otro. No puede existir uno si no existiera el otro.
Ejemplos de antonimia recíproca
. Comprar y vender: no se puede comprar si no hay quien lo venda.

. Tomar y entregar: no se puede tomar algo si alguien no lo entrega.

. Dar y recibir: no se puede dar algo sin que alguien lo reciba.

. Pagar y cobrar: no se puede pagar algo sin que alguien lo cobre.

. Entrar y salir: no se puede salir de un lugar sin haber entrado antes.
Fuentes Recuperado de: http://antonimia.blogspot.com/2013/04/definicion.html http://www.ejemplode.com/12-clases_de_espanol/96-ejemplo_de_antonimos.html; http://ejemplosde.org/lengua-y-literatura/ejemplos-de-antonimos/

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Como su nombre lo dice, la antonimia viene de antónimo, es decir, una relación de opuestos entre dos palabas; cuando se presenta una antonimia se está haciendo un contraste o comparación entre dos palabras opuestas o contrarias.

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Este artículo ayuda a los lectores a comprender que la sinonimia es la relación semántica que se establece entre dos o más palabras por la similitud de significados entre ellas. Las palabras que comparten significados se llaman sinónimos. Algunos ejemplos son casa y casa, vivienda y vivienda y cabello y caballo.

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La sinonimia es la relación semántica que se establece entre dos o más palabras por la similitud de significados entre ellas. Las palabras que comparten significados se llaman sinónimos. Por ejemplo: casa / vivienda, pelo / cabello.

La relación opuesta a la sinonimia es la antonimia, que se establece entre palabras con significados opuestos ( antónimos). Por ejemplo:

Tipos de sinonimia

Conceptual. Son palabras u oraciones que significan exactamente lo mismo y aluden al mismo referente. Por ejemplo: ebrio / borracho, casa / hogar.

Contextual. Son palabras que pueden ser sustituidas en determinados contextos. Por ejemplo: facturas / panificados, facturas / boletas.

Referencial. Son palabras vinculadas aluden al mismo referente, pero cuyo significado no es el mismo. Por ejemplo: perro / mascota, agua / líquido.

De connotación. Son palabras relacionadas contienen valoraciones subjetivas, por lo que el significado objetivo se deja de lado. Por ejemplo: máquina / eficiente.

Ejemplos de sinonimia

1. Fui a comprar facturas para el desayuno de mañana. /Fui a comprar panificados para el desayuno de mañana.

2. Tengo que pagar todas esas facturas esta tarde. / Tengo que pagar todas esas boletas esta tarde.

3. Te espero sentada en aquel banco. / Te espero sentada en aquel asiento.

4. Ramón está listo. / Ramón está preparado.

5. Juan vendrá a tomar el té a casa. / Juan vendrá a merendar a casa.

6. Esteban es muy listo. / Esteban es muy inteligente.

7. Clara es una máquina, ya terminó todas las tareas pendientes. / Clara es muy eficiente, ya terminó todas las tareas pendientes. /

8. Voy a freezar lo que sobró. / Voy a congelar lo que sobró.

9. Tienen que conocer mi nueva casa. / Tienen que conocer mi nuevo hogar.

10. Esta tarea es muy pesada. / Esta tarea es muy ardua.

11. Voy a llevar a mi perro al veterinario. / Voy a llevar a mi mascota al veterinario.

12. Ana es muy lista. / Ana es muy inteligente.

13. Tu hija es una santa. / Tu hija se porta muy bien.

14. ¿Prendes la luz de allí? / ¿Enciendes la luz de allí?

15. Tal vez pase por tu casa esta tarde. / Quizás pase por tu casa esta tarde.

16. Esa cara se me hace familiar. / Ese rostro se me hace familiar.

17. Hay que alimentar al gato. / Hay que darle de comer al gato.

18. Juan es una ameba. / Juan es muy perezoso.

19. En la granja de mi tío hay muchos rumiantes. / En la granja de mi tío hay muchas vacas.

20. Mi tía abuela es rica. / Mi tía abuela es adinerada.

21. Pondremos un negocio de ropa. / Pondremos una tienda de ropa.

22. Mi madre es abstemia. / Mi madre no toma alcohol.

23. Ramiro es un oso, todavía debe estar en la cama. / Ramiro es un dormilón, todavía debe estar en la cama.

24. Dibujé un felino para la clase de Plástica. / Dibujé un gato para la clase de Plástica.

25. Este auto es muy veloz. / Este auto es muy rápido.

26. Helena se quedó atrás, es una tortuga. / Helena se quedó atrás, camina muy lento.

27. Laura se fue de vacaciones con el marido. / Laura se fue de vacaciones con el esposo.

28. Pedro aún está durmiendo. / Pedro aún no se despertó.

29. Esa clase es una pesadilla. / Esa clase es insoportable.

30. Iremos a un hotel que tiene pileta. / Iremos a un hotel que tiene piscina.

31. ¿Tomamos una gaseosa? / ¿Bebemos una gaseosa?

32. Esta tarta es deliciosa. / Esta tarta es muy rica.

33. Marta es un pan de dios. / Marta es muy buena.

34. Raúl es un ogro. / Raúl es muy gruñón.

35. ¡Trajimos postre! / ¡Trajimos helado!

36. Me encantan los alcauciles / Me encantan las alcachofas hervidas.

37. Soy vegetariano. / No como carne.

38. El ordenador quedó encendido. / La computadora quedó encendida.

39. Mi abuelo es sabio. / Mi abuelo es erudito.

40. Los recursos que tiene la municipalidad son escasos. / Los recursos que tiene la municipalidad son pocos.

41. Nunca fui a España. / Jamás fui a España.

42. Hay que respetar las normas. / Hay que respetar las reglas.

43. Siéntate en esa silla. / Siéntate en ese asiento.

44. Mi padre parecía borracho en la fiesta. / Mi padre parecía ebrio en la fiesta.

45. Estuve pintando una mesa. / Estuve pintando un mueble.

46. Los estudiantes fueron al museo de Ciencias Naturales. / Los alumnos fueron al museo de Ciencias Naturales.

47. Dormiremos en una tienda. / Dormiremos en una carpa.

48. Nos quedamos hablando hasta la madrugada. / Nos quedamos charlando hasta la madrugada.

49. Qué rico olor, ¿qué estás cocinando? / Qué rico aroma, ¿qué estás cocinando?

50. Soy muy burro en Matemáticas. / Soy muy torpe en Matemáticas.

51. Mi hijo acaba de aprender el abecedario. / Mi hijo acaba de aprender el alfabeto.

52. El cuarto de mis padres es muy grande. / El cuarto de mis padres es enorme.

53. Quiero comprar un escritorio nuevo, el que tengo es muy vetusto. / Quiero comprar un escritorio nuevo, el que tengo es muy antiguo.

54. Roxana es una gacela, llegó muy rápido a la meta. / Roxana es muy veloz, llegó muy rápido a la meta.

Sigue con:

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La sinonimia es la relación semántica entre dos o más palabras por la similitud o identidad de significados entre ellas. Por ejemplo: casa/hogar, lindo/bello..

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¿Cuál de estos idiomas disminuyó en popularidad en España (mientras que los demás aumentaron)?

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¿Cuál de estos idiomas disminuyó en popularidad en España (mientras que los demás aumentaron)?

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A. Portugués
B. Catalán
C. Vasco
D. Leonés

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Cambios fonéticos (basados ​​en la pronunciación) en español

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Cambios fonéticos (basados ​​en la pronunciación) en español

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Este artículo explica por qué existen hoy en día algunos cambios e irregularidades comunes en la pronunciación del español y cómo surgieron. Describe cómo la convención de reemplazar "y" con "e" y "o" con "u" no fue un cambio escrito, sino más bien un cambio debido a que la gente pronunció esas palabras como tales a lo largo del tiempo.

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Two of the most common conjunctions in Spanish - (meaning "and") and o (meaning "or") - can change spelling and pronunciation based on the word that follows. In that way, they are much like the "a" of English changing to "an" before a vowel sound. And, like the "a"-to-"an" change, the transformation is based on how the following word is pronounced rather than how it is spelled.

Both the y and o changes help keep the conjunction from blending into the following word. (The blending of two words into what sounds like one is called elision when it involves the dropping or omission of sounds, and it is common in both English and Spanish.)

Here are the changes that are made:

Y becomes e when it precedes a word that begins with the i sound. Typically, y becomes e when it precedes most words that begin with i- or hi-.

O becomes u when it precedes a word that begins with the o sound. Thus o becomes u when it precedes words words starting with o- or ho-.

Because the changes are based on pronunciation rather than spelling, y does not change before words, such as hierba, that begin with the ia, ie, io, or iu sound, regardless of spelling. Those two-letter combinations are known as diphthongs; the initial sounds are very similar to the Spanish "y" sound when "y" comes before a vowel.

Sample Sentences Showing Use of Y and O

Reciben tratamiento cruel e inhumano. (They are receiving cruel and inhumane treatment. The y changes to e because the inhumano begins with the i sound.)

Nuestro conocimiento nos enseña dos cosas claras: posibilidades e imposibilidades. (Our knowledge teaches us two clear things: possibilities and impossibilities. The e is used because imposibilidades begins with the i sound.)

Fabricamos barras e hilos de cobre. (We manufacture copper bars and wires. The e is used because hilos begins with the i sound even though the first letter is h.)

Está enteramente construido de nieve y hielo. (It is built completely of snow and ice. The y does not change because hielo begins with the ie diphthong.)

Hay un equilibrio osmótico y iónico. (There is an osmotic and ionic equilibrium. The y is used because iónico begins with the io diphthong.)

Hay muchas diferencias entre catolicismo e hinduismo. (There are many differences between Catholicism and Hinduism. The y changes to e because hinduismo begins with the i sound even though its first letter is h.)

Vendemos productos de limpieza e higiene. (We sell cleaning and hygiene products. Higiene begins with the i sound.)

Usamos punto y coma para separar las frases u oraciones que constituyen una enumeración. (We use a semicolon to separate phrases or sentences that make up a list.)

No recuerdo si fue ayer u hoy. (I don't remember if it was yesterday or today. Unlike with the changes involving y to e, the o changes even though oy is a diphthong.)

¿Qué operador de teléfonos ofrece las tarifas más baratas para viajar a África u Oriente Medio? (Which phone operator offers the lowest costs for traveling to Africa or the Middle East? The rule of changing o to u applies even if the word following is a proper noun.)

La Can Make Similar Change

The desire to keep the sounds of important words from being lost due to elision is also behind the in some circumstances with feminine sounds. Although there are exceptions, el is used instead of la before singular feminine nouns where the first syllable of the noun is stressed. Thus "the eagle" is el águila even though águila is feminine. The change doesn't occur with plural nouns or where the stress isn't on the first syllable. In standard written Spanish, una becomes un (meaning "one," "a," or "and") under the same circumstances. Thus, "an eagle" is un águila.

These changes and those involving y and o are the only situations where Spanish changes words depend on sounds that follow.

Key Takeaways

The Spanish conjugation y (meaning "and") changes to e when the word that follows begins with the i sound.

The Spanish conjugation o (meaning "or") changes to u when the word that follows begins with the o sound.

These changes are triggered by pronunciation only, not how a word is spelled.

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Y, E, O, or U? When to Change Conjunction Vowels in Spanish

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Two of the most common conjunctions in Spanish - (meaning "and") and o (meaning "or") - can change spelling and pronunciation based on the word that follows. In that way, they are much like the "a" of English changing to "an" before a vowel sound.

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Palabras en inglés que en realidad son españolas

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Palabras en inglés que en realidad son españolas

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Este artículo muestra algunas palabras comunes en inglés que en realidad se originaron en español. Hay una lista muy larga de palabras, pero esta lista de ninguna manera cubre todas las palabras que el inglés tomó prestadas del español. Según el artículo, hay muchas palabras en español ocultas en inglés, debido a que los préstamos están ocurriendo durante mucho tiempo.

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Thanks to the popularity of Mexican cuisine around the world, there are plenty of Spanish words in English that you probably use daily: taco, tortilla, quesadilla, tequila and so on. But you may be surprised to learn that there are hundreds more Spanish words hidden in English. In fact, English has been borrowing from Spanish for a very long time.

Present-day California, Arizona, New Mexico, Texas, Nevada and Utah (plus parts of Colorado, Kansas, Oklahoma and Wyoming) were all part of Mexico until they were ceded to the United States at the end of the Mexican-American War in 1848. Although the change in sovereignty meant a massive influx of English speakers, it also meant that thousands of Mexicans living in the region suddenly became Americans.

Even earlier, in 1819, Spain ceded their Florida colony (which included parts of Alabama, Mississippi and Louisiana) to the United States. As a result of a centuries of shifting borders, Spanish and English have had numerous opportunities to rub off on each other. Here are just some of the Spanish words that you probably use every day.

State Names

California - a mythical island from the 1510 Spanish novel Las sergas de Esplandián by Garci Rodríguez de Montalvo.

Colorado - "red-colored" (referring to the color of the river that is the state's namesake).

Florida - "flowery"

Montana - from montaña ("mountain")

Nevada - "snowy"

New Mexico - an anglicization of Nuevo México.

Texas - the Spanish adopted the word tejas from the language of the indigenous Cado people. It means "friends" or "allies."

Utah - derived from the name of the indigenous Ute people, by way of Spanish yuta.

Arizona - from Spanish Arizonac, itself an adoption of the word alĭ ṣonak, meaning "little spring," from the local O'odham language. Alternate etymology may be the Basque haritz ona (good oak).

Cities

Buena Vista - "good view"

El Paso - "the pass"

Fresno - "ash tree"

Las Vegas - "the meadows"

Los Angeles - a shortened version of the older name, El Pueblo de Nuestra Señora la Reina de los Ángeles del Río de Porciúncula, "The Town of Our Lady the Queen of Angels of the Porciúncula River"

Monterey - "king's mountain"

San Antonio - "Saint Anthony"

San Francisco - "Saint Francis"

Santa Cruz - "holy cross"

Cowboy Vocabulary

Nothing's more American than a cowboy, right? Well actually, the first people to herd cattle on horseback in North America were the vaqueros who introduced the ancient Spanish equestrian tradition to the Southwest. Their name is derived from vaca, the Spanish word for - you guessed it - cow.

buckaroo - anglicization of vaquero

corral - "pen" / "yard"

chaps - chaparreras: leg protectors for riding through

desperado - desesperado ("desperate")

hackamore - a kind of horse bridle taken from the Spanish jáquima ("halter")

quirt (a short horseman's whip) - a short horseman's whip from the Spanish word cuarta ("quarter")

ranch - rancho ("a very small rural community")

rodeo - from rodear ("to go around")

stampede - from estampida

Geography & Weather

Animals

Arts & Culture

aficionado - "fan," from aficionar ("to inspire affection")

bodega - "cellar"

fiesta - "party"

macho - "the property of being overtly masculine"

matador - from matar (to kill)

patio - "inner courtyard"

plaza - "public square"

piñata - Mexican Spanish, from Latin pinea (pine cone)

pueblo - "small town," derived from Latin populus

quixotic - derived from the name of Cervantes' famous, delusional knight Don Quixote

rumba - from Cuban Spanish rumba ("spree"), it was the name of a popular tango melody in the early 20th century and became a more general type of Cuban dance music

tango - this word comes to English from Argentine Spanish, but like originates from the Niger-Congo language Ibibio's tamgu ("to dance")

telenovela - "soap opera"

War & Conflict

armada - "armed," from Real Armada Española ("Royal Spanish Navy")

conquistador - "conqueror"

flotilla - diminutive of flota ("fleet")

guerrilla - "small war"

renegade - from renegado ("turncoat" or "traitor")

vigilante - "watchman"

Transportation

cargo - from the Spanish verb cargar ("to load")

embarcadero - "boat dock"

embargo - from the Spanish verb embargar ("to seize")

galleon - galeón, a large sailing ship with three or more masts

Food & Drink

burrito - "little donkey"

chorizo - "spiced pork sausage"

cilantro - "coriander"

daiquiri - named after Daiquiri, a port city in eastern Cuba

habanero - "from Havana"

jalapeño - "from Jalapa"

mojito - diminutive form of Cuban Spanish mojo ("sauce")

nacho - named after Ignacio "Nacho" Anaya, who is purported to have invented the dish in 1943

taco - "plug"

tequila - named after Tequila, the Mexican district where the spirit originated

vanilla - from Spanish vainilla

More Spanish Words In English

bonanza - "prosperity"

cafeteria - from cafetería ("coffee store")

incommunicado - estar incomunicado ("to be isolated")

jade - from piedra de ijada ("stone of flank")

nada - "nothing"

platinum - from platino (little silver)

pronto - "hurry up!" in Mexican Spanish

siesta - "nap," originally from Latin sexta hora ("sixth hour")

suave - "smooth," sometimes "cool" in Latin America

adobe - from Spanish adobar (to plaster), from Arabic aṭ-ṭūb ("the bricks")

cabana - from Spanish cabaña ("cabin")

Spanish Words In English That Are Actually Nahuatl

English isn't the only language with a penchant for absorbing words from other languages. Many words that English has acquired from Spanish originally came from other languages, mostly those of native American populations that were subjugated by the Spanish colonial empire. Here are popular examples that entered English vernacular through the Nahuatl language in Mexico.

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111 English Words That Are Actually Spanish

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Thanks to the popularity of Mexican cuisine around the world, there are plenty of Spanish words in English that you probably use daily: taco, tortilla, quesadilla, tequila and so on. But you may be surprised to learn that there are hundreds more Spanish words hidden in English.

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Contribuciones del latín al español moderno

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Contribuciones del latín al español moderno

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Esta publicación de blog amplía el hecho de que el idioma español se basa en el latín, ya que evolucionó en la Península Ibérica bajo influencias locales (especialmente árabe, griego y vasco). Muestra a los lectores una lista de algunas correspondencias de cambios fonéticos que ocurrieron entre el latín y el español con ejemplos de palabras.

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Development From Latin To Spanish

The Spanish language is based on Latin as it evolved in the Iberian peninsula under local influences (especially Arabic, Greek, and Basque). The Greeks colonized the southern coast in the 6th century B.C. The Romans established the provinces of Nearer Spain (Hispania Citerior) and Farther Spain (Hispania Ulterior) in 205 B.C. In 133 B.C. , Roman control extended to the northern coast, and the area was later re-organized under Augustus into three provinces. The peninsula had more mineral resources (silver, gold, iron, and tin) than Gaul and reached its peak under the Romans in the first and second centuries A.D. The following "Romans" were all from Hispania: Seneca the Elder (rhetorician, 1st century B.C.) Seneca the Younger (philosopher, author, and tutor to Nero) Lucan (poet, 1st century A.D.) Columella (from Gades, first century A.D. author on agriculture) Quintilian (from Calagurris = Calahorra, first century author of a book on education) Martial (from Bilbilis, first century A.D. author of epigrams) Marcus Aurelius (emperor A.D. 161-180; author of Meditations in Greek) Trajan (emperor A.D. 98-117; under him the Roman empire reached its greatest extent) Hadrian (emperor A.D. 117-138; known for Hadrian's Wall in Britain) Theodosius I "The Great" (emperor A.D. 379-395) Isidore, Bishop of Seville (7th century A.D. author; responsible for the preservation and transmission of classical culture and learning into the Middle Ages) Although the Spanish language has undergone changes, as have the other Romance languages, Spanish remains one of the most similar to the original Latin. For example, the changes in pronunciation and spelling have been fewer and have been more consistent than the changes in French. In terms of grammar, the Latin case functions of nouns were gradually replaced by prepositions. Thus, the preposition "al" in Spanish replaced the dative case (e.g. indirect object) in Latin and "de" in Spanish replaced the genitive case (e.g. possession) in Latin. The personal pronouns in Spanish still retain separate subject (nominative), indirect object (dative) and accusative (direct object) forms. The forms of most nouns and adjectives in Spanish (as in French also) are based on the accusative, not the nominative, of the Latin. For example:

Following is a list of some of the correspondences indicating the regular phonetic changes that have occurred between Latin and Spanish with sample words as examples (Based on Paul M. Lloyd, From Latin to Spanish).

Beware: Spanish a ( to): Latin ā ((away) from) Spanish fui ( go; be): Latin ( be: past tense "I have been")

For more information see:
Paul M. Lloyd, From Latin to Spanish.
Joseph B. Solodow, Latin Alive: The Survival of Latin in English and the Romance Languages.

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The Spanish language is based on Latin as it evolved in the Iberian peninsula under local influences (especially Arabic, Greek, and Basque). The Greeks colonized the southern coast in the 6th century B.C. The Romans established the provinces of Nearer Spain (Hispania Citerior) and Farther Spain (Hispania Ulterior) in 205 B.C.

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Una representación gráfica de las lenguas regionales de España

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Una representación gráfica de las lenguas regionales de España

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Este gráfico en desarrollo ilustra el desarrollo del español en España durante los años 1000 a 2000. Nos muestra cómo a partir del año 1000, el castellano se convirtió en la lengua más hablada entre la población, cuando el dictador Francisco France declaró al castellano español como única lengua oficial de España.

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As anything that's been around for 1,500+ years does, the Spanish language has a rich and complicated history. It has navigated the rise and fall of great empires, has been a symbol of cultural identity, and has both been used as a tool of unity and caused considerable divisiveness. Today, it is the world's second-most spoken native language and is used by people in all corners of the globe to express themselves. This fact makes Spanish a popular choice to learn, as native speakers are never too far away!

Origins in Latin

Spanish originated in the Iberian Peninsula as a dialect of spoken Latin, which is today called "Vulgar Latin," as opposed to the Classical Latin used in literature. The dialect of Spanish that we consider dominant in Europe is called Castellano or Castilian Spanish.

During the Roman Empire, the Latin language was the official language on the peninsula (called "Hispania"), but it mixed with the local languages of the inhabitants, including Celts and Iberians, and began to take on its own unique flavor.

The germination of this uniqueness was accelerated by the Visigoths, a Germanic group that conquered areas of the peninsula in the 4th century during the demise of the Roman Empire. The Visigoths spoke Latin at this time, and rather than a Germanic influence on the language, their main influence was of cultural depression on the peninsula, causing the form of Vulgar Latin spoken to develop in isolation in the 5th century. This is where historians and linguists pinpoint the beginnings of the Spanish language as we know it today.

Following the Visigoths, Muslim Moorish conquerors arrived and contributed more than 4,000 Spanish words from Arabic, along with cultural influences still evident in the design, art, and architecture of Spain. Adopted words from Arabic lost their original pronunciation, however, so the overall sounds or phonology of Spanish was surprisingly not heavily influenced by Arabic.

Castellano

The Reconquista period (between 711 and 1492) refers to the slow reconquering of present-day Spain from the Moors by the Kingdom of Castile (with the help of other allied kingdoms). Castilian Spanish was further popularized by the narrative poems spread orally about Castilian heroes in battle. These were recited even in areas that did not speak this dialect (people were short on entertainment back then).

In the 13th century, King Alfonso X of Castile, known as Alfonso el Sabio (Alfonso the Wise), assembled scribes in his courts of Toledo to document various subjects such as astronomy, law, and history, including translation of classical literature into Spanish. You could say that King Alfonso X was wise to the fact that written language was all the rage, and that commissioning works to be written in his native Castilian before a similar effort was undertaken somewhere else would ensure his language (and therefore influence... and therefore power) would remain prominent. This was a genius marketing move for Castilian Spanish. This solid basis of written Castilian Spanish facilitated the spread of the language during the Reconquista.

The next monarchs of the Kingdom of Castile, Isabella and Ferdinand, were extremely influential in the course of the history of Spanish. Isabella was the queen of Castile and Ferdinand was the King of Aragon. Both kingdoms didn't become one right away, but " it is generally accepted by most scholars that the unification of Spain can essentially be traced back to the marriage of Ferdinand and Isabella." Under their rule, the Castilian variety of Spanish was made the official language of all the "re-conquered" territories. They supported Antonio de Nebrija's publication of Arte de la Lengua Castellana (The Art of the Castilian Language), the first attempt to define the grammar of a European language. Their imperial efforts also imposed Spanish on the natives of their American colonies.

Royal Spanish Academy

The Royal Spanish Academy, or Real Academia Española, was founded in 1713, mainly with the purpose of standardizing the language. For example, it did future Spanish learners a big favor by standardizing the use of accents to denote syllabic stress that does not follow the pronunciation rules (see Spanish pronunciation).

Between 1726-1739 it produced its first dictionary (in six volumes). It's still the authoritative source on Castilian Spanish today, reporting an estimated 93,000 words in its latest edition (2014). Because the language differs so much internationally, other Spanish-speaking countries have their own academies to keep tabs on their regional features.

Regional Languages of Spain

The original uploader was Alexandre Vigo at Galician Wikipedia.

Present-day Spain is home to several regional languages: Castilian (spoken by 99% of the population), Catalan (spoken by 19% of the population), Galician (spoken by 5% of the population), and Basque (spoken by 2% of the population). In some cases, these languages are not mutually intelligible for speakers, meaning that they can't understand each other without some difficulty. For example, the Basque language did not originate from the same language family as Spanish, and so it cannot be considered a dialect of Spanish. Today, Spaniards use Castilian Spanish as their lingua franca, but they use their regional language in their everyday lives and, in some cases, in schools and business.

During the Second World War, the dictator Francisco Franco declared Castilian Spanish Spain's only official language, prohibiting the use of other regional languages in many areas. As you might imagine, this caused turmoil in regions which identified more strongly with their regional heritage and local language than with the growing Spanish nationalistic fervor. The regime referred to these other languages as "dialects" of Spanish in a derogatory way - claiming that they were inferior and lacking, and therefore unfit for official use. The concept of "dialect" itself is very controversial and often has as much to do with historical and political implications as it does with linguistic tenets. As the old adage states: "A language is a dialect with an army and a navy." In this case, the reference to the regional languages of Spain as "dialects" had a strong nationalistic (unifying) motivation. Foreign films were dubbed into Castilian or forced to be reissued in Castilian if originally filmed in a regional language. Non-Castilian names were even banned for newborns in 1938.

In the 1960s and 1970s, the Spanish parliament agreed to allow regions to print official documents in their regional languages, and today the use of local languages is no longer illegal. There is no doubt, though, that this historical period influenced the spread and status of Castilian Spanish. This recent cultural stifling still informs the identities of many people living in these regions in Spain. Visitors to Spain may notice a strong allegiance to regional identity and pride in local heritage as a consequence of this historical tension.

Spanish in the Americas

Latin America

Spanish colonization brought the language to the Americas beginning in 1492. Today, "Latin America" refers to countries that were subject to Spanish, French, and Portuguese imperialism and therefore still speak a Latin-based language. As a result of Spanish colonialism in Latin America and a few other areas of the globe, Spanish is the official language of 20 countries today (plus one territory: Puerto Rico) and is spoken by 400 million native speakers worldwide. Spanish colonies fought for their independence from Spain throughout the 18th century but maintained Spanish as their official language. Many of these new Latin American governments encouraged use of Spanish by the Amerindian majority to promote national unity following independence.

United States

The first European settlement in the present-day United States was actually established by Spain in what is now Florida. Spanish was the historical language of many current US states while controlled by the Spanish or Mexican governments. The gradual annexation of southwestern states changed the official language to English, but Spanish is still spoken by large portions of the populations in these areas today.

Researcher Rosino Lozano, author of An American Language: The History of Spanish in the United States, discusses how the transition from Spanish as an official language of territories in the American southwest stirred political tumult with the insinuation by many in power that these new territories couldn't be both Spanish-speaking and American. Language rights are still a complicated issue in the United States and continue to be a subject of debate. Although English is the only official language of the United States, government documents are still provided in Spanish in several states, such as in New Mexico and California. Spanish is also the most widely taught second language in the United States. In the Commonwealth of Puerto Rico, Spanish retains its status as the official language.

Old Spanish versus Modern Spanish

It may surprise you to know that Shakespeare's English was considered Modern English - that's how much a language can change over the years! Unlike Old English or Middle English, Old Spanish is relatively easy for a Modern Spanish (from the 16th century on) speaker to interpret. The possibility to read original medieval artifacts and ancient texts is a rare opportunity for language learners, which is usually complex even for native speakers.

Looking to improve your Spanish? Lingvist is the fastest way to learn Spanish vocabulary and Lingvist's Spanish course has more than 5,000 words!

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The History of the Spanish Language | Lingvist

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As anything that's been around for 1,500+ years does, the Spanish language has a rich and complicated history. It has navigated the rise and fall of great empires, has been a symbol of cultural identity, and has both been used as a tool of unity and caused considerable divisiveness.

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Written in Spanish by an experienced instructor, this textbook introduces students with no prior background in linguistics to the syntax of Spanish, exploring the building blocks of complex linguistic expressions. Variations across Spanish are highlighted and varieties spoken by bilinguals are included. New concepts are clearly presented through a gradual progression from simpler to more complex concepts, with definitions of key terms highlighted in boxes. Recent theoretical developments are presented in a theory-neutral framework, offering students a balanced perspective. Chapter learning objectives, numerous detailed examples, and summaries, enable students to build a solid knowledge and understanding of syntactic ideas from scratch. Both advanced and introductory exercises are included in every chapter, allowing students at all levels to put concepts into practice. Further reading suggestions, and expansion boxes highlight more complex developments, providing students with a platform for further exploration. This is an essential resource for introductory courses on Spanish syntax and linguistics.

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Written in Spanish by an experienced instructor, this textbook introduces students with no prior background in linguistics to the syntax of Spanish, exploring the building blocks of complex linguistic expressions. Variations across Spanish are highlighted and varieties spoken by bilinguals are included.

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Este libro tiene dos objetivos paralelos: presentar los mecanismos generales de la sintaxis y discutir los aspectos más importantes de la sintaxis española. Aunque los dos aspectos van de la mano, la primera gran parte tiene un mayor énfasis en los mecanismos generales, mientras que la segunda parte profundiza en los fenómenos propios del español.

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Esta publicación de blog proporciona a los lectores una muestra de sintaxis, que analiza cómo se unen las palabras para formar oraciones correctas. Utiliza una cadena de palabras común para describir cómo el orden de sujeto, objeto y verbo en español es flexible, a diferencia de otros idiomas del mundo.

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La sintaxis es la parte de la gramática que estudia la forma en que se juntan las palabras para formar oraciones correctas. Todo lenguaje tiene una serie de reglas que estable la sintaxis para la elaboración de enunciados que permiten expresar los pensamientos e ideas claramente.

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Este artículo describe las diferentes partes de una oración y explica tanto la función de esas partes como por qué son necesarias. Dice que los tres componentes principales son el sujeto, el verbo y el predicado. Posteriormente, describe la diferencia entre sintaxis y semántica, que es el estudio del significado.

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Este artículo describe las diferentes partes de una oración y explica tanto la función de esas partes como por qué son necesarias. Dice que los tres componentes principales son el sujeto, el verbo y el predicado. Posteriormente, describe la diferencia entre sintaxis y semántica, que es el estudio del significado.

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Te explicamos qué es la sintaxis, para qué sirve, algunos ejemplos y su relación con la semántica. Además, qué es sintaxis en informática.

La sintaxis es una rama de la gramática que estudia los principios de ordenamiento y combinación de las palabras y de los conjuntos que éstas forman dentro de la oración, llamados sintagmas. A su vez, los sintagmas están dotados de un sentido específico y una función dentro de ella.

Las palabras no operan de manera individual y aislada, sino en una cadena o ristra, unas antes que otras, ya que su significado propio puede alterarse del lugar que ocupen en la oración. De hecho, la sintaxis del español establece un orden por defecto en el que se formulan las oraciones, que conocemos como SVP: Sujeto-Verbo-Predicado.

Sujeto es como se llama al sintagma nominal, o sea, al conjunto de palabras que cumplen el rol dentro de la oración de indicar sobre quién recae la acción del verbo. El sujeto tiene un núcleo, que es generalmente un sustantivo o pronombre que indica de quién o quiénes hablamos específicamente.

Verbo es la palabra que indica la acción en la oración, y por lo tanto se halla siempre en concordancia con el núcleo del sujeto.

Predicado es como llamamos al sintagma verbal, o sea, a todo aquello que no es sujeto ni verbo, y que vendría a ser todo lo que se dice del sujeto, siendo siempre su núcleo el verbo mismo.

Similarmente, cuando la sintaxis se combina además con la morfología (o sea, el estudio de la formación de las palabras), tenemos una disciplina combinada: la morfosintaxis.

La sintaxis tiene una importancia central en la gramática, pues nos enseña los órdenes posibles del lenguaje, es decir, señala las combinaciones permitidas y no permitidas de palabras para obtener significados reconocibles.

Un buen dominio de la sintaxis no sólo nos permite distinguir las formulaciones aceptables de las inaceptables, sino al mismo tiempo variar el modo en que construimos nuestras oraciones, pudiendo así sacar mejor provecho de los límites del idioma en cuanto a creatividad, elocuencia, poesía, etc.

Si la sintaxis es el estudio del orden dentro de la gramática, entonces la semántica es el estudio del significado. Esto es, aquellos referentes que asociamos con cada palabra, los cuales lejos de ser únicos y fijos, operan en realidad como una nube, es decir, un conjunto de asociaciones posibles, de las que se debe escoger una sola.

De ello podemos darnos cuenta si buscamos en el diccionario el significado de una palabra, y notamos que habrá unos más centrales, es decir, más próximos al sentido propio de la palabra, pero que habrá otros más alejados, es decir, más figurados, metafóricos o remotos. Por ejemplo:
Rumba

1. f. Palo flamenco de ritmo alegre.

2. f. Baile que se ejecuta al son de la rumba.

3. f. Baile popular afrocubano que se ejecuta acompañado deinstrumentos de percusión.

4. f. Música que acompaña a la rumbaafrocubana.

5. f. Ant., Bol., Ec., El Salv., Hond., Nic., Pan., Perú y Ven. Fiesta o parranda.

(Tomado del Diccionario de la Lengua de la Real Academia Española)

Como se verá, existen muchos significados semejantes, pero sólo uno puede usarse por vez, de modo que al usar la lengua nos vemos obligados a elegir cada significado, así como elegimos cada lugar para colocarla (sintaxis).

Más en: Semántica

En una oración como "Las hermanas de María compran una entrada para el cine", tendremos a grandes rasgos dos sintagmas principales:

Sujeto: "Las hermanas de María" dotado de un núcleo "hermanas".

Predicado: "compran una entrada para el cine", dotado de un núcleo "compran".

A esto se le conoce como análisis sintáctico.

Es posible, siguiendo el ejemplo anterior, que los mismos términos sean planteados en la oración según un orden diferente, pero el orden utilizado en la sintaxis tendrá cierta incidencia sobre lo fácil que resulte o no entender el mensaje.

Así, por ejemplo: "Una entrada de cine compran las hermanas de María" retiene su significado, aunque invierta el orden general de las partes (PVS, es decir, Predicado-Verbo-Sujeto); pero "Compran entrada de cine una María de las hermanas" ha cambiado tanto el orden de las palabras que el sentido de la oración se destruye por completo.

En el mundo de la informática y los lenguajes de programación, se habla a menudo de sintaxis, también. Y, similarmente, la sintaxis en este ámbito tiene que ver con el orden de los términos e instrucciones que permiten la correcta ejecución de un programa informático, cuando son alimentados al sistema.

En ese sentido, los errores de la sintaxis también se producen y también sabotean la comprensión del mensaje o, en este caso, de las instrucciones, impidiendo así que se lleven a cabo y que el software se ejecute como debería.

Sigue con: Gramática

Referencias:

Última edición: 23 de enero de 2020. Cómo citar: "Sintaxis". Autor: María Estela Raffino. De: Argentina. Para: Concepto.de. Disponible en: https://concepto.de/sintaxis/. Consultado: 09 de marzo de 2020.

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Sintaxis - Concepto, función, informática, semántica y ejemplos

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Te explicamos qué es la sintaxis, para qué sirve, algunos ejemplos y su relación con la semántica. Además, qué es sintaxis en informática. La sintaxis es una rama de la gramática que estudia los principios de ordenamiento y combinación de las palabras y de los conjuntos que éstas forman dentro de la oración, llamados sintagmas.

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Esta publicación de blog informativa describe la razón de la existencia de la sintaxis en lingüística y también nos dice qué podemos ganar al estudiarla. También incluye muchos datos interesantes, como la palabra sintaxis procede del latín syntaxis, y éste a su vez del griego σύνταξις, y significa ʽordenarʼ, 'coordinar'.

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Qué es Sintaxis:

Sintaxis es la parte de la gramática que estudia la forma en que se combinan y se relacionan las palabras para formar secuencias mayores como los sintagmas y las oraciones, así como la función que desempeñan dentro de éstas.

La palabra sintaxis procede del latín syntaxis, y éste a su vez del griego σύνταξις, y significa ʽordenarʼ, 'coordinar'.

Algunas palabras que se pueden emplear como sinónimo son: construcción, ordenación, conexión, reunión.

A través de la sintaxis se estudia cómo están construidos los tipos de oraciones según el orden y el modo en que se relacionan las palabras dentro de una oración o las oraciones a fin de expresar el contenido de un discurso o concepto de manera clara y coherente.

La sintaxis tiene como principal función analizar el orden correcto de las palabras a fin de que las frases, oraciones, textos e ideas sean expresados de manera correcta para que pueda llegar el mensaje que se desea transmitir.

Por ello, la sintaxis es un estudio que se realiza en todas las lenguas a fin de estudiar el orden correcto de las palabras y definir las reglas gramaticales que se deben cumplir a fin de que las personas puedan expresar sus ideas.

Por otro lado, en el campo de la informática la sintaxis se refiere al conjunto de reglas que establecen cómo deben estar dispuestos los símbolos que componen el lenguaje de programación o instrucción ejecutable del ordenador.

Vea también:

Ejemplos de sintaxis

A modo de ejemplo se puede realizar el análisis sintáctico de la siguiente oración, ʽEl perro come un fileteʼ.

En esta oración se distinguen dos partes fundamentales: el sintagma nominal sujeto 'El perro', y el sintagma predicado 'come un filete'.

En la primera parte, aparece un determinante que es el artículo 'el' que concuerda en género y número con el núcleo del sintagma nominal, 'perro'. Esta es una regla muy importante en la gramática, el artículo siempre debe coincidir en género y número con el sustantivo o complemento que le siga.

El núcleo es el verbo 'comer', que está conjugado en presente de indicativo, en tercera persona del singular, en consonancia con el sujeto de la oración.

Dentro de este sintagma, también se encuentra el complemento directo 'un filete'. Está compuesto por un artículo indeterminado 'un' y un nombre 'filete', ambos en forma masculina y singular.

De no existir un conjunto de normas gramaticales que conformasen la sintaxis, hubiese sido imposible analizar la oración anterior porque el orden de sus palabras sería incorrecto. Por ejemplo, ʽEl filete un come perroʼ.

Vea también:

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Sintaxis es la parte de la gramática que estudia la forma en que se combinan y se relacionan las palabras para formar secuencias mayores como los sintagmas y las oraciones, así como la función que desempeñan dentro de éstas. La palabra sintaxis procede del latín syntaxis, y éste a su vez del griego σύνταξις, y significa ʽordenarʼ, 'coordinar'.

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Esta publicación de blog presenta al lector 16 prefijos diferentes que se encuentran comúnmente en español. Los prefijos son parte de una palabra y aparecen en muchas palabras, por lo que los prefijos se incluyen en la morfología. La publicación del blog describe la importancia de los prefijos y explica que brindan mucho contexto.

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"I really love staring at Spanish conjugation tables! I wish I could do more rote memorization drills!"
Said absolutely nobody, ever.
Learning and memorizing Spanish verb conjugations can be a drag.

On the other hand, without knowing the correct conjugations-and especially those tricky irregular verbs-communicating in Spanish is basically impossible. Luckily, there's a little trick that every Spanish learner should be familiar with: prefixes.

They'll allow you to increase your vocabulary knowledge while cutting your memorization time in half.

Adding a prefix to the beginning of a word doesn't change its conjugation rules at all. This means that knowing one verb's conjugation will help you conjugate a whole group of related verbs. Therefore, prefixes are perfect for lazy-ahem, I mean, practical and efficient-Spanish language learners.

Read on to familiarize yourself with some of the most common Spanish prefixes.

Download: This blog post is available as a convenient and portable PDF that you can take anywhere.Click here to get a copy. (Download)

Why Focus on Spanish Prefixes?

There's a reason why your grade school language arts teacher spent so much time making sure you understood prefixes. They're incredibly useful! Prefixes can be great for helping you figure out the meanings of unfamiliar words, both in English and in Spanish.

Take, for example, a Spanish word like componer (to put together, to compose). You might not know what this word means at first glance. But if you know the common verb poner (to put), and you also know that the prefix com means "with" or "together," it won't be hard to figure out that componer has to do with putting things together. Learning the Spanish prefixes will help you a million times over when reading and listening to Spanish.

This article focuses on verbs because prefixes are especially useful when it comes to verbs. One of the most difficult things about Spanish for a non-native speaker is trying to keep all of those different verb conjugations straight.

It doesn't help that many of the most common Spanish verbs are stem-changing or just flat-out irregular! Prefixes are great because they don't change the conjugation of the verb, but can completely alter its meaning. So, once you learn the tricky irregular conjugations of the verb decir (to say), you can take advantage of prefixes to learn words like contradecir (to contradict), maldecir (to curse), bendecir (to bless), predecir (to predict) and many others.

If you're finding these useful, the natural next step is to branch out to suffixes. While we won't cover that in this post-prefixes only, baby-there's actually an entire Spanish practice book about building vocabulary with suffixes in the reputable Practice Makes Perfect series.

English vs. Spanish Prefixes

Since English and Spanish share common roots in Latin, many English and Spanish prefixes are exactly the same. Some examples are dis, pre, con, com, uni, inter, sub and re. See, for example, word pairs like unify and unificar, extract and extraer, and cooperate and cooperar.

However, as any Spanish learner knows all too well, Spanish is rife with false friends. Prefixes are no different! Prefixes are a great shortcut for language learning, but they do also require attention to detail and study time. For example, since the Spanish prefix in exists, you might think the translation of "inequal" is inigual. However, it's actually igual. Similarly, since the prefix dis exists in Spanish, you might assume that the translation of "discover" is discubrir. Close, but no cigar-it's actually cubrir.

So, study well and don't take prefix translations for granted!

One smart way to keep your Spanish prefixes and their meanings straight is to study them with flashcards. I know, you're thinking that flashcards are better for whole vocabulary words or phrases, but they work wonders with prefixes as well. If you like to write things out by hand to remember them, study your prefixes on physical flashcards and you'll get an extra study session in while creating the cards yourself. If you're more of a digital person, a great app with customizable flashcards-and a complete Spanish learning program rife with cool features-is MosaLingua.

16 Common Spanish Prefixes to Use with Verbs

Meaning: bad

You can put the prefix mal at the beginning of various verbs in order to express that the action is being done poorly, or even that the action itself is morally bad. For example, the word malgastar (to waste) comes from mal (bad) and gastar (spend). To spend something badly is to waste.

Meaning: good

The opposite of mal is ben. This one's not hard to remember because it looks and sounds so similar to the Spanish words bien (well) and bueno (good), two basic Spanish words!

Examples: bendecir (to bless, to speak well of), beneficiar (to benefit)

Meaning: un-

Like the English prefix un-, des implies the action of undoing something, either in a literal or a metaphorical sense. Take, for example, the verb descubrir (to discover). Like in English, it comes from the prefix des plus the verb cubrir (to cover), expressing a metaphorical uncovering of something.

Watch out-the word "uncover," referring to the literal act of uncovering something, has a different Spanish translation: destapar.

Examples: Deshacer (to undo), desplegar (to unfold), descuidar (to neglect), desanimar (to discourage), descomponer (to decompose), desaparecer (to disappear)

Meaning: not

Similar to des in sound but not equal in meaning, the pronoun dis helps to express opposites or the concept of not doing something.

Meaning: before

Like the word prefijo (prefix), this particular prefix refers to things that come before. It's quite similar to its English equivalent prefix "pre," as seen in words like "prepare" or "prevent."

As in English, we can understand the "before" temporally or spatially. For example, the Spanish word presentar (present), can be understood as "to put something before someone else" figuratively.

Meaning: with, together

The Spanish word con by itself means "with," so it shouldn't be surprising that the prefix con is used for verbs that have something to do with putting things together or things working together. However, make sure you don't mix it up with verbs that actually start with the prefix contra, which means "against"-almost the exact opposite!

Meaning: with, together

Similar to con, com is also used to talk about things going together or working together.

8. Co-

Meaning: with, together

This third and final prefix used to mean "with" or "together" is also represented in a number of useful Spanish verbs, many of which are cognates with their English equivalents.

Meaning: out of

Ex is another prefix that's quite similar to its English equivalent. Think of words like extract and expose. If you see the prefix ex at the beginning of a word, you can guess that the verb in question has something to do with pulling something out of something else or removing something.

Meaning: inside, among, between

If you're learning a second language, perhaps you're already interested in being an inter national citizen. Verbs that begin with this prefix have to do with actions that involve placing oneself inside, among or between other things.

Meaning: again

If you've ever studied the renacimiento (Renaissance) or the Spanish reconquista (re-conquest), then you're already familiar with this prefix, which means "again."

Meaning: over

The word sobre has many different meanings in Spanish-depending on context, it can mean "approximately," "around" or "envelope." But as a preposition, it frequently means "over" or "above," and that's also what it means as a prefix.

Examples: sobrepasar (to overpass), sobresalir (to stand out), sobrevivir (to survive), sobrecargar (to overload), sobrecogerse (to overwhelm)

Meaning: under

Sub is the opposite of sobre. Just like the English prefix sub, the Spanish equivalent deals with things that are under. See Spanish words like subterráneo (underground) and subtítulos (subtitles).

Meaning: against

In Spanish, En contra means "against" or "in disagreement" so it's not shocking that contra as a prefix means "against." Its English equivalents are generally "contra" or "counter."

Meaning: one, whole

Just like in English, the Spanish prefix uni means "one" or "whole." (Think: universe, unilateral, united...)

Meaning: equal

Think of English words like equivalent, equidistant and even equal, and you won't forget the meaning of the Spanish prefix equi. Use it in verbs that deal with making things equal or similar.

This list of prefixes is just the tip of the iceberg. But since these are some of the more common prefixes in Spanish, they make a good starting point.

Remember that although this article focused on verbs, these prefixes are equally valuable for modifying nouns, adjectives and adverbs! Prefixes are a great quick and easy way to enrich your Spanish vocabulary.

Download: This blog post is available as a convenient and portable PDF that you can take anywhere.Click here to get a copy. (Download)

And One More Thing for Your Spanish Learning Arsenal...

Craving useful Spanish lessons like this one? You'll love FluentU. FluentU takes real-world videos like music videos, commercials, news, and inspiring talks and turns them into Spanish learning experiences. In these videos, you'll see your newly-acquired prefixes in action.

In the real world, you may not pick up on new vocabulary straightaway. FluentU is designed for you to become familiarized with everyday Spanish, by combining all the benefits of total immersion and native level conversations with easy-to-read subtitles.

FluentU has a wide variety of videos-topics like soccer, TV shows, business, movies, and even magical realism, as you can see here:

FluentU brings native videos within reach with interactive transcripts. Didn't catch something? Go back and listen again. Missed a word? Hover your mouse over the subtitles to instantly view definitions.

And FluentU isn't just videos-it's a complete language learning program. Learn all the vocabulary in any video with FluentU's Quiz Mode. Swipe left or right to see more examples of the word you're on. You'll be able to create vocab lists and track your progress as you advance through video after video.

The best part is that FluentU keeps track of the vocabulary that you're learning, and it recommends you examples and videos based on the words you've already learned. You have a truly personalized experience.

Start using FluentU on the website with your computer or tablet or, better yet, download the FluentU app from the iTunes or Play Store for iOS and Android devices. Become a master of Spanish faster than you ever thought possible!

If you liked this post, something tells me that you'll love FluentU, the best way to learn Spanish with real-world videos.
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Spanish Prefixes: How to Learn Hundreds of Spanish Words with the Prefix Trick

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"I really love staring at Spanish conjugation tables! I wish I could do more rote memorization drills!" Said absolutely nobody, ever. Learning and memorizing Spanish verb conjugations can be a drag. On the other hand, without knowing the correct conjugations-and especially those tricky irregular verbs-communicating in Spanish is basically impossible.

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La cuarta diapositiva de estas diapositivas (o presentación) compara y contrasta la morfología española e inglesa. Explica dónde se usan la inflexión y la concordancia en ambos idiomas y también cómo se supone que deben usarse. Se muestra que el español tiene más reglas, como el acuerdo de género en sustantivos y adejctivos.

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Morfología: comparación de inglés y español

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Morfología: comparación de inglés y español

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La cuarta diapositiva de estas diapositivas (o presentación) compara y contrasta la morfología española e inglesa. Explica dónde se usan la inflexión y la concordancia en ambos idiomas y también cómo se supone que deben usarse. Se muestra que el español tiene más reglas, como el acuerdo de género en sustantivos y adejctivos.

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Comparing english and spanish powerpoint

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Una comparación de morfología española e inglesa

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Una comparación de morfología española e inglesa

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Este artículo describe las diferencias morfológicas entre el inglés y el español utilizando una tabla. Por ejemplo, dice que el español se considera un idioma con muchas inflexiones, mientras que el inglés no lo es. Además, el español tiene alrededor de 47 formas verbales, mientras que el inglés solo tiene cinco.

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Morphology

The Study of Structure of Words The rules of word formation may vary from language to language. Morphemes are the smallest units of meaning, and they influence the main characteristics of the English language, which is considered to a morphophonemic language.

Morphology of language essentially refers to the inflections of a language. The sequence of acquisition of morphologic constructions can vary between languages depending on the linguistic complexity of the structure in that language (Peña, Bedore & Rappazzo, 2003). For example, Spanish-speaking children acquire reflexive pronouns early, but these develop later in English-speaking children (Gutierrez-Clellen et al., 2000).

Differences in Morphology

Spanish English

is considered a highly inflected language

inflections may be placed on nouns, verbs, adjectives, articles and pronouns

inflections affect the meaning of the words

verbs can be inflected for aspect, tense, mood, probability/indicative action (has or will occur), person and number

verbs can be conjugated as regular, irregular, reflexive, radical-changing, or orthographical changing

is not considered a highly inflected language

The four categories above produce a total of 46 to 47 verb forms.

Only four or five distinct verb forms are found (Stockwell, Bowen, and Martin, 1965).

In Spanish there are two verbs that are not interchangeable ( ser and estar). Estar implies a transitory state of being while ser indicates a permanent state or an innate condition (Kayser).

In English there is essentially one copular verb that joins the subject to the verb (is/are).

It is difficult to separate morphology and syntax because morphological inflections can have an impact on syntactic structure. Syntax is the linear order of words or phrases in a sentence. Spanish syntax varies in relation to morphologic structure and complexity.

Because Spanish relies so heavily on morphology to carry meaning, word order in Spanish can be quite flexible. In contrast, English word order is more critical to meaning and, therefore, less flexible (Gutierrez-Clellen et al., 2000).

Another aspect with respect to order in which Spanish differs from English can be seen in the modification of nouns, particularly when using descriptive adjectives such as those that define color, size, or shape. There are exceptions to the rule, such as when using numbers, ordinals, and certain adjectives (Kayser, 1995).

The differences in grammatical features between English and Spanish can influence the bilingual Spanish child's use of morphology and syntax in spoken and written English. Please refer to the table below for a listing of constructions that may be observed in the language of a child who is learning both languages.

Spanish English

El carro azul anda rápido.

The car that is blue is going fast.

The blue car is going fast.

When considering the Spanish language, it is important to distinguish between two major kinds of word classes: the variable and the invariable.

Variable words are those that may vary in relationship to gender, number, degree, person, tense, mode, and voice. They include nouns, articles, adjectives, numerals, pronouns, and verbs. Of these, the verbs provide the greatest number of variations because verb conjugation in Spanish is very elaborate and highly inflectional. Verbs present variation in person, number, tense, mode, and voice.

Examples of Variations in a Spanish Verb

Mode and voice differ from English, in that the subjunctive mode and the passive voice are more common and acceptable in Spanish (For example, "Spanish is spoken by many people in the U.S." is written in the passive voice, whereas, "Many people speak Spanish in the U.S." is in the active voice.). Consequently, when this language characteristic is applied to English, it has an expected linguistic influence.

Invariable words present only one form and include adverbs, prepositions, conjunctions and interjections, although adverbs may vary in degree. English prepositions present a major challenge to Portuguese and Spanish students learning English. ( See Semantics) In addition, the use of conjunctions also differs primarily in the frequency of use of coordinating conjunctions in both verbal and written communication. This conveys the wrong impression of disorganization, when in fact, the logic is just different from the linear style used in English.

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LDLD: Spanish. Spoken Languag. Morphology.

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Morphology The Study of Structure of Words The rules of word formation may vary from language to language. Morphemes are the smallest units of meaning, and they influence the main characteristics of the English language, which is considered to a morphophonemic language. Morphology of language essentially refers to the inflections of a language.

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Este método interactivo de aprendizaje sobre los diferentes aspectos de la morfología española explica todo sobre los morfemas. Describe los morfemas como las unidades significativas más pequeñas en un idioma como el español y muestra que son una parte muy importante de la morfología lingüística y la estructura interna del español.

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Este artículo habla sobre la importancia de reconocer las vocales fuertes y débiles y cómo afectan la fonética del español. Dice que sin esta distinción, sería difícil clasificar todas las palabras en diptongos y triptongos. Enseña que las vocales fuertes en español son 3 y las débiles son 2.

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Vowels in Spanish are classified as either weak or strong, and the classification determines when combinations of two or more vowels are considered to form a separate syllable.

Key Takeaways: Spanish Vowels

Two Types of Vowels

The strong vowels of Spanish - sometimes known as open vowels-are a, e, and o. The weak vowels - sometimes known as closed vowels or semivowels-are i and u. Y often serves as a weak vowel as well, functioning in the same way and sounding the same as i.

The basic rule of vowel combinations and syllables is that two strong vowels cannot be in the same syllable, so that when two strong vowels are next to each other, they are considered to belong to separate syllables. But other combinations - such as a strong and a weak vowel or two weak vowels - form a single syllable.

Be aware that in real life, especially in rapid speech, two strong vowels, such as in the words maestro and Oaxaca, often slide together to be pronounced in a way that may sound like a single syllable or very close to it. But they are still considered separate syllables for writing purposes, such as when dividing words at the end of a line or for the use of accent marks.

Keep in mind that vowel sounds in Spanish tend to be purer than they are in English. In English, for example, the word "boa" (a type of snake) often sounds something like "boh-wah," while in Spanish boa sounds more like "boh-ah." This is because English speakers often pronounce the long "o" with a slight "ooh" sound at the end, while Spanish speakers do not.

Diphthongs

When a strong and a weak vowel or two weak vowels combine to form a single syllable, they form a diphthong. An example of a diphthong is the ai combination in baile (dance). The ai combination here sounds much like the English word "eye." Another example is the ui combination in , which to the English speaker sounds much like "fwee."

In some words, a strong and weak vowel or two weak vowels don't merge together but instead form separate syllables. In those cases, a written accent over the weak vowel is used to show the distinction. A common example is the name María. Without the accent mark, the name would be pronounced much like MAHR-yah. In effect, the accent mark turns the i into a strong vowel. Other words where an accent mark is used to keep a weak vowel from becoming part of a diphthong include río (river), heroína (heroine), dúo (duet) and país (country).

If there is an accent over the strong vowel, it doesn't destroy the diphthong. For example, in adiós, the accent merely indicates where the spoken stress goes but doesn't affect how the vowels work together.

Triphthongs

Occasionally, a diphthong can combine with a third vowel to form a triphthong. Triphthongs never have two strong vowels in them; they are formed by either three weak vowels or a strong vowel with two weak vowels. Words that have triphthongs include Uruguay (Uruguay), estudiáis (you study) and buey (ox).

Note that for purposes of the written accent, the y is considered a consonant even if it is functioning as a vowel. Thus the final syllable of Uruguay is what gets the stress; that's where the stress goes on words ending in a consonant other than n or s. If the final letter were an i, the word would need to be spelled Uruguái to maintain the pronunciation.

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Why Does It Matter if a Spanish Vowel Is Strong or Weak?

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Vowels in Spanish are classified as either weak or strong, and the classification determines when combinations of two or more vowels are considered to form a separate syllable. The strong vowels of Spanish - sometimes known as open vowels-are a, e, and o. The weak vowels - sometimes known as closed vowels or semivowels-are i and u.

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Este artículo (escrito por Mena) describe cómo se trata la silabificación en el idioma español. Además de describir por qué ciertas palabras se dividen en determinadas partes, el artículo también distingue entre la silabificación de diferentes acentos del español. Este tema se relaciona tanto con la fonología como con la fonética.

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Este artículo explica las características que pueden clasificar todas las palabras españolas como diptongos o triptongos. Dice que dos vocales seguidas serían un diptongo y tres es un triptongo. Esto se relaciona con la fonología del español porque describe los elementos fónicos de la lengua en función de su función.

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Diptongo es la reunión de dos vocales en la misma sílaba que se pronuncian en un solo golpe de voz.

Ejemplo: aire, c ausa, ac eite, d euda, b oi na.

Triptongo es la reunión de tres vocales que se pronuncian en un solo golpe de voz.

Ejemplo: limp iáis, acaric iéis, averig uáis, b uey, m iau.

Hiato es cuando dos vocales van seguidas en una palabra pero se pronuncian en sílabas diferentes.

Ejemplo: león, aéreo, raíz, feo, peana.

Normas de acentuación de diptongos, triptongos e hiatos:
Los diptongos y triptongos siguen generalmente las normas generales de la acentuación y se colocará la tilde en la vocal que suena más fuerte.

Ejemplos: diócesis, diáfano, también, después, huésped, náutico, náufrago, sepáis, lleguéis, limpiéis, averiguáis, cuídalo, cuídame, farmacéutico.

La "h" muda entre vocales se considera inexistente con respecto a la acentuación de diptongos.

Ejemplos: desahuciar, rehilar.

La "y" griega final forma diptongos y triptongos pero nunca se pondrá tilde en los mismos.

Ejemplos: convoy, Eloy, Uruguay, Paraguay, virrey, Valderaduey.

Los hiatos siguen, casi siempre, las normas generales de la acentuación.

Ejemplos: león, aéreo.

Hay un caso especial que lleva tilde para romper diptongo que no sigue las normas generales.

Ejemplos: raíz, búho, baúl, Raúl, tío, río, María, cantaría, rehúso, ahínco, caída, iríais, reúne, actúa...

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Diptongo es la reunión de dos vocales en la misma sílaba que se pronuncian en un solo golpe de voz. Ejemplo: aire, c ausa, ac eite, d euda, b oi na. Triptongo es la reunión de tres vocales que se pronuncian en un solo golpe de voz.

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Este video ilustra las diferencias en los acentos del español y por qué muchas personas diferentes hablan el idioma de diferentes maneras. Joanna, la oradora, habla de la fonética de las distintas palabras que se pronuncian de forma interesante. Por ejemplo, habla del ceceo que usa la gente en España.

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¿Cuándo comienzan los bebés o niños monolingües a perder la capacidad de escuchar las diferencias entre los sonidos de idiomas extranjeros?

a. En un año
b. A las dos semanas
c. A los tres años
d. Tan pronto como nazcan

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La Real Academia Española, fundada en 1713 por iniciativa de Juan Manuel Fernández Pacheco y Zúñiga, marqués de Villena, es una institución con personalidad jurídica propia que tiene como misión principal velar por que los cambios que experimente la lengua española en su constante adaptación a las necesidades de sus hablantes no quiebren la esencial unidad que mantiene en todo el ámbito hispánico, según establece el artículo primero de sus actuales estatutos.

De conformidad con este mismo texto, la RAE debe "cuidar igualmente de que esta evolución conserve el genio propio de la lengua, tal como este ha ido consolidándose con el correr de los siglos, así como de establecer y difundir los criterios de propiedad y corrección, y de contribuir a su esplendor. Para alcanzar dichos fines, estudiará e impulsará los estudios sobre la historia y sobre el presente del español, divulgará los escritos literarios, especialmente clásicos, y no literarios que juzgue importantes para el conocimiento de tales cuestiones, y procurará mantener vivo el recuerdo de quienes, en España o en América, han cultivado con gloria nuestra lengua". Asimismo, la RAE, "como miembro de la Asociación de Academias de la Lengua Española, mantendrá especial relación con las academias correspondientes y asociadas ".

La Academia consta de cuarenta y seis académicos de número, elegidos por la institución "entre las personas que considere más dignas, en votación secreta y, como mínimo, por mayoría absoluta de votos", según queda fijado en los artículos octavo y décimo de los estatutos vigentes.

Historia

La Real Academia Española (RAE) se funda en Madrid el año 1713, bajo el reinado de Felipe V y por iniciativa de Juan Manuel Fernández Pacheco y Zúñiga, inspirada en el modelo de la Academia Francesa y con el propósito, reflejado en sus primeros estatutos, de trabajar al servicio del idioma español.

Ver historia

Junta Directiva

El órgano ejecutivo ordinario de la Academia es la Junta de Gobierno, que se reúne al menos una vez al mes. La preside el director de la corporación y está constituida, además, por el vicedirector, el secretario, el censor, el bibliotecario, el tesorero, el vicesecretario y dos vocales adjuntos.

Ver Junta Directiva

Sede

Situada en el número 4 de la calle Felipe IV de Madrid, en el distrito de Retiro, junto al Museo del Prado y la iglesia de los Jerónimos.

Ver sede

Académicos

"Elegirá la Academia sus individuos entre las personas que considere más dignas, en votación secreta y, como mínimo, por mayoría absoluta de votos"

Ver académicos

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La Real Academia Española, fundada en 1713 por iniciativa de Juan Manuel Fernández Pacheco y Zúñiga, marqués de Villena, es una institución con personalidad jurídica propia que tiene como misión principal velar por que los cambios que experimente la lengua española en su constante adaptación a las necesidades de sus hablantes no quiebren la esencial unidad que mantiene en todo el ámbito hispánico, según establece el artículo primero de sus actuales estatutos.

# data[].attributes.attachment_link.readable_text
La Real Academia Española, fundada en 1713 por iniciativa de Juan Manuel Fernández Pacheco y Zúñiga, marqués de Villena, es una institución con personalidad jurídica propia que tiene como misión principal velar por que los cambios que experimente la lengua española en su constante adaptación a las necesidades de sus hablantes no quiebren la esencial unidad que mantiene en todo el ámbito hispánico, según establece el artículo primero de sus actuales estatutos.

De conformidad con este mismo texto, la RAE debe "cuidar igualmente de que esta evolución conserve el genio propio de la lengua, tal como este ha ido consolidándose con el correr de los siglos, así como de establecer y difundir los criterios de propiedad y corrección, y de contribuir a su esplendor. Para alcanzar dichos fines, estudiará e impulsará los estudios sobre la historia y sobre el presente del español, divulgará los escritos literarios, especialmente clásicos, y no literarios que juzgue importantes para el conocimiento de tales cuestiones, y procurará mantener vivo el recuerdo de quienes, en España o en América, han cultivado con gloria nuestra lengua". Asimismo, la RAE, "como miembro de la Asociación de Academias de la Lengua Española, mantendrá especial relación con las academias correspondientes y asociadas ".

La Academia consta de cuarenta y seis académicos de número, elegidos por la institución "entre las personas que considere más dignas, en votación secreta y, como mínimo, por mayoría absoluta de votos", según queda fijado en los artículos octavo y décimo de los estatutos vigentes.

Historia

La Real Academia Española (RAE) se funda en Madrid el año 1713, bajo el reinado de Felipe V y por iniciativa de Juan Manuel Fernández Pacheco y Zúñiga, inspirada en el modelo de la Academia Francesa y con el propósito, reflejado en sus primeros estatutos, de trabajar al servicio del idioma español.

Ver historia

Junta Directiva

El órgano ejecutivo ordinario de la Academia es la Junta de Gobierno, que se reúne al menos una vez al mes. La preside el director de la corporación y está constituida, además, por el vicedirector, el secretario, el censor, el bibliotecario, el tesorero, el vicesecretario y dos vocales adjuntos.

Ver Junta Directiva

Sede

Situada en el número 4 de la calle Felipe IV de Madrid, en el distrito de Retiro, junto al Museo del Prado y la iglesia de los Jerónimos.

Ver sede

Académicos

"Elegirá la Academia sus individuos entre las personas que considere más dignas, en votación secreta y, como mínimo, por mayoría absoluta de votos"

Ver académicos

# data[].attributes.attachment_link.description
La Real Academia Española, fundada en 1713 por iniciativa de Juan Manuel Fernández Pacheco y Zúñiga, marqués de Villena, es una institución con personalidad jurídica propia que tiene como misión principal velar por que los cambios que experimente la lengua española en su constante adaptación a las necesidades de sus hablantes no quiebren la esencial unidad que mantiene en todo el ámbito hispánico, según establece el artículo primero de sus actuales estatutos.

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How do children acquire language? Do parents teach their children to talk?

No. Children acquire language quickly, easily, and without effort or formal teaching. It happens automatically, whether their parents try to teach them or not.

Although parents or other caretakers don't teach their children to speak, they do perform an important role by talking to their children. Children who are never spoken to will not acquire language. And the language must be used for interaction with the child; for example, a child who regularly hears language on the TV or radio but nowhere else will not learn to talk.

Children acquire language through interaction - not only with their parents and other adults, but also with other children. All normal children who grow up in normal households, surrounded by conversation, will acquire the language that is being used around them. And it is just as easy for a child to acquire two or more languages at the same time, as long as they are regularly interacting with speakers of those languages.

The special way in which many adults speak to small children also helps them to acquire language. Studies show that the 'baby talk' that adults naturally use with infants and toddlers tends to always be just a bit ahead of the level of the child's own language development, as though pulling the child along. This 'baby talk' has simpler vocabulary and sentence structure than adult language, exaggerated intonation and sounds, and lots of repetition and questions. All of these features help the child to sort out the meanings, sounds, and sentence patterns of his or her language.

When do children learn to talk?

There is no one point at which a child learns to talk. By the time the child first utters a single meaningful word, he or she has already spent many months playing around with the sounds and intonations of language and connecting words with meanings. Children acquire language in stages, and different children reach the various stages at different times. The order in which these stages are reached, however, is virtually always the same.

The first sounds a baby makes are the sounds of crying. Then, around six weeks of age, the baby will begin making vowel sounds, starting with aah, ee, and ooh. At about six months, the baby starts to produce strings of consonant-vowel pairs like boo and da. In this stage, the child is playing around with the sounds of speech and sorting out the sounds that are important for making words in his or her language from the sounds that aren't. Many parents hear a child in this stage produce a combination like "mama" or "dada" and excitedly declare that the child has uttered his or her first word, even though the child probably didn't attach any meaning to the 'word'.

Somewhere around age one or one and a half, the child will actually begin to utter single words with meaning. These are always 'content' words like cookie, doggie, run,and see - never 'function' words like and, the, and of. Around the age of two, the child will begin putting two words together to make 'sentences' like doggie run. A little later on, the child may produce longer sentences that lack function words, such as big doggie run fast. At this point all that's left to add are the function words, some different sentence forms (like the passive), and the more complex sound combinations (like str). By the time the child enters kindergarten, he or she will have acquired the vast majority of the rules and sounds of the language. After this, it's just a matter of combining the different sentence types in new ways and adding new words to his or her vocabulary.

Why did my daughter say feet correctly for a while, and then go back to calling them foots?

Actually, she hasn't 'gone back' at all; she's gone forward. When she used the word feet as a toddler, she was just imitating what she had heard. But now she has learned a rule for making plurals, which is that you add the s sound to the end of the word. So she's just applying her new rule to all nouns - even the exceptions to the rule, like foot/feet. She'll probably do the same thing when she learns to add ed to verbs to make the past tense, saying things like he standed up until she learns that stand/stood is an exception to the rule. She'll sort it all out eventually, but for now, rest assured that this is progress; it's evidence that she's going beyond imitation and actually learning the rules of the English language.

How can a child who can't even tie her own shoes master a system as complex as the English language?

Although the 'baby talk' that parents use with small children may help them to acquire language, many linguists believe that this still cannot explain how infants and toddlers can acquire such a complicated system so easily.

It's far easier for a child to acquire language as an infant and toddler than it will be for the same child to learn, say, French in a college classroom 18 years later. Many linguists now say that a newborn's brain is already programmed to learn language, and in fact that when a baby is born he or she already instinctively knows a lot about language. This means that it's as natural for a human being to talk as it is for a bird to sing or for a spider to spin a web. In this sense, language may be like walking: The ability to walk is genetic, and children develop the ability to walk whether or not anybody tries to teach them to do so. In the same way, children develop the ability to talk whether or not anybody tries to teach them. For this reason, many linguists believe that language ability is genetic. Researchers believe there may be a 'critical period' (lasting roughly from infancy until puberty) during which language acquisition is effortless. According to these researchers, changes occur in the structure of the brain during puberty, and after that it is much harder to learn a new language.

Linguists have become deeply interested in finding out what all 5,000 or so of the world's languages have in common, because this may tell us what kinds of knowledge about language are actually innate. For example, it appears that all languages use the vowel sounds aah, ee, and ooh - the same vowel sounds a baby produces first. By studying languages from all over the world, linguists hope to find out what properties all languages have in common, and whether those properties are somehow hard-wired into the human brain. If it's true that babies are born with a lot of language knowledge built in, that will help to explain how it's possible for a very small child - with no teaching, and regardless of intelligence level - to quickly and easily acquire a system of language so complex that no other animal or machine has ever mastered it.

For further information

Pecchi, Jean Stillwell. 1994. Child Language. London: Routedge.

Pinker, Steven. 1994. The Language instinct. New York: W.W.Morrow.

"Playing the Language Game." Program Two: Acquiring the Human Language. The Human Language Series. Videocassette. New York: Equinox Films, 1995.

Smith, Neil. 1989. The Twitter Machine: Reflections on Language. Oxford: Blackwell.

FAQ by: Betty Birner
Download this document as a pdf.
Interested in more on this topic? Check out Language in Children and more books from LSA here.

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No. Children acquire language quickly, easily, and without effort or formal teaching. It happens automatically, whether their parents try to teach them or not. Although parents or other caretakers don't teach their children to speak, they do perform an important role by talking to their children.

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10 Spanish Dialects: How Spanish is Spoken Around the World - ALTA Language Services

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Even within a single language or language group there may be major differences in speech. The term dialect refers to those differences in intonation and pronunciation - and even words and expressions that exist in some branches of a language while absent in others. Spanish has a rich history that ...

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Este artículo explica por qué este concepto erróneo: enseñarle a un bebé más de un idioma lo confundirá. En realidad, es todo lo contrario. Al enseñarle a un niño más de un idioma desde la edad más temprana posible, los padres se aseguran de que hablarán mejor en ambos idiomas.

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How do babies learn language? Irene Zaccari, CC BY-NC-ND

Any adult who has attempted to learn a foreign language can attest to how difficult and confusing it can be. So when a three-year-old growing up in a bilingual household inserts Spanish words into his English sentences, conventional wisdom assumes that he is confusing the two languages.

Research shows that this is not the case.

In fact, early childhood is the best possible time to learn a second language. Children who experience two languages from birth typically become native speakers of both, while adults often struggle with second language learning and rarely attain native-like fluency.

But the question remains: is it confusing for babies to learn two languages simultaneously?

When do babies learn language?

Research shows babies begin to learn language sounds before they're even born. In the womb, a mother's voice is one of the most prominent sounds an unborn baby hears. By the time they're born, newborns can not only tell the difference between their mother's language and another language, but also show a capability of distinguishing between languages.

Language learning depends on the processing of sounds. All the world's languages put together comprise about 800 or so sounds. Each language uses only about 40 language sounds, or "phonemes," which distinguish one language from another.

At birth, the baby brain has an unusual gift: it can tell the difference between all 800 sounds. This means that at this stage infants can learn any language that they're exposed to. Gradually babies figure out which sounds they are hearing the most.

Between six and 12 months, infants who grow up in monolingual households become more specialized in the subset of sounds in their native language. In other words, they become "native language specialists." And, by their first birthdays, monolingual infants begin to lose their ability to hear the differences between foreign language sounds.

Studying baby brains

What about those babies who hear two languages from birth? Can a baby brain specialize in two languages? If so, how is this process different then specializing in a single language?

Knowing how the baby brain learns one versus two languages is important for understanding the developmental milestones in learning to speak. For example, parents of bilingual children often wonder what is and isn't typical or expected, or how their child will differ from those children who are learning a single language.

My collaborators and I recently studied the brain processing of language sounds in 11-month-old babies from monolingual (English only) and bilingual (Spanish-English) homes. We used a completely noninvasive technology called magnetoencephalography (MEG), which precisely pinpointed the timing and the location of activity in the brain as the babies listened to Spanish and English syllables.

We found some key differences between infants raised in monolingual versus bilingual homes.

At 11 months of age, just before most babies begin to say their first words, the brain recordings revealed that:

Babies from monolingual English households are specialized to process the sounds of English, and not the sounds of Spanish, an unfamiliar language

Babies from bilingual Spanish-English households are specialized to process the sounds of both languages, Spanish and English.

Our findings show that babies' brains become tuned to whatever language or languages they hear from their caregivers. A monolingual brain becomes tuned to the sounds of one language, and a bilingual brain becomes tuned to the sounds of two languages. By 11 months of age, the activity in the baby brain reflects the language or languages that they have been exposed to.

Is it OK to learn two languages?

This has important implications. Parents of monolingual and bilingual children alike are eager for their little ones to utter the first words. It's an exciting time to learn more about what the baby is thinking. However, a common concern, especially for bilingual parents, is that their child is not learning fast enough.

We found that the bilingual babies showed an equally strong brain response to English sounds as the monolingual babies. This suggests that bilingual babies were learning English at the same rate as the monolingual babies.

Parents of bilingual children also worry that their children will not know as many words as children who are raised with one language.

To some extent, this concern is valid. Bilingual infants split their time between two languages, and thus, on average, hear fewer words in each. However, studies consistently show that bilingual children do not lag behind when both languages are considered.

Vocabulary sizes of bilingual children, when combined across both languages, have been found to be equal to or greater than those of monolingual children.

Another common concern is that bilingualism causes confusion. Part of this concern arises due to "code switching," a speaking behavior in which bilinguals combine both languages.

For example, my four-year-old son, who speaks English, Spanish, and Slovene, goes as far as using the Slovene endings on Spanish and English words. Research shows bilingual children code-switch because bilingual adults around them do too. Code-switching in bilingual adults and children is rule-governed, not haphazard.

Unlike monolingual children, bilingual children have another language from which they can easily borrow if they can't quickly retrieve the appropriate word in one language. Even two-year-olds modulate their language to match the language used by their interlocutor.

Researchers have shown code switching to be part of a bilingual child's normal language development. And it could even be the beginning of what gives them the extra cognitive prowess known as the "bilingual advantage."

Bilingual kids are at an advantage

The good news is young children all around the world can and do acquire two languages simultaneously. In fact, in many parts of the world, being bilingual is the norm rather than an exception.

It is now understood that the constant need to shift attention between languages leads to several cognitive advantages. Research has found that bilingual adults and children show an improved executive functioning of the brain - that is, they are able to shift attention, switch between tasks and solve problems more easily. Bilinguals have also been found to have increased metalinguistic skills (the ability to think about language per se, and understand how it works). There is evidence that being bilingual makes the learning of a third language easier. Further, the accumulating effect of dual language experience is thought to translate into protective effects against cognitive decline with aging and the onset of Alzheimer's disease.

So, if you want your child to know more than one language, it's best to start at an early age, before she even starts speaking her first language. It won't confuse your child, and it could even give her a boost in other forms of cognition.

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Why the baby brain can learn two languages at the same time

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Any adult who has attempted to learn a foreign language can attest to how difficult and confusing it can be. So when a three-year-old growing up in a bilingual household inserts Spanish words into his English sentences, conventional wisdom assumes that he is confusing the two languages.

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Esta publicación de blog recorre diferentes dialectos del español que se hablan en las obras y explica las regiones donde se utilizan. Además, la publicación describe cómo la misma región puede tener muchas formas diferentes de español en función de las poblaciones que viven allí y sus creencias religiosas o culturales.

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Este estudio científico del lenguaje describe la importancia de hablar con los bebés para su desarrollo lingüístico. Es necesario que las personas hablen alrededor de los bebés, porque no aprenderán de las pantallas ni audio. Esto eventualmente conducirá a que los niños pequeños se vuelvan completamente porficientes en unos meses.

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Este artículo describe la RAE, que se describe como una institución que tiene como objetivo preservar el idioma tradicional. La RAE también documenta nuevas adiciones y cambios al idioma español. Describe la importancia de mantener la unidad entre todas las naciones y regiones que hablan español para preservar el idioma.

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https://www.asale.org/academias/real-academia-espanola

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La Real Academia Española, fundada en 1713 por iniciativa de Juan Manuel Fernández Pacheco y Zúñiga, marqués de Villena, es una institución con personalidad jurídica propia que tiene como misión principal velar por que los cambios que experimente la lengua española en su constante adaptación a las necesidades de sus hablantes no quiebren la esencial unidad que mantiene en todo el ámbito hispánico, según establece el artículo primero de sus actuales estatutos.

De conformidad con este mismo texto, la RAE debe "cuidar igualmente de que esta evolución conserve el genio propio de la lengua, tal como este ha ido consolidándose con el correr de los siglos, así como de establecer y difundir los criterios de propiedad y corrección, y de contribuir a su esplendor. Para alcanzar dichos fines, estudiará e impulsará los estudios sobre la historia y sobre el presente del español, divulgará los escritos literarios, especialmente clásicos, y no literarios que juzgue importantes para el conocimiento de tales cuestiones, y procurará mantener vivo el recuerdo de quienes, en España o en América, han cultivado con gloria nuestra lengua". Asimismo, la RAE, "como miembro de la Asociación de Academias de la Lengua Española, mantendrá especial relación con las academias correspondientes y asociadas ".

La Academia consta de cuarenta y seis académicos de número, elegidos por la institución "entre las personas que considere más dignas, en votación secreta y, como mínimo, por mayoría absoluta de votos", según queda fijado en los artículos octavo y décimo de los estatutos vigentes.

Historia

La Real Academia Española (RAE) se funda en Madrid el año 1713, bajo el reinado de Felipe V y por iniciativa de Juan Manuel Fernández Pacheco y Zúñiga, inspirada en el modelo de la Academia Francesa y con el propósito, reflejado en sus primeros estatutos, de trabajar al servicio del idioma español.

Ver historia

Junta Directiva

El órgano ejecutivo ordinario de la Academia es la Junta de Gobierno, que se reúne al menos una vez al mes. La preside el director de la corporación y está constituida, además, por el vicedirector, el secretario, el censor, el bibliotecario, el tesorero, el vicesecretario y dos vocales adjuntos.

Ver Junta Directiva

Sede

Situada en el número 4 de la calle Felipe IV de Madrid, en el distrito de Retiro, junto al Museo del Prado y la iglesia de los Jerónimos.

Ver sede

Académicos

"Elegirá la Academia sus individuos entre las personas que considere más dignas, en votación secreta y, como mínimo, por mayoría absoluta de votos"

Ver académicos

# data[].attributes.attachment_link.description
La Real Academia Española, fundada en 1713 por iniciativa de Juan Manuel Fernández Pacheco y Zúñiga, marqués de Villena, es una institución con personalidad jurídica propia que tiene como misión principal velar por que los cambios que experimente la lengua española en su constante adaptación a las necesidades de sus hablantes no quiebren la esencial unidad que mantiene en todo el ámbito hispánico, según establece el artículo primero de sus actuales estatutos.