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Este es un articulo muy interesante que se trata de un nuevo tema que nunca he escuchado según la influencia del español en los Estados Unidos. Un lingüista, Phillip M. Carter, esta proponiendo el argumento que lo llama "3 generation pattern". Es interesante leer el argumento que Carter hace y sus estudios incluso evidencia porque el piensa que el uso del español se va a bajar en los EE.UU.

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Hidden just beneath the surface of the ongoing heated debate about immigration in the United States lurks an often unspoken concern: language. Specifically, whether immigration from Spanish-speaking countries threatens the English language's dominance.

Language and immigration have long been politically linked in the US. When Farmers Branch, Texas, passed an English-only "requirement" in 2006, then-Mayor Tim O'Hare justified it by saying that "we need to address illegal immigration in our city and we need to do it now."

The Farmers Branch city council voted unanimously to drop the controversial ordinance last November, but 31 states and hundreds of towns in the United States still have local English-only or "official English" laws.

The perception that Latino immigration has led Spanish to sideline or even overtake English in the US is widespread. After all, Spanish is the second most dominant language in the country, after English. It is spoken by 48.6 million people: 34.8 million Spanish-speakers age 5 and older of various national-origin backgrounds, 11 million undocumented Latin American immigrants and an estimated 2.8 million non-Latinos who use Spanish in the home.

Census data on US demographic changes project that by 2060 the Latino population in the US-the group most likely to speak Spanish-will grow 115 percent, to 119 million.

But these figures don't tell the whole story. As a linguist, I have studied Spanish-English bilingualism in Texas, California, Florida and beyond, and I can attest that Spanish is not taking over the United States. Far from it: Political fearmongering notwithstanding, Spanish actually holds a rather tenuous position in the country.

From bilingual to monolingual

How can the Latino population be growing rapidly while Spanish-speaking remains stable? The answer lies in oft-overlooked peculiarities of census data and in the particular linguistic history of the United States.

If one looks only at immigration patterns over the past half-century, it is true that the US has been gaining Spanish-speakers. From 1965 to 2015, roughly half of all immigration has come from Latin American countries. This trend added some 30 million people, most of whom came speaking Spanish, to the American populace.

But this is only half the story. While new immigrants bring Spanish with them, research shows that their children tend to become bilinguals who overwhelmingly prefer English. As a result, the same immigrants' grandchildren likely speak English only.

Linguists call this phenomenon " the three-generation pattern." In essence, it means that non-English languages in the US are lost by or during the third generation.

We can see this pattern playing out in data from the Pew Hispanic Center. Surveys show that in 2000, 48 percent of Latino adults aged 50 to 68 spoke "only English" or "English very well," and that 73 percent of Latino children aged 5 to 17 did.

By 2014, those numbers had jumped to 52 percent and 88 percent, respectively. In other words, the shift from Spanish to English is happening nationwide, both over time and between generations.

Why English dominates

Language shift is not a naturally occurring phenomenon. Rather, it is a consequence of cultural forces that pressure speakers to give up one language to get another. These forces include restrictive language laws that formally prohibit the use of Spanish in educational or government settings, as Farmers Branch, Texas, did for 11 years.

Schools also drive the three-generation pattern. Even though Latin American parents often speak to their US-born children in Spanish, those children almost invariably attend English-only schools.

There, they learn that academic success is achieved in English. As a result, first-generation children expand their vocabularies and literacy practices in English, not in Spanish.

They may also encounter negative attitudes toward Spanish from teachers and peers. For example, in October 2017, a New Jersey high school teacher was caught on video reprimanding three students for speaking Spanish, encouraging them, instead, to speak "American." That no such language exists is beside the point-her message was clear.

Social pressure to speak English is so great that Latino immigrant parents may notice resistance to using Spanish at home as early as kindergarten. A generation later, though grandparents may continue to use Spanish in the home, grandchildren will often respond to them in English.

The numerous blogs, websites and guides dedicated to helping Latino parents navigate this bilingual terrain indicate just how common language shift is.

Indeed, when I ask my own Latino students about when they speak what to whom, the answer is almost always the same: Spanish with elders, English with everyone else.

This pattern seems to hold in small towns and big cities, on the East Coast and on the West, and in towns with large and small Latino populations. From Chicago to Southern California, children of Spanish-speaking immigrants become English-dominant.

The Spanish-to-English shift even occurs in Miami, where over 65 percent of the population is Latino and where speaking Spanish has clear economic benefits. That's why Miami struggles to find enough Spanish-speaking teachers to staff its public schools.

English on the rise

Spanish isn't the only immigrant language that has struggled to keep a foothold in the US. Germans, Italians, Poles and Swedes went through similar language shifts in the 19th and 20th centuries. These languages, too, were sometimes seen as a threat to American identity in their time.

Then as now, American anxiety about the role of English in US society was totally unfounded. In the roughly 150,000-year history of human language, there has never been a more secure tongue than English.

More people worldwide do speak Mandarin and Spanish as their first language. But with some 400 million first language speakers and more than 500 million adoptive English speakers, English has a global standing enjoyed by none of the roughly 6,000 other languages spoken worldwide. It has been that way for about half a century.

If Latino immigration declines markedly in the US, language shift may actually lead Spanish to disappear across America. English, on the other hand, isn't going anywhere fast.
This article was originally published on The Conversation. Read the original article.

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The "three generation pattern" could wipe out Spanish in the US

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Hidden just beneath the surface of the ongoing heated debate about immigration in the United States lurks an often unspoken concern: language. Specifically, whether immigration from Spanish-speaking countries threatens the English language's dominance. Language and immigration have long been politically linked in the US. When Farmers Branch, Texas, passed an English-only "requirement" in 2006, then-Mayor...

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Este video de Youtube es una noticia que viene de CNN en el ano 2015. Un hombre, Mark Lopez, habla de los estadísticos del español y las personas y comunidades que lo hablan. Me gusta el video porque nos ayuda entender el impacto del español en los Estados Unidos y también la comunidad latina especialmente las generaciones que han nacido en el país pero tienen padres nativos de Latinoamérica.

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¿English o Español? El bilingüismo en EE.UU.

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Mark Hugo López del Centro Pew presenta un nuevo estudio sobre los idiomas que hablan los hispanos en Estados Unidos.

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Este video es uno chistoso que "enseña" como hablar el spanglish. También el video habla de code-switching pero lo llaman "ping-ponging" para explicar el intercambio de idiomas en una frase. Me gusta el video porque me ha pasado tantas veces que escucho una palabra del español que viene directamente del ingles. Me interesa esto porque de esta manera la gente latina y americana están creando otro idioma.

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En clase me intereso la lengua que latinos han creado según la interacción con el ingles. Este es un articulo que nos da algunos ejemplos de unas palabras prestadas del ingles. La mayoría del vocabulario aquí se pronuncia casi exactamente como lo dices en ingles solamente la palabra escrita puede ser diferente.

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Are they speaking English?
No, they couldn't be. But that word sounded so darn familiar.

You're speaking Spanish with native speakers, and all of sudden something odd happened. You can hardly make sense of it. But-ah, again!-there's another strangely familiar word that sounds distinctly un-Spanish.

You start to question yourself. Are you mishearing? Are they trying to make it easier for you to understand? Are you in some sort of alternate universe? The answers are no, no and probably not.

The reason those words sound so un-Spanish is probably that they aren't Spanish at all-at least not originally. Spanish has borrowed a number of words from the English language.

So while you may study up on idioms, travel phrases and restaurant vocabulary for your impending trip, and you may even know slang to sound like a true Argentine, Mexican, Ecuadorian or Spaniard, you can also actually use some familiar English-language words while speaking Spanish.

What Are Loanwords and Why Are They Noteworthy?

It's no secret that all languages borrow words from other languages. After all, some very useful words begin in one language and other languages need them too.

These words that are taken from one language and used as-is in their adopted language are known as "loanwords."

More specifically, we can call words that originally came from English but are now borrowed by other languages "Anglicisms." This term indicates their English origin.

It's important to be familiar with loanwords, and Anglicisms in particular, because they make learning and remembering new vocabulary words much easier. After all, you already know the word in English, so memorizing the same word in Spanish will be a breeze!

Just take a look at the English loanwords that we've put together here, and you'll know what we mean!

The following words all came from English (most recently-they may have some deeper linguistic origins) and are now used in Spanish.

Some of these words have multiple spellings included. This is because they often appear spelled in multiple ways. There's no real proper way to spell it. One version is usually closer to the English language while the other is made more traditionally Spanish.

Keep in mind that, regardless of the spelling, you'll need to pronounce all of these words with a good, solid Spanish accent.
-Fashion and Lifestyle-
While this word will look familiar to English speakers, it actually has a slightly different meaning from its English-language counterpart. In Spanish, panty or panti actually refers to pantyhose or tights.

In English, "smoking" is a verb, but in Spanish it's a noun. Smoking or esmoquin refers to a tuxedo or dinner jacket. Need an easy way to remember this? Think of the English term "smoking jacket."

Both spellings refer to the synthetic fabric.

Though it's sometimes known as a perforación, the word piercing is often used to refer to-you guessed it-a piercing of any shape, size or body part.
-Sports-
Taken from the English word "football," this word is used to refer to soccer (or what everyone everywhere, aside from people in the U.S.A., calls "football").

6. Básquetbol

While it's sometimes called baloncesto, which uses the natural Spanish vocabulary choices for ball (balón) and basket (cesto), basketball is also known as básquetbol throughout Latin America.

No surprises here. Tenis means "tennis." Be sure to place the emphasis on the second syllable ( tenis) in Spanish.

This is another straightforward one. Hockey means "hockey" in both Spanish and English.

This is identical in meaning and spelling-but not in pronunciation, of course-in both Spanish and English.

10. Waterpolo

Here's a twist. Waterpolo is the Spanish equivalent of our "water polo." Note the slight difference in spacing. Captivating, no?

Yup, golf is still golf.

While the English word "surf" is usually used as a verb to refer to the sport, in Spanish surf is actually a noun referring to the sport, so it's more similar in meaning to the English word "surfing."

This one is a bit tricky. In English, "footing" usually refers to the placement of your feet. However, in Spanish, it's a noun meaning "jogging."

14. Spinning

This indoor cycling is exhausting in either language.

Gol means "goal."
-Computers and Technology-
"Tweet," "retweet," "twitter," "hashtag" and pretty much any other Twitter-affiliated term will be the same in both Spanish and English.

Though sometimes called correo electrónico, email is also frequently used to refer to email. Pronounce both the e and the mail strongly.

When referring to an online post (though not other types of posts), post is equivalent to the English word "post."

Chat is used to refer to online chats or chatrooms.

While this is technically a noun, it's used to refer to clicking anything online. Hacer clic means "to click."

Link can be used to refer to online links, but not other sorts of links such as connections or chains.

22. Internet

This is the same in both Spanish and English.

Again, the meaning is identical in both Spanish and English.

Though the abbreviation is the same, in Spanish the full name is actually disco de video digital.

Unlike the rest of the abbreviations yet to come, this one's letters are pronounced with a more Englishy accent, dee-vee-dee.

This abbreviation is taken directly from English. To say the full words in Spanish, you would say disco compacto, so clearly the abbreviation is derived from English or it would be DC.

This abbreviation, along with all of the following, must be read out loud in Spanish letters with classic Spanish pronunciation.

This abbreviation also comes from the English abbreviation. After all, sistema de posicionamiento global doesn't quite lend itself to the abbreviation GPS.

This is used to refer to a personal computer in both Spanish and English.

In both Spanish and English, this refers to "frequently asked questions" that webpages often post.
-Food and Drink-
What with margaritas, piña coladas and sangria, you'd think English had taken more drinks from Spanish than vice versa. However, drinks know no language boundaries and English-language drink names are now common in Spanish. Whiskey and güisqui are both used to refer to whiskey.

30. Gin-tonic

Gin-tonic is a gin and tonic.

31. Bloody Mary

This is a brunch favorite in either language.

Cocktail and cóctel are both used to mean "cocktail" or "mixed drink."

No matter which way you spell it, it's the same delicious dish that we English-speakers know and love all too well.

While tocino and tocineta are commonly used in Latin America, beicon, béicon and/or bacón are frequently used in Spain to refer to the salty meat.

In both English and Spanish, this refers to an outdoor meal beloved by cartoon bears.
-People-
Though historically used to mean a New Englander, this term in modern Spanish now usually refers to any American (sometimes as a pejorative).

In both Spanish and English, this term refers to someone trying to be trendy or superior to others.

38. Gángster

Gángster means "gangster."

39. Hooligan

While there are many Spanish terms that are equivalent to the English word "hooligan," the loanword hooligan is more used to refer to trouble-making students or young people.

This is the same in both languages. Peace, man. Both the i and y are pronounced like the Spanish letter i.

This is the same in both Spanish and English.

Líder is derived from the English word "leader."

While in English we more frequently call them "bartenders," the Spanish word barman comes from the old-timey English term "barman" or "barkeep."

These words can be used to refer to a rock musician or fan.
-Music-
This is the same in both Spanish and English.

Funk in Spanish refers to the style of music.

Blues in Spanish refers to the style of music, not the color group.

Pop in Spanish refers to the style of music but not soda, the noise or the verb.

This mostly refers to the music style though it can occasionally be used to refer to a person.

House refers to a style of music, but it does not mean "house" as in the place where you live.

Heavy is used to refer to heavy metal music.

52. Breakdance / Breikdans

Breakdance and Breikdans are used to refer to the dance style.
-Locations-
In Spanish, the word bar can be used to mean "bar," as it does in English, a place where people go to drink.

Club can be used to refer to virtually any type of club, from golf clubs to yacht clubs to nightclubs-most often nightclubs.

Pub means the same in both Spanish and English.

In Spanish camping and cámping can be used to mean "camping," "campground" or "campsite."

In English, "parking" is a verb to refer to the act of parking a car. However, in Spanish it is a noun used to refer to a parking lot.
-Other-
58. Bestseller / Béstseller

In both Spanish and English, this word is used to refer to popular books.

These terms are used to refer to comic strips and comic books.

Though sometimes referred to as pasatiempo, a hobby is often called a hobby.

Boicot comes from the English word "boycott."

Bol comes from the English word "bowl." Whether it's filled with helado (ice cream) or something else is a moot point.

In Spanish, this term refers to a heart bypass but not a road bypass.

64. Overbooking

This word has the same meaning in both Spanish and English. Once you've gotten bumped from a flight because of it, it's a term you'll never forget.

65. Marketing

Used exclusively as a noun in Spanish, this refers to the commercial field of marketing and the act of marketing a product or service.

Though sometimes called hostelería, catering or cátering can also be used to refer to caterers themselves, their businesses and the general services they offer.

Zapping is a colloquial term used for channel surfing

Whether in Spanish or English, this is an agreeable term.

As you can see, Spanish uses a lot of English words.

With new terms entering each language daily, the overlap between these two great languages will only grow with time.

Learn them as you go-they're basically freebie vocabulary words!

And One More Thing...

If you like learning colorful, memorable Spanish lessons like this one, then you'll love FluentU.

FluentU takes real-world videos like music videos, commercials, news, and inspiring talks and turns them into Spanish learning experiences.

Other sites use scripted content. FluentU uses a natural approach that helps you ease into the Spanish language and culture over time. You'll learn Spanish as it's actually spoken by real people.

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. You can tap on any word to look it up instantly. Every definition has examples that have been written to help you understand how the word is used. If you see an interesting word you don't know, you can add it to a vocab list.

Learn all the vocabulary in any video with FluentU's Learn Mode. Swipe left or right to see more examples of the word you're on.

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. Every learner has a truly personalized experience, even if they're learning the same video.

Start using FluentU on the website with your computer or tablet or, better yet, download the FluentU App from the iTunes store. The Android app is coming soon!

If you liked this post, something tells me that you'll love FluentU, the best way to learn Spanish with real-world videos.
Experience Spanish immersion online!

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Double Agents: 68 Sneaky English Words Undercover as Spanish Words

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Are they speaking English?No, they couldn't be. But that word sounded so darn familiar.You're speaking Spanish with native speakers, and all of sudden something odd happened. You can hardly make sense of it. But-ah, again!-there's another strangely familiar word that sounds distinctly un-Spa

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Dialectos del ingles en los Estados Unidos 

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Dialectos del ingles en los Estados Unidos 

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En clase ya hemos mirado algo sobre los dialectos diferentes del ingles en los estados unidos. El dialecto es una característica de las variedades lingüísticas de una lengua. Este articulo se trata de una mapa hecho por Robert Delaney que muestra los regiones de los estados unidos que generalmente tienen el mismo dialecto.
https://www.washingtonpost.com/blogs/govbeat/wp/2013/12/02/what-dialect-to-do-you-speak-a-map-of-american-english/?utm_term=.b5edf97bcd34

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Este es el tema que más me llamo la atención. Es muy interesante en como la gente que es bilingüe o multilingüe se puede intercambiar las palabras o frases de los idiomas que conocen. Este video de Youtube es bueno porque enseña el tema de code switching y como funciona con la gente bilingüe o multilingüe. Aparte de este video, he visto "variaciones' del tema de code switching.

Canción- "Lo que siento"- Cuco (https://genius.com/Cuco-lo-que-siento-lyrics)
Video- George Lopez (https://www.youtube.com/watch?v=Z7BzbkE4h-8)
Video- Key & Peele (https://www.youtube.com/watch?v=JzprLDmdRlc)

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CODE-SWITCHING: Jumping Between 2 Different Languages

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Este video que viene de Youtube es uno educativo que se trata del tema de las variedad lingüísticas. Este video ayuda con el inicio de entender las variedades lingüística de una lengua como el español. También nos da buenos ejemplos de los temas para comprender las situaciones mejor.

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Las variedades lingüísticas - Lengua - Educatina

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Diferencias del lenguaje español en cada país

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Diferencias del lenguaje español en cada país

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Este video de Youtube muestra las diferencias en como se hablan el español en regiones diferentes. Yo creo que este video es una buena representación de como podemos ver el cambio de vocabulario y también los acentos. Estos diferencias son debidos a la historia de la lengua y como se estableció con las lenguas de la gente indigenas de esas regiones como la influencia del Nahuatl en Mexico.

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Diferencias del lenguaje español  en cada país

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Uploaded by Miguel Peroza on 2017-03-31.

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En clase he estado teniendo problemas diferenciando los términos, la semántica y la pragmática.

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Start studying La linguistica: semantica y pragmatica. Learn vocabulary, terms, and more with flashcards, games, and other study tools.

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Como sabemos que Espańol es una lengua que se derive de la lengua Latin, llamado una lengua romántica, hay otras lenguas que vienen de regiones diferentes que son clasificados en otros grupos por las regiones de donde vienen. Este articulo categoriza las lenguas en los grupos de como Romántica, Germánico, y Eslavo. También explica porque estas lenguas son parte de su grupo.

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The Indo-European family of languages include (please note that not every language is included):

You may have noticed that a few languages spoken on the European continent are not included in the Indo-European family of languages. Finnish, Hungarian and Estonian belong to the Uralic (also called Finno-Ugric) family, and Basque (spoken in the Pyrenees region) has no genetic relation to any other language. Two branches, Anatolian and Tocharian, are also not included in this diagram because they are considered extinct. Anatolian languages include Hittite, Luwian, Palaic, Lydian and Lycian. Tocharian is classified as two dialects, East Tocharian or Turfan and West Tocharian or Kuchean. There are other extinct languages related to the above languages as well, such as Gothic of the East Germanic group, Old Prussian of the Baltic group, and Manx Gaelic of the Goidelic group.

So far I have only studied languages in the Romance, Germanic and Slavic branches so that is what the following summaries will include.

Romance Languages

The Romance languages are spoken by about 600 million people across the globe. All of these languages derive from Latin, and the five national standard languages that are recognized include French, Spanish, Italian, Portuguese and Romanian. There are other languages as well, such as Catalan, Occitan, Romansh, Galician, Corsican, Sicilian and Rhaeto-Romance, but unfortunately, these are not recognized as national languages (except Romansh, which is the fourth official language of Switzerland).

The modern Romance languages have a high number of lexical overlap. French and Italian share 89% lexical similarity, as do Spanish and Portuguese. (It should be noted that Sicilian is as different from standard Italian as Portuguese is from Spanish.) However, Spanish and Portuguese have borrowed from Arabic, French from Germanic, and Romanian from Slavic because of historical and geographical reasons.

Phonemic nasal sounds are found in French and Portuguese, and the palatalization and affrication of velar and dental consonants before front vowels is a departure from Latin. The western languages generally use /s/ as a plural marker, though it is silent in spoken French, while the eastern languages such as Italian and Romanian use vowels. All languages recognize two genders, masculine and feminine, and use articles before the noun (except in Romanian, where they follow the noun). Word order is generally subject-verb-object except when the object is a pronoun, then the pronoun precedes the verb. Most adjectives follow the noun they describe as well as agree with it in gender and number.

Because of its geographic isolation from the other four main languages, Romanian is a unique Romance language. Although attempts to write the language in the Cyrillic alphabet failed, the Slavic languages still contribute to the lexicon, pronunciation and morphology. Romanian still uses three distinct cases: nominative/accusative, genitive/dative and vocative. Occasionally, object-verb-subject word order is used as in other Balkan languages.

More people learn French as a second language than any other language in the world except English, although there are several other languages spoken by more people (Mandarin Chinese, English, Hindi/Urdu, Russian, Spanish, Japanese, German, Indonesian and Portuguese.) The grammar and pronunciation can be difficult at times, and there is a great difference between the spoken and written forms, but it is not too hard to learn. French used to be the lingua franca of the world, and is still respected as the language of great literature and diplomacy.

Spanish is the other obvious choice for learning a Romance language. The Hispanic influence on the United States continually grows, and more people are finding Spanish a necessity. Spanish pronunciation is closer to English, but the grammar is similar to French. Once you've learned Spanish, Portuguese will be simple. Portuguese is one of those languages that is spoken by many, many people, yet no one seems to learn it as a second language. The grammar is slightly harder than Spanish, but the pronunciation is easier than French.

In my opinion, Italian is the easiest language to learn. The pronunciation is very clear compared to French, and the grammar is slightly easier than Spanish. If you're interested in opera, cuisine, history, archaeology, or art then Italian is a good choice.

Germanic Languages

The Germanic languages are spoken on every continent by about 450 million people. Most people speak English, but German, Dutch and even the Scandinavian languages remain spoken in former colonies all over the world. Afrikaans is actually a daughter language of Dutch spoken in South Africa, and Flemish is the form of Dutch spoken in Belgium. Faroese is spoken in the Faroes Islands, and Frisian (spoken in the Netherlands) is the language that is often said to be the most closely related to English. However, Scots is actually closest to English.

One third of the vocabulary of the Germanic languages is not of Indo-European origin. The stress of words is primarily on the first syllable, and several vowel shifts separate the Germanic languages from other Indo-European languages. Originally, there were three numbers (singular, plural, dual), three genders (masculine, feminine, neuter), and four noun cases (nominative, accusative, dative, genitive) but these only remain in German (minus the dual) and Icelandic. Word order in German is less strict because of the cases, but it is also much more complicated because of the verb final position in subordinate clauses. Dutch has combined the three genders into common and neuter, common being the former masculine and feminine. English has no genders or noun cases except for changes among a few personal pronouns. As well as strong and weak verbs, there are also strong and weak adjectives that decline before nouns.

German retains most of the Proto-Germanic language, but is least like the other languages in its group. Consequently, it is the most difficult to learn. The noun cases are easier than those of the Slavic languages, but they still give English speakers several problems. German is the most used language among the eastern countries of Europe, so it can be used a lingua franca in Slavic-speaking areas.

Dutch is much easier to learn than German, but many people dismiss this language because The Netherlands is no longer a world power. The verbs are less complicated, as well as word order, and the vocabulary sounds more like English. When you learn Dutch, you will also be able to communicate with those who speak Afrikaans in South Africa, Flemish speakers in northern Belgium and even some Indonesians who have learned Dutch as a result of centuries of colonial rule.

Norwegian, Swedish, and Danish are also very easy for English speakers to learn. Like Dutch, there are two genders (some dialects of Norwegian have three), but verbs only change for tense (and not person) and word order is much like English. Definite articles attach to the end of the noun (as in Romanian). Swedish and Norwegian are tonal lanugages, meaning the accent on a syllable can distinguish meaning between words, though tones in Norwegian are easier to master. These differing accents make Swedes sound as if they are singing, and also make it harder for English speakers to learn pronunciation correctly. These three languages are said to be mutually intelligible, meaning they may be considered dialects of one Scandinavian language. However, it is often hard for Swedes and Danes to communicate with each other, but rather easy for Danes to talk to Norwegians. It is usually recommended to learn Norwegian first if you plan to learn all three; however, Swedish is spoken by more people.

Slavic Languages

The Slavic languages are spoken in Eastern Europe and Russia and are the harder of the three language groups analyzed to learn. They are most closely related to the Baltic languages of Lithuania and Latvia. In terms of geography, Austria, Hungary and Romania separate Bulgarian, Macedonian, Serbian, Croatian and Slovenian from the other languages, but Bulgarian and Macedonian are the only two that are somewhat different from the northern languages. The Western languages in the chart above use the Latin alphabet, while the Eastern languages use the Cyrillic alphabet.

These languages are characterized by palatalizations (sounds such as ch, sh, zh) and a few palatal consonants (the sounds nj, lj, rj). All languages recognize the numbers singular and plural, as well as three genders: masculine, feminine, and neuter. There are at least six noun cases, sometimes seven: nominative, accusative, dative, genitive, instrumental, locative, and vocative. Russian does not have the vocative case and sometimes calls the locative case "prepositional." Because of the extensive case system and declensions of nouns, word order is relatively free.

None of the languages make use of any articles (except Bulgarian and Macedonian), but all use the imperfective and perfective aspects of verbs. Bulgarian and Macedonian are the most closely related languages to Old Slavonic, although all morphological case has been lost in these two languages. The dual number is only retained in Slovenian and Sorbian, while the aorist and imperfect verb forms only survive in Bulgarian, Macedonian, Sorbian and literary Serbo-Croatian.

If you're interested in learning Slavic languages, Polish, Serbian, Croatian and Russian are the most useful. It will probably be easier to begin with the Western languages as they use the Latin alphabet. Russian will seem very easy if you've learned Croatian first, even easier if you've learned Serbian. Polish isn't as closely related to Russian though - Serbian would be a better choice to lead into Russian.

► A Romanian translation of this page is now, thanks to Alexander.

Learn more about the classification of languages around the world or the science of linguistics in general.

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The Indo-European family of languages include (please note that not every language is included): You may have noticed that a few languages spoken on the European continent are not included in the Indo-European family of languages. Finnish, Hungarian and Estonian belong to the Uralic (also called Finno-Ugric) family, and Basque (spoken in the Pyrenees region) has no genetic relation to any other language.

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Ya hemos pasado por este tema del lenguaje pero creo que podemos relacionar la Sapir-Whorf hipótesis otra vez con la historia de la lengua. Este video explica el definición de la hipótesis y da unos ejemplos para explicarlo. Podemos relacionar esta hipótesis a la historia de la lengua por como desarrollaron las lenguas del mundo en comunidades especificas a través del tiempo.

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Does language shape how we think? Linguistic relativity & linguistic determinism -- Linguistics 101

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Por tener origines del Oriente Medio y también Latinoamérica, me llamo la atención mucho las semejanzas de las lenguas árabe y español. Me interesó mucho este video de Youtube porque muestra algunas de estas semejanzas de las lenguas. Lo que no muestra el video es la historia de estas lenguas y como se desarrollaron en la región de Espana.

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Como todos saben, la lengua de español viene de otras lenguas que se ha desarrollado para ser su propia lengua con sus propias reglas. Este video de Youtube es muy bien para aprender un poco de la lengua incluso la historia, las regiones, y unos datos interesantes de como llegó a ser su propia lengua en regiones oficiales.

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The Spanish Language and What Makes it The Coolest

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Como yo aprendo mejor de ejemplos visuales, intente encontrar un video de estos diagramas para mejor mi entendimiento de como formar uno. Este video de Youtube me ha ayudado con la formación de un diagrama sintagmático. El video explica bien los partes de la oración y por que pertenece a un grupo especifico del diagrama.

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EJERCICIO - ANÁLISIS SINTÁCTICO ( PERÍFRASIS VERBAL)

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Yo queria encontrar un video que diferencia los términos la morfología y la sintaxis para las personas que han tenido problemas con diferenciar los significados. La profesora hace un buen trabajo explicando que es la diferencia entre los dos términos. Aunque no explica cada componente de los términos, es una buena explicación para los que ya saben de los componentes y necesitan comprender mejor.

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Diferencia entre el análisis morfológico y sintáctico de una oración

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Este link viene del sitio de Real Academia Española. Por tener dificultad con los usos de 'se', intente buscar otra forma de explicación. Este link puede ser de buen uso por sus explicaciones y también por los links añadidos en el texto. Esos links añadidos expanden la explicación y el entendimiento de todos los componentes.

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Este video que encontre en Youtube se trata de los funciones de 'se' en español. Distinguir el uso de se en un ejemplo es difícil para mi pero este me ha ayudado comprenderlo mejor. Este video pasa por los tipos diferentes de como funciona un 'se' en una frase. El video también pase por ejemplos que les ayuda

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Funciones gramaticales de SE - Análisis Sintáctico Lengua Española - academia JAF

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La palabra SE puede presentar los siguientes valores: - Pronombre personal (sustituyendo a le) con función de complemento indirecto (CI) u objeto indirecto (OI). - Pronombre personal reflexivo con función de CI u OI. - Pronombre personal recíproco con función de CI u OI. - Dativo concordado con función de dativo.

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Para todos que están empezando a tocar este tema de la lingüística, Este video sirve para un introducción a la sección de la morfología. Provee buenos definiciones de términos importantes de este tema y da también buenos ejemplos para los términos para entender y comprender mejor.

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Pequeño vídeo sobre la presentación que realicé para mis alumnos de 3º de ESO

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Decidí anadir el link de Spanish Dictionary porque encuentro que si estoy teniendo problemas recordar todos los conjugaciones de los verbos, este link provee unos tablas de todos los tiempos, aspectos y modos de cada verbo que buscas. Aparte de todos los conjugaciones que provee, también te da muchos ejemplos de ese verbo especifico.

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The world's most popular Spanish translation website. Over 1 million words and phrases. Free. Easy. Accurate.

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Palabras Simples, Derivadas, y Compuestas

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Palabras Simples, Derivadas, y Compuestas

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Yo tenía problemas distinguiendo estas tipas de Palabras...
Simples- Palabras que sólo contienen únicamente una raíz o una raíz con sufijos flexivos.
Derivadas- Palabras formadas a partir de otras. Por lo general llevan afijo derivativo (aunque hay casos de derivación sin afijos).
Compuestas- Palabras que contienen más de una raíz.
Añadí este los definiciones y este link para ayudar con el entendimiento de estas palabras. El link se puede ayudar con la practica de distinguir las palabras.

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Os dejo unos ejercicios para practicar la teoría sobre las palabras simples, derivadas y compuestas.

Aunque hacerlos todos sería una gran idea, si hacéis todos los de los bloques I y III y cuatro (cualesquiera) de los del bloque II, ya es bastante.

BLOQUE I. Estos son para clasificar las palabras en simples, derivadas o compuestas:
Primer ejercicio Segundo ejercicio
BLOQUE II.Estos otros, para crear palabras derivadas a partir de diferentes morfemas derivativos (prefijos o sufijos, recordad):
Tercer ejercicio Cuarto ejercicio Quinto ejercicio Sexto ejercicio Séptimo ejercicio
Octavo ejercicio.
Noveno ejercicio Décimo ejercicio
BLOQUE III.Estos ejercicios están centrados en la composición de palabras:
Undécimo ejercicio Duodécimo ejercicio
Decimotercer ejercicio

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Palabras simples, derivadas y compuestas

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Os dejo unos ejercicios para practicar la teoría sobre las palabras simples, derivadas y compuestas. Aunque hacerlos todos sería una gran idea, si hacéis todos los de los bloques I y III y cuatro (cualesquiera) de los del bloque II, ya es bastante. BLOQUE I.

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De todas las palabras de la categoría léxica, las preposiciones y las conjunciones me confunden cuando tengo que distinguirlas. Este link que añadí da el definición de una preposición y una conjunción. También el articulo explica las categorías diferentes de cada una. Lo que mas ayuda son los ejemplos para reconocerlos en una frase para poder distinguir las dos.

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La preposición es una palabra que relaciona los elementos de una oración. Las preposiciones pueden indicar origen, procedencia, destino, dirección, lugar, medio, punto de partida, motivo, etc.

Las preposiciones son: a, ante, bajo, con, de, desde, durante, en, entre, excepto, hacia, hasta, mediante, para, por, salvo, según, sin, sobre y tras.

Junto a las preposiciones, son elementos relacionantes de la oración. Las conjunciones se pueden clasificar según los elementos que ponen en relación y según sea el tipo de relación que se establece entre esos elementos. Así, veremos tres tipos de conjunciones, que estudiaremos más detenidamente cuando hagamos el estudio de la oraciones compuestas y complejas:

- Conjunciones coordinantes
- Conjunciones completivas
- Conjunciones subordinantes

2.1- Conjunciones coordinantes

Unen elementos funcionalmente equivalentes, es decir, elementos con la misma función, sean sustantivos, adjetivos, sujetos, complementos circunstanciales, "proposiciones", etc.. En el caso de que unan "proposiciones", no se establece entre ellas una relación especialmente significativa.

- Adversativas: mas, pero, aunque, sin embargo, sino, no obstante, empero.

- Distributivas: bien... bien..., ya...ya..., sea...sea..., o...o...(u).

- Explicativas: o (u), esto es, es decir, o sea.

2.2- Conjunciones completivas

Son las que nos sirven para unir los diferentes elementos que componen las oraciones complejas. Atención: este término tiene un significado que no coincide con la mayoría de los libros de texto. Será visto con detenimiento más adelante. Oraciones complejas son aquellas en que existe una proposición que depende de un elemento de la oración en que se integran. Debemos recordar aquí que los pronombres relativos y los relativo-adverbiales introducen proposiciones subordinadas adjetivas y circunstanciales de lugar, tiempo y modo.

Introducen una proposición subordinada sustantiva. Las conjunciones completivas son muy pocas:

- Si introducen una proposición enunciativa, la conjunción es (el) que. Ej: Elías dice que irá de vacaciones a México. El que venga tu hermano no me preocupa.

- Si introduce una proposición interrogativa total, la conjunción es si. Ej: Elías preguntó si irían de vacaciones a México. Si apruebas o suspendes me importa sobre manera.

Son las que utilizamos para relacionar estrechamente dos o más oraciones simples. Con ellas se expresan relaciones lógicas, como la condición, la causa, la consecuencia, la concesión, la comparación y la finalidad. Habrá, pues, conjunciones condicionales, causales, consecutivas, concesivas, comparativas y finales. Veremos sólo las más usuales, teniendo en cuenta que hay que distinguir entre conjunciones (una sola palabra) y locuciones conjuntivas (dos o más palabras).

- Condicionales: si, a condición de que, con tal de que, como.

- Causales: porque, pues, como, puesto que, dado que, pues que, ya que

- Consecutivas: tan, tal, tanto...que; luego, conque, así pues

- Concesivas: aunque, a pesar de que, aun cuando, si bien, etc

- Comparativas: más ... que, tan ... como, menos ...que.

- Finales: para que, a que, a fin de que, con objeto de, con la intención de que, etc.

Crea una cuenta y aprende con nuestros contenidos escolares, videos explicativos, evaluaciones que miden tu avance y profesores online que responden tus dudas.

Regístrate, toma solo unos minutos y puedes cancelar tu cuenta cuando quieras.

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La preposición es una palabra que relaciona los elementos de una oración. Las preposiciones pueden indicar origen, procedencia, destino, dirección, lugar, medio, punto de partida, motivo, etc. Las preposiciones son: a, ante, bajo, con, de, desde, durante, en, entre, excepto, hacia, hasta, mediante, para, por, salvo, según, sin, sobre y tras.

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Este video le puede ayudar con distinguir las diferencias entre un fono, un alófono y una fonema. Explica como se usa en una representación fonética y porque son diferentes en casos de ciertas palabras. Da una información básica pero le puede facilitar el inicio del entendimiento.

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Fonos, alófonos y fonemas - Lengua - Educatina

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El articulo se trata de una chica que tenía problemas con la pronunciación y dicción. Es un cuento de que Trabalenguas le puede ayudar con la pronunciación de ciertas palabras. No ayuda con solo la pronunciación de palabras pero también ayuda reconocer letras y sus sonidos fonéticos en palabras específicas.

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Cuando llegué a Madrid lo primero que hice, tras comenzar la licenciatura de Periodismo en la Facultad de Ciencias de la Información de la UCM, fue buscar emisoras de radio donde pudiera comenzar a "hacer radio", a "jugar" a ser locutora y a formarme como tal. Pero me encontraba con un primer inconveniente, que tenía que "corregir" o saber manejar, mi acento murcianico y lo conseguí. Conseguí manejar la voz y hacer radio, en Radio Complutense y en Radio Universo, ambas ya no existen pero mi humilde sueño se cumplió. Ahora, a por una radio más grande... 😉

Cuando conozco a alguien y digo que soy de Murcia se sorprende porque no me nota acento pero tranquilidad, que no lo he perdido. En más de una ocasión me ha pasado estar con amigos en Madrid, coger el móvil porque me llamaba alguna amiga murciana o mi madre y de pronto, sacaba el acento. Tras colgar, los amigos con los que estaba me decían: "pero ¿qué te ha pasado? De pronto, te has transformado". Siempre me hace mucha gracia, me parece muy interesante trabajar con la voz.

Tras compartir ejercicios de logopedia y foniatría que aprendí en un curso de doblaje que hice y algunos consejos para el cuidado de la voz, porque si te ganas la vida con ella, hay que saber cuidarla muy bien, hoy quiero compartir algunos trabalenguas que os servirán como ejercicio de dicción. Son parte de mis apuntes del Taller de Radio para la Convivencia, la Diversidad y los Derechos Humanos que hice en el Centro de Iniciativas de Comunicación, Onda Verde hace ya varios años, no recuerdo bien si en 2.008 o 2.009 pero se siguen utilizando y resultan muy útiles.

El Trabalenguas añade al problema de precisión de los fonemas, propio del ejercicio de dicción, la dificultad de la combinación, sea de fonemas aislados, o bien, agrupados en sílabas. Se trata de combinaciones poco frecuentes, o de agrupamientos difíciles por exigir un rápido cambio de posición de los resonadores. El trabalenguas debe estudiarse con mayor lentitud inicial y buscando más precisión en el caso del ejercicio de dicción. La velocidad no es esencial, sino accesoria y sólo debe buscarse cuando el dominio del texto es pleno y seguro. Hay que procurar siempre que cada fonema o sílaba tenga no sólo su pleno valor sono, sino que no se confunda con otros semejantes y que conserve su lugar dentro de la palabra, sin alteraciones ni desplazamientos.
Combinaciones difíciles de timbres básicos:
Tocar el güiro a Eulalio, el güero en el aéreo empíreo oirías, si el hielo aéreo la audición augurara.
Pronunciación de M:
Memo Medina mimaba melosamente al minino de su mamá Manuela, mientras Modesto, muchacho moreno, remontaba las cumbres a lomo de mula comiendo y mascando.

Melesio Moreno mandaba monedas, Manolo Morales mataba mosquitos y Amparo Mendoza tomaba empanadas con Mar y su hermana en el mezquital.
Pronunciación de N:
Nació normal la nena Nina, anunció notoriamente la nana en un instante angustioso, aunque nunca necesitara enunciar ni ponderar ansiosamente tan interesante nueva.

Nadie nota nunca que no necesariamente se entiende la noción de nación, aunque continuamente se tenga tendencias a enderezar endechas naturales a la nación de su nacimiento.

Germán el matón, yendo en su camión camino a Belén, se le dio un cerrón sin tener buen fin al panzón Don Juan, según relación de Joaquín Kankún.
Pronunciación de L:
Con olorosas lociones se logró las maldades locas de lucha y Lucía, que lucían los velos y las largas colas de lóbregas telas luengas y luctuosas.

Ese Lolo es un lelo, le dijo a lola a Don Lalo, pero Don Lalo le dijo a la Lola: no, Lola, ese Lolo no es lelo, es un lila. ¿Es un lila, Don Lalo, ese Lolo, en vez de ser lelo? Si, Lola, es un lila y no un lelo ese lolo, le dijo Don Lalo a la Lola.

La piel del jovial Manuel, siempre fiel a la ley local, luce tal, cual la miel de un panal singular.
Pronunciación de R:
Erre con erre, cigarro; erre con erre, barril; rápidas corren y ruedan las rápidas ruedas del ferrocarril.

Un ruin relato retorcidamente redactado réplica rebatiendo rotundamente el retorno retrógrado del rebelde Ramiro Ramírez Ramos, ratificando la reforma revolucionaria de su rutilante ruta republicana.

Recia la rajada rueda, rueda rugiendo rudamente rauda: rauda, recia rueda, rauda reciamente rueda, ¡rueda recia, rauda rueda, rugiente, rajada rueda!

¡Señor, qué calor, sin par, rendidor, que por dar sabor de color local, provoca un hedor de puro sudor!, ¡señor, qué calor!
Pronunciación de S:
No cesa de sisar la zonza zita y su soso cese sussy y susurra; sssy susurra el soso cese de zita que no cesa de sisar.

Saciando sus ansias sinceras de sustos, Susana azuzaba en el sésamo santo al sucio asesino del zurdo zozaya.

En un santiamén os santiguasteis los seis. ¿Quiénes sois los seis? Los seis sois seis saineteros sucios que osáis saciar vuestra sevicia zahiriendo a quienes a su vez no osan zaheriros. ¡Eso es lo que sólo sois los seis!
Pronunciación de J:
Jamás juntes a jinetes con los jóvenes germánicos, ni generes germicidas ni congeles gelatinas, ni ajusticies a juristas en sus juntas judiciales.

Julián Jiménez Jardiel, joven jacobino; Javier Juárez Junco, jarocho jaranero y Juan José Jovellanos, jactancioso jesuista, jineteaban joviales, jineteaba Juan José Jovellanos jorobado jumento, Juncal Jamelco jinieteaba, Julián Jiménez Jardie y jarifa jaca Javier Juárez junco jineteaba.
Pronunciación de B:
Bonitas bobinas, baberos, bolillos, baratos botines, Venancio vendía, besaba bebidas, baleaba valientes, botaba barquitos y bien navegaba.

¡Qué boba es la beba Babiega que besa a Bartolo, invita a Basilio y baila boleros buscando a su abuelo, y alaba las broncas del buen Bernabé!
Pronunciación de P:
En el peral de Pedro aparecieron pocas peras porque los perros pudieron pescarlas a pesar de las pedradas que con poca puntería les propinaba Paco.

Para poner pálidos los pulcros párpados de pepita, póngase pasteles pútridos en pérfidos papeles impolutos. Póngase en impolutos papeles pérfidos pasteles pútridos para los párpados pulcros de Pepita palidecer permanente y propiamente.
Pronunciación de D:
¿Dónde dejó Don Diego Domínguez los dólares que los damnificados le dieron?
Pronunciación de K:
Yo poco coco compro porque poco coco como, si más coco comiera, más coco compraría.

En Amecameca un mico al académico meco, babieca, enteco y caduco, un macuco caco saca; un macuco caco saca, al académico meco, caduco, entero y babieca, un mico, en Amecameca.

La carne se quema, Carmen; Carmen, se quema la carne. Tú, ¿cómo comes la carne?, ¿la comes quemada o cruda?, ¿qué cómo como la carne?, ¿cómo quieres que la coma, ¡como si quemara la carne y también cruda la como!

Catalina cantarina, Catalina encantadora; canta, Catalina, canta, que cuando cantas, me encantas y que tu cántico cuente un cuento que a mi me encanta. ¿Qué cántico cantarás, Catalina cantarina? Canta un canto que me encante, que me encante cuando cantes, Catalina encantadora, ¿qué cántico cantarás?
Pronunciación de LL:
Que vaya a caballo Bollullo Bayano con Bayo Lavalle a Bayona, y no vaya a Bayona a caballo sin Bayo Lavalle, Bollullo Ballano.
Pronunciación de Ñ:
En este año, el niño Núñez engañó al Ñoño Noreña, con la piñata de antaño, cuando el Ñañigo Coruña encañonando el rebaño, en la cañada, con saña, lo enseñaba a cortar caña.

Hubo gran riña en España entre el que ciñe el armiño por su rapiña y su hazaña y peñúñuri, el buen niño, que con su leño y su caña, al bañarse en el río Miño, en la mañana, sin maña, ñoñamente ciñó un guiño.

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Ejercicio de Dicción: Pronunciación de letras con Trabalenguas

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Cuando llegué a Madrid lo primero que hice, tras comenzar la licenciatura de Periodismo en la Facultad de Ciencias de la Información de la UCM, fue buscar emisoras de radio donde pudiera comenzar a "hacer radio", a "jugar" a ser locutora y a formarme como tal.

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Este articulo viene del sitio de Real Academia Española. Es una lista de las representaciones de sonidos en español. Da la grafía de la letra y luego la representación de ese sonido en barras. Lo que ayuda son las representaciones que pueden ser irregulares en algunos casos de pronunciación.

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Representación de sonidos | Real Academia Española

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La lingüística diferencia entre fonemas, elementos fónicos abstractos, y sus realizaciones fonéticas concretas. Dado que esta obra se dirige a lectores no necesariamente especializados, se ha preferido emplear el término general de sonidos y, en consecuencia, se ha evitado deliberadamente el uso de los sistemas tradicionales de transcripción empleados por los lingüistas.

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Una parte de las lecturas que me interesó fue las lenguas pidgins. También fue un tema poco confundido. Con esta pagina de web, le da una buena explicación para el definición de las lenguas pidgins. Nos da algunos ejemplos de como se crean estas lenguas raras y por que se crean en circunstancias ciertas.

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Estos siempre son el resultado de dos o más lenguas que entran en contacto en una misma comunidad en un momento clave o determinado.

Se trata de circunstancias especificas de contacto, generalmente de comercio o esclavitud -en las que por lo menos dos grupos se tienen que comunicar entre sí, sin tener una lengua común-, las que originan esta variedad, al principio muy inestable, que no es la lengua nativa de ninguno de los dos grupos de hablantes y que se denomina pidgin.

Cuando la gente no se puede hacer bilingüe -por falta de modelos- y se tiene que comunicar pronto; cuando existe discontinuidad con la lengua que se quiere aprender y cierto desorden social -como el creado por la colonización, la explotación del trabajo en minas o plantaciones y el comercio o el tráfico de mercancías-; cuando hay contacto entre políglotas y desajustes sociales, se crean los pidgins. Por eso, las lenguas base de muchos de ellos son las de los países colonialistas, sobre todo las de aquellos que tenían comercio de esclavos: inglés, francés, holandés, portugués y español.

La palabra pidgin 1 Gran parte de esta información fue obtenida de Yolanda Lastra, Sociolingüística para hispanoamericanos, una introducción, México: El Colegio de México, 1992. es de origen oscuro, pero se dice que puede provenir de pidian, un término que se refiere a los indios que habitaban en la frontera entre Brasil y Guyana a principios del siglo xvii; de ahí que la usaran los marineros ingleses y la hayan difundido a las Indias Orientales y China. También se dice que puede ser una variante de la palabra business, pronunciada por hablantes del pidgin anglochino que se desarrolló en Cantón en el siglo xvii.

Por su parte, el término criollo proviene de la palabra portuguesa crioulo, que se refería a un "esclavo nacido y criado en casa de su amo" y luego significó "hijo de padres europeos nacido en la colonia". 2 Guido Gómez de Silva, Breve diccionario etimológico de la lengua española, México: Fondo de Cultura Económica, 1988. El término se aplicó a las lenguas que se usaban en el Caribe y en África Occidental y luego a todas las similares.

Los pidgins

Un pidgin surge cuando los hablantes de una comunidad son de distinta procedencia y hablan distintas lenguas; entonces aprenden la lengua dominante, simplificándola. Esto explica que los pidgins se usen como lenguas francas, como en Papúa Nueva Guinea, donde todos hablan tok pisin, pero muy poca gente domina el inglés estándar.

Los pidgins se caracterizan por la simplificación de todo: la fonética, la gramática, etcétera. Generalmente su vocabulario es reducido y la mayoría de las veces pertenece a la lengua de más prestigio o que se considera "socialmente superior", mientras que su fonología -sus sonidos- y su gramática suelen reflejar las características de la lengua considerada "inferior". No presentan alternancias ni complicaciones; por ejemplo, para indicar el plural de niño - en criollo jamaiquino se emplea el pronombre de la tercera persona del plural: boy -"niño"-, boy-dem -"niños"-, de them -"ellos".

La simplificación se presenta a todos los niveles en el vocabulario de la lengua de prestigio; por ejemplo, en los criollos ingleses del Atlántico encontramos términos como:

Y en los criollos ingleses del Pacífico:

Generalmente se usa la forma de la lengua de prestigio con los fonemas característicos de la lengua inferior; por ejemplo, en la lengua wescos de Camerún -que viene de West Coast- aprendiz se dice lanaboj, de learner boy -"niño que aprende"- y estéril se dice draibele, de drybelly -"vientre seco".
Se denomina lengua franca a la que se emplea para la comunicación entre grupos que no tienen una lengua nativa común.
Uno de los pidgins más antiguos fue el que usaron los cruzados y comerciantes durante la Edad Media en el oriente del Mediterráneo; se llamó lengua franca porque los francos o franceses predominaban entre los cruzados. La original era una forma pidgin de la lengua romance que hablaban los cruzados en Marsella y Génova, 3 Robert A. Hall Jr., Pidgin and Creole Languages, Ithaca, Nueva York: Cornell University Press, 1966. y hoy se denomina lengua franca a la que se emplea para la comunicación entre grupos que no tienen una lengua nativa común. 4 Por ejemplo, los hablantes de zapoteco y mixteco que se encuentran en la ciudad de Oaxaca se comunican en español, el que utilizan como lengua franca.

Los hablantes cometen errores tratando de aprender la lengua de prestigio; por eso, el pidgin tiene características de simplificación y aprendizaje incompleto. Por ejemplo, los nativos de África Occidental, al llegar al Nuevo Mundo, necesitaron comunicarse entre sí y con los europeos; al cambiar su lengua transmitieron elementos de sus lenguas maternas a las que estaban aprendiendo.

Los pidgins pueden durar poco tiempo, mientras las circunstancias los hacen necesarios o, bien, pueden estabilizarse y prolongarse en el tiempo, como el pidgin chino o, más aún, adquirir hablantes nativos, como sucede con el francés criollo de Haití; incluso pueden estandarizarse, como es el caso del indonesio bahasa.

Referencias

1. Gran parte de esta información fue obtenida de Yolanda Lastra, Sociolingüística para hispanoamericanos, una introducción, México: El Colegio de México, 1992.

2. Guido Gómez de Silva, Breve diccionario etimológico de la lengua española, México: Fondo de Cultura Económica, 1988.

3. Robert A. Hall Jr., Pidgin and Creole Languages, Ithaca, Nueva York: Cornell University Press, 1966.

4. Por ejemplo, los hablantes de zapoteco y mixteco que se encuentran en la ciudad de Oaxaca se comunican en español, el que utilizan como lengua franca.

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Estos siempre son el resultado de dos o más lenguas que entran en contacto en una misma comunidad en un momento clave o determinado.

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La diferencia entre animales y ser humanos

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La diferencia entre animales y ser humanos

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Esta pagina de web es muy extensa en su explicación entre lenguas de animales y ser humanos. La pagina también incluye explicaciones porque quizás nosotros podemos pensar que animales como perros nos pueden entender. Por ultimo, menciona porque hay esta diferencia entre nosotros y animales.

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Introduction to Human Language

Human language is unique because it is generative, recursive, and has displacement.

Learning Objectives

Analyze the factors that distinguish human language

Key Takeaways

Key Points

Human language is generative, which means that it can communicate an infinite number of ideas from a finite number of parts.

Human language is recursive, which means that it can build upon itself without limits.

Human language uses displacement, which means that it can refer to things that are not directly present.

The origins of human language are disputed because there is a lack of direct evidence.

Proto-Indo-European is the ancestor language of hundreds of languages today.

Key Terms

recursive: Used to describe a language with units (such as sentences or phrases) that can contain themselves (such as sentences within sentences or phrases within phrases).

generative: Used to describe a language that can convey an infinite number of ideas based on different combinations of words or symbols.

dead language: A language with no remaining native speakers.

displacement: The ability of a language to describe things that are not present.

The world is full of communication. From sparrows chirping and talk radio in the morning to owls hooting and The Tonight Show at night, people and animals are constantly exchanging information through a wide variety of channels. However, there are some key differences between how humans and animals communicate. Specifically, human language is unique on the planet because it has the qualities of generativity, recursion, and displacement.

Generativity

Human language is generative, which means that it can communicate an infinite number of ideas. This is because it is combinatorial: words can be combined in different orders to create different larger meanings of a sentence. Animal communication does not have this freedom; animals communicate within closed systems, with limited possible ideas to communicate. Birds may have different chirps to signify danger or the location of food, but they cannot combine those chirps together to convey a novel meaning.

Recursion

Human language is recursive. This means that we can put words, phrases, and sentences inside of themselves without limits. For example, we can say the sentence "Mark likes anchovies." But we can also put that sentence inside of a sentence: "Carol thinks that Mark likes anchovies." Then we can put that sentence inside of another sentence: "Greg said that Carol thinks that Mark likes anchovies," and on and on forever. Obviously, the recursive abilities of language are constrained by the limits of time and memory. But in theory, because units of human language have the ability to be self-containing, we could have an infinite sentence. Animal communication does not have this same flexibility.

Displacement

Human language has displacement. This means that through the power of language, we can refer to things that aren't present spatially or temporally. This is obviously a useful trait (it allows us to ask questions like "Where did I leave my wallet?"), and it is one that is largely missing from the animal kingdom. Bees actually do have limited displacement in their communication: They perform a waggle-dance to communicate to other bees the location of the most recent food source they have visited. However, there is no temporal nuance beyond this. Ants and ravens also have limited displacement systems.

Human language is also modality-independent-that is, it is possible to use the features of displacement, generativity, and recursion across multiple modes. Speaking is the auditory form of language, but writing and sign language are visual forms. There are also tactile forms, like Braille.

Origins of Human Language

The earliest origins of human language are hotly contested, as it is hard to find direct evidence for when people first began to speak. It is also likely that there was an intermediate period during which our communication systems were comparable to those of other primates, and even if we did have knowledge of what this was like, it would be hard to say exactly when we crossed over from animal communication to human language.

Proto-Indo-European

Proto-Indo-European (PIE) is the name for the common ancestor of the Indo-European language family. A language family is a group of languages descended from a common language. The Indo-European language family contains 445 current languages, and all of them are thought to have descended from PIE.

Not all languages that have ever been spoken are still commonly used. For example, Latin, which was spoken in the Roman Empire, is now considered a dead language, or a language that has no native speakers.

Human vs. Animal Language

While both animals and humans use systems of communication, the use of complex symbols and open vocal systems is unique to humans.

Learning Objectives

Name differences between human language and animal communication

Key Takeaways

Key Points

Communication in both animals and humans consists of signals. Signals are sounds or gestures that have meaning to those using them.

Human communication consists of both signals and symbols. Symbols are sounds, gestures, material objects, or written words that have specific meaning to a group of people.

Key differences between human communication and that of other primates are that (1) humans have an open vocal system while other primates have a closed vocal system, and (2) humans have a larger bank of symbols to use in communication.

Key Terms

signal: A sound or gesture that has meaning to those using it.

lexigram: A symbol that represents a word but is not necessarily indicative of the object referenced by the word; used in studies of communication.

symbol: Any object, typically material, that is meant to represent another (usually abstract), even if there is no meaningful relationship.

All animals use some form of communication, although some animal communication is more complex than others. Animal language is any form of communication that shows similarities to human language; however, there are significant differences. Some animals use signs, signals, or sounds to communicate. Lexigrams, or figures and symbols that represent words, are commonly used by chimpanzees and baboons, while animals such as birds and whales use song to communicate among one another. Bees uses complex "dances" to convey information about location. Other animals use odors or body movements to communicate.

Communication in both animals and humans consists of signals. Signals are sounds or gestures that have some meaning to those using them. The meaning is often self-evident based on context: for example, many animals roar, growl, or groan in response to threats of danger; similarly, humans may wave their arms or scream in the event of something dangerous. These signals in these situations are designed to let others in the species know that something is wrong and the animal or human needs help.

Human communication consists of both signals and symbols. Symbols are sounds or gestures that have a specific meaning to a group of people. This meaning could be cultural, group-related, or even related between two specific people. For example, two people may create a "secret" handshake, or a group may develop a passcode that only members are aware of. Symbols, unlike signals, must be taught and learned; they are not instinctual or self-evident.

The dog who knows 1,000 words: Meet Chaser, a dog that "knows" 1,000 words. Chaser's owners claim that he understands language, as evidenced by his ability to understand novel linguistic stimuli (such as the names of unknown toys). Critics claim that Chaser is not understanding language as humans can, but that he has been conditioned or trained to discriminate between certain phoneme sounds.

What about nonhuman primates, who share many similarities with humans? Nonhuman primates communicate in ways that are very similar to those used by humans; however, there are important differences as well. First and foremost, humans use a larger repertoire of symbols, and these symbols are substantially more complex. Second, and more importantly, nonhuman primates (and other animals who communicate with one another) have what is known as a closed vocal system: this means different sounds cannot be combined together to produce new symbols with different meanings. Humans, by contrast, have open vocal systems, which allow for combinations of symbols to create new symbols with a totally new meaning and therefore allows for an infinite number of ideas to be expressed.

Human language is also the only kind that is modality-independent; that is, it can be used across multiple channels. Verbal language is auditory, but other forms of language-writing and sign language (visual), Braille (tactile)-are possible in more complex human language systems.

One of the most famous case studies in the debate over how complex nonhuman-primate language can be is Koko the gorilla. Koko is famous for having learned over a thousand signs of "Gorilla Sign Language," a simple sign language developed to try to teach nonhuman primates complex language. Koko can respond in GSL to about two thousand words of spoken English. However, it is generally accepted that she does not use syntax or grammar, and that her use of language does not exceed that of a young human child.

Kanzi with lexigram: Kanzi is a bonobo, whose trainers claim that not only can he understand human language, but he can manipulate human language to create sentences. Here, Kanzi is in a research session at Great Ape Trust of Iowa using a lexigram with his trainer. There continues to be debate as to whether nonhuman primates, including bonobos, are actually learning and understanding languages or are simply demonstrating the effects of operant conditioning (learning to associate words and signs via reinforcement).

Parrot vs. Child: The Intelligence Test-Extraordinary Animals-Earth: It's Griffin versus the nursery school children in another bird brain test for this Extraordinary Animal. Subscribe to BBC Earth: http://www.youtube.com/subscription_center?add_user=BBCEarth BBC Earth YouTube Channel: http://www.youtube.com/BBCEarth BBC Earth Facebook http://www.facebook.com/bbcearth (ex-UK only) BBC Earth Twitter http://www.twitter.com/bbcearth Visit http://www.bbcearth.com for all the latest animal news and wildlife videos This is a channel from BBC Worldwide who help fund new BBC programmes.

Human Language Development

Humans, especially children, have an amazing capability to learn language, and several theories exist to explain language development.

Learning Objectives

Differentiate among the major theories of human language acquisition

Key Takeaways

Key Points

B. F. Skinner believed children learn language through operant conditioning -that children receive "rewards" for using language in a functional manner.

Noam Chomsky's theory states that children have the innate biological ability to learn language; however, his theory has not been supported by genetic or neurological studies.

Jean Piaget's theory of language development suggests that children use both assimilation and accommodation to learn language.

Lev Vygotsky's theory of language development focused on social learning and the zone of proximal development (ZPD).

Several areas of the brain must function together in order for a person to develop, utilize, and understand language, including Broca's area, Wernicke's area, the primary auditory cortex, and the angular gyrus.

Damage to any of the areas of the brain involved in language development, such as through illness or stroke, can result in problems with language and comprehension.

Key Terms

assimilation: The absorption of new ideas into an existing cognitive structure.

accommodation: The act of fitting or adapting, or the state of being fitted or adapted; adaptation; adjustment.

zone of proximal development: A concept developed by Soviet psychologist and social constructivist Lev Vygotsky that describes the difference between what a learner can do without help and what he or she can do with help.

shaping: A method of positive reinforcement of behavior patterns in operant conditioning.

Theories of Language Development

Humans, especially children, have an amazing ability to learn language. Within the first year of life, children will have learned many of the necessary concepts to have functional language, although it will still take years for their capabilities to develop fully. Some people learn two or more languages fluently over their lives (often starting from childhood); these people are bilingual or multilingual. Multiple theories have been proposed to explain the development of language, and related brain structures, in children.

Skinner: Operant Conditioning

B. F. Skinner believed that children learn language through operant conditioning; in other words, children receive "rewards" for using language in a functional manner. For example, a child learns to say the word "drink" when she is thirsty; she receives something to drink, which reinforces her use of the word for getting a drink, and thus she will continue to do so. This follows the four-term contingency that Skinner believed was the basis of language development- motivating operations, discriminative stimuli , response, and reinforcing stimuli. Skinner also suggested that children learn language through imitation of others, prompting, and shaping.

Chomsky: Language Acquisition Device

Noam Chomsky's work discusses the biological basis for language and claims that children have innate abilities to learn language. Chomsky terms this innate ability the "language acquisition device." He believes children instinctively learn language without any formal instruction. He also believes children have a natural need to use language, and that in the absence of formal language children will develop a system of communication to meet their needs. He has observed that all children make the same type of language errors, regardless of the language they are taught. Chomsky also believes in the existence of a "universal grammar," which posits that there are certain grammatical rules all human languages share. However, his research does not identify areas of the brain or a genetic basis that enables humans' innate ability for language.

Piaget: Assimilation and Accommodation

Jean Piaget's theory of language development suggests that children use both assimilation and accommodation to learn language. Assimilation is the process of changing one's environment to place information into an already-existing schema (or idea). Accommodation is the process of changing one's schema to adapt to the new environment. Piaget believed children need to first develop mentally before language acquisition can occur. According to him, children first create mental structures within the mind (schemas) and from these schemas, language development happens.

Vygotsky: Zone of Proximal Development

Lev Vygotsky's theory of language development focused on social learning and the zone of proximal development (ZPD). The ZPD is a level of development obtained when children engage in social interactions with others; it is the distance between a child's potential to learn and the actual learning that takes place. Vygotsky's theory also demonstrated that Piaget underestimated the importance of social interactions in the development of language.

Piaget's and Vygotsky's theories are often compared with each other, and both have been used successfully in the field of education.

Language and Cognition

The following timeline gives an overview of the ages at which children generally acquire language:

4-6 months: Babbling using all sounds.

6-9 months: Babbling becomes more focused-narrowing of sounds.

10-12 months: First words develop.

18-24 months: Children begin using two-word phrases (example: "Me up" or "Get milk").

2-3 years: Children begin using three-word phrases in correct order with inflection.

4-5 years: Children start speaking with nearly complete syntax.

5-7 years: Children begin using and understanding more complex language.

9 years and older: Children understand almost all forms of language.

In language acquisition, there is a hypothesis that a "critical period," or a time when it is optimal to learn a language, exists in children. Part of this hypothesis is that if a child is not exposed to a language in the early years of life, he or she will never have full intuitive command of a first language.

One of the canonical case studies that supporters of the critical-period hypothesis turn to is Genie the "feral child," a young girl born in 1957 who, due to horrible abuse and neglect, never learned a language. She never managed to fully acquire verbal language as a result.

Human Language and the Brain

Several areas of the brain must function together in order for a person to develop, use, and understand language.

Learning Objectives

Describe the role each brain structure involved in language production

Key Takeaways

Key Points

Broca's area is primarily responsible for language production; damage to this area results in productive aphasia.

Wernicke's area is primarily responsible for language comprehension; damage to this area results in receptive aphasia.

The primary auditory cortex identifies pitch and loudness of sounds.

The angular gyrus is responsible for several language processes, including (but not limited to) attention and number processing.

Key Terms

aphasia: A loss of the ability to produce or understand language.

Without the brain, there would be no language. The human brain has a few areas that are specific to language processing and production. When these areas are damaged or injured, capabilities for speaking or understanding can be lost, a disorder known as aphasia. These areas must function together in order for a person to develop, use, and understand language.

Broca's Area

Broca's area, located in the frontal lobe of the brain, is linked to speech production, and recent studies have shown that it also plays a significant role in language comprehension. Broca's area works in conjunction with working memory to allow a person to use verbal expression and spoken words. Damage to Broca's area can result in productive aphasia (also known as Broca's aphasia), or an inability to speak. Patients with Broca's can often still understand language, but they cannot speak fluently.

Wernicke's Area

Wernicke's area, located in the cerebral cortex, is the part of the brain involved in understanding written and spoken language. Damage to this area results in receptive aphasia (also called Wernicke's aphasia). This type of aphasia manifests itself as a loss of comprehension, so sometimes while the patient can apparently still speak, their language is nonsensical and incomprehensible.

Auditory Cortex and Angular Gyrus

The primary auditory cortex, located in the temporal lobe and connected to the auditory system, is organized so that it responds to neighboring frequencies in the other cells of the cortex. It is responsible for identifying pitch and loudness of sounds.

The angular gyrus, located in the parietal lobe of the brain, is responsible for several language processes, including number processing, spatial recognition and attention.

Linguistic Relativity

Language and thought tend to influence one another in a dual, cyclical relationship.

Learning Objectives

Characterize the relationship between language and thought in humans

Key Takeaways

Key Points

The theory of linguistic relativity states that the structure of a language influences the way its speakers conceptualize the world.

The Sapir-Whorf hypothesis discusses the grammatical structure of a particular language and how it influences its speakers' perceptions of the world.

Cognitive -behavioral theory claims that what people think impacts what they say and do.

According to behavioral economics, people are more likely to believe an event is true if it is described vividly.

Key Terms

cognitive distortion: Exaggerated and irrational thoughts, believed to perpetuate psychological disorders.

semantics: The study of the relationship between words and their meanings.

It is easy to wonder which comes first, the thought or the language. Does an individual first think of an idea or did speaking, hearing, or reading about an idea spur a thought? Can thought exist without language? You might as well ask which came first, the chicken or the egg.

Language and thought (or "cognition") tend to interact in a dual and cyclical relationship, a theory known overall as linguistic relativity. What one thinks becomes what one communicates, and what one communicates can lead to new thoughts. There are several different theories that aim to discuss the relationship between cognition and language, and each will be discussed in this chapter.

The Sapir-Whorf Hypothesis

The Sapir-Whorf hypothesis states that the grammatical structure of a person's language influences the way he or she perceives the world. The hypothesis has been largely abandoned by linguists as it has found at best very limited experimental support, and it does not hold much merit in psychology. For instance, studies have not shown that speakers of languages lacking a subjunctive mood (such as Chinese) experience difficulty with hypothetical problems. The weaker version of this theory does have some merit, however. For example, different words mean different things in different languages; not every word in every language has a one-to-one exact translation in a different language. Because of these small but important differences, using the wrong word within a particular language (because you believe it to mean something else) can have dire consequences.

The canonical example of studying linguistic relativity is in the area of color naming. Sapir and Whorf, as believers in linguistic relativity, would believe that people whose languages partition the color spectrum along different lines actually perceive colors in a different way. However, recent research has supported the idea that human color perception is governed more by biological and physical rather than linguistic constraints, regardless of how many color words a language has.

Cognitive-Behavioral Therapy

According to the theory that drives cognitive-behavioral therapy, the way a person thinks has a huge impact on what she or he says and does. Founded by Aaron T. Beck, this school of thought discusses the interplay among emotion, behavior, language, and thought. Since internal dialogue is a form of language, the way we speak to ourselves can influence our daily lives. Problems with our internal dialogue, known as cognitive distortions, can lead to negative behaviors or serious emotional problems.

Behavioral Economics

The field of behavioral economics studies the effect of psychological and cognitive factors on individuals' behavior in an economic context. In this field (and others), researchers have shown that the more vividly an event is described, the more likely people will believe it is true. Thus, people will draw different conclusions and make different choices about a situation based on the language used to describe that situation.

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Human language is unique because it is generative, recursive, and has displacement. Analyze the factors that distinguish human language Key Points Human language is generative, which means that it can communicate an infinite number of ideas from a finite number of parts. Human language is recursive, which means that it can build upon itself without limits.

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Tim Doner es un ejemplo que quería incluir esta semana para mostrar que un ser humano puede aprender nuevas lenguas pero no tan fácil como un niño. Un aspecto interesante es que cuando alguien supera un edad especifica, tiene mas maneras de aprender que un niño o bebe como aprender de tecnología como el radio o la televisión.

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Breaking the language barrier | Tim Doner | TEDxTeen 2014

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Never miss a talk! SUBSCRIBE to the TEDx channel: http://bit.ly/1FAg8hB http://j.mp/TxT14TimDoner Tim Doner is a senior at the Dalton School in New York City who has studied over 20 languages. His interest started at the age of 13, after several years of French and Latin, when he began learning Hebrew and soon moved on to more obscure tongues such as Pashto, Ojibwe and Swahili.

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Esta niña, Bella, de cuatro ańos de edad ha aprendido siete lenguas desde que tenía dos años. Bella puede hablar Rusia, Frances, Arabe, Aleman, Inglés, Español, y Chino. Yo quería incluir este link para un ejemplo de la lectura sobre de un ser humano y su poder de aprender nuevas lenguas cuando son joven.

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Four-year-old Bella Devyatkina rose to fame after her appearance on a Russian TV talent show, where she spoke seven different languages without a prominent accent. RT invited Bella to its Moscow studios and spoke to the child prodigy.

Bella speaks her native Russian and also French, Arabic, German, English, Spanish and Chinese.

RT Espanol met the budding linguist, together with journalists from the channel's other departments, and sat down for a chat.

Bella was a little shy from all the attention, but she melted the RT crew's hearts when she performed a little dance at the end.

The wunderkind had previously appeared on the Russian talent show 'Amazing people', shocking the judges. One of them, Evgeny, said: "When I saw what I've just seen, I understood how stupid I am."

Bella speaks languages belonging to three different groups: Indo-European (Russian, French, English, Spanish, German), Semitic (Arabic) and Sino-Tibetan (Chinese) - which in short means that they are very, very different to each other and lack structural similarities.

That doesn't stop Bella from thinking clearly in each language, however, and she correctly answered age-appropriate questions on the show, as well as some material from the school curriculum. School starts for Russian kids at the age of seven, which for Bella is still three years away.

Bella's mother, Yulia, said that they started teaching her Russian and English when she was only two and noticed her interest in linguistics.

Gradually they started adding more languages to her schedule, and she now studies with native speakers.

Some internet users have accused Bella's mother of stripping the girl of her childhood, but neuropsychologist Anna Semenovich told KP Daily there was nothing to worry about.

"If the girl is learning languages through curiosity, if her parents managed to build a schedule that works as a game - it will only benefit her. She's not studying, she's playing!" Semenovich said.

The specialist added that it's too early to tell whether Bella is truly a polyglot or not, because it's natural for children to pick languages up - it's how they evolve with age that matters.

"In pre-revolutionary Russia, if a child from a noble family couldn't speak three-four languages by the age of five or six, it was a shame to take him out. Then in school Latin and ancient Greek were added to those. So five-six languages were a standard package for an educated youth back in 19th-century Russia," Semenovich said.

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Linguistic prodigy: 4yo Russian girl speaks 7 languages, incl Chinese & Arabic (VIDEO)

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Four-year-old Bella Devyatkina rose to fame after her appearance on a Russian TV talent show, where she spoke seven different languages without a prominent accent. RT invited Bella to its Moscow studios and spoke to the child prodigy. Bella speaks her native Russian and also French, Arabic, German, English, Spanish and Chinese.

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Este video es muy extenso en su explicación de los sonidos consonánticos. Explica cada sonido en su categoría del modo de articulación. Para cada sonido enseña como se debe pronunciarlo y muestra una representación de cómo la boca dice ese sonido. También da ejemplos de palabras que tienen esos sonidos.

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fonética: los sonidos en español - descripción vocal de las consonantes

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Fonética: Los sonidos en español - DESCRIPCIÓN VOCAL DE LAS CONSONANTES

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Fonética: Los sonidos en español - DESCRIPCIÓN VOCAL DE LAS CONSONANTES