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¿Cómo se abrevia "porque" en un mensaje de texto?
a) xa
b) xfa
c) xo
d) xq

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En este video, ella explica "cómo chatear en español" como aprendemos sobre el efecto del internet en español. Por ejemplo, dice que "jaja" significa "haha" lo cual ya sé, pero lo que no ya sabía fue que "juajua" indica una carcajada mucho más grande. También, ello dio el ejemplo de la "x" que significa "por" porcausa de las matemáticas. Lo que me interesa mucho fue las enlaces ella incluyó para personas que están aprendiendo el español para practicar su escritura y habla con otras estudiantes.

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How to chat with other people in Spanish: Spanish texting dictionary

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Una cosa interesante es que se sabe que cuando culturas están en contacto, la comida es la última cosa cultural que se adapta, no la idioma. Por eso, hace sentido que ocurre la nivelación de los dialectos. Según este autor, la nivelación ocurre para ser entendido más bien por otros en un región. Dice que primero, un hablante va a cambiar su habla un poquito y luego, el cambio va a ser permanente. Este fenómeno exista para la mayor parte en lugares que tienen movimiento de gente como las ciudades grandes.

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"Dialect levelling in Britain" on Revolvy.com

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Dialect levelling in Britain Dialect levelling is the means by which dialect differences decrease. For example, in rural areas of Britain, although English is widely spoken, the pronunciation and the grammar have historically varied. During the twentieth century, more people moved into towns and cities, standardising English.[1] Dialect levelling can develop by the influence of various types of media.

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Durante el secundario, enseñaba ESL a los adultos con mi mejor amiga. Por eso, esta lista de cognados falsos que es deseado para estudiantes que están aprendiendo inglés me interesa mucho. Como dice el autor, especialmente con inglés y español, hay muchos cognados falsos que no suenan mal a una estudiante de otra lengua. Por ejemplo, actually en inglés se dice en realidad en español; actualmente sería sigue las reglas para crear un adverbio para un hablante de inglés, pero actualmente significa currently, no actually en inglés.

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False cognates are the Achille's heel for ESL students. For languages like Spanish and English, most of the words that look and sound the same do have the same meaning, making them an instinctive way to learn a new language. This is because the two languages share many of the same Latin and Greek roots. Spanish-speaking English Learners who grow accustomed to using their first language as a basis for learning English can start assuming that all words that sound the same also share the same meaning. Of course, this is not the case, as anyone who has ever confused the proverbial "embarazada" with "embarrassed" can tell you.

We've been getting many requests to have more content related to false cognates. We hear your feedback and are working on a new false cognates database as we speak, so please stay tuned!

For now, here is a preview of the most frequently confused false cognates, for Spanish-speaking ESL students. We've also created a handy sheet for you to print out and display in the classroom.

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False cognates are the Achille's heel for ESL students. For languages like Spanish and English, most of the words that look and sound the same do have the same meaning, making them an instinctive way to learn a new language. This is because the two languages share many of the same Latin and Greek roots.

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Este artículo introduce muchas preguntas sobre la alternancia de códigos. Por ejemplo, ¿Por qué se usa la alternancia de códigos? El autor identifica tres razones para este fenómeno:  1)  para satisfacer una necesidad 2) para expresar la solidaridad con un grupo o 3) para excluir a otros.  La mayoridad de la alternancia de códigos entre inglés y español que he escuchado refleja la primera razón que provee el autor; que la gente bilingüe quiere expresarse más bien con las dos lenguas a la misma vez.

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Seçkin Esen is working as an English language teacher in Turkey. He obtained his Bachelor's degree in ELT from Hacettepe University in 2010.

Code Switching in Speech

The ability to communicate our thoughts, emotions, and opinions to others is truly a remarkable skill. But not only does our language communicate who we are, but our use of language can influence our self-concept and identity. It goes both ways: Cultural influences are reflected in our language and also influence how we conceptualize who we are and where we come from. (The social aspect of language is studied by sociolinguistics, a subdivision of linguistics which studies social factors.)

Bilingual communities use certain strategies to make communication more effective and meaningful. One of these tricks is "code switching," which we can observe mostly in second- or foreign-language classes. Code switching refers to the use of two languages within a sentence or discourse. It is a natural conflation that often occurs between multilingual speakers who have two or more languages in common.

Here, we will focus on the definition of code switching, the reasons for using code switching, the types of code switching and their definitions, and examples and suggestions for teachers using code switching to teach a foreign or second language.

What Is Code Switching?

Code switching is when a speaker alternates between two or more languages (or dialects or varieties of language) in one conversation. This phenomenon can be observed in the following examples.

What Are Some Examples of Code Switching?

If you have an exam next week, şimdiden çalışmaya başlamalısın. (English + Turkish)

Gracias for the lovely gift. Está awesome! (Spanish + English)

Pwede ba tayo mag dinner sa Barney's Burgers later? I want protein! (Tagalog + English)

Are we eating chez ta mère demain? (English + French)

Saweyti l-homework tabaa'ik? (Arabic + English)

Nó còng đang celebrate cái sinh nhật. (Vietnamese + English)

Ní yào qù get pizza with me ma? (Mandarin + English)

Who Uses Code Switching?

Code switching occurs mostly in bilingual communities. Speakers of more than one language are known for their ability to code switch or mix their language during their communication. As Aranoff and Miller (2003:523) indicate, many linguists have stressed the point that switching between languages is a communicative option available to a bilingual member of a speech community, just as switching between styles or dialects is an option for the monolingual speaker.

Does the Term "Code Switching" Refer Only to Speech, or Does It Include Actions Also?

Since its inception, the term "code switching" has expanded to encapsulate any situation in which speakers finds themselves switching from one accepted vocabulary, cadence, style, or set of rules to another. For example, you'd probably speak to a potential employer differently than you would address a close friend, so you might switch from casual language to professional-speak in certain settings. Another example is how many African Americans describe playing different roles in different settings and with different micro-cultures, and talk about how they must be very careful to speak with an academic vocabulary and cadence in any interaction with a police officer.

What About Code Switching With Dialects?

Yes, someone might code switch within one language by mixing dialects or types of vernacular. You can mix academic-speak with street-speak, for example, or slip mid-sentence into baby-talk.

Reasons Speakers Use Code Switching

There are a number of possible reasons for switching from one language to another; three are described below.

To Fulfill a Need. A speaker who may not be able to express him/herself in one language might switch to another to compensate for the deficiency. As a result, the speaker may be triggered into speaking in the other language for a while. This type of code switching tends to occur when the speaker is upset, tired, or distracted in some manner, or when they are less fluent in one language.

To Express Solidarity. Switching also commonly occurs when an individual wishes to express solidarity with a particular social group. Rapport is established between the speaker and the listener when the listener responds with a similar switch.

To Exclude Others. Code switching may also be used to exclude others from a conversation who do not speak the second language. For example, if two people in an elevator in an English-speaking place spoke Spanish, then not only would the others on that elevator who do not speak Spanish would be excluded from the conversation, but also a degree of comfort and intimacy would be established between the Spanish-speakers due to the fact that not all those present in the elevator can listen to their conversation.

Is Code Switching a Bad Thing?

As Skiba (1997) comments, code switching is not a language interference on the basis that it supplements speech. Where it is used due to an inability of expression, code switching provides continuity in speech rather than presenting an interference in language.

When is code switching helpful?

The socio-linguistic benefits of code switching include communicating solidarity with or affiliation to a particular social group, so code switching can be viewed as a means of providing a linguistic advantage rather than an obstruction to communication.

Furthermore, code switching allows a speaker to convey more nuanced attitudes and emotions by choosing from a bigger pool of words that is available to a bilingual person, much like how one might use font, bolding, or underlining in a text document to emphasize points.

Utilizing the second language, then, allows speakers to increase the impact of their speech and use it in a more effective manner.

When is code switching harmful?

If a dominant culture requires all citizens to conform to the dominant language and manner of speaking, or if subcultures are punished in any way for not conforming completely to the language majority, this is harmful.

Code Switching as a Language Interference

In certain settings, code switching might be a barrier to communication rather than an aid. In the classroom, for example, code switching can be seen as language interference since it might impede learning. Although students may see code switching as an acceptable form of communication in society and may feel comfortable switching languages in everyday normal conversation, in some other settings, this type of communication would put those who are not bilingual at a disadvantage, because they would not be able to understand. Therefore, code switching can be both beneficial and a possible language interference, depending on the situation and the context in which it occurs.

Is Code Switching Deliberate or Accidental?

Sometimes, speakers flip from one language to another accidentally, but in many situations, code switching is done deliberately to both create unity or to exclude someone from a conversation. It is seen as a sign of solidarity within a group, and it is also assumed that all speakers in a conversation must be bilingual in order for code switching to occur. Bilinguals do not usually translate from the weaker language to the stronger one. Code switching is used most often when a word doesn't "come."

Types of Code Switching

1. Inter-Sentential
In inter-sentential code switching, the language switch is done at sentence boundaries-words or phrases at the beginning or end of a sentence. This type is seen most often in fluent bilingual speakers. For example: If you are late for the job interview, işe alınmazsın.
2. Intra-Sentential
In intra-sentential code switching, the shift is done in the middle of a sentence, with no interruptions, hesitations, or pauses to indicate a shift. The speaker is usually unaware of the shift. For example: You are sleepy coğu zaman, because you spend a lot of saat in your bed. Different types of switches occur within the clause level and within the word level.
3. Extra-Sentential or Tag Switching
This is the switching of either a single word or a tag phrase (or both) from one language to another. This type is common in intra-sentential switches. It involves the insertion of a tag from one language into an utterance in another language. For example: " Él es de Oaxaca y así los criaron a ellos, if you know what I mean." Another example is how Turkish students use some boundary words like ama (but) or yani (I mean) while speaking English.

Is Code Switching the Same as Code Mixing?

Both involve creating hybrid words or switching between two or more language within phrases, clauses, or from one complete sentence to the next. Some use the terms "code mixing" and "code switching" interchangeably, especially those who study morphology, syntax, and other formal aspects of language, but other areas (like subfields of linguistics, communication, or education theory) have their own extremely specific definitions for code mixing.

The main difference can be summarized like this: Code switching is something speakers do intentionally because they want to express themselves with a personal style or flavor, but code mixing is something speakers might do unintentionally simply because they don't know the correct word or phrase.

What If Speakers Mix Languages Because They Are Not Fluent?

Some researchers call this need-based conflation of languages "code mixing" rather than code switching.

Is Spanglish a Kind of Code Switching?

Linguists regard Spanglish (Spanish + English) as a hybrid language, and many refer to Spanglish as "Spanish-English code-switching," although it also includes lexical and grammatical shifts as well. In Spanglish, speakers are allowed to switch back and forth without following rules.

However, a speaker is misguided to think that they can make up new words that sound kind of like another language in order to fit in with that other culture. " Mi housa es su housa" for example, is just silly (and possibly insulting).

Here are some other hybrid ways of speaking:

Taglish (Tagalog + English)

Franglais (French + English)

Hindinglish (Hindi + English)

Germanglish (German + English)

Is Code Switching the Same as Speaking a Pidgin Language?

Code switching and pidgin are not exactly the same. The difference is that code switching generally occurs when both speakers are fluent in both languages used in the conversation, while a pidgin language is a grammatically simplified way of talking that develops between two or more groups that don't share a language. Pidgin is more like a third dialect that evolves when speakers do not share a common language. Usually, in pidgin, a speaker draws from two or more languages but vocabulary and grammar are simplified and reduced.

How to Use Code Switching in the Classroom

Allow language-learners to code switch when they have difficulty continuing a conversation in the new language.

If a student pauses mid-sentence trying to remember a word, it will be helpful if the teacher allows her to substitute the word with one from her native language in order to continue. If rules strictly prohibit code switching, classroom rapport and learning will be thwarted.

If students find the need to resort to code switching, it's the teacher's job to use those events as opportunities for learning. Teach the vocabulary, offer synonyms, and model other things students might do to continue conversations without resorting to code switching.

Should a teacher explain instructions in both the native and the new language?

It's best to explain instructions in the language you're trying to teach, and to avoid repeating those instructions in the native language afterward. If students know that you will explain it in their native tongue later, they are less likely to listen to and learn the new language.

Is there any situation where code switching should be avoided in the classroom?

Try to avoid code switching in classrooms where students speak different native tongues. If all your students are native English speakers occasional code switching may be helpful, but if your classroom includes students from different linguistic backgrounds, it will confuse the class and prevent learning.

Suggestions for Teachers

The teacher can use code switching to help promote learning, especially while teaching new vocabulary. Here are some suggestions for teachers of intermediate level students learning English. These examples set the lesson in a classroom of native Turkish speakers, but you could do something like this in any classroom full of students who share any native tongue.
Activity #1:
The teacher shares a written dialogue which includes an English statement for which the students don't know the Turkish meaning.

Joselyn: Babs, Babs, Oh there you are!

Babs: Calm down. What's the rush?

Joselyn: (I've been bursting to tell you.)

Babs: Tell me what? It's obviously got you excited.

Jocelyn: Well, Heather just told me that Mandy has dumped Gordon and got a new boyfriend.

Babs: Oohh, fancy that. Who is he?

The teacher wants the students to learn the meaning of the new word " bursting." Have the class brainstorm to guess what it means in context (hopefully they'll come up with something like Sana söylemek için can atıyorum), then the teacher introduces the new word: To burst.
* Activity 2:
The teacher gives another dialogue to the students and wants them to guess the meaning of the words which are written in bold.

John: Would you like to go out to dinner or to a movie?

Karen: Either one, it's up to you.

John: What would you prefer?

Karen: I really don't care; I just want to get out of the house.

John: Well, then how about dinner and a movie?

Karen: That's a great idea!

Students try to guess the meaning of it's up to you from the context. And after finding the its meaning as ' sana bağlı' , they are asked to put those words in the dialogue and read it again.

Conclusion

Code switching is a phenomenon that is inevitable in bilingual communities. It occurs naturally in second- or foreign-language classrooms and it can be used beneficially in many classroom activities. Although it is sometimes seen as a sloppy or presumptive way to speak, it is natural and can be turned to a purposeful and useful activity in language classes.

References

Aranoff, M. and Rees - Miller, J. (2003). The Handbook Of Linguistics. Blackwell Publishers: Oxford

Crystal, D. (1987). The Cambridge Encyclopedia Of Language. Cambridge University Press: Cambridge

Romaine, S. (1992). Bilingualism. Blackwell Publishers: Cambridge

Saunders, G. (1988). Bilingual Children: From Birth To Teens. Multilingual Matters Ltd: Clevedon

Skiba, R. (1997). Code Switching As a Countenance of Language Interference. The Internet TESL Journal. Vol. III. No: 10.

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Code Switching: Definition, Types, and Examples

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Seçkin Esen is working as an English language teacher in Turkey. He obtained his Bachelor's degree in ELT from Hacettepe University in 2010. The ability to communicate our thoughts, emotions, and opinions to others is truly a remarkable skill. But not only does our language communicate who we are, but our use of language can influence our self-concept and identity.

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Este es una explicación muy breve del seseo, lo qual es un "fenómeno fonético" según el artículo con respeto a la /s/ y la /z/. En el seseo, la /s/ se usa en vez de la /z/ en la pronunciación. Por ejemplo, se pronuncia zapatos como sapatos o gozar como gosar. Aunque este artículo habla del seseo, me ayuda entender más la diferencia entre el seseo y el ceceo porque clarifica que el seseo refiere a la /s/ y la /z/, y el ceceo refiere a la /s/ y la /th/.

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El seseo es un fenómeno fonético propio de la lengua española. Consiste en la sustitución del sonido de la z o la c antes de e, i, según se usa en el castellano peninsular, por el sonido atribuido a la s.

El seseo supone, pues, la indistinción en la oralidad entre s y z y c, cuando esta última se encuentra antes de e, i en la pronunciación.

Como tal, es producto de un fenómeno de reducción de fonemas que se registró entre los siglos XVI y XVII, especialmente en el habla andaluza, desde donde se propagaría a América. No se debe confundir con el ceceo.

Vea también Ceceo.

El seseo forma parte de la norma culta. Se trata de un fenómeno extendido en la mayor parte del mundo hispanohablante, común a toda la América hispana, con excepción de España, donde incluso en Andalucía y las islas Canarias se produce.
Ejemplos de seseo

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¿Qué es el seseo? (explicación y ejemplos)

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El seseo es un fenómeno fonético propio de la lengua española. Consiste en la sustitución del sonido de la z o la c antes de e, i, según se usa en el castellano peninsular, por el sonido atribuido a la s. El seseo supone, pues, la indistinción en la oralidad entre s y z y c, cuando esta...

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Este artículo discute los siete dialectos de la euskera. Comprado con el debate sobre las políticas que son parte de la lengua catalán, los dialectos del euskera no tiene identidades individuos que causan conflicto. Sí, hay variedades en los dialectos, pero cada uno no es separado por división política. Lo que es interesante también es que los dialectos del euskera son muy diferentes a los otros dialectos. Las lenguas en España sí varian, pero me interesa que dentro de una lengua hay tanta variación.

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Basque dialects The modern dialects of Basque, according to Koldo Zuazo: Western (Biscayan) Central (Gipuzkoan) (Upper) Navarrese Navarro-Lapurdian Souletin other Basque areas ca 1850 (Bonaparte) Basque dialects are linguistic varieties of the Basque language which differ in pronunciation, vocabulary and grammar from each other and from Standard Basque.

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Como escribió la autora de nuestro libro sobre el portugués y el español, algunas lenguas tienen más dificultad en entenderse. Según este video, este concepto se llama "inteligibilidad asimétrica" y se aplica a las lenguas escandinavas. También él mencionó una herramienta para medir este concepto que se llama la "distancia Levenshtein."

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Why some speakers can't understand speakers who understand them - Asymmetric Intelligibility

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Este video me gusta mucho. El habla de cinco choques culturales que encontraba en España cuando él lo visitó de México. Número cuatro es una descripción de su experiencia como nativo hablante de español mexicana. En clase, nosotros habíamos hablado mucho sobre las diferencias fonéticos entre los dialectos de español, pero él se enfoque en las diferencias en el vocabulario. No sentía la necesidad a cambiar su habla para camuflarse en España porque la gran mayoridad del tiempo, él y los españoles se entienden bien.

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MEXICAN IN SPAIN: My 5 cultural shocks 🇪🇸 | Easy Spanish 124

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Hablamos de las algunas funciones semánticas como el agente y el paciente, pero este artículo discute algunos obstáculos semánticos de la comunicación. Por ejemplo, los homónimos. Si alguien dice en inglés "I have a bat at home" es posible que no sería claro a alguien que no habla inglés; ¿significa el animal o el objeto? También hay obstáculos culturales, específicamente con los símbolos. Por ejemplo, el esvástica para los hindúes es un símbolo de algo de la suerte, pero a los alemanes, significa algo completamente diferente. Estos tipos de diferencias me interesa mucho.

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Definition of Semantic Barriers

Semantic is the study of meaning, signs and symbols used for communication. The word is derived from "sema", a Greek word meaning signs. Semantic barriers to communication are the symbolic obstacles that distorts the sent message in some other way than intended, making the message difficult to understand.

The meaning of words, signs and symbols might be different from one person to another and the same word might have hundreds of meanings. So, when a message is sent by a sender to a receiver, it might be interpreted wrongly in a communication process causing misunderstandings between them.

This can happen due to different situations that form the semantic(of, relating to, or arising from the different meanings of words or other symbols) of the sender and the receiver, known as the semantic barrier. It also arises due to language, education, culture and place of origin (dialect or accent) or most likely their experiences. It is similar to and related to language barriers in a communication.

Types of Semantic Barriers in Communication

Denotative Barriers

Direct meaning of any word which must be shared by two people to understand each other is the denotative meaning. The barriers that arise due to the definition or meaning of a word used differently by sender and receiver is denotative barriers of communication. They disagree on the meaning of a word as they are unaware of the other persons' meaning.

For example, the meaning of braces which is used to define the metallic structure to adjust teeth in American English whereas it means a part of clothing in British English.

Connotative Barriers

The implied meaning of a word is known as Connotative meaning. Connotative barrier in communication refers to the difference of meaning according to different abstract situations, contexts, actions and feelings. Both the communicators know both meanings of the word, but use only one meaning according to the context, which might be being used differently in the context.

For example, the word astonish can be used to describe surprise as well as startle. The words, when used by someone, can have any of the meaning. The context in which it is used will only let the receiver know what the sender means. Another example is the word god, which is used differently by people following different religions.

Causes of Semantic Barriers in Communication

Homophones, homonyms and homographs
Homophones
Homophones are the words with same pronunciation but different meaning which might have different spelling too. For example: Words buy, by and bye. They have same pronunciation, but different meanings and spellings.
Homonyms
Homonyms are the words which have the same pronunciation and their spellings are mostly same, but the intended meaning is different. For example, the noun "bear" and the verb "bear" has different meanings but same pronunciation and spelling.
Homographs
Homographs are the words that have the same spelling but the pronunciation and meaning are different. For example, "The research lead to the discovery of lead". In this sentence, both the words have the same spelling, but different pronunciation and different meanings.

These words can be interpreted wrongly when used unknowingly causing the semantic barrier in a communication process. This, in turn, makes the communication ineffective.

Cultural difference

Many words have fixed meanings in different norms. So, confusion arises in communication due to meaning of different signs and symbols in different cultures, causing semantic barrier. The use of the "Swastika" symbol in Hinduism and for German Nazi cab be taken as an example.

The symbol was used by Hitler for his rule and is taken as something to fear, whereas swastika in Hinduism takes it as auspicious and lucky. People belonging to these two cultures take the symbol differently. If people belonging to these two cultures talk or use the symbol, it can lead to conflicts.

[ Related Reading: Cultural Barriers to Communication]

Difference in use of words

Words can mean something different in two different languages even though the words have the same pronunciation and spelling. People do not know many languages, so the word used in some language might have a different meaning in the language the person understands. The unfamiliarity with the word might make the listener react in a bad way.

The receiver might not understand the message or understand it in a way which is not intended. Sequence of use of words must also be taken care of. Technical words or jargons is also understood differently if the receiver does not have proper knowledge.

For example, the word "concha" in Spanish means shell whereas in it means female sex in an offensive language in Argentina.

Body language and gestures

When what you speak and your body language ( kinesics) is different, the listener can get offended. Inconsistent body language creates conflict. Sarcasm and contrasts make people confused or doubtful about the intentions. Action and language must always go together to make people trust you.

For example, if someone requests you with a catapult posture (hands and elbows behind head) which is used to show intimidation, you will interpret the request as order and might resist doing it.

Use of ambiguous words

A single word can be used in various ways and they have different meanings. The meaning must be clear of all the words used in every sentence. If the meaning of a particular word can be interpreted in many ways, such a word should not be used unless there are no other alternatives.

The words people choose to convey their message makes a communication effective or ineffective. Relative words like bright, love, big, small, good, bad, etc. have their meanings only when compared to or in relation to some other things.

For example, "a small fish" can be interpreted as of any size. But if the word is used as "a fish smaller than a marble", then the size can be predicted properly.

Differences in dialects

People from different parts of the world use different dialects for the same language and pronounce a word differently. People, who speak more than one language can not speak a particular language they use less in the same way the people whose native language or mother tongue.

The mothertongue or the language used most is always prominent and affects the pronunciation of other languages. Dialects or use of different words to give the same meaning according to places makes communication less effective. It causes semantic barrier as meaning of words are different.

For example, the dialect of speaking English by an Australian is different than than of an American. People from Australia use the word "autumn" whereas Americans use the word "fall".

Filtering by senders and selective perception by receivers

Prejudices of people make them only listen to and interpret the things they want to. They always do it their way. They understand the way they want to. Similarly, the sender also sends only the information they want to. They withheld the information that they do not want the receiver to understand. Both of them use the words that serve their interest and objectives.

The sender filters before sending and the receiver perceives selectively which shapes the meaning of the message. The message must be according to the level of understanding of the receiver and in the same way filtering before sending must be done.

For example, a magazine which has middle aged women as target will filter their articles and will not include anything about business. That is filtering. A reader looking at the magazine will skip the articles which is not of his/her interest. That is selective perception.

[ Related Reading: Psychological Barriers to Communication]

When semantic barriers are less in any communication, the communication is effective and gets the desired results can be obtained.

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Semantic Barriers of Communication - Businesstopia

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Cite this article as: Shraddha Bajracharya, "Semantic Barriers of Communication," in Businesstopia, January 10, 2018, https://www.businesstopia.net/communication/semantic-barriers-communication. Definition of Semantic Barriers Semantic is the study of meaning, signs and symbols used for communication. The word is derived from "sema", a Greek word meaning signs.

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La primera mitad de este video es lo que es relevante a la tema de las pragmáticas, específicamente los enunciados performativos que crean estados de existencia. Se puede ver que Rachel es empleada de Central Perk hasta dice renuncia a su trabajo. Antes de este oración, ella está empleado y después ell no es. Es el acto de habla que señala que ahora el mundo está poquito diferente. Si Joey o Chandler habían decido que Rachel renuncia a su traba, nada sería diferente.

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Las pragmáticas componen el aspecto de las lingüisticas que pone énfasis en el contexto.  Sin embargo, "contexto" tiene muchos posibilidades los cuales dependen en factores como el posición del hablante, a quién el hablante está hablando, y a qué  punto de tiempo se refiere. Pienso que este gráfico hace un buen trabajo de crear un entendimiento más concreto de las relaciones entre el hablante, el oyente, el lugar, y el tiempo.

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Al principio, Pinker saca la tema de una falta que tienen las computadoras que nosotros no faltamos: el entendimiento de las pragmáticas. Lo que nosotros podemos hacer durante una conversación es leer entre las lineas para otros significantes que no son hablados, pero son implícitos. Los computadores pueden responder y reaccionar a los mandatos, pero es algo humano ser capable de estos pensamientos.

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En la discusión de los antiguos cambios de las lenguas, este video hable del  futuro del inglés por medio de los mensajes de textos. John McWhorter explica que "aunque muchas personas piensan que los textos están destruyendo la lengua, no es verdad." De hecho, porque la escritura vino después del discurso, los mensajes de textos son una manera en que podemos reflejar más en nuestro discurso. También, en el pasado en inglés, los oradores hablaban como ellos escribían, pero los teléfonos proveen una manera para escribir como hablas.

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John McWhorter: Txtng is killing language. JK!!!

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La mujer en este video explica muy bien el concepto de los verbos que cambian su raíz. Ella comparte el proceso, usa un ejemplo con servir, explica que las raíces no cambian para nosotros y vosotros, y discute las cinco posibilidades de estos verbos. Otra cosa interesante sea una cosa que yo nunca había me dar en cuenta: el diccionario dice a que opción la raíz va a cambiar.

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Aunque hablamos principalmente sobre la influencia del latín en el español, "¿Por Qué?" menciona que el árabe tenía mucha influencia también. Según este video, aproximadamente 4.000 palabras en español son palabras árabes y muchos son de la arquitectura y la construcción. Un ejemplo interesante de este adopción es ojalá lo cual viene de in sha'a lLah. Un deseo está conectado con el plan de Dios.

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Arabic words in Spanish language / تأثير اللغة العربيّة في الاسبانية -لاتين امريكا

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Este video corto discute brevemente las influencias lenguajes que creyeron el español. Enfoque en los efectos que tenían el latín en el español (y también en todos las lenguas romances) y la influencia del árabe. Lo que es interesante también es el resto de la historia political de España que resultó en el español que tenemos hoy.

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¿Con qué de los siguientes tipos de los objetos directos usarías la 'a personal'?

a) tu perro
b) el lavaplatos
c) un amigo
d) opciones a) y c)

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Porque nosotros hemos estudiado los usos de 'se', encontré esta canción como un ejemplo de cómo se separa el 'se' del resto del verbo reflexivo cuando necesitas conjugarlo en vez de mantener el infinitivo completo.  El cantante también clarifica que 'se' se pone directamente en frente del verbo para el conjugación.

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Reflexive Verbs Made Easy With a Song! (Spanish Lesson)

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Aquí, la maestra combina un poquito de lo que aprendimos sobre oraciones temporal y un poquito del subjuntivo. Por ejemplo, ella usa es "cuando llegas a casa, me llamas" para explicar (más o menos) que cuando es la palabra en este oración que indica el uso del subjuntivo. Según de lo que hablábamos en clase, cuando llegas a casa en subordinada porque no significa nada sin ma llamas.

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Oraciones temporales y su uso con el subjuntivo

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Aquí se ve las reglas del uso de la 'a personal.' Como dice ¿Por Qué?, la 'a personal' se usa cuando el objeto directo es una persona (o una mascota). Además, este artículo explica algunos de situaciones en los cuales no se usa 'a personal' como con tener, haber, animales que no son mascotas, o los objetos directos que son inanimados.

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In Spanish, a simple little word like a can mean many different things.

You might see it used in diverse phrases like:

yo voy a la escuela (I go to school)

estoy a pie (I'm standing)

Who know one little letter could be so versatile?

But one of the most important uses of the Spanish word a-and perhaps one of the trickiest-is the personal a.

Have you ever seen Spanish phrases with an a before a person's name? Maybe something like llama a la policia ( call the police), or veo a mi madre ( I see my mother)?

To an English speaker, this a feels superfluous. But in Spanish, it's very important! Read on to learn the ins and outs of the Spanish personal a.

What Is the Personal A?

Spanish and English are similar in many ways, but the personal a is one example of a Spanish grammar rule that has no English equivalent.
The personal a is a preposition that we use when the direct object of a sentence is a person.
Confused? A simple sentence will help clarify the usage of the personal a in Spanish. Let's take the following sentence in English:

I see Sonia.

Sonia is the direct object of the sentence. (To review, the direct object of a sentence is the "recipient" of the verb in the sentence.) Since Sonia is a person, when we translate this sentence into Spanish, we would write it like this:

There's no direct translation for the personal a into English. You simply have to remember that in Spanish, when the direct object of the sentence is a human being, you must insert an a between the verb and the direct object.

The personal a is used exactly the same whether you're talking about one person or multiple people:

When the direct object is a person but the person's name or title begins with el, you can contract a + el to make al. For example:

La mujer llama al doctor. (The woman calls the [male] doctor.)

Since "the doctor" is el doctor, a + el can contract to form al.

In contrast, when we use the feminine article la for a female doctor,there's no need to form a contraction:

La mujer llama a la doctora. (The woman calls the [female] doctor.)

It's important to note that the personal a is different from other usages of the preposition a in Spanish. (As a quick refresher, a preposition is a word that links nouns and pronouns to other words in a sentence. Some examples of English prepositions would be to, on, through, about, with, etc.)

The Spanish preposition a has a few different uses. Frequently, it's used like the English word "to." Take the sentence Yo voy a la playa (I go to the beach). Here, we're not using the personal a. We're simply using the preposition a, meaning "to."

You may also see a used with verbs like gustar and encantar, such as in the phrase:

Check out FluentU's article on verbs like gustar for more information.

When Not to Use the Personal A

There are a couple of exceptions to the personal a usage rule explained above. Here are a few instances when you should avoid using the personal a.

Don't use it when the direct object is an inanimate object.

This preposition is called the personal a because we only use it when referring to human beings! With any other direct object, it's totally superfluous. Compare these two sentences:

Yo veo a una chica. (I see a girl.)

Yo veo una hamburguesa. (I see a hamburger.)

In the second sentence, since the direct object is an inanimate object (a hamburger), there's no need for the personal a.

Don't use it when the direct object is an animal (unless it's a pet).

Generally speaking, it's unnecessary to use the personal a when the direct object of the sentence is an animal.

For example, the sentence "I hear a snake" would be translated as: Yo oigo un serpiente, with no need for a personal a.

However, if the animal in question is a pet-or some other animal about whom the speaker has personal feelings-you may use the personal a.

Ella llama a su perro. (She calls her dog.)

Don't use it when using the verbs tener (to have) or haber (there is/there are).

Even if the direct object is a person, you don't need to use the personal a if the direct object comes after the verbs tener or haber.

For example:

Yo tengo dos hermanos. (I have two brothers.)

Hay 20 estudiantes en la clase. (There are twenty students in the class.)

How to Practice the Personal A

It can be especially difficult to hack Spanish grammar concepts that have no direct translation into English. So, in the case of the personal a, it's super important to practice, practice, practice until it simply comes naturally to you. Luckily, there are many different ways to do this!

1. Listen to native speakers.

As with many aspects of Spanish language learning, one of the absolute best ways to master the Spanish personal a is to listen to and imitate native speakers. If you spend enough time listening to the speech patterns of native Spanish speakers, at some point the personal a will just begin to sound natural to you, too!

There are many ways to listen to (and converse with) native speakers. Consider setting up an online language exchange, find an entertaining TV show in Spanish or-my personal favorite-tune in to a daily Spanish radio show and listen along.

In my opinion, face-to-face language exchanges can be a great way to increase your Spanish fluency. Two of my favorite free resources for finding local conversation partners are Meetup, which can help you find Spanish exchange groups in your area, and Conversation Exchange, which can help you connect with other language learners for one-on-one practice.

2. Practice online.

If you want some more targeted grammar practice, there are many resources around the web to help you practice the personal a. StudySpanish.com features four quizzes on the personal a, so you can make sure you're understanding the concept. If you still want more practice, you can check out this quiz on 123TeachMe.com

Or maybe you're more of an audio learner? The Spanish Dude has a great video on the personal a, which comes with a worksheet (and answer key!) to help you understand this grammar concept.

3. Memorize Spanish phrases.

I love learning Spanish (sayings). They are one of my favorite ways to practice Spanish grammar because they also give me a window into Spanish-speaking cultures. Plus, some of them can be quite poetic, which means that figuring out their true meaning is a bit like deciphering a puzzle!

Once you commit a Spanish saying to memory, you can use it to remind yourself about key grammatical concepts. Luckily, there are many Spanish refranes that make use of the personal a. Here are a few:
1. Amor no respeta ley, ni obedece al rey.
Translation: Love does not respect the law, nor does it obey the king.

Meaning: Love conquers all; love is irrational.

Notice how when the direct object is ley (law), there's no personal a, but when the direct object is el rey, a personal a is added to form the contraction al.
2. El que roba a un ladrón tiene cien años de perdón.
Translation: He who steals from a thief has one hundred years of forgiveness.

Meaning: If you do something mean to a person who isn't nice, your mean action will be forgiven.
3. Haz bien sin mirar a quién.
Translation: Do good without looking at whom.

Meaning: Do good things, regardless of whether or not others will be aware that you're doing them.
4. En las malas se conocen a los amigos.
Translation: In bad times, friends are known.

Meaning: We only know who our true friends are when things are going wrong.
5. Un grano no hace granero, pero ayuda al compañero.
Translation: One grain doesn't make a granary, but it can help a friend.

Meaning: Little things might seem unimportant, but every little bit can make a difference in some way.

These five phrases are great examples of the usage of the personal a. If you commit them to memory, they can help you remember to add a when your direct object is a person.

Hopefully, this article has helped clarify a somewhat tricky vocabulary concept for English-speaking students of Spanish.

Now that you've learned about the personal a, you're going to start noticing it being used everywhere-and you'll be able to work it into your own Spanish as well!

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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The Personal A in Spanish: Unlock the Door to Understanding

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In Spanish, a simple little word like a can mean many different things.You might see it used in diverse phrases like: yo voy a la escuela (I go to school) estoy a pie (I'm standing) a mí me encanta el vino (I love wine) Who know one little letter could be so versatile?But one of the most

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Uno de los conceptos que fueron complicado por mi es los adjetivos calificativos. Es una nueva clase completamente ya que el inglés no tiene esta distinción. Este video recopila una lista de algunos de los estos adjetivos más comunes, por ejemplo: según de él, usar 'verdadero' después del sustantivo significa el verdad o que es real, pero 'verdadero' antes del sustantivo significa 'grande' o 'en una manera serio'

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10 meaning-change qualifying adjectives according their position - A1/A2 - Spanish Grammar (8)

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La mujer en este video explica la fórmula (lo cual espero que sea correcto) de crear palabras compuestas usar el ejemplo de "lavaplatos": tercer persona singular del presente indicativo (lava) + la forma plural del sustantivo (platos). Dice que todas las palabras compuestas siguen esta fórmula, pero no es exactamente correcto. Muchas palabras como "supermercado" o "pasatiempo" a pesar de que muchas palabras sí termina con -s.

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A compound word is a a single word form by combining two other words together. The Spanish word lavaplatos, which means "dishwasher", is an example. Lava is the third person conjugation of the verb lavar, which means "to wash", and plato the word for "dish" or "plate". Try the accompanying interactive audio lesson at http://www.onlinespanishhelp.com/lesson/plan/1383/Palabras%20Compuestas

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Este vídeo se relaciona a la pregunta en ¿Por Qué? sobre si existe un versión de Pig Latin por el español. Encontré un canción sobre el "equivalente" de Pig Latin, las jeringonzas. Para mi, es difícil contemplarlas, pero el principio de este canción le explica bien sus propósitos y el ritmo es pegajoso. Yo tendría de practicar esta canción muchas veces para repetirla bien.

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La Jeringonza, Aniceto Molina - Video Letra

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En pregunta número 39 de ¿Por Qué? se mencionan los aumentativos y los apócopes que el español usa con frecuencia.  Este artículo describe muchos de las razones que el español los usa, por ejemplo para ser menos ofensivo, usar un tono amable, y hablar con niños. El artículo también menciona algunos de los características gramaticales, lo cual pensaba muy útil.

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Spanish Diminutives, Augmentatives, and More - Spanish411

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Diminutives are much more common in Spanish than they are in English. Different regions have their own unique ways of creating diminutives, but the most common one is a form of "-ito." To create a diminutive, drop the "-o" or "-a" from just about any noun and add "-ito" or "-ita."

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Elegí esta gráfica porque me ayuda visualizar las definiciones en un lugar compacto, y yo pensaba que sería útil para el examen que viene. Me gusta que mientras la gráfica se vuelve más específica, los ejemplos se vuelven más concretos. Es importante que es este tema sea bien entendido ya que el resto de capítulo tres se base en estos conceptos.

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Este imagen combina lo que hemos aprendido sobre los lugares de articulación de las vocales y la gráfica que construimos en clase. Me interesa que la gráfica se pone "dentro de" la boca, también me ayuda a tener una buena idea de dónde se producen exactamente las vocales. Aunque la gráfica no incluye /e/ y /o/,  sabemos dónde estas letras pertenecen.

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Este artículo es una descripción breve de la diferencia entre las fonemas y los alófonos en que el autor explica el concepto con el ejemplo de /d/. Él dice lo que discutimos en clase sobre hay maneras diferentes en que podemos producir la letra "d" y que depende del ambiente de /d/ cómo suena. Además, el autor también explica que este ejemplo es un factor en crear el acento español porque en inglés, "day" and "they" son palabras distintas.

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Fonema // vs. Alófono []

Los fonemas se colocan entre barras // y los alófonos en corchetes [ ].

Un fonema representa un conjunto de sonidos que transmiten un mismo significado. Cuando varias personas de distinto acento pronuncian el fonema /d/ emiten sonidos diferentes, pero esta variación de sonido no afecta al significado.

Hay fonemas que se articulan de forma distinta según su posición en la palabra o el carácter de los fonemas vecinos. Fíjate en las palabras "donde" e "idioma". En " don de" el fonema /d/ se articula tocando la parte trasera de los dientes con la lengua. En cambio, cuando decimos la palabra "i dioma" colocamos la lengua entre los dientes. Se trata de dos sonidos muy distintos (uno dental y otro interdental), pero para nosotros ambos sonidos son el mismo. Esta variación en la forma de articular el fonema /d/ es lo que se conoce como alófono [ð]. Dentro de un fonema puede haber varios alófonos.

Es importante tener en cuenta los alófonos ya que pueden afectar nuestra forma de pronunciar el inglés. En el mejor de los casos, esta variación nos puede dar un poco de acento español. Pero, en el caso del fonema /d/ esta variación puede cambiar el significado de las palabras debido a que el alófono español [ð] es un fonema en inglés /ð/ . No es lo mismo decir "day" /dei/ que decir "they" /ðei/.

Si te gustaría recibir por email más consejos y ejercicios de pronunciación, te invito a que te subscribas a mi blog pronunciaringles.com. Es gratis.

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Los fonemas se colocan entre barras // y los alófonos en corchetes [ ]. Un fonema representa un conjunto de sonidos que transmiten un mismo significado. Cuando varias personas de distinto acento pronuncian el fonema /d/ emiten sonidos diferentes, pero esta variación de sonido no afecta al significado.

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Para mí, es difícil recordar todos los detalles de los diptongos y los hiatos, entonces yo encontré una tabla en que se presentan las reglas en una manera que me ayuda. También, la tabla demuestra cuando se usan la tilde, sigue un camino lógico para determinar si un grupo de las vocales es un diptongo o un hiato, y distingue claramente la diferencia entre vocales fuertes y vocales débiles.

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Porque español es fonética, hay poco confusión con algunas pronunciaciones, por ejemplo, entre <b> y <v>. En este video, se explica que <b> y <v> no suenan diferente en la misma manera en que "c" y "k" aveces no suenan diferente en ingles. También se provee consejo sobre cómo preguntar a un hispanohablante cómo escribir una palabra usar es frase "¿"b" de becerro o "v" de vaca?" para soñar como nativo.

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The Difference Between B and V in Spanish

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En un parte de este artículo, el autor escriba el proceso de hacer un lenguaje creole. Dice que porque es más fácil aprender palabras que aprender reglas gramáticas, las lenguajes creoles simplemente no los incluyen. Con lo que yo sabe, el propósito de un lenguaje creole es para comunicar entonces, no hay ninguna necesidad para una estructura formal. Si la gente lo necesita, un grupo lo aprendería.

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In Italy they speak Italian. In Germany they speak German, and in Denmark, Danish. If this was true for all other countries, there would be 193 languages spoken today.

But in reality, there are many more: 8,475 according to glottolog.org, where linguists map languages from around the world.

In fact few countries speak just one or two languages natively, such as Iceland and Denmark. Besides their mother tongue, most people there also speak English.

And if that was not confusing enough, new languages are being developed all the time. For example, so-called creole languages, which arise when two or more groups of people all with their own languages come in contact with each other, and need to communicate.

In our research group at Aarhus University, Denmark, we compared these newly developed grammars with non-creole languages from around the world.

The results were spectacular.

A diversity of languages around the world
Even though many of us speak just one or perhaps two languages, in ten countries around the world there are more than 200 spoken languages, including Cameroun, Nigeria, USA (including Native American languages), and Indonesia.

Papua New Guinea is the current record holder for the number of spoken languages. With a population of eight million, a little more than that of Denmark or Scotland, they speak no fewer than 800 languages! And they are all very different.

Some languages sound very similar, have similar words, and stem from the same proto-language, where dialects have developed into different languages.

Linguists refer to related languages as coming from the same linguistic family. For example, Danish belongs to the Indo-European family, just like almost all languages spoken between Ireland and Bengal, including Armenian in the Black Sea region and Urdu in Pakistan.

Any language can be viewed as a tool that we humans use to talk about anything in the Universe and fictional worlds.

Some languages have no numerals or adjectives, others have 30 ways of forming a plural and others have none at all. Some have 15,000 different verb tenses and others have no tenses. And some languages have just 10 different sounds (Pirahã in the Amazon), while others have 112 (Taa and !Xóõ in Southern Africa).

But this incredible diversity of languages is far from static.
Read More: Evolutionary biology can help us understand how language works

Linguists fear language death
Linguists are pessimistic about the prospect of maintaining the current diversity of languages.

People chose to speak a language that gives better job prospects, and forget that this does not mean they have to say farewell to other languages spoken by their parents.

Some researchers estimate that just 10 per cent of the world's languages will survive this century.

An average language is spoken by somewhere between 3,000 and 5,000 people. So even a language like Danish with five million speakers is actually one of the world's biggest languages--larger than 90 per cent of all other world languages.

While many languages die out, new languages also emerge. And seeing how these new languages have originated over the past 500 years opens a fascinating window on people's cognitive abilities.

Creole language: The newborn of languages
When two or more groups of people with different languages come into contact with each other, the resulting language is called a creole when people start speaking it as their mother tongue or a default language in the community.

Such a situation has occurred many times and there are perhaps 100 known creole languages.

It typically starts among adults who do not share a common tongue, such as soldiers, traders, workers, students, or slaves. Some of them can be relatively powerful people, such as plantation owners, slave traders, or army commanders, who exert more influence than others. And everyone else learns their vocabulary.

In these situations, no authority tells people how to conjugate their verbs. Their need to communicate with each other outweighs the desire to learn to speak each other's language correctly. Instead, they create a new one that is easier to pick up using the language of the most powerful group as a basis.
Read More: What is the world's weirdest language?

The recipe for creole
The recipe to create a new creole language is logical and simple. It is pretty easy to learn words, but it's not so easy to learn grammar and various conjugations, clauses, grammatical genders, and irregular rules. So you just forget about them.

For example, you can imagine a worker who needs to explain to his or her colleague that he is going to start work on the plantation soon. He has learnt a little English, but he cannot say "I will go and work on the plantation."

Instead, he can say "by-and-by me go work plantation." He uses the vocabulary from the boss whose language everyone knows to a limited extent, but not the correct grammar, and often redundant peculiarities like gender, clauses, and other complicated parts of the language. This is what occurred with English in Vanuatu and Papua New Guinea in the Pacific Ocean.

First, you develop a simplified pattern of communication, where you prioritise prominent and emphatic words-those that are emphasised by the leader or boss. So instead of "will", you might say "by-and-by" to indicate that something is happening in the future. Instead of "I" you use the more emphatic "me." Prepositions, such as "at" or "the" can be dropped. And perhaps over time this evolves to "mi ba-wok planteshen."

All the words come from English, but the grammar is new. "By-and-by" has turned into "ba," and is placed close to the verb.

Other examples from Scandinavia
Here are two other examples from Scandinavia.

A pidgin called Russenorsk developed in northern Norway during the 17th century. In this contact language you might use the Russian moja "my" to mean "me," instead of the Norwegian jeg "I" or the Russian word pian meaning "to drink" , which in Norwegian is drikke.

But Russian-Norwegian never developed into a full creole language.

Another example developed in 16th century Danish West Indies, where Danish replaced certain Dutch words to form a Dutch-based creole language known as Die Creol taal.
Read More: Fight on to preserve Elfdalian, Sweden's lost forest language

Creole languages are unique
In our research, we have compared creole languages with a large selection of non-creole languages for which we were able to collect data.

Looking at multiple combinations of creole and non-creole languages, we can see that there is always a small space where (almost) all creole languages are found, and no non-creole languages.

We have used databases with thousands of data on grammatical trends of hundreds of languages, and we never see an overlap of traits, where creole languages cluster with non-creoles.

We have looked at Arabic-based, Dutch-based, French-based, Spanish-based, and Portuguese-based creoles, as well as their dialects and colonial variants.

In every case, creole is distinct to the non-creole. This surprised us, as we had expected to see overlap between languages from Africa and Asia that superficially resembled creole.

In Germany, linguists have done the same exercise for English creole, and their results agree. We have also compared creoles with non-creoles that similarly do not use verb conjugations, cases or grammatical genders, and still, the creole languages are distinct.

Does the human brain use universal grammar?
Some argue that creole is structurally influenced by African languages, associated with slaves.

There are clear influences from these languages. But when you look at many traits simultaneously the impact from Africa is surprisingly small, even though quite a few of them are spoken by people of African origin. Creole languages created by people from Africa more closely resemble other creole languages in Asia than the African languages spoken by these enslaved people.

This similarity across different types of creole all over the world suggests that people all around the world use the same cognitive skills when they create a new grammatical system.

And this is a fascinating thought.

Our research has revealed that a language can be described as a creole if it meets these conditions:

It has a verb for "to have" (only 25 per cent of languages have this). It has an indefinite article "a" that equates to the number one (40 per cent of the world's languages have this). It does not have any verb tenses (for example, there is no formal distinction between "I buy" or "I bought"). It does not have a separate word for "not" (about half of all world languages have this).

None of these traits are rare, but only in creole languages do we find all of them together. Many are found in European languages.

Clearly, people build new languages in the same way in Africa as they do in Asia, America, and Australia, even though the vocabulary comes from different source languages.

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In Italy they speak Italian. In Germany they speak German, and in Denmark, Danish. If this was true for all other countries, there would be 193 languages spoken today. But in reality, there are many more: 8,475 according to glottolog.org, where linguists map languages from around the world.

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Aquí Allison Blazo, una mujer que ha sufrido de afasia de Broca, explica brevemente cómo es tener afasia. Comparte que ella ya entienda lo que escucha, pero es difícil formar sus palabras rápidamente. Lo que me interesa mucho es cuánta desarrollo ella ha hecho desde estar en el hospital después su apoplejía. Por ejemplo, al principio, ella solamente podía decir "awesome" pero ahora puede crear un vídeo. La plasticidad del cerebro humano es fascinante.

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Living with Aphasia-  An Insider's Perceptive

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Este vídeo muestra los cambios recientes que la RAE ha hecho. La prevalencia de palabras populares como "selfie" ya están en el diccionario inglés porque son de origen americana, pero ahora son adoptados por el RAE, con algunos diferencias. Por ejemplo, "sororidad" en ingles refiere a un grupo de mujeres en una universidad, pero según a la RAE, "sororidad" significa amistad general entre mujeres.

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Las nuevas palabras de la RAE | EL TIEMPO

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En relación a la hipótesis Sapir Whorf (y casi exactamente el que dice la pregunta #33), este vídeo usa varios ejemplos de todo el mundo para comentar en algunas de las maneras en que nuestros lenguas afectan cómo procesamos el mundo. El objetivo de la oradora es convencernos que por causa de la influencia de nuestros lenguas, es posible también cambiar nuestros propios pensamientos.

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How Language Shapes the Way We Think | Lera Boroditsky | TED