Constructions of active womanhood and new femininities: from a feminist linguistic perspective, is Sex and the City a modernist or a post-modernist TV text?

Sex and the City has been the subject of close scrutiny within feminist scholarship in terms of whether it is considered to be a reactionary or progressive text. While this debate is valuable within a modernist feminist paradigm, it makes less sense from a post-modernist feminist perspective. Alternately using semiotic and feminist post-structuralist methods of textual analysis, this paper shows that Sex and the City can be viewed as reactionary according to a modernist reading, but is altogether more challenging and complex according to a post-modernist reading.

Everyday use of Spanish among bilingual teachers in New York City and their attitudes toward the language

The attitudes that bilingual teachers have toward the use of foreign languages seem to have an effect on the success of bilingual education programs. In this study, our purpose is to shed light on how often bilingual teachers in New York City use Spanish in their everyday lives, and to examine their attitudes toward the use of Spanish in the U.S. Overall, results indicate only moderate frequencies of use of Spanish in everyday life among bilingual teachers. In addition, the study shows that bilingual teachers have a favorable attitude toward the use of Spanish in the U.S. However, bilingual teachers whose first language is English seem to have a more favorable attitude than those whose first language is Spanish. Among the native Spanish speakers, those born abroad show a more favorable attitude than those born in the U.S. Although no group seems to favor the use of lexical borrowings and code-switching, bilingual native Spanish-speaking teachers born in the U.S. seem to have a less favorable attitude than native Spanish-speaking teachers born abroad. In addition, native Spanish-speaking teachers born abroad seem to have a less favorable attitude toward lexical borrowings and code-switching than U.S.-born teachers whose first language is English. Recommendations for the training of bilingual teachers are discussed in the conclusions of the study.