El habla de la comunidad cubana en Montreal

Ce travail contient une première caractérisation générale du discours de la communauté cubaine à Montréal, avec une attention particulière sur deux aspects: le comportement de certains traits qui caractérisent l'espagnol de Cuba chez les locuteurs migrants, et les possibles variations produites par le contact linguistique. Pour ce faire, nous utilisons les données d'un corpus élaboré par la chercheuse à partir de conversations semi-dirigées enregistrées (registre colloquial) avec 19 Cubains: dix hommes et neuf femmes vivant à Montréal. L'analyse des données nous permet de vérifier que les traits caractéristiques étudiés se sont conservés dans le discours des Cubains résidants dans la ville, mais quelques variations se sont produites, provoquées par le contact avec les langues dominantes (français-espagnol, et moins en anglais-espagnol) et d'autres variétés de l'espagnol, ainsi qu’avec une réalité socio-économique, politique et culturelle très différente de celle d’origine. Les variations morphosyntaxiques ont été détectées principalement dans les mots invariables (prépositions). Au niveau lexico-sémantique, nous avons trouvé essentiellement des emprunts lexicaux. Il existe également des prêts sémantiques, des calques et des changements de fréquence de certains mots. Concernant le niveau pragmatique, nous avons remarqué un ralentissement du rythme dans les conversations de l'échantillon qui pourrait être dû à la situation du bilinguisme fonctionnel. En résumé, le discours des Cubains participants dans cette étude montre quelques-uns des traits caractéristiques à toute situation de contact de langues, mais aussi des particularités relatives aux caractéristiques de la communauté étudiée (les attitudes linguistiques, par exemple), à la distance typologique entre les langues impliquées (espagnol et français) et au contraste entre les sociétés d’origine et d’accueil, entre autres.

Anglicisms and calques in upper social class in pre-revolutionary Cuba (1930–1959): A sociolinguistic analysis

The geographical proximity and socioeconomic dependence on the United States brought about a deep rooted anglicization of the Cuban Spanish lexis and social strata, especially throughout the Neocolonial period (1902–1959). This study is based on the revision of a renowned newspaper of that time, Diario de la Marina, and the corresponding elaboration of a corpus of English-induced loanwords. Diario de la Marina particularly targeted upper social class, and only crónicas sociales (society pages’ columns) and print advertising were revised because of their fully descriptive texts, which encoded the ruling class ideology and consumerism. The findings show that there existed a high number of lexical and cultural anglicisms in the sociolect in question, and that the sociolinguistic anglicization was openly embraced by the upper socioeconomic stratum, entailing a differentiating sign of sophistication and social stratification. Likewise, a number of the anglicisms collected, particularly those related with social events, are unused in contemporary Cuban Spanish, which suggests a major semantic shifting in this sociolect after 1959.

Notes of a war correspondent /

The Cuban-Spanish war -- The Greek-Turkish war -- The Spanish-American war -- The South African war -- The Japanese-Russian war -- A war correspondent's kit.

Inter-subjective and transnational racial effects: The role of the United States in the formation and evolution of the collective perception and racial relations in Cuba, 1898–1902

Since the arrival of the first African slaves to Cuba in 1524, the issue of race has had a long-lived presence in the Cuban national discourse. However, despite Cuba’s colonial history, it has often been maintained by some historians that race relations in Cuba were congenial with racism and racial discrimination never existing as deep or widespread in Cuba as in the United States (Cannon, 1983, p. 113). In fact, it has been argued that institutionalized racism was introduced into Cuban society with the first U.S. occupation, during 1898–1902 (Cannon, 1983, p. 113). This study of Cuba investigates the influence of the United States on the development of race relations and racial perceptions in post-independent Cuba, specifically from 1898-1902. These years comprise the time period immediately following the final fight for Cuban Independence, culminating with the Cuban-Spanish-American War and the first U.S. occupation of Cuba. By this time, the Cuban population comprised Africans as well as descendants of Africans, White Spanish people, indigenous Cubans, and offspring of the intermixing of the groups. This research studies whether the United States’ own race relations and racial perceptions influenced the initial conflicting race relations and racial perceptions in early and post-U.S. occupation Cuba. This study uses a collective interpretative framework that incorporates a national level of analysis with a race relations and racial perceptions focus. This framework reaches beyond the traditionally utilized perspectives when interpreting the impact of the United States during and following its intervention in Cuba. Attention is given to the role of the existing social, political climate within the United States as a driving influence of the United States’ involvement with Cuba. This study reveals that emphasis on the role of the United States as critical to the development of Cuba’s race relations and racial perceptions is credible given the extensive involvement of the U.S. in the building of the early Cuban Republic and U.S. structures serving as models for reconstruction. U.S. government formation in Cuba aligned with a governing system reflecting the existing governing codes of the U.S. during that time period.

Cuba's great struggle for freedom, containing a complete record of Spanish tyranny and oppression...daring deeds of Cuban heroes and patriots...American aid for the cause of Cuba..great resources; products and scenery...manners and customs of the people, etc...To which is added a full account of the destruction of the battleship "Maine"...

Mode of access: Internet.

The civil law in Spain and Spanish-America, including Cuba, Puerto Rico, and Philippine islands, and the Spanish Civil code in force, annotated and with references to the Civil codes of Mexico, Central and South America, with a history of all the Spanish codes, and summary of canonical laws, of the principal fueros, ordenamientos, councils and ordenanzas of Spain from the earliest times to the twentieth century, including the Spanish, Mexican, Cuban and Puerto Rican autonomical constitutions, and a history of the laws of the Indies--Recopilacion de leyes de los reynos de las Indias,

Mode of access: Internet.

Pictorial history of our war with Spain for Cuba's freedom : a thrilling account of the land and naval operations of American soldiers and sailors in our war with Spain, and the heroic struggles of Cuban patriots against Spanish tyranny, including a description and history of Cuba, Spain, Philippine Islands, our army and navy, fighting strength, coast defenses, and our relations with other nations, etc., etc. /

Mode of access: Internet.

One Voice, Two Attitudes: Perceptions of Spanish and English among Cuban Americans in Miami , Lecture by Phillip M. Carter

This flyer promotes the event "One Voice, Two Attitudes: Perceptions of Spanish and English among Cuban Americans in Miami Lecture by Phillip M. Carter" hosted by the Cuban Research Institute.

"You help me improve my English, I'll teach you Physics!" Cuban teachers overseas

Lending teachers for two-year periods is one of the ways in which Cuba has been able to collaborate with other countries in their efforts to improve educational planning and practice. My field research in 2001 in Jamaica (March and November) and in Namibia (December) enabled me to obtain information about how Cuban teachers are being utilized, and about the educational implications of this project. In Jamaica, I interviewed 15 Cuban teachers in several schools and one in the vocational institute, as well as the Cuban project supervisor in charge of the 51 Cuban teachers. I also talked with officials at the Jamaican Ministry of Education to obtain an idea of the developmental needs in the various subjects that the Cubans had been asked to teach. In Namibia I interviewed personnel in the National Sports Directorate and the Cuban manager in charge of the sports education project. The chapter draws on these interviews to build a picture of how the program of collaboration is organized, and considers its postcolonial significance, in theory and in practice, as an example of South-South collaboration. The chapter contributes to a multilevel style of comparative education analysis based on microlevel qualitative fieldwork within a framework that compares cross-cultural issues and national policies. The discussion of the educational situation of the host countries suggests why Cuban teachers can contribute to meeting curricular needs, particularly in the areas of the sciences, mathematics, Spanish, and sports. The friendly and joking remark of one of the Cuban teachers to school students in Jamaica: “You help me improve my English, I’ll teach you Physics!” highlights the reciprocal potential of these cooperation projects, discussed in several chapters of this book.

Use of cognitive interviewing in the development of a Spanish language genetic knowledge instrument

Study purpose. Genetic advances are significantly impacting healthcare, yet recent studies of ethnic group participation in genetic services demonstrate low utilization rates by Latinos. Limited genetic knowledge is a major barrier. The purpose of this study was to field test items in a Spanish-language instrument that will be used to measure genetic knowledge relevant to type 2 diabetes among members of the ethnically heterogeneous U.S. Latino community. Accurate genetic knowledge measurement can provide the foundation for interventions to enhance genetic service utilization. ^ Design. Three waves of cognitive interviews were conducted in Spanish to field test 44 instrument items Thirty-six Latinos, with 12 persons representative of Mexican, Central and South American, and Cuban heritage participated, including 7 males and 29 females between 22 and 60 years of age; 17 participants had 12 years or less of education. ^ Methods. Text narratives from transcriptions of audiotaped interviews were qualitatively analyzed using a coding strategy to indicate potential sources of response error. Through an iterative process of instrument refinement, codes that emerged from the data were used to guide item revisions at the conclusion of each phase; revised items were examined in subsequent interview waves. ^ Results. Inter-cultural and cross-cultural themes associated with difficulties in interpretation and grammatical structuring of items were identified; difficulties associated with comprehension reflected variations in educational level. Of the original 44 items, 32 were retained, 89% of which were revised. Six additional items reflective of cultural knowledge were constructed, resulting in a 38-item instrument. ^ Conclusions. Use of cognitive interviewing provided a valuable tool for detecting both potential sources of response error and cultural variations in these sources. Analysis of interview data guided successive instrument revisions leading to improved item interpretability and comprehension. Although testing in a larger sample will be essential to test validity and reliability, the outcome of field testing suggests initial content validity of a Spanish-language instrument to measure genetic knowledge relative to type 2 diabetes. ^ Keywords. Latinos, genetic knowledge, instrument development, cognitive interviewing ^

Women defending themselves: Cuban Romantic feminine voices (poetry and short stories)

Throughout history, women have played an important role in literature. Nevertheless, since Sappho's poetry until now, feminine voices have had to struggle for recognition of their works. ^ Before the nineteenth century, women were almost ignored in Spanish literature. Society kept them as “ángeles de la familia,” taking care of their homes, husbands, and children. Some of them, such as María de Zayas y Sotomayor in Spain and Sor Juana Inés de la Cruz in Mexico, complained about their situation in their writings. However, they expressed their fight not as a generation but as individuals. ^ In the nineteenth century, the ideas and ideals of Romanticism, were brought to Latin America from Europe. Cuba was among those countries where the new movement took roots. Initiated by Gertrudis Gómez de Avellaneda, a group of women began to participate in literary reunions, and to found newspapers and magazines where works authored by women, dedicated to feminist ideas, were published. They indeed through literature started to live out womanhood in order to intellectually leave the ideological prisons where society had been keeping them. ^ This study scans the literary works of all Romantic women writers in Cuba. It specifically analyzes poetry and short stories, and investigates how these authors expressed themselves in their works against the patriarchal society, where they lived and wrote their books. An eclectic critical method has been used. ^ Findings were very revealing. Only three of the fourteen writers studied in my dissertation had been previously mentioned by major critics. Most of them had been ignored. However, the greatest discovery was that they prompted something new: For the first time they projected themselves as a group, as a collective consciousness, and this fact established a difference with former women writers in Cuban literature before Romanticism. In other words, they produced a “Renaissance” in Cuba's literature. In spite of how they lived between 1820 and 1900, their struggles for women's rights have linked them to our current times. ^

A Geographic Perspective of Cuban Landscapes

Beginning in the era of the Spanish conquest and taking the reader right up to the present day, this book focuses on how the landscape of Cuba has changed and evolved into the environment we see today. It illustrates the range of factors – economic, political and cultural – that have determined Cuba’s physical geography, and explores the shifting conservation measures which have been instituted in response to new methods in agriculture and land management. The text uses historical documents, fieldwork, Geographic Information System (GIS) data and remotely-sensed satellite imagery to detail Cuba’s extensive land-use history as well as its potential future. The author goes further to analyze the manner, speed and methods of landscape change, and examines the historical context and governing agendas that have had an impact on the relationship between Cuba’s inhabitants and their island. Gebelein also assesses the key role played by agricultural production in the framework of international trade required to sustain Cuba’s people and its economy. The book concludes with a review of current efforts by Cuban and other research scientists, as well as private investors, conservation managers and university professors who are involved in shaping Cuba’s evolving landscape and managing it during the country’s possible transition to a more politically diverse, enfranchised and open polity.

The Cuban Poetry of Alfonso Camín, Father of Afro-Cuban Poetry : Lecture by Victor Puertodan

This flyer promotes the event "The Cuban Poetry of Alfonso Camín, Father of Afro-Cuban Poetry : Lecture by Victor Puertodan" cosponsored by the FlU Initiative for Spanish and Mediterranean Studies.

The Spanish Community in Cuba, 1900-1940 , Lecture by Consuelo Naranjo Orovio

This flyer promotes the event "The Spanish Community in Cuba, 1900-1940 : Lecture by Consuelo Naranjo Orovio" cosponsored by the FlU Latin American and Caribbean Studies Student Group (MALOKA) and FlU's Council for Student Organizations.

CRI Brochure [Spanish]

This brochure provides information in Spanish about the Cuban Research Institute at Florida International University.