A Cross-Generational Analysis of Spanish-to-English Lexico-Semantic Phenomena in Emerging Miami English

Sociolinguists have documented the substrate influence of various languages on the formation of dialects in numerous ethnic-regional setting throughout the United States. This literature shows that while phonological and grammatical influences from other languages may be instantiated as durable dialect features, lexical phenomena often fade over time as ethnolinguistic communities assimilate with contiguous dialect groups. In preliminary investigations of emerging Miami Latino English, we have observed that lexical forms based on Spanish lexical forms are not only ubiquitous among the speech of the first generation Cuban Americans but also of the second. Examples, observed in field work, casual observation, and studied formally in an experimental context include the following: “get down from the car,” which derives from the Spanish equivalent, bajar del carro instead of “get out of the car”. The translation task administered to thirty-one participants showed a variety lexical phenomena are still maintained at equal or higher frequencies.

Investigating Miami English-Spanish Bilinguals' Treatment of English Deictic Verbs of Motion

This investigation focused on the treatment of English deictic verbs of motion by Spanish-English bilinguals in Miami. Although English and Spanish share significant overlap of the spatial deixis system, they diverge in important aspects. It is not known how these verbs are processed by bilinguals. Thus, this study examined Spanish-English bilinguals’ interpretation of the verbs come, go, bring, and take in English. Forty-five monolingual English speakers and Spanish-English bilinguals participated. Participants were asked to watch video clips depicting motion events and to judge the acceptability of accompanying narrations spoken by the actors in the videos. Analyses showed that, in general, monolinguals and bilinguals patterned similarly across the deictic verbs come, bring, go and take. However, they did differ in relation to acceptability of word order for verbal objects. Also, bring was highly accepted by all language groups across all goal paths, possibly suggesting an innovation in its use.

Equity policy, educational practice, and limited English proficient (LEP) students in two high schools in Miami

Most studies of language minority students' performance focus on students' characteristics. This study uses qualitative methodology to examine instead how educational policies and practices affect the tracking of language minority students who are classified as limited English proficient (LEP). The placement of LEP students in core courses (English, Math, Social Studies, and Science) is seen as resulting from the interaction between school context and student characteristics. The school context includes factors such as equity policy requirements, overcrowding, attitudes regarding immigrants' academic potential, tracking, and testing practices. Interaction among these factors frequently leads to placement in lower track courses. It was found that the absence of formal tracks could be misleading to immigrant students, particularly those with high aspirations who do not understand the implications of the informal tracking system. Findings are discussed in relation to current theoretical explanations for minority student performance. ^

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.

Vowels in the 305: A First Pass at Miami Latino English

In this paper, I present preliminary findings of the first-large scale, systematic study of English Latino vowels in Miami. Sociolinguistic interviews were conducted with 25 Miami-born participants: 10 Anglo Whites and 15 Latinos with varying degrees of Spanish fluency. Here I focus on the vowel quality (/i, ɪ, ai, æ, ɔ, u /) in the speech of the 2nd and 3rd generations to examine the nature of influence of Spanish on English in Miami over the past 60 years. I conduct an in-depth analysis of the vowel productions of two female speakers, Maria & Blaze, to show the range of vowel productions in Miami Latino English. The vocalic analysis is comprised of a minimum of 15 non-repeating tokens of each vowel. These vowels were extracted from interview data and analyzed for F1, F2, and F3 values using PRAAT. Two allophones of /æ/ were considered: pre-nasal and pre-non-nasal, since Latinos in other regions have shown to resist pre-nasal /æ/ raising (Thomas 2001).

Nutritional programs for the English-speaking elderly and disabled in the "Little Havana" area of Miami

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Equity policy, educational practice, and limited english proficient (LEP) students in two high schools in Miami

Most studies of language minority students' performance focus on students' characteristics. This study uses qualitative methodology to examine instead how educational policies and practices affect the tracking of language minority students who are classified as limited English proficient (LEP). The placement of LEP students in core courses (English, Math, Social Studies, and Science) is seen as resulting from the interaction between school context and student characteristics. The school context includes factors such as equity policy requirements, overcrowding, attitudes regarding immigrants' academic potential, tracking, and testing practices. Interaction among these factors frequently leads to placement in lower track courses. It was found that the absence of formal tracks could be misleading to immigrant students, particularly those with high aspirations who do not understand the implications of the informal tracking system. Findings are discussed in relation to current theoretical explanations for minority student performance.

Las necesidades de los ancianos hispanos : audiencia ante el Comité Selecto sobre la Vejez, Cámara de Representantes, 95 Congreso, segunda sesión, marzo 28, 1978, Miami, Florida = Needs of the Hispanic elderly : hearing before the Select Committee on Aging, House of Representatives, Ninety-fifth Congress, second session, March 28, 1978, Miami, Fla.

"Comm. pub. no. 95-152."

Haitians in Miami: An Assessment of Their Background and Potential (Dialogue #12)

EXECUTIVE SUMMARY Our research on Haitians in Miami reveals the common stereotypes to be wrong in virtually every respect. Miami Haitians are not a significant drain on community resources. They did not come to the U.S. anticipating benefits from the welfare system. They are not uneducated nor are they unskilled. To the contrary, Miami Haitians have a tremendous potential for productively contributing to U.S. society. They are well educated by Haitian standards and many come with readily employable skills. Their motivations for leaving Haiti are inseparably both political and economic. They possess a sound work ethic and are striving to improve themselves. Economic problems are severe, yet they confront and surmount them with virtually no help from the state welfare system. They rely largely upon opportunities and resources within Miami's own Haitian community. Yet, they do not isolate themselves from the large community around them. They work with, buy from, and live in the same neighborhoods as Cubans, Anglos, and American Blacks. In spite of the many personal difficulties they have encountered since arriving in the U.S., they maintain a positive view both of themselves and their experiences in U.S. society. If given sufficient opportunities, they are likely to adapt quickly and succeed economically. These findings stem from a recently completed survey of 129 Haitians enrolled in English for Speakers of Other Languages (ESOL) classes in Miami administered by the Haitian Adult Development Education Program (HADEP) of the Phelps Stokes Fund. The U.S. Department of Education funded the project to provide instruction in English communication and literacy skills, acculturation support and vocational training. The classes were free and open without restrictions to all Haitians. The Haitians neither paid nor received money to attend the classes. The classes were offered both during the day and evening and drew from all levels of the Haitian population in Miami. The survey was administered in June and July of this year and consisted of 146 questions in Creole on a broad range of subjects from background and experiences in Haiti to migration and employment history and perceptions of U.S. society.

An investigation into the comparable effectiveness of two tests of writing administered to college-level English as a Second Language students: The Computerized Placement Test and holistically scored essay exams

This dissertation describes the findings and implications of a correlational analysis. Scores earned on the Computerized Placement Test (CPT), sentence skills, were compared to essay scores of advanced English as a Second Language (ESL) students. As the CPT is designed for native speakers of English, it was hypothesized that it could be an invalid or unreliable instrument for non-native speakers. Florida community college students are mandated to take the CPT to determine preparedness, as are students at many other U.S. and Canadian colleges. If incoming students score low on the CPT, they may be required to take up to three semesters of remedial coursework. It is essential that scores earned by non-native speakers of English accurately reflect their ability level. They constitute a large and growing body of non-traditional students enrolled at community colleges.^ The study was conducted at Miami-Dade Community College, Wolfson Campus, fall 1997. Participants included 106 advanced ESL students who took both the CPT sentence skills test and wrote final essay exams. The essay exams were holistically scored by trained readers. Also, the participants took the Placement Articulation Software Service (PASS) exam, an alternative form of the CPT. Scores on the CPT and essays were compared by means of a Pearson product-moment correlation to validate the CPT. Scores on the CPT and the PASS exam were compared in the same manner to verify reliability. A percentage of appropriate placements was determined by comparing essay scores to CPT cutoff score ranges. Finally, the instruments were evaluated by means of independent-samples t-tests for performance differences between gender, age, and first language groups.^ The results indicate that the CPT sentence skills test is a valid and reliable placement instrument for advanced- level ESL students who intend to pursue community college degrees. The correlations demonstrated a substantial relationship between CPT and essay scores and a marked relationship between CPT and PASS scores. Appropriate placements were made in 86% of the cases. Furthermore, the CPT was found to discriminate equally among the gender, age, and first language groups included in this study. ^

Transcultural experiences: A literature bridge to English for ESOL students from Cuba

This qualitative study is concerned with exploring the transcultural experiences of ESOL students and connecting their lived experiences to literature in the classroom. The purpose of this study was to describe and explain the transcultural perspectives of six high school and community college students: four Cuban born students and two American born/raised students of Cuban-American culture. The participants were from Barbara Goleman Senior High School and Miami-Dade Community College. The six phenomenological portraits were explored in the form of lived experience pieces, representing the students' transcultural experiences. The data was collected in the form of student interviews, researcher's journal, and document reviews. The following exploratory questions guided this study: (1) From the perspective of four Cuban-born, non-native English-speaking students (NNS), what are the essential structures of their transcultural identities? (2) What are the underlying themes that account for the Cuban NNS students' transcultural experiences? (3) What are the universal transcultural structures among the Cuban NNS students' transcultural experiences and the Cuban-American, native English/Spanish speaking (NESS) students' experiences? (4) What are the possible structural meanings of the Cuban NNS students' interests in relation to their transcultural experiences? (5) What are some connections between the structural themes inherent in the Cuban NNS students' transcultural experiences and teaching literature in ESOL? ^ A phenomenological approach was used to investigate the participants' transcultural experiences, focused on the students' lived experiences. The study consisted of three interview sessions for each of the six participants. The analysis of the data was conducted following the principles of qualitative research, which included participant interviews, thematic analysis, researcher's journal, document reviews, and triangulation. The researcher created portraits representing students' transcultural experiences. Subsequently, the participants' transcultural experiences were used to respond to the exploratory questions, including comparing and contrasting themes and drawing connections among teaching literature in the ESOL classroom. ^ The results of this study show some relevant specific statements and themes that emerged from the students' transcultural data. The results serve as a better understanding of these students' transcultural experiences and the potentiality of connecting their perspectives to literature in the classroom. In addition, this study shows the need for a better understanding of the connection between transcultural experiences and literature in ESOL. ^

An investigation of mathematics and science instruction in English and Spanish for English language learners

The contextual demands of language in content area are difficult for ELLS. Content in the native language furthers students' academic development and native language skills, while they are learning English. Content in English integrates pedagogical strategies for English acquisition with subject area instruction. The following models of curriculum content are provided in most Miami Dade County Public Schools: (a) mathematics instruction in the native language with science instruction in English or (b) science instruction in the native language with mathematics instruction in English. The purpose of this study was to investigate which model of instruction is more contextually supportive for mathematics and science achievement. ^ A pretest and posttest, nonequivalent group design was used with 94 fifth grade ELLs who received instruction in curriculum model (a) or (b). This allowed for statistical analysis that detected a difference in the means of .5 standard deviations with a power of .80 at the .05 level of significance. Pretreatment and post-treatment assessments of mathematics, reading, and science achievement were obtained through the administration of Aprenda-Segunda Edición and the Florida Comprehensive Achievement Test. ^ The results indicated that students receiving mathematics in English and Science in Spanish scored higher on achievement tests in both Mathematics and Science than the students who received Mathematics in Spanish and Science in English. In addition, the mean score of students on the FCAT mathematics examination was higher than their mean score on the FCAT science examination regardless of the language of instruction. ^

Better Spanish, Better English: Native Language Literacy and Adult Education

Characteristics of the predominantly Hispanic community and native language usage in Miami are discussed in relation to poverty and common adult education programs. Native language literacy instruction is considered as an alternative offering to meet learners’ needs.

The effects of content-based ESOL instruction on the overall English proficiency of foreign -born college students

This study investigates the effects of content-based ESOL instruction on the overall English proficiency of foreign-born college students. Based on various psychological and social factors which affect second language acquisition, it is suggested that the techniques of content-based instruction, while focusing on subject matter, allow the learners to overcome the language barrier by neutralizing their subconscious defense mechanism, thus attaining greater proficiency.^ Two groups of Miami-Dade Community College ESOL students were chosen as subjects for this study: a control group composed of students from the North and Wolfson campuses, where the ESOL program is based predominantly on structural or structural-functional approach, and an experimental group of Medical Center campus students, where content-based instruction is incorporated into curriculum. Ethnicity, gender, age, and other differences in the population are discussed in the study.^ The students' English Placement Test (EPT) scores were used as covariate, and the scores on Multiple Assessment Programs and Services (MAPS) test as dependent variables. Multivariate analysis of variance (MANOVA) was applied to test significant difference between the means. The results of the analysis of data indicate that there is a consistent difference in the mean performance of the Medical Center campus ESOL students demonstrated by their scores on MAPS. Although neither ethnicity, nor gender of the subjects has affected the outcome, age had a contributing effect. The implications of these findings suggest that content-based instruction facilitates greater overall English proficiency in foreign-born college students. ^

The effect of dual -language instruction on academic achievement as measured by the SAT: An evaluation of the "International Studies Program" of Miami -Dade County Public Schools

This study investigated the influence that receiving instruction in two languages, English and Spanish, had on the performance of students enrolled in the International Studies Program (delayed partial immersion model) of Miami Dade County Public Schools on a standardized test in English, the Stanford Achievement Test, eighth edition, for three of its sections, Reading Comprehension, Mathematics Computations, and Mathematics Applications.^ The performance of the selected IS program/Spanish section cohort of students (N = 55) on the SAT Reading Comprehension, Mathematics Computation, and Mathematics Application along four consecutive years was contrasted with that of a control group of comparable students selected within the same feeder pattern where the IS program is implemented (N = 21). The performance of the group was also compared to the cross-sectional achievement patterns of the school's corresponding feeder pattern, region, and district.^ The research model for the study was a variation of the "causal-comparative" or "ex post facto design" sometimes referred to as "prospective". After data were collected from MDCPS, t-tests were performed to compare IS-Spanish students SAT performance for grades 3 to 6 for years 1994 to 1997 to control group, feeder pattern, region and district norms for each year for Reading Comprehension, Mathematics Computation, and Mathematics Applications. Repeated measures ANOVA and Tukey's tests were calculated to compare the mean percentiles of the groups under study and the possible interactions of the different variables. All tests were performed at the 5% significance level.^ From the analyses of the tests it was deduced that the IS group performed significantly better than the control group for all the three measures along the four years. The IS group mean percentiles on the three measures were also significantly higher than those of the feeder pattern, region, and district. The null hypotheses were rejected and it was concluded that receiving instruction in two languages did not negatively affect the performance of IS program students on tests taken in English. It was also concluded that the particular design the IS program enhances the general performance of participant students on Standardized tests.^ The quantitative analyses were coupled with interviews from teachers and administrators of the IS program to gain additional insight about different aspects of the implementation of the program at each particular school. ^