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  1. Home
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  3. Bilingualism in the Spanish-Speaking World
  • Cited by 5
Publisher:
Cambridge University Press
Online publication date:
May 2015
Print publication year:
2015
Online ISBN:
9780511844201
DOI:
https://doi.org/10.1017/CBO9780511844201
Subjects:
Sociolinguistics, Language and Linguistics
Information

Book description

Bilingualism has given rise to significant changes in Spanish-speaking countries. In the US, the increasing importance of Spanish has engendered an English-only movement; in Peru, contact between Spanish and Quechua has brought about language change; and in Iberia, speakers of Basque, Galician and Catalan have made their languages a compulsory part of school curricula and local government. This book provides an introduction to bilingualism in the Spanish-speaking world, looking at topics such as language contact, bilingual societies, bilingualism in schools, code-switching, language transfer, the emergence of new varieties of Spanish, and language choice - and how all of these phenomena affect the linguistic and cognitive development of the speaker. Using examples and case studies drawn primarily from Spanish/English bilinguals in the US, Spanish/Quechua bilinguals in Peru and Spanish/Basque bilinguals in Spain, it provides diverse perspectives on the experience of being bilingual in distinct cultural, political and socioeconomic contexts.

Reviews

‘Austin, Blume, and Sánchez provide a brilliant and comprehensive overview of bilingualism in the Spanish-speaking world. This easily accessible volume serves as an invaluable reference for scholars in related disciplines. A distinguished achievement.'

Michael T. Putnam - Pennsylvania State University

‘Austin, Blume and Sánchez take a careful, fair, and insightful look at the social, biological and linguistic implications of bilingualism. [This book] gently but decisively takes us well beyond Bloomfield's myth of the perfect bilingual, while portraying and elucidating the rich diversity of ways of being bilingual for individuals and communities.'

Ana Pérez-Leroux - University of Toronto

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