Spanish in Contact -- Editorial page -- Title page -- LCC data -- Table of contents -- Introduction -- Past publications resulting from this conference -- Heritage Spanish in the Unites States -- Subjects in early dual language development -- 1. Introduction -- 2. Monolingual acquisition -- 3. Subjects in Spanish and English -- 4. The data -- 4.1. Mean Length of Utterance (MLU) -- 4.2. Utterances included in the analyses -- 5. Analysis -- 6. Discussion and conclusion -- References -- Interpreting mood distinctions in Spanish as a heritage language -- 1. Introduction -- 2. Linguistic background: Mood -- 3. L1 acquisition and loss of subjunctive -- 4. The study -- 5. Results -- 5.1. Group results -- 5.2. Results by Proficiency -- 5.3. Individual results -- 6. Conclusion -- References -- Appendix -- Anglicismos en el léxico disponible de los adolescentes hispanos de Chicago -- 1. Introducción -- 2. Antecedentes -- 3. Perfil hispano de Chicago -- 4. Bases de la investigación y objetivos -- 5. Estudio de una escuela secundaria de Chicago. Cuestiones metodológicas -- 6. El anglicismo en el léxico disponible en Chicago -- 7. Conclusiones -- References -- Education and policy issues -- Teaching Spanish in the U.S. -- 1. Mapping the geography of Spanish-language teaching in the U.S. -- 2. Instructional practices that support differentiated instruction -- 2.1. Stations -- 2.2. Centers -- 2.3. Agendas -- 2.4. Learning contracts -- 2.5. Multiple-entry journals/reading logs -- 3. Sample applications of DT in the SNS classroom -- 3.1. Sample station activities -- 3.2. Sample center activities -- 3.3. Agendas and learning contracts -- 3.4. Multiple-entry journals/reading logs -- 4. Closing remarks -- References -- The politics of English and Spanish aquí y allá -- 1. Introduction -- 2. Bilingualism in Puerto Rico -- 3. English and Americanization.

4. Bilingualism and class -- 5. Language and recent party politics in Puerto Rico -- 6. Multilingualism in the United States -- 7. Bilingualism and stateside Puerto Ricans -- 8. Spanish and Puerto Rican identity -- 9. Bilingualism and class -- 10. Enhancing bilingualism in Puerto Rico -- 11. Enhancing bilingualism in the United States -- 12. Conclusion -- References -- Language attitudes and the lexical de-Castilianization of Valencian -- 1. Introduction: The importance of heeding speakers' attitudes in language planning -- 2. Speakers' attitudes and the lexical de-Castilianization of Valencian -- 3. The HSM-MEE interface: A persuasive model aimed at changing linguistic behavior -- 4. The HSM-MEE interface at work in the Valencian scenario -- 4.1. Heuristics # 1: Experts are right -- 4.2. Heuristics # 2: Consensus implies correctness -- 4.3. The role of the MEE -- 5. Conclusions -- References -- Are Galicians bound to diglossia? -- 1. Introduction -- 2. Theoretical framework -- 2.1. Diglossia: The sociolinguistic legacy of Galicia -- 2.2. The functional and social revitalization of Galician -- 2.3. Galician as a symbol of identity: Loyalty and conflict -- 3. The nature and purpose of the standard norm -- 4. Standardized Galician: Uses and reactions -- 4.1. Educational system -- 4.2. Governmental uses -- 4.3. Media -- 4.4. The standard among the older and younger speakers -- 5. Conclusions -- References -- Pragmatics and contact -- Addressing peers in a Spanish-English bilingual classroom1 -- 1. Introduction -- 2. Data and methodology -- 3. Analysis -- 3.1. The 4th graders -- 3.2. The 5th graders -- 4. Conclusion -- References -- Style variation in Spanish as a heritage language -- 1. Introduction -- 2. Working assumptions: Register and style -- 3. Discourse particles -- 3.1. Como `as/like' -- 3.2. Punctors -- 4. Hypotheses -- 5. Methodology.

5.1. Speakers -- 5.2. Data collection -- 6. Results -- 6.1. Como -- 6.2. So, así que and entonces -- 6.3. Punctors -- 7. Discussion -- 7.1. Use of como by HLS -- 7.2. Use of so, así que and entonces by HLS -- 7.3. Use of punctors by HLS -- 8. Conclusions -- References -- ``Baby I'm sorry, te juro, I'm sorry'' -- 1. Introducción -- 2. El cambio de código en letras de canciones -- 3. Corpus - el grupo bachatero Aventura -- 4. Marco teórico -- 5. Subjetivización versus objetivización en la letra de una bachata actual -- 6. Discusión -- 7. Resumen -- References -- Cross-linguistic influence of the Cuzco Quechua epistemic system on Andean Spanish -- 1. Introduction -- 2. Literature Review -- 2.1. Disagreement: The semantics of Quechua epistemics -- 2.2. Reinterpretation of the Spanish present perfect and past perfect verb tenses -- 2.3. Dice epistemic calque -- 2.4. Pues epistemic calque -- 2.5. Siempre calque -- 3. Data and methodology -- 4. Analysis -- 4.1. Reinterpretation of the Spanish present and past perfect verb tenses -- 4.2. Dice epistemic calque -- 4.3. Pues epistemic calque -- 4.4. Six other epistemic calque strategies for Quechua -mi/-n -- 5. Conclusion -- References -- La negación en la frontera domínico-haitiana -- 1. Introducción -- 2. La negación en el créole haitiano (CH) -- 3. Metodología de la investigación -- 4. Análisis de los datos -- 5. Hipótesis pragmática -- 6. Conclusiones -- References -- Variation and contact -- On the development of contact varieties -- 1. Introduction -- 2. Linguistic analysis -- 3. Sociohistorical perspective -- 4. Concluding remarks -- References -- Linguistic and social predictors of copula use in Galician Spanish -- 1. Introduction -- 2. The changing status of estar in Spanish -- 2.1. Summary of previous research -- 2.2. Factors that influence language variation -- 3. The current study.

3.1. Research questions -- 3.2. Participants -- 3.3. Instruments and procedures -- 3.4. Coding and analysis -- 4. Results -- 4.1. Differences between participant groups -- 4.2. The role of individual factors in copula selection -- 5. Discussion -- 6. Conclusions and future directions -- References -- Apuntes preliminares sobre el contacto lingüístico y dialectal en el uso pronominal del español en Nueva York -- 1. Introducción -- 2. El corpus -- 2.1. Los informantes -- 2.2. Verbos calificados y descalificados -- 2.3. Un ejemplo extraído de nuestras desgrabaciones -- 2.4. Configuración del corpus utilizado en esta investigación -- 3. Diferencias dialectales entre los recién llegados a Nueva York -- 3.1. Los recién llegados -- 3.2. Diferencias entre los recién llegados según el país de origen -- 3.3. Diferencias entre los recién llegados según la región de origen -- 3.4. Resumen y conclusiones en cuanto al español de los recién llegados a Nueva York -- 4. Contacto interlingüístico en Nueva York -- 4.1. Resultados extraíbles del análisis de la tasa pronominal -- 4.2. Comparación entre hablantes recién llegados y de segunda generación -- 4.3. Comparación entre los recién llegados y los criados en NY, y entre los recién llegados y los nacidos en NY -- 4.4. Comparación entre los recién llegados y los inmigrantes -- 4.5. Estudios anteriores sobre el contacto interlingüístico en el uso del pronombre sujeto -- 5. Contacto interdialectal -- 6. Resumen y conclusiones -- References -- Is the past really the past in narrative discourse? -- 1. Introduction -- 2. Brief description of the participants -- 3. Defining tense and narrative -- 4. The hypotheses -- 5. The analysis and results -- 6. Conclusion -- References -- The impact of linguistic constraints on the expression of futurity in the Spanish of New York Colombians1 -- 1. Introduction -- 2. Methodology.

3. Results -- 3.1. Distribution of variants -- 3.2. Factors significant in the occurrence of the variants -- 4. Discussion -- 5. Conclusions -- References -- Quantitative evidence for contact-induced accommodation -- 1. Introduction -- 2. /s/ reduction -- 3. Data and methodology -- 4. Demographics -- 5. Language attitudes -- 6. Quantitative analysis -- 7. Conclusion -- References -- Está muy diferente a como era antes -- 1. Introduction -- Research questions -- 2. The corpus -- 3. Methodology -- 3.1. Examples -- 4. Results -- 5. Conclusions and future directions -- References -- Bozal Spanish -- Where and how does bozal Spanish survive? -- 1. Introduction -- 2. Remaining enclaves of post-bozal speech -- 3. Ritualized folkloric imitations that include bozal speech -- 4. Individual and collective recollections of former bozal speech -- 5. Descendents of return-diaspora bozal speakers -- 6. Conclusions -- References -- The appearance and use of bozal language in Cuban and Brazilian neo-African literature -- 1. Sociolinguistic antecedents -- 2. Neo-Black-African and the poets -- 2.1. Linguistic aspects -- 3. The neo-black-African poetic work -- 3.1. Brazil -- 3.2. Cuba -- 4. Conclusion -- References -- Index -- The series IMPACT: Studies in language and society.