Abstract
The present study analyses the attitudes of Italo-Mexican speakers in a bicultural, bilingual community, Chipilo, Mexico, who have preserved their minority language, Veneto, for over a century. The study was guided by two research questions, which examined the possible instruction in Veneto in schools and the link between speakers’ identity and Veneto. Three social variables were examined: gender, age, and education. The results showed a positive correlation between participants’ identity and Veneto use, specifically among younger male speakers. In terms of instruction in schools, the data revealed the possibility of incorporating Veneto in classrooms; predominantly positive responses were given among males (aged 35–55+) with College and University levels of education. Based on these two results, there is a high probability of Veneto maintenance in the near future.
Appendix: Sociolinguistic questionnaire
Instrucciones: Marque con una “X” la respuesta adecuada.
Sexo
masculino ____ femenino ______
Estado Civil:
soltero ___ casado____ divorciado___ union libre___viudo____
Edad:
de 18 a 34 años ____ de 35 a 54 años ____ más de 55 años___
Estudios realizados:
Primaria/secundaria completa ___preparatoria completa____ estudios de grado_____
Ocupación______________________
Lugar de trabajo (Chipilo, Puebla, etc.)______________________
¿Qué lengua aprendió primero?
véneto____ español____
¿Dónde aprendió el véneto?
familia____ calle____ trabajo____otro (especificar)__________
¿Dónde aprendió el español?
familia___calle___trabajo___escuela___otro (especificar)_________
¿ De quién aprendió el véneto?
___________________________________________________________________
¿ De quién aprendió el español?
___________________________________________________________________
¿ Por qué los chipileños han conservado el véneto hasta ahora?
___________________________________________________________________
¿Considera Usted que el véneto se puede escribir? Por qué?
___________________________________________________________________
¿En qué lengua prefiere que le hablen sus hijos en la casa?
_________________________________________________
¿Por qué razones considera Usted que es bueno saber hablar español?
___________________________________________________________________
________________________________________________________________
¿Por qué razones considera Usted que es bueno saber hablar el véneto?
___________________________________________________________________
___________________________________________________________________
¿Qué opinión tiene Usted del chipileño que no habla bien el español?
___________________________________________________________________
___________________________________________________________________
¿Qué opinión tiene Usted del chipileño que no habla bien el véneto?
___________________________________________________________________
___________________________________________________________________
¿Cree usted que el español posee cualidades lingüísticas especiales?
___________________________________________________________________
________________________________________________________________
¿Cree Usted que el véneto posee cualidades lingüísticas especiales? (el vocabulario, gramática etc)
___________________________________________________________________
¿Considera usted que el véneto podría desaparecer en Chipilo?
___________________________________________________________________
¿Qué haría Usted para que el véneto no se perdiera en Chipilo?
___________________________________________________________________
___________________________________________________________________
¿Qué opina Usted sobre su conocimiento de véneto?
___________________________________________________________________
¿Qué opina Usted sobre su conocimiento de español?
______________________________________________________________
¿Piensa Usted que se le destaca algo (su personalidad, carácter) a la persona con la forma en que habla?
______________________________________________________________
___________________________________________________________________
¿Piensa Usted que el lenguaje es el parte de la cultura humana?
______________________________________________________________
___________________________________________________________________
¿Si véneto ya no existiera, cree Usted que la identidad chipileña sería distinta?
______________________________________________________________
___________________________________________________________________
¿Cree Usted que se cambia/se crea una actitud según el acento?
___________________________________________________________________
________________________________________________________________
¿Cambia la actitud de los mexicanos cuando se encuentran con un chipileño?
___________________________________________________________________
___________________________________________________________________
¿Piensa Usted que los mexicanos tienen más oportunidades (para el trabajo, estudios) que los chipileños?
______________________________________________________________
__________________________________________________________________
¿Los chipileños tienen los mismos derechos que los mexicanos o a veces se sienten discriminados? Cuándo? Por qué será?
______________________________________________________________
___________________________________________________________________
¿Cree Usted que los chipileños que son bilingües tienen mejor capacidad académica/rinden más en la escuela, trabajo etc.?
___________________________________________________________________
___________________________________________________________________
¿Ha escuchado Usted críticas al véneto? Cuales?
______________________________________________________________
___________________________________________________________________
¿Cómo reacciona si se critica el véneto?
__________________________________________________________________
¿Considera Usted que es fácil o difícil conocer y usar dos idiomas?
___________________________________________________________________
¿Qué lengua piensa Usted que es bueno que sus hijos aprendan primero, el véneto o el español? Por qué?
__________________________________________________________________
______________________________________________________________
¿Considera Usted que en la escuela in Chipilo se podría impartir las clases en véneto?
___________________________________________________________________
¿Si su hijo dejara de hablar el véneto, cuál sería su reacción?
__________________________________________________________________
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© 2017 Walter de Gruyter GmbH, Berlin/Boston
Artikel in diesem Heft
- Frontmatter
- Dear Pr.
- Spanish and Kaqchikel-Maya: A study in town and village in Guatemala’s central highlands
- Language is me: Language maintenance in Chipilo, Mexico
- “I have struggled really hard to learn Sami”: Claiming and regaining a minority language
- Reconsidering language shift within Singapore’s Chinese community: A Bourdieusian analysis
- Language ideologies in a Uyghur comedy sketch: the comedy sketch Chüshenmidim ‘I don’t understand’ and the importance of Sap Uyghur
- On the nature of mixed languages: The case of Bildts
- Language and identity construction: Evidence from the ethnic minorities of Armenia
- What is in a language: Essentialism in macro-sociolinguistic research on Afrikaans
- Small languages and small language communities 83
- Rap music in minority languages in secondary education: A case study of Catalan rap
- Reviewers 2017
- Reviewers for the International Journal of the Sociology of Language 2017
Artikel in diesem Heft
- Frontmatter
- Dear Pr.
- Spanish and Kaqchikel-Maya: A study in town and village in Guatemala’s central highlands
- Language is me: Language maintenance in Chipilo, Mexico
- “I have struggled really hard to learn Sami”: Claiming and regaining a minority language
- Reconsidering language shift within Singapore’s Chinese community: A Bourdieusian analysis
- Language ideologies in a Uyghur comedy sketch: the comedy sketch Chüshenmidim ‘I don’t understand’ and the importance of Sap Uyghur
- On the nature of mixed languages: The case of Bildts
- Language and identity construction: Evidence from the ethnic minorities of Armenia
- What is in a language: Essentialism in macro-sociolinguistic research on Afrikaans
- Small languages and small language communities 83
- Rap music in minority languages in secondary education: A case study of Catalan rap
- Reviewers 2017
- Reviewers for the International Journal of the Sociology of Language 2017