Lesson 4

Bilingualism & Spanglish: A Way of Speaking, A Way of Thinking

Objective: Students will understand the complexity and functionality of bilingualism on the border.  In addition, students will understand the phenomenon of "code-switching," the ability to move back and forth between languages and registers of discourse.

NCSS Standards Met By This Lesson: I, IV, and IX.

Introduction: The second part of a two-part lesson on language looks at the linguistic level of language.  Students should consider the economic, historical, and interpersonal impact of bilingualism and Spanglish on border life and citizens.

This website is highly recommended:

Spanglish: The History and Language of Spanish-Speaking People in the USA
http://www.uta.fi/FAST/US1/LP/mk-spang.html

Two highly recommended texts that are being widely used in high school and college classes regarding bilingualism:

Anzaldúa, Gloria. Borderlands/La Frontera: The New Mestiza. (Spinsters/Aunt Lute, 1987).

This Bridge Called My Back. Gloria Anzaldúa, ed.

For more books on this and related topics, order this catalog:

Bilingual Review/Press
Hispanic Research Center
Arizona State University
P.O. Box 872702
Tempe AZ 84287-2702
(480) 965-3867
email: kvhbrp@asu.edu
website: www.asu.edu/brp

There are also helpful catalogs from these two university presses:

University of New Mexico Press
email: unmpress@unm.edu
website: www.unmpress.com

University of Texas Press
website: http://www.utexas.edu/utpress/

Materials/Preparation: Make copies of Spanglish chart below. If desired, can play video clips from TV series, "The History of English," available in most high school libraries.

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Chart: Border Phrases--Spanglish

Spanglish - Español - English
Americrismas - Feliz Navidad - A Merry Christmas
Aplicación - Solicitud de empleo - Application
Aseguranza - Seguro - Insurance
Bill - Cobro - Bill
Break - Descanso - Break
Brekas - Frenos - Brakes
Broder - Colega - Brother
Candis - Golosinas - Candies
Chequear - Examinar - Check
Choping - ir de compras - Shopping
Cloche - Embrague - Clutch
Clinap - Limpieza - Clean Up
Elevador - Ascensor - Elevator
Friquear - Austarse - Freak out
Jaibol - Bebida preparada - Highball
Jani - Querida - Honey
Japiverdei - Cumpleaños - Happy Birthday
Imeil - Correo Electrónico - Email
Income Tax - Impuesto s/ingresos - Income Tax
Liquear - Gotear - Leak
Maicroguey - Microondas - Microwave
Medicaid - Asistencia médica - Medicaid
Migra - Policía de emigración - Migration
Mix - Mezcla - Mix
Overtime - Tiempo extra - Overtime
Parquear - Estacionar - Park
Parna - Compañero - Parthner
Plomero - Fontanero - Plumber
Printear - Imprimir - Print
Puchar - Empujar - Push
Rentar - Alquilar - Rent
Sink - Fregadero - Sink
Taxes - Impuestos - Taxes
Ticket - Boleto o infracción - Ticket
Troca - Camión - Truck
Wacha - Observar - Watch
Yipe - Todo terreno - Jeep
Yins - Pantalón vaquero - Jeans
Yonque - Deshuesadero - Junkyard

Source: El Diario de Juárez, January 14, 2000.

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Instruction/Practice:

Part 1 -- Analyzing the Chart/Class Discussion

Look over the Spanglish chart.  What patterns do you notice?  What seems to be the trend?  Which language, English or Spanish, is predominantly used to create Spanglish phrases?  Or is this question invalid?

What does the chart say about the future of language in this region?

For background, teachers can read to students--or play clips of videos from--the PBS series, The History of English.  What happened when Danish & English merged on the British Isles?  What happened when French & English merged after 1066 AD?  What might potentially happen on the border with Spanish & English?

How does language evolve?  What forces at work in the world today and on the border will ensure that language will continue to evolve and change here?  (For example, media, economics, migration, etc.)  Will Spanglish become its own language?  Is Spanglish already its own distinct language, as some say?  In 500 years, what might be the future of language in this border area?

Part 2 -- Introduction to Code-Switching

For many people, Spanglish is already a reality--a good percentage of people are fully bilingual, functioning in both languages, sometimes back and forth in a single conversation.  The ability to move fluidly between languages and between formal levels within languages is called "code-switching."  Some linguists and others consider Spanglish its own language.

Have students listen to/view an example of code-switching of this phenomena.  This can be done one of two ways:

1) by playing a tape of a bilingual conversation, such as can easily be made from a Tejano music station, Spanish-speaking televesion station or from a film or video;
2) by asking two bilingual volunteers to give an example of the sudden changes between languages in a single conversation. Give the speakers a topic and have them improvise a conversation.

Questions for discussion: When and how do speakers "decide" to switch from one language to another?  What special kinds of bonding are going on between speakers who can easily switch languages?  How does the brain sort out information?

These questions might be especially intriguing for English-only speakers who are not familiar with bilingualism to contemplate.

If possible, arrange for two bilingual speakers to be interviewed by other students.  They can illustrate their answers with "slow-motion" re-enactments.

How conscious are people of switching languages?
Is it fun?
Does it follow any kind of rules?
How much of the conversation can monolingual speakers follow?
What is the experience of bilingualism like?
How does it enrich living on the border?
How does it make things more interesting?
How does one understand more?
What is it like for a bilingual speaker to be "forced" to speak in only one language or another?
How does that feel?
Is there a qualitatively different experience being bilingual rather than monolingual?
What are the joys of being bilingual?
What are the difficulties, frustrations?
Which language is used for information, business, school?
Which language is used for expressiveness, socializing?
Is there any difference in the functions of the language?

Part 3 -- In-Class Writing: Synthesis/Conclusion

Have each individual student write a short in-class essay that 1) explains the phenomenon known as code-switching and 2) discusses in detail what the student has learned about bilingualism.

Part 4 -- Homework/Listening Exercise

Practice: Either in class or at home, have students listen to about 30 minutes to an hour of a bilingual radio station, such as a Tejano station.  In a journal, have students record their impressions of what they are listening to and what they are understanding at five-minute intervals.  Monolingual speakers will have to guess.  If possible, have the class listen to same station at the same time.  This way, they can discuss what happened linguistically on the show, and compare notes.  It might be interesting for the monolingual students to find out what was really being said.

Closure/Extension: Break students into groups of three or four. Include one bilingual person in each group.  Supply each group with a Spanish-English dictionary. Looking around the room, or a larger area such as a hallway or even an entire floor of the school, have students re-design signs and other "texts" to make them fully bilingual or Spanglish.  This activity can be extended myriad ways.  Rewrite a school bulletin or news item into Spanglish, rewrite an assignment or part of a textbook, rewrite the school song, anything.  Groups can take different aspects of the school or local culture and rewrite public texts in a way that is more reflective of bilingual/Spanglish reality. Have group spokespersons share favorite rewrites.

Extension: Record and  transcribe a conversation with a bilingual/Spanglish speaker.  Analyze and translate bilingual poetry, music lyrics, etc.  Focus on a major border author or artist.  Analyze why the author/composer made the choices they did--what would be the effect of inverting the language choices?

Updated October 2004.