Strand
Language Arts, History, Social Studies, Literature
Objectives
To introduce students to the term Spanglish; to explore its cultural, historical, and linguistic origins. To offer students the opportunity to think critically about the implications of this new language. To write an interview that will engage the students to dialogue about this topic.
Cultural/Historical Perspective
During the twentieth century, Spanglish, a combination of Spanish and English both in written and oral form, grew in use in Mexican–American, or Chicano, and Puerto Rican communities in the United States. This merged language was reflected in daily life as well as in literature. During the 1960s and 1970s, the use of Spanglish became popular in the United States through the writing of Puerto Ricans living in New York. “Nuyorican,” a term most commonly used to refer to Puerto Ricans living in New York City, was embraced by these Puerto Rican, writers who identified themselves with New York while still remaining connected to their Puerto Rican roots. Chicano literature also helped popularize the use of Spanglish. These literary movements demonstrated a move away from American mainstream language by incorporating Spanish and English into the text of poetry, fiction, and memoir.
Pacing
Two class periods
Materials
Expository Writing
Students have the opportunity to write an Analytical Essay (see Extension below).
Key Questions
- How would you define Spanglish?
- What factors have promoted its use?
- Do you think Spanglish is different than other languages spoken by past and present immigrant communities? Why or why not?
Point of View
Each student will write an interview with a Spanish/English speaker who travels often between the United States and a Spanish-speaking country. Encourage the students to look at The Latino American Experience links below for a historical and cultural perspective. Students will research several Chicano and Puerto Rican writers that use both English and Spanish in their works. Encourage the students to write at least ten questions for the interviewer and ten responses for the interviewee.
Document-based Questions
To begin students thinking about the emergence of Spanglish and its implications in our country,
listen to to an interview with Ilan Stavans , Advisory Editor. Have them answer the following questions:
- In what ways does language change with each new generation?
- Is Dr. Stavans excited about this change? Explain.
- Is Dr. Stavans supportive of the English-only movement?
- What do the Spanish words “encuentro” and “mestizaje” mean in the context of this interview?
Directions
Distribute the Student Activity sheet or have students access it via The Latino American Experience’s Classroom Resources. Have students research the following topics for their interview:
- Bilingualism
- Nuyorican Poets
- Chicano Literature
- Hispanic Oral Tradition
Tell students to review their notes from the brainstorming interview. Remind students that their interview should include at least ten questions and responses. The writing should incorporate specific details about Spanglish and its use. Students may want to reference a writer who illustrates the use of Spanglish in his/her work. Ask students to pair with another student to share their work. Tell students to present their work to the class, acting out the roles of interviewer and interviewee.
Assessment
Use the General Performance Rubric to assess students’ performance. Have students reflect on their performance and use the list of expectations to judge how well they met the criteria.
Extension
Have students use The Latino American Experience to further research and write an analytical essay on Spanglish, the English-only movement, or any of the other issues discussed in the brainstorming activity..
(May be copied for classroom use.)