Annotation There's a difference between learning a language and being able to speak it with the familiarity of a native speaker. This book fills that gap, clarifying tricky words and expressions and illuminating the finer points of Spanish wordplay and double meanings.

There’s a difference between learning a language and being able to speak it with the familiarity of a native speaker. This book fills that gap, clarifying tricky words and expressions and illuminating the finer points of Spanish wordplay and double meanings.

(abridged and revised) This reference grammar offers intermediate and advanced students a reason ably comprehensive guide to the morphology and syntax of educated speech and plain prose in Spain and Latin America at the end of the twentieth century. Spanish is the main, usually the sole official language of twenty-one countries,} and it is set fair to overtake English by the year 2000 in numbers 2 of native speakers. This vast geographical and political diversity ensures that Spanish is a good deal less unified than French, German or even English, the latter more or less internationally standardized according to either American or British norms. Until the 1960s, the criteria of internationally correct Spanish were dictated by the Real Academia Espanola, but the prestige of this institution has now sunk so low that its most solemn decrees are hardly taken seriously - witness the fate of the spelling reforms listed in the Nuevas normas de prosodia y ortograjia, which were supposed to come into force in all Spanish-speaking countries in 1959 and, nearly forty years later, are still selectively ignored by publishers and literate persons everywhere. The fact is that in Spanish 'correctness' is nowadays decided, as it is in all living languages, by the consensus of native speakers; but consensus about linguistic usage is obviously difficult to achieve between more than twenty independent, widely scattered and sometimes mutually hostile countries. Peninsular Spanish is itself in flux.

An innovative exploration of the interface between grammar, meaning and form.

Thirteen Chicano scholars draw upon their personal experiences and expertise to paint a vivid, colorful portrait of what it means to be a Chicano. "We have come a long way," says Arnulfo D. Trejo, editor of this volume, "from the time when the Mexicano silently accepted the stereotype drawn of him by the outsider." He identifies himself as a Chicano, and his "promised land" is Aztlán, home of the ancient Aztecs, which now provides spiritual unity and a vision of the future for Chicanos. In these twelve original compositions, says Trejo, "our purpose is not to talk to ourselves, but to open a dialogue among all concerned people." The personal reactions to Chicano women's struggles, political experiences, bicultural education and history provide a wealth of information for laymen as well as scholars. In addition, the book provides the most complete recorded definition of the Chicano Movement, what it has accomplished, and its goals for the future. Contributors: Fausto Avendaño Roberto R. Bacalski-Martínez David Ballesteros José Antonio Burciaga Rudolph O. de la Garza Ester Gallegos y Chávez Sylvia Alicia Gonzales Manuel H. Guerra Guillermo Lux Martha A. Ramos Reyes Ramos Carlos G. Vélez-Ibáñez Maurilio E. Vigil

Not only emphasizes natural oral communication--listening and speaking--but develops reading and writing skills. The language is presented in meaningful, natural contexts and offers a wealth of personalized and group activities to promote oral interaction in class.