This paper examines the style and register variation in heritage language speakers of Spanish at the college level, specifically, the use of discourse markers across situations. Of particular interest in this study is the analysis of the markercomo ‘like’, which seems to be spreading in the same way as the markerlike in American English (Sankoff et al. 1997), adopting some of its functions thatcomo has never been previously reported to have in the Spanish literature. The results of this study show that the choice of discourse markers, their distribution, and relative frequency varies across registers. This indicates that bilinguals understand the difference among registers in their non-dominant language and the fact that academic language is characterized by a variety of features not present in informal interactions.2
2019. Home-comers as a source of language contact: Return Azorean emigrants’ English code-switching practices. Studies in Hispanic and Lusophone Linguistics 12:1 ► pp. 127 ff.
2020. Likein English andcomo, como que, andlikein Spanish in the speech of Southern Arizona bilinguals. International Journal of Bilingualism 24:2 ► pp. 184 ff.
Kern, Joseph
2020. Quotatives in English and Spanish among bilinguals. Sociolinguistic Studies 14:1-2
2011. Spanish in the United States: Bilingual Discourse Markers. In The Handbook of Hispanic Sociolinguistics, ► pp. 491 ff.
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