Forms of address of the second person singular in classroom prompts in the different educational levels in Buenos Aires Spanish
The system of treatments in Buenos Aires Spanish underwent, since the mid-nineteenth century, a process of restructuring in its interactional patterns, whose result meant -on the pragmatic level- the expansion of the pronoun of trust vos to the detriment of the formal usted and, on the grammatical l...
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| Formato: | Artículo publishedVersion |
| Lenguaje: | Español |
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Facultad de Filosofía y Letras, Universidad de Buenos Aires
2022
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| Acceso en línea: | http://revistascientificas.filo.uba.ar/index.php/filologia/article/view/12245 http://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=filologia&d=12245_oai |
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I28-R145-12245_oai2023-03-13 Dambrosio, Antonela Georgina 2022-12-23 The system of treatments in Buenos Aires Spanish underwent, since the mid-nineteenth century, a process of restructuring in its interactional patterns, whose result meant -on the pragmatic level- the expansion of the pronoun of trust vos to the detriment of the formal usted and, on the grammatical level, the advance of vos as the only second-person singular form of family to the detriment of tú (Rigatuso 2011, 2017). In the educational domain, and specifically within the framework of classroom prompts, the forms of address are part of the set of ways in which teachers can question their students. In this sense, the article aims to compare the uses of the forms of address of second-person singular registered in the classroom prompts of four educational levels in Buenos Aires Spanish. Given that the age of the students and the educational level at which the prompts are produced has proven to be influential variables concerning the choice of the modes of appeal, the confrontation of the four levels allows tracing the path of the use of the forms of address in prompts in the framework of the constitution of particular communicative styles, which also imply a distinctive management of the link between students and teachers. El sistema de tratamientos en español bonaerense experimentó, desde mediados del siglo XIX, un proceso de reestructuración en sus pautas interaccionales, cuyo resultado significó -en el plano pragmático- la expansión del pronombre de confianza vos en detrimento del formal usted y, en el plano gramatical, el avance de vos como única forma de segunda persona singular familiar en detrimento de tú (Rigatuso 2011, 2017). En el dominio educativo, y específicamente en el marco de las consignas, las fórmulas de tratamiento forman parte del conjunto de los modos en que los docentes pueden interpelar a sus alumnos. En este sentido, el artículo se propone comparar los usos de las fórmulas de tratamiento de segunda persona singular registrados en las consignas de cuatro niveles de enseñanza en español bonaerense. Dado que la edad de los alumnos y el nivel educativo en el que se producen las consignas han demostrado ser variables influyentes en lo que respecta a la elección de los modos de apelación, la confrontación de los cuatro niveles permite trazar el recorrido del empleo de las fórmulas de tratamiento en las consignas en el marco de la constitución de estilos comunicativos particulares que implican una gestión distintiva del vínculo entre estudiantes y docentes. application/pdf http://revistascientificas.filo.uba.ar/index.php/filologia/article/view/12245 10.34096/filologia.n54.12245 spa Facultad de Filosofía y Letras, Universidad de Buenos Aires http://revistascientificas.filo.uba.ar/index.php/filologia/article/view/12245/11085 Filología; Núm. 54 (2022) 2422-6009 0071-495X forms of address classrooms promts Buenos Aires Spanish Sociolinguistics education fórmulas de tratamiento consignas español bonaerense sociolingüística educación Forms of address of the second person singular in classroom prompts in the different educational levels in Buenos Aires Spanish Las fórmulas de tratamiento de segunda persona del singular en las consignas en los distintos niveles educativos en español bonaerense info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion http://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=filologia&d=12245_oai |
| institution |
Universidad de Buenos Aires |
| institution_str |
I-28 |
| repository_str |
R-145 |
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Repositorio Digital de la Universidad de Buenos Aires (UBA) |
| language |
Español |
| orig_language_str_mv |
spa |
| topic |
forms of address classrooms promts Buenos Aires Spanish Sociolinguistics education fórmulas de tratamiento consignas español bonaerense sociolingüística educación |
| spellingShingle |
forms of address classrooms promts Buenos Aires Spanish Sociolinguistics education fórmulas de tratamiento consignas español bonaerense sociolingüística educación Dambrosio, Antonela Georgina Forms of address of the second person singular in classroom prompts in the different educational levels in Buenos Aires Spanish |
| topic_facet |
forms of address classrooms promts Buenos Aires Spanish Sociolinguistics education fórmulas de tratamiento consignas español bonaerense sociolingüística educación |
| description |
The system of treatments in Buenos Aires Spanish underwent, since the mid-nineteenth century, a process of restructuring in its interactional patterns, whose result meant -on the pragmatic level- the expansion of the pronoun of trust vos to the detriment of the formal usted and, on the grammatical level, the advance of vos as the only second-person singular form of family to the detriment of tú (Rigatuso 2011, 2017). In the educational domain, and specifically within the framework of classroom prompts, the forms of address are part of the set of ways in which teachers can question their students. In this sense, the article aims to compare the uses of the forms of address of second-person singular registered in the classroom prompts of four educational levels in Buenos Aires Spanish. Given that the age of the students and the educational level at which the prompts are produced has proven to be influential variables concerning the choice of the modes of appeal, the confrontation of the four levels allows tracing the path of the use of the forms of address in prompts in the framework of the constitution of particular communicative styles, which also imply a distinctive management of the link between students and teachers. |
| format |
Artículo publishedVersion |
| author |
Dambrosio, Antonela Georgina |
| author_facet |
Dambrosio, Antonela Georgina |
| author_sort |
Dambrosio, Antonela Georgina |
| title |
Forms of address of the second person singular in classroom prompts in the different educational levels in Buenos Aires Spanish |
| title_short |
Forms of address of the second person singular in classroom prompts in the different educational levels in Buenos Aires Spanish |
| title_full |
Forms of address of the second person singular in classroom prompts in the different educational levels in Buenos Aires Spanish |
| title_fullStr |
Forms of address of the second person singular in classroom prompts in the different educational levels in Buenos Aires Spanish |
| title_full_unstemmed |
Forms of address of the second person singular in classroom prompts in the different educational levels in Buenos Aires Spanish |
| title_sort |
forms of address of the second person singular in classroom prompts in the different educational levels in buenos aires spanish |
| publisher |
Facultad de Filosofía y Letras, Universidad de Buenos Aires |
| publishDate |
2022 |
| url |
http://revistascientificas.filo.uba.ar/index.php/filologia/article/view/12245 http://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=filologia&d=12245_oai |
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