"hispanophone" meaning in All languages combined

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  "lang_code": "en",
  "pos": "adj",
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          "ref": "1987, Christopher Small, “Styles of Encounter IV: A Very Satisfactory Black-Music Circle”, in Music of the Common Tongue: Survival and Celebration in Afro-American Music, London: John Calder; New York, N.Y.: Riverrun Press, →ISBN, page 442:",
          "text": "The influx of Spanish-speaking immigrants, not only from the Caribbean but also, mostly illegally, from Mexico, has meant that today nearly one person in five in the United States is hispanophone; in New York estimates put it between one in three and one in two.",
          "type": "quote"
        },
        {
          "ref": "1992, Stephan Gramley, Kurt-Michael Pätzold, “[English in America] The languages of the Caribbean”, in A Survey of Modern English, London, New York, N.Y.: Routledge, →ISBN, part 3 (National and regional varieties of English), page 384:",
          "text": "Although the majority of the islands are anglophone, the largest are not (Cuba and Hispaniola [the Dominican Republic and Haiti]); and Puerto Rico is chiefly Spanish speaking. The mainland all the way from Guyana to the United States is hispanophone with the exception of Belize.",
          "type": "quote"
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          "ref": "2015, Thérèse Laferrière, Stéphane Allaire, Alain Breuleux, Christine Hamel, Nancy Law, Mireia Montané, Oscar Hernandez, Sandrine Turcotte, Marlene Scardamalia, “The Knowledge Building International Project (KBIP): Scaling Up Professional Development Using Collaborative Technology”, in Chee-Kit Looi, Laik Woon Teh, editors, Scaling Educational Innovations (Education Innovation →ISSN), Singapore: Springer, →ISBN, part III (International Networks for Scaling Professional Development of Teachers), page 272:",
          "text": "For instance, whereas most KBIP activities are conducted in English, there are hispanophone and francophone subsets of emerging KBCs that conduct activities in their first language (Comconeixer and RIFCO, which stands for Réseau international francophone de coélaboration de connaissances).",
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        "Alternative letter-case form of Hispanophone."
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  "forms": [
    {
      "form": "hispanophones",
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  "pos": "noun",
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        {
          "ref": "1972, Nicolas Ferguson, “The phases of an audio-visual lesson”, in Teaching English as a Foreign Language: Theory and Practice, Lausanne: Foma, page 190:",
          "text": "The sound /i/ is difficult for francophones and hispanophones because it is not found in the phonetic system of French or Spanish.",
          "type": "quote"
        },
        {
          "ref": "2000, Julia Rogers Herschensohn, The Second Time Around: Minimalism and L2 Acquisition, John Benjamins Publishing, →ISBN, →OL, page 106:",
          "text": "He bases his proposal on data from acquisition of English by francophones (Eubank 1993/94), of German by a hispanophone (Eubank 1994) and of English by a germanophone (Eubank 1996).",
          "type": "quote"
        },
        {
          "ref": "2018 August 8, Neel Burton, “How the Language You Speak Influences the Way You Think”, in Psychology Today, New York, N.Y., archived from the original on 2023-11-17:",
          "text": "Researchers asked German speakers and Spanish speakers to describe objects with opposite gender assignments in German and Spanish and found that their descriptions conformed to gender stereotypes, even when the testing took place in English. For example, teutophones tended to describe bridges (feminine in German, die Brücke) as beautiful, elegant, fragile, peaceful, pretty, and slender, whereas hispanophones tended to describe bridges (masculine in Spanish, el puente) as big, dangerous, long, strong, sturdy, and towering.",
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        }
      ],
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        "Alternative letter-case form of Hispanophone."
      ],
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  ],
  "etymology_text": "From Hispanie + -phone.",
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  "etymology_text": "From Hispanie + -phone.",
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  ],
  "lang": "French",
  "lang_code": "fr",
  "pos": "noun",
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          "_dis": "26 74",
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      "glosses": [
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  "word": "hispanophone"
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{
  "categories": [
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    "English countable nouns",
    "English entries with incorrect language header",
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          "word": "Hispanophone"
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        {
          "ref": "1987, Christopher Small, “Styles of Encounter IV: A Very Satisfactory Black-Music Circle”, in Music of the Common Tongue: Survival and Celebration in Afro-American Music, London: John Calder; New York, N.Y.: Riverrun Press, →ISBN, page 442:",
          "text": "The influx of Spanish-speaking immigrants, not only from the Caribbean but also, mostly illegally, from Mexico, has meant that today nearly one person in five in the United States is hispanophone; in New York estimates put it between one in three and one in two.",
          "type": "quote"
        },
        {
          "ref": "1992, Stephan Gramley, Kurt-Michael Pätzold, “[English in America] The languages of the Caribbean”, in A Survey of Modern English, London, New York, N.Y.: Routledge, →ISBN, part 3 (National and regional varieties of English), page 384:",
          "text": "Although the majority of the islands are anglophone, the largest are not (Cuba and Hispaniola [the Dominican Republic and Haiti]); and Puerto Rico is chiefly Spanish speaking. The mainland all the way from Guyana to the United States is hispanophone with the exception of Belize.",
          "type": "quote"
        },
        {
          "ref": "2015, Thérèse Laferrière, Stéphane Allaire, Alain Breuleux, Christine Hamel, Nancy Law, Mireia Montané, Oscar Hernandez, Sandrine Turcotte, Marlene Scardamalia, “The Knowledge Building International Project (KBIP): Scaling Up Professional Development Using Collaborative Technology”, in Chee-Kit Looi, Laik Woon Teh, editors, Scaling Educational Innovations (Education Innovation →ISSN), Singapore: Springer, →ISBN, part III (International Networks for Scaling Professional Development of Teachers), page 272:",
          "text": "For instance, whereas most KBIP activities are conducted in English, there are hispanophone and francophone subsets of emerging KBCs that conduct activities in their first language (Comconeixer and RIFCO, which stands for Réseau international francophone de coélaboration de connaissances).",
          "type": "quote"
        }
      ],
      "glosses": [
        "Alternative letter-case form of Hispanophone."
      ],
      "links": [
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        ]
      ],
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  "word": "hispanophone"
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          "ref": "1972, Nicolas Ferguson, “The phases of an audio-visual lesson”, in Teaching English as a Foreign Language: Theory and Practice, Lausanne: Foma, page 190:",
          "text": "The sound /i/ is difficult for francophones and hispanophones because it is not found in the phonetic system of French or Spanish.",
          "type": "quote"
        },
        {
          "ref": "2000, Julia Rogers Herschensohn, The Second Time Around: Minimalism and L2 Acquisition, John Benjamins Publishing, →ISBN, →OL, page 106:",
          "text": "He bases his proposal on data from acquisition of English by francophones (Eubank 1993/94), of German by a hispanophone (Eubank 1994) and of English by a germanophone (Eubank 1996).",
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        },
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          "ref": "2018 August 8, Neel Burton, “How the Language You Speak Influences the Way You Think”, in Psychology Today, New York, N.Y., archived from the original on 2023-11-17:",
          "text": "Researchers asked German speakers and Spanish speakers to describe objects with opposite gender assignments in German and Spanish and found that their descriptions conformed to gender stereotypes, even when the testing took place in English. For example, teutophones tended to describe bridges (feminine in German, die Brücke) as beautiful, elegant, fragile, peaceful, pretty, and slender, whereas hispanophones tended to describe bridges (masculine in Spanish, el puente) as big, dangerous, long, strong, sturdy, and towering.",
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        "Alternative letter-case form of Hispanophone."
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  "etymology_text": "From Hispanie + -phone.",
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  "etymology_text": "From Hispanie + -phone.",
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