Dissertations / Theses on the topic 'History of the Spanish language'
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Ford, Marcia. "Una historia cultural de LatinoAmerica : a cultural history of Latin America /." [Rohnert Park, Calif.], 2003. http://members.aol.com/latinowebquest/Index.html.
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Náñez, Fernández Emilio. "El diminutivo : historia y funciones en el español clásico y moderno /." Madrid : Ed. de la Univ. Autónoma de Madrid, 2006. http://www.gbv.de/dms/sub-hamburg/528863738.pdf.
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Allen, Dana Lynne. "The history of the sibilants of peninsular Spanish from the eleventh to the sixteenth centuries." Thesis, Queen Mary, University of London, 2002. http://qmro.qmul.ac.uk/xmlui/handle/123456789/1401.
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In an attempt to find a satisfactory and comprehensive explanation for the history of the sibilants in Peninsular Spanish, I explore the causal factors that were instrumental in motivating, promoting and diffusing the merger of voiced and voiceless sibilants. An investigation of these factors includes a discussion of language typology and universals, the acoustic qualities of the sibilant fricatives, issues surrounding phonemic mergers and dialect contact and mixing. In addition, I investigate the history of the sibilants, compare and contrast opposing views regarding that history and set forth those issues that have yet to receive a satisfactory explanation. Furthermore, I attempt to determine the geographical and chronological origins and the diffusion of this sound change by an orthographical investigation of several medieval documents and texts. In the final chapter, I tie together theory and data with the aim of giving a satisfactory and comprehensive exposition of the history of the sibilants in Peninsular Spanish. I conclude that the Spanish sibilants behave in keeping with the ideal observations set forth by the language universals examined in this thesis. The language-internal motivations include the ease in the articulation of voiceless sibilants in comparison to the voiced sibilants and the conditions that made the Old Spanish sibilants ripe for merger. Dialect mixing and contact and the weak ties within the social structure of medieval Spain are the language-external motivations that encouraged and promoted the sound merger and diffusion. With regard to the geographical and chronological history of the Spanish sibilants, I conclude that by the mid-thirteenth century, there is evidence of confusion of the /z/ and /s/ and by the end of the thirteenth century, neutralization of voice in the sibilants is widespread in all parts of Iberian Peninsula. There is possible evidence of seseo in Toledo as early as 1330 and in Soria in 1355. Evidence of the merger of [+voice] sibilants and [-voice] sibilants continues to mount throughout the fourteenth and fifteenth centuries. In Central Spain, there is strong evidence of seseo in Madrid (1403-06), Peñafiel (1465) and Toledo (1438). and I, therefore, contend that early seseo is not exclusively Andalusian. By the mid-fifteenth century, there is possible evidence of merger of /z/ and /s/ in Southern Spain and by the sixteenth century, there is possible evidence of the merger Of /z/ and /s/ in Northern and Central Spain and possible evidence of zezeo and çeçeo in Southern Spain.
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Munoz, Victoria Marie. "A Tempestuous Romance: Chivalry, Literature, and Anglo-Spanish Politics, 1578-1624." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1479905568694913.
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Garatea, Grau Carlos. "El problema del cambio lingüístico en Ramón Menéndez Pidal : el individuo, las tradiciones y la historia /." Tübingen : Narr, 2005. http://www.gbv.de/dms/sub-hamburg/371913195.pdf.
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Stovicek, Thomas William. "A Developmental History of the Hispano-Romance Verb Conjugations." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275060463.
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Arze, Guido J. "Metahistoria nacional y metaficción biográfica en Historia de Mayta, de Mario Vargas Llosa." FIU Digital Commons, 1996. http://digitalcommons.fiu.edu/etd/1318.
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The thesis explores Mario Vargas Llosa's Historia de Mayta in light of recent studies of Latin America's new historical novel (Menton, Juan-Navarro) and in connection with contemporary literary theory (Waugh, Stonehill) and new trends in the philosophy of history (White, Foucault). In my study, I focus on three major levels of analysis: 1) significant events in Peruvian history to which the novel alludes; 2) biographical elements that strongly evoke the lives of Ernesto "Che" Guevara, Jacinto Rentería, and Vargas Llosa himself; and 3) the self-referential devices that aim at questioning the validity of empirical analysis in both fiction and history. The allegorical dimension of the novel's view of modern Peruvian politics, its biographical component, and the self-consciousness of its historiographic approach make of Historia de Mayta both a metahistory of Perú and a biographical metafiction. The thesis ultimately reveals the problematic borderline between fiction and reality, the novel and history.
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Raftery, Jillian Kate. "Exhumándo La Memoria: La Memoria Histórica Español Tras El Cine y Los Periodicos." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cmc_theses/479.
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(In Spanish) The Spanish Civil war isn't over in the hearts and minds of the people of Spain; rather, it is still being fought in the ideological realm of historical memory. Originally explored in literature and film, the theme of historical memory has not only become more visible and more explicit, but has taken the leap from art and literature into the political realm to become one of Spain's most pressing political issues.
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Pastor, Alfredo M. "La representación de la masculinidad y la violencia de género en la novela española de la posguerra." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1658.
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While it may be argued that aggression against women is part of a culture of violence deeply rooted in Spanish society, the gender-related violence that exists in today’s Spain is more specifically a legacy of Franco’s dictatorship (1939-1975). Franco’s Spain endorsed unequal gender relations, championed patriarchal dominance and power over women, and imposed models of hegemonic and authoritarian masculinities that internalized violence by rendering it a feature inseparable from manhood and virility.
This dissertation provides a comprehensive analysis of masculinity and gender violence in Franco’s Spain, by analyzing the novel as the primary cultural vehicle of social criticism and political dissent against the new regime during a period (1939-1962) dominated by silence and censorship. The first part of this work defines and elucidates the concepts of masculinity and gender violence and the relationship between them. It also compares the significant social and cultural achievements of Spanish women during the Second Republic (1931-1939) with the reactionary curbing of those achievements during Francoism. The second part of this research presents a multidisciplinary analysis of masculinity and gender violence in three novels: Nada (1944) by Carmen Laforet, Juegos de manos (1954) by Juan Goytisolo and Tiempo de silencio (1962) by Luis Martin Santos.
Through the literary representation of different models of masculinity and the psychological and social parameters that encourage and incite gender violence, these authors conceptualize and express their political ideology, as well as their symbolic interpretation of Francoist Spain.
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Defferding, Victoria Louise. "The Flor Metaphor of Pre-Conquest Nahuatl Literature." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5248.
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The purpose of the present study is to show that the metaphor, flor, of Pre-Conquest Nahuatl literature means much more than the most widely accepted rendering of that metaphor that classic scholars such as Miguel Le6n-Portilla and Angel M. Garibay have attributed to it. Typically flor is referred to as meaning poetry. It is explored in this study as a metaphor that refers to entheogenic plants, their use and the divine words or songs, or poetry, that resulted from their use. As evidence for the theory presented, I examine and discuss various religious practices and important archeological treasures in order to help us understand a broader concept of flor. I then present my findings in a purely literary context. Gordon Wasson's study of pertinent archeological evidences is important to the foundation of this study, especially his studies of mushroom stones, figures of ecstacy and more importantly his study of the statue of Xochipilli, which can be viewed as a three-dimensional chart of the entheogenic substances used by the nobility to create their true or divine words. The rhetoric the nobility used in their meditations was richly poetic, imaginative and filled with metaphors that are elusive to those not wellversed in their noble dialect. As the noble underwent an entheogenic experience, he was transported from the real world via magical flight to the ethereal world of mystical time, space and knowledge. It was there on a search for truth that he would gain wisdom from the divine and be able to express this wisdom through true or divine words in xochitl in cuicatl. Some of the more important themes common to many of the poems studied are the mystery of life, philosophical questions and the importance of friendship. It was found that the additional meaning that we have attributed to the metaphor flor in these poems is an adequate rendering of the metaphor.
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Kirven, Lee Elizabeth. "The Burden of the Past: Spectral History in the Works of Carlos Fuentes, 1962-80." UKnowledge, 2016. https://uknowledge.uky.edu/hisp_etds/30.
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The works of Carlos Fuentes are well known for their thematics of History, how the past continues to influence the present despite mechanisms of historical omission, oblivion, or repression. This dissertation offers a spectral reading of a selection of Fuentes’ works—La muerte de Artemio Cruz (1962), Aura (1962), Cambio de piel (1967), Terra nostra (1975), and Una familia lejana (1980)—that represents his vision of Mexican, Latin American, and Transatlantic history. A spectral reading refers to the hidden or indirect ways that the past continues to manifest in the present as specters, ghosts—unconscious and unwitting remembrances of repressed or unknown material that elude conscious recollection but continue nonetheless to linger and impede healthy progress.
Concepts from trauma theory and psychoanalysis thus provide a framework for this critical approach. Fuentes’ representations of history often comprise violent events that resonate as ghostly presences haunting contemporary society. Our reading makes use of concepts such as Nicolas Abraham and Maria Torok’s “crypt” and “phantom” as well as Marianne Hirsch’s “postmemory” in order to show how historical traumas and violent events are transmitted across generations as a spectral inheritance. Through this theoretical lens, a spectral reading sheds new light upon Carlos Fuentes’ use of cyclical time, doubling, narrative experimentation, and intertextuality that function together to represent the effects of violent history as a spectral legacy on individual, family, national, regional, and global scales.
The works studied in this dissertation’s six chapters represent distinct moments of Fuentes’ narrative production. Despite the works’ various forms of representation—realist, Gothic, modern, postmodern—, their common thread is the timeless burden of historical violence and trauma. Fuentes presents a pessimistic vision of the ways in which contemporary society ineffectively bears or disavows this burden. The works thus show a possibility for embracing the Other and engaging in the task of working through trauma, although this potential reconciliation remains constantly thwarted. History, according to Fuentes, remains trapped in a purgatory of violence. Yet the hope can be gleaned, however, that the reader may take up this healing labor. While full reconciliation continues to elude us, engagement with the ghosts of the past is a healthy first step.
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Brooks, Kathryn L. "Anticlerical Sentiment in Castilian and Galician-Portuguese Medieval Literature." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5084.
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Clerical sexual incontinence was a prevalent satirical theme during the Middle Ages manifested by anticlerical sentiment towards reprobate clergymen and the laws that they disobeyed. This satirical genre of literature targeted not only the cleric of a small town, but bishops and cardinals who were also abusers of canon law. The anticlerical theme originated in Western Europe in the time of Constantine when early Christianity was competing with many religions for dominance. In the fourth century, Constantine, through the Edict of Milan, granted religious tolerance to all, thus allowing Christianity to become a major religion. Clerical celibacy originated from the writings of early church fathers such as Augustine of Hippo, Origen, and Tertullian, who determined that celibacy provided greater spiritual access to God. Early patristic church fathers supported the ideal of sexual celibacy for Christians in order to spiritually overcome the other religions. In the fourth century A.D., the church demanded that the clerics remain celibate even though they were married. By the twelfth century, canonical laws demanded that clerics not marry and remain celibate. These laws initiated an extreme sexual repression of clerics who began to sexually seek women, refusing them absolution for their sins if they refused the clerics' sexual advances. The purpose of this thesis is to establish that the corrupt clerics victimized the laity, who, although fearing for their salvation, produced satirical poetry expressing their anticlerical sentiment. This thesis also will present literature that discusses the pros and cons of clerical concubinage. There are three different forms of articulation in this thesis. The first is didactic and teaches the reader by demonstrating literature that encouraged clerical celibacy. The second illustration is satirical poems with the seven deadly sins as a recurrent theme. These poems are divided into two groups: the first is the poems written by the nobility, and the second is the popular anonymous poems, sung to music for peasant entertainment. The third articulation is the proponents of clerical concubinage. This poetry reflects the human side of companionship and need during a tumultuous time when people banded together in order to survive.
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García-Liñeira, María. "Literary citizenship and the politics of language : the Galician literary field between 1939 and 1965." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:b247a80b-2676-4d0b-b2c3-0c63e3e68bc0.
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My thesis, Literary Citizenship and the Politics of Language: The Galician Literary Field between 1939 and 1965, is the first attempt to examine the building process of Galician national literature by focusing on one of its constitutive elements, the linguistic criterion. Drawing on Mario Santana's concept of literary citizenship, which can be defined as membership of a literary community, it pays attention to the development of the idea that Galician literary citizenship is language specific, in other words, that to be a member of the national literature, writers have to write in Galician. It does so by focusing on one of the most neglected periods in Galician and Spanish Studies (1939–1965). Chapter one, 'Going Public: The Adventure of Galician Publishing, 1939–1965', presents the first ever account of the publishing world in the studied period. Chapter two, 'From Region to Nation: Galician Literary Studies', argues that the main battleground in the definition of Galician literary citizenship was the field of Galician literary studies, where the concept of literary citizenship was naturalised and then institutionalised. Chapter three, 'Negotiating Identities', explores writers' language choices, paying special attention to those who wished to earn a language-specific Galician literary citizenship. Apart from native and exophonic writers, the chapter addresses writers who did so through translation. Chapter four, 'No Man's Land: Female Writing and Language', argues that female writers had a double-edged experience in the literary field. The patriarchal literary institutions were interested in their symbolic capital but they exercised firm control over them. The conclusion, 'A New raison d'être for Galician Literary Studies', summarises the main argument put forward by this thesis, that to understand fully the development of Galician literary citizenship, literature must be studied outside the national framework.
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Moneypenny, Dianne Burke. "GASTRONOMY AND OTHERNESS IN ALPHONSO X’S WORKS: FOOD IDENTITIES IN CARTOGRAPHY." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_diss/807.
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This thesis investigates Alphonso X's General Estoria, Estoria de Espanna, Cantigas de Santa María, Siete Partidas, and other writings in the alphonsine corpus to illustrate the concept of classification through diet. The work of this thesis is to reveal the gastronomic connections between central and peripheral relations in cartography. Through food symbolism and dietary behaviors, cuisine functions as the purveyor of an unrivalled sketch of a text’s characters and the social conditions of the text’s production. Once unraveled, these highly socialized norms of consumption confirm that diet and identity are inextricably linked and lead to a greater understanding of medieval Iberian cultural relations and attitudes revolving around food and the perception of the civility of the world.
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Lewis, Matthew C. "A Comparative Analysis of Parallel Revisionism in the Plays Rabinal Achí and Zoot Suit." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2395.
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This study draws parallels between the dramatic works Rabinal Achí, an anonymous ancient Mayan text, and the Luis Valdez masterpiece Zoot Suit. The parallel that I seek to establish is one of the strong trend of historical revisionism in both works as well as a parallel development of plot and characterization. This work does not claim to be representative of revisionism as a whole, nor does it seek to establish a new official history, but it does to demonstrate how both works, even though they are separated by hundreds of years, share a common bond of subversion and direct opposition to established norms and to the "facts" of a recorded official history in an attempt to give voice to the experience of the historically overlooked individual.
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Deakin, Annie. "Experiences of being bilingual : seven French and Spanish-speaking families in Kent." Thesis, Canterbury Christ Church University, 2016. http://create.canterbury.ac.uk/15956/.
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This study is an exploration of familial bilingualism in which I examined the reported experiences of a small group of bilingual family members who live in the South of England and whose heritage languages are French or Spanish. The study, located in applied linguistics and sociolinguistics, draws upon the main fields of bilingualism, second language acquisition, language ideologies, family language policies, as well as bilingualism and emotions. It offers evidence of the difficulties to transmit heritage languages and implement familial bilingualism because of a mixture of intertwined ideological and practical factors. Having experienced familial bilingualism, I was interested in understanding the meaning that familial bilingualism had for other families and how familial bilingualism subjectively affected family members in their everyday lives and in their interactions at home and in society. To conduct the study, I adopted an interpretative approach in which I tried to derive context-situated interpretations from the narratives of my participants. Thus, my data enabled me to examine the complexity of maintaining and transmitting heritage languages within families. The data highlighted the strong link between familial bilingualism and society as the heritage languages of the participants could be construed as social capital that the parents had to transmit in order to be 'good parents'. The data also highlighted the complex relationships between bilingualism and emotions not only at societal level but also at individual and familial levels. The salient emotions revealed in the data comprise feelings of responsibility about maintaining and transmitting heritage languages as well as feelings of insecurity and isolation generated by migrating and belonging to bilingual families. A greater understanding of familial bilingualism and how families view their languages as lenses through which they negotiate family and societal relations, as well as emotions and education, is not simply an academic exercise but is arguably of importance to all of us, given the world in which we live, with diversity and migration featuring as major political and ideological issues.
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Sabi´n-Ferna´ndez, Susana. "The Basque refugee children of the Spanish Civil War in the UK : memory and memorialisation." Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/343357/.
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A vast body of knowledge has been produced in the field of war remembrance, particularly concerning the Spanish Civil War. However, the representation and interpretation of that conflictual past have been increasingly contested within the wider context of ‘recuperation of historical memory’ which is taking place both in Spain and elsewhere. An academic gap has been identified with regard to the part played by the Basque Children (Niños Vascos) who were evacuated to the UK in 1937 as a result of the war. This thesis investigates the impact that forced migration has had on these children’s identity construction, particularly those who settled permanently in the host country. The thesis is a comparative examination of the process of memory construction and memorialisation, across transnational spaces and time. It analyses the nature and development of commemorative practices both in the UK and in the Basque Country, addressing some of the most fundamental issues related to agency and categorisations. My analysis of the social actors goes beyond Jelin’s ‘memory entrepreneurs’ to include those memory profiteers who benefit from a return to the past in order to fulfil their own personal agendas. I introduce the new term ‘conmemoraccionistas’ to refer to them. The central question dealt with here is how identities are constructed and reconstructed in the social and political arenas in which remembrance takes place. By using ethnography and a multimodal approach, this study provides an in-depth analysis of the discourses of the main agents engaged in memory production, and their agendas. It also identifies reasons for disengagement. Finally, it examines the interrelated narratives of those social actors and how they build on interaction with each other in a complex and continually changing social reality, where I argue, identities can no longer be approached from an essentialist polarising and dichotomising perspective. On the contrary, new approaches are needed which see identitarian development as a dynamic and accumulative process in which different actors have an input and identities are displayed according to particular contexts, settings, and audiences.
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Benito, J. Javier Puerto. "THE HEROIDES IN ALFONSO X'S GENERAL ESTORIA: TRANSLATION, ADAPTATION, USE, AND INTERPRETATION OF A CLASSICAL WORK IN A THIRTEENTH-CENTURY IBERIAN HISTORY OF THE WORLD." Lexington, Ky. : [University of Kentucky Libraries], 2008. http://hdl.handle.net/10225/847.
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Thesis (Ph. D.)--University of Kentucky, 2008.Title from document title page (viewed on November 5, 2008). Document formatted into pages; contains: x, 423 p. Includes abstract and vita. Includes bibliographical references (p. 375-421).
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Aparicio-Torres, Maria. "Spanish and Cuban Politicians, Publicists and Reporters facing the Cuban Crisis at the End of the Nineteenth Century." FIU Digital Commons, 2017. http://digitalcommons.fiu.edu/etd/3168.
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In my dissertation, I study a selection of little known Spanish and Cuban texts published during the Cuban War of Independence at the end of the 19th century. In this project, I provide a transatlantic approach of literary texts in various genres and subgenres, and political messages exchanged between Cuba and Spain, which have been neglected by scholars in the field.
By analyzing the emergence of a colonial discourse in the works of novelists, politicians and thinkers who wrote about the Cuban-Spanish confrontation, I establish their ambiguous and frequently contradictory colonial messages. In doing so, this dissertation furthers our understanding of the complexities of the political moment as well as the interest and ideals that ignited the conflict.
The study is of great relevance in view of the recent agreements between the United States and Cuba. The relations between the two countries are evolving in a way that was unthinkable at the beginning of the 20th century. Furthermore, secessionist feelings within the Spanish nation are reemerging and similar allegations and demands that brought Cuba to independence are in place. For all these reasons, it is necessary revisiting and comprehending the complex and, frequently contradictory, discourses that emerged in a moment, which was determinant for the development and future political attitudes of the three nations involved.
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González, Tornero Ana. "Historia cultural del ensayo español : tres calas en el siglo XIX." View abstract/electronic edition; access limited to Brown University users, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3318321.
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Braverman, Eliza Honor. "Autoridad subversiva: la construcción de poder y conocimiento intergeneracional y transatlántico en círculos femeninos durante la Inquisición española." Oberlin College Honors Theses / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1621703073215873.
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Berry, Alaina. "The Effects of Code-Switching: How Bless Me, Ultima Explores Chican@ Culture and American Identity." Ashland University Honors Theses / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=auhonors1430753754.
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Aldea, Agudo M. Elena. "RHETORICS OF EMPIRE: THE FALANGIST DISCOURSE OF WAR (1939-1943)." UKnowledge, 2012. http://uknowledge.uky.edu/hisp_etds/5.
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During the Spanish Civil War (1936-1939) a mix of right-wing ideologies existed among the Francoist forces. In sharp contrast with the Republican forces, the Francoist insurgents were successful in banding together despite their ideological differences. However, in the postwar era, this relative unity gave way to a struggle among the different ideological positions, each striving to impose its agenda for the new State. The party Falange Española Tradicionalista y de las Juntas de Ofensiva Nacional Sindicalista (FET y de las JONS) assumed power, but was not entirely successful in advancing its totalitarian project, which it had inherited from the prewar FE de las JONS party. Unsatisfied with this outcome, staunch Falangists employed political strategies to squelch the opposition of the military, conservatives, royalists and the Church, whose ideals differed in many ways.
The purpose of this dissertation is to demonstrate how the political strategies used by the Falangists against opposing factions are mirrored in the cultural sphere, especially in literary and cinematographic portrayals of war. The propagandistic nature of these works is reflected in their narrative structures and literary characters, as in what Susan Suleiman refers to as “authoritarian fictions.” This study examines the ways in which Falangists propaganda exploits distinct features of the Rif War, the Civil War, and the Second World War, in order to promote key parts of the Nationalist Syndicalist ideology endorsed by core Falangists. This essay traces the transformation of these authoritarian narrative schemes as the hegemonic political position of National Syndicalism begins to deteriorate. In response to this unwelcome political change, Falangists propaganda becomes increasingly critical toward the other ideological positions of the Francoist Regime. This dissertation thus shows the way in which shifting political tides are mirrored in the cultural production of Falangist propaganda.
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Pinto, Carlos Felipe 1984. "Ordem de palavras, movimento do verbo e efeito V2 na história do espanhol." [s.n.], 2011. http://repositorio.unicamp.br/jspui/handle/REPOSIP/270524.
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Orientadores: Charlotte Marie Chambelland Galves, Josep Maria Fontana MéndezTese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: Esta Tese discute a mudança na ordem de constituintes e no posicionamento do verbo finito na história do espanhol europeu. Fontana (1993) propõe que o espanhol antigo era uma língua V2 simétrica, como o iídiche e o islandês atuais, na qual o verbo se movia para Io e SpeclP era uma posição A-Barra. Zubizarreta (1998) propõe que, no espanhol atual, o verbo também se mova para |o e que SpeclP ainda seja uma posição A-Barra. Neste sentido, se entende que a proposta de Zubizarreta (1998) é a de que as duas fases da língua são estruturalmente idênticas; contudo, o que os dados de Fontana (1993) mostram é que há diferenças estruturais importantes entre elas. O Capítulo 01 se concentra na discussão formal do efeito V2 nas línguas germânicas, que são consideradas as línguas V2 prototípicas, enfatizando: a) qual é o gatilho para o movimento do verbo; b) o que desencadeia a variação na manifestação do efeito V2 nas orações subordinadas fazendo com que algumas línguas apresentem efeito V2 irrestritamente e outras só apresentem efeito V2 nas orações matrizes. É proposta uma análise unificada em que, em ambos os casos, o verbo sempre se move para Co em orações matrizes e que a variação no traço [±asserção] é o responsável pela variação do efeito V2 nas orações subordinadas. O Capítulo 02 apresenta os dados do espanhol antigo e do espanhol atual. O trabalho se concentra em orações finitas e declarativas. Mostra-se que há aspectos que não distinguem superficialmente as duas fases, como a quantidade de constituintes pré-verbais, a posição do sujeito em relação ao verbo simples e a relação do verbo com os advérbios e o objeto direto. Por outro lado, há aspectos superficiais que diferenciam claramente as duas fases, tais como o posicionamento dos clíticos, a ordem O-V e a retomada clítica, a posição do sujeito nos complexos verbais, a ordem XP-V e a posição do sujeito. O Capítulo conclui que a diferença entre as duas fases, com relação às ordens V1, V2 e V>2, é qualitativa e não quantitativa e que o espanhol antigo possuía variação gramatical, apresentando uma gramática semelhante à gramática atual e uma gramática V2. O Capítulo 03 propõe uma análise formal para os fatos discutidos no Capítulo 02. Discute-se a posição do sujeito, propondo que os sujeitos pós-verbais se movem sempre do VP e que os sujeitos pré-verbais podem ter também uma posição dentro do IP. Com relação à ordem O-V e a duplicação clítica, se mostra que a diferença entre as duas fases está relacionada com a noção de operador. Por fim, se discute o movimento do verbo e é proposto que, no espanhol atual, o verbo se mova unicamente para r (tanto em orações neutras como em orações marcadas) e, no espanhol antigo, na gramática V2, o verbo se mova generalizadamente para C\ O Capítulo 04 procura explicar a mudança gramatical de uma fase para a outra, relacionando questões da história interna com aspectos da sócio-história. Assume-se que a aquisição da linguagem é o lugar da mudança lingüística; faz-se um rápido panorama da formação do espanhol e se sugere que o efeito V2 encontrado no espanhol antigo é decorrente de influências germânicas, através do contato de línguas e transmissão lingüística irregular. A perda do efeito V2 é explicada por uma mudança paramétrica devido a uma alteração no input ao qual as crianças dos Séculos XV e XVI eram expostas. O Capítulo termina discutindo uma possível influência do espanhol na perda do efeito V2 no português europeu. As conclusões gerais são as seguintes: a) línguas V2 apresentam sempre movimento do verbo para CP em orações matrizes e têm as orações subordinadas abertas a parametrização (não existe V2 em IP, que é sempre uma projeção A); b) o espanhol antigo e o espanhol atual não são o mesmo tipo de gramática, mesmo que superficialmente possam produzir enunciados semelhantes
Abstract: This Thesis discusses the change in the order of constituents and in the position of the finite verb in the history of the European Spanish. Fontana (1993) proposes that the Old Spanish was a symmetrical V2 language, just like Current Yiddish and Icelandic, in which the verb would move to Io and SpeclP would be an A-Bar position. Zubizarreta (1998) proposes that in Current Spanish the verb movement is also to r and that SpeclP is still an A-Bar position. In that sense, it is understood that both phases of Spanish are structurally identical; however, what Fontana (1993)'s data show is that there are important structural differences between them. Chapter 01 focuses on the formal discussion of the V2 phenomena in the Germanic languages, which are considered to be the prototypical V2 languages, emphasizing: a) which is the trigger to the movement of the verb; b) what unleashes the variation in the manifestation of the V2 effect in the embedded clauses, making some languages present the V2 effect unrestrictively and some others only present the V2 effect in the matrix clauses. A unified analysis is proposed where in both cases the verb always moves to Co in matrix clauses and that the variation of feature [±assertion] is responsible for the variation of the V2 effect of the embedded clauses. Chapter 02 presents the data of both Old and Current Spanish. The work focuses in finite and declarative clauses. It is shown that there are aspects which do not distinguish the two phases superficially, like the pre-verbal constituents, the position of the subject according to the simple verb and the relationship among adverbs and the direct object. On the other hand, there are superficial aspects which clearly differentiate both phases, as the position of the clitics, the O-V order and the clitic resumption, the position of the subject in the complex verbs, the XP-V order and the subject position. This chapter concludes that the difference between both phases in relation to the V1, V2 and V>2 orders is qualitative and not quantitative and that the Old Spanish possesses grammatical variation, presenting an alike grammar to the current grammar and the V2 grammar. Chapter 03 proposes a formal analysis of the facts discussed in Chapter 02. It is discussed the position of the subject, suggesting that the post-verbal subjects always move to VP and that the pre-verbal subjects can also have a position within IP. In relation to the O-V order and the clitic doubling, it is shown that the difference between the two phases is related to the notion of operator. To sum up, it is discussed the movement of the verb and it is proposed that in the Current Spanish the verb moves only to T (as long in neutral clauses as in marked clauses) and that, in Old Spanish, in the V2 grammar, the verb moves generally to Co. Chapter 04 tries to explain the grammatical change from one phase to the other, relating questions of intern history with social-historical aspects. It is assumed that the acquisition of language is the place of the linguistic change; there is a brief overview of the formation of Spanish and it is suggested that the V2 effect found in the old Spanish comes from Germanic influences through the contact of languages and through the irregular linguistic transmission. The loss of the V2 effect is explained by a parametric change due to an alteration in the input in which children of the XV and XVI centuries were exposed. The chapter finishes with a discussion of a possible influence of the Spanish in the loss of the V2 effect in the European Portuguese. The general conclusions are the following: a) V2 languages always display verb movement to CP in matrix clauses and they have embedded clauses opened to parametrization (there is not V2 in IP, which is always an A projection); b) Old Spanish and Current Spanish have not the same type of grammar, although superficially both can make similar utterances
Doutorado
Linguistica
Doutor em Linguística
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Mitchell, Kierra. "Camino a la Interseccionalidad: Una Aproximación al Desarrollo de Ideas Feministas en la España Contemporánea." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1385.
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Esta tesis utiliza la interseccionalidad como lente para hacer un análisis de los textos culturales y activistas para explicar cómo se manifiestan las ideas feministas en estos dos períodos cruciales de avance del feminismo en España: el primer cuarto del siglo veinte y las primeras décadas del siglo veintiuno. La interseccionalidad sirve como una prisma de análisis que permite entender los sistemas hegemónicos de poder. Esta tesis analiza ejemplos de textos y demandas que ilustran las preocupaciones y aparatos ideológicos que sustentan diferentes aproximaciones al feminismo en estas dos épocas. Un interés específico, en especial en la segunda parte, es el diálogo teórico y político del feminismo interseccional con el feminismo blanco y hegemónico en términos de exclusión de las comunidades marginadas. El objetivo al hacerlo es elevar las voces de las identidades marginadas que de otro modo se silencian por el discurso contemporáneo que no contempla sus experiencias.
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La, Torre Perregrini Esperanza Luján. "Muerte súbita, el poder de narrar obras pictóricas." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-89322.
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The novel Sudden death /Muerte súbita written by Álvaro Enrigue is analysed in this study, using the theoretical contributions of Werner Wolf and Irina Rajewsky, the typology of intermediality, and the model of modalities and modes of media elaborated by Lars Elleström. The aim of this study lies, first on the blending of different media within the novel, the question of pictorial narrative, and argues that images narratives can generate the diegesis in Álvaro Enrigue's book. Second, to analyze how the mentioned intermedial relations to the paintings can create a meaning in the novel. The novel by Enrigue relates some paintings of the Italian painter Caravaggio such as The calling of St. Matthew, Marta and Magdalena, Judith beheading Holofernes and Basket of fruits that have become important in creating the understandings the History of Mexico and the History of Spain. This intermedial study of the work of Enrigue "Sudden death" has shown that words have the power to represent images as well as give us the possibility of expanding the visuality of the media that are present in a literary text.
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Hogue, Kari L. "Representaciones de la Guerra Civil Espanola en la novela y el cine: Hacia una comprension del pasado y una reconciliacion con la realidad actual." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1363358669.
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McNabb, Stephen Delaney. "Shouts of the Khori-Challwa: Andean Mythological and Cosmological Reconsiderations of the American Identity in Gamaliel Churata’s El pez de oro." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/4010.
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This thesis explores the possible creation of a new categorization of American Literature as presented in the Andean novel El pez de oro: Retablos del Laykhakuy (1957) by Gamaliel Churata. In El pez de oro, Gamaliel Churata presents a strategy for the recuperation of native Andean cultural agency that enables the Andean subject to reclaim traces of their ancestral past under more verisimilar and verifiable terms. Churata argues that through a recuperation of native language and its infusion into the body of the major colonial language, Spanish, the Andean subject is equipped with a new culture producing tool that enables the recuperation of language, agency, history, and, ultimately, representation and inclusion within cultural and political institutional frameworks. By introducing his own function of bilingualism, vernacular language, and mythological infusions into the body of colonial letters, Gamaliel Churata is able to destabilize and disrupt colonial historical and textual authority to the point where the invented concept of America and the colonial product of American identity can be re-examined. Through this examination emerges a new option for the categorization of American identity as an aesthetic construct. Within this new categorization of aesthetic American identity, the Andean subject can begin his own process of self-identification through his native language toward the production of a future Andean American subject.
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Duplat, Alfredo. "Hacia una genealogía de la transculturación narrativa de Ángel Rama." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2484.
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Esta disertación conecta la teoría de la transculturación narrativa de Ángel Rama con la tradición intelectual latinoamericana que aportó sus características más distintivas. Las teorías de Rama fueron influidas por dos tradiciones latinoamericanas. Una es de carácter político y tiene su origen en la Reforma de Córdoba de 1918. La otra, de carácter epistemológico y se remonta a la década de 1930, cuando comienza el culturalismo en Latinoamérica. Mi investigación se ocupa de un grupo de intelectuales uruguayos que trabajaron en torno al semanario Marcha [1939-1974]: Carlos Quijano [1900-1984], Julio Castro [1908 -desaparecido en 1977] y Arturo Ardao [1912-2003]. También me ocupo de dos intelectuales brasileños, Antonio Cândido [1918] y Darcy Ribeiro [1922-1997], quienes continuaron con la tradición culturalista que inauguraron en Latinoamérica autores como Gilberto Freyre [1900-1987] y Fernando Ortiz [1881-1969]. Recuperar las redes intelectuales que acompañaron el proceso de articulación de la transculturación narrativa nos permite comprender mejor las tesis de Rama por dos razones. Primero, porque enmarca esta teoría dentro de algunos de los debates políticos y culturales más importantes de la Guerra Fría. Y segundo, porque se aproxima a la manera como Rama comprendió la historia latinoamericana y su coyuntura política y socio-cultural durante las décadas de 1960 y 1970.
El objetivo de la teoría de la transculturación narrativa es describir el proceso por el cual las manifestaciones literarias latinoamericanas pasan de la dependencia a la autonomía cultural. Como el proceso descrito se despliega dentro de la estructura social, para comprenderlo es necesario analizar la interacción entre las obras literarias y la sociedad que las rodea, de esta forma las ciencias sociales --antropología, sociología, economía-- son instrumentos de análisis indispensables para comprender una obra o tradición literaria. Este marco general de análisis es descrito por Rama como el culturalismo.
En el caso de Rama, una lectura desde los estudios literarios puede dar por sentado que el culturalismo fue tan sólo un método de análisis alternativo al estructuralismo francés. Aunque esta perspectiva sea en parte correcta, no es del todo precisa. El culturalismo al que se refiere Rama es el mismo que practicaron los cientistas sociales en Latinoamérica desde la década de 1930. Recuperar la historicidad de la transculturación narrativa no solo nos permite comprender la genealogía de esta teoría sino recuperar y hacer visibles algunas tradiciones intelectuales contra-hegemónicas que desarticuló la Guerra Fría en Latinoamérica.
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Guzman-Medrano, Gael. "Post-Revolutionary Post-Modernism: Central American Detective Fiction by the Turn of the 21st Century." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/917.
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Contemporary Central American fiction has become a vital project of revision of the tragic events and the social conditions in the recent history of the countries from which they emerge. The literary projects of Sergio Ramirez (Nicaragua), Dante Liano (Guatemala), Horacio Castellanos Moya (El Salvador), and Ramon Fonseca Mora (Panama), are representative of the latest trends in Central American narrative. These trends conform to a new literary paradigm that consists of an amalgam of styles and discourses, which combine the testimonial, the historical, and the political with the mystery and suspense of noir thrillers. Contemporary Central American noir narrative depicts the persistent war against social injustice, violence, criminal activities, as well as the new technological advances and economic challenges of the post-war neo-liberal order that still prevails throughout the region.
Drawing on postmodernism theory proposed by Ihab Hassan, Linda Hutcheon and Brian MacHale, I argued that the new Central American literary paradigm exemplified by Sergio Ramirez’s El cielo llora por mí, Dante Liano’s El hombre de Montserrat, Horacio Castellanos Moya’s El arma en el hombre and La diabla en el espejo, and Ramon Fonseca Mora’s El desenterrador, are highly structured novels that display the characteristic marks of postmodern cultural expression through their ambivalence, which results from the coexistence of multiple styles and conflicting ideologies and narrative trends. The novels analyzed in this dissertation make use of a noir sensitivity in which corruption, decay and disillusionment are at their core to portray the events that shaped the modern history of the countries from which they emerge. The revolutionary armed struggle, the state of terror imposed by military regimes and the fight against drug trafficking and organized crime, are among the major themes of these contemporary works of fiction, which I have categorized as perfect examples of the post-revolutionary post-modernism Central American detective fiction at the turn of the 21st century.
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Ikoff, Ventsislav. "Mediación cultural entre Bulgaria y el mundo hispánico: la circulación de las traducciones literarias y sus mediadores (1882-2012)." Doctoral thesis, Universitat Pompeu Fabra, 2018. http://hdl.handle.net/10803/462204.
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Esta tesis doctoral estudia la circulación de las traducciones literarias en formato libro entre Bulgaria y el mundo hispánico (España e Hispanoamérica) durante el periodo situado entre 1882 y 2012. La investigación se ocupa de tres aspectos de la traducción literaria: 1) los flujos de traducción; 2) el papel y las prácticas de los mediadores culturales —traductores y editores— que favorecieron el intercambio cultural; y 3) los factores culturales, políticos y económicos que determinaron dicho intercambio. Un corpus de traducciones en formato libro de literatura hispánica en lengua búlgara y de literatura búlgara en lengua española, elaborado ad hoc para llevar a cabo el estudio, constituye la base para el análisis cuantitativo de los flujos de traducción. Entrevistas con traductores y editores, así como publicaciones relevantes para el tema forman la base de un análisis cualitativo de los mediadores culturales y de las dimensiones culturales, políticas y económicas de la traducción literaria entre Bulgaria y el mundo hispánico. La tesis está articulada desde la perspectiva de Bulgaria como espacio que exporta e importa literatura de múltiples campos de producción literaria y está dividida en tres periodos claves para el campo cultural y editorial búlgaro, así como con respecto a las relaciones con la cultura hispánica: un primer periodo de contactos iniciales (1882-1947), un periodo de traducción politizada (1948-1989) y un periodo de relaciones post-totalitarias (1990-2012).Aquesta tesi doctoral analitza la circulació de traduccions literàries en format llibre entre Bulgària i el món hispànic (Espanya i Hispanoamèrica) durant el període situat entre 1882 i 2012. La investigació s’ocupa de tres aspectes de la traducció literària: 1) els fluxos de traducció; 2) el paper i les pràctiques dels mediadors culturals —traductors i editors— que van afavorir l’intercanvi cultural; i 3) els factors culturals, polítics i econòmics que van determinar aquest intercanvi. Un corpus de traduccions de literatura hispànica en llengua búlgara i de literatura búlgara en llengua espanyola, construït ad hoc per tal de portar a terme l’estudi, constitueix la base per a l’anàlisi quantitativa dels fluxos de traducció. Entrevistes amb traductors i editors, així com publicacions rellevants per al tema formen la base d’una anàlisi qualitativa dels mediadors culturals i de les dimensiones culturals, polítiques i econòmiques de la traducció literària entre Bulgària i el món hispànic. La tesi s’articula des del punt de vista de Bulgària com a espai de exportació i importació de literatures de múltiples camps de producció literària i es divideix en tres períodes claus per al camp cultural i editorial búlgar, així com pel que fa a les relacions amb la cultura hispànica: un primer període de contactes inicials (1882-1947), un període de traducció polititzada (1948-1989) i un període de relacions post-totalitàries (1990-2012).
This doctoral thesis studies the circulation of literary book translations between Bulgaria and the Hispanic world (comprising Spain and the Spanish speaking countries in South America) from 1882 to 2012. Specifically, the research focuses on three aspects of literary translation: 1) translation flows, 2) the role and practices of cultural mediators—translators and publishers—who enabled the cultural exchange, and 3) the cultural, political, and economic factors which determined said exhange. An ad hoc corpus of book translations of Hispanic literature in Bulgarian language and of Bulgarian literature in Spanish is the basis for quantitative analysis of translation flows. Interviews with translators and publishers, as well as relevant literature and publications, inform qualitative analysis on the subject of cultural mediators and the cultural, political and economic dimensions of literary translation between Bulgaria and the Hispanic world. The study takes the perspective of Bulgaria as an exporter and importer of literature to and from multiple fields of literary production and is divided in three key periods for the Bulgarian cultural and publishing field and with respect to the relations with the Hispanic culture: initial contacts (1882-1947), politicized translation (1948-1989) and post-totalitarian relations (1990-2012).
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Goulart, Isabella Regina Oliveira. "Perdidos na tradução: as representações da latinidade e as versões em espanhol de Hollywood no Brasil (1929-1935)." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/27/27161/tde-10072018-153045/.
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Esta tese aborda a circulação no Brasil de versões em espanhol produzidas por estúdios de Hollywood nos primeiros anos do cinema sonoro. Procuramos identificar nestes filmes algumas representações que os produtores norte-americanos vincularam à identidade latina. Temos o Rio de Janeiro e São Paulo como recorte geográfico, a partir da pesquisa histórica de recepção nas revistas Cinearte e A Scena Muda e nos jornais Correio da Manhã e O Estado de São Paulo. Entre 1930 e 1935, esses periódicos mencionaram uma série de produções hollywoodianas em língua espanhola, que nossas revistas consideraram inferiores aos filmes originais em inglês devido à barreira da língua e aos padrões de qualidade cinematográficos estabelecidos. Visamos demonstrar como a recepção das versões pela imprensa carioca e paulistana marcou o distanciamento que alguns grupos de nossa elite cultural projetavam em relação à América Latina, bem como um espelhamento nos Estados Unidos, afirmando uma relação imperialista pela via da cultura.This dissertation approaches the circulation in Brazil of the Spanish-language versions produced by Hollywood Studios in the early years of sound cinema and aim to identify in these films some representations of Latinidad made by American producers. The cities of Rio de Janeiro and Sao Paulo constitute the geographic approach. The magazines Cinearte and A Scena Muda, and the newspapers Correio da Manhã and O Estado de São Paulo were the main reference for the historical research. Between 1930 and 1935 these journals mentioned some Hollywood Spanish-language productions, which Brazillian magazines considered worse than the original English-language films because of the language barrier and the established film quality standards. This work aims to demonstrate how the reception of the Spanish-language versions by the Brazilian press marked the distancing that some groups of Brazil´s cultural elite projected towards Latin America, as well as a mirroring in the United States. It marks an imperialist relation through culture.
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Lysaght, Veronica L. Lysaght. "Knotted Numbers, Mnemonics, and Narratives: Khipu Scholarship and the Search for the “Khipu Code” throughout the Twentieth and Twenty First Century." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1470331576.
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Rouse, Patrick Roy. "The New Voseo Culto: An Exploration of the Complexity of Familiar Address in Chilean Spanish." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1118.
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In Chilean Spanish, second-person address is non-uniform in that the vos competes with the conventional tuteo and a third, mixed form has emerged. To add to this complexity, the form speakers choose has been shown to correspond to socioeconomic strata. Upper classes use tú, lower classes use vos, and young, middle class speakers choose the mixed form in which the verb is conjugated according to the voseo and is used with the pronoun tú. The causes and effects of this second-person schism in Chile are explored here, as well as the resulting sociolinguistic issues and consequences. In a study of printed media, television and interviewed informants, an attempt is made to confirm and validate the complexity of address in Chilean Spanish and determine the degree of the mixed voseo‟s pervasion into the mainstream.
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Burrows, Sonja S. 1973. "Beyond the comfort zone: Monolingual ideologies, bilingual U.S. Latino texts." Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/10866.
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xii, 206 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.This project examines reader reception of U.S. Latino-authored narratives that engage in varying degrees of textual code switching and bicultural belonging. The analysis builds on the argument that these narratives, as part of a larger body of minor literatures, play a role in revolutionizing traditional Anglo-American discourses of knowledge by marginalizing the monolingual and monocultural reader historically positioned as the prototype of cultural literacy in the United States. This project further proposes that marginalization is achieved by a textual appropriation and structural weakening of the dominant language and culture via the creation of a narrative space that privileges code switching to articulate bicultural identities. U.S. Latino texts that alternate between English and Spanish mirror the misunderstandings and failures of intelligibility in the multicultural situations they depict, thereby requiring the monolingual and monocultural reader to experience this unintelligibility first-hand. In order to tackle broader questions about how these literary texts and their reception reflect what is at stake politically, nationally, and culturally for Latinos in the United States today, this interdisciplinary project draws upon a diversity of perspectives originating from linguistics, literary analysis, sociology, and history to identify how literary texts mirror bicultural identity for Latinos. As a part of this analysis, the project examines the history of Spanish language use in the United States, Latino immigration history, the standard language ideology privileging English monolingualism, the persistence of bilingualism, oral and written code switching, the publishing industry, and analyses of reader responses to bilingual texts based on survey data. In situating these histories within discussions about the bilingual, bicultural nature and reception of the U.S. Latino narrative, this project shows how the linguistic makeup and the subsequent receptivity of these texts minor the bicultural identity and changing social positioning of the Latino population in the United States.
Committee in charge: Robert Davis, Chairperson, Romance Languages; Analisa Taylor, Member, Romance Languages; Monique Balbuena, Member, Honors College; Holly Cashman, Member, Not from U of O; David Vazquez, Outside Member, English
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Maciel, Daniela Terezinha Esteche. "A IMPLANTAÇÃO DA LÍNGUA ESPANHOLA NO ENSINO MÉDIO PÚBLICO DO MUNICÍPIO DE PONTA GROSSA - PR: CONQUISTAS E DESAFIOS." UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2011. http://tede2.uepg.br/jspui/handle/prefix/1322.
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Previous issue date: 2011-12-19This research presents the politics of implementation of Spanish language teaching in Brazilian public schools, especially high school, according to the law 11.161, from August 5, 2005 (BRASIL, 2005). This study debates the end of the time limit to implement the law and the constant challenges to put the law into practice. The main objective was to investigate the process of implementation of the Spanish language in the curriculum of some schools in Ponta Grossa city, Paraná, Brazil. To do this investigation, it was necessary to understand the history of teaching foreign languages in Brazil, and to discuss the importance of a foreign language as a subject in the curriculum. The theory related to this discussion was based on Cury (1986), Kosik (2002) and Pêcheux (1988, 1990). Besides that, this research used the concepts of “habitus”, “field” and “cultural capital” by Bordieu, to comprehend all the movement the Spanish language teaching has caused in Brazilian culture since the 1990’s. Goodson (1995) and Saviani (1994) were also a reference to relate the Spanish language teaching to the high school curriculum. Furthermore, concerning specifically Spanish language teaching, there were other authors who were important, such as Celada (2002) and Picanço (2003). The research used the following strategies to collect information: choosing four schools in Ponta Grossa city – PR which already have added the Spanish language to their curriculum and comparing these schools to others in the same city. To access these schools, a questionnaire was used with principals. An interview was also organized with the coordinator of the Spanish area for all public schools in Ponta Grossa. The analysis of the information indicated the following: a) most schools chose the most practical way to put the law 11.161/2005 into practice; b) There are contributions of public policy, but they are not always plausible for all schools; c) the principals of the schools can contribute to promote the insertion of the Spanish language in the school curriculum; d) to insert the Spanish language in the curriculum effectively in all grades of high school in Ponta Grossa city – PR is a challenge to be overcome.
Este trabalho apresenta a política de implantação da língua espanhola na matriz curricular da Educação Básica da Rede Pública, no Ensino Médio, a partir da Lei nº 11.161, de 5 de agosto de 2005 (BRASIL, 2005). A pesquisa se justifica pelo término do prazo para a implementação da língua espanhola e a constante verificação de muitos desafios para sua real aplicabilidade. O principal objetivo foi investigar o processo de implantação da referida disciplina em algumas escolas do município de Ponta Grossa - PR. Para tanto, fez-se necessário um resgate histórico do ensino de línguas estrangeiras (LEs) no Brasil, assim como uma reflexão sobre o papel da língua estrangeira como disciplina curricular. Como referencial teórico, foram utilizados autores como Cury (1986), Kosik (2002) e Pêcheux (1988, 1990). O presente estudo recorreu, também, aos conceitos de habitus, campo e capital cultural de Bourdieu, a fim de compreender toda a movimentação causada no brasileiro com relação à língua espanhola, a partir da década de 1990. Goodson (1995) e Saviani (1994) foram utilizados para relacionar a língua espanhola com o currículo do Ensino Médio. Ainda, contribuíram para a pesquisa os estudos de autores que tratam especificamente da língua espanhola, como Celada (2002) e Picanço (2003). A pesquisa envolveu as seguintes estratégias de coletas de dados:seleção de quatro escolas do município de Ponta Grossa - PR com implantação da língua espanhola de forma diferenciada e como exemplo de como ocorre nas outras escolas do mesmo município. Para a coleta de dados, utilizou-se o questionário aplicado às direções dos respectivos estabelecimentos de ensino. Também foi realizada uma entrevista com a coordenadora de espanhol no Núcleo Regional de Educação de Ponta Grossa. A análise dos dados indicou como resultados da pesquisa: a) a maioria dos estabelecimentos de ensino optou pela maneira mais prática de aplicar a Lei nº 11.161/2005; b) há contribuições das políticas públicas, mas nem sempre são cabíveis a todos os estabelecimentos de ensino; c) as direções dos estabelecimentos de ensino têm muito a contribuir para a real implantação da língua espanhola na matriz curricular; d) a implantação da língua espanhola enquanto disciplina curricular efetiva em todas as séries do Ensino Médio e em todos os estabelecimentos de ensino do município de Ponta Grossa - PR ainda é um desafio a ser superado.
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Areyuna-Villalobos, Héctor (published under the name Santini Adrián). "Los tres Antonios, en El sueño de la historia, de Jorge Edwards." Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-25643.
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This text focuses on three historical characters: "The three Antonios", with emphasis on the third character, who was born in Chile and whose name is Jose Antonio de Rojas. The three characters come from the novel The Dream of History (2000), by Jorge Edwards. Two ofthem were French and the third one was Chilean. The thing that they had in common was that they were influenced by the French Enlightenment. They lived in Chile during Spanish Colonialism at the end of the 18th century and at the beginning of the 19th century. This historical period was full of political, social and military conflicts, which led to the establishment of aRepublic in Chile. However, this process of liberation was not unique for this country but took place in the whole American Continent. The text is characterized by a very parodic language and this parody has a specific function, i.e., to highlight identity related factors such as nation, language, class, gender and ethnicity. This is achieved by questioning and making illegitimate (invalid) the CUlTent discourse ofhistoriography.
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Curtis, Florence Sally Haines. "The intellectual scope of the 'mester de clerecía'." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:ac9a4eb0-567f-4668-983e-897dce15bfff.
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This thesis investigates the first poetry written in Castilian by intellectuals, the 'mester de clerecía', ‘craft of clerics’. Exploring the unique circumstances of Iberia in the Middle Ages as a hub for the intellectual vanguard and a holy territory for encounters with saints, pilgrimage and Reconquest, I examine the canonical texts of an alleged thirteenth-century poetic school as the Castilian bedrock of a wider Iberian and European literary movement. Notably including analysis of the fourteenth-century "Libro de buen amor", a canonical work in its own right thought to parody the earlier poems, I also reassess the significance of the verse form 'cuaderna vía' for the 'mester de clerecía', in which the thirteenth-century poems are exclusively written. Over an introduction and four chapters, I combine close reading of the "Libro de Alexandre" (Chapter 1), Berceo’s Vidas of Millán, Domingo and Oria (Chapter 2), the "Libro de Apolonio" and "Poema de Fernán González" (Chapter 3), and the "Libro de buen amor" (Chapter 4), with research into intellectual, pedagogical, and religious contexts. Notably, I have found the poems analyzed to be especially concerned with the landscape of the reading mind. The result is an expanded view of the 'mester de clerecía' as theological and philosophical poems that offer ways of understanding and approaching the life of the mind as well as that of the body that are thought-provoking and informative to this day. Concluding that the thirteenth-century, canonical poems are the witnesses of a 'textual community' of authors rather than a poetic school, I advocate an inclusive definition of the 'mester de clerecía'. The 'mester de clerecía' are of extremely rich intellectual scope and are of potential interest to scholars of all European literatures, and literary, intellectual, and social history, as well as theology and philosophy.
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Oelze, Micah J. "The Symphony of State: São Paulo's Department of Culture, 1922-1938." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2549.
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In 1920s-30s São Paulo, Brazil, leaders of the vanguard artistic movement known as “modernism” began to argue that national identity came not from shared values or even cultural practices but rather by a shared way of thinking, which they variously designated as Brazil’s “racial psychology,” “folkloric unconscious,” and “national psychology.” Building on turn-of-the-century psychological and anthropological theories, the group diagnosed Brazil’s national mind as characterized by “primitivity” and in need of a program of psychological development. The group rose to political power in the 1930s, placing the artists in a position to undertake such a project. The Symphony of State charts this previously unexamined intellectual project and explains why elite leaders believed music to be the most-promising strategy for developing the national mind beyond primitivity. In 1935, they founded the São Paulo Department of Culture and Recreation in order to fund music education, train ethnomusicologists, commission symphonies, and host performances across the city. Until now, historians of twentieth-century Brazil have praised music as a critical site for marginalized groups to sound out political protest. But The Symphony of State shows the reverse has also been true: elite groups used music as a top-down civilizing project designed to naturalize racial hierarchies and justify class difference.
The intellectual history portion of the dissertation turns on archival sources, newspaper accounts, personal correspondence, modernist literature, and the period’s scholarly journals. The examination of literary form, discourse analysis, and marginalia lends depth to a carefully-documented study of ideas. Then, The Symphony of State brings to bear an innovative reading of ethnographic field books, vinyl records, and music scores to show that the department’s scholarship and symphonic compositions alike furthered the narrative of a nation jeopardized by primitivity. What is more, the department’s composers employed musical properties such as harmony and dissonance as metaphors to convince listeners that a harmonious society required the maintenance of racial and class hierarchies. In bringing further clarity to the department’s intellectual project, the sections featuring music analysis speak to the value of reading music as an historical text.
The dissertation accomplishes multiple goals. It uncovers the theory of national psychology driving the musical institution; examines ethnographic material to further understand racial and regional prejudice in the period; and analyzes concert music commissioned and performed by the municipal department. The examination of the musical institution reveals a moment in Brazilian history in which national identity was constructed atop the notion of a shared psychology and in which modernity was believed to come with the musical tuning of the body politic and the training of its mind.
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Hensley, Jordan C. "La Guerra Civil Española en la memoria histórica: Una conversación continua con el pasado." Oberlin College Honors Theses / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1432737918.
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Harbour, Tiffany Kwader. "Creating a New Guatemala: The 1952 Agrarian Reform Law." Wright State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=wright1217963651.
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Elazar-Demota, Yehonatan. "An Ethnography: Discovering the Hidden Identity of the Banilejos." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2441.
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During June of 2015, an anthropological and sociological study was conducted in the Dominican city of Bani. On the surface, the banilejo people appear to be devout Catholics. However, having had access to their personal lives, it was evident that their peculiar family traditions and folklore hinted at their liminal identities. This study involved interviewing 23 female subjects with questions found in the Spanish and Portuguese inquisitorial manuals. In addition, their mitochondrial DNA sequences were analyzed and demonstrated a high percentage of consanguinity and inbreeding within Bani's population. The genetic analysis of their mitochondrial DNA yielded genetic links with Jewish women from worldwide Jewish communities. Victor Turner's communitas theory and Geertz's thick description were used as the methodology. Ultimately, the sociological and anthropological analysis of their way of life evidenced how their ancestors preserved Jewish identity covertly throughout the inquisition time period (1481-1834) and how they continue to perpetuate it in contemporary times through consanguinity, and the power of superstition and taboo.
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Mighetto, David. "Estudios morfosintʹacticos de sustantivos verbales en -iʹon y -miento en español moderno /." Göteborg, Sweden : Göteborgs universitet, Institutionen för romanska språk, Avdelningen för spanska, 1998. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=009041230&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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Gregory, Amy Ellen. "A discourse-pragmatic analysis of indicative and subjunctive mood use in Costa Rican Spanish /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
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Santos, Rafael Borges Ribeiro dos. "Formando leitores no ensino de outra língua : uma análise de representações de leitura compartilhadas por professores de língua espanhola." Universidade Federal de São Carlos, 2017. https://repositorio.ufscar.br/handle/ufscar/9056.
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Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
Learning another language and knowing how to read in a foreign language has become a demand and a need for individuals and societies nowadays. Therefore, in this work, we have studied some aspects of the work around reading skills in Spanish classes of Brazilian schools. By interviewing Spanish teachers from public and private schools, language studies centers (CEL, in Portuguese), and vocational education schools, we sought to identify the professionals‟ representations of what reading means as a social practice, as well as a specific skill in foreign languages classes. In order to do so, we have elaborated a written questionnaire with 30 discursive and multiple-choice questions, answered by 24 teachers. After that, we have selected 5 of those people and performed a face to face, individual interview, having as guide a semi-structured script, made of 14 discursive questions. From the data collected on both the questionnaire and the interviews, we have analyzed certain discourses about the book and the reading practices that circle in our society, and are shared, legitimated and assumed by Spanish language teachers, who are always individuals coexisting socially, economically and culturally. We understand the manifested discourses as guides of the teaching activities developed in Spanish classes, and those discourses may determine the conceptions the teachers and theirs pupils have about being readers of a foreign language. The theoretical background for this research comes from the French Discourse Analysis, more specifically from certain ideas conceived by Michel Foucault, about enunciation, discourse, discursive formation and archive, as well as studies about literacy in languages teaching and learning. We have also relied on studies from the cultural history of the book and the practice of reading, working with the concepts of representation, appropriation, and circulation. That way, we could analyze the representations those teachers claim to have about what is reading, how they enunciate themselves and their students as being readers, how they promote that practice during classes, and what are their expectations concerning teaching. We have concluded that, although the teachers have a good formation and great self-critical sense, there is a series of historical, cultural, social, and discursive coercions that limit and control their practices. It may lead, sometimes, to the reproduction teaching manners that are far from being liberator, and it reinforces the current social conditions around reading practices, which are, as we know, discriminatory.
En el actual contexto mundial, en que el acceso y el cambio de informaciones en las más diversas lenguas y culturas, por razones políticas, técnicas y culturales, se tornaron más frecuentes, aprender otra lengua y/o saber leer textos en lengua extranjera se hicieron una exigencia y necesidad. Frente a esto, nos propusimos a investigar cómo se viene haciendo el trabajo con la destreza lectora en la enseñanza de lengua española en escuelas brasileñas. En ese sentido, hemos buscado identificar junto a profesores de español, que actúan en escuelas públicas y privadas regulares, en Centros de Estudio de Lenguas y en la enseñanza Técnica/Profesional, las representaciones que eses profesionales comparten acerca de la lectura como práctica social, de modo general, o de la lectura como destreza específica a ser explorada en las clases de lengua extranjera. Para tanto, elaboramos una encuesta compuesta por 30 cuestiones discursivas y de múltiple elección, contestada por 24 profesores de español. Posteriormente, seleccionamos 5 entre ellos y realizamos entrevistas individuales con cada uno, basadas en un guión semiestructurado, compuesto por 14 preguntas discursivas, también elaborado por nosotros. A partir del desarrollo de los datos generados desde la encuesta y de las entrevistas, analizamos ciertos discursos sobre el libro y la lectura que circulan en nuestra sociedad, y que son compartidos, convalidados, asumidos por los profesores de español como sujetos sociales, económica y culturalmente coexistentes. Por ese camino, hemos reflexionado sobre el funcionamiento de eses discursos como norte de las actividades de enseñanza desarrolladas en las clases de lengua española, bien como determinantes en la conformación de sus conceptos sobre la lectura y de si y de sus alumnos como lectores en lengua española. Para tanto, nos fundamentamos teóricamente en el Análisis de Discurso de línea francesa, más específicamente en ciertos principios de las reflexiones sobre el discurso propuestas por Michel Foucault y sus conceptos de enunciado, discurso, formación discursiva y archivo, bien como en estudios acerca de la Literacidad en el área de enseñanza y aprendizaje de lenguas. También nos apoyamos en algunos estudios del dominio de la Historia Cultural del libro y de la lectura, valiéndonos más específicamente de los conceptos de representación, apropiación y circulación, de modo que pudimos analizar las representaciones de lo que dicen eses profesores participantes de la investigación sobre la lectura, como enuncian a si y a sus alumnos como lectores, como fomentan esa práctica en sus clases, que expectativas revelan cuanto al aprendizaje que visan proporcionar. Pudimos concluir, aunque son profesores con una buena formación y críticos de sus prácticas, existe una serie de coerciones históricas, culturales, sociales y discursivas, responsables por limitar y controlar sus prácticas, llevándolos, por veces, a que reproduzcan una enseñanza que lejos de ser libertadora, refuerza las actuales condiciones sociales en lo que enlaza la lectura, que bien sabemos son desiguales.
No atual contexto mundial, em que o acesso e a troca de informações nas mais diversas línguas e culturas, por razões políticas, técnicas e culturais, tornaram-se mais frequentes, aprender uma outra língua e/ou saber ler textos em língua estrangeira tem se apresentado como uma exigência e necessidade para os indivíduos e para as sociedades. Sendo assim, nos propusemos a pesquisar como se tem dado o trabalho com a habilidade de leitura no ensino de língua espanhola em escolas brasileiras. Nesse sentido, buscamos identificar junto a professores de espanhol, atuantes em escolas públicas e privadas regulares, em Centros de Estudo de Línguas e no Ensino Técnico/Profissionalizante, as representações que esses profissionais compartilham acerca da leitura como prática social, de modo geral, ou da leitura como habilidade específica a ser explorada nas aulas de língua estrangeira. Para tanto, elaboramos um questionário composto por 30 questões discursivas e de múltipla escolha, respondido por 24 professores de espanhol. Posteriormente, selecionamos 5 entre eles e realizamos entrevistas individuais com cada um, com base em um roteiro semiestruturado, composto por 14 perguntas discursivas, também elaborado por nós. A partir do desenvolvimento dos dados gerados pelo questionário e pelas entrevistas, analisamos certos discursos sobre o livro e a leitura que circulam em nossa sociedade, e que são compartilhados, validados, assumidos pelos professores de espanhol como sujeitos sociais, econômica e culturalmente coexistentes. Por esse caminho, refletimos sobre o funcionamento desses discursos como norteadores das atividades de ensino desenvolvidas nas aulas de língua espanhola, bem como determinantes na conformação de suas concepções da leitura e de si e de seus alunos como leitores em língua espanhola. Para tanto, nos fundamentamos teoricamente na Análise do Discurso de linha francesa, mais especificamente em certos princípios das reflexões sobre o discurso propostas por Michel Foucault e seus conceitos de enunciado, discurso, formação discursiva e arquivo, bem como em estudos acerca do Letramento na área de ensino e aprendizagem de línguas. Também nos apoiamos em alguns estudos do domínio da História Cultural do livro e da leitura, valendo-nos mais especificamente dos conceitos de representação, apropriação e circulação, de modo que pudemos analisar as representações que dizem esses professores participantes da pesquisa sobre a leitura, como enunciam a si e a seus alunos como leitores, como fomentam essa prática em suas aulas, que expectativas revelam quanto ao aprendizado que visam proporcionar. Pudemos concluir que apesar de serem professores com uma boa formação e críticos de suas práticas, existe uma série de coerções históricas, culturais, sociais e discursivas, responsáveis por limitar e controlar suas práticas, levando-os, por vezes, a reproduzirem um ensino que longe de ser libertador, reforça as atuais condições sociais no que envolve a leitura, que bem sabemos, são desiguais.
FAPESP: 2015/02786-7
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Stevenson, Jeffrey Lee. "The sociolinguistic variables of Chilean voseo /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/8365.
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Mount, Cameron D. "Therapists' Perceived Influence of Language: Second Language Spanish Speaking Therapists with Native Spanish-Speaking Clients." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1872.pdf.
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Natolo, Michelle. "Spanish Language Media in Australia: Understanding the Rise and Evolution of Australia's Spanish Language Newspapers." Thesis, Griffith University, 2018. http://hdl.handle.net/10072/378079.
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As a nation with a strong history of migration, Australia has become a rich multicultural society with an extensive history of migrant and Indigenous media. For migrant communities, community ethnic newspapers created ‘by’ the community ‘for’ the community, are powerful, yet overlooked cultural, informational, and linguistic resources. Community ethnic media are a vital part of multicultural Australia as they assist individuals to find a sense of community, belonging, and place. Media are a crucial space where migrant communities can debate and address issues and events that mainstream media ignores and are important mediums where communities understand themselves and one another. With an infinite number of community ethnic media platforms available from print to broadcast to digital, matters of access, representation and having their audiences’ voice heard and recognised has become more important than ever.
Although research examining community ethnic newspapers in Australia has flourished since Gilson and Zubrzycki’s pioneering work on the history and role of Australia’s ethnic media in the 1960s, specific research as to why and how Spanish language newspapers were produced and consumed in multicultural Australia has remained unexamined. In particular, we lack knowledge concerning how Spanish language newspapers are an alternative space in which this invisible heterogeneous migrant community, not only has a voice and space to publish news and information but where it also maintains and promotes the Spanish language and culture.
This thesis addresses these knowledge gaps for Australia and elsewhere by examining and discussing the following three themes. First, the emergence and development of print and online Spanish language newspapers in Australia. Second, how the production and consumption of Australia’s Spanish language newspapers influence language, culture, and identity in relation to the past, present, and future. Third, how Spanish language newspapers represent an imagined community, and contribute to a sense of place and belonging amongst community ethnic media producers and consumers.
This thesis analyses the results of a three-step study, drawing upon data derived from mixed-methods research. First, a community-based survey of first and second generation Hispanics from Australia’s three largest capital cities — Brisbane, Melbourne, and Sydney — examined the reasons for print and online Spanish language newspaper production and consumption. Second, semi-structured interviews with ethnic press professionals examined the emergence and evolution of the Spanish language press and the significance of the publication-audience relationship. Third, a textual analysis of print and online Spanish language newspapers verified and triangulated data from the community survey and interviews.
The analysis of the survey and interview data in this thesis provides insights into whether and how Spanish language newspapers have influenced Australia’s socio-cultural and linguistic landscape. This thesis illuminates our understanding by demonstrating how Spanish language newspapers instil a sense of solidarity via a shared language, experience, and space, not only within the Hispanic sphere in Australia but also within a wider global sphere.
The principal finding of this thesis is that despite Australia’s monolingual landscape, the Spanish language press continues to satisfy and maintain the linguistic, informational, and cultural needs of first and subsequent generations of Hispanics. This thesis identifies four key elements in Australia’s Spanish language press. First, a need and market for Spanish language newspapers exists, as Hispanics continue to be under-represented and invisible in the Australian mainstream media. Second, Spanish language newspapers are a cultural and linguistic resource which creates a sense of place and belonging for Hispanics in multicultural Australia.
Third, this thesis identifies that Australia’s diverse Spanish-speaking community consumes Spanish language newspapers not only to fulfil their informational and social needs, but to maintain Spanish as a community language, culture, and identity via a collective media space. That is, these newspapers have created an imagined sense of belonging to a pan-ethnic community, despite the community’s diverse national origins and cultural and linguistic heritage. Fourth, digital communication technologies have contributed to the expansion of an imagined community, which has made it easier, cheaper, and faster to maintain and acquire a transnational audience. The findings of this thesis have implications for promoting community ethnic media, language and identity, and the use of digital communication technologies to facilitate community ethnic media opportunities.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Hum, Lang & Soc Sc
Arts, Education and Law
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Tavizón, Jessica Maribel. "The Spanish Language Proficiency of Sequential Bilingual Children and the Spanish-English Language Proficiency Scale." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4222.
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The challenge facing children learning language bilingually has led to efforts to improve the assessment and treatment of language learning difficulties. One of these efforts is the development and validation of the Spanish-English Language Proficiency Scale (SELPS). Previous research has been performed to validate the scale for English language proficiency but not for Spanish language proficiency. Twenty-four sequential bilingual children produced spontaneous narrative language samples that were rated using the SELPS and coded for language sample variables using the Systemic Analysis of Language Transcripts software. Several language sample variables, most notably the Subordination Index, the number of omitted bound morphemes, and the number of code-switched words, were correlated with the SELPS subscale scores and total score. Findings have implications for screening the Spanish language proficiency of Spanish-English bilingual children who are between four and eight years of age.
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Herrera, Roberto. "On Spanish prepositions : a syntactic and semantic analysis /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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