Journal articles on the topic 'Spanish language Address'
To see the other types of publications on this topic, follow the link: Spanish language Address.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Spanish language Address.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Yanguas, Tatiana, and Marco Tulio Molina Tejeda. "Litigating WTO Disputes in Spanish or French." Global Trade and Customs Journal 16, Issue 10 (October 1, 2021): 523–30. http://dx.doi.org/10.54648/gtcj2021062.
Full textAbstract:
WTO Members may resolve their disputes in any of the WTO official languages: English, Spanish, or French. This article addresses the litigation of WTO disputes in Spanish and French. We provide a general overview of the WTO disputes that have been conducted in these languages and address the strategic considerations that should be made before choosing a language other than English for litigation. We conclude that the final decision on what language is more suitable for litigation will respond to each party’s individual needs, and thus, will inevitably vary from one party to another. GATT, WTO, dispute settlement, languages, Spanish, French, international litigation
2
Iovenko, V. A. "School of Spanish." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 231–33. http://dx.doi.org/10.24833/2071-8160-2014-5-38-231-233.
Full textAbstract:
Spanish language was among foreign languages, studied at MGIMO from its inception. Maria Luisa Gonzalez Vincens was at the origin of the establishment of the School of Spanish language at MGIMO. She as a philologist, belonging to humanitarian tradition. She studied at the University of Madrid with Luis Bunuel, Federico Garcia Lorca and Salvador Dali, and communicated with people who later became the glory and pride of the world culture. The increased role of the Spanish language in international contacts required the creation of the separate Department of Spanish Language at MGIMO. Since 2002, the Department of Spanish Language separated from the Department of Roman Languages and is teaching students of all Departments and at all stages of educating at MGIMO, including almost all masters programs. It is hard to imagine successful language learning without the understanding of a broad cultural context. This is why the Department supports the Spanish theater for more than 20 years. Currently, the Department is headed by of professor, Doctor of Philology Valery Iovenko. The Department staff includes more than 45 teachers who successfully address new educational and scientific objectives, creating teaching materials, fully adapted to the new educational standards.
3
Harper, Margaret Mills. "South Atlantic Modern Language Association." PMLA/Publications of the Modern Language Association of America 114, no. 4 (September 1999): 913. http://dx.doi.org/10.1632/s0030812900154070.
Full textAbstract:
SAMLA's sixty-ninth annual convention will be held in Atlanta at the Hyatt Regency from 4 to 6 November. Our diverse program will include over 140 sessions and other events. Shirley Brice Heath will present the keynote address; Charles Altieri will address the critical forum; Ellen Douglas and Robert Morgan will give readings; and French, German, and Spanish plenary addresses will be featured. Readings by contemporary writers will be sponsored by Five Points, and graduate students will host a poets' circle.
4
Mason, Keith, and Kenneth Nicely. "Pronouns of Address in Spanish-Language Textbooks: The Case forvos." Foreign Language Annals 28, no. 3 (October 1995): 360–70. http://dx.doi.org/10.1111/j.1944-9720.1995.tb00805.x.
Full text
5
Baran, Marek, and Ewa Urbaniak. "How language shapes interpersonal distance: An analysis of pronominal forms of address in Spanish, Polish and Italian." Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching 18, no. 3 (June 30, 2021): 137–61. http://dx.doi.org/10.26881/bp.2021.3.05.
Full textAbstract:
The aim of the present article is to compare the formal and functional aspects of pronominal forms of address in three languages: Spanish, Polish and Italian. The classic typology of the category analysed divides it in two groups: the T-forms applied in the conversations between the participants of symmetrical relations and the V-forms considered reverential and asymmetrical. The present study demonstrates and analyses the pronominal systems in two Romance languages, Spanish and Italian, and a Slavic language, Polish. We classify the pronouns according to the confidentiality/distance parameter, showing the similarities and differences between the formal characteristics, as well as the socio-cultural factors that determine the election of determined pronominal form of address.
6
Wang, Yixin. "Politeness and pragmatic transfer in L2 pronominal address usage." Spanish in Context 19, no. 1 (January 14, 2022): 25–47. http://dx.doi.org/10.1075/sic.19018.wan.
Full textAbstract:
Abstract This study investigates how Chinese learners of Spanish, who have a T/V distinction in their first language (L1), use the T/V address forms in Spanish as a second language (L2). Findings show that the learners rely mainly on their L1 pragmatic knowledge to employ the T/V in the L2. Despite having relatively good grammatical control of T/V, the learners produced frequent T/V alternation due to negative pragmatic transfer. In Chinese using V normally conveys speaker’s perception of a high-power differential and in relationships that are borderline T or V usage, shifting from T to V can convey deference and tends to co-occur with face-threatening or face-enhancing acts. The learners transferred from Chinese their tendency to use V to express deference and overutilized this politeness strategy in Spanish regardless of their relationship with the addressee. This problematic usage may generate negative social consequences and calls for pedagogical intervention.
7
Fernández-Mallat, Víctor. "Forms of address in interaction: Evidence from Chilean Spanish." Journal of Pragmatics 161 (May 2020): 95–106. http://dx.doi.org/10.1016/j.pragma.2020.03.006.
Full text
8
Fernández-Mallat, Víctor, and Michael Newman. "Continuity and Change in New Dialect Formation: Tú vs. Usted in New York City Spanish." Journal of Language Contact 15, no. 1 (November 4, 2022): 240–64. http://dx.doi.org/10.1163/19552629-15010006.
Full textAbstract:
Abstract This study uses an innovative translation task method to explore second person singular (2ps) address patterns in New York City Spanish (nycs), a new dialect that formed in contact with English and among multiple dialects of Spanish. Results reveal more continuity than disruption in address choice with source varieties of Spanish, unlike some other diasporic language communities that show radical simplification in address systems. However, there was acceleration of trends found in most Spanish-speaking regions with greater use of the familiar tuteo variant over the formal ustedeo in apparent time. Our findings also point to spending adolescence in nyc as a key predictor of conformity to nycs patterns. This finding contrasts with studies of formal features in new dialect formation that have found middle childhood to be when conformity to local patterns mostly occurs.
9
Taylor, Z. W., Linda Eguiluz, and Paige-Erin Wheeler. "Ni máquina, ni humano ni disponible: Do College Admissions Offices Use Chatbots and Can They Speak Spanish?" Journal of Communication Technology 5, no. 2 (August 22, 2022): 72–94. http://dx.doi.org/10.51548/joctec-2022-009.
Full textAbstract:
Colleges continue to use technology to connect students to information, but a research gap exists regarding how colleges use a ubiquitous technology in the business world: chatbots. Moreover, no work has addressed whether chatbots address Spanish-speaking students seeking higher education in the form of automated (AI) chatbot responses in Spanish or Spanish-programmed chatbots. This study randomly sampled 331 United States institutions of higher education to learn if these institutions embed chatbots on their undergraduate admissions websites and if these chatbots have been programmed to speak Spanish. Results suggest 21% of institutions (n=71) embed chatbots into their admissions websites and only 28% of those chatbots (n= 20) were programmed to provide Spanish-language admissions information. Implications for college access and equity for English learners and L1 Spanish speakers are addressed.
10
Schwarz, Amy Louise, Maria Resendiz, Laura Catarina Herrera, and Maria Diana Gonzales. "A novel approach to assessing language proficiency in adults: A pre-pilot classification accuracy study." International Journal of Bilingualism 25, no. 3 (March 15, 2021): 812–32. http://dx.doi.org/10.1177/1367006921999452.
Full textAbstract:
Aims and objectives/purpose/research questions: Speech–language pathologists who speak more than one language and who are members of the American Speech–Language–Hearing Association self-identify in one yes/no question whether they have the proficiency level to be bilingual service providers. This research note describes a preliminary attempt to address the very practical issue of whether and in what circumstances Spanish–English bilinguals can accurately judge their proficiency levels in both languages. The research question is: Will bilingual adults accurately identify their first language and second language proficiency levels using a self-assessment when compared to a commonly used standardized norm-referenced test (SNRT) in both formal and informal contexts across the following outcome measures: (a) overall proficiency; (b) listening; (c) speaking; (d) reading; and (e) writing? Design/methodology/approach: Classification accuracy studies require at least 34 participants. Thirty-nine participants completed the commonly used Language Use Questionnaire (LUQ) self-assessment and the commonly used Woodcock–Muñoz Language Survey SNRT (WMLS-III). For this pre-pilot study, participants were Spanish–English bilingual university students. Data and analysis: Forty likelihood ratios (LRs) were calculated. Benchmarks for interpreting LRs for classification accuracy studies were applied to identify the likelihood of an individual being proficient or non-proficient in two languages. Findings/conclusions: For the overall proficiency and formal speaking proficiency outcomes in Spanish, positive LRs met the benchmark for strong agreement. Originality: The current study is the first to show that Spanish–English bilingual adults can accurately judge their Spanish proficiency levels for two specific outcome measures. Significance/implications: These results are important for two reasons. First, they suggest that Spanish–English bilingual adults can accurately judge their overall proficiency levels in Spanish. Second, they identify which outcome measures from the LUQ and WMLS-III should be considered in a future classification accuracy study.
11
Ezeizabarrena, Maria José, and Isabel García del Real. "The Spanish adaptation of MAIN." ZAS Papers in Linguistics 64 (August 31, 2020): 211–20. http://dx.doi.org/10.21248/zaspil.64.2020.576.
Full textAbstract:
In this paper, we present some features of the European Spanish adaptation of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN), most of them related to specificities of the Spanish grammar as compared to English, the source language of the original MAIN (Gagarina et al., 2012). These two languages differ in e.g. 1) the use of 3rd grammatical person to address the hearer; 2) the ways of maintaining nominal cohesion: English (non-pro drop) vs. Spanish (pro-drop); 3) the verbal paradigm with regard to morphological tense and aspect morphology. Finally, preliminary results for micro- and macrostructure measures in the narratives of children with Spanish as L1 and L2 confirm their consistency across MAIN stories and procedures.
12
Lu, Xiuchuan, Yongyan Zheng, and Wei Ren. "Motivation for Learning Spanish as a Foreign Language: The Case of Chinese L1 Speakers at University Level." Círculo de Lingüística Aplicada a la Comunicación 79 (September 19, 2019): 79–98. http://dx.doi.org/10.5209/clac.65649.
Full textAbstract:
The study of motivation based on non-English languages has attracted increasing attention in recent years, but related research in China is still limited. In an attempt to address this situation and with Dörnyei’s L2 Motivational Self System (L2MSS) as a framework, this paper studied seventeen Chinese university students’ motivational disposition to learn Spanish as their university major without abandoning their English study. Based on Q-methodology and complementary interviews, the results of our experiment showed that these Chinese students displayed two types of foreign-language learning motivation, one being “Multilingual group with an English orientation”, and the other “Strong Spanish”. The first group, profoundly influenced by their ideal L2 selves, had a strong motivation to learn English instead of Spanish, while the second group learned Spanish with a motivation closely related to their ought-to L2 selves. A variety of analyses were applied to answer questions pertaining to group differences and students’ attitudes towards Spanish and English learning mediated by individual, educational, and social factors.
13
Simos, Panagiotis G., Eduardo M. Castillo, Jack M. Fletcher, David J. Francis, Fernando Maestu, Joshua I. Breier, William W. Maggio, and Andrew C. Papanicolaou. "Mapping of receptive language cortex in bilingual volunteers by using magnetic source imaging." Journal of Neurosurgery 95, no. 1 (July 2001): 76–81. http://dx.doi.org/10.3171/jns.2001.95.1.0076.
Full textAbstract:
Object. There are conflicting claims in the functional imaging literature concerning whether different languages are represented by distinct brain mechanisms in individuals who are proficient in more than one language. This interesting theoretical issue has practical implications when functional imaging methods are used for presurgical language mapping. To address this issue the authors compared the location and extent of receptive language cortex specific to English and Spanish in neurologically intact bilingual volunteers by using magnetic source imaging. Methods. Areas of the cortex that were specialized for receptive language functions were identified separately for each language in 11 healthy adults who were bilingual in English and Spanish. The authors performed exactly the same procedures used routinely for presurgical receptive language mapping. In each bilingual individual, the receptive language—specific map always encompassed the posterior portion of the superior temporal gyrus. In every case, however, substantial differences in the receptive language maps were also observed for the two languages, regardless of whether each participant's first language was English or Spanish. Conclusions. Although the reasons for such differences and their ultimate significance in identifying the cerebral mechanisms of language are subject to continuing investigation, their presence is noteworthy and has practical implications for the surgical management of patients with lesions in the temporal and parietal regions of the dominant hemisphere.
14
Bojar, Ondřej, and Daniel Zeman. "Czech Machine Translation in the project CzechMate." Prague Bulletin of Mathematical Linguistics 101, no. 1 (April 1, 2014): 71–96. http://dx.doi.org/10.2478/pralin-2014-0005.
Full textAbstract:
Abstract We present various achievements in statistical machine translation from English, German, Spanish and French into Czech. We discuss specific properties of the individual source languages and describe techniques that exploit these properties and address language-specific errors. Besides the translation proper, we also present our contribution to error analysis.
15
Nguyen, Brian, Chap-Kay Kendra Lau, Gloria Wu, Dwight Lubrin, and Vincent Siu. "Do COVID-19 Apps Address Diabetes Mellitus and Health Equity Issues." Journal of the Endocrine Society 5, Supplement_1 (May 1, 2021): A379. http://dx.doi.org/10.1210/jendso/bvab048.772.
Full textAbstract:
Abstract Purpose: To evaluate if COVID-19 apps address risk factors such as diabetes, hypertension, race, gender, sexual orientation, language. Background: In 2019, there were 204 Billion app downloads and 3.7 billion downloads of ehealth apps. COVID-19 affects ethnic minority patients with diabetes, hypertension, and other risk factors. Spanish is the second most commonly used language after English in the U.S.. African Americans, Hispanic Americans, and Asian Americans are at an increased risk of COVID-19. LGBTQ+ communities are also at higher risk for COVID due to historically poor access to healthcare. Methods: The search term, “COVID,” in Google Play store and Apple App store was used to find the most popular COVID-19 apps. App inclusion criteria: 1) Contains COVID-19 information and/or COVID symptom tracker, 2) Marketed and designed for the general public, 3) Free, 4) Android (DROID): 100,000+ Downloads; Apple (iOS): highest star ratings. Apple does not provide a number of downloads. App features: COVID-19 information, COVID-19 symptom questionnaire (QN), Diabetes, Hypertension, Cardiovascular disease, Languages (Spanish, Chinese), Race, Gender, and Sexual Orientation. Results: The top 10 DROID apps in descending order are: 1) GuideSafe, 2) CO Exposure Notifications, 3) Care19 Diary, 4) Care19 Alert, 5) Crush COVID RI, 6) MI COVID Alert, 7) DC CAN, 8) CombatCOVID MDC, 9) CombatCOVID PBC, 10) Stronger than C19. The top 10 iOS apps in descending order are: 1) SlowCOVIDNC, 2) COVIDWISE, 3) COVID Alert Pennsylvania, 4) COVID Alert DE, 5) COVID Alert NY, 6) Covid Watch Arizona, 7) Apple COVID-19, 8) COVID Alert NJ, 9) COVID Trace Nevada, 10) CDC. Of the 20 apps: COVID 19 information: 20/20; COVID-19 symptom QN: 8/20; DM: 2/20; HTN: 1/20; CardioVasc: 2/20; Spanish: 11/20 (2/11 of the Spanish apps have Chinese as well). Race: 5/20. Gender: 8/20; Sexual Orientation: 3/20; Age: 10/20. Conclusion: 1) Most apps do not ask about important risk factors such as DM, HTN, and Race. 2) Smartphone apps are not uniform in their health education features. 3) Healthcare providers should continue to play an important role in public education despite the ubiquity of mobile apps.
16
Sampedro Mella, María. "Las formas de tratamiento en la tradición académica del español." Anuario de Letras. Lingüística y Filología 9, no. 1 (January 13, 2021): 105–32. http://dx.doi.org/10.19130/iifl.adel.2021.1.00284.
Full textAbstract:
The study of the Spanish address forms constitutes one of the greatest challenges in the domain of the empirical research, due to their great variability in the level of the form and in the use of the language in the pan-hispanic context. In this work we focus, specifically, on the evolution registered in the presentation of the address forms in the Spanish academic tradition. For that, we have examined the address pronouns in the grammars published by the Royal Spanish Academy during the XX and the XXI centuries, or in those sponsored by this institution. In this analysis, we observe the differences between these publications, regarding the information included about the form and the use of the address pronouns tú, vos, usted/ustedes and vosotros: usted (and its plural ustedes) as a formal address form, the differences between the address forms in the European and the American Spanish, the tuteo and the voseo phenomena, and the sociolinguistic and pragmatic variables taken into account in the choice of the different address forms.
17
Khong, Hou Keat, Swi Ee Cheah, Nurul Na’imy Wan, and Susana Martínez Vellón. "Does the adapted version of The Amazing Race (AVOTAR) benefit Spanish language learning among technical students?" Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 31, no. 1 (August 27, 2018): 159–96. http://dx.doi.org/10.1075/resla.15019.kho.
Full textAbstract:
Abstract Students’ lack of interest and motivation in language learning has long been the focus of language scholars and researchers. In the Malaysian Technical and Vocational Education and Training (TVET) context, this concern has posed many practical challenges particularly to the foreign language teachers. This study proposes a teaching innovation adapted from the popular reality television program, The Amazing Race, to instill and promote interest in learning Spanish among the technical students. The study on the Adapted Version of The Amazing Race (AVOTAR) was conducted using a quantitative dominant mixed methods approach in a technical university where Spanish language is a compulsory subject. The quantitative findings show that AVOTAR improves learners’ linguistic performance especially in the areas of vocabulary and reading comprehension while the qualitative findings indicate that AVOTAR helps increase learners’ motivation. This may contribute useful insights to address the challenges and improve the curriculum and instruction of foreign languages.
18
Enzinna, Naomi Ruth. "The influence of language background and exposure on phonetic accommodation." Proceedings of the Linguistic Society of America 3, no. 1 (March 3, 2018): 41. http://dx.doi.org/10.3765/plsa.v3i1.4333.
Full textAbstract:
This study examines whether language background, short-term exposure to monolingual and bilingual speech, and long-term exposure to monolingual and bilingual speech influences speech accommodation. To address this question, I examine whether English monolinguals and Spanish-English bilinguals, either from a predominately monolingual community or a predominately bilingual community, vary their speech when interacting with a monolingual English speaker versus a Spanish-English bilingual speaker. Additionally, I examine whether speakers are more likely to converge after being primed with monolingual English or Spanish-English bilingual speech. To test this, participants complete an interactive communication task, where they are presented with a 6x6 board on a computer screen and asked questions about the words on the board, which contain variables that differ in English and Spanish. Results show that both language background and long-term exposure to monolingual or bilingual speech in a speaker’s speech community influence accommodation.
19
Garcia Laborda, Jesus, and Jeanette Valencia Robles. "American Culture presence in EFL Textbooks used in Baccalaureate in Spain." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 37 (January 17, 2022): 47–62. http://dx.doi.org/10.30827/portalin.vi37.22339.
Full textAbstract:
Learning a foreign language implies a lot more than learning grammar and vocabulary. Language learners should also acquire the necessary social and cultural skills that would allow them to interact within the context where the target language is expected to be used. As a result, EFL teachers face the challenge of selecting and explaining the cultural contents that their students could employ when communicating with other English speakers. Especially the speakers from those countries where EFL learners would more likely travel to either for academic or working purposes. In the case of Spanish EFL learners, the United States of America is among the most popular destinations in this regard. Therefore, exploring to what extend the American Culture is being addressed in EFL textbooks might help educators to improve their own teaching approach. This paper addresses research into the presence of American culture in textbooks used in Spain. The results indicate the limited importance of American Culture in the ELT books used in Spain.. The paper concludes by including some suggestions to address American Culture in the teaching of English as a Foreign Language in Spanish EFL Classrooms.
20
Liceras, Juana M., and John Grinstead. "Introduction. Language acquisition and cognitive science at the crossroads." Probus 28, no. 1 (January 1, 2016): 1–7. http://dx.doi.org/10.1515/probus-2016-0001.
Full textAbstract:
AbstractThe articles compiled in this volume provide an account of current research in “core” areas in the field of language acquisition (primary, secondary and bilingual) and suggest new avenues of research and ways of approaching the relationship between the theories and methodologies. Within the framework of cognitive sciences, specifically linguistics and psycholinguistics, the articles investigate language acquisition from four different dimensions: processing and lexical access, the prosody–pragmatics interface, the discourse–syntax interface and language impairment (so-called specific language impairment). Using data from four Romance languages – Catalan, French, Portuguese and Spanish – these articles address state-of-the-art issues pertaining to the relationship between language acquisition and other cognitive modules.
21
Torres-Oliva, Maria, Cristina Petreñas, Ángel Huguet, and Cecilio Lapresta. "The legal rights of Aragonese-speaking schoolchildren." Language Problems and Language Planning 43, no. 3 (December 3, 2019): 262–85. http://dx.doi.org/10.1075/lplp.00045.tor.
Full textAbstract:
Abstract Aragon is an autonomous community within Spain where, historically, three languages are spoken: Aragonese, Catalan, and Castilian Spanish. Both Aragonese and Catalan are minority and minoritised languages within the territory, while Castilian Spanish, the majority language, enjoys total legal protection and legitimation. The fact that we live in the era of the nation-state is crucial for understanding endangered languages in their specific socio-political context. This is why policies at macro-level and micro-level are essential for language maintenance and equality. In this article, we carry out an in-depth analysis of 57 documents: international and national legal documents, education reports, and education curricula. The aims of the paper are: (1) to analyse the current state of Aragonese language teaching in primary education in Aragon, and (2) to suggest solutions and desirable policies to address the passive bilingualism of Aragonese-speaking schoolchildren. We conclude that although Aragon is a trilingual community, education policy actually does not reflect this reality. There is also a need to implement language policies (bottom-up and top-down initiatives) to promote compulsory education in a minoritised language. We therefore propose a linguistic model that brings to the forefront minority languages. This study may contribute to research into Aragonese-Castilian bilingualism in contexts of possible language loss.
22
Ronina, E. A. "FUNCTIONING FEATURES OF SOME TYPES OF ADDRESS FORM IN THE SPANISH LANGUAGE AND THEIR TRANSLATION INTO RUSSIAN." Review of Omsk State Pedagogical University. Humanitarian research, no. 34 (2022): 100–104. http://dx.doi.org/10.36809/2309-9380-2022-34-100-104.
Full textAbstract:
The article discusses the features of some types of Spanish address forms from the point of view of their function of expressing the pragmatic component of the communicative situation. The parameters and methods of modeling a communicative situation by means of an address form are studied. The ways of transferring the address form in the translation are specified.
23
ANTHONY, JASON L., RACHEL G. AGHARA, EMILY J. SOLARI, MARTHA J. DUNKELBERGER, JEFFREY M. WILLIAMS, and LAN LIANG. "Quantifying phonological representation abilities in Spanish-speaking preschool children." Applied Psycholinguistics 32, no. 1 (October 7, 2010): 19–49. http://dx.doi.org/10.1017/s0142716410000275.
Full textAbstract:
ABSTRACTIndividual differences in abilities to form, access, and hone phonological representations of words are implicated in the development of oral and written language. This study addressed three important gaps in the literature concerning measurement of individual differences in phonological representation. First, we empirically examined the dimensionality of phonological representation abilities. Second, we empirically compared how well typical measures index various representation-related phonological processing abilities. Third, we supply data on Spanish phonological representation abilities of incipient Spanish–English bilingual children to address the need for information on phonological representation across languages. Specifically, nine measures of accessibility to and precision of phonological presentations were administered to 129 preschool children in the United States. Confirmatory factor analyses validated three separate but correlated a priori phonological processing abilities, that is, efficiency of accessing phonological codes, precision of phonological codes as reflected in speech production, and precision of phonological codes as reflected in speech perception. Most prototypic measures were strong indicators of their respective representation-related phonological ability. We discuss how the current data in Spanish compares to limited data in English, and the implications for the organization of phonological representations abilities.
24
Spychała-Wawrzyniak, Małgorzata. "Uczeń zdolny a udział w olimpiadzie językowej." Neofilolog, no. 49/1 (September 15, 2017): 79–93. http://dx.doi.org/10.14746/n.2017.49.1.05.
Full textAbstract:
Out of all foreign languages in Polish schools Spanish has achieved the most dynamic increase in popularity within the last few years. For those most fascinated with Spanish and its culture, there have been six editions of the National Spanish Contest in Poland, organised by the Modern Language Association of Poland in cooperation with Adam Mickiewicz University’s Institute of Romance Studies. The aim of the article is to present the assumptions and activities of the contest, targeted at the most gifted students, as well as to examine the ways in which the best ones among them prepared themselves, including the amount of time they spent analysing the program guidelines. We will try to address the question whether contest finalists are truly gifted students or merely ones with high language aptitude. Special focus will be placed on finalists’ work with their teachers. We are also going to consider possible challenges and problems, which they faced during the preparation process.
25
VIÑAS-GUASCH, NESTOR, VIRGINIA C. MUELLER GATHERCOLE, and HANS STADTHAGEN-GONZALEZ. "Bilingualism and the semantic-conceptual interface: the influence of language on categorization." Bilingualism: Language and Cognition 20, no. 5 (August 5, 2016): 965–79. http://dx.doi.org/10.1017/s1366728916000754.
Full textAbstract:
These studies address monolinguals' and bilinguals' processing of categories, in order to examine the relationship between concepts and linguistically encoded classes. We focus on languages that differ in their conceptual lexicalization and breadth of application, where one language has a single word (e.g., dedo in Spanish) that corresponds to two words in another language (e.g., English finger and toe). Categories differed across types of semantics-concept mappings, from ‘classical’ cases, involving members close in the conceptual space, to ‘homonyms’, involving conceptually distant items. Bilingual Catalan speakers, and English and Spanish monolinguals judged whether objects were ‘like’ an initial referent presented either with or without a label. Scores were highest in classical categories, lowest in homonyms; higher in narrow than wide categories; and better in labeled than unlabeled cases. Bilinguals outperformed monolinguals in judgments that conformed with their language, especially in wide categories. We discuss implications for the semantics-cognition interface and bilingualism.
26
Moyna, María Irene. "Después de usted: Variation and Change in a Spanish Tripartite Politeness System." Languages 6, no. 3 (September 13, 2021): 152. http://dx.doi.org/10.3390/languages6030152.
Full textAbstract:
This study focuses on the address paradigm in the Spanish spoken in Montevideo, the capital of Uruguay, a Latin American variety which presents speakers with three options—one polite (usted), and two familiar (pan-Hispanic tú and regional vos). Recent quantitative studies have shown that the range of polite usted is shrinking in the dialect, as younger respondents reserve it for hierarchical contexts or for much older addressees. Indeed, speakers are uncertain about appropriate address choice to convey deference without distance. The present analysis supplements the previous quantitative data with responses of Montevideo speakers to an attitudinal interview (n = 12) analyzed qualitatively for themes with Atlas.ti. It finds that while speakers reject usted, they have adopted a range of strategies to maintain distinctions in politeness, including address avoidance, mirroring, and the repurposing of tú as an intermediate polite form.
27
Leal, Tania, Emilie Destruel, and Bradley Hoot. "The realization of information focus in monolingual and bilingual native Spanish." Linguistic Approaches to Bilingualism 8, no. 2 (January 13, 2017): 217–51. http://dx.doi.org/10.1075/lab.16009.lea.
Full textAbstract:
Abstract The strategies used to signal information focus — the non-presupposed part of a sentence — in Spanish are under debate. The literature suggests that focus must appear rightmost; however, empirical evidence shows that speakers also realize focus in-situ. Moreover, there is limited research investigating the effects of language variety or knowledge of another language on focus marking. We address these questions via a paced elicited production task, testing speakers who learned Spanish naturalistically in infancy, including two groups of monolinguals and two groups of Spanish/English bilinguals: (a) Spanish natives who learned English after childhood, and (b) early bilinguals exposed to English in early childhood (heritage speakers). Confirming previous empirical studies, results show that all participant groups choose a similar range of focus-marking strategies, vastly preferring in-situ marking with rightmost marking used rarely. Results challenge both theoretical accounts of Spanish focus realization and expectations of special vulnerability at the syntax-discourse interface for bilinguals.
28
Lázaro, Miguel, Irene Rujas, Ignacio Montero, Marta Casla, and Eva Murillo. "Baremación de una tarea de repetición de pseudopalabras para la evaluación del desarrollo léxico." Anales de Psicología 34, no. 1 (December 15, 2017): 92. http://dx.doi.org/10.6018/analesps.34.1.256731.
Full textAbstract:
<p style="margin: 0cm 0cm 0pt; text-align: justify; line-height: 150%; -ms-text-justify: inter-ideograph;"><span style="line-height: 150%; font-family: 'Times New Roman',serif; font-size: 12pt; mso-ansi-language: EN-US;" lang="EN-US">It has been demonstrated that the ability to repeat non-words is a good marker of lexical development in a number of languages, including Spanish. In addition, the ability to repeat nonwords has been used as a good discriminator between typically developing children and children with language delays or other language difficulties. However, despite its potential usefulness for clinical and research purposes, there is no validated scale in Spanish. To address this situation, we present a scale based on a sample of 342 monolingual Spanish-speaking children aged from four to seven years. After data analysis, a scale was elaborated to provide populational references for colleagues working in educational, clinical and research fields. The results show a ceiling effect for six years olds, as well as for monomorphemic and bisyllabic items. Implications of these scores are discussed in the corresponding section. </span></p>
29
Carvajal-Espinoza, Jorge, and Greg Welch. "Analyzing the Measurement Equivalence of a Translated Test in a Statewide Assessment Program." Revista Electrónica Educare 20, no. 3 (September 1, 2016): 1. http://dx.doi.org/10.15359/ree.20-3.9.
Full textAbstract:
When tests are translated into one or more languages, the question of the equivalence of items across language forms arises. This equivalence can be assessed at the scale level by means of a multiple group confirmatory factor analysis (CFA) in the context of structural equation modeling. This study examined the measurement equivalence of a Spanish translated version of a statewide Mathematics test originally constructed in English by using a multi-group CFA approach. The study used samples of native speakers of the target language of the translation taking the test in both the source and target language, specifically Hispanics taking the test in English and Spanish. Test items were grouped in twelve facet-representative parcels. The parceling was accomplished by grouping items that corresponded to similar content and computing an average for each parcel. Four models were fitted to examine the equivalence of the test across groups. The multi-group CFA fixed factor loadings across groups and results supported the equivalence of the two language versions (English and Spanish) of the test. The statistical techniques implemented in this study can also be used to address the performance on a test based on dichotomous or dichotomized variables such as gender, socioeconomic status, geographic location and other variables of interest.
30
Tikhonova, Oxana. "The problem of the use of the term “Portuguese Aljamía”." Vostok. Afro-aziatskie obshchestva: istoriia i sovremennost, no. 4 (2022): 210. http://dx.doi.org/10.31857/s086919080020814-2.
Full textAbstract:
The portuguese term “Aljamía” means ʻtexts in Portuguese in Arabic scriptʼ since the beginning of the XXth century under the influence of D. Lopes. The word “Aljamía” appears in Portuguese documents of the XVth century to designate the Portuguese language as it was perceived by the Moors. Thus, the word “aljamía” has two meanings: the historical ʻforeign languageʼ (Portuguese) and the modern ʻtext in Portuguese in Arabic scriptʼ. These meanings correspond to the Spanish “Aljamía” and “Aljamiado”. However, not all scientists agree with the terminological use of the word “Aljamía” as an analogue of the Spanish “Aljamiado”. The term “Aljamía” technically means portuguese texts in Arabic script, but it has other cultural and historical references. Spanish texts in “Aljamiado” were created by Spanish Muslims who lost their knowledge of Arabic in the period after the Reconquista (XIII–XVII). The Arabic script was a sign of their cultural and religious identity. The reason for the use of Arabic alphabet in Portuguese documents (XVIth century) is different. The Arab governors of the portuguese colonies in Africa had to address their reports directly to the Portuguese king. They knew Portuguese only in spoken form and used the Arabic alphabet to write down the Portuguese language. These documents are an important source in the history of the Portuguese language, especially in historical phonetics. However, from a cultural and historical point of view, they are not comparable with Spanish and cannot belong to the corpus of manuscripts in “Aljamiado”.
31
Costa, Albert, and Alfonso Caramazza. "Is lexical selection in bilingual speech production language-specific? Further evidence from Spanish–English and English–Spanish bilinguals." Bilingualism: Language and Cognition 2, no. 3 (December 1999): 231–44. http://dx.doi.org/10.1017/s1366728999000334.
Full textAbstract:
In this study we address the question of how lexical selection is achieved by bilingual speakers during speech production. Specifically, we test whether there is competition between the two lexicons of a bilingual during lexical access. In two picture–word interference experiments we explore the performance of two groups of bilinguals, English–Spanish and Spanish–English proficient bilinguals while naming pictures either in their L1 (Spanish) or in their L2 (Spanish). Picture naming was facilitated when the name of the picture and the distracter word were the “same”, regardless of the language in which the distracter was printed: same-language (e.g., mesa–mesa [table in Spanish]) or different-language pairs (e.g., mesa–table). The magnitude of this facilitatory effect was similar when naming in L1 (Experiment 1) and in L2 (Experiment 2). We also found that naming latencies were slower when the distracter word was semantically related to the picture's name (e.g., mesa–chair), regardless of the language in which the distracter was printed. The results suggest that there is no competition between the two lexicons of a bilingual during lexical access for production. This interpretation favors a model of lexical access in which lexical selection is language-specific both when speaking in L1 and in L2.
32
Harper, Margaret Mills. "South Atlantic Modern Language Association." PMLA/Publications of the Modern Language Association of America 115, no. 4 (September 2000): 856. http://dx.doi.org/10.1632/s0030812900140325.
Full textAbstract:
SAMLA's seventieth annual convention will be held in Birmingham at the Sheraton Civic Center from 10 to 12 November. William C. Calin will present the keynote address; George Ella Lyon will give the creative address; and French, German, and Spanish plenary addresses will also be featured. Sonia Sanchez will make a special appearance, and other sessions will focus on Birmingham and Alabama writers, gender and race studies, and human rights in literature and culture. Last year's highly successful reading by contemporary writers, sponsored by the literary magazine Five Points, will be repeated. Graduate students will host a poets' circle, and a special performance of Hemingway stories will take place. Among the twenty special sessions are African Influence on Western Literatures; The Holocaust in Literature and Film; Rhetorics, Rhetoricians, and the Teaching of Rhetoric; Early Modern Women of Spain; and Epics and Literature at the Millennium. During the varied program (over 140 sessions), the convention will feature issues of technology, pedagogy, and professional concerns and will offer a number of opportunities to meet and socialize. Cash bars will be held for faculty members in two-year colleges, Feministas Unidas, and gay and lesbian studies. Side trips are planned to the Birmingham Civil Rights Institute and the Birmingham Museum of Art. A full copy of the program will be available on the SAMLA Web site in July.
33
Anya, Uju. "Critical Race Pedagogy for More Effective and Inclusive World Language Teaching." Applied Linguistics 42, no. 6 (July 13, 2021): 1055–69. http://dx.doi.org/10.1093/applin/amab068.
Full textAbstract:
Abstract To address racial inequity and the exclusion of African Americans in applied linguistics, second-language acquisition, and world language (WL) education, our field must reckon with social justice problems of racism and anti-Blackness. Theoretical frameworks of critical race theory (CRT) and critical race pedagogy (CRP) elucidate how such injustices are perpetuated, plus, propose solutions for them. This article discusses racism and anti-Blackness in WL curriculum, materials, and instructional practices. It presents a post-hoc CRT analysis of findings from two studies: (i) an ethnographic study examining Spanish curriculum and instructional practices at two minority serving postsecondary institutions and (ii) a participatory action research collaboration with Spanish instructors examining curriculum at a predominantly white institution—both studies linked by how they reveal endemic racism and anti-Blackness in WL programmes. Ultimately, this article addresses how African Americans can more authentically and successfully participate in WL programmes. It introduces to the field a proposal of CRP for more effective WL teaching to promote practices in antiracism, equity-mindedness, and inclusivity for greater retention and success of Black students.
34
Cabrejas-Peñuelas, Ana Belén. "The language of recovery." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 33, no. 1 (August 21, 2020): 27–54. http://dx.doi.org/10.1075/resla.17055.cab.
Full textAbstract:
Abstract The present study attempts to make a comparative analysis of two Spanish and American political speeches, which belong to two different debate traditions, in terms of the metaphors used. For that purpose, we analyze the Economy sections of the 2015 State of the Union Address in the US and in the 2015 State of the Nation Debate in Spain. The present study aims at answering the following research questions: What metaphors do President Obama and Prime Minister Rajoy use in the American and Spanish political speeches to convince their audiences of America’s and Spain’s economic victory? What are the similarities and differences between the representations depicted by metaphor use in the speeches as the politicians attempt to shape the economic recovery of America and Spain after recession? To answer these questions, we use an analytical framework for the identification of conceptual metaphors and a theoretical framework for the use of conceptual metaphors (Lakoff & Johnson, 1980). The results indicate that both politicians use metaphors in an attempt to reify the new economy in such a way that the economic policies used to fight crisis are justified, while the negative effects on citizens are not mentioned and, thus, are dismissed as unimportant. However, the politicians take different approaches to reification.
35
Zhang, Leticia Tian, and Daniel Cassany. "‘Is it always so fast?’." Spanish in Context 16, no. 2 (August 27, 2019): 217–42. http://dx.doi.org/10.1075/sic.00035.zha.
Full textAbstract:
Abstract While much research has proved the benefits of subtitled audiovisuals for foreign language learning, few studies address such practices in out-of-classroom settings or focus on Asia-based video-sharing platforms. This study bridges this gap by introducing an increasingly popular viewing-commenting system in Japan and China, known as danmu or danmaku, which displays viewers’ timeline-synchronized comments on video content. We analyse the metalinguistic comments which entail viewers’ knowledge of the language, their comprehension issues and sociolinguistic attitudes toward its use. Adopting an inductive or data-driven methodology, we extracted and manually coded 390 comments that are related to the Spanish language, Spanish–Chinese translation and learning Spanish. Results show that viewers are mostly interested in linguistic features that differ from Chinese or English (e.g. the complex grammar) and they use danmu to access sociolinguistic issues that are central to daily communication such as the fast speech rate, language varieties, and frequent use of vulgarisms.
36
Garcia, Stefani, Tiana Cowan, Emily Buss, Lauren Calandruccio, Ryan McCreery, Margaret Miller, Barbara Rodriguez, and Lori Leibold. "Evaluating how language and masked-speech recognition change over time for bilingual children in the Midwest." Journal of the Acoustical Society of America 152, no. 4 (October 2022): A264. http://dx.doi.org/10.1121/10.0016219.
Full textAbstract:
Spanish-English bilingual children living in the US often become more proficient in English compared to Spanish over time, in part due to education models. For example, most bilingual children in the Midwest receive educational instruction in English or rapidly transition to English-only instruction. If a bilingual child’s relative proficiency shifts, how does that shift affect their speech recognition? To address this question, we invited participants from the Children’s English and Spanish Speech Recognition Test (ChEgSS) normative study back three years later to retest their speech recognition. The initial study evaluated word recognition in 83 Spanish-English bilingual children with normal hearing. Children completed Spanish and English word recognition tests in speech-shaped noise and two-talker speech using a 4AFC procedure. Language proficiency and language use were assessed using standardized tests and a questionnaire. Results indicated that age and receptive vocabulary influenced word recognition performance. In this study we retested a subgroup of children who were between the ages of 4-8 years in the initial study using the same procedures. Results will advance our understanding of the association between language proficiency and word recognition in this demographic of bilingual children.
37
LeLoup, Jean W., and Barbara C. Schmidt-Rinehart. "Forms of Address in the Spanish Language Curriculum in the United States: Actualities and Aspirations." Hispania 101, no. 1 (2018): 10–24. http://dx.doi.org/10.1353/hpn.2018.0081.
Full text
38
Velázquez-Castillo, Maura, and Mary Hudgens Henderson. "Quiero para mi novio." Journal of Pidgin and Creole Languages 28, no. 1 (February 18, 2013): 65–102. http://dx.doi.org/10.1075/jpcl.28.1.03vel.
Full textAbstract:
There is an extensive bibliography on the meanings of the Spanish preposition para but very little has been done to address the different traits that this form acquires in contact varieties of Spanish. Paraguayan Spanish exhibits a high incidence of an innovative use of the preposition para that has been attributed to contact with Guaraní: the ‘anticipated possession’ construction, which has similar characteristics to the Guaraní marker of prospective aspect -rã. Comparative data confirm the existence of a close correspondence between this innovative extension of para and the uses of -rã. We propose a process of grammatical replication (Heine & Kuteva 2005) by which para has acquired an aspectual function not evident in Standard Spanish. We show that the semantic and grammatical shift is motivated by specific intersecting semantic components of para and its Guaraní counterpart. We trace the path of grammaticalization from minor incipient uses to systemic contact-induced change, whereby para discards its prepositive function in favor of an overt representation of an aspectual role.
39
Denbaum-Restrepo, Nofiya. "Polymorphism of second person singular forms of address in the Spanish of Medellin, Colombia." Journal of Pragmatics 203 (January 2023): 82–95. http://dx.doi.org/10.1016/j.pragma.2022.11.006.
Full text
40
Soto, Gloria. "The Protocol for the Analysis of Aided Language Samples in Spanish: A Tutorial." Perspectives of the ASHA Special Interest Groups 7, no. 2 (April 14, 2022): 523–32. http://dx.doi.org/10.1044/2021_persp-21-00236.
Full textAbstract:
Purpose: The purpose of this tutorial is to describe a tool and a procedure to support the collection and qualitative manual analysis of aided language samples in Spanish. Method: The Protocol for the Analysis of Aided Language Samples in Spanish (PAALSS) was developed from the present knowledge of Spanish language acquisition, and established procedures for the analysis of aided language samples. A draft version of PAALSS was distributed among 476 augmentative and alternative communication (AAC) service providers in Argentina, Chile, Costa Rica, Mexico, and the United States, who provided feedback on their usability and applicability. The clinical application of PAALSS is illustrated through the analysis of three different language samples of an 8-year-old child who uses aided AAC. Results: The use of PAALSS allowed the child’s educational team to document the child’s strengths and to set therapy goals to address her needs, such as increasing the length of her utterances and other structures essential for grammaticalization including articles, adjectives, adverbs, diminutives, morphemes for gender and number, prepositions, and personal pronouns. Conclusions: PAALSS can be used to describe the expressive language use of children who use aided AAC in Spanish and are in the early stages of language development. PAALSS can also be used as a guide to set goals for and measure outcomes of language therapy along four domains of expressive language including vocabulary, morphology, grammatical complexity, and syntax. Supplemental Material: https://doi.org/10.23641/asha.19233237
41
Abreu, Rosa, and Terry Adriatico. "Spanish for the Audiologist: Is There an App for That?" Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 22, no. 3 (December 2015): 122–28. http://dx.doi.org/10.1044/cds22.3.122.
Full textAbstract:
According to the U.S. Census Bureau, the number of people, 5 years of age and older speaking a language other than English at home has more than doubled within the last three decades. Spanish speakers are prominent in these numbers. Additionally, 41% report speaking English less than “very well.” We can surmise from this data that a significant number of patients/families seeking hearing health services from audiologists may have limited English proficiency or a language barrier. In contrast, according to ASHA demographics, the majority of audiologists in the United States are monolingual and speak primarily English.Audiology, a discipline with communication at its heart, is in a distinctive position to continue to provide high-quality, accessible, culturally sensitive services, regardless of language barriers. Ten audiologists in northern NJ volunteered to try a real time translation mobile app (Google Translate App) and document their experiences with the use of this tool with their Spanish-speaking patients/families. Results suggest that a mobile translation app may be a viable option to address language barriers in the audiology practice when professional and/or ad-hoc interpreters are not available. Technology driven solutions can then be applied to customize the translation apps to the specific needs of the audiology practice (e.g., vernacular used in adult vs. pediatric populations, or vestibular vs. rehabilitation terminology). Healthcare literacy is also addressed in the content of patient education and cultural competence.
42
Jonge, Bob de. "Reflections of gender and address in language use: The culturally driven motivation of the uses of Spanish oblique pronouns le and lo." Lodz Papers in Pragmatics 18, no. 1 (May 1, 2022): 29–54. http://dx.doi.org/10.1515/lpp-2022-0002.
Full textAbstract:
Abstract This article deals with the problem of different distributions of the Spanish pronouns le and lo ‘him, her, polite you’ (and their morphological variants les, los, la and las) that may be observed in different realms of the Spanish speaking world (geography, sociologically etc.). In this paper, as a starting point, the more established and traditional case theory will be compared with the Control System Hypothesis in a particular corpus of a non-standard, Peninsular variant of Spanish. The hypothesis that will then be tested is that the use of the pronouns under focus in this particular variant, as well as in all variants, is based on one and the same semantic substance, but that (groups of) speakers may apply this substance for different communicative needs, resulting in different distributions of the forms in different language samples of the respective (groups of) speakers. These differences, then, are not representative of different meanings, but may be representing cultural differences of the respective speech group. The case in focus is middle-class Spanish of the 60s as represented in a novel by Miguel Delibes, and particularly how men and women are addressed. This corpus was chosen because of its particular, non-standard distribution of the pronouns in question, being therefore of particular interest to test the hypothesis.
43
Fitton, Lisa, Kristina N. Bustamante, and Carla Wood. "The Social Validity of Telepractice among Spanish-Speaking Caregivers of English Learners: An Examination of Moderators." International Journal of Telerehabilitation 9, no. 2 (November 20, 2017): 13–24. http://dx.doi.org/10.5195/ijt.2017.6227.
Full textAbstract:
The purpose of the present paper was to examine the social validity of telepractice as a service delivery model for Spanish-speaking families of English learners. Quantitative survey methodology was employed to examine 79 caregivers’ opinions regarding telepractice and to obtain background information about participants’ home environments. Findings revealed that approximately 46% of the participant sample reported being interested in their children receiving services via telepractice. Caregivers reported limited familiarity with telepractice as an option, but were likely to express interest if their child had an identified speech or language disorder or if they were interested in increased access to Spanish language support for their children. In conclusion, although telepractice is not universally accepted among Spanish-speaking families, it appears to be a promising service delivery model. It is recommended that service providers offer thorough information and address common myths when considering telepractice as a service delivery model for families.Keywords: Bilingualism, Minority language, Telehealth, Telepractice
44
King, Jeremy. "Variation through time and text type." Spanish in Context 8, no. 2 (November 8, 2011): 272–94. http://dx.doi.org/10.1075/sic.8.2.05kin.
Full textAbstract:
This paper considers the applicability of modern theories of language to data from pre-modern language varieties. Specifically, I address the extent to which Blum-Kulka, House and Kasper’s (1989) taxonomy of directive head acts is valid for use in descriptions of these speech acts in Early Modern Spanish. In order to address this issue, data from two distinct primary sources was collected: first, a series of familiar letters written in the latter half of the sixteenth century, and second, a collection of short farces widely discussed as representing the popular speech of the time. The results of this study indicate that speakers in the sixteenth century displayed a strong preference for direct request strategies, at odds with conclusions drawn about modern Spanish in the literature. Though the head act taxonomy is found to be useful for analyzing the Early Modern data, I caution that it cannot be assumed that speakers in different periods appraise potential face-threatening acts similarly.
45
Ngouo, Herbert Rostand. "Evaluating the pertinence of foreign languages (German, Spanish, Arabic, Chinese, Italian) in Cameroon’s education curriculum: needs for reform of the curriculum and language in education policy." Studies in Humanities and Education 3, no. 1 (July 11, 2022): 24–47. http://dx.doi.org/10.48185/she.v3i1.452.
Full textAbstract:
The ongoing debate regarding the decolonisation of Africa should focus primarily on the domain of education, as ideologies about languages are reflected, implemented and reproduced in the language in education policy (LIEP) of a country. Most African countries have inherited the Western monolingual LIEPs and have given prevalence to ex-colonial languages as official languages of education, media, and administration. Some countries, like Cameroon (host to more than 270 African languages), have gone beyond preferring French and English as a medium of instruction, adding more foreign languages (German, Spanish, Chinese, Italian, and Arabic) in secondary schools and universities, to the detriment of national languages. Most studies on language policy address the issue of language as a medium of instruction and neglect to critically evaluate the pertinence and relevance of the generalised teaching/learning of foreign languages in schools and universities in Cameroon. This study looks at the connection between teaching foreign languages and Cameroonians' transnational aspirations. The data were collected from discussions on two Facebook threads about the topic, discussions with lecturers of foreign languages at university, and a meta-synthesis analysis of existing statistics about international migration for educational purposes. The findings reveal that inbound international migration flux is associated with language but is not the most crucial factor. As a result, the study suggests either suppressing the generalised teaching of foreign languages in the francophone subsystem of education and setting up a public-private partnership or at least suppressing the Spanish and Italian languages whose knowledge has not provided any direct benefit for the majority of the learner. The cost of running those languages is not equivalent to the return.
46
Quay, Suzanne. "The bilingual lexicon: implications for studies of language choice." Journal of Child Language 22, no. 2 (June 1995): 369–87. http://dx.doi.org/10.1017/s0305000900009831.
Full textAbstract:
ABSTRACTLexical gaps in vocabulary development have been acknowledged as a reason for language mixing in young bilingual children. In spite of this, most studies do not take into account whether young bilinguals have the lexical resources to make a choice between their two languages. Inferences are nevertheless still being made about whether or not young bilinguals differentiate between their two languages based on language choice. It is widely believed, however, that young bilinguals do not have the resources to make lexical choices at a pre-syntactic stage of development before age two. A bilingual case study of an infant acquiring Spanish and English from birth to age 1;10 is used to address this issue. Daily diary records and weekly video recordings in the two language contexts are used to construct the child's lexicon and to establish that translation equivalents that make possible language choice are available from the beginning of speech. The results are used to discuss the importance of translation equivalents in the bilingual lexicon for viable interpretations of language choice.
47
Mohammed, Salam Naji, and Reyadh Mahdi Jasim. "The (in) equivalence in the translation of the legal texts of succession from Arabic to Spanish." Al-Adab Journal 3, no. 142 (September 15, 2022): 77–90. http://dx.doi.org/10.31973/aj.v3i142.3817.
Full textAbstract:
Legal translation is characterized by complexity, especially when translating from two very different legal systems such as Iraqi and Spanish, where the divergence of culture, language and especially legal systems play a very important role in the translation and makes the translation process even more difficult for the translator. In this research we will address the case of (in) equivalence in the translation of succession documents from Arabic to Spanish, we will cite the classifications of said equivalences according to the most prominent linguists, speaking in detail of each type, and also of their role in legal language, Then we analyze some Arab legal documents, more precisely from Iraq, highlighting the type of equivalence in each term and in case it does not have one, highlighting the best translation procedure. We will also address sources of Iraqi law that are borrowed from islam, and that, in turn, further complicates the translation procedure.
48
Bischoff, Alexander, and Louis Loutan. "Interpreting in Swiss hospitals." Interpreting. International Journal of Research and Practice in Interpreting 6, no. 2 (December 31, 2004): 181–204. http://dx.doi.org/10.1075/intp.6.2.04bis.
Full textAbstract:
This paper presents the findings of cross-sectional national surveys on how Swiss hospitals address the problem of language barriers in health care and how they respond to the high number of allophone patients (i.e. patients who do not speak the local language). Half of the 244 hospital services responding to the questionnaire estimated the proportion of allophone patients to the total number of patients at 1–5%. Only 14% ‘often’ use paid interpreters, 79% rely mostly on relatives, 75% primarily on health staff, and 43% ‘often’ on non-health staff. Only 11% of the hospital services studied have a budget for interpreters, and 17% have access to an interpreter service. Forty-eight percent express the need to have access to interpreter services. The communication management of hospitals dealing with patients speaking one of the most frequent foreign languages is described; these languages are Italian, Spanish, Portuguese, South-Slavic, Albanian, Russian, Kurdish, Turkish, Arabic and Tamil. The discussion addresses quality of care issues for allophone patients, the risk of poor health care outcomes in the absence of interpreters and the potential benefits of using qualified interpreters.
49
Pérez Blanco, María. "The discourse functions of certainly and its Spanish counterparts in journalistic opinion discourse." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 31, no. 2 (December 27, 2018): 520–49. http://dx.doi.org/10.1075/resla.16026.per.
Full textAbstract:
Abstract This paper explores the discourse functions of certainly and its Spanish equivalents in the genre of newspaper opinion discourse. Certainty markers seem to have a presence intrinsic to the opinion genre and, therefore, are expected to “exhibit a certain uniformity across languages” (Dafouz, 2008, p. 110). Whereas the non-correspondence between certainly and ciertamente soon becomes apparent, the results of earlier studies (Ramón, 2009; Carretero, 2012) might well lead to the hypothesis that the PPs sin duda and desde luego realize in Spanish opinion articles the same discourse functions as certainly does in English newspapers. Drawing on naturally-occurring linguistic data from a corpus of English and Spanish opinion texts (C-OPRES), this study (1) investigates the non-correspondence between cognates and (2) explores the aforesaid research hypothesis. Finally, a translation corpus is used (P-ACTRES) to address the complex relationships between seemingly equivalent words, filling in the gaps of the contrastive analysis. The findings reveal a partial overlap between certainly and its Spanish counterparts as epistemic markers or in concessive contexts; whereas there are also significant differences in the distribution of other discourse functions, mainly regarding the emphasizing use of certainly and the grammaticalization of its so-called equivalents in Spanish as textual and/or interpersonal discourse markers.
50
Sagarra, Nuria, and Nicole Rodriguez. "Subject–Verb Number Agreement in Bilingual Processing: (Lack of) Age of Acquisition and Proficiency Effects." Languages 7, no. 1 (January 14, 2022): 15. http://dx.doi.org/10.3390/languages7010015.
Full textAbstract:
Children acquire language more easily than adults, though it is controversial whether this faculty declines as a result of a critical period or something else. To address this question, we investigate the role of age of acquisition and proficiency on morphosyntactic processing in adult monolinguals and bilinguals. Spanish monolinguals and intermediate and advanced early and late bilinguals of Spanish read sentences with adjacent subject–verb number agreements and violations and chose one of four pictures. Eye-tracking data revealed that all groups were sensitive to the violations and attended more to more salient plural and preterit verbs than less obvious singular and present verbs, regardless of AoA and proficiency level. We conclude that the processing of adjacent SV agreement depends on perceptual salience and language use, rather than AoA or proficiency. These findings support usage-based theories of language acquisition.