Academic literature on the topic 'Spanish language Social aspects El Salvador'
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Journal articles on the topic "Spanish language Social aspects El Salvador"
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Vann, Robert E. "Aspects of Spanish deictic expressions in Barcelona: A quantitative examination." Language Variation and Change 10, no. 3 (October 1998): 263–88. http://dx.doi.org/10.1017/s0954394500001332.
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ABSTRACTThis sociolinguistic investigation analyzes an innovative usage of Spanish motion verbs, demonstratives, and locatives in Barcelona that involves crosslinguistic pragmatic transfer. Speakers in the two social networks examined (N = 58) use these Spanish deictics following pragmatic rules that generally correspond to the rules for their Catalan counterparts. Quantitative analysis demonstrates that this innovative usage of the Spanish deictics is not predictable from the lexical form of the deictic systems in both languages. Multiple regression analysis (SPSS) demonstrates that as relative exposure to Catalan increases so does the amount of innovative usage observed, although degree of integration into a Catalan social network and degree of Catalanist ideology do not affect such usage. Qualitatively, this innovative usage is a linguistic marker of a unique contact variety of Spanish spoken in Catalonia (i.e., Catalan Spanish). In this variety, such usage represents a potential resource for performing Catalan identity.
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Brogan, Franny D., and Mariška A. Bolyanatz. "A sociophonetic account of onset /s/ weakening in Salvadoran Spanish: Instrumental and segmental analyses." Language Variation and Change 30, no. 2 (July 2018): 203–30. http://dx.doi.org/10.1017/s0954394518000066.
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AbstractIn this study, we identify the linguistic and social predictors that condition onset /s/ weakening in speech data from sociolinguistic interviews with 72 Salvadoran Spanish speakers. In addition, we compare and contrast the explanatory power of instrumental and traditional segmental approaches. We find that the instrumental approach, which identifies flanking segments, stress, and region of origin of the speaker as conditioners of onset /s/ shortening and lowering of center of gravity, does not account for observed social variation in the data. Contrastingly, an ordinal logistic regression based on a combination of instrumental measures and perceived phonetic categories identifies flanking segment, region of origin, sex, and age of the speaker as predictors of onset /s/ weakening. We conclude that an exclusively instrumental analysis examining variation of onset /s/ thus obscures the potential social meaning of onset /s/ weakening in El Salvador.
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Korbozerova, Nina. "Role of Social and Cultural Aspects in the Formation of Spanish Language." PROBLEMS OF SEMANTICS, PRAGMATICS AND COGNITIVE LINGUISTICS, no. 37 (2020): 27–38. http://dx.doi.org/10.17721/2663-6530.2020.37.02.
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The article deals with the syntactic and semantic structure of a complex sentence in Spanish during the period from the 12th to the 20th century. Are analyzed the evolutionary processes of the conjunctions, relations, the modal-temporal correlation, the positional arrangement of the dependent subordinate component relative to the main one. Are revealed the trends in the development of object, attributive and adverbial models of sentences, as well as quantitative and qualitative changes in the volume of complex sentences. Is analyzed the role of the socio-cultural factor in the evolution of a complex sentence at one or another historical stage of the development of the Spanish language.
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Orfali, Moisés. "Aspects of Spanish Acculturation among Moroccan Jews." European Judaism 52, no. 2 (September 1, 2019): 42–58. http://dx.doi.org/10.3167/ej.2019.520205.
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This discussion of the processes of Spanish acculturation among Moroccan Jews deals with influences that Spanish Jews brought to Morocco both before and after 1492, especially their regulations establishing a considerable improvement in the status of Jewish women and restrictions on expenditure on the occasion of family celebrations. In accordance with the Valladolid Takkanot (1432), they forbade the wearing of certain jewellery and the display of valuable finery. These social and ethical-religious measures also expressed a concern not to expose property and people to the envy of non-Jews. The megorashim (newcomers from Spain) spread the Castilian custom of ritual slaughter of animals for consumption. The re-Hispanisation of the Judeo-Spanish language (Ḥaketía) was consciously considered among the descendants of the megorashim as part of their Spanish identity and collective memory.
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Peredo, Karen. "the Learning Spanish language and culture." Pacific Journal of Technology Enhanced Learning 4, no. 1 (February 7, 2022): 23–24. http://dx.doi.org/10.24135/pjtel.v4i1.141.
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Developing intercultural understanding is vital in language education; with this in mind, this project creates an online language-learning tool with the intention of increasing secondary students' intercultural communicative skills and practicing the Spanish language through scripted content that encourages social interactions. This virtual learning environment (VLE) features 360-degree video recordings of a native Spanish speaker acting as a significant historical figure. Students are encouraged to engage in one-on-one dialogues as part of digital selectable modules which are centred around the influential character’s main life events; these modules present vocabulary in different contexts. The footage is recorded in a green screen studio and features are added in post-production. Participants can opt to watch a video narrated by the historical character about past events to only develop listening skills. However, this resource intends to represent a real-life communicative experience through social interactions with a native speaker. Thus, the character prompts questions and users can opt type or select provided answers - voice recognition is a desirable feature that depends on finding suitable software. The actor is encouraged to offer non-verbal reactions such as facial expressions to encourage examinations of those responses. The goal is to promote intercultural communicative competence (ICC) via online interactions. By scaffolding learning, interactions will develop language skills to succeed in today's globalised world, stimulate reflective practices and inspire social action.
This project-based research will evaluate, review, and analyse literature regarding distance-learning approaches, student-centred theories and means by which ICC can be facilitated and promoted in digital education. A framework is devised considering pedagogical aspects for its effective use. Firstly, VLE supported by constructivism promote interaction between learners and content; student involvement in the construction of new knowledge is imperative (Whitlock, 2017). New knowledge is built on prior knowledge and influenced by social experiences as connections to the real-world increase engagement and make learning relevant (Reid-Martinez & Grooms, 2021). Similarly, heutagogy promotes active participation, autonomy and self-determination to learn (Blaschke, 2012). Online learning allows students to take ownership of their education, enhancing skills of self-direction. As a result, language students’ roles change from passive learners to confident speakers able to communicate with native speakers on digital platforms (Tolosa et al., 2021). Correspondingly, concepts of ICC and intercultural citizenship (IC) are integrated into the framework to enhance students' abilities to value their culture, to relate to others meaningfully and to promote active and collective social action (Byram, 2021). Subsequently, key elements will be categorised and implemented to create a platform that fosters Spanish language acquisition. During the process, a script is devised which includes cultural aspects of the language, prompts language practice and generates instances where interactions could occur. Video performances are recorded, edited, and revised. Additionally, a prototype is presented to a focus group consisting of language experts to provide feedback. To evaluate its usefulness, quantitative data will be collected via online surveys; close questions with ratings will be part of the questionnaire to investigate participants’ experiences. Pre and post surveys implementing questions from the intercultural sensitivity scale (Chen and Starosta, 2000) and ICC scale (Arasaratnam, 2012) are provided. The panellists' feedback about their experience with the prototype will be integrated for further modifications. Qualitative data will be gathered through observations, interviews and discussions with undergraduate students and/or specialist panellists. This data will be transcribed, organised and examined following naturalistic interpretive analysis (Aguayo, 2014) to measure changes in users’ awareness about ICC skills. This project promotes the development of skills necessary to become intercultural citizens through immersive, 360-degree footage of real-world scenarios that are not possible in traditional classroom settings.
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Astakhova, Elena V. "Compliment piropo in Spanish space." Cuadernos Iberoamericanos, no. 3 (September 28, 2016): 57–66. http://dx.doi.org/10.46272/2409-3416-2016-3-57-66.
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The article analyzes the Spanish compliment piropo as a special form of language communication which is directly connected to popular culture, covers different aspects of life and is related with studies of national character, saving or abandoning traditions and old values. The compliment piropo reflects particular features of historical, literal, social and physiological events experienced by Spanish society. The phenomenon of piropo shows global transformations in the economy, policy, social and gender relationship of Spanish society during the last third of the twentieth and early twenty-first century.
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Dahl, Anne. "University language students' motivations for their language of study." Nordic Journal of Language Teaching and Learning 10, no. 1 (September 12, 2022): 1–23. http://dx.doi.org/10.46364/njltl.v10i1.1013.
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While there is abundant research on motivation in second-language learning, we know little about what motivations students may have for choosing a specific language of study in the Norwegian university context. The number of students who apply to English study programs every year is high, while the numbers for the traditional foreign languages beyond English, especially German and French, are concerningly low. The present study surveyed students in their first year of university language study, asking key questions about their reasons for choosing their language of study. Overall findings are that students of English are particularly instrumentally motivated, believing that English will be useful for future work. Students of French and Spanish, on the other hand, are more affectively motivated, while German students fall in between the other languages in responses to questions of motivation. While all students generally feel that knowledge of foreign languages beyond English is important, Spanish students were especially consistent in this response. In terms of interest in sub-disciplines of university language study, all student groups were relatively similar in showing a stronger interest in learning about the cultural and social aspects of countries where the language is spoken compared to literature formal aspects of language. The main conclusion is that motivations may be different for studying different foreign languages beyond English, and that in order to recruit more students to academic language programs, focusing on each specific language and its potential motivations is necessary.
Keywords: foreign language, motivation, language studies, English, French, Spanish, German
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Barros García, María Jesús, and Marina Terkourafi. "First-order politeness in rapprochement and distancing cultures." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 24, no. 1 (March 1, 2014): 1–34. http://dx.doi.org/10.1075/prag.24.1.01bar.
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The close link between politeness and culture has often been highlighted, with some scholars having proposed taxonomies of cultures based on the diverse uses and conceptions of politeness. Generally, research (Hickey 2005; Ardila 2005) places Spanish-speaking cultures in the group of rapprochement cultures, which relate politeness to positively assessing the addressee and creating bonds of friendship and cooperation; and English-speaking cultures in the group of distancing cultures, which primarily use politeness to generate respect and social differentiation. This means that English politeness is not only supposed to be different from Spanish politeness, but diametrically opposed to it. The main goal of this study is to check these predictions against the understandings and use of politeness by native speakers of Spanish from Spain and nonnative speakers of Spanish from the U.S. Thus, this research is grounded in first-order politeness norms, which are then correlated with the informants’ behavior as reported in written questionnaires. The results confirmed these predictions and further showed that the more advanced learners were able to align themselves better with Spanish norms. Nevertheless, even they found some aspects of Spanish politeness –– such as the turn-taking system –– harder to adapt to, suggesting that certain aspects of native norms may be more difficult to abandon. We propose that firstorder notions of politeness may be prototypically structured, with some aspects being more central to its definition and therefore less easily foregone than others.
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Moreno, Esteban Sánchez, and Ana Barrón López de Roda. "Social Psychology of Mental Health: The Social Structure and Personality Perspective." Spanish Journal of Psychology 6, no. 1 (May 2003): 3–11. http://dx.doi.org/10.1017/s1138741600005163.
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Previous research has revealed a persistent association between social structure and mental health. However, most researchers have focused only on the psychological and psychosocial aspects of that relationship. The present paper indicates the need to include the social and structural bases of distress in our theoretical models. Starting from a general social and psychological model, our research considered the role of several social, environmental, and structural variables (social position, social stressors, and social integration), psychological factors (self-esteem), and psychosocial variables (perceived social support). The theoretical model was tested working with a group of Spanish participants (N = 401) that covered a range of social positions. The results obtained using structural equation modeling support our model, showing the relevant role played by psychosocial, psychological and social, and structural factors. Implications for theory and intervention are discussed.
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Zuengler, Jane. "Identity Markers and L2 Pronunciation." Studies in Second Language Acquisition 10, no. 1 (February 1988): 33–49. http://dx.doi.org/10.1017/s027226310000694x.
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This is a report of a study of social marking in second language pronunciation. In particular, it tested out Trudgill's (1981) suggestion that sounds that are most likely to undergo sociolinguistic variation, that is, that may become social markers, are those that Labov (1972a, 1972b), calls stereotypes. This study sought to determine whether there were certain aspects of English pronunciation that native Spanish speakers would, at some level of awareness, associate with American English/American identity. The speakers were asked to perform several tasks, including a mimic of an American speaking Spanish with an American accent (following Flege & Hammond, 1982). Among the results, speakers displayed a tacit awareness of English-Spanish sound distinctions (in particular, allophonic differences) in performing the mimic (supporting Flege & Hammond, 1982). Additionally, some of the alterations they were very conscious of held as stereotypes of American English. Support was found for Trudgill's (1981) suggestion.
Dissertations / Theses on the topic "Spanish language Social aspects El Salvador"
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Gomez-Jimenez, Luis F. "Subjective reactions to the Antioque�no dialect in Columbia : a sociolinguistic examination of stigma in a selected speech community." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/862288.
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The subjective reactions of listeners from various backgrounds to speech varieties used in Medellin, Colombia, were investigated using the matched-guise technique with a series of measuring scales. In all three dimensions of a semantic differential scale-namely, competence, personal integrity, and social attractiveness-Non-Antioqueno Dialect (NAD) speakers were rated significantly higher than Antioqueno Dialect (AD) speakers regardless of the sex or the dialect of the subject, or the sex of the speaker. In the case of social attractiveness, however, for female subjects the difference between NAD speakers and AD speakers was somewhat larger than for the male subjects.The evaluations of male speakers were significantly higher than those of female speakers regardless of the sex of the subject, the dialect of the subject, or the dialect of the speaker. For AD subjects the difference in ratings between male and female speakers was about the same for male and female subjects; however, for NAD female subjects this difference was somewhat larger than for the NAD male subjects.In general, the evaluations of speakers by different age groups indicated a significant difference, between older and younger subjects. The younger subjects rated speakers significantly lower. than the older subjects did for all three variables of evaluation, that is, competence, personal integrity and social attractiveness.While no significant effect was found for socio-economic status (SES) non the variables of personal integrity and social attractiveness, SES was found to have a significant effect on evaluations of competence. In this dimension of evaluation, lowermiddle class subjects rated speakers significantly differently from the middle-middle class and the upper-middle class subjects. The former ranked speakers higher on competence than the middle-middle class and the upper-middle class subjects did.Finally, subjects assigned prestigious professions to NAD speakers, while only non-prestigious occupations were matched with the AD speakers. Additionally, the proportion of times male speakers were judged to have a prestigious occupation was significantly higher than the proportion of times female speakers were judged so.Within the theoretical framework of this study, differential reactions to the guises assumed by the speakers were interpreted as revealing differential attitudes towards the speech varieties. The evaluations are taken to be attitudes not only toward the speakers themselves, but also toward the language forms of the varieties involved.Department of English
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Beltran, Veronica Huizar. "Social workers' perceptions of the utilization of Spanish-speaking interpreters in child welfare services." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2513.
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This study examined social workers' perceptions of the use of interpreters in child welfare services. Specifically, this study focused on monolingual (English) speaking social workers and their perceptions of the use of interpreters in child welfare services.
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Preciado, Linda Joyce. "Writing inside the caja: Constructing pasos in English composition studies." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2577.
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In this thesis, I examine the resistance, privileges, and costs of Chicana textual identity issues in an academic arena that, by design, fragments voice and dictates choice. The scarcity in research of Chicana identity through mixed-language writing in composition depicts an existing chasm between academic demographics and university sentiments. Educational institutions that neglect to investigate, engage, and participate in textual identity perpetuate accepted pensamiento. Therefore, insight to Chicana thought, culture, and educational experiences may assist and inform the teaching dominant culture, not to separate, but to conjoin information with experience for those seeking diversity.
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Flores-Salgado, Elizabeth. "A pragmatic study of developmental patterns in Mexican students making English requests and apologies." Doctoral thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/28866.
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"September 2008".Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Dept. of Linguistics, 2009.
Bibliography: p. 189-196.
The purpose of this research was to analyse the pragmalinguistic and sociopragmatic development of language groups at different proficiency levels and investigate the relationship between interlanguage pragmatics and grammatical competence. For this study, 36 native Spanish speaking EFL learners at different proficiency levels were asked to respond in English to 24 different situations which called for the speech acts of request and apology. Their English performances were compared to those of 12 American English native speakers in order to provide base-line cultural data. Thirty six Mexican Spanish native speakers also participated as a control group in order to analyse the role of the mother tongue in the performances of the EFL learners. The data, collected using a carton oral production task (COPT), were analysed quantitatively and qualitatively. Results showed three important findings that illuminate the relationship between pragmatic development and grammatical competence and lent support to Kasper and Rose's (2003) claim of a universal pragmatic principle. The first finding suggested that basic adult learners possess a previous pragmatic knowledge in their L1 that allows them to focus on the intended meaning and, in most cases, and to assemble (from the linguistic structures available to them) an utterance that conveys a pragmatic intention and satisfies the communicative demands of a social situation. The second finding revealed that there are two essential conditions to communicate a linguistic action: the knowledge of the relevant linguistic rules and the knowledge of how to use them appropriately and effectively in a specific context. Without an elementary knowledge of the linguistic rules, it is impossible to select the forms to realize a speech act in a target-like manner. The findings further suggested that advanced learners possess the grammatical knowledge to produce an illocutionary act, but they need to learn the specific L2 pragmatic conventions that enable them to know when to use these grammatical forms and under what circumstances.
Mode of access: World Wide Web.
xi, 238 p. ill
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Cody, Karen. "Language choice, language attitudes and ethnic identity in bilingual speakers: a case study comparing Québécois in Montréal and Texas Spanish in San Antonio." Thesis, 2003. http://hdl.handle.net/2152/515.
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Kramer, Benjamin Paul 1968. "Examining hybrid spaces for newcomer English language learners: a critical discourse analysis of email exchanges with business professionals." Thesis, 2007. http://hdl.handle.net/2152/3308.
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This paper provides analysis of a series of email correspondences between secondary newcomer immigrant students and Latino business professionals within the same urban community. The author, using James Gee's discourse theory (1990, 1996, 1999, 2004) contends that school-based discourses and structures have historically operated as barriers to academic success and societal acceptance for the vast majority of secondary English Language Learners, indicating the systemic perpetuation of a racist, classist, xenophobic social order through the public schools. When an attempt is made to sidestep these school-based discourses and put students in direct contact with mature, successful practitioners of English outside of the education community, the students encounter "mentor talk," a set of discourses that uncritically embrace the notions of a neutral, meritocratic, knowledge-based socioeconomic order. At the same time, students encounter language that can be appropriated for their own creative constructions of identity as they seek to position themselves in a new society. Even when there exists a strong alignment between the student's socially-situated identity presentation and the ideological thrust of "mentor talk," many societal barriers stand in the pathway of social and educational advancement. More often, the student identities express resistance, often subtle, to the standard, hegemonizing guidelines for success they have been offered.text
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Schroeder, Stephanie G. "Aplicaciones de la teoría de la actividad a la enseñanza de Español mediante proyectos." Thesis, 2014. http://hdl.handle.net/1805/6107.
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Indiana University-Purdue University Indianapolis (IUPUI)Es obvio que nuestro mundo ha cambiado mucho en las últimas tres décadas. Los métodos antiguos de enseñanza servían su función en las aulas y en el sistema educativo de aquella época los alumnos iban a la escuela, se sentaban delante del maestro y lo escuchaban para aprender el contenido; con estos cambios algunos maestros todavía esperan que sus estudiantes aprendan de la misma manera que en años anteriores. Todavía existe la mentalidad de que los estudiantes entran en un aula, se sientan y escuchan a su maestro. Este trabajo propone una forma de desarrollar proyectos desde la perspectiva de la teoría de actividad. Para entender mejor la teoría de actividad y su uso en el aprendizaje basado en los proyectos, empezaremos con una revisión de la historia de la teoría, una explicación de sus principios y luego presentaremos un ejemplo en un aula donde un maestro inculca confianza en los estudiantes y les da la oportunidad de hacer actividades para mostrar sus habilidades, todo guiado por la teoría de actividad.
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Sutherlin, Lindsey Dru. "El componente cultural: sus influencias en la creacion de una identidad L2 y la adquisicion de espanol como segunda lengua." Thesis, 2014. http://hdl.handle.net/1805/5586.
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Indiana University-Purdue University Indianapolis (IUPUI)El propósito del presente estudio es cultivar un entendimiento avanzado de este proceso de construcción identitaria por medio del análisis de un cuestionario diseñado para explorar las relaciones complicadas entre el estudio de lenguas extranjeras, la cultura y la identidad. Específicamente, examinaré los efectos del componente cultural en sus diversas manifestaciones durante el estudio de una lengua extranjera para acertar cómo interactúan varias experiencias culturales en la creación de una identidad L2, qué efectos tienen ciertas experiencias en esta construcción o renegociación identitaria y cuáles son las experiencias culturales que más influyen y contribuyen a la creación de una identidad L2. Además, exploraré las varias combinaciones de tales experiencias culturales para relacionarlas con la fuerza y la profundidad de la identidad L2 construida, estableciendo así patrones preestablecidos si los resultados del cuestionario revelan correlaciones claras. Este proceso de crear, reconstruir y renegociar una identidad L2 por medio de un conjunto de experiencias de exposición cultural es un fenómeno válido con importantes implicaciones pedagógicas tanto para la enseñanza de lenguas extranjeras como para el campo de la adquisición de segundas lenguas. Es mi creencia que las conclusiones del presente estudio serán imprescindibles para la enseñanza de lenguas extranjeras, puesto que los patrones revelados por el cuestionario podrían influir la formación de nuevos currículos y programas de estudio orientados más a la enseñanza—y exposición—de la cultura de la lengua meta. Con el propósito de ayudar con el proceso de renegociación identitaria ya establecido en la metodología de enseñanza, estos nuevos currículos podrían incorporar los componentes culturales más efectivos en la construcción de una identidad L2. Por extensión, la implementación de estos nuevos programas de estudio quizá cambiará la manera en la que los estudiantes se acerquen al estudio lingüístico y facilitará el aprendizaje de lenguas extranjeras tanto en el aula como en el extranjero, logrando de este modo mejores resultados y la creación exitosa de más hablantes proficientes.
Books on the topic "Spanish language Social aspects El Salvador"
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Roca, Roser Vila. Fátima Vanessa: Yo soy de El Salvador. Barcelona: La Galera, 1997.
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Lipski, John M. Linguistic aspects of Spanish-English language switching. Tempe, Ariz: Center for Latin American Studies, Arizona State University, 1985.
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E, Placencia María, ed. Spanish pragmatics. New York: Palgrave Macmillan, 2005.
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Abundis, Patricia Córdova. Habla y sociedad: El análisis lingüístico-social del habla. Guadalajara, Jalisco: Universidad de Guadalajara, Coordinación General Académica, Unidad para el Desarrollo de la Investigación y el Posgrado, 2003.
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Henze, Kirstin. Anglo-hispanische Sprachwege durch New York: Ethnographie der Kommunikation in einer globalisierten Kulturlandschaft. Tübingen: Gunter Narr, 2000.
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Aragonés, Josefina Prado. Léxico disponible de Huelva: Nivel preuniversitario. [Huelva, Spain]: Universidad de Huelva, 2005.
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Lengua, identidad nacional y posmodernidad: Ensayos desde el Caribe. San Juan, P.R: Ediciones Huracán, 2007.
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Ferrero, Juan Carlos González. Sociolingüística y variación dialectal: Estudio del habla de Flores de Aliste. [Zamora]: Instituto de Estudios Zamoranos "Florián de Ocampo", Excma. Diputación Provincial de Zamora, 1986.
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Williams, Lynn. Aspectos sociolingüísticos del habla de la ciudad de Valladolid. Valladolid: Secretariado de Publicaciones, Universidad de Valladolid, 1988.
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Salazar, María Emilce Rojas. Utilización de expresiones igualitarias en el habla cotidiana y su trascendencia en el quehacer educativo. San José, Costa Rica: Editorial Guayacán Centroamericano, 2000.
Find full textBook chapters on the topic "Spanish language Social aspects El Salvador"
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Escobar, José Carlos. "Target Language, Target Culture." In Multicultural Instructional Design, 1064–81. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9279-2.ch050.
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Learning a language must result in becoming competent in a new culture because accessing the culture language stands for and being able to share its cultural content requires learning not just the meaning but also the historical and social background of its vocabulary. Words reveal the linguistic and social behavior of native speakers and give students a full understanding of the target language. This chapter deals with different concerns present in foreign language classrooms, a space where language and intercultural competence must be developed. It describes some linguistic competence-related concerns (Section 1), then it deals with specific intercultural related aspects of grammar and perception which are part of the linguistic competence to be developed in class (Section 2) and it finishes with a general description of three basic ways used in the Spanish-as-second-language (SSL) classroom in order to teach language and culture so as to help students to develop intercultural competence (Section 3).
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Bala, Sruti. "On the inconvenient means and ends of participation." In The gestures of participatory art, 51–79. Manchester University Press, 2018. http://dx.doi.org/10.7228/manchester/9781526100771.003.0003.
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Chapter II addresses the relationship between participatory art and the concept of ‘impact’. It investigates the assumptions around impact, as well as the methodological challenges of thinking the impact of a work of art. Using the 2012 Spanish language production Afuera: lesbianas en escena (Outside: Lesbians on Stage) by the theatre collective Teatro Siluetas from Guatemala and El Salvador as a point of departure, the chapter reflects on the assessment of impact in relation to the question of participation. It critically engages with the field of evidence-led impact studies in the arts. It situates the debate on the usefulness or non-utility of participatory art in relation to social science scholarship pertaining to the ascendancy of ‘participation’ in the context of international development. It suggests that it is worthwhile extending the kinds of activities considered as relevant to a participatory aesthetic, to thus not only analyse performances as distinct works, but to place them in a longer-term aesthetic continuum with workshops, rehearsals, after-talks, meetings with the artists, and other para-theatrical events. The chapter grapples with the question of how to discuss impact in relation to participatory art without it being mortgaged into a matter of quantifiable impact alone.