Journal articles on the topic 'Spanish language Social aspects El Salvador'
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1
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.
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Navarro Martínez, Eva, and Alejandro Buitrago Alonso. "Myths, traditions, and rituals of food in Spanish cinema." Semiotica 2016, no. 211 (July 1, 2016): 293–313. http://dx.doi.org/10.1515/sem-2016-0104.
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AbstractThis paper analyses how food is represented in cinema, using as its main examples Spanish films from 1970 to the current day. It will focus on how food and eating become semiotic objects and how these semiotic objects are used as a cinematographic tool. To undertake this analysis it is important to differentiate between three food-related aspects: (1) The act of eating, (2) Places for eating, and (3) food itself. The methodological approach in the paper is based on the study of the functions that these distinct food-related aspects have in movies and as indicators of national identity. These functions span a large range of narrative, aesthetic, ideological, metaphorical or symbolic, structural or referential dimensions. They contribute to the development of characters as well as framing other stories and critical representations. They also criticize habits, social groups, ideologies, and gender roles, etc.
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Hernández, Todd A. "L2 Spanish apologies development during short-term study abroad." Studies in Second Language Learning and Teaching 8, no. 3 (August 27, 2018): 599–620. http://dx.doi.org/10.14746/ssllt.2018.8.3.4.
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The present study examined the apologies of 18 study abroad (SA) students during a short-term SA experience in Madrid, Spain. Apologies were assessed with a discourse completion task (DCT) consisting of five vignettes that varied across three variables: relative social status of the interlocutor, relative social distance, and seriousness of the offense. Based on performance ratings assigned to them by two native Spanish speakers, the students made significant gains in pragmatic appropriateness from pretest to posttest, on two out of the five individual vignettes, and on the five combined vignettes. Examination of the students’ apologies before and after SA further revealed that they increased several strategies during their time abroad. Despite these gains, other aspects of the SA group’s performance remained the same or, in some cases, moved in the opposite direction of the target norm. Moreover, the students also demonstrated continued overreliance on routine, formulaic expressions on the posttest DCT while underusing some important target-like mitigation strategies. Given the study’s findings, the researcher offers recommendations for teaching pragmatics before and during the SA experience.
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Fernández-Mallat, Víctor. "Contrasting language attitudes: The case of Spanish in Basel." International Journal of the Sociology of Language 2020, no. 266 (November 26, 2020): 55–76. http://dx.doi.org/10.1515/ijsl-2020-2111.
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AbstractTwo concurrent discourses on the presence of non-national languages such as Spanish and its speakers circulate in Switzerland’s public sphere: one that conceives this presence positively and another that considers it negatively. Following a multimodal discursive-interactive approach, in this study I seek to determine which of these discourses is reproduced in the individual, private accounts of five Swiss nationals. My results show that these individuals echo both of the readily available dominant discourses, meaning that they construct contrasting attitudes related to said presence, regardless of whether these attitudes are deployed as part of their own set of beliefs or that of other Swiss nationals like them. These results build on prior research that shows that the private attitudes of individuals are often strongly affected by various elements of the situational context (e.g., dominant discourses, the immediate surroundings, etc.) and, as a consequence of this, variable by nature. More generally, my results demonstrate the need to reframe how certain aspects of prominent social topics such as the presence of migrants and their languages are treated by authorities and in public media outlets.
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Astakhova, E. V. "The fiesta as a key concept of Spanish linguistic culture." Cuadernos Iberoamericanos, no. 1 (March 28, 2015): 49–68. http://dx.doi.org/10.46272/2409-3416-2015-1-49-68.
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The author examines the image of Spain through the megaconcept of fiesta, which determines many aspects of the national and cultural mentality. This concept reflects various vectors of quotidian life, religious and popular holidays with their complicated details and special dramaturgy, penetrates to every day communication and behavior. The research determines such Spanish extralinguistic realities as corrida, tertulia, movida, botellon, indignados, analyses the role of the theater, of “coffee culture”, of football and other phenomenons in social life and cognitive space of Spaniards. The knowledge of different aspects of fiesta helps to understand the word potential of Spanish language, its metafores, stylistic images.
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Templin, Torsten. "A language competition model for new minorities." Rationality and Society 31, no. 1 (July 23, 2018): 40–69. http://dx.doi.org/10.1177/1043463118787487.
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This article presents a new model describing a language competition situation between a local majority language and a migrant minority language. Migrants enter the society, form families, and produce offspring. Adults raise their children in either one of the two languages or both. Children then attend school, learn additional languages as adults, and produce a new cohort with its own linguistic repertoire. Families and adults are utility maximizing actors, who take into account instrumental aspects of languages, such as their communicative range, as well as identity-related aspects. A general macro-level model describes how the linguistic composition of a population facing migration changes over time. Furthermore, a specific functional form of the general model is proposed and steady states are analyzed. Finally, for illustrative purposes, the model is applied to the case of Spanish and English in the United States.
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Andrés-Roqueta, Clara, Irene Garcia-Molina, and Raquel Flores-Buils. "Association between CCC-2 and Structural Language, Pragmatics, Social Cognition, and Executive Functions in Children with Developmental Language Disorder." Children 8, no. 2 (February 9, 2021): 123. http://dx.doi.org/10.3390/children8020123.
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(1) Background: Developmental Language Disorder (DLD) is diagnosed when the child experiences problems in language with no known underlying biomedical condition and the information required for its correct evaluation must be obtained from different contexts. The Children’s Communication Checklist (CCC-2) covers aspects of a child’s communication related to structural language and pragmatic skills, which are linked to social cognition or executive functions. The aim of this article is to examine parents’ reports using the Spanish version of the CCC-2 questionnaire and its association with different formal assessments related to communication. (2) Methods: 30 children with DLD (3; 10–9 years old) and 39 age-matched (AM) children with typical development were assessed using formal measures of structural language, pragmatics, social cognition, and executive functions. Parents of children with DLD answered the Spanish version of the CCC-2. (3) Results: The performance of children with DLD was lower in all the formal assessments in comparison to AM children. The CCC-2 was significantly correlated with all the direct child assessments, although only formal measures of structural language predicted both the structural language and pragmatics scales of the CCC-2. (4) Conclusions: The CCC-2 answered by parents was consistent with formal assessments in children with DLD, and structural language seemed to be the best predictor of all the subscales.
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Pascual-López, Xavier. "La herencia de las Sententiae de Publilio Siro en las paremias españolas en torno a la avaricia." Studia Romanica Posnaniensia 46, no. 4 (December 15, 2019): 101–10. http://dx.doi.org/10.14746/strop.2019.464.009.
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The aim of this paper is to present the Spanish proverbs related to the topic of greed that can be understood as a continuation of Publilius Syrus’ sentences. For the analysis are taken into account the contributions of two Hellenistic philosophical schools (Stoicism and Epicureanism), which illuminate the scope of the criticism of greed that occurs in these proverbs, both from a psychological as a social point of view. Latin sentences and Spanish proverbs are compared according to their formal or semantic continuity, as well as depending on other aspects (such as the tone or prosodic issues).
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Kossarik, M. A. "The treatise on the history of spanish by B. de Aldrete (1606) as the first textbook of romance philology." Philology at MGIMO 6, no. 4 (December 28, 2020): 135–45. http://dx.doi.org/10.24833/2410-2423-2020-4-24-135-145.
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The paper analyses the role of B. de Aldrete’s treatise “Del Origen y principio de la lengua castellana o romance que oi se usa en España” (1606) in the development of Romance philology. The XVII-century author writes about the most important aspects of internal and external history of Spanish, such as: pre-Romance Spain and substratum languages; Roman conquest and romanization; Hispanic Latin; German conquests of Spain; Arabic conquest and the Reconquista; formation of kingdoms in the north and state-building processes; sociolinguistic situation in Spain; the role of Spanish in the New World; changes from Latin to Spanish in phonetics and morphology; sources of Spanish lexis; early written texts; territorial, social, functional variation of Spanish. Apart from the aspects of Spanish philology, B. de Aldrete pays attention to the formation and functioning of Pyrenean languages: Catalan, Galician, and Portuguese. However, B. de Aldrete does not limit himself to examining Ibero-Romance languages. Many aspects of the history of Spanish are shown against a wider, Romance background, bearing in mind the earlier tradition (the Antiquity, in the first place). He also confronts Spanish with other Romance languages and Latin. The analysis of the first treatise on the history of Spanish makes one reconsider B. de Aldrete’s contribution to the development of language description models and the bases of Romance philology. The treatise sets up a model of Romance philology as a full-fledged philological discipline.
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Ardila, Alfredo. "Who Are the Spanish Speakers? An Examination of Their Linguistic, Cultural, and Societal Commonalities and Differences." Hispanic Journal of Behavioral Sciences 42, no. 1 (January 11, 2020): 41–61. http://dx.doi.org/10.1177/0739986319899735.
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In this article, three different aspects of the Spanish-speaking community are analyzed: (1) The idiosyncratic characteristics of the Spanish language, (2) the social dimension of the Spanish speakers, and finally, (3) their cultural manifestations. Two major Hispanic subcultures are distinguished: Iberian Spanish culture and Hispano American culture. Initially, the distribution of Spanish speakers in the world and the major oral and written characteristics of Spanish language are presented. The social characteristics of the Spanish-speaking countries, including economic development, literacy, life expectancy, and Human Development Index, are later discussed. It is emphasized that they represent a group of countries with a significant degree of heterogeneity. Finally, the Iberian Spanish and the Hispano American cultures are analyzed. Five cultural elements are reviewed: (1) ethnic group, (2) language, (3) religion, (4) level of development, and (5) level of schooling. It is concluded that regardless that in Spain, there are important regional differences, it is possible to consider that there is a cultural background common to all Spaniards, which may have specific nuances in each region. Hispano America, on the other hand, from the point of view of its ethnic origin, is 50% descended from Europeans, Indians, and Africans. The other 50% represents a mixture in varying proportions of these ethnic groups and other groups. It is concluded that in Hispano America there is a “base” culture (Hispanic culture) that presents a great variability according to the particular country and region. This base culture emphasizes socially oriented values, such as solidarity, some temporary flexibility, and similar cultural values.
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Astakhova, E. V. "The Concept of Fiesta in Spanish National and Cultural Vision of the World." MGIMO Review of International Relations, no. 2(35) (April 28, 2014): 285–98. http://dx.doi.org/10.24833/2071-8160-2014-2-35-285-298.
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The author examines the image of Spain through the megaconcept of fiesta, which determines many aspects of the national and cultural mentality. This concept reflects various vectors of quotidian life, religious and popular holidays with their complicated details and special dramaturgy, penetrates to every day communication and behavior. The research determines such Spanish extralinguistic realities as corrida, tertulia, movida, botellon, indignados, analyses the role of the theater, of "coffee culture", of football and other phenomenons in social life and cognitive space of Spaniards. The knowledge of different aspects of fiesta helps to understand the word potential of Spanish language, its metaphors, and stylistic images. The fiesta as a key word of Spanish linguistic culture, it is full of feelings, which considered being merged in verbal, textual, visual and no verbal dimensions for the exit of intercultural communication.
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Sánchez-Miguel, Emilio, and Jesús-Nicasio García-Sánchez. "The Decade 1989–1998 in Spanish Psychology: An Analysis of Research in Development and Educational Psychology." Spanish Journal of Psychology 4, no. 2 (November 2001): 182–202. http://dx.doi.org/10.1017/s1138741600005746.
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In this study, we identified 67 research trends that meet the criteria of this special issue. In the following pages, all the research trends will be reviewed, grouped into five categories: personal and social development, cognitive and linguistic development, developmental and educational contexts, cognition and instruction, and development and learning disabilities. A general overview of the area is obtained by dividing each category into subcategories, thus arranging the identified research trends in a four-level hierarchical structure. Taking into account this analysis, in our Conclusions section, we note the regularities with regard to the issues that have been studied the most, the predominant type of works, and, more important, the most noteworthy imbalances. We reached six conclusions: (1) Research on educational changes predominates over the study of developmental changes; (2) the study of formal education is predominant over informal education; (3) cognitive-linguistic aspects predominate over personal and social aspects; (4) application of knowledge predominates over the generation of new knowledge; (5) new educational-practice proposals predominate over the study of these educational practices; and (6) the study of change is not related to the proposals that promote change.
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Cedillo Corrochano, Carmen Mª. "La pluralidad denominativa de la Traducción e Interpretación en los Servicios Públicos a través de Twitter y YouTube." Lebende Sprachen 66, no. 1 (April 9, 2021): 180–92. http://dx.doi.org/10.1515/les-2021-0009.
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Abstract Public Service Interpreting and Translation –PSIT– is a specialty of the studies of Translation and Interpreting that generates controversy in the specialized literature in its most basic defining aspects. For this reason, a reading of the literature will reveal a lack of consensus in its own conceptualisation; something essential for its social and professional knowledge/acknowledgment. Thus, this article will focus on the denominational plurality of the PSIT in Spain and will offer a quali-quantitative analysis of the names under which it is known in Spain and the use of these names in two of the most popular social media in Spanish society today: Twitter and YouTube.
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Ripenko, Dariia. "THE LUNFARDO PHENOMENON AS A SOCIOLECT OF SPANISH IN BUENOS AIRES, ARGENTINA." PROBLEMS OF SEMANTICS, PRAGMATICS AND COGNITIVE LINGUISTICS, no. 41 (2022): 50–58. http://dx.doi.org/10.17721/2663-6530.2022.41.04.
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In this article we will analyze contemporary newspaper reports as well as criminological and sociological studies concerned with the life of the underworld in Buenos Aires, Argentina from the 1870s to the early 1900s will be analyzed to assess the association of lunfardo with the speech of the criminal as well as the imperfect Spanish spoken by Italian immigrants, and their influence in the development of Argentine Spanish. Linguistic contact, as a significant phenomenon, results in linguistic interferences. Language contact is the result of extra-linguistic phenomena such as cultural, economic, and political relations, as well as the cultural coexistence of mixed populations. The goal of this paper is to communicate language interferences, which can be defined as the transfer of elements from one language to another through changes in lexis, grammar, phonology, or orthography. Social communities, no matter their names, have not existed in isolation throughout history, but have established contacts of the most diverse nature with one another, resulting in mutual influences on various levels of social life. Language, as a social expression, bears witness to intercultural relations. This includes not only relations between official languages, or "main" culture carrier languages, but also relations between official languages and minority languages on a state's territory. These are different civilizations' communication media that end up evolving collaterally. Language interference is the transfer of elements from one language into another at various linguistic levels. Linguistic interferences, for example, are related to foreign aspects such as intonation, pitch, accent, and speech sounds from the first language influencing the second.
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Shibuya, Emi. "Emotional factors in senior L2 acquisition: A case study of Japanese speakers learning Spanish." Journal of Education Culture and Society 11, no. 1 (June 27, 2020): 353–69. http://dx.doi.org/10.15503/jecs2020.1.353.369.
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Aim. This research tries to explore whether a training course on tour guiding in a foreign language designed for senior learners could maximize their life experience, knowledge, and motivation (Author, 2018, 2019). The discussion argues that language learning for older adults is to be considered not only from cognitive aspects, but also from emotional and social aspects, since these are malleable and susceptible of being changed by the teaching method and the teacher's skills.
Method. We discuss the case of senior Japanese learners of L2 Spanish through their questionnaires, class observations and introspective materials. Literature regarding emotional factors such as tolerance to ambiguity is reviewed. Also, we further focus on the social factors including gender divide, a major issue in Japanese society that affects the older generation in particular.
Results. We used the Multidimensional Mood State Questionnaire (MDMQ questionnaire, English version of Der Mehrdimensionale Befindlichkeitsfragebogen MDBF; Steyer, Schwenkmezger, Notz, and Eid, 1997) to determine their mood before and after the course 5 times in total. We also introduce 4 learners’ cases (2 female and 2 male learners) including introspective materials results from senior learners showing their Spanish level transition.
Conclusion. A content-based course linked to practical occasions to be a volunteer tour guide seems not simple for the students and some learners felt ambiguous with regards to contents; however, independently of their Spanish level, they tried to find simple and alternative ways to manage the conversations or explanations. Some typical cultural and social factors in Japan, learners’ language level, experience, knowledge, and emotional factors seem more important elements for the creation of class atmosphere in this content-based L2 learning.
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Pinto-Abecasis, Nina. "From Grandmother to Grandson—Judeo-Spanish Anecdotes in Israel Today: Emigration, Cultural Accommodation and Language Preservation." European Journal of Jewish Studies 9, no. 1 (April 21, 2015): 100–118. http://dx.doi.org/10.1163/1872471x-12341275.
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I examine processes of cultural accommodation and maintenance of the Sephardic tradition as reflected in anecdotes of the generation who immigrated to Israel. The anecdotes reflect traditions and beliefs of Ladino speakers; I study their folkloric and linguistic aspects, while exposing the elements that create humor and reflect dominant social norms. The anecdotes present the obvious and the concealed tensions in Israeli society, yet they have a universal dimension: social conflicts in contacts between cultures, between ethnic groups, between the generation of the parents and that of the children and grandchildren, between next-door neighbors and between diasporas which converge in one social habitat. The article examines elements of performance, including the place of the storyteller in the storytelling situation and the techniques that generate laughter and identification with a marginal group: the group of Ladino speakers in Israel, as they clash with the hegemonic power in the Israeli society.
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de la Peña, Almudena Giménez, Jesús M. Canto Ortiz, Pablo Fernández Berrocal, and Martyn Barrett. "Stereotype Development in Andalusian Children." Spanish Journal of Psychology 6, no. 1 (May 2003): 28–34. http://dx.doi.org/10.1017/s1138741600005187.
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Social psychologists have shown a profound interest in intergroup relationships, but there are very few papers focusing on the developmental aspects that explain the psychological mechanisms involved in the construction of group and cultural identity. Our research aims to explore how the self-categorization of Andalusian children evolves. We tried to assess the degree to which they self-identify as Andalusian, Spanish, and European, and how this identification changes with age. We were also interested in the affective evaluation of different groups (French, Italian, English, German, Spanish, Catalonian, and Andalusian) made by Andalusian children. Furthermore, we analyzed the relationship between self-categorization and the evaluation of these groups. Results show that the development of national (autonomous community) identity in these children is influenced by their cognitive development, as well as by the relationships among the regional communities of Spain and the relationships between Spain and other countries. The peculiarity of Andalusians as a group is that they assume both identities: Spanish and Andalusian, from a very early age. In-group favoritism is an extended phenomenon at all ages, and Andalusian children have a negative stereotype of the other Spanish groups and other European communities.
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Neaves, S., and J. Smith. "B-06 Attention and Verbal Memory Declines after Epilepsy Surgery Associated with Restricted Improvements in Cognitive, Energy and Medication Related Aspects of Quality of Life in Latino People with Epilepsy." Archives of Clinical Neuropsychology 34, no. 6 (July 25, 2019): 950. http://dx.doi.org/10.1093/arclin/acz034.89.
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Abstract Objective Explore neuropsychological and quality of life outcomes of epilepsy surgery in an underserved, primarily immigrant, Spanish-speaking cohort of people with epilepsy (PWE). Methods Pre- and postsurgical Neuropsychological Screening Battery for Hispanics (NeSBHIS) and Quality of Life in Epilepsy-31 (QOLIE-31; Spanish Version) results were compared for 22 adult Latinos (females = 50%), from Mexico (81.8%), El Salvador (9.1%) and Guatemala (9.1%). All participants were part of a comprehensive epilepsy center in Los Angeles. Mean surgical age was 33.5 years (SD = 8.5), while mean education was 8.7 years (SD = 3.1). Seizures were exclusively lateralized to right (59.1%) and left hemispheres (40.9%). Results One-tailed, paired t-tests demonstrated statistically significant differences between pre- and postsurgical raw scores for Digit Span, t(21) = -2.52, p = 0.02 (presurgical M = 8.05, SD = 1.70; postsurgical M = 7.32, SD = 1.43), and the Auditory Verbal Learning Test (AVLT) Delayed Recall, t(21) = -2.99, p < 0.01 (presurgical M=10.00, SD=2.51; postsurgical M = 8.55 SD = 2.61). Respective effect sizes were moderate (d = .54; d = .64). QOLIE-31 scores improved on all subscales, as expected. Significant changes |p < 0.05| were found on most QOLIE-31 subscales, i.e., Seizure Worry, Emotional Well-Being, Social Function and Overall Quality of Life. Remaining subscales did not significantly improve, i.e., Energy/Fatigue, Cognitive and Medication Effects. Conclusions Attention and verbal memory declines after epilepsy surgery were associated with limited improvements on QOLIE-31 subscales of Cognitive, Energy/Fatigue and Medication Effects in Latino PWE. Previous studies have not simultaneously examined neuropsychological and QOLIE-31 outcomes after epilepsy surgery in this unique, underserved, Spanish-speaking population. Further investigation is warranted.
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García, Miguel Ángel. "La copla andaluza y los poetas." Revue Romane / Langue et littérature. International Journal of Romance Languages and Literatures 48, no. 2 (December 5, 2013): 328–53. http://dx.doi.org/10.1075/rro.48.2.07ang.
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From the so-called «fin de siglo» to the thirties some of the Spanish poets relied on the folk song –and more specifically on the «cante jondo» or flamenco– to define an alleged Andalusian soul. In opposition to the cheerful, colourful and folkloric Andalusia described by poets like Reina and Rueda, there are other Modernist authors like Villaespesa, Sánchez Rodríguez, Juan Ramón Jiménez or Darío who refined the literary image of Andalusia from the distinctive notes of sadness or grief, thus initiating a thematic chain which from the twenties extended Lorca’s image of «Andalucía del llanto» under Neopopularism and the Vanguard movement. This trend continued in the next decade, when Cansinos Assens and the Caba brothers placed similar emphasis on tragic Andalusia, based on an analysis of the «cante jondo» in which metaphysical, social and historical aspects were mixed. This paper aims to examine some of the key aspects of the relation between the sadness of the Andalusian song and Spanish poetry in the first third of the 20th century.
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Makarycheva, A. V., and E. V. Smirnova. "Wordplay in Spanish advertising discourse." Linguistics & Polyglot Studies 8, no. 4 (December 31, 2022): 177–88. http://dx.doi.org/10.24833/2410-2423-2022-4-33-177-188.
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The article comprehensively studies such a stylistic device as wordplay in advertising discourse on the example of the Spanish language. The main purpose of the study was to study the wordplay techniques in the Internet advertising banners, which in recent years have gained most popularity among potential consumers compared with other types of advertising, as well as to identify those that are most frequently used. The objectives of the study were to find, systematize and classify examples of wordplay, determine the frequency of their use, as well as their compatibility and reinforcement potential in conjunction with visual means. To achieve the goals set, a significant layer of Spanish-language advertising on the Internet was analyzed from both Spanish and Latin American sites; the most striking and illustrative examples were selected and classified, and ranked according to the frequency of their use. In many advertising banners on the Internet was revealed a reference to the cultural and social realities of Spanish-speaking countries, their national color, features, which allows one not only to better understand the realities of Spanish-speaking countries, but also the value orientations of local goods and services consumers. On the basis of the conducted research, it was found that the most striking and most commonly used wordplay techniques are dilogy and pun, whereas paronomasia, diaphora and folding word are less common. Quite rare in advertising are antimetaboles and acrostics, as well as palindrome, which is explained by their least expressiveness and attractiveness to the consumer. The material has proved that wordplay in the language of advertising is one of the key aspects in creating advertising texts on the Internet, since, in combination with visual means, this technique creates a strong emotional impact, draws the consumer's attention to the advertised product and contributes to its better implementation, which is the advertisers’ goal.
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Kobeshavidze, Marine, Sofio Peikrishvili, and Ketevan Khuskivadze. "The methods and norms of transferring Spanish and Georgian proper names into Georgian language." INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION VII, no. 1 (June 24, 2019): 7–15. http://dx.doi.org/10.22333/ijme.2019.13002.
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Nowadays Georgia is faced with the economic, political and social problems, by which the integration process with the European Union is accompanied. The Association Agreement has given rise to the new challenges that finally aims at providing the collaboration among the member states of EU, including Spain on the issues such as economy, education, tourism, emigration policy, legal cooperation and safety. The language along this line is the essential tool for the development of international relations. In this respect, the accurate translation of toponyms, anthroponyms and legal terms into the foreign language is of utmost importance. The paper deals with the research conducted on these topics, in particular, by the example of Spanish and Georgian - the two languages belonging to extremely distant language families, which differ from each other from the syntactic, morphological and structural aspects and have distinct alphabets and phonetic systems. The paper mainly focuses on informing the findings of the still ongoing research, which will be beneficial to the linguists as well as the translators in the fields of diplomacy, law and politics. It is the first time the research has been conducted from the above - mentioned aspects, which, in its turn, develops certain complications. In addition, based on the historical background, the involvement of the third- Russian language in the ongoing processes makes some difficulties, as well.
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Martínez, Glenn. "Classroom Based Dialect Awareness in Heritage Language Instruction: A Critical Applied Linguistic Approach." Heritage Language Journal 1, no. 1 (October 20, 2003): 44–57. http://dx.doi.org/10.46538/hlj.1.1.3.
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The present paper argues that while the Spanish for Heritage Learners (SHL) profession has given ample attention to sociolinguistic issues such as linguistic standards and language variation in teacher training, it has not yet given sufficient attention to the promotion of dialect awareness among heritage learners themselves. After discussing the role of dialect in heritage language pedagogy, I review some of the ways in which dialect awareness has been fostered in existing SHL textbooks and ancillary materials. I argue that these approaches can be sharpened by attending to the social functions of language variation. I present a critical applied linguistic approach to dialect awareness that focuses on the indexical aspects of language variation in society. I discuss three strands of this approach to dialect awareness: functions of dialects, distributions of dialects, and evaluation of dialects. Finally, I suggest some activities to present these strands in a first year college level Spanish for heritage learners class.
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Cycyk, Lauren M., Heather W. Moore, Stephanie De Anda, Lidia Huerta, Shaundra Méndez, Christina Patton, and Camille Bourret. "Adaptation of a Caregiver-Implemented Naturalistic Communication Intervention for Spanish-Speaking Families of Mexican Immigrant Descent: A Promising Start." American Journal of Speech-Language Pathology 29, no. 3 (August 4, 2020): 1260–82. http://dx.doi.org/10.1044/2020_ajslp-19-00142.
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Purpose Caregiver-implemented naturalistic communication interventions (CI-NCIs) support the communication abilities of young children with language disorders and enhance the communication behaviors of their caregivers. Yet, few CI-NCIs have been adapted and tested for feasibility with families who speak Spanish at home. This study addresses this gap in the literature by examining the social validity and preliminary outcomes of an adapted CI-NCI program with families who identified as Mexican immigrants and spoke Spanish. Method A multiphase cultural adaptation process enhanced the Language and Play Every Day program for Spanish-speaking Mexican immigrant families in the United States. Six families, including eight caregivers and eight toddlers, participated. Caregivers received coaching on the use of language-facilitating strategies within existing home routines. Multiple measures of the social validity of the intervention's goals, procedures, and outcomes were collected. Changes in caregivers' reported confidence, knowledge, and use of language-facilitating strategies and children's receptive and expressive communication were examined to determine preliminary outcomes. Results Overall, caregivers perceived many of the intervention's goals, procedures, and outcomes as socially valid and specified aspects of the intervention needing improvement. Caregivers and children showed modest but potentially clinically meaningful gains in their communication skills following the intervention despite wide individual variability. Conclusions Given some recommendations to further adapt the intervention, this CI-NCI appears to be feasible for supporting the communication development of children of Spanish-speaking Mexican immigrant descent. Thus, future research on the efficacy of the intervention is warranted. Supplemental Material https://doi.org/10.23641/asha.12269081
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Safaralieva, Lyubov’ A., and Nickolay P. Parkhitko. "Comparative Analysis of the Phraseological Units Representing the Concepts of OLD AGE and VEJEZ in Russian and Spanish." RUDN Journal of Language Studies, Semiotics and Semantics 13, no. 3 (September 30, 2022): 694–709. http://dx.doi.org/10.22363/2313-2299-2022-13-3-694-709.
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The article is devoted to the research of phraseological units representing the concepts of OLD AGE and VEJEZ in Russian and Spanish languages, in psycholinguistic, linguocultural and structural-semantic aspects. Considering the fact that the concept of OLD AGE as the personification of experience, the passage of time, physical and mental withering of a personality is a universal phraseological constant of almost every language, the authors found it expedient to compare phraseological and thematic fields of Spanish and Russian, where, as a hypothesis, it is assumed to identify different historical and cultural approaches to the definitions «age», «old age», «aging», etc., and to the corresponding social group. The key methods of linguistic science used in the work are descriptive, linguogenetic and comparative methods. The article provides a scientific justification for the differences in the definition of the phenomenon of OLD AGE in the Spanish and Russian languages, due to the peculiarities of perception of the national linguistic picture of the world by native speakers of Russian and Spanish. The general, universal images of OLD AGE associated with the final period of a person’s life, the weakening of his body, the presence of a certain life experience are revealed. In addition, the provisions on the predominance of phraseological units with pejorative coloring nominating an old person in the Russian language are substantiated, while phraseological units with reclamation coloring prevail in Spanish. Note that for native Spanish speakers, OLD GAE is primarily associated with centenarians, people who have overcome the age of 90, while in Russian such associations are of a singular nature. The argumentation base of the study is based on a wide list of linguistic and lexical-phraseological sources used by the authors while preparing this article.
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Marcos-Marín, Francisco. "La investigación del español del Suroeste." Language Problems and Language Planning 32, no. 3 (December 12, 2008): 237–52. http://dx.doi.org/10.1075/lplp.32.3.03mar.
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This is the second of two articles dealing with the epistemology of the analysis of Spanish in the Southwest of the United States of America. The content of this part is basically linguistic, with social implications, and mostly synchronic. The historical references, however, are never set aside. In the first place, it is important to make a distinction between the real melting languages and theoretical misinterpretations. English and Spanish are combined with social and literary implications in the diverse slang forms of the area: pachuco, caló, among others. Spurious interests, however, have given force to fantastic hypotheses brought to a climax by the invention of an allegedly “new” language, called Spanglish. This lexical choice is unfortunate, because it takes advantage of the existence of a more innocuous use of the word, simply referring to all forms of contact between the two languages. Four aspects are therefore mixed up and mistaken: the invention of an allegedly “new” language, in spite of a total lack of unification; the constant code-switching with different modalities and extent; the bad quality of certain translations; and the cultural relegation of Hispanics to speakers of a ghetto language. The set of two articles ends with a graphical presentation of a SWOT analysis (strengths, weaknesses, opportunities and threats). The conclusion refers to Judeo-Spanish and the dangers of ghetto languages, as well as to the role of education.
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Amezcua, Angélica, Anel Brandl, Evelyn Durán Urrea, and Estrella Rodriguez. "The switch to remote instruction in Spanish heritage language courses: Why social presence matters." Ripensare l’insegnamento delle lingue straniere a partire dall’esperienza della didattica a distanza 8, no. 2 (November 30, 2021): 185–214. http://dx.doi.org/10.21283/2376905x.14.249.
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EN The pandemic amplified the educational disparities that Latinx students face in virtual courses. This research project describes Spanish Heritage Language (SHL) learners’ experiences with remote instruction, and it proposes using the Community of Inquiry Model (Garrison et al., 2000) and modified versions of the Theory of Social Presence (Fayram, 2017; Hauck & Warnecke, 2012; Strong et al., 2012; Whiteside, 2015) as guiding frameworks to obtain information about social presence (SP) aspects in the online classroom. A total of 126 SHL learners took a validated online survey to evaluate the challenges of switching to a remote modality of instruction. This research emphasizes the need to design effective online courses that foster SP as a key element to diminish feelings of isolation and encourage active participation in the classroom. We propose that teaching presence is an important component of social presence in online SHL courses, and we offer pedagogical implications for practitioners. Parole chiave: LATINX STUDENTS, SPANISH HERITAGE LANGUAGE COURSES, ONLINE CLASSES, SOCIAL PRESENCE ES La pandemia amplificó la disparidad educativa que el alumnado latino sufre en los cursos virtuales. Este proyecto describe las experiencias del alumnado latino en las clases virtuales de español como lengua de herencia (SHL) y propone el uso del modelo de la Community of Inquiry (Garrison et al., 2000) y la teoría de la Presencia Social (junto con sus modificaciones: Hauck & Warnecke, 2012; Fayram, 2017; Strong et al., 2012; Whiteside, 2015) como guía para entender la presencia social (PS) y sus factores en las clases virtuales. Un total de 126 participantes respondieron a un cuestionario en línea validado para evaluar los retos que supuso el cambio a una enseñanza a distancia. Los resultados indican la importancia de diseñar cursos virtuales efectivos que promuevan la presencia social como el elemento clave para disminuir el aislamiento y promover la participación activa en las clases. En este estudio proponemos que la presencia docente es un componente importante de la presencia social en la enseñanza virtual del español como lengua de herencia y ofrecemos implicaciones pedagógicas para el profesorado. Palabras claves: ALUMNADO LATINO, CURSOS DE ESPAÑOL COMO LENGUA DE HERENCIA, CURSOS EN LÍNEA, PRESENCIA SOCIAL IT La pandemia ha aumentato le disparità educative che studenti/esse latini/e affrontano nei corsi a distanza. Questo studio descrive le esperienze di apprendenti di Spagnolo come Lingua Ereditaria nella didattica a distanza (DaD), e propone l’uso del modello della Community of Inquiry (Garrison et al., 2000) e della Teoria della Presenza Sociale (con le sue variazioni: Hauck & Warnecke, 2012; Fayram, 2016; Strong et al., 2012; Whiteside, 2015) come modelli per ottenere informazioni su aspetti della presenza sociale (SP) durante le lezioni online. 126 studenti hanno risposto a un questionario validato online per valutare le sfide poste dal passaggio alla DaD. I risultati evidenziano la necessità di corsi online efficaci che promuovano la SP come fattore chiave per diminuire il senso di isolamento e incoraggiare una partecipazione attiva alla lezione. Viene suggerita la presenza dell’insegnante come componente importante della SP nei corsi online di SHL e vengono trattate le implicazioni pedagogiche per i docenti stessi. Parole chiave: STUDENTI LATINI, CORSI DI SPAGNOLO COME LINGUA EREDITARIA, LEZIONI ON-LINE, PRESENZA SOCIALE.
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Ijalba, Elizabeth. "Hispanic Immigrant Mothers of Young Children With Autism Spectrum Disorders: How Do They Understand and Cope With Autism?" American Journal of Speech-Language Pathology 25, no. 2 (May 2016): 200–213. http://dx.doi.org/10.1044/2015_ajslp-13-0017.
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PurposeThis study aimed to understand the experiences of raising a child with autism spectrum disorders (ASD) in a group of Hispanic immigrant mothers. The following 3 aspects were explored: (a) the families' social environments, (b) cultural beliefs on development and autism, and (c) perceptions of bilingualism influencing language choices.MethodIn-depth 3-part phenomenological interviews and thematic analyses were conducted with 22 Hispanic immigrant mothers of preschool children with ASD.ResultsA total of 3 thematic categories emerged: stigmatization and social isolation, preconceptions about developmental milestones and autism, and mothers' reluctance to speak Spanish with their children. A lack of awareness about autism influenced social isolation, and autism was viewed as temporary and associated with fear or sadness. The mothers believed that exposure to 2 languages would increase their children's language difficulties.ConclusionsHispanic immigrant mothers raising children with autism were often challenged by immigration status, economic hardship, and advice against using Spanish with their children. Professional training and parent education are needed to facilitate early identification of ASD. Immigrant families should be encouraged to communicate in the home language with their children. Information about ASD should be disseminated through community outreach, home–school connections, and pediatricians, who remain pivotal in informing Hispanic immigrant families.
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Larqué, Elvira. "XXXI Congress of the Spanish Nutrition Society (SEÑ) Cartagena (Spain), 15th to 17th September 2022. Topic: Personalized Nutrition and Health." Annals of Nutrition and Metabolism 78, Suppl. 3 (2022): 1–63. http://dx.doi.org/10.1159/000526374.
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It is a plaesaure to announce the celebration of the XXXI Congress of the Spanish Nutrition Society that will be held in Cartagena (Murcia, Spain), from September 15th to 17th, 2022. As is already a tradition in our society, the day before, on September 14th, the IX Meeting of young researchers will take place, aimed at promoting interaction and knowledge exchange among young people working in the field of nutrition and food in Spain. In addition, young reserachers will receive a workshop about how to produce videos of research with high impact in the social media. The congress will offer a scientific and multidisciplinary journey through all aspects related to a personalized diet from children to adults, healthy, safe and sustainable. The connections between lifestyles and chronic non-communicable diseases and especially obesity, will be updated, as well as precision nutrition, incorporating the outstanding advances in nutrigenomics, epigenetics and metabolomic markers. New evidence of healthy effects of bioactive, prebiotic and probiotic components is also contemplated, without forgetting the issue of food allergies and intolerances, which are increasingly prevalent in our society. The circular economy and the new preferences for sustainable and local food pose challenges that will also be addressed at the congress and in the sessions for young researchers. In addition, the problem generated by the dissemination of nutritional information poorly contrasted in the media and social networks will be considered. We encourage you to schedule these dates in your 2022 agenda to attend and participate in our congress, whose program we have designed with great enthusiasm. We would also like to extend the invitation to participate to companies and institutions related to food, which will help us reflect that optimal food is only achieved with the involvement of EVERYONE. We hope that the proposal of this congress will be attractive to you and that we can share enriching experiences in Cartagena, Spain. The program of the congress is available in the URL https://www.xxxicongresosen2022.com/index.asp Yours sincerely, Elvira Larqué Daza, Organizer of the Spanish Nutrition Society (SEÑ) Congress 2022, Cartagena, Spain. Salvador Zamora Navarro, Honour member from the Spanish Nutrition Society (SEÑ). María Puy Portillo Baquedano, President of the Spanish Nutrition Society (SEÑ).
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Manco, Alejandra. "A Landscape of Open Science Policies Research." SAGE Open 12, no. 4 (October 2022): 215824402211403. http://dx.doi.org/10.1177/21582440221140358.
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This literature review aims to examine the approach given to open science policy in the different studies. The main findings are that the approach given to open science has different aspects: policy framing and its geopolitical aspects are described as an asymmetries replication and epistemic governance tool. The main geopolitical aspects of open science policies described in the literature are the relations between international, regional, and national policies. There are also different components of open science covered in the literature: open data seems much discussed in the works in the English language, while open access is the main component discussed in the Portuguese and Spanish speaking papers. Finally, the relationship between open science policies and the science policy is framed by highlighting the innovation and transparency that open science can bring into it.
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Alwan, Haifa Hussein, and Mohamed Hashem Muhassin. "An analytical translation study of social linguistic aspects in Dominiga's Arabic version." Al-Adab Journal 3, no. 139 (December 15, 2021): 39–54. http://dx.doi.org/10.31973/aj.v3i139.2272.
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The aim of our current research is to analyze the socio – linguistic aspects such as (age, gender, place, time, race, proper names, food names, moral and educational values) in the translation of Dominiga's novel by the Spanish writer Gonthaloa Torrenta Payster (1999). The translator's way of conveying those values to readers of young ages and youth. In this analysis, we have relied on the classification of the humanities and English translation, Andrew Chesterman. This classification includes sixteen variables, and each of these variables has a default value that has been classified into 4 groups which are (balance variables, language variables, translator variables and finally structural frame variables for the translated text). We raise several questions, including:
- What are the considerations that the translator should take into account when translating for children and youth?
- What knowledge and sciences must a translator possess in order to convey the main idea of the original text to readers of young ages and youth?
- Is it possible for anyone with sufficient linguistic knowledge to translate a work directed at children and youth, or does he need to be familiar with the psychological, mental and social aspects of this category of readers?
Each society has its own customs, traditions, ideas and beliefs that distinguish it from other societies. Here , the translating must take into account these aspects when translating any literary work from one language to another , especially if this work is intended for children , adolescents and youth , due to the importance and danger of these age stages and their impact on the formation of the personality of the child and young person , and directing it towards the right direction and avoiding all stories and novels that carry ideas that contradict the concepts and beliefs of the society in which the young reader lives . Therefore, the researcher wants to present through this research information, observations, analysis and strategies that the translator used when translating these aspects, and whether he used the correct method in translation or not.
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Fonseca-Pedrero, Eduardo, Mercedes Paino, Serafín Lemos-Giráldez, Eduardo García-Cueto, Úrsula Villazón-García, Julio Bobes, and José Muñiz. "Psychometric Properties of the Revised Physical and Social Anhedonia Scales in Non-Clinical Young Adults." Spanish journal of psychology 12, no. 2 (November 2009): 815–22. http://dx.doi.org/10.1017/s1138741600002183.
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Anhedonia, a central dimension within the schizotypy construct, has been considered to be a promising vulnerability marker for schizophrenia-spectrum disorders. The Revised Physical Anhedonia Scale (RPhA) and Revised Social Anhedonia Scale (RSAS) are two self-reports widely used in the assessment of anhedonia; however, they psychometric characteristics have been scarcely investigated in Spanish population. The objective of the current work was to study the psychometric properties of the Revised Physical and Social Anhedonia Scales in non-clinical young adults. The sample was composed of 728 college students with a mean age of 20.1 years (SD=2.5. The data indicated that the scales showed adequate psychometric characteristics. The Cronbach alpha was 0.95 (RSAS) and 0.92 (RPhA) respectively. The confirmatory factor analysis carried out on the matrix of tetrachoric correlations showed that both scales presented an essentially unidimensional solution. The Revised Physical and Social Anhedonia Scales seem to be adequate for psychosis-risk assessment in non-clinical populations. Future research should further investigate the construct validity in other populations and cultures as well as study its relation to emotional aspects and cognitive endophenotypes.
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RODRÍGUEZ DEL POZO, PABLO, and JOSEPH J. FINS. "Guest Editorial: The Many Voices of Spanish Bioethics—An Introduction." Cambridge Quarterly of Healthcare Ethics 18, no. 3 (July 2009): 214–17. http://dx.doi.org/10.1017/s0963180109090355.
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Edmund Pellegrino noted that contemporary medicine is to a large extent a North American product, and so too is the ethics that accompanies it. This was an accurate observation back in the 1980s when he said it. Even today bioethics is to a considerable extent informed by the seminal works of the Anglo-American model, at least seen from the United States. The dissemination of ideas from the Spanish-speaking world has been nearly invisible to the English-speaking world of bioethics, isolated by language and culture from intellectual currents abroad.
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Kyratzis, Amy. "Latina girls’ peer play interactions in a bilingual Spanish-English U.S. preschool." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 20, no. 4 (December 1, 2010): 557–86. http://dx.doi.org/10.1075/prag.20.4.04kyr.
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The current English-only educational climate in California presents children with polarizing discourses about national belonging (Bailey 2007). This study uses language socialization theory (e.g., Garret and Baquedano-López 2002) and Bakhtin’s (1981) concept of “heteroglossia” to examine how members of a peer group of linguistic minority children attending a bilingual Spanish-English preschool in California used bilingual practices among themselves to respond to such polarizing discourses and organize their local peer group social order. The peer group was followed over several months during free play in their preschool classroom using methods of ethnography and talk-in-interaction. An extended episode of birthday play was examined. The children use code-switching as a resource to negotiate locally shifting “frames” (Goffman 1974) and participation frameworks (C. Goodwin 2007; M.H. Goodwin 1990a; 2006) during their play interaction. Through their language practices, group members reflexively portray the tension between their languages (Bakhtin 1981), and inscribe some domain associations (Garrett 2005; Paugh 2005; Schiefflin 2003) for English and Spanish (e.g., using English for references to aspects of birthday parties relevant to U.S. consumer culture; Spanish for topics of food and family). These practices reproduce hierarchical and gendered rankings of the languages inscribed in monolingual discourses of the dominant U.S. society. However, the children also challenge regimented patterns, through using, at moments, unmarked forms of code-switching, often within single utterances. These hybrid utterances blur boundaries across frames and groups of players, affirming “linguistic and cultural hybridity” (Haney 2003: 164) within the peer group.
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Grad Fuchsel, Hector, and Luisa Martín Rojo. "“Civic” and “ethnic” nationalist discourses in Spanish parliamentary debates." Journal of Language and Politics 2, no. 1 (December 31, 2002): 31–70. http://dx.doi.org/10.1075/jlp.2.1.04gra.
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Parliamentary debates on the definition of the nation-state and national identities are a very revealing discursive domain of tracing the cues of the social construction of this category. Integrating social-psychological and discourse analyses, this article studies how Spanish nationalism interacts with the most influential regional (Catalonian and Basque) nationalisms in the Spanish Parliament in Madrid, and in the regional Parliaments of Catalonia and the Basque Country. The study is based on a two-dimensional framework, which characterises nationalist cultures in terms of their Institutional Status (“established” vs. “rising” nationalism), and in terms of the Basic Assumptions (“civic” vs. “ethnic” aspects in the social representation of the nation — Smith, 19986, 1991). According to the conceptual framework, each of these nationalisms represents a different combination of “established” (Spanish) or “rising” (Basque and Catalonian) Institutional Status as well as of “civic” (in Catalonia) or “ethnic” (Spanish and the Basque) Basic Assumptions (Grad, 1999). The study shows that, in these parliamentary contexts, the Institutional Status and the Basic Assumptions not only configure different nationalist positions, but also configure distinct “discursive formations” — reflected in interactional dynamics (of inclusion vs. exclusion, compatibility vs. incompatibility, and consensus vs. conflict relations) — between the different national projects and identities. These discourses belong to an “enunciative system” including systematic subject (the dominant national identity), system of references (or referential) terms to denote national categories or supra-regional — Spain, Spanish State, Basque Country, Catalonia — that serve to distinguish between national in-group and out-group, and clearly differ in extent and connotations in established and rising national codes), as well as associated fields (more ascriptive membership criteria, rigid group boundaries, requirement of internal homogeneity, restrictive referent and extension of the “us” in the ethnic than in civic codes), and materiality (strategies of discursive polarisation, especially salient in the Basque Country parliamentary discourse, which both indicate less compatibility between identities and aim to delegitimise dissent with regard to national referents and goals). Finally, in parliaments where ethnic codes are confronted (Spanish and Basque) politeness is impaired, there is a higher degree of controversy, and the strategies of delegitimisation constitute strong face-threatening acts which endanger the “tacit contract” of the parliamentary interactions. In this regard, ethnic centralist and independentist political positions make harder the compatibility between national identities than civic regional-nationalist and federal proposals. Recent confrontations between Spanish and Basque national positions seem to confirm the patterns found in this analysis.
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Baviera, Tomás. "Influence in the political Twitter sphere: Authority and retransmission in the 2015 and 2016 Spanish General Elections." European Journal of Communication 33, no. 3 (March 18, 2018): 321–37. http://dx.doi.org/10.1177/0267323118763910.
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Candidates, parties, media and citizens have the same ability to post tweets. For this reason, mapping the dynamics of interaction among users is essential to evaluate the processes of influence in an electoral campaign. However, characterising these aspects requires methodologies that consider the interconnections generated by users globally. The discipline of social network analysis provides the concepts of centrality and modularity, both very suitable for the context of network communication. This article analyses the political conversation on Twitter during the 2015 and 2016 General Elections in Spain, in which four candidates with significant popularity in the electorate participated. Two corpora of 8.9 million and 9.7 million tweets were collected from each campaign, respectively, to analyse the networks of mentions and retweets. The network of mentions appears more blurred than that of retweets, allowing us to better estimate users’ partisan preference. The graphs of the network of retweets show a strong internal activity within clusters, and the proximity between them reflects the ideological axis of each party.
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Pujolar, Joan, and Maite Puigdevall. "Linguistic mudes: how to become a new speaker in Catalonia." International Journal of the Sociology of Language 2015, no. 231 (January 1, 2015): 167–87. http://dx.doi.org/10.1515/ijsl-2014-0037.
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Abstract New speakers of Catalan have come to represent, from a demolinguistic perspective, a substantial part of the community of speakers. Of those who presently speak Catalan as an “habitual language”, 41.6 percent are native speakers of Spanish. In this article, we shall follow up the various ways in which native Castilian speakers incorporate Catalan into their lives. This happens, as we will show, in specific biographical junctures that we call mudes, a Catalan term referring to (often reversible) variations in social performance. Our analysis is based on a qualitative study that included 24 interviews and 15 focus groups covering a total of 105 people of different sexes and linguistic, educational, social and residential backgrounds. We shall give a general overview of these mudes as we typified them: when subjects entered primary school, secondary school, the university, the job market, when creating a new family and when they had children (if they did). The study of linguistic mudes provides, in our view, a new and productive perspective on how people develop their linguistic repertoire, their attachment to specific languages and the significance of these aspects for social identity. It facilitates a processual, time-sensitive analysis that allows to contextualise and critique ethnonationalist discourses that have often saturated our understanding of language use.
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Bokova, Polina. "YOUTH SLANG AS A LINGUISTIC AND TRANSLATION PHENOMENON (on the material of modern Spanish)." PROBLEMS OF SEMANTICS, PRAGMATICS AND COGNITIVE LINGUISTICS, no. 40 (2021): 158–67. http://dx.doi.org/10.17721/2663-6530.2021.40.17.
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The article deals with the youth jargon and sets out a few ways in its extensional usage is assimilated by the youth slang. The article tells about certain aspects of historical development of social dialect. An interrogation helps to understand the place of slang in the life of young people. The main source of the youth slang and certain particularities of its development are given. The mass use of slang vocabulary in all segments of the population is described - regardless of social or professional affiliation, age, communicative characteristics of use – whether public speaking, business communication or informal environment. Slang is such a common phenomenon, a linguistic phenomenon, that the phrase "modern jargon" is associated with speakers with it. Jargon is understood as a social kind of speech, which is characterized, in contrast to the vernacular, by specific expressively reinterpreted vocabulary and phraseology, as well as the special use of word-formation tools. Jargon belongs to relatively open social and professional groups of people united by common interests and functions as a nominative-expressive unit of speech, sometimes with a vulgar-familiar color. Quite often jargons are created on the basis of borrowings from different languages, polysemy, derivation, suffixes, etc. In addition, the article also states that the main supplier and language center of slang are elements of territorial dialects.
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De Raad, Boele, Jan Pieter Van Oudenhoven, and Merle Hofstede. "Personality terms of abuse in three cultures: type nouns between description and insult." European Journal of Personality 19, no. 2 (March 2005): 153–65. http://dx.doi.org/10.1002/per.540.
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In this study terms of abuse are investigated in three different cultures. Spontaneous verbal aggression is to a certain extent reminiscent of the values of a certain culture. One hundred and ninety‐two male subjects from Spain, Germany and the Netherlands were asked to write down terms of abuse that they would use given a certain stimulus situation, and in addition to give their rating of the offensive character of those terms. A total set of 830 useful expressions was thus collected. The frequencies of the expressions were established, and the total list of expressions was categorized in terms of what they were about. In Spanish abusive language is typically about family and relations, in Germany it is typically about anal aspects, and in the Netherlands it is mainly about genitals. Explanations are provided in terms of dimensions on which the three cultures differ. Copyright © 2004 John Wiley & Sons, Ltd.
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Mesas, Javier Sánchez. "Break the Wall: Intercultural Challenges in the Middle East to Teach Spanish as a Foreign Language." European Journal of Language and Literature 5, no. 3 (September 25, 2019): 14. http://dx.doi.org/10.26417/ejls.v5i3.p14-21.
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This paper investigates the needs of teachers of Spanish have while teaching the language while maintaining and emphasizing the sociocultural, intercultural and religious components. The research will attempt to shed light on offering a performance guide with materials and examples of different nature (songs, videos, textbooks, literary fragments). The paper will also provide a comparison between how to work with similar factors from different perspectives while taking into account the religious and emotional aspects. In order to achieve these aims the method used is based on a synergy of experiences, shared knowledge, culture clash and double perspective the European and the Middle Eastern perspectives. There is an increasing demand for Spanish language instructors’ in the Middle East. This increase together with beneficial work conditions for foreigners make The Middle East an attractive land to spread linguistics knowledge as a language instructor. However, there is an observable lack of cultural information, in terms of what is acceptable and what is not acceptable in such a conservative culture, in addition to lack of knowledge of the social protocols in the Middle East. The absence of such essential information may result in misunderstandings and even complaints from both parties in this exchange. It is imperative that senior academics offer a sort of “lifeline” for the upcoming teachers, mainly European or Asian, who might consider working in this area. In a nutshell, in a classroom where the instructor is non-Muslim, what needs to be taken into account in order not to offend the cultural sensitivity of the students? How can the Spanish language instructor create a learning environment where the students do not feel culturally attacked?
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Díaz-Santos, Mirella, Eduardo Cumba-Avilés, Guillermo Bernal, and Carmen Rivera-Medina. "Factor Structure of the Escala de Autoeficacia para la Depresión en Adolescentes (EADA)." Hispanic Journal of Behavioral Sciences 33, no. 4 (November 2011): 447–68. http://dx.doi.org/10.1177/0739986311423487.
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The current concept and measures of self-efficacy for depression in adolescents do not consider developmental and cultural aspects essential to understand and assess this construct in Latino youth. We examined the factor structure of the Escala de Autoeficacia para la Depresión en Adolescentes (EADA), a Spanish instrument designed to assess this construct as experienced by this population. Participants were 116 Puerto Rican adolescents aged 13 to 17 years who completed the EADA and two other self-report measures. An exploratory factor analysis yielded a two-factor solution (Personal Self-Efficacy for Depression and Interpersonal Self-Efficacy for Depression) accounting for 37.57% of the total variance. Results revealed that EADA factors have excellent internal consistency as well as concurrent and construct validity, supporting its adequacy to assess Latino adolescents’ self-efficacy for depression. The conceptual meaning of the factors was consistent with the distinction between aspects of this construct hypothesized to be important among Latino youth.
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Ruhstaller, Stefan. "¡Escribiré con tu sangre! Los recursos conminatorios del español de principios del siglo XVIII y su descripción en el Diccionario de autoridades." Zeitschrift für romanische Philologie 137, no. 1 (March 1, 2021): 123–46. http://dx.doi.org/10.1515/zrp-2021-0004.
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Abstract The first lexicographic work compiled by the Royal Spanish Academy, known as Diccionario de autoridades (1726–1739), includes a wide range of lexical resources used at the time to perform speech acts of threatening. In the dictionary’s microstructure these mostly phraseological items are characterized both semantically and pragmatically. The dictionary also offers relevant data and reflections on aspects such as the function and procedures of intensification, the role of the interlocutors in the speech act, the limitation of some expressions to certain social groups, or the factors that influence the success or failure of the perlocutive act. The analysis of the dictionary articles that contain relevant information in this regard reveals the extent to which the founders of the Academy anticipated a good number of ideas that would not be systematized until the emergence, centuries later, of modern Pragmatics.