Articles de revues : « Spanish language materials. – Nonfiction »

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Pagone, Novia. « Almudena Grandes and the "Problem of Spain" ». Romance Notes 63, n^o 2 (2023) : 463–73. http://dx.doi.org/10.1353/rmc.2023.a919736.

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Abstract: From 2008 until her untimely death in 2021, Almudena Grandes wrote a weekly column in El País where she often addressed, and lamented, the state of Spanish democracy and the need to reconcile Spain's history for a chance at a better future, a topic familiar to readers of her novels. Although her fiction writing on these themes is well studied, her nonfiction has garnered less attention. The 2019 publication of a selection of these columns, La herida perpetua , spanning the decade marked by the 2008 economic crisis through the 2018 resurgence of the far right, provides us an opportunity to look more closely at the impact and importance of Grandes's nonfiction. Informed by recent scholarship on the state of Spanish democracy and criticism of traditional narratives of the transition to democracy (1975–1982), I argue that these columns represent a public call to action with the goal of (re)building a society that values open debate and fosters an active citizenry, one with the resilience to exercise their rights daily to hold accountable corrupt politicians. Collecting a selection of Grandes's weekly writing into one volume allows readers to contemplate the political events of an important period in Spain's democracy and to engage the legacies of the past while suggesting possibilities for the future, a dialogical exchange that defines democracy and is necessary for its survival.

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Pshenichnikova, Angelina Yur'evna. « The Vocabulary of Traditional Dishes of the Regions of Spain, which has a Foreign Language Origin. » Litera, n^o 3 (mars 2023) : 59–71. http://dx.doi.org/10.25136/2409-8698.2023.3.39892.

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In the modern world, the Spanish language in Latin America is defined as the national version of the Spanish language. The object of the study is the national variants of the Spanish language. The subject of the study is the vocabulary of traditional dishes of the regions of Spain. In this regard, considering the origin of the vocabulary of traditional Spanish dishes, we highlight the purpose of the study: to analyze the names of traditional dishes of the regions of Spain that have an origin from the names of dishes of some Latin American countries. The Spanish language has a wide territorial variability, which determines the inter-variant national and cultural specifics of communication (Firsova, 2021: 176). The objectives of this work are to establish the interrelationships of the origin of the vocabulary of traditional dishes of the regions of Spain with the vocabulary of similar dishes of Latin American countries. The scientific novelty of our research consists in examining and analyzing the little-studied vocabulary of dishes from Spain and Latin American countries, such as Peru, Argentina and Cuba. Relevance of the research: the role of the Spanish language and the national variant of the Spanish language are an urgent topic and suggest making new conclusions about the development of the language, in a broad sense, as a sign and communicative system. The vocabulary of traditional Spanish dishes, represented by such groups as Arabisms, Gallicisms, Latinisms, indigenisms, regionalisms and varianisms, is marked by their different origins. Spanish in Latin American countries can be defined as the national version of the Spanish language. Spanish in Latin America has the status of the official language. Along with the Spanish official language, Quechua and Aymara have the status of the state language in the countries of Peru and Bolivia, which is reflected in the national and cultural specifics of the Spanish language. In the countries we are considering, Peru, Argentina and Cuba, the Spanish language, of course, has its own peculiarities. In the article we gave an analysis of the vocabulary of dishes by origin.

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Bartens, Angela, et Ilpo Kempas. « «A praia está perto» : Zum Gebrauch des Verbs estar in Ausdrücken der statischen Lage im Portugiesischen ». Zeitschrift für romanische Philologie 138, n^o 3 (1 octobre 2022) : 851–75. http://dx.doi.org/10.1515/zrp-2022-0039.

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Abstract The article examines the use of estar in Portuguese expressions of permanent location, which runs counter to normative grammar, according to which ser and ficar should appear in those cases. This use of estar is not mentioned in grammatical descriptions, either. Yet, it occurs in contemporary Portuguese (both Portugal and Brazil). The same goes for the Portuguese- and Spanish-lexified creoles, some of which use tá/stá (< estar), to express location. However, almost all rely on a single verb in these contexts. The research question was studied empirically in a corpus (N=1,037) based on Google searches with seven exact phrases including estar, ser, and ficar, subsequently complemented with an analysis of two other Portuguese corpora. The results show that estar appears in expressions of permanent location, both in Portugal (22,5%) and Brazil (17,5%). However, there is a statistically significant difference, ficar being more frequent in Brazil and ser in Portugal. Moreover, the higher frequency of estar in Portugal may indirectly explain the popularity of ficar in Brazil. In addition, estar appears in written nonfiction, pointing to expressions of the type estar localizado / situado as its possible origin, also taking into account that no instances of its use were found in older documents.

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Edwards, Paul D., et Zobeida E. Bonilla. « The Use of Spanish Language Educational Materials by American Cleft Palate–Craniofacial Association Teams ». Cleft Palate-Craniofacial Journal 41, n^o 6 (novembre 2004) : 655–60. http://dx.doi.org/10.1597/03-019.1.

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Objective The goals of this study were to assess U.S.-based American Cleft Palate–Craniofacial Association (ACPA) teams’ use and perceived need for Spanish-language educational materials and to evaluate trends in number of Spanish-speaking patients treated. Methods A facsimile survey was sent to U.S.-based teams listed in the ACPA 1999 to 2000 and 2001 to 2002 Team Directories. Questions addressed demographics for Spanish-speaking patients/families and use of Spanish-language educational materials. Teams with a recent increase in Spanish speakers, 25% or more Spanish speakers, or both received a more in-depth follow-up survey. Results Response rate to the initial survey was 71%. Almost 16% of teams reported having greater than 25% primarily Spanish speakers. Forty-four percent of responders saw an increase in Spanish speakers over the past 5 years, and 41% of responders used Spanish-language materials of some type. Fifty-seven teams were sent a follow-up survey and 29 (51%) teams responded. Teams reported a need for more Spanish-language educational materials on specific craniofacial conditions, and many expressed frustration in communication and interaction with Spanish speakers. Conclusions Many U.S.-based ACPA teams reported an increase in primarily Spanish speakers and expressed a need for more Spanish-language educational materials in different formats. Consideration of the diverse dialectic, cultural, and literacy needs of U.S. Spanish speakers can contribute to more effective educational efforts and improved care of the increasing number of Latinos treated by ACPA teams.

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Darst, David H. « Spanish Video Materials in the Classroom ». Hispania 74, n^o 4 (décembre 1991) : 1087. http://dx.doi.org/10.2307/343773.

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Perlman, Janet. « Spanish-language materials : a new string to my bow ». Indexer : The International Journal of Indexing 25, n^o 2 (octobre 2006) : 92–94. http://dx.doi.org/10.3828/indexer.2006.25.

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Novin, Sherwin A., Eric H. Huh, Matthew G. Bange, Ferdinand K. Hui et Paul H. Yi. « Readability of Spanish-Language Patient Education Materials From RadiologyInfo.org ». Journal of the American College of Radiology 16, n^o 8 (août 2019) : 1108–13. http://dx.doi.org/10.1016/j.jacr.2018.12.036.

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Bakanova, Anna Valentinovna, et Ekaterina Dmitrievna Terentieva. « Means of artistic expression in the language of Spanish folklore ». Litera, n^o 7 (juillet 2022) : 132–43. http://dx.doi.org/10.25136/2409-8698.2022.7.38364.

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The article examines the traditional means of artistic expression in Spanish folklore texts. The subject of the study is hyperbole, antithesis, comparison, constant epithet, which play a special role in the language of Spanish folklore. The distinctive features of the artistic system of folklore are the use of tropes at all levels of narration, the dependence of the stylistic design of the text on genre specifics, the predominance of a special polyexpressive, harmonic style in most folklore works. In addition, each genre of folklore has a functional and emotional characteristic, a special intonation, the creation of which is aimed at using the means of artistic expression. The types of tropes analyzed in the article are traditional and typical of Spanish folklore texts and illustrate the specifics of folklore allegory and artistic expressiveness. The conclusions of the study are based on the analysis of the artistic system and linguistic features of small and large genre forms of Spanish folklore. The minor intonation of a Spanish lullaby (canciones de cuna, monerías nanas), filled with repetitions, comparisons and personifications, differs from the major character of game and dance-song folklore (juegos, cancioncillas, ruedas, bailes), where the use of dialogical form, shouts and imperative mood, special rhyme and accents. The imagery of Spanish proverbs and sayings (proverbios, refranes) is expressed in the use of various artistic techniques with a general sententious character – metaphors, metonymy and synecdoche, syntactic parallelism, rhyme, alliteration. For Spanish riddles (enigmas, adivinanzas), comparison, metaphor, hyperbole, antithesis, onomatopoeia are common. In counting and drawing lots (comienzos de juego), rhyme and rhythm, the use of interjections and exclamations come to the fore. In larger forms of Spanish folklore, such as a fairy tale, there is a constant epithet, hyperbole, repetition, fairy tripling. Spanish folklore tends to use hyperbole and antithesis as the most frequent stylistic figures, as well as the main plot-forming and compositional techniques.

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Iovenko, V. A. « School of Spanish ». MGIMO Review of International Relations, n^o 5(38) (28 octobre 2014) : 231–33. http://dx.doi.org/10.24833/2071-8160-2014-5-38-231-233.

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Spanish language was among foreign languages, studied at MGIMO from its inception. Maria Luisa Gonzalez Vincens was at the origin of the establishment of the School of Spanish language at MGIMO. She as a philologist, belonging to humanitarian tradition. She studied at the University of Madrid with Luis Bunuel, Federico Garcia Lorca and Salvador Dali, and communicated with people who later became the glory and pride of the world culture. The increased role of the Spanish language in international contacts required the creation of the separate Department of Spanish Language at MGIMO. Since 2002, the Department of Spanish Language separated from the Department of Roman Languages and is teaching students of all Departments and at all stages of educating at MGIMO, including almost all masters programs. It is hard to imagine successful language learning without the understanding of a broad cultural context. This is why the Department supports the Spanish theater for more than 20 years. Currently, the Department is headed by of professor, Doctor of Philology Valery Iovenko. The Department staff includes more than 45 teachers who successfully address new educational and scientific objectives, creating teaching materials, fully adapted to the new educational standards.

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Rivera, Joel Laffita. « Orthography Analysis-Spanish Graphical Accentuation Setting ». International Journal of Contemporary Education 2, n^o 2 (16 septembre 2019) : 130. http://dx.doi.org/10.11114/ijce.v2i2.4528.

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This research article is setting up an outlined-linguistic-overview regarding to the use of the “Tilde” in the writing context of Spanish Language. The study looked over various-literature-materials from different sources and added new-insights into its contextual framework to expose Spanish-language-Orthography such as Words-Type; Accents-Type; Vocabulary and Grammar-Patterns. The use of the “tilde” in teaching and learning Spanish as Second Foreign Language (ELE) continue to be a focus of concern and discussion among Spanish language teachers as well as the learners of this particular foreign language subject (FLs). Numerous studies have emphasized on the need to provide accuracy-learning-materials in relation to this orthography-linguistic-trait. Consequently to this observation, the study aimed to deliver valuable text-references through which Spanish language learners know about the application of the “Tilde” in the writing system of Spanish language. Furthermore, methodological schemes are provided to assist Spanish language teachers in formatting and delivering Spanish-language-assignments that fit into the subject-matter-discussed.

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Dolzhenkova, Victoria, Viktoriya Valentinovna Yakovleva et Kseniya Sergeevna Kudlai. « Features of stylistic functions of Adverbs on -mente in modern Spanish fiction ». Litera, n^o 2 (février 2023) : 114–24. http://dx.doi.org/10.25136/2409-8698.2023.2.37641.

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The subject of the study is the stylistic functions of Spanish adverbs with the suffix -mente in modern Spanish based on the analysis of corpus contexts of works of Spanish prose of the XXI century. The analysis of functional features was based on the theoretical positions of the authors of domestic and foreign grammars of the Spanish language, works on linguistics. Adverbs with the formant - mente are grammatically multifunctional elements that are polysemantic lexical units that have the ability to acquire additional connotations in collocations with other parts of speech. Stylistic possibilities of adverbial units help to solve such author's tasks as assessment, characterization of characters, achievement of expressiveness of the text and imagery of the narrative. The novelty of the study lies in the fact that for the first time examples from the corpus of the Spanish language of the XXI century were analyzed, the names of the authors of which are well known to the Russian-speaking reader (Carlos Ruiz Safon), or practically unknown at all (Anton Castro, Diego Torron). The result of the study was the conclusion that the formant -mente has not lost its productivity at the current stage of language development and is a characteristic feature of the artistic style of the modern Spanish language. The findings have both scientific significance for theoretical research in the field of morphology of the Spanish language, and practical value for translators of Spanish prose.

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Snodin, Navaporn S. « Rethinking Culture Teaching in English Language Programmes in Thailand ». RELC Journal 47, n^o 3 (2 août 2016) : 387–98. http://dx.doi.org/10.1177/0033688215609231.

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This article reports on perceptions and practices in relation to integrating culture into EFL teaching and how course material was designed within the Thai curriculum framework. Thai teachers’ understanding of what constitutes culture, the role it plays in language learning and how such understanding is being translated into pedagogical practices are under investigation. The practice demonstrated an attempt to adapt the Byram’s model to fit local circumstances, policies and needs. The knowledge of everyday cultures of native speakers was promoted, whilst cultures in the prior curriculum merely constituted high cultures such as literature. Potential materials, including newspapers and magazine articles, nonfiction, TV programmes and films were suggested to encourage an ethnographic frame of mind in students. The discussion of a few practical ways in which these materials can be used to promote cultural awareness and how they could be used to facilitate opportunities for language skills practice were provided. Feedback from students include the novelty of the experience, changing perspectives, facilitating better communication, practical and useful knowledge, fun, autonomous learning, critical thinking and empathy towards other cultures.

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McCullough, June Antablin, et Richard H. Wilson. « Performance on a Spanish Picture-Identification Task Using a Multimedia Format ». Journal of the American Academy of Audiology 12, n^o 05 (mai 2001) : 254–60. http://dx.doi.org/10.1055/s-0042-1745604.

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AbstractAn option for estimating the word-recognition performance of patients who do not speak English as a first language involves using auditory materials, presented in the patient’s native language, in conjunction with a closed-set response mode incorporating pictures or written words. The advantage of this auditory/visual paradigm is that the audiologist is not required to know the foreign language and is therefore not required to judge the accuracy of an oral response to speech stimuli in a foreign language. Spanish auditory/visual materials, known as the Spanish Picture-Identification Task, were developed to be used in a computer- driven multimedia administration and scoring format. Performance data, both in open- (word-recognition) and closed-set (word-identification) response modes, were established for the Spanish Picture-Identification Task using subjects whose first language was Spanish. The results from the open-set paradigm indicate that the Spanish Picture-Identification Task word lists are essentially equivalent to conventional Spanish and English materials used for word recognition. Findings from the closed-set conditions indicate that the Spanish Picture- Identification Task materials are appropriate for estimating the word-identification abilities of Spanish-speaking adult listeners.

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Maslova, Y. V. « SOME FEATURES OF TEACHING SPANISH AS A SECOND AND SUBSEQUENT FOREIGN LANGUAGE TO THE LEARNERS OF ENGLISH ». Educational Psychology in Polycultural Space 55, n^o 3 (2021) : 91–98. http://dx.doi.org/10.24888/2073-8439-2021-55-3-91-98.

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The article considers teaching the Spanish language as a second foreign language to those students who already speak English as their first foreign language. The relevance of the work lies in the fact that at present new techniques of teaching students who speak two or more foreign languages should be reconsidered. It is also necessary to actively use the skills, knowledge and abilities that have already been developed while learning the first foreign language. The aim of the work is to identify the necessary techniques that can make teaching Spanish as a second foreign language to students studying English as their first foreign language more effective. The article compares English and Spanish in order to determine the factors contributing to a positive transference when learning Spanish as a second language, as well as those that complicate this process. Based on the analysis, a number of exercises are presented, which include those for initial perception, formation of speech skills and habits, development of the same and further training, which takes into account the factor of positive influence of the first foreign language and addresses the negative ones. The exercises presented include comparing and contrasting the two languages. The observation carried out while teaching two groups of students showed that taking into consideration the mutual influence of the two foreign languages, as well as including teaching materials for native English speakers in the learning process, increases students’ interest in the language and culture, and allows one to facilitate the process of learning Spanish.

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Gorrepati, Pavane L., et Gideon P. Smith. « Contrasting readability and availability of Spanish language with English language patient education materials ». Pediatric Dermatology 38, S2 (novembre 2021) : 142–43. http://dx.doi.org/10.1111/pde.14485.

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Rabadán, Rosa, Isabel Pizarro et Hugo Sanjurjo-González. « Authoring support for Spanish language writers ». Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 34, n^o 2 (15 décembre 2021) : 671–711. http://dx.doi.org/10.1075/resla.19048.rab.

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Abstract Authoring support consists of (semi)automated aids to be used at different stages during the writing process. Language information, however, tends to be restricted to areas such as spelling and grammar checking or term banks, and text construction difficulties that writers face concerning the structure of particular genres, associated sentence formulations or genre-specific vocabulary have not received proper attention. An additional gap in the research is that this support is generally addressed to English language users. This paper addresses these concerns focusing on a particular genre: the company’s directors’ report, and on Spanish language writers writing in English. A custom-made monolingual corpus has been analyzed using Bhatia (1993, 2004) and Swales (1990, 2004) definitions of genre and move combined with theme characterization. Recurrent strings for each move/step, which are conventionally associated with each rhetorical unit, were identified and formulated as “meta-strings.” The bilingual glossary includes domain-specific items as well as move/step or genre-specific lexical and phraseological options, i.e., elements used irrespective of the business, places or people involved. The results are valuable by themselves, as an analysis of the genre, but also as the empirical basis for the authoring support tool that we present here, and as language training materials.

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Burns, Katharine, et Linda Waugh. « Mixed Messages in the Spanish Heritage Language Classroom ». Heritage Language Journal 15, n^o 1 (30 avril 2018) : 1–24. http://dx.doi.org/10.46538/hlj.15.1.2.

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This paper explores the implications of prevailing attitudes about language variety found in a case study of a large, university SHL program. First, a Critical Discourse Analysis (CDA) approach was employed to examine the ideological underpinnings of the presentation of varieties of Spanish (including those of U.S. Spanish) in textbooks used in the program. Second, discussions with focus groups of SHL instructors were conducted, transcribed, and analyzed to gain insight into the practices fostered by the SHL program related to language variety. The CDA findings show evidence of reinforcement of an ideology of a monolithic “standard” Spanish in the SHL textbooks and curricula, with only cursory attention paid to regional varieties of Spanish and, at times, implicit and explicit de-legitimization of U.S. varieties of Spanish. The focus group data indicates that instructors identify tension between: 1) the program’s stated goals, which are to validate the students’ Spanish varieties and to develop an academic or professional register of Spanish; and 2) classroom reality, in which the “standard” is the overwhelming focus and the students’ own “home varieties” of Spanish are at times devalued by the textbook and course materials. Finally, based on these results, some pedagogical recommendations to validate heritage learners’ Spanish as a resource, rather than a deficit, are discussed.

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Krishnaraj, Arun, et Cynthia K. Rigsby. « Re : “Readability of Spanish-Language Patient Education Materials From RadiologyInfo.org” ». Journal of the American College of Radiology 17, n^o 5 (mai 2020) : 564–65. http://dx.doi.org/10.1016/j.jacr.2020.02.009.

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Slivchikova, Y. V. « Vestimentary eponyms in contemporary Spanish language ». MGIMO Review of International Relations, n^o 1(34) (28 février 2014) : 290–95. http://dx.doi.org/10.24833/2071-8160-2014-1-34-290-295.

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In a consequence of the perpetual changes in the world of fashion, which can be explained by the introduction of new tendencies, materials and designers, the vocabulary that describes clothing enlarges by the internal means of the language and with the help of lexical borrowing. The article considers the characteristic usage of terms-eponyms for clothing description in Spanish language. Eponyms complicate the learning of languages and translation being a result of the worldview reflection of a determinate group of people in a determined period of time. As the study sets out to find out and explain the connotative meanings of vestimentary eponyms and suggest an approach for synonyms choice from their family for the discourse purposes, the toponyms are not taken into consideration, and the study concentrates on the anthroponyms, proper nouns which identify people, because they can adjust special connotative meanings to the terms within cultural linguistics context. The author shows the examples of etymology of originally Spanish and borrowed terms. Their comparison allows to make out the principles for the classification, authenticity and internationality amongst them. This classification divides all the vestimentary terms-eponyms into two main groups (neutral and with connotative meaning). Then it is possible to systematize and explain the meaning of the second group. According to the study international borrowed terms-eponyms look to neutrality, but among other synonyms acquire the meaning of elitism. Not international vestimentary terms-eponyms have a special connotative meaning, which is known amongst native speakers, that is why while teaching or translating more attention should be paid to them.

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Pucci, Sandra. « Spanish Language Literacy in the Community : Access and Practice ». Practicing Anthropology 24, n^o 3 (1 juillet 2002) : 29–33. http://dx.doi.org/10.17730/praa.24.3.pp580170kg52382g.

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Scholars in Mexican migration have noticed that patterns of this migration have been undergoing a drastic change since the 1970s, with more people migrating to urban areas and settling more permanently in the US. This shift has formed the basis of modern transnational migrant communities. By transnational communities, we mean groups of immigrants who regularly participate in relationships, practices, and norms, that include both places of origin and places of arrival. This study explores Spanish language literacy maintenance and development in one working-class transnational Mexicano community in the Midwest. Although a substantial body of research has been conducted on language shift and maintenance on the "macro" level, there is little in the literature which deals with mother tongue literacy in specific in-migrant communities. The study looks at "South Side" residents' use of Spanish language literacy. The community whose Spanish language literacy practices I have studied in Milwaukee consists of primarily Mexicanos, and is a project still in progress. I focus on two main things: Access to Spanish print and primary language literacy practice. Access will report findings on the availability of Spanish reading materials in the immediate neighborhood as well as city-wide, considering the effect of power in the communities, educational policies, and anti-immigrant waves. Practice will look at self-reported literacy activity and how the question of physical access and economics affect opportunities to develop Spanish language literacy. In investigating issues of access and availability of print materials in Spanish "walking tours" of the neighborhood and adjacent areas were undertaken to see what was available to residents in terms of reading materials in Spanish. Access and availability have been shown to impact elementary school children's reading opportunities (McQuillan 1998; Pucci 1994), and it was hypothesized that it would also have an affect on those of adults in the larger community.

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Vañó García, Inés. « A call for critical and open pedagogies in Spanish heritage language instruction : Students as knowledge producers of Open Educational Resources (OERs) ». EuroAmerican Journal of Applied Linguistics and Languages 10, n^o 1 (31 juillet 2023) : 21–38. http://dx.doi.org/10.21283/2376905x.1.10.1.2742.

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This paper stresses the urgent need to implement critical and open pedagogies in language teaching, especially in the Spanish heritage language classroom. Language courses are often compulsory in secondary and higher education and typically employ traditional pedagogical models that are structured by grammar and/or communication tasks. This study introduces how heritage language teaching emerged as a field of study in the United States and offers a brief overview of critical and open pedagogies and their connection to open educational resources. This paper then introduces critical and open pedagogies to teaching Spanish as a heritage language, followed by a critical look at the existing Spanish teaching material. As an alternative to this material, this article shares a project titled “Discovering El Barrio” which addresses an innovative and productive pedagogical practice carried out by a Spanish heritage language class at Lehman College, CUNY. In this project, Spanish heritage language learners (HLL) became producers of authentic teaching and learning materials for second language (L2) Spanish learners.

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Park, Hyunjun. « Null Arguments in Korean Sign Language ». Studies in Modern Grammar 117 (25 mars 2023) : 23–41. http://dx.doi.org/10.14342/smog.2023.117.23.

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The purpose of this paper is to analyze the distribution and characteristics of null arguments in Korean Sign Language (KSL). Languages such as Spanish and Italian, which have a rich system of overt morphological agreement, allow subject-drop but not object-drop. For this reason, it has been said that the null arguments are licensed by rich verbal morphology. On the other hand, languages such as Korean and Chinese do not have a rich agreement system like Spanish and Italian. Thus, the verbs are used with the same ending regardless of person, number, and gender features. In this paper, we show that KSL is different from those languages like Korean and Chinese in that arguments can be dropped with both agreeing and non-agreeing verbs. In some contexts, in addition, null arguments of non-agreeing verbs are not allowed, whereas null arguments of agreeing verbs are totally acceptable. Therefore, to solve these problems, in this paper, we suggest hybrid analysis in licensing null arguments in KSL.

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Lindberg, Nangel M., Amanda M. Gutierrez, Kathleen F. Mittendorf, Michelle A. Ramos, Beatriz Anguiano, Frank Angelo et Galen Joseph. « Creating accessible Spanish language materials for Clinical Sequencing Evidence-Generating Research consortium genomic projects : challenges and lessons learned ». Personalized Medicine 18, n^o 5 (septembre 2021) : 441–54. http://dx.doi.org/10.2217/pme-2020-0075.

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Aim: To increase Spanish speakers' representation in genomics research, accessible study materials on genetic topics must be made available in Spanish. Materials & methods: The Clinical Sequencing Evidence-Generating Research consortium is evaluating genome sequencing for underserved populations. All sites needed Spanish translation of recruitment materials, surveys and return of results. Results: We describe our process for translating site-specific materials, as well as shared measures across sites, to inform future efforts to engage Spanish speakers in research. Conclusion: In translating and adapting study materials for roughly 1000 Spanish speakers across the USA, and harmonizing translated measures across diverse sites, we overcame numerous challenges. Translation should be performed by professionals. Studies must allocate sufficient time, effort and budget to translate and adapt participant materials.

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Correa, Eda M., et Nashieli Marcano. « Bibliographic Description and Practices for Providing Access to Spanish Language Materials ». Technical Services Quarterly 26, n^o 4 (18 août 2009) : 299–312. http://dx.doi.org/10.1080/07317130802679108.

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Mazmudar, Rishabh, Anjani Sheth, Raghav Tripathi et Jeffrey F. Scott. « 14042 Readability of online Spanish-language patient education materials in dermatology ». Journal of the American Academy of Dermatology 83, n^o 6 (décembre 2020) : AB129. http://dx.doi.org/10.1016/j.jaad.2020.06.603.

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Baeva, Ekaterina Igorevna. « The Comparison of Mimic Phraseological Units Based on Italian and Spanish Material ». Litera, n^o 12 (décembre 2022) : 100–108. http://dx.doi.org/10.25136/2409-8698.2022.12.39351.

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The article discusses the semantic features of mimic phraseological units of Italian and Spanish and their use to characterize communicative behavior. The classification of sign phraseological units of the Italian and Spanish languages according to functional and semantic criteria is given. The methods of linguistic expression of visual communication that reflect the inner sphere of a person in the Italian and Spanish language picture of the world are presented. For the first time, an attempt was made to conduct a comparative study of mimic phraseological units on the material of two closely related languages using a comparative method. The analysis showed that the mimic phraseological units found in Spanish and Italian have a large number of identical equivalents. The article discusses the semantic features of mimic phraseological units of Italian and Spanish and their use to characterize communicative behavior. The classification of sign phraseological units of the Italian and Spanish languages according to functional and semantic criteria is given. The methods of linguistic expression of visual communication that reflect the inner sphere of a person in the Italian and Spanish language picture of the world are presented. For the first time, an attempt was made to conduct a comparative study of mimic phraseological units on the material of two closely related languages using a comparative method. The analysis showed that the mimic phraseological units found in Spanish and Italian have a large number of identical equivalents.

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Amaya Pérez, Lina Katerine, Mario Santiago Fonseca Parra et Juan Esteban Pineda Guarín. « Cohesion in Spanish as a Second Language in an Indigenous School ». Enletawa Journal 12, n^o 1 (1 juillet 2019) : 14–38. http://dx.doi.org/10.19053/2011835x.10398.

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This qualitative action research study analyzed the effect of Task Based Learning (TBL) through meaningful materials in the writing process of Spanish as a Second Language (SSL) for fifth graders from a Sikuani indigenous school located in Puerto Gaitán, Meta, Colombia. Throughout the sessions, task included different materials and games, such as a linguistic roulette, in order to help students foster cohesion when writing in Spanish as a second language. The instruments used to collect data were students’ artifacts (narrative texts), field notes, and semi-structured interviews. The results obtained showed that after the implementation, students were able to write short sentences using the parts of speech, such us articles, nouns, nd verb conjugations, accurately according to Spanish grammar.

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Taylor, Zachary W. « ¿Comprenderán Mis Amigos y La Familia ? Analyzing Spanish Translations of Admission Materials for Latina/o Students Applying to 4-Year Institutions in the United States ». Journal of Hispanic Higher Education 19, n^o 2 (14 mai 2018) : 195–209. http://dx.doi.org/10.1177/1538192718775478.

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This study examines first-year undergraduate admissions materials from 325 bachelor-degree granting U.S. institutions, closely analyzing the English-language readability and Spanish-language readability and translation of these materials. Via Yosso’s linguistic capital, the results reveal 4.9% of first-year undergraduate admissions materials had been translated into Spanish, 4% of institutional admissions websites embed translation widgets, and the average readability of English-language content is above the 13th-grade reading level. Implications for research and practice are discussed.

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Shivabasappa, Prarthana, Elizabeth D. Peña et Lisa M. Bedore. « Typicality Effect and Category Structure in Spanish–English Bilingual Children and Adults ». Journal of Speech, Language, and Hearing Research 60, n^o 6 (10 juin 2017) : 1577–89. http://dx.doi.org/10.1044/2016_jslhr-l-15-0377.

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Purpose The study examines the typicality effect in Spanish–English bilingual children and adults in their 2 languages. Method Two studies were conducted using a category-generation task to compare the typical items generated by children with those generated by adults. Children in the 1st study differed orthogonally with respect to age (older, younger) and language use (higher Spanish use, higher English use). In the 2nd study, the older and younger children were matched with adults on their current Spanish use to delineate the influence of test language and age. Results Children with higher English use generated more typical items, and these occurred earlier in their word lists in English than in Spanish. Participants at all levels of Spanish experience generated fewer typical items in Spanish than in English. Thus, there was less convergence of items considered typical among participants in Spanish. Older and younger children did not differ in the number of typical items generated. However, when participants were matched for language use, older children produced typical items earlier in their word lists than did younger children. Conclusion This study demonstrates the influence of language use and test language in generation of typical items in bilingual children. Supplemental Materials: https://doi.org/10.23641/asha.5089888

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Vasiukov, Oleksandr. « A Review of Małgorzata Mastalerz-Krystjańczuk, “Ostatni Mohikanie Pomorza” : Ludność rodzima znad jezior Łebsko i Gardno w publicystyce polskiej lat 1945–1989. Gdańsk ; Słupsk : Instytut Kaszubski ; Akademia Pomorska w Słupsku, 2019, 452 ss. » Antropologicheskij forum 17, n^o 51 (décembre 2021) : 211–24. http://dx.doi.org/10.31250/1815-8870-2021-17-51-211-224.

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The collection of articles “The Last Mohicans of Pomerania”: The Indigenous Population of Łebsko and Gardno Lakes in Polish Nonfiction 1945–1989, edited by contemporary Polish historian Małgorzata Mastalerz-Krystjańczuk, includes several dozen articles published in Polish newspapers and magazines from 1945 to 1989 dedicated to the Kashubian ethnographic group of Slovincians who lived in Poland until the 1970s. The post-war nonfiction, written by professional ethnographers, linguists, historians, as well as journalists, travelers and social activists, was intended to acquaint the Polish reader with the specificities of the small indigenous ethnic group of Pomerania, fully incorporated into Poland as a result of the Second World War. An extensive preface by Dr. Mastalerz-Krystjańczuk will allow the reader to learn about the specificities of the inclusion of Slovincians in Polish social and political life, the historical and cultural context in which the texts about Slovincians were created, their thematic content, as well as the role played by censorship on the practice of depicting modern Slovincians. As the materials of the collection show, Slovincians had taken a specific position in Polish scientific and political ethno-classifications. Being German-speaking Lutherans, the Slovincians—due to their Slavic origin and the expected Slavic language practice—had to play the role of an important argument in legitimizing West Pomerania’s inclusion in the imagination of the Polish authorities. The review provides a brief survey of the main themes, images, and stories about Slovincians circulating in numerous articles of this collection.

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Bihych, Oksana, et Yelyzaveta Dmytriieva. « Tools for development of Spanish lexical competence ». Scientific and methodological journal "Foreign Languages", n^o 2 (4 août 2023) : 40–48. http://dx.doi.org/10.32589/1817-8510.2023.2.285388.

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Teaching tools are the required component of the teaching foreign languages and cultures system in high educational institutions. The authors of this article offer to complete the current typology of teaching foreign language and culture tools with the help of two more groups. The lexical competence that is one of the components of foreign language communicative competence still remains the target to develop at various levels of foreign language learning. The authors of this article perform an analytical review of modern tools that can form lexical competence for prospective Spanish teachers, mainly at the stage of introducing new lexical units to students. Some illustrative material is provided by teaching tools offered by the authors of didactic materials posted on professional blogs which are aimed on teaching Spanish as a foreign language, as well as tools created by the co-author of this article, Prof. Bihych O. The authors also analyze the implementation of gamification as a new trend in the educational process in didactic materials of Spanish methodologists.

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Sánchez-Saus Laserna, Marta. « Lexical Availability and Foreign Language Teaching : Main Contributions of a Growing Field ». Theory and Practice of Second Language Acquisition 10, n^o 1 (12 mars 2024) : 1–20. http://dx.doi.org/10.31261/tapsla.14839.

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Teaching vocabulary presents a significant challenge in foreign language instruction. This article discusses the advantages that the results obtained in studies on lexical availability offer for foreign language teaching. The methodology of lexical availability, which involves extracting vocabulary that is closely associated with specific lexical categories, was first developed in France in the 1950s, and since then, it has been predominantly used for teaching Spanish as a first language. More recently, in the past 15 years, it has also been employed for teaching Spanish as a foreign language. This article examines the origins and methodology of lexical availability, with a particular focus on two significant applications related to teaching Spanish as a foreign language. From a cognitive standpoint, the article discusses studies analysing the configuration of the mental lexicon using available vocabulary data. From a didactic perspective, the article explores how lexical availability can be used to improve the selection of vocabulary in teaching materials for Spanish as a foreign language.

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Ferrerós Pagès, Carla, Francesc Roca Urgell et Marta Vilosa Sánchez. « Definiteness in second language acquisition : Preliminary results regarding Indo-European and Afroasiatic languages ». Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching 18, n^o 3 (30 juin 2021) : 197–237. http://dx.doi.org/10.26881/bp.2021.3.07.

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This article describes and compares the way in which definiteness is expressed in Romance (Catalan and Spanish) and some Slavic and Afro-Asian languages. We present some difficulties concerning definite nominal expressions that speakers of Ukrainian, Egyptian Arabic and Amazigh as L1 face when learning Catalan or Spanish as a second language and we show that the acquisition of definite determiners is, in general, problematic regardless of the typological nature of the L1. We also indicate that these difficulties can be related to the emergence of different determiner layers in the higher functional field in the nominal domain during the acquisition process.

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LOZANO, ROSINA. « Vote Aquí Hoy : The 1975 Extension of the Voting Rights Act and the Creation of Language Minorities ». Journal of Policy History 35, n^o 1 (22 décembre 2022) : 68–90. http://dx.doi.org/10.1017/s0898030622000367.

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AbstractThe year 1975 marked a watershed year for Spanish-surnamed people in the United States and their relationship with the federal government. In that year Congress extended the Voting Rights Act to include a “language minority” category, requiring federal election officials to translate election materials under certain conditions. By validating language rights for language minorities, Congress expanded federal voting protections far beyond African Americans. Advocates for Spanish speakers took up the cause before Congress, which created a new federally protected category based on the long history of discrimination in education and society they collected in testimonies. These language protections catered largely to Spanish speakers, though the category also included Alaska Natives, Native Americans, and Asian Americans. The process of gaining a separate language minority status is explored in this article, which explains how Congress chose to create a law that included Spanish speakers by name.

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Sánchez, Aquilino. « Spanish as a Foreign Language in Europe : Six Centuries of Teaching Materials ». Language & ; History 57, n^o 1 (mai 2014) : 59–74. http://dx.doi.org/10.1179/1759753614z.00000000027.

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Denny-Garamendi, Colleen, Jill Lopez-Rabin, Sylvia Guendelman et Sarah Schafer. « Developing Spanish-Language Family Planning Materials : Lessons Learned from Extensive Field Tests ». Perspectives on Sexual and Reproductive Health 39, n^o 3 (septembre 2007) : 176–80. http://dx.doi.org/10.1363/3917607.

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Lambson, Dawn. « The Availability of Spanish Heritage Language Materials in Public and School Libraries ». International Journal of Bilingual Education and Bilingualism 5, n^o 4 (septembre 2002) : 233–43. http://dx.doi.org/10.1080/13670050208667758.

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Barfield, Carl S., Keith L. Andrews et Jenny Escobar. « Design and testing of Spanish language programmed instructional materials for plant protection† ». Tropical Pest Management 35, n^o 3 (janvier 1989) : 257–63. http://dx.doi.org/10.1080/09670878909371377.

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Howe, Carol J., Donelle M. Barnes, Griselle B. Estrada et Ignacio Godinez. « Readability and Suitability of Spanish Language Hypertension and Diabetes Patient Education Materials ». Journal of Community Health Nursing 33, n^o 4 (octobre 2016) : 171–80. http://dx.doi.org/10.1080/07370016.2016.1227210.

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Huh, E., P. Yi et F. Hui. « Abstract No. 474 Readability of Spanish-language patient education materials from RadiologyInfo.org ». Journal of Vascular and Interventional Radiology 29, n^o 4 (avril 2018) : S201. http://dx.doi.org/10.1016/j.jvir.2018.01.519.

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Brelsford, Kathleen M., Ernesto Ruiz, Catherine M. Hammack et Laura M. Beskow. « Improving Translation and Cultural Appropriateness of Spanish‐Language Consent Materials for Biobanks ». Ethics & ; Human Research 41, n^o 5 (septembre 2019) : 16–27. http://dx.doi.org/10.1002/eahr.500028.

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Lelo de Larrea-Mancera, E. Sebastian, Rodolfo Solís-Vivanco, Yolanda Sánchez-Jimenez, Laura Coco, Frederick J. Gallun et Aaron R. Seitz. « Development and validation of a Spanish-language spatial release from masking task in a Mexican population ». Journal of the Acoustical Society of America 153, n^o 1 (janvier 2023) : 316–27. http://dx.doi.org/10.1121/10.0016850.

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This study validates a new Spanish-language version of the Coordinate Response Measure (CRM) corpus using a well-established measure of spatial release from masking (SRM). Participants were 96 Spanish-speaking young adults without hearing complaints in Mexico City. To present the Spanish-language SRM test, we created new recordings of the CRM with Spanish-language Translations and updated the freely available app (PART; https://ucrbraingamecenter.github.io/PART_Utilities/ ) to present materials in Spanish. In addition to SRM, we collected baseline data on a battery of non-speech auditory assessments, including detection of frequency modulations, temporal gaps, and modulated broadband noise in the temporal, spectral, and spectrotemporal domains. Data demonstrate that the newly developed speech and non-speech tasks show similar reliability to an earlier report in English-speaking populations. This study demonstrates an approach by which auditory assessment for clinical and basic research can be extended to Spanish-speaking populations for whom testing platforms are not currently available.

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Shustova, Svetlana V., Mariya A. Khrustaleva, Ekaterina A. Beloborodova et María Dolores Mondéjar Fuster. « Spanish Language for Tourists : Language Training of Adult Learners in the Context of Intensification ». Integration of Education 23, n^o 4 (31 décembre 2019) : 641–57. http://dx.doi.org/10.15507/1991-9468.097.023.201904.641-657.

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Introduction. Analysis of existing traditional and intensive teaching methods as well as study of ways of its intensification allow the authors to define and integrate most effective methods corresponding to educational needs of a modern person. The article aims to present a model of teaching which allows for realizing a short-term language training of adults for a trip to Spanish- speaking countries. Materials and Methods. The methods of intensification for foreign language teaching targeted at adult learners with due account for their psychological peculiarities were used as material for the article. The creation of stressful situations in the Spanish language class allowed for definition of factors which encourage a more intensive acquisition of linguistic competence. The methods include psycho-andragogical diagnosis (a questionnaire survey for adult learners), experimental learning (the creation of a stressful situation in the class), the observation method (monitoring of psychological and emotional state of adults and the correction of applied stressors), statistical processing of experimental data and its interpretation. Results. The manual ”Español para los turistas”, developed by the authors, was used in the teaching of the Spanish language in the context of simulated stressful situations which triggered an increase in the motivational capacity of adult learners. Stimulation of stressful situations during the process of acquisition of linguistic competence by adult learners has become an integral tool in learning intensification. Discussion and Conclusion. Use of the created method in the teaching of the Spanish language, in the context of the tourist, allows one to meet existing requirements to modern student for quick and effective language training for tourism abroad. The offered model of intensification can be used in the life-long learning, notably for the training of adults in intercultural communication.

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Granda, Carmen. « Addressing Antiracism in an Undergraduate Spanish Class with Authentic Materials ». Hispania 104, n^o 3 (2021) : 340–46. http://dx.doi.org/10.1353/hpn.2021.0086.

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Olvido, Andújar-Molina. « BRUJAS, PRINCESAS, OGROS Y DRAGONES : LA ENSEÑANZA DE LA LENGUA A TRAVÉS DEL CUENTO POPULAR. WITCHES, PRINCESSES, OGRES AND DRAGONS : TEACHING THE LANGUAGE THROUGH FOLKTALES ». Culture Crossroads 15 (9 novembre 2022) : 54–62. http://dx.doi.org/10.55877/cc.vol15.190.

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Folktales and Fairy Tales have been useful for centuries to give voice to the dreams, aspirations and concerns of all peoples. These cultural samples are an extraordinary ally for the study of Spanish as a Foreign Language, acting as a link between the culture of origin and the target language. This article presents a project in which students from a Master’s Degree in Teaching Spanish as a Foreign Language (SFL) and students from Spanish courses from different institutions worked collaboratively in recovering oral tradition stories. Its objective was to develop intercultural competence in the SFL classroom and, later, to create teaching materials.

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Shuliateva, Eleonora V. « LINGUISTIC GLOBALIZATION PROCESSES IN THE CONTEXT OF THE MODERN SPANISH LANGUAGE POLICY ». Sovremennye issledovaniya sotsialnykh problem 15, n^o 3 (30 novembre 2023) : 97–107. http://dx.doi.org/10.12731/2077-1770-2023-15-3-97-107.

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The article examines the phenomenon of globalization and its impact on the language policy of Spain. The processes of neologization underlying the Spanish language policy are analyzed. It is shown how, in the conditions of the dominant role of the English language, the national languages of Spain resist external pressure in the form of Anglicisms. Purpose. The purpose of the study is a theoretical and practical study of the influence of factors of linguistic globalization on the official languages of Spain. Materials and methods. The texts of modern periodicals of Spain (El País, El Mundo, El ABC, LA Vanguardia) and the data of the explanatory dictionary of the Spanish Academy (Diccionario Real Academia Española) served as practical material for the study. To achieve the purpose of the study, the following methods were applied: analysis of scientific literature, continuous sampling method, method dictionary definitions, descriptive method. Results. As a result of the study, it was revealed that Spanish national languages, influenced by the factors of linguistic globalization and the English language dominating in the international arena, are changing the familiar picture of the world in all spheres of life of modern Spanish society. The analysis of the data obtained showed that the Spanish language policy is not effective enough in the context of the current processes of linguistic globalization. Despite the active resistance to foreign-language borrowings and neologisms of foreign origin, Spanish language policy institutes do not have time to develop appropriate traditional equivalents. Practical implications. The results of the study can be used in lecture courses on lexicology, lexicography, and linguistics, as well as in practical classes on the lexicology of the Spanish language.

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Stefanchikov, Igor Vyacheslavovich. « Comparisons with Greek as a Tool for Asserting the Prestige of the Castilian Language in Golden Age Spain ». Litera, n^o 10 (octobre 2022) : 17–29. http://dx.doi.org/10.25136/2409-8698.2022.10.39009.

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The article addresses the subject of the use of Greek in the apologiae for Castilian (Spanish) language, drawing upon the key Spanish scientific treatises, and literary texts of the Spanish Golden Age (end of the 15th — first half of the 17th centuries), which mention Greek in an attempt to assert the prestige of Castilian. Particular attention is paid to the judgments about Greek and native languages expressed in the works of A. de Nebrija, J. de Valdés, C. de Villalón, F. de Medina, A. de Morales, F. de Quevedo, G. Correas and other writers and thinkers. Most studies in the field have always been primarily focused on the comparisons of Romance languages with their “mother”, Latin, while the use of Greek in the apologiae for Castilian has been a less frequent topic of study. The author comes to a conclusion that Greek invariably acts as the highest reference point for the Spanish grammarians, philologists and thinkers (and as an arbitrator or, sometimes, an "ally" of Castilian), while the attitudes towards Latin evolve over the course of the 15th–17th centuries.

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Kroshus, Emily, Laura A. Gonzalez, Sara P. D. Chrisman et Nathalia Jimenez. « Availability of Concussion Information in Spanish for Parents of Youth Athletes ». Health Promotion Practice 20, n^o 3 (28 août 2018) : 372–80. http://dx.doi.org/10.1177/1524839918790231.

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All but one U.S. state has passed legislation requiring that concussion information be provided to parents of youth participants in school-sponsored sport. Such information should be accessible and easily understood if it is to be used by parents to make informed decisions regarding their children’s health and safety. Accessing and understanding information about concussion may be challenging for parents who lack fluency in English. The current study sought to describe the extent and nature of Spanish-language concussion information available on the websites of U.S. public high school athletic associations. We also examined information provided by leading youth sports and health organizations as well as the top U.S. children’s hospitals. We sought to quantify the proportion of these websites with Spanish-language translation of concussion education materials and describe the readability, accessibility, and completeness of these translations. Only one quarter of the websites examined contained any concussion information in Spanish, and none of these websites offered a mirrored Spanish-language translation. Spanish information was also difficult to access, with the search process requiring English-language ability. Finally, the readability of the concussion information in both English and Spanish was higher than recommended guidelines. Our findings suggest that non-English-speaking parents may be inadequately informed about concussion because translation of concussion educational materials is absent, incomplete, or hard to access. This raises questions about whether they are able to provide informed consent for their children’s participation in contact sport and suggests the need for improved translation of such informational materials.

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Martínez Contreras, María Stella, et Francisco Moreno Castrillón. « Textual Organization of Request Letters in Spanish and English and of Request Memoranda in Spanish : an Exploratory Study ». Íkala, Revista de Lenguaje y Cultura 9, n^o 1 (2 décembre 2004) : 83–102. http://dx.doi.org/10.17533/udea.ikala.3143.

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This paper describes a genre-based analysis of a group of request letters in Spanish and English and of request memoranda in Spanish, all produced by native speakers of Spanish1. The framework of analysis adopted is based on the concept of genre proposed by Swales (1990) and Bathia (1993). The generic description of these letters and memoranda shows which moves appear to be more conventionalized. The relationship between contextual factors and the choice of moves is explored. This paper concludes that this type of analysis can provide useful insights into the design of teaching materials for business communications in Spanish and English. Recieived: 31-05-04 / Accepted: 13-09-04 How to reference this article: Martínez Contreras, M. S. & Moreno Castrillón, F. (2004). Textual Organization of Request Letters in Spanish and English and of Request Memoranda in Spanish: an Exploratory Study. Íkala. 9 (1), pp. 83 – 102

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Moore, David Cooper, et Theresa Redmond. « Media at the Core : How Media Literacy Strategies Strengthen Teaching with Common Core ». Voices from the Middle 21, n^o 4 (1 mai 2014) : 10–15. http://dx.doi.org/10.58680/vm201425104.

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The key concepts of media literacy education offer many ways to strengthen English language arts (ELA) teaching through the Common Core State Standards (CCSS). This article focuses on connections between effective practices in media literacy education and alignment with the Common Core State Standards, including an expansion of teachers’ conception of texts to include understanding and creation in a variety of media forms; integrating media and technology across school subjects; modeling strong research practices in an increasingly information-rich environment; analyzing and creating various genres of nonfiction texts; and engaging students in civic participation. This media literacy education framework encourages teachers using the CCSS to consider a variety of nonprint texts beyond “exemplary” materials, reflect on the role of technology tools in the classroom, and balance analysis activities with media creation.

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Articles de revues sur le sujet « Spanish language materials. – Nonfiction »

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