Bibliografias temáticas / Spanish language materials. – Nonfiction

Literatura científica selecionada sobre o tema "Spanish language materials. – Nonfiction"

Autor: Grafiati

Publicado: 26 de julho de 2024

Última modificação: 26 de julho de 2024

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Artigos de revistas sobre o assunto "Spanish language materials. – Nonfiction"

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 (março de 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, e 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 de outubro de 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., e 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 (novembro de 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 (dezembro de 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 (outubro de 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 e Paul H. Yi. "Readability of Spanish-Language Patient Education Materials From RadiologyInfo.org". Journal of the American College of Radiology 16, n.º 8 (agosto de 2019): 1108–13. http://dx.doi.org/10.1016/j.jacr.2018.12.036.

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Bakanova, Anna Valentinovna, e Ekaterina Dmitrievna Terentieva. "Means of artistic expression in the language of Spanish folklore". Litera, n.º 7 (julho de 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 de outubro de 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 de setembro de 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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Teses / dissertações sobre o assunto "Spanish language materials. – Nonfiction"

Garcia, Colin Monica. "Identification of a Potential Factor Affecting Graduation Rates in STEM for Hispanic Students at the University of North Texas, via Analysis of Nonfiction Science Books in Spanish Language for ELLs in the Dallas ISD Schools". Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862785/.

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Latinos are the largest minority group in the U.S.; however despite the continuous growth of the Hispanic population, Latinos are severely underrepresented in STEM fields. One of the reasons that might explain why Latinos do not major in STEM is the way they encounter science curriculum in primary school. Students' limited proficiency in English may constrain their science achievement when instruction is delivered exclusively in English. A quantitative analysis with graduation rates in STEM from 2009 to 2014 at the University of North Texas was conducted, finding that there is a significant difference (p<0.05) in the number of bachelor's degrees in STEM between Hispanic, White, African American and other student populations. Interviews with teachers, librarians and publishing companies were performed to describe the limited science literature in Spanish at the Dallas ISD schools. Improving science literacy by teaching according to ELLs' linguistic skills and culture may lead to a better understanding of science curriculum throughout their education, which may translate into higher college graduation rates by Hispanic recipients in STEM.

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Cyrus, Andrea. "Wandering Sagebrush". ScholarWorks@UNO, 2016. http://scholarworks.uno.edu/td/2251.

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Wandering Sagebrush is a collection of eight unified short stories. The main themes of the thesis include: the struggle of identity and how one finds the people and places to call family and home. The stories focus on family we make, family we lose, family we choose, and the decisions one makes in the name of family.

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TAYLOR, SHAWN. "SPEED AND RESOLUTION IN THE AGE OF TECHNOLOGICAL REPRODUCIBILITY". VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3888.

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The rate of acceleration of the biologic and synthetic world has for a while now, been in the process of exponentially speeding up, maxing out servers and landfills, merging with each other, destroying each other. The last prehistoric relics on Earth are absorbing the same oxygen, carbon dioxide and electronic waves in our biosphere as us. A degraded .jpeg enlarged to full screen on a Samsung 4K UHD HU8550 Series Smart TV - 85” Class (84.5” diag.). Within this composite ecology, the ancient limestone of the grand canyon competes with the iMax movie of itself, the production of Mac pros, a YouTube clip from Jurassic park, and the super bowl halftime show. A search engines assistance with biographic memory helps our bodies survive new atmospheres and weigh the gravities that exist around the versions of an objects materiality. Communication has moved from our vocal chords, to swipes and taps of our thumbs on a screen that predicts the weather, accesses the hidden, invisible, and withdrawn information from the objects around us, and still ducks up what we are trying to say. This txt was written on a tablet returned to stock settings and embedded with content to mine the experience in which mediated technology creates, communicates and obscures new forms of language. Life in a new event horizon — a dimensional dualism that finds us competing for genetic and mimetic survival — we are now functioning as different types of humans.

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Hadley-Miller, Linda D. "Enseñar cultura a través del cine español". Thesis, 2007. http://hdl.handle.net/1805/1054.

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Thesis (M.A.)--Indiana University, 2007.
Title from screen (viewed on June 6, 2007) Department of World Languages and Cultures, Indiana University-Purdue University Indianapolis (IUPUI) Includes vita. Includes bibliographical references (leaves 74-79)

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Ferreira, Carla Isabel Vieira. "O ensino de línguas baseado em tarefas : proposta de uma unidade didática a partir da utilização de meios audiovisuais nas aulas de língua espanhola". Master's thesis, 2015. http://hdl.handle.net/10400.14/20975.

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A sociedade atual é apelidada de sociedade do conhecimento e da informação. Face a esta realidade e às exigências que esta sociedade impõe à escola e aos docentes, torna-se obrigatório que os professores se adaptem a estas alterações e utilizem, além do manual adotado, outros materiais didáticos, tais como os audiovisuais. Também os métodos de ensino de línguas foram evoluindo ao longo do tempo e, na atualidade, o ensino de línguas baseado em tarefas ou enfoque por tareas é o mais recente e o mais utilizado na aprendizagem de línguas estrangeiras. Neste trabalho de investigação, pareceu-nos assim pertinente equacionarmos se é possível e vantajoso aplicar o enfoque por tareas, através da utilização de materiais audiovisuais. Deste modo, a partir da seleção e utilização em sala de aula de alguns materiais audiovisuais, procurámos planificar e propor uma unidade didática baseada em tarefas, que nos conduzisse à concretização de uma tarefa final, partindo do princípio que esta relação entre a utilização de recursos audiovisuais e a aplicação deste modelo de ensino de línguas teria imensas vantagens, dado que promoveria a aprendizagem da língua espanhola e tornaria as aulas muito mais motivadoras, tanto para os discentes como para os professores.
Society nowadays is known as the Society of Knowledge and Information. In the face of this new reality and the demands that this society imposes upon schools and teachers, it has become obligatory that teachers adjust to these changes and be able to use other teaching materials beyond the handbook, such as audio-visual ones. The language teaching methods have also evolved over the years until the most recent and more used today in the foreign language learning, that is the task-based method or enfoque por tareas. In this research it felt relevant to consider the possibilities and advantages of implementing the task-based method by using audio-visual materials. This way, through the selection and implementation of some audio-visual materials in the classroom, we tried to design and suggest a task-based unit plan that migt lead to the carrying out of the final task, assuming that this relation between the use of audio-visual materials and the implementation of this model would have huge advantages, since it would promote the learning of the spanish language and make classes more motivating for both learners and teachers at the same time.

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Livros sobre o assunto "Spanish language materials. – Nonfiction"

Prida, Isabel Suárez de la. Cuentos de Amecameca. México: Amaquemecan, 1986.

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Camarena, Cathy. Betina y Benito. Edina, Minn: ABDO Pub., 2006.

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Camarena, Cathy. Dalila y Diego. Edina, Minn: ABDO Pub. Co., 2006.

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Camarena, Cathy. Melina y Marcos. Edina, Minn: ABDO Pub., 2006.

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Jones, Christianne C. Cuantas manchas tiene el leopardo? Minneapolis: Picture Window Books, 2005.

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Jones, Christianne C. How many spots does a leopard have? Minneapolis, Minn: Picture Window Books, 2004.

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Camarena, Cathy. Kelli y Avellino. Edina, Minn: ABDO Pub. Company, 2005.

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1971-, Ruff Gloria B., ed. Toñis y Toño. Edina, MN: ABDO Pub. Co., 2006.

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Carme, Peris, ed. El jardín. Hauppauge, N.Y: Barron's, 1991.

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Rau, Dana Meachen. Tired of waiting. Minneapolis, Minn: Picture Window Books, 2004.

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Capítulos de livros sobre o assunto "Spanish language materials. – Nonfiction"

Krantz, Caroline, Julie Norton e Heather Buchanan. "Writing materials for Spanish teenagers". In The Routledge Handbook of Materials Development for Language Teaching, 366–84. London: Routledge, 2022. http://dx.doi.org/10.4324/b22783-31.

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Ros i Solé, Cristina. "Spanish Imagined: Political and Subjective Approaches to Language Textbooks". In Critical Perspectives on Language Teaching Materials, 161–81. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137384263_8.

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Rabadán, Rosa. "Chapter 2. Light Verb Constructions in English-Spanish translation". In Studies in Corpus Linguistics, 34–50. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/scl.113.02rab.

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Light Verb Constructions (LVCs) are combinations of a partially delexicalized verb and a noun indicating an action or an event (e. g., give a description). Studies modelled on the Meaning-Text theory and qualia roles of the Generative Lexicon model propose that LVCs combine nouns and verbs according to shared underlying, underspecified semantic features. This paper explores these features’ role in translating English LVCs into Spanish. Data come from the parallel corpus P-ACTRES 2.0, including fiction and nonfiction materials. Results indicate that translation choices for LVCs with have, take, make/do, and give are governed by the same notions of transference, inception, and volition that determine their combinatorial compatibility. Register also seems to influence the choice. This information may prove significant to machine translation, bi/multilingual writing support, and post-editing.

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Cohen, Andrew D., Stephanie W. P. Knight e Julie M. Sykes. "Chapter 2. Teachers gaining awareness of L2 pragmatics by means of an asynchronous professional development module". In Language Learning & Language Teaching, 31–61. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/lllt.58.02coh.

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While teacher education is a crucial element to ensuring that second language (L2) pragmatics gains traction in classrooms and curricula, it would appear that teacher development programs provide only modest focus in this area. This chapter reports on findings from a preliminary case study in which three Spanish teachers accessed an asynchronous teacher education online module aimed at heightening their awareness of L2 pragmatics and the important role that it can play in language instruction. The results indicate that asynchronous professional development (PD) materials provide teachers with resources which they can access conveniently for the purpose of gaining insights into lesson sequencing, identification of key content and development of strategies for teaching L2 pragmatics in the classroom.

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Zapata, Gabriela C. "The Role of Digital, Learning by Design Instructional Materials in the Development of Spanish Heritage Learners’ Literacy Skills". In Multiliteracies Pedagogy and Language Learning, 67–106. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63103-5_3.

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Palion-Musioł, Agnieszka. "Audio Description and Its Application in Spanish Language Glottodidactics". In Engaging Teacher Candidates and Language Learners With Authentic Practice, 206–26. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8543-5.ch012.

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Audio description is an intersemiotic translation consisting of translating visual content and images into a verbal layer. Most often, it is used in audiovisual materials, in museums, cinemas, theaters, stadiums, etc. It can also be successfully applied to foreign language classes. On the one hand, it creates excellent opportunities to practice all language skills in an integrated manner and to gain the intercultural competence. The aim of the chapter is to present the audio description technique in terms of transferring it and using it during language classes as a technique supporting the use of audiovisual materials, placing special emphasis on the student's intercultural competence, which, according to the author's assumption, is the result of the learner's ethnographic attitude. The learner, basing on the study of his own culture, being free from prejudices, analyzes the culture of a foreign language and compares it with his/her own culture in order to interpret, understand, and describe it, not to evaluate it.

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Wood, Michele M., Dennis G. Fisher, Grace L. Reynolds, Yesenia Guzman e William C. Pedersen. "Literacy Level and Vocational Training for Substance-Using Hispanic Adults". In Adult and Continuing Education, 1114–26. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch064.

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The Hispanic population has become the largest ethnic minority group in the United States. To successfully incorporate this population in adult vocational training, social service, and health programs, it is essential that programs design and implement materials at a reading level appropriate for the population served. This study determines the reading level in a population of Hispanic adult substance users receiving HIV prevention services in Long Beach, California. One hundred seven Spanish speakers were administered the Spanish Reading Comprehension Test. Spanish reading ability was determined to be at the third grade level for this sample. Results suggest that substance-using subpopulations of Spanish speakers in the Southwest United States face considerable language and literacy barriers. Findings have implications for adult vocational training as well as social service and health programs that include Hispanic subpopulations, and highlight the importance of designing materials that do not exceed the reading abilities of target populations.

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Ibarra, Irene Paula Gallegos, e Cristina A. Huertas-Abril. "COVID-19 Pandemic's Impact on English as a Foreign Language Teaching in Spain". In English as a Foreign Language in a New-Found Post-Pandemic World, 29–50. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4205-0.ch002.

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One of the sectors that has been deeply affected by the COVID-19 pandemic is education: teachers and students have been forced to change the way they communicate, interact, teach, and learn during and after the lockdown derived from the pandemic. The objective of this exploratory mixed-methods study is to examine the perspective of Spanish Primary Education teachers of English working in Córdoba (Spain) on teaching English as a Foreign Language (EFL) both during and after the COVID-19 lockdown. Semi-structured interviews were conducted to identify similarities and contrasts between how English was taught before, during, and after the pandemic. The participants' responses (n = 11) were analyzed and classified in order to explore their views on aspects such as methodologies, materials, assessment tools and criteria, organization with other teachers, relationships with families, and the comeback to regular classes.

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Blumenthal, Teresa. "Inclusive Assessment Methods for a Heterogeneous Group". In Handbook of Research on Policies and Practices for Assessing Inclusive Teaching and Learning, 449–70. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8579-5.ch020.

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Contextualizing course materials is a fundamental step in integrating inclusive and appropriate methods of assessment into a post-secondary introductory-level Spanish as a Heritage Language course. The author discusses why a portfolio project is an appropriate assessment choice in the heritage language classroom. While the focus of the chapter is the implementation of contextualized input through a portfolio project, other methods of assessments, along with changes to syllabi, are discussed. The chapter outlines a contextualized assessment implementation in the form of a portfolio project in a post-secondary heritage language course.

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Martin-Monje, Elena, e Beatriz Sedano. "Through the Eyes of the Tourist". In Innovative Perspectives on Tourism Discourse, 229–45. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2930-9.ch014.

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This chapter takes into consideration the language needs of those that wish to learn a foreign language with the purpose of becoming independent travellers. That perspective has not been overtly addressed from a scholarly perspective so far and that is precisely the authors' attempt: to fill that gap and make the case for the explicit inclusion of the Language of Tourism from the traveller's perspective within Tourism Discourse. After consultation with a panel of experts and the thorough analysis of published materials, the authors indicate –through the example of Spanish for Tourism- how this specific area deserves a place within the field of Languages for Specific Purposes.

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Trabalhos de conferências sobre o assunto "Spanish language materials. – Nonfiction"

Gazizova, Liliia. "TEACHING GRAMMAR WITH AUTHENTIC MATERIALS IN SPANISH LANGUAGE CLASSROOM". In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0539.

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Hernandez, Tania G., Sara Balch, Jorge Buendia Buendia, Jorge Gomez Tejeda Zanudo, Mary McGillicuddy, Colleen M. Nguyen, Foxy Robinson et al. "Abstract PO-015: The Metastatic Breast Cancer Project in Spanish: Developing a Spanish language patient-partnered research project with the Latinx community through culturally appropriate materials". In Abstracts: AACR Virtual Conference: Thirteenth AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; October 2-4, 2020. American Association for Cancer Research, 2020. http://dx.doi.org/10.1158/1538-7755.disp20-po-015.

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Weiss, Andrew, e Ryan James. "An Examination of Massive Digital Libraries' Coverage of Spanish Language Materials: Issues of Multi-lingual Accessibility in a Decentralized, Mass-Digitized World". In 2013 International Conference on Culture and Computing (Culture Computing). IEEE, 2013. http://dx.doi.org/10.1109/culturecomputing.2013.10.

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Oftedal, Bjorg, Esther Navarro-Illana, Heather Wharrad, Venche Hvidsten, Atle Lokken, Richard Windle, Javiar Sancho-Pelluz, Santi Alamar Cort, Katharine Whittingham e Kristin Hjorthaug Urstad. "WHAT CAN BE LEARNED ABOUT THE TRANSLATION AND ADAPTION PROCESS FROM NORWEGIAN INTERACTIVE E-LEARNING MATERIALS IN NURSING EDUCATION IMPLEMENTATION INTO SPANISH AND ENGLISH LANGUAGE". In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0934.

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Chun Wai, Wilson Yeung, e Estefanía Salas Llopis. "THE SPACE BETWEEN US". In INNODOCT 2020. Valencia: Editorial Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inn2020.2020.11901.

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This article explores how to integrate the collective creation of contemporary art exhibitions, and how to transform exhibition works into contemporary language and novel visual art materials, thereby generating cultural exchange between Australia and Spain. The Space Between Us (2017- ), co-curated by Australian artist-curator Wilson Yeung and Spanish artist Estefanía Salas Llopis, resolve these questions by examining the contemporary art exhibition. This paper also asks how to transform art exhibitions into laboratories, how artists and curators work together in a collective innovation environment, how collective creation generates new knowledge, and how to develop collective creation among creative participants from different cultures and backgrounds.

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Zhyrun, Iryna. "VIDEOS, CULTURE AND SIGNIFICANT LEARNING: COLOMBIAN STUDENTS SPEAK". In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-174.

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The study presents the results of a case evaluating the impact of designed audio-visual materials for English CLIL (Content and Language Integrated Learning) course “Cultures & Societies”. The designed videos were recorded with the purpose to connect the cultural context and content of the course and make students’ learning more significant, and thus more long-term. The purpose of the study is to identify if the designed materials have achieved the goal of providing relevant content and language that would be significant to students’ lives and results in long-term learning. During the second semester of 2016 in “Cultures & Societies” English CLIL class, students were exposed to 23 designed videos-interviews and 5 videos on similar cultural topics from other authors used from the YouTube. During the first months of the course students were exposed to 3 designed videos and 3 videos from YouTube. Students (n=15) completed a survey immediately after watching each video, indicating their perceptions of the videos in terms of relevance to their lives, culture, career and language. The results of the survey demonstrated that there was no significant difference in terms of interest and relevance to the subject, as the videos were previously selected for a course. Although students indicated that they were more connected emotionally to the designed videos than other YouTube videos. A week after the semester ended, the teacher conducted semi-structured interviews with students (n=11) soliciting information about what they remembered from videos and why. The interviews were conducted in Spanish. They were transcribed and analyzed via NVIVO qualitative software. Preliminary analysis shows that designed videos do have impact on long-term learning. Students remember the content of some of the videos they were exposed to in class, even though they watched them once three months ago. They highlight the importance of familiar cultural context, truthfulness of statements in the videos-interviews, language elements important to them, and motivation to listen to people with other cultural background, making the course “different” from the rest English classes they had.

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Goldbach, Dumitru, Iuliana Cetina e Natalia Manea. "ACADEMIKA- ONLINE LEARNING PLATFORM". In eLSE 2018. ADL Romania, 2018. http://dx.doi.org/10.12753/2066-026x-18-057.

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Worldwide, online learning has reached a significant degree of development. Unfortunately, in Romania this modern way of training is at the beginning, despite the fact that we have a top IT industry, high internet speed and a significant percentage of internet users. In the last few years, several steps have been taken to develop online learning by creating several more important platforms, including www.academika.ro. Even if it is not very used, the platform can compete with any global platform due to its potential and architecture. The mission of the online learning platform Academika is to bring together teachers, students, trainers, experts, self-governments and other categories of beneficiaries in a virtual space where everyone involved can win. The main sections for the user are: profile, diplomas, groups, learning, teaching, messages and wallet. Courses are structured into categories, namely: Academics; Business; Design; Development; Health & Fitness; IT & Software; Language; Lifestyle; Marketing; Music; Office productivity; Personal development; Photography. Some of the courses are offered free of charge, others are paid or certain discounts. Courses are for both beginners and advanced learners, namely: rookie, beginner, intermediate, advanced, elite. The courses are in Romanian, English and Spanish, with the possibility of adding other languages. The big advantage of the Academika platform is that the team of programmers has also built an online learning platform, being one of the most successful platforms in the world. This helps to avoid some functionality issues. As a development strategy, all the universities in the country will be approached, where platform presentations will be realized and collaboration protocols will be concluded. Teachers will be able to offer a modern way of teaching, posting their courses or books. It is very interesting that the platform offers the possibility of interaction between the teacher and the student in real time through live streaming. After loading the platform with materials, the platform will be promoted among both students and other users.

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Araujo, Elking, Verónica Maldonado-garcés e Nelson Salgado. "Inclusive dictionary for people with disabilities through an accessible technological platform". In Intelligent Human Systems Integration (IHSI 2023) Integrating People and Intelligent Systems. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1002870.

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One of the greatest challenges for people with disabilities is the lack of accessibility to information, and communication, in addition, to learning processes, which results in few possibilities for labor and social inclusion. Currently, in this sense, research and projects are carried out to promote strategies that allow greater use of ICTs in the acquisition and exchange of knowledge to reduce inequalities in terms of accessibility, especially for people with disabilities and, in general, for priority care groups. However, sustained processes are required that allow comprehensive accessibility to people with disabilities.According to studies carried out by the World Health Organization (WHO), it is estimated that 5% of the world’s population has a hearing impairment (World Health Organization, 2018). This community generally presents learning problems given the low effectiveness in the transmission of messages between listeners and non-listeners, and, regarding information and communication technologies, there are not enough computerized educational materials that facilitate communication and Autonomous Learning.It is important to mention that ICT plays a decisive role in teaching-learning in various educational environments. Undoubtedly, new technologies can supply means for improving teaching and learning processes, and managing educational environments in general, since they facilitate cooperation and collaboration between students. In addition, they contribute to overcoming social inequalities. Because sign language is the first language of the deaf community, and since it is expressed spatially and visually, it is necessary to produce multimedia content for the generation of computerized educational tools to properly transmit these messages. The present work is oriented toward facilitating sign language learning in people with hearing impairment, which contributes to their coexistence and interaction.We cannot fail to mention that the approach to nature is mediated by language. Without sufficient lexical background, any formative action is limited. It is essential to have a sufficient repertoire of terms that help the speaker understand and know her environment. Under regular conditions, vocabulary acquisition may be conditioned by diverse, but drawing events or conditions: access to physical or digital bibliography, limited educational experience, family environment little related to reading, etc. The increase in vocabulary in a speaker facilitates learning. Many reading comprehension problems begin with the impossibility of properly decoding words.The problem of access to vocabulary improvement is exacerbated for the deaf community and people with visual disabilities. The aggravation is because they do not exist in the Ecuadorian environment, dictionaries that offer information from the Ecuadorian lexicon not defined in general dictionaries and that, at the same time, contribute to the interpretation of sign language for the deaf community or that meets the standards of inclusion necessary to facilitate reading in users with visual disabilities.In this context, part of our work will be focused on determining which is the lexicon of Ecuadorian speech that deaf people do not know. We consider as a hypothesis that the lexicon unknown by deaf people mostly comprises terms with abstract or very localized references.In addition, we propose to propose the structure of the design of a technological platform of the dictionary. This web application would present the set of lexical entries defined in Spanish and expanded with an author appointment, accompanied by an image of the referent and a video with sign language interpretation of both the definition and the appointment. Each dictionary entry will offer automatic reading on the screen for the accessibility of no seers. The dictionary macrostructure will be composed of basic words and expressions of sign language to promote educational interest and facilitate and energize learning.The work will also be based on a methodology specialized in web applications such as OOHDM (Object Oriented Hypermedia Desing Methodology), on free tools for the manipulation of multimedia audio, video, and images such as Avidemux, Audacy, and Gimp respectively, in the Netbeans 14.0 development tool with JSF 2.0 framework. For integration with the database, PostgreSQL will be used.

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