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Thie main objective of this paper is the conceptual study and characterization of slow journalism from an academic and professional perspective. As a methodological process, a total of 76 files have been analyzed, of which 58 correspond to publications of authors from the academic world and 18 to journalism professionals. Thie publications come from the academic world on information and journalistic quality, on digital journalism and narrative journalism, as emerging journalistic routines with potential and creative dynamics in the media sector. Thie other part of the analysis corresponds to 18 professional journalism experts. Among the most outstanding results is the preeminence of the academic world when it comes to studying the phenomenon, given that among those who practice journalism there is less production of works in this regard compared to those coming from the university environment. Also in academia there is a greater profusion of denominations to refer to the phenomenon in Spanish, although both in academia and in the journalistic profession itself the most commonly used term is the Anglo-Saxon term slow journalism. [ABSTRACT FROM AUTHOR]

This paper tries to quantify the socioeconomic importance of seven phonetic characteristics (seseo, yeismo, /s/-aspiration, /x/-aspiration, /j/-assibilation, /r/-assibilation, and /n/-velarization) whose presence or absence allows distinguishing among twenty-four Spanish dialects. In order to accomplish this goal, we perform a least-square regression analysis to calculate "hedonic prices" for the abovementioned characteristics. The result is that the three more significant characteristics, which seem to operate as signs of a lower per-capita income, are seseo, /x/-aspiration and /r/-assibilation. The first of those characteristics keeps its statistical significance as a sociolinguistic marker when we restrict our analysis to the case of Spain, while /r/-assibilation keeps its statistical significance when we restrict our database to Colombian observations. [ABSTRACT FROM AUTHOR]

To teach and learn Spanish language as a foreign language involves understanding the concepto of interculturality, which asks for an investigative look to appraise social, geographical, political, cultural, pedagogical and linguistic differences among countries that, even though they speak different languages, wish to communicate each other. This paper makes part of a research project intitled "Pedagogical university narrative". In it, a trainee who is about to get her degree as a Bachelor in Modern Languages from Universidad de Caldas (Colombia) and her advisor, as principal investigator, show how in New Delhi Spanish language acquisition is permeated by cultural factors that, if not adequately addressed, become barriers hindering the integration of language to contents, feelings and expectations related to the everyday context Spanish students live in -- different from their mother language -- in a foreign speaking country. [ABSTRACT FROM AUTHOR]