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This paper presents the investigation and analysis of speech accommodation effects in data obtained from Spanish learners of German with varying proficiency levels. The production data were recorded during a collaborative map task of the Spanish learners of German among each other and with a native speaker of German. The map task was designed to target words and phrases with specific segmental and suprasegmental characteristics. These characteristics were derived from contrastive analyses of Spanish and German. The main objectives of the paper were to investigate whether segmental and suprasegmental characteristics of the target language German are affected by phonetic accommodation to varying degrees and whether these differences depend on the proficiency level of the speaker or the interlocutor. The statistical analysis, using regression analyses, revealed inconsistent accommodation effects across learners of different proficiency levels as well as different linguistic phenomena. In line with previous findings the results can best be accounted for by an adaptation of a dynamic system approach. [ABSTRACT FROM AUTHOR]

This paper aims to show the presence of thematic ordering in Spanish teaching materials in the United States, the construction of a textual series and its evolution over time, and the contribution of teachers, lexicographers, and grammarians to the history of linguistics. The vocabularies ordered by designative domains composed by Nicolas Gouin Dufief, by Edward Barry, by F. F. Moritz Foerster, by the author of ¿Habla Vm. Español?, by Luis Felipe Mantilla, by Antonio Ramos Díaz de Villegas and by Alfred Ronald Conkling constitute an interesting contribution to the history of Spanish in the US that has yet to be made. [ABSTRACT FROM AUTHOR]

This paper aims to define meaningful learning in the context of teaching Spanish pronunciation to students enrolled in the course Fonética y fonología castellana at German-speaking universities. First, it discusses how the key aspects of meaningful learning can be implemented in this specific instructional setting. Special emphasis is given to the postulates of variation linguistics and contrastive studies. Second, the paper offers a set of exercises designed to teach the pronunciation of rhotics and stops in Spanish. These exercises have undergone testing with 12 groups of German university students and serve as a practical demonstration that the guidelines expressed in the first part of the paper can be successfully implemented. [ABSTRACT FROM AUTHOR]

Multilingualism and multiculturalism are verbally and visually recurrent in the sitcom Family Guy (1999-in production) through a combination of a main language of communication (L1) and other languages (L3) in the source language (SL) or source text (ST). The use of L3 is tantamount to tokenism and stereotyping characters, especially those whose recurrence is incidental and part of jokes. This paper compares two versions of the episode "Road to Rhode Island" (American and Spanish DVDs) and addresses a scene to analyze the linguistic challenges and lexical choices in dubbing and subtitling L1 and L3 in two geographical varieties of Spanish: Latin American Spanish and Peninsular Spanish. In this regard, this study focuses on the role and function of L3 in translation, the techniques to represent L3 in translation, L1 and L3 translation techniques, and which techniques are used in translation. Overall, this paper explores how the Spanish DVD adds a new L3 in the target text (TT) to maintain its original function in subtitling and dubbing, and the differences in the American DVD: L3TT omission in subtitling and L3TT change of function and meaning in dubbing, which ultimately accentuates linguistic and cultural misrepresentation and stereotypes. [ABSTRACT FROM AUTHOR]

In this article we will try to show five humorous signs used in Spanish linguistic jokes and that could be used in Spanish teaching. These signs are polysemy, homophony, paronymy, phraseology and diminutives. The election of jokes as a structure to use in teaching is based not only in the fact that it is the main humorous structure, but also in its easy to learn structure. As Attardo (2008) said, joke is the easiest humorous text type. Also, "joke is a humorous unit with no context and selfcontained, which has all the required information to be understood and enjoyed" (Martin, 2008: 37). The goal of this paper is to show how previously mentioned signs work in an internet extracted corpus, so we can get generalizations that can be used in Spanish teaching. [ABSTRACT FROM AUTHOR]

This paper focuses on Applied Cognitive Linguistics, more specifically on how the different areas within this theoretical perspective contributed to the field of the acquisition and teaching of Spanish as a Foreign Language (SFL). Cognitive Linguistics is not a homogeneous approach to language; it includes different perspectives about language that share some theoretical principles, such as the integration of language with other cognitive abilities. In SFL, Cognitive Grammar has received most of the researchers’ attention but the interest in other areas of Cognitive Linguistics is now growing. The main benefits of applying Cognitive Linguistics to SFL teaching are explained in this paper. The focus is on typological contrasts in the area of motion events (e.g. ir ‘go’ vs. venir ‘come’; dejar ‘leave’/poner ‘put on’/meter ‘put in’) and the difficulties they pose to SFL students. Finally, it is explained how Cognitive Linguistics helps with the new challenges of the acquisition and teaching of SFL, particularly in relation to typological contrasts. For ex*ample, the development of mediation and plurilingual competence through the lens of Cognitive Linguistics. [ABSTRACT FROM AUTHOR]

Copyright of Pragmalingüística is the property of Facultad de Filosofia y Letras, Universidad de Cadiz and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this paper is to analyse the discursive construction of Standard Spanish in a corpus of language columns written in Spain during the 19th and the 20th centuries. Drawing on the framework of glottopolitics, we examine the socalled «Standard Language ideology» (Milroy/ Milroy [1985] 1991, 1), according to which one specific variety is intrinsically superior to the rest, one that is «correct» and should thus be prioritised as a model for language performance and «good» usage, in this case, in the Hispanic world. The relevance of metalinguistic discourse in the analysis of language columnism lies not only in the existing debates concerning the prestigious and stigmatised linguistic uses, but also in its contribution to the construction of an ideological scenario regarding what a language must be. In this respect, the texts of the selected columnists contribute to the construction of Spanish as the only national, common and standard language on both sides of the Atlantic. [ABSTRACT FROM AUTHOR]

Columns on language are characterised by the fact that they are discourses in which a problem related to language is discussed. They are argumentative texts in which subjectivity and scientific explanation are combined to influence groups of readers with whom they share broad areas of agreement. The aim of this paper is to analyse the topics on which the discourse on language in linguistic columnism is based from its origins to the present day. Based on Perelman and Olbrechts-Tyteca (2015) typology of the places of argumentation quantity, quality, order, and essence a corpus of columns on language is analysed in order to find the argumentative correlates of these topics in the discourse on language. Their continuity over time and their relevance as characterizing elements of the metalinguistic discursive tradition they form will be shown. [ABSTRACT FROM AUTHOR]

This paper presents the results of a pragmalinguistic analysis of the manifestations of polyphony through reported speech, and oralization within a corpus of Columns about Language published in the Spanish press between 1960 and 2020. Based on the polyphonic theory and oralization in the media, as well as in previous studies on linguistic ideologies in the press, this mixed analysis aims at finding the most frequent reported speech and oralizing mechanisms present in the corpus, and identifying their discursive functions within these texts. The results show that, with few differences and throughout the period considered, the columns favor direct speech and interrogative statements. These strategies allow, in most cases, to reproduce other people’s discourses that are critically evaluated, and to establish a relationship of complicity with the readers of the column. [ABSTRACT FROM AUTHOR]

Copyright of Íkala: Revista de Lenguaje y Cultura is the property of Universidad de Antioquia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Linguistic variation is a phenomenon present in almost all languages. Its importance for translation studies is unquestionable. In this paper, we intend to investigate how the problems posed by linguistic variation are solved for Chinese-Spanish literary translation. To this end, we have chosen the work Teahouse and its two Spanish versions as the corpus of analysis. Based on the hypothesis that in the translation of the elements of linguistic variation in this work, standardization is used as the preferred translation solution, we analyzed the corpus to obtain both qualitative and quantitative data. The results allow us to confirm the general hypothesis, as well as to identify the specific characteristics and problems presented by the translation of linguistic variation from Chinese into Spanish. [ABSTRACT FROM AUTHOR]

Copyright of Etudes Romanes de Brno is the property of Masaryk University, Faculty of Arts and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Boletín de la Sociedad Española de Historiografía Lingüística (BSEHL) is the property of Sociedad Espanola de Historiografia Linguistica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pragmalingüística is the property of Facultad de Filosofia y Letras, Universidad de Cadiz and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pragmalingüística is the property of Facultad de Filosofia y Letras, Universidad de Cadiz and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pragmalingüística is the property of Facultad de Filosofia y Letras, Universidad de Cadiz and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper presents a proposal on how to select suitable vocabulary items to teach Spanish as a foreign language (SFL) based on the triangulation or complementation of three sources of lexical information: (1) the available lexicon in native Spanish speakers, (2) the most frequent vocabulary in Spanish and (3) the specific notions of the Plan curricular del Instituto Cervantes. Previously, an analysis of the lexical needs of a sample of SFL students has been carried out, whose results have been collated with the abovementioned sources of vocabulary. The found shortcomings have been evaluated in order to observe how they are covered by each of these three sources. It has been proven that each source covers different lexical needs (with a similarity of 12.5% in the covered needs and a lexical compatibility of the sources of 24%), so the viability of the triangulation is justified. The resulting proposal offers a lexical compilation in different levels that combines the benefits of several well-established selection criteria and overcomes the limitations arising from using them individually. [ABSTRACT FROM AUTHOR]

La orientación en el uso de la lengua es un tema central tanto para los estudiosos como para los propios hablantes del español. Esta orientación la proveen la Real Academia Española (RAE), en conjunto con la Asociación de Academias de la Lengua Española (ASALE), así como los investigadores de la lingüística hispánica. El objetivo de este trabajo es discutir la confiabilidad que tiene esta orientación evaluando no solo cuán policéntrico es el punto de vista de la RAE-ASALE, sino que también cuán acertada es la orientación que tanto la RAE-ASALE como los estudiosos ofrecen. Language guidance is a central issue among scholars and the Spanish speakers themselves. This guidance is provided by the Spanish Language Academy (RAE) and the Association of the Spanish Language Academies (ASALE) as well as by researchers in Hispanic linguistics. This paper aims to discuss the authoritativeness of that guidance. It evaluates not only how polycentric is the RAE-ASALE's point of view, but also if RAE-ASALE and scholars' language guidance is always accurate. [ABSTRACT FROM AUTHOR]

In this paper, we study the nuclear configurations of declarative broad focus utterances in Yucatecan Spanish, a Mexican variety spoken in southeast Mexico in contact with Yucatec Maya, from a sociolinguistic perspective. We draw on a corpus of 276 utterances elicited from 16 speakers, eight Maya–Spanish bilinguals (four female/four male) and eight Spanish monolinguals (four female/four male). We particularly concentrate on the roles of bilingualism, gender, and their relationship to local (Hispanic) identity. Although the intonation of Yucatecan Spanish is known to be very different from Central Mexican Spanish, we find in our data a considerable number of contours that Martín Butragueño (2017) refers to as typical "Central Mexican circumflex intonation" (p. 153). What is more, this feature is distributed unevenly among speaker groups in our data. First of all, it is much more frequent in the bilingual than in the monolingual group. We suggest that this is due to the monolinguals' higher degree of identification with the local Spanish language and culture (whereas the bilingual speakers are more oriented toward the Mayan language and culture and less toward the local Spanish ones; see Uth, 2018b). Secondly, as regards gender, there are many sociolinguistic works that suggest that women tend to be less oriented toward local vernaculars than men. Building on that, we argue that a greater decrease of the supraregional circumflex configuration within the monolingual male group than within the monolingual female is to be expected. However, this hypothesis is not confirmed by our data. [ABSTRACT FROM AUTHOR]

As in other countries, bilingual/multilingual education has become widespread in Spain. However, research either focuses on Spanish programs' implementation, students' performance or teacher training, but not on their contribution to graduates' self-perceived linguistic success (understood as a combination of intercultural competence, international mobility and employability). Therefore, this paper studies whether Spanish bilingual education results in higher self-perceived competences. An instrument examining these three elements is applied, and Facebook Audience Insights is used for sample targeting. Findings prove that Spanish bilingual education graduates have higher self-perceived intercultural competence and international mobility. In terms of gender, women who have participated in Spanish bilingual education show higher self-perceived intercultural competence, whereas men who have studied in these programs consider themselves more interculturally competent and mobile. Conversely, there is no evidence of more positive self-perceived employability than in monolingual education. All in all, participation in a Spanish bilingual program is demonstrated to be an influential factor in self-perceived global linguistic success, employability, and intercultural competence. [ABSTRACT FROM AUTHOR]

This paper revisits the study of linguistic variation within the Government and Binding approach to parameters, pointing out some limitations of parameter schemata in language contact scenarios. Discussion is focused on the possibility that clustering effects (the schemata themselves) are more complex than conventional approaches suggest. We outline an alternative approach, directly connected to Uriagereka's typology or parameters, which is itself based on Chomsky's Theory of Formal Languages. Empirically, we focus on language contact situations, as they provide cases where variation by contact operates under what we call an Excess of Stimulus, whereby access to the relevant data is overwhelming, but somehow ignored by learners. [ABSTRACT FROM AUTHOR]

Existing literature on Philippine languages is rife with references to Chavacano, the hypernym for Spanish-based creoles spoken in various parts of the archipelago. Variants of Chavacano are characterised in historical accounts as 'a corrupt Spanish dialect' with depreciative labels such as español de tienda 'hawker Spanish' or español de cocina 'kitchen Spanish'. The concerted assertion of this creole's degeneracy is a legacy of colonial knowledge production. Since the genesis of the Philippine creoles, much has changed as to their usage both from a linguistic and a social viewpoint. It is in this social dimension that we locate the present study. Of the three main varieties of Chavacano, spoken in Cavite City, Ternate, and Zamboanga respectively, this paper zeroes in on the third as the Mindanaoan variety is the healthiest to date. We wish to interrogate the trajectory of its social status, from its characterisation as a degenerate variant of Spanish to its privileged position in contemporary Zamboanga City as a Hispanic identity marker (Chavacano un poquito español 'Chavacano slightly Spanish'). Nuancing the role played in language preservation efforts by Zamboangueño elites, this study highlights the singularity of a creolophone community, who, through the politicisation of heritage, has subverted the ideological marginality of their Creole mother tongue and appropriated it to be the hallmark of their ethnic identity. [ABSTRACT FROM AUTHOR]

Copyright of Bridging Cultures is the property of Pontificia Universidad Catolica Argentina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Literatura y Lingüística is the property of Universidad Catolica Cardenal Raul Silva Henriquez and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Nueva Revista de Filología Hispánica is the property of El Colegio de Mexico AC and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Latino youth experience unique stressors as they navigate two cultural contexts. While a substantial amount of research has been conducted investigating Latino youths' experiences of acculturation, most have been conducted in cities with a substantial Latino community, with less research focusing on emerging communities, or areas with small, but growing cultural communities. The aim of this study was to understand Latino youths' experiences of acculturation stressors when living in an emerging Latino community. To achieve this aim, 30 youth (ages 7–16) living in an emerging Latino community were recruited to participate in a creative-arts based research method in which they were placed in groups based on developmental stage and participated in six dialogue sessions. During sessions, youth were asked to paint a picture based on prompts and then discuss the topics that emerged in their paintings in small groups. Prompts were designed to illicit youths' experiences with acculturation stress and Latino identity. Thematic analysis of qualitative data indicated that the role of language was featured prominently in youths' experiences. In this paper, we discuss the role of bilingualism in multiple contexts in Latino youth experience of acculturation when living in an emerging Latino community. The results suggest that bilingualism is central to the identity of Latino youth in this context and may be essential to incorporate into interventions that aim to facilitate positive youth development among Latino youth living in emerging Latino communities. [ABSTRACT FROM AUTHOR]

The quick development of Linguistics during the 20th century has not fully reached high school in Spain. In this paper we present some linguistic concepts and ideas that could be taught at secondary school and that could in turn improve the teaching of Spanish as a first language, were they included in educational syllabuses. Firstly, the idea that language is a complex internal system that is part of our cognition and, if only because of this, worth studying. Secondly, the importance of a scientific approach to linguistic data: data organizing, hypothesis testing, generalizations making, etc. Lastly, the need to include Linguistics in school curricula, for the absence of this discipline may explain the ignorance that the public shows towards many issues related to linguistics that are part of our everyday life, such as dialects, bilingualism, language acquisition, etc., or its very own name,»linguistics», which tends to be interpreted as «the study of foreign languages» by non-academics. For these reasons, we also suggest that some contents and concepts related to both Sociolinguistics and Psycholinguistics be taught at high schools, thus included in the curriculum. [ABSTRACT FROM AUTHOR]

This paper discusses the utility, validity and use of several grammatical notions, mostly syntactic. Our goal is to assess whether some frequent concepts of the language class in high school should be replaced by others that are generally unknown, and also whether the content currently given to some of them should be modified. We defend such a possibility, which we justify with the main argument that grammatical analyses must relate forms to meanings and favor the reflection of students on the unconscious knowledge that each speaker has of his or her own language, together with the use that speakers make of linguistic expressions. For expository reasons, we consider four types of grammatical notions: those that are both used and useful; those that are useful, but seldom applied; those that are usually applied, despite being of little use; and, finally, those that could be useful and that are rarely applied. We set out this discussion to defend the need to establish a stable terminology perimeter for high school language classes, mainly based on the recent Glosario de términos gramaticales (2019). We take this minimum terminological agreement to be a necessary condition to carry out that reflection, for which we have advocated in previous works. [ABSTRACT FROM AUTHOR]

In this paper we deal with two mentalist approaches to the study of language: the generative and the cognitive approaches. First, we put forward the assumptions of generative linguistics, which is focused on the formal study of computational properties of language; and, second, we compare them with those of the alternative program of cognitive linguistics, according to which language is not to be analyzed as a specific computational property of the human mind but rather as a capacity based on general cognition principles. After having presented the different theoretical foundations of both approaches, some meeting points between them are offered. The present work concludes with an appeal to the need to establish some bridges between different approaches that allow them to face the challenges currently posed by different advances in language sciences and cognitive science in general. [ABSTRACT FROM AUTHOR]

Copyright of Cuadernos de Filología Clásica: Estudios Latinos is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper examines the expression of futurity in Spanish, specifically the periphrastic future (PF), the morphological future (MF), and the present indicative (PI) in heritage language learners (HLLs) and second language learners (L2 learners), a comparison that allowed us to explore whether linguistic experience provides HLLs an advantage over L2 learners in the domain of morphosyntax. These forms (PF, MF, and PI) are regulated by certainty, temporal distance, and the presence of temporal adverbials. Previous research showed that L2 learners acquire some of these linguistic constraints and that HLLs tend to reduce the MF to modal uses. Data from a contextualized acceptability judgment task completed by 46 HLLs and 42 L2ers manipulated for verb form, certainty, temporal distance, and adverb and revealed that (i) the PF and the MF were generally rated higher than the PI, (ii) HLLs were sensitive to the three linguistic factors examined, while the L2ers' sensitivity was modulated by proficiency, and, relatedly, (iii) the two groups differed in the effect of proficiency. For the L2 learners, an increase in proficiency led to a closer pattern to that of monolingual native speakers (only for temporal distance). Differences in exposure to and instruction in Spanish are discussed as possible sources of these differences. [ABSTRACT FROM AUTHOR]

This paper investigates three linguistic features—wawation, the 1CS genitive clitic pronoun, and the relative pronoun—that are shared between the ancient epigraphic forms of Arabic and modern dialects, to the exclusion of Classical Arabic. I suggest that these features represent the earliest linguistic layer of the modern dialects. [ABSTRACT FROM AUTHOR]