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Background: A growing body of work shows that children with developmental language disorder (DLD) perform poorly on statistical word learning (SWL) tasks, consistent with the predictions of the Procedural Deficit Hypothesis that predicts that procedural memory is impaired in DLD. To date, however, SWL performance has not been compared across linguistically heterogeneous populations of children with DLD. Aims: To compare SWL performance in a group of age, sex and non‐verbal IQ‐matched Catalan–Spanish and English‐speaking children with and without DLD. Methods & Procedures: Two cohorts of children: (1) 35 Catalan–Spanish‐speaking children with DLD (Mage = 8;7 years) and 35 age/sex‐matched typical developing (TD) children (Mage = 8;9 years), and (2) 24 English‐speaking children with DLD (Mage = 9;1 years) and 19 age/sex matched TD controls (Mage = 8;9 years) completed the tone version of a SWL task from Evans et al. (2009). Children listened to a tone language in which transitional probabilities within tone words were higher than those between words. Outcomes & Results: For both Catalan–Spanish and English cohorts, overall performance for the children with DLD was poorer than that of the TD controls regardless of the child's native language. Item analysis revealed that children with DLD had difficulty tracking statistical information and using transitional probability to discover tone word boundaries within the input. For both the Catalan–Spanish and English‐speaking children, SWL accounted for a significant amount of unique variance in Receptive and Expressive vocabulary. Likelihood ratio analysis revealed that for both Catalan–Spanish and English cohorts, children having performance ≤ 45% on the SWL task had an extremely high degree of likelihood of having DLD. The analysis also revealed that for the Catalan–Spanish and English‐speaking children, scores of ≥ 75% and ≥ 70%, respectively, were highly likelihood to be children with normal language abilities. Conclusions & Implications: The findings add to a pattern suggesting that SWL is a mechanism that children rely on to acquire vocabulary. The results also suggest that SWL deficits, in particular when combined with other measures, may be a reliable diagnostic indicator for children with DLD regardless of the child's native language, and whether or not the child is bilingual or monolingual. What this paper adds: What is already known on the subject: Although there is some disagreement, a small but growing body of work suggests that deficits in procedural memory, as measured either by motor sequencing (Serial Reaction Time—SRT) or SWL tasks, may be part of the deficit profile of children with DLD. To date, studies have not examined SWL across linguistically heterogeneous populations of children with DLD to determine if it is a unique clinical marker of the disorder. What this paper adds to existing knowledge: The results show that children with DLD, regardless of their native language, or whether the child is bi‐ or monolingual, have difficulties on SWL tasks, and that these deficits are linked to severity of the language disorder. Taken together, these results indicate that procedural memory deficits may be a core feature of DLD. This suggests that statistical‐learning tasks using tone stimuli can also advance our understanding of statistical‐learning abilities in children with DLD more globally. What are the potential or actual clinical implications of this work?: The current study shows that statistical‐learning tasks using tone stimuli can be used in conjunction with standardized assessment measures to differentiate children with DLD from children with typical language ability. [ABSTRACT FROM AUTHOR]

Copyright of CIRCULO de Linguistica Aplicada a la Comunicacion 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.)

Aims and Objectives: Spanish subject pronoun expression (SPE) among Bube speakers in Equatorial Guinea has hardly been examined. Thus, the paper aims to (a) examine the SPE rate (b) and the linguistic and social predictors of SPE in this variety. Methodology: The data for the present study were collected using sociolinguistic interviews. These interviews lasted between 45 minutes and an hour. Data and analysis: The audio recordings of 18 bilinguals of Bube and Spanish in Equatorial Guinea were transcribed and analyzed using the Rbrul mixed-effects statistical software. Findings: The overt SPE rate of these bilingual speakers is 17.9%. This pronoun rate is one of the lowest ever found among bilinguals. The significant factors are grammatical person and number, ambiguity, the lexical content, and gender. The insignificant predictors were reference, reflexivity, and education. Originality: This is the first variationist study on Spanish SPE among Bube speakers in Equatorial Guinea. In this study, switch reference, a usually robust predictor, is insignificant among bilingual speakers. Significance: This study expands on the scarce research conducted on Equatoguinean Spanish and opens new avenues for exploration. [ABSTRACT FROM AUTHOR]

Sentence-final completion tasks serve as valuable tools in studying language processing and the associated predictive mechanisms. There are several established sentence-completion norms for languages like English, Portuguese, French, and Spanish, each tailored to the language it was designed for and evaluated in. Yet, cultural variations among native speakers of the same language complicate the claim of a universal application of these norms. In this study, we developed a corpus of 2925 sentence-completion norms specifically for Mexican Spanish. This corpus is distinctive for several reasons: Firstly, it is the most comprehensive set of sentence-completion norms for Mexican Spanish to date. Secondly, it offers a substantial range of experimental stimuli with considerable variability in terms of the predictability of word sentence completion (cloze probability/surprisal) and the level of uncertainty inherent in the sentence context (entropy). Thirdly, the syntactic complexity of the sentences in the corpus is varied, as are the characteristics of the final word nouns (including aspects of concreteness/abstractness, length, and frequency). This paper details the generation of the sentence contexts, explains the methodology employed for data collection from a total of 1470 participants, and outlines the approach to data analysis for the establishment of sentence-completion norms. These norms provide a significant contribution to fields such as linguistics, cognitive science, and machine learning, among others, by enhancing our understanding of language, predictive mechanisms, knowledge representation, and context representation. The collected data is accessible through the Open Science Framework (OSF) at the following link: https://osf.io/js359/?view_only=bb1b328d37d643df903ed69bb2405ac0. [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 analyzes the translation of Manner-of-motion in a Swedish>Spanish parallel corpus of crime novels by Henning Mankell (and more specifically, a selection of the Wallander series). Since Swedish is a satellite-framed language, while Spanish is a verb-framed language, the aim of the research is to identify translation techniques adapted to the issue of translating Manner-of-motion in an intertypological translation scenario. The results of this study are compared with previous research on the topic, which has focused mainly on general prose fiction and fiction for children and young adults. Our findings confirm that Manner-of-motion is omitted to a great extent in the Spanish translations, compared with the original texts in Swedish. Moreover, some differences are encountered in the translation of original fragments, including general and specific Manner-of-motion verbs. [ABSTRACT FROM AUTHOR]

Objective: Verbal fluency tests are quick and easy to administer neuropsychological measures and are regularly used in neuropsychological assessment. Additionally, phonological fluency is a widely used paradigm that is sensitive to cognitive impairment. This paper offers normative data of phonological verbal fluency (letters P, M, R) for Spanish middle- and older-aged adults, considering sociodemographic factors, and different measures such as the total number of words, errors (perseveration and intrusions), and 15 sec-segmented scores. Method: A total of 1165 cognitively unimpaired participants aged between 50 and 89 years old, participated in the study. Data for P were obtained for all participants. Letters M and R were also administered to a subsample of participants (852) aged 60 to 89 years. In addition, errors and words produced every 15 seconds were collected in the subsample. To verify the effect of sociodemographic variables, linear regression was used. Adjustments were calculated for variables that explained at least 5% of the variance (R 2 ≥.05). Results: Means and standard deviations by age, scaled scores, and percentiles for all tests across different measures are shown. No determination coefficients equal to or greater than.05 were found for sex or age. The need to establish adjustments for the educational level was only found in some of the measures. Conclusions: The current norms provide clinically useful data to evaluate Spanish-speaking natives from Spain aged from 50 to 89 years. Specific patterns of cognitive impairment can be analyzed using these normative data and may be important in neuropsychological assessment. [ABSTRACT FROM AUTHOR]

The conference abstract (CA) is an important promotional academic genre that allows scholars to introduce their research to their peers as a conference presentation if the proposal is accepted by the reviewing gatekeepers. However, few studies have explored the CA in specific disciplines and no studies have examined this genre from an intercultural perspective. In this paper, we present a move‐step framework for the analysis of CAs and we examine comparatively the rhetorical structure of 80 CAs written in English and Spanish in the field of Applied Linguistics, with a special focus on those moves/steps that convey a promotional function. The results revealed that, to a great extent, the texts written in both languages present a high degree of similarity in terms of the frequency and distribution of most moves/steps, except for a significant difference reported in the frequency of occurrence of the step that states the implications of research findings, which appeared to be more prevalent in the English CAs. These findings may have relevant pedagogical implications for early career researchers and English as an Additional Language (EAL) scholars who seek to accommodate to the rhetorical conventions expected by the members of their specific national and international disciplinary communities. [ABSTRACT FROM AUTHOR]

Interdisciplinary research on foreign language learning has important implications for learning and education. In this paper, we present the Repository of Third Language (L3) Spoken Narratives from Modern Language Learners in Hong Kong (L3HK Repository). This database contains 906 audio recordings and annotated transcripts of spoken narratives in French, German, and Spanish that were elicited from Cantonese-speaking (L1) young adults using a wordless picture book, "Frog, Where Are You?". All participants spoke English as the second language (L2) and learned the target language as a third language (L3). We collected their demographic information, answers to a motivation questionnaire, parental socioeconomic status, and music background. Furthermore, for a subset of participants, we collected their L1 and L2 proficiency scores and additional experimental data on working memory and music perception. This database is valuable for examining cross-sectional changes in foreign language learning. The extensive data on phenotypes provide opportunities to explore learner-internal and learner-external factors in foreign language learning outcomes. These data may also be helpful for those who work on speech recognition. [ABSTRACT FROM AUTHOR]

In February and March of 1812, Indigenous, mestizo, and creole rebels led an uprising in and around the colonial city of Huánuco in the viceroyalty of Peru. The diversity of the insurgent army reflected, to an extent, the vision of bilingual friars who, in the months preceding the uprising, had written, translated, and distributed pasquinades that called on residents to unite and drive out the Spanish. Although the insurgent army had two initial victories, Spanish authorities quickly put down the movement and began an investigation into the motives and leaders of the rebellion. Their interrogations led them to the subversive friars and the " papeles seductivos " (seductive papers) that these men of the cloth had been circulating. Using a collection of digitized documents from the uprising, which includes several examples of these seditious verses, this paper examines the significance of the Huánuco Rebellion in Peruvian and Latin American history. The rebellion demonstrates the potential of friars in their role as mediators of information to destabilize colonial relations. Additionally, the diverse army of insurgents complicates, at least to a degree, historians' frequent characterization of Peru in the independence era as a bastion of royalism beset by ethnic tension. [ABSTRACT FROM AUTHOR]

This paper uses the 2015 Peruvian national teacher selection process to explore candidates' rank-ordered preferences for public schools. We show that, in seeking a permanent position, candidates prefer schools that are closer to where they attended their Teacher Education Program and that are located in urban areas. These preferences vary by candidates' attributes: urban location seems to be particularly important for women and higher-performing candidates. Preferences for proximity to previous workplace are weaker for younger candidates and stronger for high performers. Candidates also prefer larger schools located in low-poverty districts, with one teacher per classroom (versus non-single-teacher/multigrade), Spanish language instruction (versus non-bilingual), and access to basic services. A greater understanding of which school characteristics are most valued by teachers can help to design effective policies for attracting candidates to hard-to-staff schools. [ABSTRACT FROM AUTHOR]

Family and educational institutions are the main centers of socialization in heritage language. Beyond the communicative and learning dynamics that take place in both environments, linguistic socialization also depends to a large extent on the relationship of families with educational spaces. The aim of this paper is to discuss families' expectations regarding the intergenerational transmission of Spanish and to explore their attitudes towards heritage language and educational programs in Germany. For this purpose, the results of an exploratory study based on surveys will be presented to compare the main arguments justifying Spanish-speaking families' decision to include heritage language courses or bilingual education spaces in their family language management in the German context. The analysis of the perception of families and their attitudes shows that the positive valuation of the family and instrumental dimension of heritage language influence families to include bilingual programs or heritage language classes in their family language management. [ABSTRACT FROM AUTHOR]

Teacher language use has long been debated and the different proportions and functions of the first language (L1) have been recurrently examined. Nevertheless, there has not been enough attention paid to the relationship between teacher language use and learning outcomes using empirical data. Hence, the present study aims to investigate the effect of teacher target language (TL) exclusive use as opposed to L1 use on second language (L2) vocabulary and grammar learning. Data from 60 fourth-year secondary learners from two different groups from a state secondary school in the community of Madrid were gathered by means of pre-tests, post-tests and questionnaires. The two groups were randomly instructed in either the L2 exclusively or through a mixture of the L1 and the L2. In contrast to previous studies, results showed that teaching vocabulary in the L2 exclusively leads to better learning, while it would be advisable to make use of the L2 as well as the L1 when teaching grammar. Based on these results, this paper offers a number of teaching implications to create an effective and successful learning environment. [ABSTRACT FROM AUTHOR]

In line with the increased interest in studying implicit language attitudes, this study aims to explore implicit attitudes towards Catalan and Spanish in the multicultural and multilingual context of Catalonia (Spain) using the Implicit Association Test (IAT). A sample of 113 adolescents completed the IAT and a set of explicit measures of attitudinal and motivational variables. Results show a general preference for Catalan over Spanish. However, differences appear when home language is taken into consideration, as participants tend to prefer their home language. The paper discusses the relationship between implicit and explicit attitudes, highlighting the importance of incorporating implicit measures in language attitudes research in Catalonia. [ABSTRACT FROM AUTHOR]

Knowledge graphs (KGs) are useful data structures for the integration, retrieval, dissemination, and inference of information in various information domains. One of the main challenges in building KGs is the extraction of named entities (nodes) and their relations (edges), particularly when processing unstructured text as it has no semantic descriptions. Generating KGs from texts written in Spanish represents a research challenge as the existing structures, models, and strategies designed for other languages are not compatible in this scenario. This paper proposes a method to design and construct KGs from unstructured text in Spanish. We defined lexical patterns to extract named entities and (non) taxonomic, equivalence, and composition relations. Next, named entities are linked and enriched with DBpedia resources through a strategy based on SPARQL queries. Finally, OWL properties are defined from the predicate relations for creating resource description framework (RDF) triples. We evaluated the performance of the proposed method to determine the degree of elements extracted from the input text and to assess their quality through standard information retrieval measures. The evaluation revealed the feasibility of the proposed method to extract RDF triples from datasets in general and computer science domains. Competitive results were observed by comparing our method regarding an existing approach from the literature. [ABSTRACT FROM AUTHOR]

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Copyright of Revista Internacional de Humanidades is the property of Common Ground Research Networks 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 Perspectiva Educacional is the property of Perspectiva Educacional 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 Procesamiento del Lenguaje Natural is the property of Sociedad Espanola para el Procesamiento del Lenguaje Natural 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.)

Background: The expressiveness during reading is essential for a fluent reading. Reading prosody has been scarcely studied in an experimental manner, owing to the difficulties in taking objective and direct measures of this reading skill. However, new technologies development has made it possible to analyse reading prosody in an experimental way. Prosodic patterns may vary, not being the same at the beginning of the reading learning process as in adulthood. They may also be altered in disorders such as dyslexia, but little is known about the prosodic characteristics and reading fluency of people with neurodegenerative diseases that cause language impairment, such as Parkinson's disease (PD). Aims: The aim of this work was to study reading fluency in PD considering the prosodic characteristics of its reading. Methods & Procedures: The participants were 31 Spanish adults with PD and 31 healthy controls, aged 59–88 years. Two experimental texts were designed that included declarative, interrogative, and exclamatory sentences and experimental verbs and nouns. The manipulability level of the nouns and the motor content of the verbs were considered. The reading of the participants was recorded and analysed with Praat software. Outcomes & Results: A longer reading duration and a greater number of pauses, especially in verbs, were found in the PD group, which also showed less pitch variation than the control group in the experimental sentences. The control group showed a big initial rise in declarative and interrogative sentences, as well as a stronger final declination in declarative and exclamatory ones, when compared to the PD group. Conclusions & Implications: The use of experimental methodologies for the analysis of reading fluency allows learning more about the prosodic characteristics of people with different pathologies, such as PD. Scarce pitch variability found in the analysis, together with the great number of pauses and the longer reading duration, leads to poorly expressive reading, which compromises fluency in PD. The exhaustive evaluation of the reading fluency of PD patients will make it possible to design more complete assessment methods that will favour the diagnosis and early detection of this pathology. What this study adds: What is already known on this subject: • The speech of people with Parkinson's disease (PD) is often impaired by the appearance of hypokinetic dysarthria. The language of people with PD is usually affected with the progression of the disease, with lexico‐semantic impairment which mainly affects verbs. Previous literature on reading fluency in PD usually considers reading speed and accuracy, neglecting prosody. Other neurodegenerative diseases with language impairment, such as Alzheimer's disease, commonly cause reading fluency problems. What this paper adds to existing knowledge: • This study provides direct and objective measures of the reading fluency (speed, accuracy and prosody) in patients with PD, by the design of experimental texts. Reading fluency characteristics were found to be altered in these patients, especially in pitch variations and reading duration. The reading of Parkinson's patients showed a more flattened pitch. In addition, a greater number of pauses and longer reading durations were also found in the reading of verbs compared to the control group. What are the potential or actual clinical implications of this work?: • The use of experimentally created texts makes it possible to analyse the influence of different psycholinguistic variables (frequency, length, motor content, manipulability) on reading fluency, and how the processing of these stimuli could be affected in PD. The objective analysis of the reading fluency characteristics in PD allows the design of more specific evaluation and diagnostic tasks. More complete assessment methods may allow the early detection of the disease. In the same way, it may favour a differential diagnosis with other neurodegenerative diseases. [ABSTRACT FROM AUTHOR]

Although educational breakout has been implemented in pre-university stages, there is little evidence in subjects related to history in postsecondary levels. The aim of this paper was to present the results obtained after implementing an educational breakout, under the premises of Universal Design for Learning, in a history subject that belongs to the university degree in Spanish Sign Language and Deaf Community. A descriptive and comparative ex post facto study (N = 59) was developed to quantify the impact of an educational breakout activity on the students' commitment, establishing a pre- and post-comparison. Significant differences were found with respect to the perception of the speed of the passage of time and with respect to sustained attention, where there was a statistically significant difference between the time before and the time after the educational breakout. The predisposition of university students to participate in gamified or game-based activities was positive and in subjects such as history, and offers good results, both attitudinal and learning. [ABSTRACT FROM AUTHOR]

The paper investigates recomplementation (i.e. double-complementizer) constructions in Spanish and provides a number of arguments in favor of analyzing secondary que as the head of TopicP in the left periphery. The paper further examines left-dislocated phrases occurring between overt complementizers and lays out the proposal that sandwiched dislocates are not moved into but merged in the specifier of TopicP, which is headed by secondary que (or its null counterpart). Likewise, it is shown that extraction across double-que constructions is prevented by locality of movement (i.e. any movement operation across secondary que is illicit). The paper argues that the locality effects induced by movement across secondary que are reminiscent of the notorious English Comp-t phenomenon. Drawing on the Rescue-by-PF-Deletion analysis of the ameliorating effect of ellipsis on island violations, the paper provides an account of the contrast between ungrammatical sentences displaying extraction across secondary que and their grammatical counterparts without it. [ABSTRACT FROM AUTHOR]

This paper provides a comparative analysis of word-final nasals in Yucatecan Spanish and Yucatec Maya based on speech data from Quintana Roo (Mexico). In Yucatecan Spanish, a nasal is often pronounced as [m] if placed at the end of a word (e.g., Yucatá [m] instead of Yucatá [n]). Since this phenomenon is widespread on the Yucatán Peninsula, but largely unknown in other Spanish-speaking regions, it is often linked to the influence of the indigenous language Yucatec Maya. Our Spanish dataset differs from our Yucatec Mayan one in that the labialization rate significantly increases with the length of the subsequent pause in the former, but not in the latter. Thus, even if the feature was originally transferred from Yucatec Maya to Spanish, it seems that it has taken on a life of its own in Yucatecan Spanish, determined by its function as a marker of prosodic prominence. [ABSTRACT FROM AUTHOR]

Since 2002, which marks the end of the Civil War in Angola, a large multilingual and multicultural workforce from various corners of the world has entered the Angolan education system. This paper investigates language barriers experienced in the classroom of Spanish speaking lecturers by Portuguese speaking students. The study focuses on a group of 81 first year students enrolled at the Pedagogic School of Namibe (Universidade Mandume Ya Ndemufayo) and the Institute of Higher Education Gregorio Semedo. Using questionnaires and observation techniques, the article shows how Spanish poses a language barrier to efficient communication in the teaching-learning process. It also shows that students employ various strategies; from asking help from fellow colleagues to recording lectures, in order to comprehend the lecturers’ explanation. Given that the Angolan higher education system hosts a great number of foreign lecturers, largely from Cuba, the paper recommends that restricted language measures should be employed when hiring foreign lecturers who are not proficient in Portuguese. Hence Portuguese language training should be provided to Spanish lecturers for at least one year prior to the commencement of lecturing; this intervention will lower language barriers and thus create a conducive environment for meaningful learning. [ABSTRACT FROM AUTHOR]

Copyright of Procesamiento del Lenguaje Natural is the property of Sociedad Espanola para el Procesamiento del Lenguaje Natural 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 studies the role that knowledge about formal linguistics can play in teacher education. In order to do so, this contribution focuses on specific secondary students' errors and misconceptions when confronted with L1 explicit grammar instruction. Errors are measured with respect to a formal theory of grammar. The rationale for developing this research is that certain aspects of formal theories, such as constituency, recursion, dependency and compositionality function not only are the building blocks of the utterances, but are also needed for speech processing. If this is the case, acquiring them correctly might be helpful for enhancing literacy, since the very same notions are at the core of both the construction and the understanding of any text. As a second issue, the present paper addresses the question of how the absence of such knowledge models the perspective from which students' errors are evaluated by the teachers. Errors are described following the theories for analyzing errors in mathematics. A side effect of this approach is that the parallelism between errors made in learning mathematics and in learning the grammatical concepts just mentioned allows broadening the perspective from which the latter is approached. [ABSTRACT FROM AUTHOR]

The papers in this volume examine how Spanish speakers express attention to their interlocutors (or co-participants) verbally. It is now generally accepted that subjective expressions have interactional functions, encouraging the flow of discussion and creating cohesive discourse and that there are several ways of dealing with the intersubjective or dialogic nature of language: (i) studying heteroglossia or dialoguing voices in monologic texts, (ii) focusing on how in talk-in-interaction speakers refer to information held by the co-participant, (iii) examining intersubjective markers that encode the speaker's assumptions about the co-participant. Concepts such as politeness, argumentation structure, attenuation and hedging are being used to account for the interactional dynamics examined. Moreover, several papers analyze the difference between spoken and written registers and some offer new evidence for functional paths of linguistic change. In doing so, they enrich previous accounts of modality, discourse markers, person referencing, spatial deixis and connectives in Spanish and beyond. [ABSTRACT FROM AUTHOR]

The article presents information on the lesson planning for once-per-week Spanish language classes. The article author gives some tips for an effective lesson plan. She says that use a single sheet of paper for each class period. Fold it in half and place the long side up and down. It is now a mini-book with four pages in which one is on top page, two in inside pages and one at the back page. Make a standard heading for the top page. The author says that the Spanish teaching sessions reminds her to be realistic although she had only 24 class meetings till mid February. Reminders to the individual students should be written close to the headings. List from top to bottom the activities of the lesson. Use quote marks to indicate any target language remarks. The author says that next to some activities students might want them to draw a box inside which they can write any data that they need to copy onto the chalkboard right before the class. She says that put a code next to any of the boxed-in- information so that students can copy this information into their notes. INSET: Spanish But Once a Week -- ¡Caramba!.

Copyright of International Journal of Foreign Languages / Revista Internacional de Lenguas Extranjeras is the property of Universitat Rovira I Virgili 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 Revista Espanola de Linguistica is the property of Sociedad Espanola de 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.)

This paper studies verbal encoding of motion events by Czech advanced learners of Spanish and Spanish native speakers. Since these languages differ in terms of Talmy's (2000) typology of motion encoding, the study aims to assess to what extent the learners acquired the Thinking-for-Speaking patterns (Slobin 1996) of the L2. To this end, written narratives by natives and learners are examined and compared. The results show that the construction "path verb + manner complement", a typical structure for verb-framed languages such as Spanish, is used significantly less often by the learners compared with the natives. The results also indicate that L1 interference happens when expressing boundary crossing situations in Spanish by the learners, since they tend to use a Manner of motion verb. [ABSTRACT FROM AUTHOR]

Around 5% of the world population suffers from hearing impairment. One of its main barriers is communication with others since it could lead to their social exclusion and frustration. To overcome this issue, this paper presents a system to interpret the Spanish sign language alphabet which makes the communication possible in those cases, where it is necessary to sign proper nouns such as names, streets, or trademarks. For this, firstly, we have generated an image dataset of the signed 30 letters composing the Spanish alphabet. Then, given that there are static and in-motion letters, two different kinds of neural networks have been tested and compared: convolutional neural networks (CNNs) and recurrent neural networks (RNNs). A comparative analysis of the experimental results highlights the importance of the spatial dimension with respect to the temporal dimension in sign interpretation. So, CNNs obtain a much better accuracy, with 96.42% being the maximum value. [ABSTRACT FROM AUTHOR]

Born in New Spain, fray Juan Bautista Viseo (b. 1555) authored perhaps a dozen books in Nahuatl, Castilian, and Latin, making him one of the most prolific writers of the colonial period in Mexico. While many are lost, his available texts provide a valuable window into religious conversion efforts in the Spanish monarchy around 1600. This paper investigates his recommendations regarding how priests and members of religious orders ought to use indigenous languages. In the sixteenth-century Spanish territories, Church and Crown officials discussed language strategies on several fronts. This paper also compares Juan Bautista's ideas about language use in Mexico to similar discussions elsewhere in the Spanish kingdoms. Existing scholarship has highlighted parallels in how the Spanish monarchy dealt with Native American and Islamic communities. However, an examination of Juan Bautista's writing, together with that of contemporary churchmen, suggests fundamental differences in the ways that Spanish officials thought about and approached Amerindians and Moriscos. [ABSTRACT FROM AUTHOR]

Born into a Mexican family, American writer Sandra Cisneros has repeatedly given voice to characters marginalized not only for being female but also for being Chicanas. Though apparently simple in their narrative modes, Cisneros' texts present the readers with many complex layers of meaning in their endeavour to represent female expectations, anxieties and concerns in a world that is still very much challenging for women. One core concern is certainly language, reflecting the author's divide between Spanish, her family's mother tongue, and English, her own native language, and the language in which she writes. This paper will focus on two works by Cisneros: her 1984 novel The House on Mango Street and her 2021 duallanguage text Martita, I Remember You / Martita, te recuerdo: A Story in English and Spanish. The purpose of this paper is to address the importance of linguistic choices in representing female identities and experiences of otherness in a largely patriarchal society. The title is inspired by a passage in The House on Mango Street in which Esperanza, the young protagonist and narrator of the novel, reveals some discomfort about her own name and specially the way it is constantly mispronounced by English speakers, including her teachers at school. Echoing Virginia Woolf, in Cisneros' coming-of-age 1984 novel, female identity is dependent not only on getting a house of her own (away from the barrio), but also her own name, one that could be "la simple carte photographique d'identité", as Proust would put it in À la Recherche du Temps Perdu (754). [ABSTRACT FROM AUTHOR]

This paper delves into concept extraction and lexical simplification in the financial domain in Spanish. In our approach, concept extraction involves identifying relevant terms and phrases using AI language models, while lexical simplification aims to make complex financial concepts more accessible. For this study, terms were annotated in the FinT-esp financial corpus and the mT5 neural model was used for accurate term extraction. The model yielded remarkable results: 96% of the detected terms had not been manually annotated before, showcasing its noteworthy generative capability. For lexical simplification, the paper proposes three main strategies: paraphrasing, synonym substitution, and translation, all integrated into an interactive interface that addresses the issue of sentence length. This research significantly contributes to financial concept detection and offers an effective method for simplifying financial language in Spanish. [ABSTRACT FROM AUTHOR]

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Most studies on register have only approached it from the point of view of production rather than perception. However, features associated with less formal registers could vary in production and perception, particularly in the case of L2. Here an experimental methodology is used to look at five morphosyntactic linguistic features commonly considered more colloquial in Spanish and compare their effect in perceiving a sentence as more or less formal in two different groups of Spanish speakers, L1 and L2. Results show differences between the two groups, in the effect and weight of some of the experimental conditions and their interactions. These differences can be explained in terms of register input received in the classroom and perceptibility and processing impact of some of the features. The paper concludes with a discussion of the methodological challenges of this type of study as well as how it can complement register production studies. [ABSTRACT FROM AUTHOR]

This paper focuses on some language resources for graduating points of view in written Spanish language in the field of history. The analysis is framed in systemic functional linguistic theory, a multifunctional theory of language (Halliday with Matthiessen 2014), and focuses on the appraisal system, which organises interpersonal meanings at the stratum of discourse semantics in language (Martin and White 2005; Martin 2019; White 2021). In particular, it considers the coupling and necessary complementarity of graduation and engagement subsystems, as part of the appraisal system, for building intersubjectivity in texts. To achieve this purpose, the analysis explores the role of the Spanish lexicogrammatical system of modality (modalisation and modulation) in the construction of dialogicity in historical documents. [ABSTRACT FROM AUTHOR]

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Copyright of Boletín de Filología is the property of Universidad de Chile, Facultad de Filosofia y Humanidades 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 Filología is the property of Universidad de Chile, Facultad de Filosofia y Humanidades 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.)

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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.)

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 Estudios Románicos is the property of Servicio de Publicaciones de la Universidad de Murcia 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.)

Verbal periphrases (VP) constitute a typological feature of Romance languages and they are especially frequent in the Iberoromanic languages. In the context of this paper, the aspectual verbal construction stare a + infinito and the modal VP volere + infinito will be "grasped in the concrete speech action" (Katelhön 2013: 237; my translation) in order to show how these two VPs are used as discourse-structuring elements in contemporary Italian (outline signals, turn-taking markers, hesitation phenomena etc.). Furthermore, formal and functional equivalents of the periphrastic discourse markers it. sta(mmi) a sentire and it. voglio dire will be analyzed in two Romance "sister languages", namely French and Spanish, as well as in a typologically more distant language, namely German. The translation strategies chosen in the respective target languages will be examined with regard to the preservation or modification of pragmatic- discursive values inherent in the source language structure. For the present study, which is exclusively qualitative, the LIP corpus and the OPUS corpus (Tiedemann 2012, Italian), which is a collection of subtitles from a wide range of films in various languages, were used. [ABSTRACT FROM AUTHOR]

The influence that English exerts on different languages has been widely examined. Particularly, many studies that have brought the classification of Anglicisms according to thematic fields into focus have shown that, in relation to various languages and varieties, sports is the area in which Anglicisms seem to appear most frequently (Seidel 2010, Andersen 2011). Considering Spanish, when introducing English names of sports, the two main choices are either to adopt/adapt these foreign names or to calque them into the recipient language. This paper aims to clarify which of these two options has been the most successful one and whether diatopic variation plays a part in this respect. To fulfil this goal, a series of equivalent pairs and their variants are looked up in CORPES XXI, and the statistics provided by this corpus in relation to geographical distribution are analysed. Results show that diatopic variation affects disparity in the frequency of use of the different forms of English ball sports names in Spanish. [ABSTRACT FROM AUTHOR]