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Copyright of Logos & Littera: Journal of Interdisciplinary Approaches to Text is the property of University of Montenegro, Faculty of Philology 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 Pensamiento Educativo is the property of Pontificia Universidad Catolica de Chile, Facultad de Educacion 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.)

Simple Summary: This study aimed to understand the language challenges faced by English-speaking animal professionals when communicating with Hispanic/Spanish-speaking animal caretakers. A survey was conducted among bilingual and non-Spanish-speaking professionals, revealing that non-Spanish-speaking individuals struggled with both written and oral communication compared to bilingual counterparts. Female professionals exhibited differences in their responses, particularly regarding the importance of certain aspects of the Spanish language while interacting with Hispanic caretakers. These findings highlight communication gaps that need to be addressed to improve interactions with on-farm Hispanic/Spanish-speaking animal caretakers and consequently contribute to enhancing animal health, welfare, and production. This study focused on assessing the language needs of English-speaking animal professionals in their interactions with Hispanic/Spanish-speaking animal caretakers. A survey was administered to a target audience of non-Spanish speaking and bilingual animal professionals to identify communication gaps while interacting with Hispanic/Spanish-speaking animal caretakers. The data was analyzed with descriptive and inferential statistics, including ordinal regression analyses to examine the impact of demographic variables on respondents' answer choices. The results showed that English-speaking professionals struggled with written and oral communication, which differed compared to bilingual professionals (p < 0.05). Additionally, responses of female professionals varied regarding the aspects of Spanish necessary for interacting with Hispanic/Spanish-speaking animal caretakers, as well as the topics likely to be addressed when agriculture professionals communicate with animal caretakers (p < 0.05). Communication difficulties in the oral medium for both oral receptive skills (listening) and oral productive skills (speaking) were reported as the major barriers that animal professionals need to overcome in their attempt to communicate with the Hispanic/Spanish-speaking workforce in farm settings. This emphasizes the need to address oral communication barriers, and to a lesser degree, the development of reading and writing skills. The topics: typical clinical signs of illness, euthanasia, treatment—drugs, and identification of sick or injured animals were identified as the most likely to be addressed during on-farm interactions. These findings indicate that there are gaps in communication that need to be overcome to improve communication with on-farm Hispanic/Spanish-speaking animal caretakers and consequently contribute to enhancing animal health, welfare, and production. [ABSTRACT FROM AUTHOR]

Spanish is one of the most spoken languages in the world. Its proliferation comes with variations in written and spoken communication among different regions. Understanding language variations can help improve model performances on regional tasks, such as those involving figurative language and local context information. This manuscript presents and describes a set of regionalized resources for the Spanish language built on 4-year Twitter public messages geotagged in 26 Spanish-speaking countries. We introduce word embeddings based on FastText, language models based on BERT, and per-region sample corpora. We also provide a broad comparison among regions covering lexical and semantical similarities and examples of using regional resources on message classification tasks. [ABSTRACT FROM AUTHOR]

The present study examined parents' and teachers' perceptions of student learning in Spanish–English Dual Language Education (DLE) programs during the COVID-19 pandemic. The participants included 72 parents of students from kindergarten to second grade and eight teachers in two schools in the southeastern U.S. Parents retrospectively reported their perceptions of their children's instruction and learning experiences in English and Spanish during the 2020–2021 school year. Teachers reported if their students had opportunities to practice oral bilingual skills and their perception of students' improvement in English and Spanish skills. Parents reported that there were more opportunities to practice English than there were to practice Spanish. Teachers reported that remote instruction offered fewer opportunities than hybrid instruction did to practice oral language skills. Overall, the teachers agreed that students' language skills in English and Spanish improved. Similarly, the parents agreed that students' language skills improved; however, they reported that their English skills improved more than their Spanish skills did. Student and family background factors, such as language fluency and parental education, were negatively associated with barriers to remote access. Implications for future research and suggestions for supporting students attending DLE programs during remote instruction are offered. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin of Hispanic Studies (1475-3839) is the property of Liverpool University Press / Journals 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.)

With over 300 language communities, Wikipedia offers a multilingual environment for collective reporting of events worldwide. However, most research on documenting events has focused on English Wikipedia. Our work explores the extent of global coverage of event articles in the English Wikipedia and Wikipedia communities associated with three of the most spoken languages globally: Arabic, Chinese and Spanish. We also compare the process of collaboratively writing event articles across these communities. Our results provide evidence that while there is an indication of self-focus bias, there is also strong evidence of a global representation of events across different Wikipedia communities. Moreover, we observe that while limited resources in smaller Wikipedia communities have different collaboration patterns, their efforts lead to similar levels of content quality after a week. We discuss the implications of our results for Wikipedia and the design of multi-language information production communities. [ABSTRACT FROM AUTHOR]

In previous studies of the mitigators that occur when a speaker wants to show disagreement with his or her interlocutor, morphosyntactic markers occupy the most relevant part. In oral communication, however, phonic markers play a central role. This research presents the analysis of these markers in a corpus of interviews with B1 level university exchange students (CEFR). The aim is to check for the presence of phonic attenuation markers when foreign students express a divergent opinion in Spanish from that expressed by the native speaker. The analysis leads to a categorization of these markers and attempts to provide empirical basis for a better understanding of the phonic markers in the academic interlanguage. [ABSTRACT FROM AUTHOR]

Nowadays, according to the World Health Organization (WHO), of the world's population suffers from a hearing disorder that makes oral communication with other people challenging. At the same time, in an era of technological evolution and digitization, designing tools that could help these people to communicate daily is the base of much scientific research such as that discussed herein. This article describes one of the techniques designed to transcribe Spanish Sign Language (SSL). A Leap Motion volumetric sensor has been used in this research due to its capacity to recognize hand movements in 3 dimensions. In order to carry out this research project, an impaired hearing subject has collaborated in the recording of 176 dynamic words. Finally, for the development of the research, Dynamic Time Warping (DTW) has been used to compare the samples and predict the input with an accuracy of 95.17%. [ABSTRACT FROM AUTHOR]

Ways to express opposite meanings in contrasted paired clauses are said to use the same verb but negating it, use one verb to express an action and the other to express not doing it (e.g., accept versus reject), use one verb to exemplify positive personal relations and the other to exemplify negative ones (love versus hate), or use verbs by virtue of expressing opposite direction (come versus go). Additionally, in the IU itself, I Ser i "to be" in the [Verb+ I Ser i +X] would be situated in the middle of the IU or at the end of it, right after the main verb of the clause and before what has traditionally been known as "focus." Evidence for the SF as being constituted by a sequence of units or lexical items - i.e., Verb+ I Ser i +X - that are used together as part of a construction lies in the form of I es i which is the most recurrent pattern in the [Verb+ I Ser i +X] construction. Given that a hallmark of spoken language is inherent variability ([23], [24]), the [Verb+ I Ser i +X] is considered here as a counterpart of a simple clause or [Verb+X]. 9 A second analysis based on the separate dataset created with a sample of 142 eligible simple clauses in the CCCS - that is, [Verb+X] - included the seven principal verbs found in the [Verb+ I Ser i +X] construction. [Extracted from the article]

Studying the oral language growth of Spanish‐speaking preschoolers in the United States is increasingly important given the critical role early language development plays in reading outcomes. In this article, we report on the Spanish and English growth trajectories observed in 124 bilingual preschoolers collected over 2 years in 36 classrooms across 5 states and the associations of growth in each language to language of instruction and home language exposure. Patterns indicate the need for Spanish instruction to maintain robust rates of Spanish growth and English growth rates in Spanish, bilingual, and English‐only instruction. Significant differences in English and Spanish oral language abilities were also noted at the intercept between children who were Spanish dominant versus balanced bilinguals. Implications for research and practice are provided. [ABSTRACT FROM AUTHOR]

This study used a word dictation task to examine the influence of a variety of factors on word writing production: cognate status (cognate vs. non-cognate words), orthographic (OS) and phonological similarity (PS) within the set of cognate words, and language learning background [late bilinguals (LBs) with academic literacy and formal instruction in English and Spanish, and heritage speakers (HSs) with academic literacy and formal instruction only in English]. Both accuracy and reaction times for the first key pressed by participants (indicating lexical access), and the time required to type the rest of the word after the first keypress (indicating sublexical processing) was assessed. The results revealed an effect of PS on the dictation task particularly for the first keypress. That is, cognates with high PS were processed faster than cognates with low PS. In contrast to reading studies in which PS only revealed a significant effect when the OS between languages was high (O+P+ vs. O+P−), in the dictation to writing task, the phonology had a more general effect across all conditions, regardless of the level of OS. On the other hand, OS tended to be more influential for typing the rest of the word. This pattern is interpreted as indicating the importance of phonology (and PS in cognates) for initial lexical retrieval when the input is aural. In addition, the role of OS and PS during co-activation was different between groups probably due to the participants' linguistic learning environment. Concretely, HSs were found to show relatively lower OS effects, which is attributed to the greater emphasis on spoken language in their Spanish language learning experiences, compared to the formal education received by the LBs. Thus, the study demonstrates that PS can influence lexical processing of cognates, as long as the task demands specifically require phonological processing, and that variations in language learning experiences also modulate lexical processing in bilinguals. [ABSTRACT FROM AUTHOR]