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Recent research has stated that early oral language acquisition difficulties are related to reading and writing difficulties. Children with developmental language disorder (DLD) experience difficulties with several dimensions of language. In this study we focus on the specific difficulties of children with DLD in spelling. We examine the impact of lexicality and length in written production of Spanish‐speaking children with DLD. A total of 18 children with language difficulties (Mage = 8;4) were compared with age‐matched children (Mage = 8;2). Participants completed a spelling‐to‐dictation task of words and pseudo‐words, where length was manipulated. A digital tablet was used to collect data and obtain measures of accuracy, latencies and total writing durations. Results showed that children with DLD produced more errors, longer latencies and longer writing durations than age‐matched children. Regarding accuracy, analysis of the errors shows that children in the control group produce few errors, most being substitutions, while children with DLD made more errors and of more varied categories. Moreover, they were more affected by length on writing accuracy than the control group. WHAT THIS PAPER ADDS: What is already known on this subject: Children with language difficulties are more likely to present reading difficulties. There are fewer studies analysing the impact of oral language difficulties in writing skills. What this paper adds to existing knowledge: The study suggests that children with oral language difficulties also have impairments in spelling, impacting on accuracy, duration and reaction time, possibly related to poor phonological working memory. What are the potential or actual clinical implications of this work?: This study highlights the need to emphasize early oral intervention and language‐related processing skills to help prevent written language difficulties. [ABSTRACT FROM AUTHOR]

Background: Down syndrome (DS) is a neurodevelopmental disorder of genetic origin with a cognitive‐behavioural profile that distinguishes it from other syndromes. Within this profile, language difficulties are particularly marked, having been more studied in childhood than in adulthood. More generally, there is a paucity of research on the prosodic skills of individuals with DS, despite the relevance of this linguistic component for effective communication. Aims: This study aimed to analyse, for the first time, the prosodic profile of Spanish‐speaking teenagers and young adults with DS. We hypothesized that participants with DS would show significantly lower skills for the perception and production of prosodic functions and forms when compared to peers with intellectual disability (ID) of unknown origin. We also hypothesized that teenagers and young adults with DS would have better prosody perception than prosody production. Methods & Procedures: The final sample included in the study comprised 28 Spanish‐speaking teenagers and young adults with DS and 29 teenagers and young adults with other ID matched on chronological age and nonverbal cognition. Their prosodic skills were tested by means of the Profiling Elements of Prosody for Speech and Communication battery. This battery allows for the separate evaluation of the comprehension and expression of the communicative functions of prosody and the discrimination and production of the forms that carry out such functions. Outcomes & Results: In the prosody function tasks, which are the most adaptive tasks for the communicative process, we found, as expected, significantly lower scores on the turn‐end, chunking, and focus tasks in the group with DS. However, no significant between‐group differences were found for the affect tasks. Participants with DS also had significantly lower scores on the prosodic form tasks than participants with other ID. The results of the comparison between prosodic perception and production skills showed that a generalization about a better profile in comprehension versus production is not possible and that there is a dependence on the demands of the prosodic task undertaken. Conclusions & Implications: The findings contribute to the ongoing development of the language profile of teenagers and young adults with DS and imply the need to design prosodic intervention programs based on their specific profile. WHAT THIS PAPER ADDS: What is already known on the subject: Prosody is a fundamental element of language, and its mastery affects the effectiveness of communication. However, research on prosody in Down syndrome (DS) that offers a holistic view from a psycholinguistic approach is still scarce. To date, studies focused on providing a detailed profile of prosodic skills in individuals with DS have been mainly conducted with a few English‐speaking children. These studies have shown that the comprehension and production of prosody is severely impaired, especially when considering affect and focus production, as well as the perception and production of prosodic forms. During childhood, greater efficacy is found in prosody comprehension than in prosody expression. What this study adds: This is the first study analysing the prosodic profile of a large group of Spanish‐speaking teenagers and young adults with DS. Poorer performance in the perception and production of both prosodic functions and forms was observed in participants with DS compared to participants with intellectual disability of unknown origin matched on chronological age and nonverbal cognition. Unlike what has been previously found in children, teenagers and young adults with DS performed at the same level as the control group on the understanding and expression of affect through prosodic cues. Results also showed that a generalization about a better prosody profile in comprehension versus production is not possible. What are the clinical implications of this work?: This study provides new data on the prosodic skills of Spanish‐speaking teenagers and young adults with DS. Given the impact of prosody on effective communication and the pattern of difficulties found in this study, speech and language therapists working with individuals with DS should consider including prosodic skills in interventions not only in childhood but also in adolescence and adulthood. Therefore, the prosodic profile of strengths and weaknesses in individuals with DS found in this research has direct implications for clinical practice. [ABSTRACT FROM AUTHOR]

This paper addresses the grammatical challenges associated with the development of clause complexity, focusing on the performance of a group of monolingual Spanish-speaking schoolchildren with Specific Language Impairment/Developmental Language Disorder (SLI/DLD) in a longitudinal corpus of oral narrative samples. The study examines the presence of interclause relations of subordination and equivalence (hypotaxis and parataxis) in language samples of two groups: an experimental group made up of 24 schoolchildren with SLI/DLD and a control group made up of 24 schoolchildren with typical development (TD). The results show that while both groups use parataxis as the most common relation between clauses in all school grades, there is a significant decrease in paratactic relations and a significant increase in hypotactic relations from first to fourth grade of primary education. Although the development patterns are highly similar, the SLI/DLD group shows greater difficulties in mastering more complex (hypotactic) relations in fourth grade compared to the control group, indicating that it is less sophisticated in the use of these types of complex relations. These findings suggest that focused support on the most complex structures is needed towards the fourth grade of primary education, given the demands of the school academic register from 6 and 7 years of age and the potential problems that the development of clause complexity can cause in school-age children. [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]

As is well-known, code-mixing is particularly frequent at clause boundaries and with elements expressing pragmatic meaning. However, most of the literature has focussed on switching of simple elements such as conjunctions and discourse markers. This paper, in contrast, analyses clause peripheral switching involving two complex constructions: left dislocations and pseudo-clefts. The data are from English-Spanish bilingual conversations recorded in Gibraltar. A great majority of the bilingual constructions in the corpus belong to a few types occurring with a restricted set of lexical items. A vast amount of such highly recurrent strings in the data confirm the hypothesis that complex multi word strings that are switched together constitute units in code-mixing, i.e. they are processed as single lexical items. [ABSTRACT FROM AUTHOR]

In Spanish reverse-psychological verbs, the experiencer argument can have accusative or dative case marking. Transitivity-based approaches identify different factors that influence this accusative-dative alternation(Miglio, Viola G., Stefan T Gries, Michael J Harris, Eva M Wheeler & Santana-Paixão Raquel. A strong predictor for accusative case marking in Spanish r-psych verbs is the animacy of the stimulus. However, there are also instances where the stimulus is inanimate and the experiencer is case marked accusative. In this paper, I provide an analysis of such instances, drawing on corpus data and native speaker judgments. I argue that agentivity, measured on a scale, is a factor that better accounts for the accusative-dative alternation exhibited by Spanish reverse-psychological verbs. I first propose a definition of agentivity and diagnostics for it; then I present evidence that there is a correlation between higher degrees of agentivity and accusative case marking and lower degrees of agentivity and dative case marking. The agentivity scale presented is not unconditional as there are several factors that contribute to case marking. Nevertheless, the agentivity scale accounts for accusative case marking with inanimates and also serves to highlight some parallels between causative verbs and reverse-psychological verbs. [ABSTRACT FROM AUTHOR]

Copyright of Borealis: An International Journal of Hispanic Linguistics is the property of Nordic Council for Reindeer Husbandry Research 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 Borealis: An International Journal of Hispanic Linguistics is the property of Nordic Council for Reindeer Husbandry Research 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.)

Purpose: This study aimed to develop a valid and reliable bilingual version of the Consensus Auditory-Perceptual Evaluation of Voice (CAPE-V) for the auditory-perceptual evaluation of voice in Catalan and Spanish speakers. Method: The development of this CAPE-V adaptation included Delphi methodology with 20 voice and speech experts reaching consensus on the optimal adapted terminology of the perceptual vocal attributes, considering also input from the original instrument authors. The adaptation and validation of vocal tasks followed a sequential validation procedure, with input from phoneticians and speech-language pathologists. Following pilot testing with a large sample of speech-language pathology students, a refined adapted version was empirically tested for validity and reliability. Concurrent validity was assessed by comparing the adapted CAPE-V with the reference Grade, Roughness, Breathiness, Asthenia, Strain scale. Construct validity was assessed through convergent and discriminant validity analysis. Intrarater and interrater reliability were assessed via intraclass correlation coefficient calculations. User experience was evaluated through a questionnaire. Scale properties were validated using a confusion matrix, and cutoff values were calculated to achieve the optimal balance between sensitivity and specificity. Results: Through a formalized consensus process, optimal Catalan/Spanish terminology was determined for the perceptual attributes of voice present in the CAPE-V. An adapted protocol of tasks was obtained that preserves the objectives of the original instrument and the relevance of the phonetic criteria in the target languages. The results demonstrated concurrent validity, construct validity, and intrarater reliability. Interrater reliability was found to depend on the extent to which evaluators shared their internal standards. The raters identified CAPE-V as an effective and preferred instrument. Conclusion: An adapted, validated version of the CAPE-V is made available to clinical professionals for the evaluation of voice in Catalan and Spanish speakers. [ABSTRACT FROM AUTHOR]

The Spanish comparative correlative (CC) construction (Cuanto más leo, (tanto) más entiendo) has a complex syntactic structure and complex semantics. The syntactic relationship between its two subclauses has been subject to much debate. This study, the first large-scale (> 3,000 tokens) corpus investigation, explores various aspects and provides evidence for hypotaxis. However, statistical analysis of the data also revealed 'under-the-surface' parataxis. I therefore argue that the construction cannot be classified as either hypotactic or paratactic, but as hypotactic and paratactic to certain degrees, also compared with its counterparts in English and Slovak. I argue that the 'competition' between hypotactic and paratactic encoding can be attributed to the principle of iconicity, that is, the "(partial) motivation of a construction's form by its meaning" (Hoffmann, 2019, p. 12). Finally, I discuss various formal aspects of the Spanish CC construction that have so far gone unnoticed, providing new evidence in the form of corpus data. [ABSTRACT FROM AUTHOR]

The present study explores the exclamative use of the feminine definite article la in structures such as '¡La de chicos que besé en la fiesta!' (How many guys I kissed at the party!). First, a morphosyntactic description of the pattern is offered so as to show that the data under analysis are pseudopartitive constructions which display all the characteristics of primary and partial exclamatives. Building on research on nominal exclamatives, we conclude that these examples are not CPs but indefinite DPs with an exclamative flavor which contain a semi-relative clause introduced by que. Within the framework of Distributed Morphology, we schematize a set of syntactic structures which capture the 'chimeric' and hybrid nature of the data, these being halfway between DPs and exclamative clauses. In order to do so, it will be necessary to split the DP into smaller projections (FocP, FinP), since la must move to Spec-FocP to be interpreted as an exclamative operator. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Immersion & Content-Based Language Education is the property of John Benjamins Publishing Co. 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.)

Purpose: This study explored approaches for measuring vocabulary among bilingual children with varying levels of proficiency in Spanish and English. Method: One hundred fifteen kindergarten and first-grade Spanish-English-speaking children completed measures of vocabulary and sentence repetition in Spanish and English. Scores were derived from their responses to the vocabulary measure: Spanish-only vocabulary, English-only vocabulary, conceptual vocabulary, and total vocabulary. Best language sentence repetition was also obtained. Using both visualization of data and statistical analysis, we tested for potential associations between children's relative language skills in Spanish and English and the scores they received on each of the vocabulary metrics. Results: Participants' single-language vocabulary scores were linearly associated with their relative language scores. Higher relative Spanish language skills corresponded with higher Spanish-only vocabulary scores, and higher English language skills corresponded with higher English-only vocabulary scores. A quadratic association between children's relative language and their conceptual vocabulary scores was observed. Children with more balanced skills in Spanish and English received lower scores for conceptual vocabulary. No association between total vocabulary and relative language was observed. Conclusions: Results revealed evidence of differential test bias for singlelanguage vocabulary scores and conceptual vocabulary scores. Spanish-only vocabulary underestimated knowledge of participants with higher English proficiency, whereas English-only vocabulary underestimated knowledge of participants with higher Spanish proficiency. Conceptual scoring yielded lower values for participants with relatively balanced proficiency in Spanish and English. There is need for further consideration of score and test functioning across the full continuum of bilinguals with dynamic proficiencies in each of their languages. Supplemental Material: https://doi.org/10.23641/asha.23796330 [ABSTRACT FROM AUTHOR]

Copyright of Catalan Journal of Linguistics is the property of Universitat Autonoma de Barcelona 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 Borealis: An International Journal of Hispanic Linguistics is the property of Nordic Council for Reindeer Husbandry Research 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.)

Purpose: Narrative language sample analysis (LSA) is a recommended best practice for the assessment of monolingual and bilingual children. With business-as-usual narrative LSA, examiners are actively involved in all aspects of the elicitation. Software advancements have shown multiple benefits of computer-administered language assessments, some of which may be beneficial for narrative assessments, particularly for bilingual children. The goal of this pilot study was to test the feasibility of computer-administered narrative retells in bilingual children.*** Method: Ten English-Spanish bilingual children, kindergarten to fourth grade, completed two narrative retells using wordless picture books (Frog Goes to Dinner and Frog on His Own) in two conditions: examiner-administered and computer-administered. Five narrative measures were generated from these 20 transcripts.*** Results: Significant, strong correlations were observed between the two elicitation methods for four of the five measures. We completed a series of Wilcoxon signed-ranks tests and found no significant differences in measures across the elicitation methods. Follow-up descriptive analyses revealed few large differences across elicitation methods for the individual participants.*** Conclusion: This study provides preliminary evidence on the use of a computer-administered narrative procedure and motivates further research on the method to confirm its validity and to document its effectiveness within clinical practice. [ABSTRACT FROM AUTHOR]

Gender agreement between determiners and nouns, and gender agreement between third-person clitics and their referents, are notoriously difficult to acquire by bilingual speakers who lack them in their first language, or in one of their first languages. We present a study that explores the differences between gender agreement between a determiner and a noun and gender agreement between clitics and antecedents or doubled DPs among Shipibo-Spanish speakers. The oral production data that were elicited from 17 adult Shipibo-Spanish bilinguals by using a picture-based narration task show a notable difference in the agreement patterns between nouns and determiners, and between clitics and their antecedents/doubled DPs. Similar patterns are found among five Spanish-Shipibo bilinguals who were living in the same contact situation. While the participants consistently marked strong gender agreement within the DPs, a lack of gender specification was found in the agreement between clitics and antecedents or doubled DPs in the clitic-doubling and dislocated structures. These results are not unexpected as they mirror the results from previous work, where the clitic gender does not systematically match the antecedent gender, especially with feminine antecedents or doubled DPs. Furthermore, this study confirms previous evidence that the gender-specific clitics, lo/la, have been replaced by the invariable clitic, le, in contexts where agreement with a doubled DP or an antecedent is expected. In contrast, there is evidence of agreement between determiners and nouns in this group of bilinguals. These facts allow us to conclude that, although gender is present in Shipibo-Spanish bilingual speakers' grammar, it is largely absent and is not operative in Shipibo-Spanish speakers' clitic agreement in oral production. [ABSTRACT FROM AUTHOR]

For many instances of verb-object combinations involving change of state verbs, different kinds of internal arguments seem to trigger distinct interpretations of the verb phrase. These are usually divided into literal uses, such as romper la ventana ‘break the window’ or cortar el papel ‘cut the paper’ and figurative uses such as romper el desarrollo ‘interrupt the development’ or cortar la circulación ‘cut off the circulation’. Based on an extensive manual annotation of corpus (the used corpus is the El País Corpus consisting of all the El País newspaper issues from 1976 to 2007 and is hosted at the Insitut Universitari de Linguistica Aplicada (IULA) at the University Pompeu Fabra) data involving verb-object combinations with Spanish change of state verbs, I argue that combinations like romper el desarrollo or cortar la circulación , far from representing frozen idiom chunks, exemplify very productive compositional patterns. The frequency and naturalness with which change of state verbs take both physical and abstract entities as objects raises the question of how verbs express their meaning and makes this kind of data especially relevant for a theory of the lexicon as well as of composition. I provide a clear inventory of the typical combinatorial patterns of romper and cortar and I show that their combinatorial behaviour is much more diverse than usually acknowledged. I then argue that these facts need to be addressed by the compositional system, rather than by postulating homophonic lexical entires (Dowty, 1979; Alonso Ramos, 2011) or contextualist accounts (Recanati, 2005). For a proposal I turn to Modern Type Theories, which allow me to incorporate a richer notion of lexical semantics within compositional semantics. These theories thus allow me provide an insightful compositional account of what has long been considered non-compositional, namely combinations of change of state verbs with objects denoting abstract entities. [ABSTRACT FROM AUTHOR]

The study of phonetic contrasts and related phenomena, e.g. inter- and intra-speaker variability, often requires to analyse data in the form of measured time series, like f 0 contours and formant trajectories. As a consequence, the investigator has to find suitable ways to reduce the raw and abundant numerical information contained in a bundle of time series into a small but sufficient set of numerical descriptors of their shape. This approach requires one to decide in advance which dynamic traits to include in the analysis and which not. For example, a rising pitch gesture may be represented by its duration and slope, hence reducing it to a straight segment, or by a richer coding specifying also whether (and how much) the rising contour is concave or convex, the latter being irrelevant in some context but crucial in others. Decisions become even more complex when a phenomenon is described by a multidimensional time series, e.g. by the first two formants. In this paper we introduce a methodology based on Functional Data Analysis (FDA) that allows the investigator to delegate most of the decisions involved in the quantitative description of multidimensional time series to the data themselves. FDA produces a data-driven parametrisation of the main shape traits present in the data that is visually interpretable, in the same way as slopes or peak heights are. These output parameters are numbers that are amenable to ordinary statistical analysis, e.g. linear (mixed effects) models. FDA is also able to capture correlations among different dimensions of a time series, e.g. between formants F 1 and F 2 . We present FDA by means of an extended case study on diphthong – hiatus distinction in Spanish, a contrast that involves duration, formant trajectories and pitch contours. [ABSTRACT FROM AUTHOR]

This paper presents an analysis of gender agreement in three little studied Afro-Andean dialects: Chinchano Spanish (Perú), Yungueño Spanish (Bolivia) and Chota Valley Spanish (Ecuador). Data is presented showing a variety of DP gender agreement configurations significantly divergent from standard Spanish. A unified account for these phenomena is proposed combining quantitatitative methodology and several forms of data collection with a Minimalist approach to data explanation and interpretation. The provided analysis charts evolution and variation of gender agreement, arguing that the parallel development of gender agreement in these three Afro-Hispanic contact varieties can be explained by an approach in which change takes place along paths set by universal properties of grammar (feature valuation, locality of agreement, gradience of fitness in grammatical development, etc.). [ABSTRACT FROM AUTHOR]

This article compares the monolingual Basque predicative constructions with bilingual Basque-Spanish predicative constructions. The speech data for the study were collected in the Greater Bilbao area of the Basque Country between 2005 and 2012. The results suggest that code-switching may trigger the convergence of predicative constructions and have a significant impact on the general word order patterns. The monolingual predicative constructions in the data mostly follow the canonical Basque SXV word order (~81%), but the bilingual predicative constructions diverge from this word order in that the predicative element is located in a post-verbal position, as in Spanish (~80%). The Spanish lexical elements seem to be strongly associated with the corresponding Spanish construction, the word order of which is then applied to otherwise Basque predicative constructions. I explain the predominance of the Spanish word order in the bilingual constructions by a combination of processing-related factors and sociolinguistic factors. [ABSTRACT FROM AUTHOR]

Purpose: An Internet-based tinnitus intervention for use in the United States could improve the provision of tinnitusrelated services. Although clinical trials of such interventions were completed in Europe, the United Kingdom, and Australia, their suitability for adults with tinnitus in the United States is yet to be established. The aim of this study was to improve the cultural and linguistic suitability, and lower the readability level, of an existing program for tinnitus to ensure its suitability for U.S. English- and Spanish-speaking populations. Method: Guidelines for adaptation were followed and involved four phases: (a) cultural adaptations, as interventions targeted at specific cultures have been shown to improve outcomes; (b) creating Spanish materials to improve access of the materials to the large Spanish-speaking population in the United States; (c) professional review of the materials for acceptability as an intervention tool for a U.S. population; and (d) literacy-level adjustments to make the content accessible to those with lower levels of health literacy skills. Results: Cultural adaptations were made by using word substitutions, changing examples, and modifying the spelling of certain words. The materials were then translated into Spanish and cross-checked. Professional review ensured suitability of the chapters. Literacy-level adjustments ensured all chapters were within the guidelines for readability grade levels below the sixth-grade level. Conclusions: The previously developed tinnitus materials were revised to adhere to best practice guidelines and ensure cultural suitability for adults with tinnitus in the United States. As it is also available in Spanish, members of the large Hispanic community also have access to the intervention in their first language. Further studies should determine whether these changes improve patients' selfefficacy, engagement, and motivation to complete the intervention. [ABSTRACT FROM AUTHOR]

This work investigates the acquisition of Spanish dative alternation (DA) in the production of English-Spanish bilingual and Spanish monolingual children. We explore whether a/para-datives and dative clitic doubled (DCLD) structures are syntactically derived from one another or, whether they are different structures. We also examine whether bilinguals follow similar developmental paths to monolinguals in the acquisition of Spanish DA or whether they differ from their peers given the influence from the syntactic status of English DA in their other language. We conduct an analysis of the spontaneous data from nine English-Spanish bilingual and nine Spanish monolingual children, along with the adults that interact with them, as available in CHILDES database (MacWhinney, B. 2000. The CHILDES Project: Tools for Analyzing Talk. 3rd ed. Hillsdale: Erlbaum. Accessed December 10, 2018. ). Our results reveal that bilinguals begin to produce DCLDs and a/para-datives at an approximately similar age. This suggests a syntactic underived relationship between the two DA structures, akin to that in monolinguals' data. Nevertheless significant, the bilinguals and the monolinguals show a delay in the onset and a lower incidence in the production of a/para-datives when compared to DCLDs, which seems to be in line with adult input factors. The monolingual-like patterns in the bilinguals' data point to a lack of crosslinguistic influence from English DA. [ABSTRACT FROM AUTHOR]

In this article, I analyse the programme and pedagogy of Karmelo Ikastola, a Basque immersion school that promotes parental involvement and language use within the family. The Karmelo case is noteworthy due to its success at effectively promoting the use of Basque among students inside and outside the school along with its promotion of curricular separation between L1 native speakers and L2 learners of Basque. With support from the EBETE language cooperative, Karmelo launched an innovative approach to increase parental involvement in 2008. The school considers distinct pedagogical frameworks for different profiles of parents: Basque-speaking parents, mixed families (in which only one of the parents speaks Basque), and Spanish-speaking parents. The Karmelo programme also fosters parental participation and engagement via curricular adaptations that differentiate the needs of L1 and L2 speakers. The focus group data offer insights into the programme's approach to language instruction and acquisition, highlighting the role that linguistic attitudes and socialisation play during the various stages of L2 acquisition. [ABSTRACT FROM AUTHOR]

Using quantitative corpus evidence from different periods, the present article analyzes the emergence and diachronic development of the Spanish time constructions (clausal and adverbial) involving contemporary hacer 'make' and earlier haber 'have'. The obtained data, as well as cross-linguistic evidence, suggest that the clausal construction must have been the source of the adverbial one. A proposal is presented that could explain that development. The data show, in addition, that the grammatical properties and usage patterns of the clausal and adverbial constructions were very similar until the 16th century but have been diverging ever since. This divergence coincides with an exponential increase in the textual raw frequency of the adverbial construction, where word order fixation, erosion of the inflectional morphology and a change in the possibilities for time adjunction among others are found to occur at around the same time. This points towards a desentencialization, loss of inner structure and grammaticalization of the adverbial construction in those periods. [ABSTRACT FROM AUTHOR]

The acoustic energy of 996 tokens of word-initial /f/ in the speech of 38 speakers of Mexican Spanish was analyzed. The results suggest that the frequency with which words occur in phonological contexts favorable to reduction (Frequency in a Reducing Context or FRC) conditions the reduction of /f/, even after taking into account the immediate phonological context. Despite this, it is also found that the conditioning effect of FRC is less robust than the influence of the immediate phonological context, thus confirming the preeminence in these data of the online articulatory factors in comparison to the usage-based frequency factors. [ABSTRACT FROM AUTHOR]

Copyright of Intangible Capital is the property of Omnia Science 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 current report describes the results of the first known study examining the impact of parental deportation on the mental health of children using psychometrically reliable and valid assessment instruments. Participants reported on the current internalizing and externalizing problems of children under their care using the Spanish language version of the Child Behavior Checklist and completed a trauma history and demographic questionnaire that asked specifically about parental deportation status. Children with a deported parent ( n = 23) were significantly more likely to display externalizing and internalizing problems than children whose parents were not deported or in the process of deportation ( n = 52). Associated demographic characteristics and trauma history were controlled in these analyses. The results are discussed in the context of evolving immigration policy in the United States. [ABSTRACT FROM AUTHOR]