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This article investigates northern Australia's Spanish-speaking community, in order to probe the formation of migrant identity and the perception of Australian society. The community communicated extensively with other members of the global Hispanic Diaspora throughout Europe and the Americas, and used this correspondence to reflect on their experiences in Australia. One individual in particular, Salvador Torrents, wrote a large number of articles and short stories, demonstrating the complex interplay between local and international issues. Migrants used this interaction of local and global events, and the framework provided by transnational radical Hispanic debate, to critique Australian society and migrants' place within it. [ABSTRACT FROM AUTHOR]

This paper explores how one transnational emergent multilingual (TEM) adolescent described her languaging practices across the spaces she navigated daily both within and outside of the classroom across her first year in the US Findings illustrate how this adolescent – a home language speaker of Spanish and Quiché and emergent speaker of English – engaged in languaging practices in ways that illustrated the deep connection between language and identity while also representing how she had been socialized to understand language as both a tool for communication and relationship-building and a way of showcasing – or concealing – her identity. Using translanguaging theory, specifically conceptualizations of the translanguaging instinct and translanguaging spaces, this paper illustrates how monoglossic ideologies operate in ways that can overpower students’ existing heteroglossic ideologies causing them to question their translanguaging instincts and abilities. Findings indicate the need to focus on the creation of translanguaging spaces that cultivate and nurture students’ translanguaging instinct by pushing back on larger monoglossic ideologies and language policies that dictate both school and community spaces that TEMs navigate. [ABSTRACT FROM AUTHOR]

Medicaid enrollment and retention among eligible populations remains a challenge. We assessed health literacy-related features and content of Internet-based state Medicaid enrollment materials and resources. In February 2021, using established tools, we evaluated paper Medicaid enrollment applications and scope of enrollment resources (on-line enrollment option, toll-free telephone assistance, live chat function, instructional and/or informational audiovisuals). Forty (78.4%) English- and 28 (54.9%) Spanish-language paper Medicaid enrollment applications were available. Overall, document complexity was high as a large volume of information is required to apply for Medicaid coverage. An on-line Medicaid enrollment option was nearly universal. Medicaid government platforms were more likely to provide toll-free telephone assistance (n = 34; 66.7%) than a live chat function (n = 10; 19.6%). Eleven (n = 11; 21.6%) government platforms provided an instructional and/or informational Medicaid enrollment audiovisual resource. Our work suggests the need for states to leverage technology in creation of resources to match language and cultural needs of the diverse US population. Translation to Health Education Practice: Access to continuous health insurance coverage, comprehensive clinical care services, and evidence-based health education programming combined are essential in promoting both individual and community health. [ABSTRACT FROM AUTHOR]

This paper reports an experiment that investigates interpretive distinctions between two different expressions of generalization in Spanish. In particular, our aim was to find out when the distinction between generic statements (GS) such as Tigers have stripes and universally quantified statements (UQS) such as All tigers have stripes was acquired in Spanish-speaking children of two different age groups (4/5-year-olds and 8/9-year-olds), and then compare these results with those of adults. The starting point of this research was the semantic distinction between GS and UQS in that the former admit exceptions, unlike the latter. On the other hand, several authors have observed a Generic overgeneralization effect (GOG) consisting in allowing for UQS to be felicitous in the face of exceptions, thus proposing that this "error" stems from GS being defaults (simpler, more easily learned and processed). In the current paper we aimed to test the "Generics as Default" (GaD) hypothesis by comparing GS and UQS in three different age ranges. Our data show that, overall, the accuracy of GS is greater than the accuracy of UQS. Moreover, we also confirm a hypothesized interaction between age and NP type (GS vs UQS). Further, we present several data points that are not predicted by the GaD, including an observed decline in the accuracy of GS in the older group of children as well as in adults, and that children fail at rejecting statements that are not considered to be true generalizations. [ABSTRACT FROM AUTHOR]

This paper critically analyzes the linguistic landscape (LL) of the three campuses of Northeastern Illinois University (NEIU), a federally-designated Hispanic-Serving Institution (HSI) located in Chicago, to examine the role that languages other than English (LOTE), Spanish specifically, play in signage on the campuses vis-à-vis English. This paper argues that despite NEIU's HSI status, Spanish plays no dominant role in public signage on the three campuses, even on the campus called "El Centro." [ABSTRACT FROM AUTHOR]

This 2-year case study is a phenomenology of belief-change resulting from a specific curricular re-configuration. It follows Álvaro, a Master of Arts in Teaching Spanish student, from the first week of classes until graduation, as he completed a 4-semester program. Seeking to stimulate a move toward conscientização, the pilot curriculum included a translanguaging approach to three graduate courses, readings and group discussions on translinguistics, and shadowing an undergraduate Spanish class (for 'heritage speakers') that adopted a translanguaging approach. Additionally, opportunities for professional development (e.g. preparing and presenting an original paper at a national bilingual education conference) were provided. Following an iterative approach, data were collected via interviews and written reflections throughout the program; datasets were transcribed (when necessary) and analyzed after collection. Manen's (1990) guidelines for phenomenological analysis were adopted, and member checking was used for validation of findings. Results chart out a baseline of beliefs held by Álvaro prior to entering the program, and three types of belief-shift he experienced during his studies; these regard the dynamic nature of Spanish, the link between race and language, and the value of multilingual practices in society and education. Critical awakening/despertar crítico is introduced as a metacategory. [ABSTRACT FROM AUTHOR]

This paper is aimed at introducing the readers of Planning Perspectives to the Hispanic International Seminar on Urban Form (ISUF-H), a network for urban studies from morphological perspectives in Spanish-speaking countries. The platform is framed within the context of the research carried out at ISUF and its relationships with other schools and traditions of urban forms. The paper considers the themes and approaches presented at the ISUF-H conferences in Toledo (2016), Zaragoza (2018), Guadalajara-Mexico (2019), Barcelona (2020) and San José-Costa Rica (2021). In general, the diversity and vitality of research in the Spanish language is confirmed with the emergence and renewal of the themes and methodologies of analysis and eclectic approaches – with those of architects and urban planners dominating over those of geographers and specialists from other disciplines; this, in turn, demonstrates that barriers in the multidisciplinary dialogue remain and are an important challenge. Retrospective views and diagnoses based on the analysis of urban forms coexist with forward-looking views that consider current urban processes. The challenges of the ISUF-H are, therefore, akin to those of the ISUF, but also complementary, since they acknowledge the need to promote inclusive and multidisciplinary views over sectorial ones and to expand the anglophone field to include research carried out in Spanish-speaking countries. [ABSTRACT FROM AUTHOR]

On October 1st, 2017 the Spanish government deployed the police in Catalonia to prevent people from voting in what the Spanish government considered an "illegal" referendum. The police actions resulted in 893 [1] reported unarmed citizens injured in an event described by some international media as a case of police brutality. This paper drags from Critical Discourse Studies (CDS) to analyze discourses of normalization embedded in journalist practices in El País, the most widely read paper in the Spanish language [2]. These discursive practices channel extreme positions such as beating and dissolving unarmed citizens who aim to express their opinions by voting into an agenda of acceptable socio-political norm; inevitable actions defined as a constitutional and democratic measure. In the months approaching the "referendum", El País constructed a case against Catalonia's independence discursively by (1) legitimizing views, ideologies and positions that consider the Catalan's proposal unacceptable, (2) excluding dialogue and (3) propagating anti-pluralist discourses favoring "us" above "them", which consequently (4) normalized police force as political intervention, justified with the application of the article 155 from the Spanish Constitution. [1] According to the Catalan government and the Catalan Health Department. Retrieve from [2] Retrieved from , and [ABSTRACT FROM AUTHOR]

This article explores the importance of language awareness for teachers in Content and Language Integrated Learning (CLIL) programs. The study focuses on a collaborative professional development activity in a Spanish bilingual secondary school in Madrid. The analysis of the data highlights the significance of developing CLIL teachers' language awareness through on-site collaboration and discusses different frameworks for content and language integration. The text also discusses the use of Legitimation Code Theory (LCT) to understand how knowledge shapes teachers' practices in CLIL. The study emphasizes the need for effective language awareness in CLIL teachers and suggests further research in this area. [Extracted from the article]

Global tourism competition has entered home and family space. Drawing upon ethnographic research in Guatemala, this paper investigates the postcolonial gendered politics that shape (and are shaped by) global tourism competition, homestays, and mothering labour. It shows how Guatemalan women turn to hosting as an economic strategy and, in doing so, become part of a complex power relationship between Spanish schools and their (primarily Western) language tourists (or ‘students’). Spanish schools only work with ‘host-mums’ deemed capable of meeting their students’ needs, desires, and expectations of homestays as affordable, enjoyable, pedagogical experiences of ‘real’ family. To achieve this, Guatemalan women become cosmopolitan, competitive subjects who devise and enact strategies to commodify, transform, and perform their mothering labour and homes/families in ways that appeal to their Western students. Far beyond creating desirable touristic experiences, the everyday competitive mothering of tourists is having widespread consequences at the personal, local, and global levels. [ABSTRACT FROM AUTHOR]

Sociocultural competence is the third goal of TWI programs, yet there is a lack of consensus on what it looks like in terms of student outcomes in the classroom. As an inherently social construct, sociocultural competence leads to successful interactions with people who are different from each other along various dimensions. Sociocultural competence in TWI classrooms, specifically, may manifest in successful friendship formation among students across different language and cultural groups. We use Social Network Analysis to investigate a friendship network in one TWI kindergarten classroom in Costa Rica using a measure of "homophily" – the tendency for people to create ties with people who are similar to themselves. Findings from the data in this study reveal patterns of friendship that indicate higher levels of sociocultural competence for bilingual students, both individually and as a group, in that they more regularly establish friendships across language groups in their classroom (showing less homophily) than do English or Spanish dominant students. A major contribution of this paper is to show how social network theory can be leveraged to help better specify and measure sociocultural competence in the TWI classroom by looking across different levels of analyses. [ABSTRACT FROM AUTHOR]

When non-Hispanic candidates make an appeal in Spanish they are typically labeled as "Hispandering." Some evidence has shown, however, that Hispanics have higher evaluations of candidates who make Spanish appeals, regardless of ethnicity. This paper explores how perceptions of pandering are formed among Hispanics. I expand the expectations gap literature by arguing that trait ownership and expectations are relevant for race. Given the expectation for a candidate's ability to perform a certain appeal, perceptions of pandering will be conditioned on the candidate's ability to exceed or fall short of those expectations. I test this idea with Spanish language appeals. I run an experiment where I randomly assign Hispanics to hear a message given by an Anglo or Hispanic candidate where the message is either in English or Spanish. I find support for the expectations gap theory. Anglo candidates, who are not expected to be able to speak Spanish can increase their perceived sincerity by speaking in grammatically correct Spanish. Meanwhile, Hispanic candidates who speak non-native-sounding Spanish have lower evaluations compared to their native-like or English-speaking counterparts. Given the low levels of political trust among Hispanics, I test the implications of perceived pandering on political trust. I run another experiment where I test whether perceiving that one politician panders has spillover effects for other candidates. I find that perceiving pandering decreases trust in that candidate but otherwise pandering had no spillover effect on other candidates' political trust. These studies help illuminate the important dimensions of pandering perceptions. [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]

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 this paper, I explore the political potentialities the -women's collective in the Mam Maya town of Toj Coman Guatemala open when they bring the historical moment of the Spanish invasion into their present work. I ask, which moments in space and time do women in Toj Coman collectively curate to envision a different future for their community? Drawing on collective members' conversations about textile arts, their construction of a public water tank, and the Spanish invasion, I argue that how these histories are collected and shared unsettles dominant narratives and creates different openings, potentialities, and futures. I draw on insights from 4 months of arts-based collaborative research with the collective between 2018 and 2019 and theorizations of desire, colonial patriarchy, cuerpo-territorio, and refusal by Indigenous and decolonial scholars. I use the word 'curation' to signal the creative and selective ways that women draw on their experience and expertise to carefully both show and deny specific representations, knowledges, and memories across contexts. [ABSTRACT FROM AUTHOR]

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

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

This paper focuses on the use of language during the emergency eLearning period due to Covid-19 in the Basque Autonomous Community. Specifically, the main objective of this study is to analyze how the use of Basque (local minority language), English (foreign language), and Spanish (local majority language) changed during this period among children and the interactions that may exist between them. Four hundred eighty-four teachers and 410 parents participated in this research. The results revealed that teachers perceived a significant decline in the use of Basque that correlated with an increase in the use of Spanish. The decline in the use of Basque was particularly significant among children in kindergarten. The use of English also decreased but was not associated with the use of the other languages. It was also found that the perceptions of children's language use differed between teachers and parents. The findings are explained in terms of assumptions regarding language learning and use in relation to the context of the study. Finally, we discuss some implications of empowering minority and foreign language use in multilingual contexts during emergency eLearning and the measures that should be taken to mitigate the decline in their use at the current time. [ABSTRACT FROM AUTHOR]

This paper summarizes the findings of the Neuropsychological Norms for the U.S.-Mexico Border Region in Spanish (NP-NUMBRS) Project and offers a roadmap for future research. The NP-NUMBRS project represents the largest and most comprehensive co-normed neuropsychological battery to date for native Spanish-speaking healthy adults from the U.S. (California/Arizona)-Mexico borderland region (N = 254; ages 19–60 years). These norms provide demographic adjustments for tests across numerous domains (i.e., verbal fluency, processing speed, attention/working memory, executive function, episodic memory [learning and delayed recall], visuospatial, and fine motor skills). This project: 1) shows that the NP-NUMBRS norms consistently outperformed previously published norms for English-speaking non-Hispanic (White and African-American) adults in identifying impairment; 2) explores the role of Spanish-English bilingualism in test performance; and 3) provides support for the diagnostic validity of these norms in detecting HIV-associated neurocognitive impairment. Study limitations include the limited assessment of sociocultural variables and generalizability (e.g., other Latina/o populations, age limit [19 − 60 years]). Future research is needed to: 1) investigate these norms with U.S.-dwelling Spanish-speakers of non-Mexican heritage and other clinical subpopulations; 2) expand coverage of cognitive domains (e.g. language, visuospatial); 3) develop large normative datasets for children and older Latina/o populations; 4) examine how sociocultural factors impact performance (e.g., bilingualism, acculturation); 5) investigate these norms' diagnostic and ecological validity; and 6) develop norms for neurocognitive change across time. It is hoped that the NP-NUMBRS norms will aid researchers and clinicians working with U.S.-dwelling Spanish-speakers from the U.S.-Mexico borderland to conduct research and evidence-based neuropsychological evaluations in a more culturally responsive and ethical manner. [ABSTRACT FROM AUTHOR]

Drawing on data from a longitudinal linguistic ethnographic study of a trilingual (English, Japanese, Spanish) family in Australia, this paper suggests that rather than looking at their language use in terms of family language policy, better insights can be gained by exploring the translingual family repertoire. This repertoire is a central apparatus in the operation of this family, part of what holds the family together, both as an everyday means of communication and as an ideal of family integration. It is a set of resources that different members of the family can draw on in their everyday interactions. Looking at everyday interactions in the family, and the ways these are related both to this repertoire and to surrounding objects and space, this paper suggests that the focus of language use in the family is not on heritage language maintenance or any other kind of language policy, but rather on getting by translingually, on doing family life with the aid of a repertoire of diverse resources. This has important implications for how we think about multilingual families within the wider social domain. [ABSTRACT FROM AUTHOR]

In recent years, Heritage Language Programs have been attracting more and more attention in the European academic and educational policy contexts. In Germany, many efforts are being undertaken to foster the teaching of heritage languages in schools. This paper provides an overview of the teaching of Spanish as a Heritage Language in Germany through the long-established Program 'Spanish Culture and Language Lessons' (Aulas de Lengua y Cultura Españolas) funded by the Spanish Ministry of Education for school-aged Spanish heritage speakers. The principal objectives of the study are to analyze the main fostering and constraining factors to participate in this program and to propose improvement measures. To achieve these purposes, a mixed quantitative and qualitative research methodology has been used. The findings are discussed according to these main topics arising during the research process: reasons for students to participate and learning needs, teaching challenges, family implication, relationship with the regular formal education system, blended learning, linguistic and culture diversity. Moreover, improvement measures for this Spanish Heritage Language program are suggested. The main conclusions may be useful for heritage language teachers and program managers in other heritage language (HL) programs in Germany and more generally in Europe. [ABSTRACT FROM AUTHOR]

This paper reports on a writing programme I started at Bronx Community College to improve academic success among recently immigrated Spanish-speaking students by linking ESL courses to Spanish academic literacy courses within the framework of a learning community. My reflection begins by articulating the pedagogical rationale for looking beyond 'English-only' approaches to the teaching of college writing in the context of the U.S. language demographics. I discuss how the linked course model facilitated the circumvention of 'normative English monolingual ideologies' and the implementation of a translingual approach to college writing in an institution where English is the only language of instruction. Drawing on a longitudinal study that includes a comparative analysis of academic success metrics and in-depth interviews, I show how the translingual pedagogical strategies that emerged from the linked courses facilitated English academic literacy acquisition and the ability to succeed through this language. [ABSTRACT FROM AUTHOR]

This article is on pedagogical translanguaging, understood as planned instructional strategies used with a pedagogical purpose in a multilingual educational context. The paper reports a study on cognate identification and cognate awareness carried out in a multilingual primary school. The study aims at analyzing whether the identification of cognates in three languages is related to linguistic factors and to teaching. The relationship between teaching cognates and metalinguistic awareness is also explored. Half of the participants took part in an intervention based on pedagogical translanguaging using multilingual resources from the students' own repertoire while the other half followed regular classes. Participants completed a background questionnaire and a cognate recognition task. Information was also gathered by means of a think-aloud protocol and an interview. The results indicate that the identification of cognates is connected to the linguistic characteristics of cognates but not to having Basque or Spanish as a first language. Participants who had taken part in the intervention showed a higher development of cognate awareness but there were no significant differences between the groups in cognate identification. The results are exploratory but they indicate that using the languages in the students' whole linguistic repertoire can create more opportunities for language learning. [ABSTRACT FROM AUTHOR]

This paper discusses Texas Examinations of Educator Standards Program Languages Other Than English – Spanish exam (TExES LOTE – Spanish) and its potential bias, particularly against teacher candidates with Spanish as a heritage language (HL) background. In Texas, most teacher candidates, or college students of Spanish preparing for secondary teacher certification, are heritage speakers of Spanish. However, while they are competent Spanish speakers, many fail their TExES LOTE – Spanish exam. In light of recent demographic trends and a growing body of research on HL learners, Spanish teaching in higher education and, to a lesser extent, in secondary schools has begun to move away from teaching so-called prestigious varieties of Spanish (e.g., Spain) toward inclusion of other varieties of Spanish, especially those spoken in the U.S. and those that reflect students' heritage. Despite this pedagogical shift, we posit that TExES LOTE – Spanish exam does not reflect current Spanish curricular content, which negatively affects these students' performance. We provide examples and available exam statistics to support our claim. Through this conversation about the mismatch between student background and TExES LOTE – Spanish content, we hope to start a dialogue about a much-needed revision of this exam in the near future. [ABSTRACT FROM AUTHOR]

The following paper explores the funerary epigraphy of contemporary Galician rural societies to contextualise it within social, historical, and linguistic dynamics. This hypothesis suggests an apparently contradictory record, with diverse primary sources offering apparently conflicting versions of the same process: while funerary memorials show an absolute predominance of Castilian as the vehicular language, sociolinguistic and historical studies suggest an absolute predominance of Galician. Considering these contextual discordances, different questions arise: how are these ambiguous contexts generated? Is it a methodological problem or are they real representations of ambivalent social dynamics? How can we identify them and in what kind of social processes? Accordingly, this work develops a twofold approach: firstly, an analytical methodology that collects relevant data from epigraphic evidence is provided, aiming to expose the funerary record and identify possible contextual ambiguities in relation to other available sources. All analytical procedures will be described, and the results obtained will be presented. Moreover, a broad historical and sociolinguistic perspective is presented, with the aim of contextualising what dynamics define and explain this apparently contradictory phenomenon. Secondly, a discussion about the problems of these discordances, their relationship with the discourses of power, and their analysis from the material register has been considered. Different theoretical and methodological approaches are explored to study these ambiguous records, considering their role in different power relations. The main objective is to reflect on how we approach ambiguous records in order to provide terminological tools to understand material and social contexts entangled in power dynamics. [ABSTRACT FROM AUTHOR]

Dual language immersion (DLI) programs have emerged in the U.S. as effective ways to bring together language minority and language majority speakers in school settings with the goal of bilingualism and bi-literacy for all. However, the proliferation of these programs has raised concerns regarding issues of inequity and dissimilar power dynamics in these spaces (Cervantes-Soon, 2014, "A Critical Look at Dual Language Immersion in the New Latin@ Diaspora." Bilingual Research Journal 37 (1): 64–82; Flores, 2016, Do Black Lives matter in Bilingual Education [Web log post]. Accessed May 1, 2017. https://educationallinguist.wordpress.com/2016/09/11/do-black-lives-matter-in-bilingual-education/; Valdes, 1997, "Dual language immersion programs: A cautionary note concerning the education of language-minority students." Harvard Educational Review 67: 391–430, 2018, "Analyzing the curricularization of language in two-way immersion education: Restating two cautionary notes." Bilingual Research Journal). With this in mind, this study aims to shed light on the intricate social processes at work in DLI contexts. In particular, this paper examines first, how notions of language use, race, and ethnicity are socially constructed and intersect in DLI settings; and second, it explores how these ideas are discerned and re-shaped by young children into their own social and linguistic norms. Employing qualitative research methods, this year-long ethnographic case study uses the intersectional lens of raciolinguistics (Alim, Rickford & Ball, 2016, Raciolinguistics: how language shapes our ideas about race. New York, NY: Oxford University Press; Rosa & Flores, 2017, "Unsettling race and language: Toward a raciolinguistic perspective." Language in Society 46 (5): 621–647), to examine the intricate cross-cutting dynamics at play in bilingual spaces. The exploration of these ideas helps to illuminate the ways in which language practices and interactions are shaped by social constructions from a very early age. Furthermore, it contributes to understandings of social perceptions and relations in multilingual/multicultural/multiethnic contemporary school settings. [ABSTRACT FROM AUTHOR]

This paper examines the extent to which having Spanish as a second language influences trade in Trinidad and Tobago (T&T). Our study is motivated by the inflow of Venezuelan migrants into T&T on account of political and economic tensions in Venezuela. This influx of immigrants can positively impact the T&T economy using the Rybczynski theorem. This is necessary given that the country faces an aging population and a decline in trade with traditional trade partners. Gravity modelling including Pooled OLS, Fixed Effects Model, Random Effects Model and the Poisson-Pseudo Maximum Likelihood method are used to examine whether language affects T&T's extra-regional trade with Spanish speaking countries. It is determined that language is a significant factor in promoting trade in T&T, increasing bilateral trade and exports. The impact of Spanish immigrants on the T&T economy reduces the loss of exports as compared to if Spanish immigrants were absent. We suggest an intensification of the adoption of Spanish as a second language in T&T in order to promote trade with other Spanish speaking countries as it would reduce communication costs. [ABSTRACT FROM AUTHOR]

The article contains notes on the English translation of "The analytic situation as a dynamic field," by Willy and Madeleine Baranger originally published in Spanish in 1961-1962. According to the article, it is intended as an aid to reading the paper and as a commentary on some of the concepts that the original article covers such as field, essential ambiguity, bipersonal unconscious phantasy, point of urgency, and bastion.

It is instructive to interpret patterns of language use in light of the interaction between language use and an individual's awareness of, and resistance towards, linguistic hegemony. While heritage language maintenance is often described as language use motivated by antihegemonic ideologies, this paper suggests that the paradox of the resistance to linguistic hegemony is that in order to be successful, this resistance necessitates acquiescence to this hegemony on a certain level, namely proficiency in the dominant language. This paper contends that a key element influencing the dynamic between these existing factors and language maintenance is the speaker's awareness of, and response to, the paradox of the resistance to linguistic hegemony. Awareness of and conviction towards this paradox seems to supply a dynamic in an individual's conviction towards heritage language maintenance. This paper reports the results of a study that examined this interaction in the case studies of families maintaining Spanish across generations in a rural town in upstate New York, USA. The displays of power illustrated on a personal exchange level, on the media level, and within institutions seem to illuminate the awareness of and response to the paradox of linguistic hegemony — successful resistance that leads to heritage language maintenance. [ABSTRACT FROM AUTHOR]

The aim of this paper is to describe the process of designing and implementing a teaching unit that links a curricular subject – in this case, Spanish language – with the identity of students as a strategy aimed at improving engagement and learning. The teaching unit was implemented in a Shared Education Unit in Catalonia (Spain) for at-risk students. The design of the teaching unit was based on the theoretical approaches of the funds of identity and proposals made by Cummins, which integrate the identity of students into educational practices as a way of reaffirming and empowering those students. We shall describe the funds of identity uncovered, the implementation of the teaching unit and the evaluation of the educational activity by participants. In general, the participating students gave a positive evaluation of the activity, emphasizing its motivating character since it stemmed from their own hobbies and interests, in particular the manipulative arts. [ABSTRACT FROM AUTHOR]

This study reports how authors use Spanish in award-winning Latinx children's picturebooks in the USA. Teachers, families, and librarians use these books to support heritage language and culture or to broaden children's understanding of cultures other than their own. Thus, how these books use Spanish matters because of the potential of these books to promote cultural and linguistic diversity to children. This study investigated how authors used Spanish, which characters spoke Spanish, and what language ideologies texts explicitly communicate. Across 9 books (award winners between 2010 and 2015), there were 78 instances of Spanish use, and 21 of these were complete sentences or exclamations. The books provided a high level of support for understanding Spanish. Supports include immediate translation, appositive explanations, contextual cues, and picture cues, with little use of fluid translanguaging, which more approximates the communicative practices of bilingual communities. The paper concludes with implications for teachers to develop critical language awareness among students in response to literature and suggestions for authors and publishers to represent Spanish-speaking communities in children's literature. [ABSTRACT FROM AUTHOR]

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This paper investigates trends in the study of Modern languages or second foreign languages (SFLs) in Swedish lower secondary school between 2000 and 2018. Over the last decades, SFLs, i.e. French, German and Spanish, have been the target of several policy measures as a response to a declining interest. However, few reports on their impact have been published. We report the proportion of pupils studying an SFL at the national level and across demographic municipality groups and analyse a possible impact of one policy measure, grade point average enhancement credits (GPAEC, meritpoäng) for SFLs. We found an increase in the proportion of pupils studying an SFL, but mainly in urban areas. Moreover, we found important differences between SFLs. Spanish is the most widely studied SFL in all municipality groups. French is most popular in urban areas while German is more chosen in rural areas. If the increase of the number of pupils studying and SFL can be ascribed to GPAEC remains still to be seen, but if so, the GPAEC mainly had an impact on highly urban areas where the proportion of pupils studying an SFL was the highest already before introducing this policy measure. [ABSTRACT FROM AUTHOR]

This paper considers student teachers as reflective practitioners arguing that reflection processes can be established in university pre-service programmes, rather than the more widely acknowledged school practicum. Results from a small-scale study into micro-teaching sessions, where student teachers taught peers, indicate that 'teachers' and 'learners' benefitted from sharing knowledge, and from reflection afterwards, evaluating teaching and learning approaches and considering strategies for future practice. Increased confidence, teamwork and appreciation of practical considerations: organisation, planning and resources were all highlighted by students after the sessions. We conclude that stimulating reflection in the university setting through peer teaching offers a helpful perspective for teacher educators, so that during school practicum, students can interrogate their practice effectively, enhancing their pedagogy. We also raise questions about theory-informed practice and its role in reflection. [ABSTRACT FROM AUTHOR]

Background: The diagnostic criteria for the semantic variant of primary progressive aphasia (svPPA) include the possible presence of acquired surface dyslexia or dysgraphia. Acquired surface dyslexia is characterized by a greater difficulty in reading irregular words with the production of regularization errors. On the other hand, acquired surface dysgraphia is characterized by difficulties in writing irregularly spelled words, which are stimuli that produce phonologically plausible errors. The identification of these patterns in Spanish has been subject to controversy due to the orthographic transparency of the language and its lack of irregular words. However, differences do exist between reading (completely transparent) and writing (considerably irregular) and thus, designing tests to identify acquired surface dysgraphia is a simple task, since there are irregular words for writing in Spanish. Nevertheless, few cases of acquired surface dysgraphia have been reported in Spanish-speaking patients. In addition, the identification of acquired surface dyslexia in Spanish-speaking patients requires the use of tasks other than reading irregular words. Aims: The aim of this paper is to report the reading and writing impairments of a Spanish-speaking patient with svPPA, and show that it is possible to identify patterns of acquired surface dysgraphia and dyslexia in a transparent language. Methods and procedure: Single case study of a Spanish-speaking patient with svPPA. The tests administered were: writing to dictation of words (both regular and irregular) and nonwords, reading of words and nonwords (measuring accuracy and reaction times) and lexical decision with pseudohomophones. Outcomes and results: We found a regularity effect in the writing to dictation task with the generation of several phonologically plausible errors, a loss of lexical advantage in reading latencies although reading accuracy was conserved, and a pseudohomophone disadvantage effect in the lexical decision task; thus, resulting in a profile consistent with the patterns of acquired surface dysgraphia and dyslexia. Conclusions: The results obtained indicate it is possible to identify these patterns when the characteristics of the language are taken into consideration in the selection of tests to be administered. Therefore, it is possible to test for all the established criteria for svPPA in Spanish-speaking patients. [ABSTRACT FROM AUTHOR]

This article focuses on the Diaghilev Ballet, which arrived in Buenos Aires, Argentina in September 1913. Its performances were reviewed in the English-language papers, "The Standard," and the "Buenos Aires Herald," although, curiously, the Spanish-language papers seem to have ignored the season. The opening night's performance on September 11 attracted a "fashionable gathering" who gave the ballets an enthusiastic reception. The fifth performance of the season was on September 20 and presented yet another ballet, "Le Dieu Bleu."

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The present paper describes the methodology and sample characteristics of the Neuropsychological Norms for the U.S.-Mexico Border Region in Spanish (NP-NUMBRS) Project, which aimed to generate demographically-adjusted norms for a battery of neuropsychological tests in this population. The sample consisted of 254 healthy Spanish-speakers, ages 19-60 years, recruited from the U.S.-Mexico border regions of Arizona (n = 102) and California (n = 152). Participants completed a comprehensive neuropsychological test battery assessing multiple domains (verbal fluency, speed of information processing, attention/working memory, executive function, learning and memory, visual-spatial skills and fine motor skills). Fluency in both Spanish and English was assessed with performance-based measures. Other culturally-relevant data on educational, social, and language background were obtained via self-report. Demographic influences on test performances were modeled using fractional polynomial equations that allow consideration of linear and non-linear effects. There were no significant demographic differences between participants tested in Arizona and California. Age and gender were similar across education ranges. Two thirds of the sample were Spanish dominant and the remainder were considered bilingual. Individual articles in this Special Issue detail the generation of demographically adjusted T-scores for the various tests in the battery as well as an exploration of bilingualism effects. Norms developed through the NP-NUMBRS project stand to improve the diagnostic accuracy of neuropsychological assessment in Spanish-speaking young-to-middle-aged adults living in the U.S.-Mexico border region. Application of the present norms to other groups should be done with caution. [ABSTRACT FROM AUTHOR]

Copyright of Tourism Geographies is the property of Routledge 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 explores how critical teacher action research (CTAR) supported the process of developing and implementing a Spanish for Heritage Speakers (SHS) course in a high school, notwithstanding a low percentage of heritage language learners. The purpose of the paper was to explore how a teacher was able to navigate the secondary school structure, community/national Discourse, and her own classroom pedagogy to implement the SHS course. Data collection included teacher and teacher-educator-researcher journals, classroom observations, school board minutes, and student course work. These data were coded and analyzed into phases that represent the teacher's process of developing and implementing the course. Data demonstrated that this teacher's changing practice and involvement in program development were influenced by: her experiences with her students and her desire to provide more effective instruction for them; her enrollment in teacher education courses at the university; decisions by the administration; and discourses prevalent in the school and community/nation. Data suggested that teachers, school and district administrators, teacher-educators, and families in the community all played significant supporting roles in the effort to create a successful heritage language course at the secondary level. By focusing on outcome, a critical aspect of CTAR, the teacher and teacher-educator worked collaboratively to change classroom practices and curriculum in this secondary school to better support heritage Spanish speakers. Unlike some teacher action research projects that focus only on teacher classrooms or teacher education institutions, this collaborative research project generated recommendations for secondary teachers and administrators as well as teacher-training institutions. These include the importance of administrative support, community involvement, framing language as social and dynamic, and course development in teacher development programs to teach heritage languages. [ABSTRACT FROM AUTHOR]

This paper examines language-brokering events to better understand how children utilize their linguistic resources to create spaces where the coexistence of two languages can enable or restrict understanding and learning of academic content for themselves and others. An analysis of the structure of language-brokering events reveals that different directional processes and points of initiation are involved, and that these structures lead to different consequences for learning. The data illustrate the socially constructed nature of language brokering and the active participation of young children in constructing their roles, community, and learning in classrooms. Although language brokering can facilitate comprehension and participation among second-language learners, the paper suggests a cautionary note about the possible unintended consequences of language-brokering events for second-language learners. [ABSTRACT FROM AUTHOR]

Whereas most research on child second language acquisition has focused on the oral production of children, studies are needed to illuminate patterns of literacy development in a second language. This paper aims to shed some light on this process, focusing on the English writing development of a native Spanish speaker, and on the Spanish writing development of a native English speaker, both enrolled in a two-way immersion program in the USA. Data for this particular study come from a longitudinal, national study, involving 484 students in 11 programs across the country. In this paper, we will present a case study of two students in the project, from the beginning of third grade through the end of fifth grade. The students' writing samples will be discussed using an analytic rubric developed for the project. This rubric addresses three major aspects of writing — composition, grammar and mechanics — and provides a clear framework for investigating changes in writing ability over time. [ABSTRACT FROM AUTHOR]

The Boxer Codex is a ca. 1591 compilation of accounts, written in or translated into Spanish, of the peoples of Southeast Asia alongside illustrations made by a Christian Sangley (Manila Chinese) artist. Scholars should understand this work not as hybrid but as a collaboration between imperial cultures. Evidence of the self-portrait of the artist as a Christianized Sangley and the earliest-known image of a bayoguin, a Tagalog man operating as a female spiritual, medical, and community leader, suggests the rewards of attending to the visual rhetorics of colonization alongside current scholarly emphases on materiality and trade. [ABSTRACT FROM AUTHOR]

In this paper, we analyse the relationship between use and perception of five Catalan variants of the variable subject coreferential with an antecedent. This will be done by examining the results of a cloze test and three perception surveys answered in 1997 by 26 respondents. Two different correct constructions were then presented as correct answers in the exercise, which were also evaluated in terms of to what extent the subjects used them and how they felt about their grammaticality and their stylistic distribution. Three more variants were also evaluated in the same surveys. The result is that there is general agreement on the stylistic distribution of three variants, ranging from colloquial to formal situations, regardless of the extent the five variants are used. [ABSTRACT FROM AUTHOR]

This study extends our understanding of Chinese university students' motivation to learn languages other than English (LOTEs) by adding a contextual dimension to the L2 Motivational Self System. The study drew on Higgins' ([1987]. "Self-discrepancy: A Theory Relating Self and Affect." Psychological Review 94: 319–340.) original Own-Other standpoints and Lanvers' ([2016]. "Lots of Selves, Some Rebellious: Developing the Self Discrepancy Model for Language Learners." System 60: 79–92.; [2017]. "Contradictory Others and the Habitus of Languages: Surveying the L2 Motivation Landscape in the United Kingdom." The Modern Language Journal 101 (3): 517–532.) Self-Discrepancy Theory for Language Learners to enrich the framework, and recruited two different learner groups with Chinese as their first language and English as their second language – voluntary learners of Spanish as a third language and non-voluntary learners of Spanish. The Q-methodology was applied to profile these two groups' multilingual selves, with four motivational profiles emerging from the analysis: self-motivated with multilingual posture, self-motivated with instrumentality, other-motivated with promotion-focused instrumentality, and other-motivated with prevention-focused instrumentality. The findings revealed that multilingual posture was prominent in the self-motivated learners' investment in learning Spanish, and the other-motivated learners were subjugated to the macro-level sociological influences of global English and the national foreign language policy. Our findings also suggested a potential gate-keeping role of global English in conceptualising non-Anglophone learners' LOTE learning motivation. This paper concludes with some methodological and theoretical implications for future LOTE learning motivation research. [ABSTRACT FROM AUTHOR]

This paper analyses the language attitudes of autochthonous and immigrant families living in Catalonia towards Spanish and Catalan. The research is intended to assess the possible differences in the language attitudes of students and their parents towards the two languages spoken in Catalonia. The investigation takes a sample of 476 students and their families from several cities in Catalonia who answered an attitude questionnaire. The data were analysed with SPSS and t-tests were performed, with students reporting better attitudes towards Catalan and parents showing more favourable views on Spanish. Statistically significant differences were identified between local and immigrant participants, with non-Spanish families showing worse attitudes to Catalan than towards Spanish. A correlation was found between autochthonous students and their parents when it comes to language attitudes towards the two languages, suggesting that the family environment does have an impact on the development of language attitudes. However, this effect is less visible in the case of immigrant families, where social and educational elements could moderate the impact of language attitudes within the family. [ABSTRACT FROM AUTHOR]

In minority language revitalisation contexts, the determination of proficiency in the minoritised language is a sensitive social issue that affects citizens regardless of their linguistic background. From a psychometric perspective, since the target population is heterogeneous, competence assessment instruments must ensure score validity for each linguistic subgroup. Focused on the Basque Autonomous Community (Spain), in this paper, we introduce the Basque Competence Assessment examination (known by its acronym EGA) and assess the factorial invariance of the writing section using a structural equation modelling approach. Data were collected from 2554 candidates classified into three groups according to mother tongue: Spanish, Basque, and Basque/Spanish. The results show the near invariance of the writing section of the EGA and that the highest performance was found in the Basque mother-tongue examinees. Results also reinforce the importance of validation analysis in language diversity contexts to guarantee fairness in test-based decisions. [ABSTRACT FROM AUTHOR]

Emergent bilinguals’ engagement and participation with learning is closely connected to the identities they are able to construct in this learning. In this paper, I present a model for understanding how young emergent bilinguals begin to construct identities with language and learning across school-based activities. Drawing upon Holland, Lachiotte, Skinner & Cain’s (1998) framework of how identities are shaped across figured worlds, and Nasir & Hand’s (2006, 2008) notion of practice-linked identities in school-based contexts, the model identifies the ways in which three components—context, subject positioning, and agency—play a critical role in how emergent bilinguals in a Spanish-English dual language, elementary school program begin to construct identities with learning and language. In juxtaposing the experiences of two emergent bilinguals, data highlights how these students used language in novel ways to assert a level of agency to become active participants in school-based activities. [ABSTRACT FROM AUTHOR]

The aim of this paper is to describe vocabulary use during semi-spontaneous oral production among instructed learners of French and Spanish at two different stages in the UK educational system: year 9 (near beginners) and year 13 (approximately low-intermediates). The paper mainly focuses on comparing lexical diversity (range or variety of vocabulary used) across languages and across years, including analyses of different word classes. The data are taken from two publicly available learner language oral corpora. These corpora are described briefly, before the details and results of the current study are presented. It is hoped that the oral task, the measures and the results will provide points of reference for teachers, given that there are few, if any, such points of reference currently available. [ABSTRACT FROM AUTHOR]

This paper reports an evaluation carried out from 1999 to 2003 in 55 schools in the Basque Autonomous Community involving more than 10,000 secondary school students. The variables measured include achievement in Spanish, metacognitive skills, learning strategies and variables related to the students' family environment. The measurements were made at three different times in the last year of primary, and second and fourth years of secondary school. The main aim of this research study is to conduct a longitudinal study of the students' achievement using a measuring unit which can be used for the three measurements for all the students. The data reported in this paper focus on proficiency in the Spanish language. Data were analysed using a hierarchical linear model (HLM) with three levels: (1) the three students' measures at three different points in time; (2) individual variables related to the students; and (3) the variables related to the schools. The paper presents a model of change in achievement in Spanish by examining the influence of background variables including socioeconomic status (SES) of the family and the school, gender, and type of school (private or public). The results indicate that there is a linear increase of scores in Spanish along the school grades. D model students with Basque as the language of instruction obtain lower results than the rest of the students. Other variables such as gender, SES (family and school) and metacognition also have a significant effect. [ABSTRACT FROM AUTHOR]