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The article focuses on the centenary celebration of the Bulletin of Hispanic Studies and the publication of papers reflecting on various topics within Hispanic Studies, including pedagogy and research-led teaching.

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

This paper addresses how the negative particle no interacts with Spanish deverbal nominalizations that denote an event. Firstly, it is pointed out that, when preceded by negation, these nominalizations only give rise to the inhibited eventuality reading, contrary to what happens with verbs, which give rise to both the inhibited eventuality reading and the negated eventuality reading. Secondly, it is shown that, when these nominalizations co-occur with no, their lexical aspect is modified, as they share properties with events, but with states as well. Thirdly, a proposal of analysis for is presented. We claim that both the interpretation and lexical aspect of this construction follow from the interaction of negation with the syntactic configuration of the nominalization and, specifically, with the projection responsible for the triggering of the eventuality. [ABSTRACT FROM AUTHOR]

This paper explores the procedural meaning of the Spanish adverb apenas , proposing that it carries the procedural meaning of right-hand APPROACHING. This procedural meaning effectively accounts for various interpretations and argumentative orientations of apenas in different contexts. The analysis demonstrates that apenas consistently implies a closeness or minimality, whether in quantitative or temporal domain. The procedural meaning also explains the negative argumentative orientation of apenas. Therefore, the different meanings of apenas can be analyzed in a holistic way. Through this analysis, the study aims to contribute to a deeper understanding of adverbial usage in Spanish and potentially guide analogous investigations in other languages. • The Spanish adverb apenas carries a procedural meaning. • The procedural meaning can offer a holistic analysis of this adverb. • The procedural meaning also explains the negative argumentative orientation of apenas. [ABSTRACT FROM AUTHOR]

Text mining has led to growth in sentiment analysis (SA) across various research disciplines. The pandemic has provided a unique and special context for analysing students’ written expression. We utilised comments from a survey conducted during the pandemic to create a corpus for SA. The corpus comprises 25,197 words extracted from over 600 comments in Spanish, collected during a survey that lasted around 20 days. We aim to detect sentiments and emotions from this corpus using SA. However, some essential and little-discussed issues in literature should be addressed, such as its relationship with post-cognitivist theory. This paper uses the post-cognitivist approach to analyse emotions and sentiments through SA with the Spanish lexicon in the economics of education. Literature in this area needs further development, especially in Spanish. The article shows that the emotions and sentiments of students in challenging situations can be identified through a corpus of student comments. However, specific elements should be considered while interpreting emotions and sentiments within the framework of post-cognitivism methodologies. Recognising that the human experience is a complex interaction, it is essential to consider the emotional nuances within the context in which they develop. Addressing this issue from the post-cognitivist approach is one of several ways to carry out this task. Using SA and emotions to analyse a text corpus is still helpful for researchers who follow the post-cognitivist approach. However, combining this technique with other qualitative and in-depth computational methods is essential to fully understanding the emotional experiences within their respective contexts. [ABSTRACT FROM AUTHOR]

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

Sentence-final completion tasks serve as valuable tools in studying language processing and the associated predictive mechanisms. There are several established sentence-completion norms for languages like English, Portuguese, French, and Spanish, each tailored to the language it was designed for and evaluated in. Yet, cultural variations among native speakers of the same language complicate the claim of a universal application of these norms. In this study, we developed a corpus of 2925 sentence-completion norms specifically for Mexican Spanish. This corpus is distinctive for several reasons: Firstly, it is the most comprehensive set of sentence-completion norms for Mexican Spanish to date. Secondly, it offers a substantial range of experimental stimuli with considerable variability in terms of the predictability of word sentence completion (cloze probability/surprisal) and the level of uncertainty inherent in the sentence context (entropy). Thirdly, the syntactic complexity of the sentences in the corpus is varied, as are the characteristics of the final word nouns (including aspects of concreteness/abstractness, length, and frequency). This paper details the generation of the sentence contexts, explains the methodology employed for data collection from a total of 1470 participants, and outlines the approach to data analysis for the establishment of sentence-completion norms. These norms provide a significant contribution to fields such as linguistics, cognitive science, and machine learning, among others, by enhancing our understanding of language, predictive mechanisms, knowledge representation, and context representation. The collected data is accessible through the Open Science Framework (OSF) at the following link: https://osf.io/js359/?view_only=bb1b328d37d643df903ed69bb2405ac0. [ABSTRACT FROM AUTHOR]

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

This paper analyzes the translation of Manner-of-motion in a Swedish>Spanish parallel corpus of crime novels by Henning Mankell (and more specifically, a selection of the Wallander series). Since Swedish is a satellite-framed language, while Spanish is a verb-framed language, the aim of the research is to identify translation techniques adapted to the issue of translating Manner-of-motion in an intertypological translation scenario. The results of this study are compared with previous research on the topic, which has focused mainly on general prose fiction and fiction for children and young adults. Our findings confirm that Manner-of-motion is omitted to a great extent in the Spanish translations, compared with the original texts in Swedish. Moreover, some differences are encountered in the translation of original fragments, including general and specific Manner-of-motion verbs. [ABSTRACT FROM AUTHOR]

As the bilingual Spanish-speaking population in the United States (U.S.) steadily rises (U.S. Census Bureau in Language spoken at home, https://data.census.gov/cedsci/profile?q=United%20States&g=0100000US, 2020), the need for systemic therapists who are competent in working with Spanish-speaking clients also increases. While it is unrealistic to require all mental health practitioners to be bilingual English and Spanish speakers, systemic therapists can improve their understanding of the impact that clients' native language can have on the therapeutic process. In this paper, we synthesize concepts from narrative therapy and linguistic relativity to provide non-Spanish-speaking clinicians with a unique perspective of case conceptualizations and therapeutic interventions for clients who natively speak Spanish. A clinical vignette is presented to illustrate the practical application of linguistic relativity informed systemic therapy. Potential theoretical and clinical implications of this treatment suggestion are explored. [ABSTRACT FROM AUTHOR]

Sign language serves as the primary mode of communication for the deaf community. With technological advancements, it is crucial to develop systems capable of enhancing communication between deaf and hearing individuals. This paper reviews recent state-of-the-art methods in sign language recognition, translation, and production. Additionally, we introduce a rule-based system, called ruLSE, for generating synthetic datasets in Spanish Sign Language. To check the usefulness of these datasets, we conduct experiments with two state-of-the-art models based on Transformers, MarianMT and Transformer-STMC. In general, we observe that the former achieves better results (+3.7 points in the BLEU-4 metric) although the latter is up to four times faster. Furthermore, the use of pre-trained word embeddings in Spanish enhances results. The rule-based system demonstrates superior performance and efficiency compared to Transformer models in Sign Language Production tasks. Lastly, we contribute to the state of the art by releasing the generated synthetic dataset in Spanish named synLSE. [ABSTRACT FROM AUTHOR]

This present research paper explores the impact of minimizing the use of Spanish during the English-language teaching process, to generate a significant learning environment that enhances the language acquisition process and proficiency achievement. The literature review presents a deep analysis of communicative language teaching principles and the positive impact and benefits that immersion provides especially on cultural integration and language competencies. In addition, it also presents some worldwide-known strategies that are used by teachers to minimize the use of the native language in the classroom, such as Communicative Language Teaching (CLT), visual aids, and the integration of Information and Communication Technology (ICT). Finally, the research provides some recommendations for future studies, encouraging further research on different educational levels, as well as the exploration of teacher training programs considering the significance of minimizing the use of the student's native language, in this specific case Spanish, lies in its enormous transforming potential to encourage dynamic English language learning environments, preparing students to succeed in a globalized world. [ABSTRACT FROM AUTHOR]

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

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

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]

• Si -future exclamatives in Spanish shed new light into the notion of insubordination. • Mirative future emerges as a result of successive emancipations. • Mirative future is compatible with the 'distance-forward' deictic template. • Mirative future represents a further step into the process of grammaticalization. • Mirative future exemplifies the range of mirative meaning conveyed in Spanish. This paper examines si -future exclamatives in Spanish, both synchronically and diachronically, with the aim not only of identifying their possible contexts of use but also of distinguishing their various semantic interpretations. In addition to permitting the redefinition of the space of insubordination and assessing the role of analogy in the continuing independence of the marker si , this proposal provides an explanation of Spanish mirative future as emerging from the emancipation of a previous structure, albeit that it retains the deictic value of morphological future –which becomes a functional feature in its new discursive meaning. From this perspective, the grammaticalization of morphological future in Spanish is not contemplated as a closed cycle, but rather as a still ongoing process. More broadly speaking, this paper helps outline the semantic array of mirative meanings through providing evidence about the type of mirativity that can be conveyed in Spanish. [ABSTRACT FROM AUTHOR]

• Chinese should be categorized as a discourse-configurational language, namely a Category III language under Miyagawa's typology. • Several compelling empirical facts are presented to demonstrate that the δ-feature lowers to T in Chinese. • Chinese wh -adverbial zenme 'how come' is not base-generated in the CP periphery, but rather inserted in the TP. Assuming the Strong Uniformity Principle, Miyagawa recently proposed a typology of languages based on distinct patterns of Feature Inheritance at Phase C. In this typology, Chinese is identified as a Category II language (with the δ-feature on C and the φ-feature on T). That is, Chinese is regarded as a non-discourse-configurational language similar to English. This paper aims to review Miyagawa's discussion of Chinese and argue for its reclassification as a Category III language, that is, a discourse-configurational language like Spanish. I contend that Miyagawa's discussion of Chinese only pertains to Aboutness-shift topic, a type of topic base-generated in the CP domain across languages; as a result, his conclusions are unsustainable. On the other hand, I show that phenomena like Object Preposing, forced A-focalization, and the distribution of Familiar and Contrastive topics in non-assertive embedded clauses provide compelling evidence that the δ-feature has lowered to T in Chinese. Finally, I address a potential counterargument presented by the Chinese wh -adverbial zenme 'how come'. I argue that zenme is not base-generated in the CP periphery, but rather inserted in the TP layer. [ABSTRACT FROM AUTHOR]

Author profiling consists of extracting their demographic and psychographic information by examining their writings. This information can then be used to improve the reader experience and to detect bots or propagators of hoaxes and/or hate speech. Therefore, author profiling can be applied to build more robust and efficient Knowledge-Based Systems for tasks such as content moderation, user profiling, and information retrieval. Author profiling is typically performed automatically as a document classification task. Recently, language models based on transformers have also proven to be quite effective in this task. However, the size and heterogeneity of novel language models, makes it necessary to evaluate them in context. The contributions we make in this paper are four-fold: First, we evaluate which language models are best suited to perform author profiling in Spanish. These experiments include basic, distilled, and multilingual models. Second, we evaluate how feature integration can improve performance for this task. We evaluate two distinct strategies: knowledge integration and ensemble learning. Third, we evaluate the ability of linguistic features to improve the interpretability of the results. Fourth, we evaluate the performance of each language model in terms of memory, training, and inference times. Our results indicate that the use of lightweight models can indeed achieve similar performance to heavy models and that multilingual models are actually less effective than models trained with one language. Finally, we confirm that the best models and strategies for integrating features ultimately depend on the context of the task. • Study of large language models for conducting Author Profiling in Spanish. • Feature integration improves the performance of large language models. • Interpretability of profiles using linguistic features. • Hyperlinks and hashtag are strong features when discerning between bots and humans. • Stylometry is the linguistic category most relevant in Author Profiling. [ABSTRACT FROM AUTHOR]

The widespread use of computer-mediated communication (CMC) among adolescents has favored the creation of a newly written code called digitalk. This new code includes, among other characteristics, the use of foreign words as textisms, mainly anglicisms. These textisms also serve as a mark of identity among young speakers. The aim of this paper is twofold: first, to describe which are the more frequent anglicisms used by Spanish adolescents in their CMC and the code-mixing pathways of inclusion; second, to examine the possible influence between the use of anglicisms in the CMC of Spanish adolescents and their orthographic competence.Based on an exploratory methodology, a corpus of interactions through WhatsApp of a group of adolescents attending Compulsory Secondary Education in a region of southern Spain has been analyzed.Sketch Engine software was used for corpus analysis, presenting the normalized frequency (1/1,000) of textisms, misspellings, and multimodal elements. Finally, for the descriptive statistical analysis of the data and for the bivariate correlation analysis applying Pearson’s coefficient, IBM SPSS v.26 software was used.The results indicate that young people use English Code-Mixings (ECM) as discursive framers with an expressive aim and as a sign of belonging to a specific community of speakers. Moreover, no positive correlation is observed between the use of these ECMs and a lower orthographic competence.ECMs show an important pragmatic function in CMC among Spanish adolescents. Furthermore, they are one of the elements that have been incorporated into the digital norm of Spanish and can be used in Compulsory Education as a resource for the acquisition of communicative competence in adolescents along with other textisms.This is the first research that analyzes the frequency and function of anglicisms in Spanish CMC and their impact on the orthographic competence of Spanish adolescents. [ABSTRACT FROM AUTHOR]