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The International Civil Aviation Organization (ICAO) is currently implementing a program to improve the language proficiency of pilots and air traffic controllers worldwide. In justifying the program, ICAO has cited a number of airline accidents that were at least partly caused by language factors. Two accidents cited by ICAO are analysed in this paper: the mid-air collision above Zagreb in 1976, and the runway collision at Tenerife in 1977. The paper examines the linguistic factors involved in each accident, such as code switching and L1 interference, and uses the "Swiss cheese" model of accident causation developed by Reason (1990) and adapted by Wiegmann and Shappell (2003) to put these factors into a broader aviation context. It is shown that, while linguistic factors were in each case significant, both accidents occurred as the result of multiple causal factors, many of which were non-linguistic. Furthermore, stress and fatigue played a decisive role in exacerbating the linguistic factors in each accident. Finally, the paper suggests lessons that may be drawn from the analysis for the training of pilots and air traffic controllers, both native-speaker and non native-speaker. (Contains 4 endnotes, 1 table and 3 figures.)

This paper presents survey data from English Philology students (University of Granada) on a virtual course entitled ADELEX--Assessing and Developing Lexis--which was carried out in 2007-08 to enhance vocabulary acquisition. In the first part of this paper, we briefly offer a description of this second generation virtual course to enhance lexical competence. However, in the second part, we report on student perceptions about relevant aspects of web-based learning: 1) the role of the teacher; 2) the planning of the course and effectiveness of activities; 3) some differences between virtual learning and traditional learning; 4) motivation; 5) the use of communication tools: discussion forums. By and large, students showed great satisfaction at this virtual learning experience confirming the benefits of online learning versus traditional learning. Implications offered in this study may also be useful to academics interested in developing lexical competence. (Contains 2 figures.)

Autism Spectrum Disorder (ASD) and Developmental Language Disorder (DLD) have traditionally been considered separate disorders, although some similarities and overlaps in certain aspects of language have been detected. In this paper, we compare the deficits in receptive grammar in these two disorders. We analyse the proportion of grammatical errors in relation to semantic complexity in 84 children divided into four groups: children with autism language impairment (ALI), with autism language normal (ALN), with DLD, and with typical development (TD), all groups with the same age of receptive vocabulary. The results show significant differences in the comprehension of grammatical structures, both simple (canonical and non-reversible) and complex (non-canonical and reversible). Children with ASD and DLD show different language profiles depending on the syntactic complexity. In the simplest structures, no differences are found between the groups, starting at an equivalent vocabulary age of 7:8 years. However, there are differences between the ALI and DLD groups with respect to the TD group in the more complex structures, starting at an equivalent vocabulary age of 3 years. Therefore, both groups ALI and DLD present the greatest difficulties compared to ALN and TD. The paper discusses the importance of attending to these differences, since the repercussion of comprehension difficulties increases as children grow. [ABSTRACT FROM AUTHOR]

Background: The aim of the research was to translate, culturally adapt and validate the Caring Behaviors Assessment (CBA) tool in Spain, ensuring its appropriateness in the Spanish cultural context. Methods: Three-phase cross-cultural adaptation and validation study. Phase 1 involved the transculturation process, which included translation of the CBA tool from English to Spanish, back-translation, and refinement of the translated tool based on pilot testing and linguistic and cultural adjustments. Phase 2 involved training research assistants to ensure standardized administration of the instrument. Phase 3 involved administering the transculturally-adapted tool to a non-probabilistic sample of 402 adults who had been hospitalized within the previous 6 months. Statistical analyses were conducted to assess the consistency of the item-scale, demographic differences, validity of the tool, and the importance of various caring behaviors within the Spanish cultural context. R statistical software version 4.3.3 and psych package version 2.4.1 were used for statistical analyses. Results: The overall internal consistency of the CBA tool was high, indicating its reliability for assessing caring behaviors. The subscales within the instrument also demonstrated high internal consistency. Descriptive analysis revealed that Spanish participants prioritized technical and cognitive aspects of care over emotional and existential dimensions. Conclusions: The new version of the tool proved to be valid, reliable and culturally situated, which will facilitate the provision of objective and reliable data on patients beliefs about what is essential in terms of care behaviors in Spain. Key points: • This paper provides a culturally translated, adapted, and validated version of the Caring Behaviors Assessment tool in the Spanish context, which can be used to obtain reliable and culturally adapted data on essential aspects of patient care. • The findings of this study contribute to the wider global clinical community by demonstrating the importance of considering cultural factors when assessing and evaluating patient care from patients' own perspective, and also emphasizes the need for culturally sensitive approaches in healthcare settings. • This validated instrument facilitates the measurement of caring behaviors in the Spanish context, allowing for objective evaluation and improvement. Use of the Caring Behaviors Assessment tool could thus serve as a valuable resource for both future research and clinical practice. [ABSTRACT FROM AUTHOR]

Copyright of Boletín de Filología is the property of Universidad de Chile, Facultad de Filosofia y Humanidades and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper examines language users' attitudes toward language reforms proposed by the Real Academia Española (RAE) (Spanish Royal Academy) in 2010 by analyzing readers' comments posted online in response to an article by "El País", the major newspaper in Spain, which presented those reforms. This project combines the theoretical notion of "argumentation schemes" by Fairclough and Fairclough [2012. "Political discourse analysis: A method for advanced students". London: Routledge] and Systemic Functional Linguistics, in particular the Transitive Model [Halliday, M. A. K., & Matthiessen, C. M. I. M. (2004). "An introduction to functional grammar" (3rd ed.). London: Arnold, p. 282] to observe how those "argumentation schemes" are linguistically constructed and to connect linguistic forms, discourse practices, and social processes. This study classifies readers' comments/reactions considering rejection and acceptance of the changes and the most common "argumentation schemes" (Fairclough & Fairclough, 2012, p. 23) displayed for each position. The majority of the arguments fall into four general categories against the proposed orthographic and spelling changes: (1) deterioration of the language, (2) RAE's failure to fulfill its duties, (3) language users' proprietary rights, and (4) rationality (logic) or two main categories in favor: (1) respect for the institution RAE and (2) rationality (logic). This classification explores issues related to language attitudes, language and senses of belonging, language and identity, and language and ideology, revealing ways in which members of a speech community express their ties and relationship with the language they speak.

It is often asserted that UK school-leavers know less grammatical terminology than in earlier years. However, objective data on this supposed phenomenon are somewhat scarce. The study reported in this paper aimed to see whether and to what extent knowledge about language (KaL) has declined over three decades, and how this might relate to university studies and the English school-leaving examinations known as A-level. We analysed data collected in a test-based survey of UK university undergraduates and compared them with a similar test-based survey conducted in 1986. We also put the studies in context by comparing the performance of UK home students with that of students in and from other countries. In addition, we analysed recent pre- and post-test data on whether courses of instruction in grammar improve undergraduates' knowledge of grammatical terminology. Our results show a general reduction in school-leavers' knowledge of grammatical terminology since 1986. Moreover, UK students have a much weaker knowledge than do non-UK students. Studying a foreign language leads to somewhat better levels of KaL, but this is not true for English language A-level. However, our results confirm that university-level instruction does improve awareness of and ability to use grammatical terminology. We end by discussing the value of KaL.

This paper looks into the Content and Language-Integrated Learning (CLIL) approach as one gaining new ground for L2 teaching in compulsory education. It briefly discusses its operationalisation in a seemingly monolingual region--Andalusia, southern Spain--where content-based instruction, drawing on European recommendations, has been adopted in primary and secondary education for L2 teaching. This leads to an examination of the challenges faced in putting together an official integrated content and language curriculum in such a context, and reviews the dangers of content and language integration, particularly the potential for complications in one of its components--namely the linguistic side of the curriculum. The article includes clear guidelines on how to identify, make salient and work through linguistic items of the L2 based on task-based principles. Such a framework, split into three different stages, allows for academic language exploration, identification of primary and secondary linguistic items and selected language practice.

Copyright of RILCE. Revista de Filología Hispánica is the property of Servicio de Publicaciones de la Universidad de Navarra, S.A. 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.)

Studies on stylistic change in music argue that when singers use stylistic devices in their songs, they have one purpose: to represent their image and their artistic and social identity. In this paper we focus on the singer Rosalía, a Catalan artist who sings flamenco and Latin music. These two musical genres are associated with innovative varieties of Spanish, but this singer is not a speaker of this variety (she uses the Spanish spoken in Catalonia, a conservative variety). So, we want to know whether, when she sings, she linguistically adapts to the associated phenomena of flamenco and Latin music. In order to carry out this work, we have collected two oral corpora: the first is Rosalía's discography and the second is 40 min of interviews in Spain and America. In our analyses we have verified that, indeed, when Rosalía sings, she uses indexicalized phenomena of the genres. However, in the interviews she keeps her vernacular variety, Catalan, although we have observed signs of accommodation to American Spanish, which also reveal a significant change in the singer's idiolect. [ABSTRACT FROM AUTHOR]

This paper will examine the critical role that Doña Marina played as a linguistic and cultural conduit between the Spanish conquistadors and the Mesoamerican people during the Spanish Conquest of the Aztec Empire. This paper investigates her involvement in three key encounters between the Spanish and the Mesoamericans that shaped the outcome of the conquest: the negotiation at Tlaxcala, the circumvention of an ambush plot at Cholollan, and success in persuading the Aztec emperor Moctezuma II to accept captivity at Tenochtitlan. [ABSTRACT FROM AUTHOR]

The "hyper-variation" present in rhotic sounds makes them particularly apt for sociophonetic research. This paper investigates the variable realization of the voiced alveolar-trill phoneme /r/ through an acoustic analysis of unscripted speech produced by 80 speakers of Spanish. Although the most common phonetic variant of /r/ contained two lingual constrictions, we find substantial inter-speaker variation in our data, ranging from zero to five lingual contacts. The results demonstrate that the variation in Spanish results from a systematic interaction of factors, deriving from well-documented processes of consonantal lenition (e.g., weakening in unstressed syllables) in addition to processes inherent to the trill's articulation (e.g., high-vowel antagonism). Importantly, speaker sex displayed the strongest effect among all the predictors, which leads us to consider the role of sociolinguistic factors, in addition to possible biomechanical differences, on /r/ production. We contextualize the findings within a literature that theorizes rhotic consonants as a single class of sounds despite remarkable patterns of cross-language and speaker-specific variation. [ABSTRACT FROM AUTHOR]

This study explores the processes of, motivations for, and market consequences of bilingual journalism in Spain, and considers this phenomenon in the context of linguistics, identity, and theorizing about nationhood. Based on newsroom observation and interviews with journalists at newspapers in Catalonia, the Basque Country, and Galicia, this article develops a framework of production, content, and tailored bilingualism for understanding the operations of this fledgling form of journalism. Moreover, against the backdrop of local nationalism, ethno-linguistic identity, and advocacy journalism, this study posits that a modulated approach to Anderson's (1983) concept of "imagined communities" might begin to explain the rise of bilingual journalism in certain regions of Spain. Newspaper editors there have imagined language communities - niche "nations" of readers with whom they feel a special kinship and for whom they feel a moral obligation to preserve the ethnic language. This "public service" comes at a heavy cost: An analysis of circulation data demonstrates that the most aggressive bilingual journalism has failed to attract wide readership, calling into question the very essence of the editors' imagined communities and their efforts to serve them. Finally, this paper considers the Spanish case in the wider context of global media trends. [ABSTRACT FROM AUTHOR]

This paper investigates the little-known origins of audio-visual translation (AVT) modes, with particular attention to the Spanish-speaking world, focusing on Argentina and Spain, from silent films and intertitles, to multiple language versions (made in Hollywood and Joinville), to dubbing and subtitling. It also explores some potential factors involved in the election and implementation of specific AVT modes in the different Spanish-speaking Latin-American countries, and in Argentina in particular. Exploring and describing them will help determine the social, cultural, commercial and linguistic implications of the election of a given AVT mode and a specific language model for Latin-American countries. Also, drawing on the opinions and experience of audio-visual translators and viewers, the paper analyses the consequences of establishing a specific linguistic variation for the distribution of audio-visual productions in the Spanish-speaking market (the so-called 'neutral Spanish'), and the levels of social acceptance thereof in the region. [ABSTRACT FROM AUTHOR]

Linguistics and Dialectology are two sides of the same coin: the former deals with the rigorous analysis of natural languages and the latter with concrete varieties of language in its cohesive and identifying social roles. Linguistics today is moving towards an integration of its various dimensions: phonology and phonetics are now so intricately tied that the unimodular phonetological approach is gaining ground rapidly; synchrony and diachrony are moving towards a reintegration, thus moving away from their parallel paths; and, finally, the so-called 'non-structural' elements of language are gradually being acknowledged as an integral part of the analysis that was traditionally reserved for the 'structural' ones. As linguistics moves, so does dialectology, since the latter has always been the laboratory of linguists, even if they have not formally accepted it as such. A new approach to dialectal matters must therefore move away from mere description and search for a more comprehensive analysis that confirms the essential inviolability of the binomial language-society. The traditional view of Hispanic linguistics and dialectology has been a victim of the dichotomic approach: conservative versus radical, Iberian versus American, high lands versus low lands, North-Central Castilian versus 'Atlantic' Spanish among others. This paper aims at taking an integrated approach to linguistics and dialectology, with its case study addressing the so called 'Atlantic' Spanish and the phonetological changes it is going through in search of a more satisfying explanation of short-term and long-term variability. [ABSTRACT FROM AUTHOR]

This paper examines the Spanish of Catalonia and the treatment it has received in the professional literature on linguistics written in Spain in the late 20th century. I argue that hegemonic linguistic ideologies relating to notions of linguistic correctness (Woolard and Schieffelin 1994) within Spanish academia have led to a lack of recognition of the Spanish of Catalonia as a legitimate dialect of Spanish. Such language ideologies are revealed through discourse analysis of several influential academic texts in Spanish linguistics of the late 20th century. Works front the Spanish linguistics 'canon' (such as Zamora Vicente 1989) and the Jew investigations actually written in Spain about the Spanish of Catalonia (such as Badia 1980) are considered in light of the cultural, political, linguistic, and geographic contexts in which they were written. In the late 20th century, Spanish academics repeatedly analyzed the stereotypical Spanish of Catalonia in terms of linguistic interference and prescriptive errors. In addition to consideration of the ideologies guiding such research, my paper presents an alternative analysis in which the innovative linguistic forms that actually appear in an oral corpus of Spanish spoken in Barcelona are seen not as deviant but rather as potential carriers of sociolinguistic and cultural significance. I conclude that for contact dialects of Spanish associated with ethnic minorities to be scientifically investigated in Spain, they must first be recognized as legitimate in the academic literature. Such recognition depends on a reinterpretation of the body of doctrine that continues to guide academic discourse in Spain and the devices that maintain its operation. The professional 'overlooking' of the Spanish of Catalonia in descriptions of Spanish dialectology and sociolinguistics in Spain continues to be a matter of power... [ABSTRACT FROM AUTHOR]

Cuisine and restaurants are powerful tools for cultural, social and tourist image-building, and projection for tourist promotion, particularly in the case of major tourist places and destinations which boast a well-deserved, long-standing history and reputation for gastronomical beacons. When menus are not properly translated (or transcreated) into a foreign language, restaurants and destinations risk losing not only a huge market, but also damaging their image and reputation. Quality tourism requires excellent products and services, and quality professional menu translation is paramount. Linguistic and psychological aspects affect the way menus are designed, composed, written, and translated, with the aim of enticing diners. This paper aims to analyse the quality of translated restaurant menus in the southern Spanish region of Andalusia, in order to shed some light on the main types of errors found in this key type of text. An empirical study of over one hundred restaurant menus is presented through an error categorisation framework, together with surprising insights from a brief questionnaire for professional menu translators. Finally, a number of proposals and recommendations are offered for better menu translations and a much desired improvement of quality tourist texts. [ABSTRACT FROM PUBLISHER]

Copyright of Electronic Journal of Educational Research, Assessment & Evaluation / Revista Electrónica de Investigación y Evaluación Educativa is the property of RELIEVE - Revista Electonica de Investigacion y Evaluacion Educativa 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 Bulletin of Hispanic Studies (1475-3839) is the property of Liverpool University Press / Journals and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper documents a collaborative work between content and language lecturers for CLIL at a Spanish university. It focuses on the perspectives and concerns of ten Pharmacy lecturers who integrate credits in English within their content subjects, as reflected during a group discussion and in individual questionnaires. The study reveals that the lecturers are motivated and have positive opinions about both the project and the collaboration. In spite of some years of CLIL experience, they still need support and their main difficulties are related to the linguistic side of CLIL and its assessment. Given the differences in objectives in each subject, further collaboration with the language lecturer should focus on addressing the specific needs and concerns of particular lecturers. More collaboration between content lecturers is also needed to define the aims and outcomes of particular activities and to sequence them properly so as to offer a well-balanced CLIL degree programme. [ABSTRACT FROM AUTHOR]

Abstract: The present paper focuses on a particular kind of TV talk show: one that, in view of its longevity and audience size, may be said to be very successful with TV viewers in Spain. The host in this style of programme is in one sense the key participant, controlling and guiding conversation with and between guests. The analysis of two different programmes featuring four different hosts has shown that there are certain linguistic patterns that are systematically used by all of them and that directly relate to their role and their goals as managers of this kind of show. This paper focuses on the most pervasive patterns that appear in the main section of the programme: the host–guest interactions. It argues that there is a particular discursive style that is role-related and that the hosts strategically use to achieve certain goals through the show. [Copyright &y& Elsevier]

Drafting international institutional/legal texts is one of the most delicate instances of social writing, as it affects our lives at personal, social and collective levels. In an era in which full equality between the sexes is promoted, international legislative and political bodies are especially encouraged to remove any traces of racial, ethnic or sexual discrimination. In this paper my primary aim is to analyse how international gender-equality texts - carefully worded and crafted in English - are translated into Spanish, one of the world's leading languages and one of the main doors to (international) effective gender equality. Gender-equality institutional texts are highly sensitive, and their translation is not simply a linguistic matter, but rather a socio-cultural and ideological issue. The Spanish versions may be the result, on the one hand, of ideological negotiation and compromise, and on the other hand, of personal struggle to come to terms with the meaning of gender equality. Translating international gender-equality texts is a privileged site to test the various meanings of gender across cultures. [ABSTRACT FROM AUTHOR]

Copyright of Sintagma: Revista de Linguistica is the property of Sintagma: Revista de Linguistica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Moenia: Revista Lucense de Lingüística & Literatura is the property of Universidad de Santiago de Compostela, Servicio de Publicaciones 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 aim of this paper is to conduct a contextually and culturally sensitive investigation of how impoliteness works in Peninsular Spanish discourse. This is achieved by adopting a genre-approach to im-politeness (Garcés-Conejos Blitvich, International Review of Pragmatics 2: 46-94, 2010), which argues that genre notions, as understood by Fairclough, Analysing discourse: Textual analysis for social research, Routledge, (2003), can anchor top-down (im-politeness2) and bottom-up (impoliteness1) analyses. The genre approach also accommodates institutional, polylogal, mediated forms of interaction, which are rarely accounted for in extant impoliteness models. The context in which use and interpretation of impoliteness is examined is a talk show on Spanish public television, La Noria (Tele Cinco), which is not only very popular with audiences, but also widely known for its adversarial style. For the analysis, a methodologically sophisticated experimental design is implemented. This design integrates (i) a terminological corpus-based analysis; (ii) a multimodal questionnaire (n = 100); and focus groups (n = 2). Results confirm that the seemingly default term descortesía ('impoliteness') may not be the most appropriate to refer to the phenomena under scrutiny. The multimodal questionnaire and the discourse analysis of the focus groups' interaction reveal highly variable and far from homogenous assessments of particular panelists' behaviors. Results further reveal that ideology and emotions play an important role in assessments of im-politeness, as does the co-constructed identity of participants. In contrast, intention appears not to be invoked as the basis of those assessments. [ABSTRACT FROM AUTHOR]

Copyright of Verba: Anuario Galego de Filoloxia is the property of Universidad de Santiago de Compostela, Servicio de Publicaciones 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 Verba: Anuario Galego de Filoloxia is the property of Universidad de Santiago de Compostela, Servicio de Publicaciones 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 category of approximantsounds has been defined and redefined by leading phoneticians and recognized by the International Phonetic Association; nonetheless, within this class of sounds, semivowels, rhotic sonorants and other approximants such as [] are not clearly differentiated. In a recently-published study, Mart?nez-Celdr?n (2004) proposes a new definition which considers approximants as a category composed of several subclasses of sounds. In this paper, an acoustic analysis of the approximants [] in Galician is presented. We will show that open and closed approximants, stops and fricatives present statistically significant differences both in duration and intensity, demonstrating the pertinence of the categorization postulated by Mart?nez-Celdr?n. [ABSTRACT FROM AUTHOR]

Catalan includes six dialectal areas. In general, all of them are subdivided into subdialects. Eastern Catalan incorporates five subdialects: the northern transitional subdialect, the subdialects of Barcelona and Tarragona, and the so-called xipella and salat subdialects, which have only been defined by one dialectal feature. These particular traits are dying out at the moment. The aim of this paper is to study the process of extinction of the salat subdialect. The project L'arxiu audiovisual del parlar salat de la Costa Brava (The archive of the salat subdialect of the Costa Brava), started in 2004, shows the vitality of this subdialect and its present-day situation. [ABSTRACT FROM AUTHOR]

Aurelio Macedonio Espinosa (1880–1958) studied Hispanic folklore in the American Southwest, Spain, and Spanish America. His research foregrounds Spanish language, verbal arts, and culture of the people of greater New Mexico (New Mexico and southern Colorado). Three decades into an energetic career of fieldwork, research, and teaching, Espinosa allied himself with Spanish Nationalism, largely motivated by his religious beliefs. His foundational work in linguistics and dialectology endures, but his contributions to US folklore studies have been largely erased. Critics condemn his insistent identification with Peninsular Spanish rather than Mexican cultural roots and his conservative politics. A more likely motivation for his quest for Spanishness is the Historic Geographic theory and methodology he clung to in the search for origins and dissemination of folktales. Peeling back layers of outdated theory and politics reveals decades of solid fieldwork and documentation, still relevant today. The American Folklore Society (AFS) Notable Folklorists of Color 2019 exhibition and 2022 website have rekindled interest in the career of Espinosa, a past president of AFS. [ABSTRACT FROM AUTHOR]

Copyright of Revista Espanola de Linguistica is the property of Sociedad Espanola de Linguistica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract: This paper studies high school classroom sequences, compiled through critical sociolinguistic ethnography, where norm-transgression is made explicit, and how authority is recovered by the teacher after an open period where class participants generally seize to digress. This way, we will be able to approach several dimensions of linguistic practices: first, the treatment given to the transgression in the classroom by the participants: how norms are generated, by whom, and in order to do what (norms here construct the frame within which evaluation arise). Second, how the fact of assessing a norm-transgression activates categories about students behaviours. And third, how these categorization processes play an important role in the socio-academic lives of students, mainly of those constructed as transgressors along the sequence. These students are categorized as conflictive students, sometimes accepting and playing the role of the class clown and achieving all but academic or institutional success. The incidence and treatment of diversity in the classroom is crucial and will be also discussed. [Copyright &y& Elsevier]

Copyright of Revista de Lingüística y Lenguas Aplicadas (RLLA) is the property of Universidat Politecnica de Valencia, Department of Applied Linguistics 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.)

Abstract: Romance languages make use of topicalisation as a grammatical strategy to mark [−focus] constituents, typically under Clitic Left Dislocation (CLLD) and Clitic Right Dislocation (CLRD). As a distinctive property, topicalisation involves clitic resumption (CR) of the dislocated constituent in Italian, as well as in other Romance languages (French, Spanish, Catalan). However, a great deal of variation is found in regard to the actual realisation of the resumptive clitic, which is traditionally explained by assuming that CR is optional. In Italian, CR of topic constituents proves to be optional with all phrases, except with direct objects and partitive complements. By contrast, the presence of a resumptive clitic is strictly required in all dislocation structures involving verbal arguments in other Romance varieties, such as Catalan and Sicilian. The aim of this paper is to identify the syntactic properties and the pragmatics characterisation of dislocation constructions lacking CR, and to account for the apparent optionality and the variation found across Romance. We claim that there are no optional nor null clitics, and that non-resumed dislocation actually corresponds to structures other than CLLD/CLRD, as suggested by the fact that the constructions lacking CR exhibit a wide range of syntactic differences with respect to the clitic-resumed counterparts. [Copyright &y& Elsevier]

This paper offers an account of sentential phraseological units (SPU's) as they appear in editorials from the Spanish newspaper El País. The corpus comprises 3 entire years of editorials from the newspaper (2002-2004), with a total of approximately 2900 individual texts and 1.34 million words. Details are provided of the frequency of the SPU's in the corpus, the internal and external modification of such expressions, their contribution to discourse organisation, the presence of metalinguistic devices, and so on. The study advocates strict text-type specificity for such descriptions in order to avoid nondifferentiated generalisation across disparate text types, together with the use of extensive corpora. The ultimate aim of the research is to explore the possibility of providing a profile for editorials from El País on the dimension of the characteristics of SPU's so that empirical comparisons can be established between different text types both on the intralinguistic and interlinguistic planes. [ABSTRACT FROM AUTHOR]

Copyright of Sintagma: Revista de Linguistica is the property of Sintagma: Revista de Linguistica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In Italian, null pronouns are typically interpreted toward antecedents in a prominent syntactic position, whereas overt pronouns prefer antecedents in lower positions. Interpretation preferences in Spanish are less clear. While comprehension and production have never been systematically compared in Italian and Spanish, here we look at the preferences for overt- and null-subject pronouns in the two languages using the same production and comprehension materials. Using an offline comprehension task with a group of Spanish and Italian speakers, we tested sentences where the type of pronoun (null vs. explicit) and position of the pronoun (anaphoric vs. cataphoric) are manipulated, to determine how context affects speakers' interpretations in the two languages. With two production tasks, we measured referential choice in controlled discourse contexts, linking the production patterns to the differences observed in comprehension. Our results indicate microvariation in the two null-subject languages, with Spanish following the Position of Antecedent Hypothesis but to a lesser degree than Italian. More specifically, in Spanish, the weaker object bias for overt pronouns parallels with a higher use of overt pronouns (and with fewer null pronouns) in contexts of topic maintenance. [ABSTRACT FROM AUTHOR]

This article reflexively discusses field access as a continuous process in linguistic ethnographic fieldwork and illustrates how interactions generated during negotiations to establish a research collaboration, initial contacts with participants or data gathered to complement audio-visual recordings of naturally occurring interaction can, in fact, become rich sources to answer research questions. The discussion is based on a critical sociolinguistic ethnography on the implementation of English-Spanish 'bilingual programs' in a mid-sized city in central Spain. To build this discussion we propose a framework in which particular research stances held by participants become closely intertwined with particular research processes, spaces and techniques. [ABSTRACT FROM AUTHOR]

The potential for the development of psychopathology in aolescent refugees and asylees is high due to the trauma inherent in their experience. Yet, psychopathology rooted in trauma has proven amenable to treatment. Nonetheless, as most clinicians are monolingual, the language difference between clinician and client may be a barrier of desensitization and processing typically characteristic of trauma therapy. Thus, this study aimed to describe qualitative differences in speech production among native and non-native narratives using Linguistic Inquiry and Word Count (LIWC) processing software (Pennebaker et al. 2015) to understand if the current best practice will function similarly in these populations. We compared 10 adolescent immigrants (50% male) who narrated events that provoked their migration to the U.S. in their second language (L2; i.e., English) to 10 age- and gender-matched adolescents narrating in their first language (L1; i.e., Spanish). Results revealed L1 narratives were significantly higher in their use of/talk about anger, cognitive processes, discrepancy, tentativeness, perceptual processes, ingestion, relativity, time, work, and home. L2 narratives were higher in their use of/talk about positive emotions, death, causation, health, motion, space, and fillers. Findings have implications for the efficacy of treatments using discourse to ameliorate symptoms related to trauma in non-native languages. [ABSTRACT FROM AUTHOR]

Background: The Geriatric Oral Health Assessment Index (GOHAI) was developed and validated in 1990 and translated into Spanish in 1999. Since then, the original version has been used in numerous studies, but it has not been re-evaluated in terms of language in the new generations of older adults. The purpose of this study is to confirm the validity of the Spanish version of the Geriatric Oral Health Assessment Index (GOHAI-SP) after three decades to be used as part of an ongoing field trial. Methods: The GOHAI-SP was pilot tested in a focus group to confirm linguistic comprehension. A version with minor language changes was administered to individuals with metabolic syndrome aged 55–75 years from one health care district in southern Spain as part of an ongoing field trial (PREDIMED-Plus). Clinical evaluation included assessment of dental and periodontal status. The psychometric properties of the GOHAI-SP were evaluated through stability and internal consistency measures, and concurrent and discriminant validity were assessed. Results: The new version of the GOHAI-SP was administered to 100 individuals. The application time was reduced by 7 min. The alpha value for reliability was 0.87. The item-scale correlation coefficients ranged from 0.54 to 0.75, and the test–re-test correlation for the total score was 0.75. There were inverse correlations between GOHAI-SP scores and the number of lost teeth and the decayed-missing-filled teeth index (p < 0.001). Conclusions: The GOHAI-SP questionnaire remains a valid and useful tool to assess oral health-related quality of life in primary health care settings. A linguistic update of the questionnaire brought improvements to the instrument application. Trial registration: The PREDIMED-Plus trial is registered in the ISRCTN registry with reference number ISRCTN89898870. Registration date: 4th July 2014. [ABSTRACT FROM AUTHOR]

In this article, three different aspects of the Spanish-speaking community are analyzed: (1) The idiosyncratic characteristics of the Spanish language, (2) the social dimension of the Spanish speakers, and finally, (3) their cultural manifestations. Two major Hispanic subcultures are distinguished: Iberian Spanish culture and Hispano American culture. Initially, the distribution of Spanish speakers in the world and the major oral and written characteristics of Spanish language are presented. The social characteristics of the Spanish-speaking countries, including economic development, literacy, life expectancy, and Human Development Index, are later discussed. It is emphasized that they represent a group of countries with a significant degree of heterogeneity. Finally, the Iberian Spanish and the Hispano American cultures are analyzed. Five cultural elements are reviewed: (1) ethnic group, (2) language, (3) religion, (4) level of development, and (5) level of schooling. It is concluded that regardless that in Spain, there are important regional differences, it is possible to consider that there is a cultural background common to all Spaniards, which may have specific nuances in each region. Hispano America, on the other hand, from the point of view of its ethnic origin, is 50% descended from Europeans, Indians, and Africans. The other 50% represents a mixture in varying proportions of these ethnic groups and other groups. It is concluded that in Hispano America there is a "base" culture (Hispanic culture) that presents a great variability according to the particular country and region. This base culture emphasizes socially oriented values, such as solidarity, some temporary flexibility, and similar cultural values. [ABSTRACT FROM AUTHOR]

Equal stress across adjacent syllables and extended syllable durations are amongst the most salient features of acquired Apraxia of Speech (AOS). Most studies conclude that there is a deficit in durational cue processing, whereas the other acoustic stress correlates remain relatively unimpaired. Spanish is a free-stress language in which stress patterns are contrastive, especially in verbal forms (e.g. lavo /ˈlabo/ '[I] wash' vs lavó /laˈbo/ '[He/she] washed'). The aim of this preliminary study is to determine whether persons with AOS are able to make the intended stress pattern identifiable and, if so, to determine which acoustic cues they use to avoid the 'equal stress' phenomenon. The results show that, for each parameter considered (duration, intensity, fundamental frequency), apraxic participants' productions differed from those of controls to varying degrees depending on the task. However, 91.7% of the apraxic participants' realisations were perceived as corresponding to the intended tense and person. These results are interpreted as deriving from a motoric deficit affecting morphological stress processing by subjects with AOS combined with an idiosyncratic compensatory use of the stress cues in order to avoid 'equal stress'. [ABSTRACT FROM AUTHOR]

This article examines the performance of heritage speakers (HSs) on two types of acceptability judgment tasks (AJTs) as well as their corresponding confidence ratings. Data were collected from 75 native speakers of Spanish who were subsequently divided into three groups: Spanish monolinguals, Spanish-dominant HSs, and English-dominant HSs. An AJT targeting morphosyntax (Task 1) showed that all groups were affected by task stimulus, that is, they were significantly less accurate on the ungrammatical items. A lexically focused AJT (Task 2) revealed the tendency of HSs to accept complex words that are possible yet not attested. Confidence ratings on both tasks were very high overall, and there was a significant relationship between accuracy and confidence. Thus, the data question the assumption made in a number of previous studies that HSs suffer from a lack of certainty in their linguistic intuitions. Finally, between-group effects show that the Spanish-dominant HS group was not different from the monolingual group on Task 1, yet there were significant differences between all three groups on Task 2. By comparing morphosyntactic and lexical phenomena on two tasks administered in the same modality, this research contributes to the discussion of vulnerable domains in heritage language bilingualism. [ABSTRACT FROM AUTHOR]

This article explores how the concept that we have chosen to call unvoicing practices, namely veiled discursive micro processes of social exclusion and silencing that social actors manage in byplay; in other words, subordinated forms of communication among a subset of unaddressed members of ratified listeners. These practices constitute efficient resources aimed at the (de)legitimization of linguistic mude processes within new "spaces of multilingualism" associated with migration in Galicia. The research was carried out in the second-year class of a Curricular Diversification Programme at a secondary school in Arteixo (A Coruña, Galicia, Spain), a community that has experienced an increase in its allochthonous population in recent years. The corpus of this study comprises the pupils' linguistic biography, classroom interactions and a fieldwork log. The analysis shows the complex network of scales in which languages are legitimized or delegitimized – specifically, translinguistic practices of listeners' participation in which local varieties of Spanish and Galician, youth slang and parodic double of Moroccan Arabic are crossed and make themselves heard through byplay in order to silence the principal speaker. This interactional distribution results in the latent discursive reconstruction of new translocal spaces in which migration-associated multilingualism remains peripheral and practically invisible. [ABSTRACT FROM AUTHOR]

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ABSTRACT Anciently introduced species can be confounded with native species because introduction pre-dates the first species inventories or because of the loss of the collective memory of the introductions. The term 'cryptogenic species' denotes species of unknown or unclear status (native versus non-native) in a given territory, and disciplinary approaches are often insufficient for solving their true status. Here, we follow an integrative, multidisciplinary approach to solve the status of a cryptogenic species, proposing that building on evidence from multiple disciplines can produce robust and clarifying insights. We undertook an exhaustive review of information on a putatively native crayfish ( Austropotamobius italicus) in Spain. The reviewed information included taxonomy, genetics and phylogeography, history, archaeology, linguistics, biogeography, ecology, symbiotic organisms and even gastronomy and pharmacy. The knowledge produced by different scientific disciplines converges to indicate that A. italicus is a non-native species in Spain. Historical documents even identify the first introduction event: crayfish were shipped from Italy to Spain in 1588 as a diplomatic gift from Francesco I de' Medici to King Philip II of Spain. Previous discussions on the status of A. italicus focussed on inconclusive and often confusing genetic results and excluded the rich and clarifying evidence available from other approaches and disciplines. Interdisciplinarity is an often-invoked but rarely implemented practice in an academic environment that increasingly promotes narrow-focussed specialization. Our review shows that the integration of disciplines can surpass disciplinary approaches in solving scientific controversies. Our results have straightforward implications for strategies to conserve biological diversity in Spain and Europe, urging a debate on the appropriateness of devoting conservation efforts to non-native species. [ABSTRACT FROM AUTHOR]

This study uses acoustic energy measures for /b, d, g/ after /f, s, ʃ, l, r/ in Catalan in order to test whether postconsonantal voiced stop lenition is ruled by minimization of articulatory effort, acoustico-perceptual continuity of an ongoing prosodic constituent or some other principle of articulatory organization. Data for eight speakers reveal that lenition is more prone to operate on /g/ than on /b, d/, after a sonorant than after a fricative, and when the two cluster consonants are heterorganic than when they are (quasi)-homorganic. Moreover, a positive correlation was found to hold between the degrees of stop lenition and stop voicing. The /fC/ sequences had an exceptional behaviour since, in comparison to other consonants appearing in C1 position, /f/ was at the same time less intense and triggered more stop-like realizations of /b, d, g/. These results indicate that, while regularly treated as a phonological process, postconsonantal voiced stop lenition in Catalan is subject to much contextual variability, and should be dealt with by a production-based model which takes into consideration several articulatory and aerodynamic factors such as constriction degree and intraoral pressure level for C1 and C2, as well as homorganicity degree between the two consecutive consonants. [ABSTRACT FROM AUTHOR]

This research analyses the semantic disorders and the level of personal, social and school adaptation in children in residential care between 6 and 18 years of age. The research is carried out in the Residential Childcare Homes of Extremadura (Spain). The study shows that there are important difficulties affecting the semantic organisation of the children's narrative and conversational discourse, lexical recuperation problems in spontaneous language, and scarce ability to store or represent the semantic meanings of words. Similarly, with respect to the children's degree of personal, social and school adaptation, we conclude that there is a relationship between the level of semantic dominion and the degree of adaptation. The scarce semantic competence leads to a bad adaptation of the children to their environment and to behavioral and emotional disorders. In this work, a proposal is made for activities aimed at improving children's semantic competence, and the need to set up socio-educational intervention programmes to encourage the development of linguistic skills in minors in care is stressed. [ABSTRACT FROM AUTHOR]