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This paper analyses the tragedy El Philoctetes, adaptation of the Sophoclean play by the Jesuit José Arnal (1729-1790), teacher, translator of classical authors and poet. This tragedy is classed in some places as translation; however, it was an adaptation that was made of the Greek drama to be represented by students of classical languages in Zaragoza at the beginning of the decade of 1760; it was published in Zaragoza in 1764, before the expulsion of the Society of Jesus, and doubly reissued, years later, in Barcelona. [ABSTRACT FROM AUTHOR]

The aim of this paper is to study the syntactic structure of a paroemiac subcategory: tautologies. We will observe the diachronic evolution of this type of formulas from the Middle Ages to the present day. The diachronic study confirms the idea according to which sententious phrases, in this case tautologies, are not transmitted in the same form from generation to generation. They adapt to the times in which they are uttered. The structures are reduced over the centuries in both French and Spanish. [ABSTRACT FROM AUTHOR]

Phraseology represents a recognized and relevant field in the teaching of the Spanish language and culture. Religion is an essential part of culture and as such it is reflected in many phraseological units (PU) that should have a place in learning a foreign language. Language and culture are inseparable for a native speaker as opposed to a foreign student who needs an integrated teaching of language and culture. For this paper, we have selected a PU with a religious cultural component that may be interesting for students of Spanish as a foreign language (ELE): colgarle a alguien el sambenito 'stigmatise sy' (literally: 'hang the sanbenito on sy'). To justify our choice, we have studied the frequency of this phrase in different situations and socio-cultural contexts during a period of five years (2012-2016) in several Spanish digital newspapers, including El País, El Mundo, ABC, La Vanguardia, Ideal and Marca. For this purpose, it was our initial assumption that a look at the frequency of this phrase in the digital press will help us identify its use. This paper seeks to extrapolate the results to applied linguistics, specifically, applied phraseology in Spanish, since phraseological competence improves not only communicative competence but also knowledge about Spanish culture. [ABSTRACT FROM AUTHOR]

Background: Function words, and more specifically prepositions and prepositional locutions, are considered to be one of the most important difficulties for children with DLD. Aims: To examine the capacity of bilingual children with developmental language disorder (DLD) to comprehend different Spanish prepositions and prepositional locutions in a simple sentence structure, for example, El gato está sobre la mesa/El gato está bajo la mesa (The cat is on the table/The cat is under the table). Methods & Procedures: We used simple sentence structures to reduce lexical difficulties in order to focus our evaluation strictly on the grammatical morphemes under study. A total of 96 Spanish and Catalan‐speaking participants, divided into four groups, were evaluated in an eye‐tracking psycholinguistic experiment: 24 children with DLD (average age = 7.8 years, age range = 4.6–12.6), 24 children with the same chronological age (average age = 7.8 years, age range = 4.6–12.2), 24 children with the same linguistic level (average age = 6.8 years, age range = 4.6–9.4) and 24 adults (average age = 22.5 years, age range = 18–30). Outcomes & Results: The empirical data show that, despite some differences, bilingual children with and without DLD can comprehend Spanish prepositions and prepositional locutions under the current experimental conditions. Conclusions & Implications: Our results suggest that the capacity of bilingual children with DLD to comprehend Spanish prepositions and prepositional locutions in real time and within simple sentence structures is preserved. What this paper addsWhat is already known on the subjectThe empirical literature indicates that children with DLD show important errors in the production of functional words in general, and prepositions in particular. However, unlike other grammatical morphemes (such as clitic pronouns and articles), prepositions have been less studied, and the few existing studies have focused on the dimension of language production, not comprehension.What this paper adds to existing knowledgeThe present study, composed of two experimental tasks, seeks to determine to what extent the observable difficulty in the linguistic production of prepositions is also present in the comprehension of children with DLD. The empirical results suggest a less atypical comprehension in comparison with our initial hypothesis, and the differences that appear between the two tasks, allow us to formulate a theoretical interpretation regarding the mechanisms of their understanding. Thus far, we are not aware of other studies that have evaluated in real time the comprehension of prepositions and prepositional locutions in parallel.Clinical implications of this studyResults suggest the presence of a more preserved comprehension of prepositions and prepositional locutions, at least in real‐time experimental conditions (eye‐tracking) and in simple sentence structures. A less atypical comprehension raises the possibility of a better prognosis for children with DLD. Working with comprehension of simple sentences and the gradual addition of more difficult grammatical morphemes could help to enhance the comprehension of a growing complex grammar. [ABSTRACT FROM AUTHOR]

Writers' use of modality, an interpersonal linguistic resource commonly used for expressing probability, reveals key information about their claims. Most research on modality addresses L2 English learners, leaving a gap in research in advanced language development in other languages. This paper addresses this gap by studying how heritage language (HL) speakers of Spanish express doubt and probability in Spanish and how the lexicogrammatical features they use across genres reveal how they express these meanings. Drawing on Systemic Functional Linguistics and pragmatics, this study examines modality in 125 texts written in Spanish by HL students in the U.S., including narratives, expositions, article reviews, personal responses, and research papers. The results reveal that students use the most modality resources in personal responses and the least in reviews. This work offers insights about the interpersonal resources writers choose to express their argumentative stance and the socio-pragmatic competence in writing among HL students. [ABSTRACT FROM AUTHOR]

In their typological survey of pidgins, Parkvall and Bakker (2013) observe that pidgin discourse is characterized by an exceptionally low type-token ratio. Taking this observation as its starting point, the present paper examines the type-token ratio in Lingua Franca, a contact language traditionally classified as a pidgin. The study is based on a unique mini-corpus consisting of parallel translations in Lingua Franca and four comparator languages: Italian, Spanish, French and English. The paper shows that the type-token ratio of the Lingua Franca variety reflected in the mini-corpus matches, and in parts surpasses, those of its Romance lexifiers and English. The study expands our knowledge of the basilect/acrolect distinction in Lingua Franca and contributes to the discussion about the role of lexical diversity in the typological categorization of contact languages. [ABSTRACT FROM AUTHOR]

Background: Every language has certain specific idiosyncrasies in its writing system. Cross‐linguistic analyses of alexias and agraphias are fundamental to understand commonalities and differences in the brain organization of written language. Few reports of alexias and agraphias in the Spanish language are currently available. Aims: To analyse the clinical manifestations of alexias and agraphias in Spanish, and the effect of demographic variables. Methods & Procedures: Spanish versions of the Western Aphasia Battery (WAB) and Boston Diagnostic Aphasia Examination (BDAE) were used for language assessment. Lesion localization was obtained by using computed axial tomography and magnetic resonance imaging. The final sample included 200 patients: 195 (97.5%) right‐handed and five (2.5%) left‐handed; 119 men and 81 women with a mean age of 57.37 years (SD = 15.56), education of 13.52 years (SD = 4.08), and mean time post‐onset of 6.58 months (SD = 12.94). Using the WAB, four quotients were calculated: aphasia quotient (AQ), reading–writing quotient (RWQ), language quotient (LQ) and cortical quotient (CQ). Outcomes & Results: The types of aphasia were: global = 11 patients (5.5%), Broca = 31 (15.5%), Wernicke = 30 (15.0%), conduction = 22 (11.0%), transcortical sensory = 17 (8.5%), transcortical motor = 3 (1.5%), amnesic or anomic = 54 (27.0%) and mixed non‐fluent = 32 (16.0%). The degree of oral and written language impairment differed across the various aphasia types. Most severe reading and writing difficulties were found in global, mixed non‐fluent and transcortical motor aphasia; fewer difficulties were observed in amnesic, Broca and conduction aphasia. The severity of the written language impairments paralleled the severity of the oral language disturbances. Age negatively, while schooling positively, correlated with the scores in reading and writing tests. No effect of sex and time since onset was found. Conclusions & Implications: In Spanish‐speaking aphasia patients, difficulties in reading and writing are similar to oral language difficulties. This similarity of performance is mostly based on severity rather than the participants' patterns of errors. What this paper addsWhat is already known on the subjectThere is limited information about alexia and agraphia in Spanish.What this paper adds to existing knowledgeAn extensive study with a large sample of patients.What are the potential or actual clinical implications of this work?The study contributes to the clinical management of patients with reading and writing disturbances. [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]

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]

The paper aims to present proposals for didactic units that find cracks (WALSH, 2013) to make create a possible the dialogue between the Spanish language and the Integrating Projects in the area of Languages and Technology or any of the other areas since, according the the BNCC, this language is not part of the General Basic Education and, therefore, it was not included in the public notice and works of object 1 of the PNLD 2021. As a theoretical contribution, the reflections and suggestions evidenced here are linked to the area of Applied Linguistics in its transgressive nature (PENNYCOOK, 2006), for their engagement in problematizing practices, the breaking of rules and the reflexive crossing of borders, and based on Fazenda (2002, 2008), Freire (2019), Freire and Faundez (1985), Gama (2018), Hernández and Ventura (1998), Matos (2014) and Walsh (2013, 2017). From the proposals of the teaching units on the integrating themes of the PNLD 2021, it is possible to glimpse the integration of the Spanish language in the projects. [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 article serves as an introduction to the special issue on spelling and writing in different orthographies. Most studies and theoretical models of writing are based on the English language, and it is generally assumed that what is true for English is also true for other languages. Further, there are more studies on reading compared to studies of writing and spelling. Considering that 80% of the world's population speaks a language other than English, we need more studies on writing and spelling in languages other than English. With this intention, we are presenting 6 papers on writing and spelling in different languages of different orthographic depth, from highly transparent orthographies like Spanish and Italian to highly opaque orthography like Cantonese. [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]

This paper describes a case study of a 60-year-old Peruvian refugee in some detail, focusing on the importance of building emotional resilience in a patient in Spanish in order to create a space for learning the English language - the patient did not speak English after 20 years of living in Britain. The work was carried out with an interpreter and some of the literature on working with interpreters is referred to. The paper also briefly outlines the refugee journey in broad terms, which is a journey from the culturally known to the culturally unknown. The question of how well the literature on resilience, which sits firmly within a Western developmental perspective, can be applied to refugees, most of whom come from group and family-based cultures dominated by ideas of honour and shame, is discussed. The paper also touches on the importance of the receiving country enabling or not, as the case may be, a transitional space for refugees who have lost their home and are seeking to find a safe haven in a strange culture. [ABSTRACT FROM AUTHOR]

English vague language (VL), as in general noun phrases, general extenders and general verbs, is central to casual conversation. It can have discourse functions and create an informality and solidarity. The rationale for the study described here was a gap in the literature vis-à-vis language learner metapragmatic awareness of VL in their L1. It was hypothesised that attitudes towards VL vary from language to language. This paper describes a comparative questionnaire study of German, Spanish and Mandarin speakers' attitudes to VL in their languages. Subjects were invited to translate English VL to their languages and to think of other vague forms: German speakers volunteered 'Dingsbums' and 'und so'; Spanish speakers suggested 'cómo se llame' and 'o algo así; Mandarin speakers noted 'na ge dong xi'. Subjects were also asked to describe social variables, domains and functions associated with their VL: German speakers saw VL as creating closeness but many felt that it made addressors sound unreliable and mildly impolite; Spanish speakers mostly saw VL as a way of showing a relaxed, close, comfortable, friendly, but a few saw it as an sign of laziness and impoliteness; Mandarin speakers responded that VL was a marker of friendly informality and solidarity but they mostly associated it with indifference, laziness, impatience, irritation, anger, disappointment, contempt and dishonesty. The paper concludes with suggestions of ways to incorporate tasks on VL into English language teaching classrooms, and to raise language teachers' awareness of English L2 users' beliefs and intercultural differences in terms of VL. • Vague language forms, functions and variation. • Close with family and friends. • Indifference, impoliteness with strangers. [ABSTRACT FROM AUTHOR]

The paper deals with the comparative study of archetypal images of causality in English, Dutch, Spanish, Ukrainian, and Russian sayings. The object of the research is the category of causality represented in the human mind as a sentential (syntactic) concept with ten causal dominants (cause, reason, condition, concession, purpose, effect, conclusion, result, consequence, means). The subject matter of this paper covers etymons and archetypal images of the causal dominants in five related languages. The objective to compare archetypal images of causality reconstructed based on the English, Dutch, Spanish, Ukrainian, and Russian sayings can be achieved through solving such tasks as follows: specifying the source for archetypal images reconstruction; identifying the etymons for the causal dominants in studied languages; elaborating the archetypal images of causality based on the sayings from near-related (English and Dutch, Ukrainian and Russian), and far-related (English and Spanish, English and Ukrainian, English and Russian) languages. The major linguistic method employed to achieve the objective is a comparative and historical one, including the results of etymological analysis presented in the dictionaries. Relevant methods also include structural (immediate constituents and componential analysis) and contextual-interpretative ones. The present actual language data for the research were taken from different etymological dictionaries and sayings from the languages under study. The obtained results confirm that the reconstruction of etymons of causal dominants, as well as of the archetypal images of causality in different languages enables gaining important information about the peculiarities of causal thinking and psychology of various ethnic groups. In addition, the ability of the archetypes to be modified by penetration into the consciousness of people and filling the empty signs with the data of conscious experience is revealed. [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]

This is not the usual work on post-truth. It does not expose, assuming that there is a univocal concept of post-truth, how to avoid its danger. On the contrary, the paper attempts to question the very notion of post-truth. The procedure consists of a lexical-logical analysis and a hermeneutic synthesis of the definitions of "posttruth" in the most emblematic dictionaries of the English and Spanish languages. It studies, first, the unemotional pure reason of the OED, and, second, the naive intact realism of the DLE. The main conclusion is that the distinction between truth and post-truth is rhetorical-pragmatic, not ontological. [ABSTRACT FROM AUTHOR]

The information in the press may reflect a certain informative bias in the pub)lished texts. Therefore, the objective of this paper is to analyze what was the discursive construction that the Spanish economic press made of the term ‘Brexit’. To do this, a lexical-semantic analysis, based on the study of the semantic prosody of the nouns co-occurring with ‘Brexit’, was carried out. The results shown that the Spanish economic press present a mainly neutral editorial stance when reporting on Brexit. [ABSTRACT FROM AUTHOR]

In Portuguese, mas 'but' occurs in two different structural constructions, one mainly involving contrast between two non-sentential phrases, Contraste Sintagmático 'Phrasal Contrast', and the other contrasting two sentences and presenting ellipsis, TP ellipsis with polarity items. In languages as Spanish and German, contrastive coordination typically correlates two different conjunctions with two constructions exhibiting distinct values, the corrective and the counter-expectation value. Relying on work of the past two decades on adversative coordination with corrective and counter-expectation values, the current paper aims at determining to what extend it is possible to establish a univocal correlation between the values of the adversative coordination and the constructions of Contraste Sintagmático and TP ellipsis in portuguese. It is also our goal to develop a more accurate analysis of these constructions. [ABSTRACT FROM AUTHOR]

In this paper, I will pay attention to the behavior of adjectives such as altísimo and torpe, called ambivalent (Luján 1981) or underspecified (Fernández Leborans 1995), due to the fact that they can be combined with both the copulative verb ser and the copulative verb estar in languages such as Spanish. More specifically, I am interested in two structures, both of them dependent on the Spanish verb of perception ver. In the first, altísimo and torpe combine with the copula estar in infinitive clauses. In the second, subordinate infinitive clauses are headed by the copula ser. I will try to elucidate which is the contribution of the copulative verbs to the interpretation of these structures. With Escandell-Vidal (2018), I assume that the adjectives altísimo and torpe in combination with estar give rise to an evidential effect: the spatio-temporal situation to which the property they denote is anchored is conceived as a situation of visual experience. In the first of the structures I am interested in, the source of information is likewise encoded in the verb of perception. Therefore, the research question that will guide this study is whether the evidential content is actually being expressed twice. [ABSTRACT FROM AUTHOR]

This paper aims to analyze the elaboration of grammars for the Portuguese and Spanish languages, describing textual and extratextual aspects that characterize this process in the respective linguistic traditions and comparing them in order to find points of convergence and divergence. For that purpose, by consulting the physical and electronic collections of different research centers, it was possible to build a bibliographic corpus which allowed the fulfillment of the study's objective based on the analysis of 172 Portuguese and 138 Spanish grammars distributed since the 15th century. As a result, it was possible to observe that both codification traditions bring historical compatibilities which resulted in a process of linguistic normalization in which many features converge, while others diverge. They converge, for instance, in the intensification of this process from the 19th century onwards, marking a movement of constant growth. They diverge, on the other hand, in the number of countries engaged in the process and in the relation of school grammar to the descriptive model, for instance. [ABSTRACT FROM AUTHOR]

This paper offers an in-depth morphosyntactic and semantic characterization of Spanish inequality comparatives by taking into account mainly synchronic and some diachronic data. This comprehensive study shows the need to adjust previous analyses of Spanish inequality comparatives. The architecture of these comparatives is shown to be determined by: (i) the size of the comparison standard (phrasal or clausal) and (ii) the type of link between the standard and the comparative cluster (coordination or dependency). Finally, the syntactic and semantic selection restrictions of the Spanish standard markers are defined. [ABSTRACT FROM AUTHOR]

This paper explores the phenomena we dub «hyper-agreement»: number agreement between the main verb and an argument of the subordinate clause in biclausal structures (me gustan que los planes salgan bien, lit. ‘me like3pl that plans work out’). At an empirical level, it focuses on structures with dative experiencers required by a psych-verb and shows that hyper-agreement is possible with both finite and non-finite subordinate clauses. In light of these data, it is argued that Agree (Chomsky, 2000, 2001) must not violate the Single Case Constraint (Nevins, 2004). The analysis put forward combines this constraint with the hypothesis that person and number are independent Probes (Rigau, 1991, among others). This proposal accounts both for the unlocking effect on the subordinate clause and for the fact that the long-distance agreement is restricted to partial agreement. [ABSTRACT FROM AUTHOR]

Word formation in Spanish, mainly by affixation, shows a mostly concatenative behavior in which the relationships of form and meaning are established linearly. However, there are many cases that cannot be described based on the recurrent attachment of affixes. These formations have long been identified, but they have not been studied in detail, since the type of analysis that prevails in approaches to the lexical morphology of Spanish cannot fully account for morphological relationships of this type. One of these non-concatenative correspondences is the one established between pairs of suffixes that correlate at the level of meaning but not at a formal level, such is the case of the suffixes -ismo and -ista (comunismo, comunista), probably the best-known case of this type of derivation. In this research we will analyze this type of word-formation scheme starting from the concept of solidarity, proposed by Beniers (1996). We will study four productive solidarity schemes from Mexican Spanish, all of them suffixal. In addition to the afore mentioned -ismo, -ista, we will analyze -ero, -ería; -nte, -ncia and -azo, -iza. As we will see, the solidarity scheme allows us to describe in detail the relationships that are stablished between each of these pairs of suffixes. In this paper we will first present the concept of solidarity, its background and the previous work that has been done based on this kind of analysis. Next, we will analyze each of these solidarities to establish their characteristics and constraints. Finally, we conclude that this type of analysis allows a more accurate and appropriate description of such non-concatenative word-formation schemes. [ABSTRACT FROM AUTHOR]

This paper addresses «El problema argentino de la lengua», an article published by Amado Alonso in 1932. To this end, we first analyze the type of theoretical and critical intervention that the author carries out; then, we consider it within a broader textual series that comprises a set of texts published between 1927, as Alonso becomes chair of the Institute of Philology of the University of Buenos Aires, and 1935, when he publishes the book El problema de la lengua en America, which includes a highly modified version of his 1932 work. We conclude that this article is an exceptional text in Alonso's linguistic production as a whole, and that this exceptionality can be interpreted as a sign of the process of theoretical reformulation that he underwent during the period. [ABSTRACT FROM AUTHOR]

This paper offers the first translation into Spanish of Mary Shelley's 1837 Life of Quevedo. It also contains an introduction and annotation that includes the sources used by the acclaimed author of Frankenstein. [ABSTRACT FROM AUTHOR]

Thie main objective of this paper is the conceptual study and characterization of slow journalism from an academic and professional perspective. As a methodological process, a total of 76 files have been analyzed, of which 58 correspond to publications of authors from the academic world and 18 to journalism professionals. Thie publications come from the academic world on information and journalistic quality, on digital journalism and narrative journalism, as emerging journalistic routines with potential and creative dynamics in the media sector. Thie other part of the analysis corresponds to 18 professional journalism experts. Among the most outstanding results is the preeminence of the academic world when it comes to studying the phenomenon, given that among those who practice journalism there is less production of works in this regard compared to those coming from the university environment. Also in academia there is a greater profusion of denominations to refer to the phenomenon in Spanish, although both in academia and in the journalistic profession itself the most commonly used term is the Anglo-Saxon term slow journalism. [ABSTRACT FROM AUTHOR]

This paper offers the most significant results derived from the preliminary semantic analysis carried out on the 455 Spanish prepositional resultatives headed by the telic preposition hasta that conform our corpus. Specifically, we will show that their meaning is not homogenous since two clear cases are to be differentiated: on the one hand, those which have literal meaning, like hasta la muerte in La misma asesina, por lo tanto, que torturó a Loperena hasta la muerte, and on the other, those with a figurative interpretation, like hasta el agotamiento in La curiosidad lo hizo esforzarse hasta el agotamiento. Though both readings entail a hyperbolic meaning of excess and exaggeration, we will demonstrate, furthermore, that only the latter, called degree resultatives, following Hoeksema and Napoli (2019), have recently developed an intensifying function in the language which is increasingly growing as time goes by. [ABSTRACT FROM AUTHOR]

Machine translation (MT) is used to obtain annotated corpus of English corpus which can be applicable to different natural language processing (NLP) tasks. Considering that there are more resources or data sets for training NLP models in English language, this paper explores the application of MT to automate NLP tasks in Spanish. Thus, the article describes a dataset for the extraction of generic relations (reACE) and the construction of a semantic extraction model of relations in Spanish (ER), based on the set of samples translated from English to Spanish. The results show that for the MT task it is necessary to implement a corpus pre-editing process in English to avoid translation and post-editing errors and maintain the original corpus annotations. The ER models in Spanish achieve measures of accuracy, completeness, and F-value comparable to those obtained by the model in the English language, which suggests that machine translation is a useful tool to perform NLP tasks in the Spanish language. [ABSTRACT FROM AUTHOR]

This praxis piece explores the development of a Jesuit focused pedagogy within the context of a Spanish language conversation course. The author begins by defining the origins of the pedagogy employed in this course and how it came to be centered around the Universal Apostolic Preferences of the Society of Jesus (UAPs) which consist of the following goals: 1) Showing the way to God/goodness/hope through discernment; 2) Walking with the excluded, the poor, the outcasts of the world, those whose dignity has been violated, in a mission of reconciliation and justice; 3) Journeying with youth, to accompany young people in the creation of a hope-filled future; and 4) Caring for our Common Home to protect and renew creation. The author elaborates on various pedagogical strategies including community-based service learning, dual immersion, tertulias, interviews, geocaching project, immersion experiences, Role Playing Games (RPGs), and guest lectures; and demonstrates assessments and outcomes which align with and enhance the processes of discernment around the UAPs. The paper concludes with an examination of outcomes of this pedagogical approach through the processes of discernment, reflection, and action. A schedule/syllabus is also included in the appendix. [ABSTRACT FROM AUTHOR]

The present paper examines lexicon organization and lexical uniqueness through a lexical availability task. Previous research has concentrated on exploring via word association tests how learners organize their L1 and L2 lexicons. Additionally, the closeness between the native and the L2 lexicons are also object of analysis in research. Lexical uniqueness has also been used as a measure to determine "nativeness". In the present study, we had two groups of Greek B1 and C1 level learners of Spanish FL answer a lexical availability task and compared their results with those of a group of native speakers. We found that proficiency level is crucial in the determination of lexical uniqueness and lexicon organization via lexical associations obtained with a lexical availability task. Furthermore, our results revealed that thematic field is a relevant factor in speakers' associative behaviour and lexicon organization. Results are discussed in light of previous research findings and pedagogical implications are proposed. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to propose a new concept, discursive interpersonality, as a flexibilized model of interpersonal metadiscourse (IM). Departing from the proven validity of IM (Hyland, 2005a, 2005b) as a framework to analyse interpersonal relations between writers/speakers and readers/listeners, our argumentation is grounded on our research results, stemming from the study of different academic and professional genres. Since interpersonal metadiscourse is conditioned by contextual variables, such as genre, discipline, language and corpus, as an array of authors suggest (Dahl, 2004; Sala, 2006; Yakhontova, 2006; Giannoni, 2007; Mapelli, 2008; Crismore & Abdollazadeh, 2010; Gotti, 2010; Lorés-Sanz, 2011a; Ivorra Pérez, 2015, 2016; Suau-Jiménez, 2016; Mattiello, 2018; Turiman et al., 2018; Herrando-Rodrigo, 2019), IM would need to be redefined or readapted, including new markers, new lexico-grammatical realizations. As a result and very importantly, propositionality should be considered a theoretical central feature that contributes to interpersonal interactions but that traditional approaches of IM do not accept as such. So, a new, more encompassing concept needs to be coined that accounts for all these essential aspects. Assuming how interpersonal metadiscourse has been defined conventionally (Mauranen, 1993a, 1993b; Hyland, 2005a, 2017), we propose two integrative concepts: discursive turn (Jaworski & Pritchard, 2005), not in its philosophical sense but in one that sees discourse as an identity axis or departure point for analysis, and interpersonality (Lorés-Sanz et al., 2010), considered as an umbrella term broader than IM. Discursive interpersonality might thus open more satisfactory paths for further research in a variety of genres, domains and languages. [ABSTRACT FROM AUTHOR]

New technologies are today, in the year 2021, an essential complement in the field of didactics in its broadest sense and, even more so, in the field of foreign language teaching. It is common knowledge that there has always been a deep link between translation and second language teaching, which has led to significant changes in language didactics. The aim of this paper is to explore the pedagogical potential of one mode of audiovisual translation, namely subtitling, in the field of teaching Spanish to Italian-speaking students. Our interest lies in demonstrating that through the process of subtitling it is possible to pedagogically address certain linguistic and cultural aspects that benefit the linguistic-communicative competence of Italian-speaking students of Spanish as a foreign language. [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]

Introduction: An outbreak of the COVID-19 was appended in the central Chinese city of Wuhan in December 2019. Lots of related papers were published in the world since then. Objective: This study aimed to identify and analyze the characteristics of COVID-19 publications in the Science Citation Index Expanded (SCI-EXPANDED) published by Latin Americans in 2020. Methods: Documents including searching keywords in their title, abstract, or author keywords from SCIEXPANDED were assessed. The analyzed aspects covered characteristics of document types, languages, Web of Science categories, and journals. Publication performances of countries and institutions were evaluated by six publication indicators and two citation indicators. Results: A lower percentage of articles and a higher percentage of Spanish language were found. Web of Science category of general and internal medicine published the most articles. The Clinics was the most popular journal. The Cadernos de Saude Publica and Revista da Associacao Medica Brasileira published the most publications and reviews, respectively. Brazil took a leading position in the six publication indicators. The University of São Paulo in Brazil was the most productive institution. Based on the number of citations from the Web of Science Core Collection since publication to the end of 2020, 10 most frequently cited publications were presented. In addition, the analysis of words in publication titles, author keywords, and KeyWords Plus was performed to find the main research focuses. Conclusions: In 2020, a total of 3 056 COVID-19 documents in SCI-EXPANDED were published by Latin Americans mainly in the Web of Science categories of 'general and internal medicine' and 'public, environmental and occupational health'. More letters and editorial materials and fewer articles were published in the first year of its outbreak. A higher percentage of Spanish and Portuguese publications was found. Brazil dominated the six publication indicators. The University of São Paulo in Brazil ranked top in all the six publication indicators while the Technological University of Pereira in Colombia had a higher impact for their first- and corresponding-author publications. Health and infection were the main research focuses. [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]

This study investigates the Rejection-Identification Model (RIM) by examining impacts of group-level and personal experiences with discrimination on different measures of ethnic identity and cultural importance among Hispanic immigrants. The RIM is used to describe associations between discrimination and increased ethnic identity and the mediating role of ethnicity on negative outcomes of discrimination. Growing empirical support for the RIM has prompted inquiry into its application among different populations, including immigrants who face numerous types of discrimination. Using the Latino Immigrant National Election Survey, the study found that the perception of group-level discrimination was associated with a higher likelihood of reporting Hispanic identity importance, however, personal experiences with discrimination were not. Further, results showed that neither type of discrimination impacted cultural or Spanish language maintenance importance. This paper discusses the implications of these findings and how the protective factors presented by the RIM may vary among populations and when considering personal and group-level discrimination. [ABSTRACT FROM AUTHOR]

Last but not least, one must be careful not to assume Spanish to be the preferred language for all Hispanic patients. We read with interest the paper by Islam et al.[1] "Cross-sectional evaluation of Spanish-language care at academic dermatology clinics.". [Extracted from the article]

Latino youth experience unique stressors as they navigate two cultural contexts. While a substantial amount of research has been conducted investigating Latino youths' experiences of acculturation, most have been conducted in cities with a substantial Latino community, with less research focusing on emerging communities, or areas with small, but growing cultural communities. The aim of this study was to understand Latino youths' experiences of acculturation stressors when living in an emerging Latino community. To achieve this aim, 30 youth (ages 7–16) living in an emerging Latino community were recruited to participate in a creative-arts based research method in which they were placed in groups based on developmental stage and participated in six dialogue sessions. During sessions, youth were asked to paint a picture based on prompts and then discuss the topics that emerged in their paintings in small groups. Prompts were designed to illicit youths' experiences with acculturation stress and Latino identity. Thematic analysis of qualitative data indicated that the role of language was featured prominently in youths' experiences. In this paper, we discuss the role of bilingualism in multiple contexts in Latino youth experience of acculturation when living in an emerging Latino community. The results suggest that bilingualism is central to the identity of Latino youth in this context and may be essential to incorporate into interventions that aim to facilitate positive youth development among Latino youth living in emerging Latino communities. [ABSTRACT FROM AUTHOR]

The quick development of Linguistics during the 20th century has not fully reached high school in Spain. In this paper we present some linguistic concepts and ideas that could be taught at secondary school and that could in turn improve the teaching of Spanish as a first language, were they included in educational syllabuses. Firstly, the idea that language is a complex internal system that is part of our cognition and, if only because of this, worth studying. Secondly, the importance of a scientific approach to linguistic data: data organizing, hypothesis testing, generalizations making, etc. Lastly, the need to include Linguistics in school curricula, for the absence of this discipline may explain the ignorance that the public shows towards many issues related to linguistics that are part of our everyday life, such as dialects, bilingualism, language acquisition, etc., or its very own name,»linguistics», which tends to be interpreted as «the study of foreign languages» by non-academics. For these reasons, we also suggest that some contents and concepts related to both Sociolinguistics and Psycholinguistics be taught at high schools, thus included in the curriculum. [ABSTRACT FROM AUTHOR]

In this paper I present an account of the many professional opportunities that today’s society offers to philologists and linguists. Based on real stories –including mine– of people dedicated to linguistics and philology (some of them authentic influencers), I show how language has become a fundamental tool for digital media and technologies, and how its good use and analysis have become essential in many areas of both the business world and research, but also as part of the image of society in general. Among the many professional channels available to philologists of these times, it is possible to highlight the following: proofreader, linguistic advisor, content creator, community manager, forensic linguist or philologist 2.0 (that is, the one dedicated to all issues related to new technologies), not forgetting that of the teacher, a crucial position to train the people of the future. In all cases, the revolutionary possibilities offered by the new media allow professions to be exercised in a completely renewed and modernized manner. [ABSTRACT FROM AUTHOR]

This paper discusses the utility, validity and use of several grammatical notions, mostly syntactic. Our goal is to assess whether some frequent concepts of the language class in high school should be replaced by others that are generally unknown, and also whether the content currently given to some of them should be modified. We defend such a possibility, which we justify with the main argument that grammatical analyses must relate forms to meanings and favor the reflection of students on the unconscious knowledge that each speaker has of his or her own language, together with the use that speakers make of linguistic expressions. For expository reasons, we consider four types of grammatical notions: those that are both used and useful; those that are useful, but seldom applied; those that are usually applied, despite being of little use; and, finally, those that could be useful and that are rarely applied. We set out this discussion to defend the need to establish a stable terminology perimeter for high school language classes, mainly based on the recent Glosario de términos gramaticales (2019). We take this minimum terminological agreement to be a necessary condition to carry out that reflection, for which we have advocated in previous works. [ABSTRACT FROM AUTHOR]

In this paper we deal with two mentalist approaches to the study of language: the generative and the cognitive approaches. First, we put forward the assumptions of generative linguistics, which is focused on the formal study of computational properties of language; and, second, we compare them with those of the alternative program of cognitive linguistics, according to which language is not to be analyzed as a specific computational property of the human mind but rather as a capacity based on general cognition principles. After having presented the different theoretical foundations of both approaches, some meeting points between them are offered. The present work concludes with an appeal to the need to establish some bridges between different approaches that allow them to face the challenges currently posed by different advances in language sciences and cognitive science in general. [ABSTRACT FROM AUTHOR]

In this paper we shall address the Murcian language that appears in several novels of the nineteenth and twentieth centuries in the Region of Murcia in order to verify if it constitutes a real sample of the Spanish language spoken in Murcia. To achieve this aim, we shall carry out a historical review to understand the origin of Murcian regionalism and the intellectual movement that emerged at the end of the 19th century. The regionalism born in Murcia in the nineteenth century is a twofold phenomenon, namely, both a political and cultural regionalism. Political regionalism, on the one hand, will be related to the Canton of Cartagena, a federalist insurrection that took place on July 12, 1783 whose goal was to proclaim itself as an independent canton. Cultural regionalism, on the other hand, is intimately tied to the association of the Murcian dialect with the so-called panocho, satirical speech of the Huerta de Murcia among whose predecessors include: Pedro Díaz Cassou, José Martínez Tornel and Andrés Blanco y García. This cultural and intellectual movement aims at promoting a regional identity of Murcia, mainly focusing on a linguistic identity and Murcia's customs and traditions. In addition, it will be worth stressing the great the importance of social stratification in explaining the regional and linguistic identity, since most of Murcia's society came from rural environments with a low level of education. Finally, we also mean to provide a considerable amount of reliable linguistic data which contributes to the studies on the nineteenth-century Spanish language, one of the most little studied within the discipline of History of the Spanish Language. [ABSTRACT FROM AUTHOR]

In the present paper it has been performed an investigation on the musical terminology in the academic Dictionary of the Spanish Language. This research will reveal how this dictionary employs the technical mark "Mús." to identify all those terms which are directly or tangentially linked to the musical disciplinary field. To address such study, the macrostructure and microstructure of this academic work have been analysed from a synchronic and diachronic perspective; it means, from the first edition ('Dictionary of Authorities') to the last one (the twenty-third publication of this dictionary). Therefore, these editions have been scrutinised as well as the presence or absence of the aforementioned technical mark "Mus." has been checked in each of the dictionary entries of the different editions of the normative repertoire. Likewise, an analysis has been carried out on the different considerations that must be articulated with respect to specialised terminologies in addition to the criteria considered, according to different authors, to interpret that a word belongs to a particular technical discipline or, on the contrary, this term has undergone a semantic extension that allows it to be part of the common lexicon. In this analysis we have reflected on the lexicographical treatment that the terms coined in our language have received to baptize the realities belonging to the field of music; that is, if these words have been duly included in the general dictionaries (both academic and those that pertain to unscientific lexicography), if they have been the focus of a specialised monographic work or, by contrast, if they have been condemned to continuous belittlement. [ABSTRACT FROM AUTHOR]

This research paper is concerned with the implementation of innovation techniques in the process of learning and teaching foreign languages. Adapting contents to twenty-first century students’ mentalities implies information has to be used collectively. Our main aims are the assessment of informal learning through stimuli and alternative dynamics which connect selfassessment and co-assessment, as well as developing and carrying out competences and strategies which facilitate learning. For the experimental process we worked with Italian and Spanish language students. In order to accomplish our goal, we delivered a series of collaborative courses in which qualitative and quantitative studies related to learning through Facebook as a social network were conducted. Besides, we distributed work among communities which adopted a constructive dimension of knowledge through the shared use of information. The process facilitated both the production and the exchange of knowledge based on the pragmatic and sociocultural nature of the contents, while also taking into account the enhancement of basic competences such as know how to be and how to do. Results were very encouraging, although quite controversial during the collection process, due to the fact that students had been educated for generations in individualistic learning systems. However, learning communities strongly motivated them and, in the end, positive results were reported thanks to the implementation of informal learning. [ABSTRACT FROM AUTHOR]

This paper aims to analyse a didactic and innovative experience and to reflect on its implications within the frame of learning ecologies. We will be describing how a Spanish Language and Literature Secondary school teacher transforms and enriches his educational practices while fostering new learning formats outside the physical classroom. In this case, the use of theatre makes sense as a potentially pedagogical tool together with the social network TikTok, the latter becoming a virtual environment offering new educational opportunities. A qualitative methodology based on observation and document analysis was used for this purpose, allowing us to gain a deep understanding of the object of study, its educational reality and its implications from the perspective of learning ecologies. Results show the value of long-life learning experiences, both for the teacher and for the participants, together with the impact on their identities. There is an evident need to use ICT resources such as TikTok in the classroom. These resources may encourage learning experiences, consistent with the sociocultural needs of the individuals, fostering curriculum enrichment, and stimulating a comprehensive and expanded idea of education in all levels. [ABSTRACT FROM AUTHOR]

Oral and written language are constantly interrelated in literate communities. In this paper, we examine the repercussions of teaching argumentative oral discourse on the development of argumentative writing and vice versa. The participants were seventh-grade students, who were randomly assigned to one of three groups: the Oral-1 group, which received an oral language intervention first, followed by a written language intervention; the Esc-1 group, which received the written language intervention first, followed by the oral intervention, and the control group, who attended regular Spanish Language and Literature classes. We assessed measures of both oral and written argumentative discourse at pretest, posttest-1, and posttest-2 to determine the development of both intramodality and intermodality skills. The results showed that intramodality effects were larger for the written than for the oral language intervention. Both interventions produced intermodality effects. It is concluded that the teaching of argumentative discourse should incorporate the bidirectional influences between the oral and written modalities. [ABSTRACT FROM AUTHOR]