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espanolThe novel La parcela (1898) by Jose Lopez-Portillo y Rojas tells the story of a violent, legal, and political dispute about the border between two private properties. Although this quarrel provides an exciting background for the love story between Ramona and Gonzalo, what it also relates are the problems that Mexico encountered at the end of the nineteenth century, defining its internal borders on the map of the nation. In this novel, the focus is not on what is found on each side of the border – it is not about exclusions and inclusions but about the process of drawing the border. It is a story about a line that in the process of being defined needs to be involved in political relations of power, administrative and legal systems, and scientific and traditional measurements, because otherwise the line could turn into a place of uncontrolled violence. Nevertheless, what is finally revealed in the text is an increasing lack of trust in the scientific presumptions of nineteenth-century Mexico. EnglishLa novela La parcela (1898) de Jose Lopez-Portillo y Rojas relata la historia de una pugna violenta, legal y politica sobre el linde entre dos propiedades privadas. Si bien esta disputa provee un telon de fondo excitante para la historia de amor entre Ramona y Gonzalo, lo que ademas articula son los problemas con los que se encontraba Mexico a finales del siglo XIX para fijar los limites internos del mapa de la nacion. En esta novela, el enfoque no cae tanto en lo que existe a un lado u otro del limite –no es una cuestion de exclusiones e inclusiones– sino en el proceso de trazar el limite en si. Se trata de la historia de una linea que en el proceso de fijarse necesita de juegos politicos y de poder, de sistemas administrativos y judiciales, de mediciones cientificas y tradicionales, pues de otro modo el limite termina convirtiendose en un lugar de violencia. No obstante, lo que en ultima instancia revela este texto es una creciente desconfianza en las bases cientificas por las que habia apostado el Mexico decimononico.

SUMMARY This article is a reflection on the possibilities that the concept of Content and Language Integrated Learning (CLIL), can provide for the teaching of foreign language programs at the university level, using as an example the programs of Hispanic studies in Norway. After reviewing the concept of CLIL, and placing it in the context of Hispanic studies, the article investigates its practical, political, and educational applications. It is argued that integrating skills and content fully at the university level is a task that depends on specific administrative infrastructures, as well as on methodological resources that can make this integration an object of study and reflection. In this context, this work aims to promote the creation of new teaching proposals for university programs of foreign languages ​​that respond to the challenges and demands that are currently facing the humanities. RESUMEN Este articulo se concibe como una reflexion sobre las posibilidades que el concepto de Aprendizaje integrado de contenido y lengua (AICLE), puede aportar para la ensenanza los programas de lenguas extranjeras en las universidades, utilizando como ejemplo los programas de estudios hispanicos en Noruega. Tras revisar el concepto de CLIL, y situarlo en el contexto de los estudios hispanicos, el articulo indaga sobre su aplicacion practica y politico-educativa. Se arguye que integrar destrezas y contenidos plenamente a nivel universitario es una tarea que depende de infraestructuras administrativas especificas, asi como de recursos metodologicos que hagan de dicha integracion un objeto de estudio y reflexion. En este sentido, este trabajo quiere impulsar la creacion de nuevas propuestas docentes para los programas universitarios de lenguas extranjeras que respondan a los retos y exigencias a los que actualmente se estan enfrentando las humanidades.

This article argues that El tragaluz (1967) by Antonio Buero Vallejo can be understood as a series of reflections on the nature of history as a discipline. It explores the literary representations of the historian that appear in Buero’s piece: El and Ella, the scientists of the future that look back at the year 1967; and the family members that write and rewrite the events of tragic moment they lived at the end of the Spanish Civil War. Drawing on the work of two intellectuals of the period, Hyden White and Robert Nisbet, this essay discusses the processes of construction of the historical text. In Buero, the ideal historian embarks on his work by asking an apparently marginal question, ‘Who’s that?’, and the result is the production of a historical text that aims to include a myriad of perspectives in a manner which challenges the ideology of Franco’s dictatorship.