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Dissertations / Theses on the topic 'Hablar (The Spanish word)'

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Published: 4 June 2021

Last updated: 29 July 2025

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1

Quintanilla-Aguilar, José Roberto Alexander. "La (des)pluralización del verbo haber existencial en el español salvadoreño [inverted question mark]un cambio en progreso? /." [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0041086.

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2

Kallin, Marianne. "¡Yo solamente quiero saber hablar español! : Las opiniones de los alumnos en la secundaria acerca de cómo aprenden a hablar español." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-50818.

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The purpose of this paper is to investigate what pupils who study Spanish as a foreignlanguage in the senior level of the nine year compulsory school, think about how theylearn to talk Spanish. What is their opinion about what it takes to be able to speak andcommunicate in Spanish? And what type of exercises do they prefer? This paper alsoaims at investigating if the pupils understand the importance of reading, writing andlistening to as much Spanish as possible if they want to be good at talking Spanish. Inour investigation are we using the Common European Framework of Reference forlanguages:

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3

Taylor, Anna M. "Psychometrically Equivalent Bisyllabic Word-Lists for Word Recognition Testing in Spanish." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/2101.

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The aim of this study was to develop, digitally record, evaluate, and psychometrically equate a set of Spanish bisyllabic word lists to be used for word recognition testing. Frequently used bisyllabic words were selected and digitally recorded by male and female Spanish talkers. Twenty normally hearing subjects were presented each word to find the percentage of words which they could correctly recognize. Each word was measured at 10 intensity levels (-5 to 40 dB HL) in increments of 5 dB. Chisquare analysis was used to determine the equivalency among the final four psychometrically equivalent

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4

Peterson, Brenda Karina. "Psychometrically Equivalent Bisyllabic Word Lists for Spanish Pediatric Word Recognition Testing." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6061.

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While recorded speech audiometry materials have been developed in Spanish for adults, currently there are no speech audiometry materials available in Spanish that are suitable for a pediatric population. Thus, the purposes of this study were (a) to analyze Spanish bisyllabic words previously developed for adults to determine the words' appropriateness when testing word recognition scores in native Spanish-speaking children and (b) to compare the logistic regressions results from the Spanish adult data obtained in a previous study with the logistic regressions from Spanish pediatric data obtain

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5

Cox, Cynthia Gail. "Bilingual word detectives transferability of word decoding skills for Spanish/English bilingual students /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2008. http://wwwlib.umi.com/cr/ucsd/fullcit?p1457293.

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Thesis (M.A.)--University of California, San Diego, 2008.<br>Title from first page of PDF file (viewed Nov. 10, 2008). Available via ProQuest Digital Dissertations. Includes bibliographical references (p. 188-193).

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6

Pineros, Carlos Eduardo. "Prosodic Morphology in Spanish: Constraint Interaction in Word Formation." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392740585.

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7

Piñeros, Carlos-Eduardo. "Prosodic morphology in Spanish : constraint interaction in word formation /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487950658546139.

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8

Ahufinger, Sanclemente Nadia. "Statistical Word-Learning in Catalan-Spanish Children with Specific Language Impairment." Doctoral thesis, Universitat de Barcelona, 2019. http://hdl.handle.net/10803/666983.

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This dissertation was written to answer some questions about the different roles played by memory in school-age Catalan-Spanish children with specific language impairment (SLI). Currently, a small but growing body of work suggests that individuals with SLI have difficulty performing tasks that require non-declarative learning. That is, they present with difficulties in the process of extracting abstract knowledge from statistical patterns, probabilistic computations (statistical learning) and procedural skills (procedural learning) embedded in the input. The Procedural Deficit Hypothesis—PDH—(

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9

Bushong, Robert W. II. "The academic word list reorganized for Spanish-speaking English language learners." Master's thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4660.

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Published in TESOL Quarterly a decade ago, the Academic Word List (AWL) (Coxhead, 2000) has become increasingly influential in the field of TESOL. With more than 82% of the AWL comprised of words of Latin and Greek, much of this important list logically consists of English-Spanish cognates because Spanish originated from Latin. In order to serve Spanish-speaking English language learners (SSELLs) better, their teachers need to know which AWL words are cognates. Using published sources and linguistic analysis of the 570 items in the AWL, the research in this thesis has resulted in a newly reorg

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10

Solon, Megan Elizabeth. "WORD FREQUENCY AND NEIGHBORHOOD DENSITY EFFECTS ON L2 SPANISH VOCABULARY DEVELOPMENT." Miami University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1185545267.

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11

Berrocoso, Solbella. "A thematic analysis of Spanish word order : theoretical and pedagogical aspects." Thesis, University of Liverpool, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494077.

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Word order variations in Spanish have led scholars to consider it as a language with flexible word order in comparison with languages such as French or English. Attention has been mainly centred on syntactic variations involving the placement of the subject. Today, the widespread assumption is that Spanish is a pragmatically motivated language; consequently, studies have started to focus on real occurring data in order to study the pragmatic factors that intervene in the creation of meaning. The fact that the pragmatic factors are independent of position makes it difficult to use them as indic

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Stevenson, Jeffrey Lee. "The sociolinguistic variables of Chilean voseo /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/8365.

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Bartolo, Irma. "Word definitions by Spanish and English bilingual children from low-income families /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1240684121&sid=13&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Ruiz, García María Isabel. "Word Stress Patterns in the English of Spanish Speakers: A Perceptual Analysis." Doctoral thesis, Universidad de Alicante, 2018. http://hdl.handle.net/10045/114906.

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Esta tesis analiza la producción de palabras inglesas utilizadas en contexto por parte de estudiantes españoles del inglés. Un total de 76 grabaciones de dos textos diferentes se han analizado, transcribiendo en AFI las 125 palabras elegidas para el análisis de los patrones de acentuación. El propósito principal de este trabajo es analizar, describir y clasificar los esquemas de pronunciación más característicos del inglés de los estudiantes españoles, con referencia específica a las alteraciones relacionadas con los diferentes esquemas de acentuación y de reducción vocálica. Para ello, se aho

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Kryger, Marissa Shea. "The Development of a Word List for a Mexican Spanish Phonological Assessment." Thesis, The University of Arizona, 2012. http://hdl.handle.net/10150/244401.

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Speech-language pathologists (SLPs) encounter many Spanish-speaking children in their caseload; however, there exist few phonological assessments to date that can accurately assess the phonological capabilities of bilingual children. Because of the lack of assessments, many Spanish-English bilingual children are diagnosed with speech sound disorders when in fact they are typically-developing. Many children are misdiagnosed because the phonological features of their dialect of Spanish are not taken into account. The purpose of this study was to develop a word list for a phonological assessment

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Santos, Maldonado M. C. "First and second language visual word recognition : neighbourhood effects in Spanish and English." Thesis, University of Edinburgh, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.661584.

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Current models of visual word recognition assume that the recognition of a stimulus word is affected by orthographically similar words (orthographic neighbourhood). In this thesis I explore the effects of neighbourhood on monolingual and bilingual word recognition. In particular I study the influence of Word Frequency, Neighbourhood Size (N) and Neighbourhood Frequency (NF) in English and Spanish lexical processing N refers to the number of real words that can be created from a given word by changing one letter at a time while preserving letter position. NF refers to the frequency of the neigh

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Foster, John C. "A theory of word order in categorial grammar, with special reference to Spanish." Thesis, University of York, 1990. http://etheses.whiterose.ac.uk/9773/.

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Sainz-Maza, Lecanda Lorena. "INTERACTIONS AMONG FOCUS, EXHAUSTIVITY, AND CONSTITUENT ORDER IN SPANISH AND BASQUE." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500285275822162.

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19

Dold, Simon [Verfasser]. "Basque - Spanish Language Contact : an empirical study on word order in interrogatives / Simon Dold." Konstanz : Bibliothek der Universität Konstanz, 2018. http://d-nb.info/116496934X/34.

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20

Erikson, Jessie Alise. "Phonological Transfer during Word Learning: Evidence from Bilingual School-Age Spanish-English-Speaking Children." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/613100.

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Purpose: This study examines potential cross-linguistic effects on accuracy of codas in newly learned English-like nonwords produced by bilingual Spanish-English-speaking children. Methods: Forty-two bilingual Spanish-English-speaking second-graders (age 7-9) were matched individually with monolingual peers on age (+/- 6 months), sex, and percentile score on the Goldman-Fristoe Test of Articulation (GFTA-2; Goldman & Fristoe, 2000), and matched for group on mother's level of education. Participants named various sea monsters as part of computerized word-learning games. Sixteen syllable-final c

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Weisleder, Pedro 1959. "COMPARATIVE INTELLIGIBILITY FUNCTIONS AND SOME NORMATIVE DATA OF FOUR SPANISH WORD RECOGNITION ABILITY LISTS." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276520.

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The investigator evaluated a commercially available Spanish word recognition ability test. The material consists of four lists of fifty bisyllabic tetraphonemic Spanish words available from Auditec of St. Louis as: "Spanish speech discrimination lists 1-4". Interlist equivalence, word difficulty, speaker's intelligibility, and P/I functions' slopes were investigated. Taped lists were presented to 16 normal hearing native Spanish speaking adults at four presentation levels. Statistical analysis indicated that the intelligibility of list three is significantly different than the other lists at t

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Forse, Jessica Amy. "The conceptual semantics of word formation : a romance perspective." Thesis, Swansea University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678457.

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Barrera-Tobon, Carolina. "Contact-induced changes in word order and intonation in the Spanish of New York City bilinguals." Thesis, City University of New York, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3601855.

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<p>This dissertation is a variationist sociolinguistic analysis of the variable word order and prosody of copular constructions (<i>Nicolás es </i> <i><b>feliz</b></i> versus <i><b>Feliz</b></i> <i> es Nicolás</i>, <i>Es Nicolás</i> <i><b> feliz</b></i>, <i>Es</i> <i><b>feliz</b></i> <i> Nicolás</i>, ‘Nicolas is <b>happy</b>’) in the Spanish of first- and second-generation Spanish-English bilinguals in New York City (henceforth NYC). The data used for the study come from a spoken corpus of Spanish in NYC based on 140 sociolinguistic interviews (details o

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Lozano-Pozo, Cristobal. "Universal grammar and focus constraints : the acquisition of pronouns and word order in non-native Spanish." Thesis, University of Essex, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250066.

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Berdugo, Oviedo Gloria. "Comprehension and representation of algebra word problems in a second language." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84473.

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The present study was designed to examine students' comprehension and problem representation when reading and solving algebra word problems in their first language (L1: Spanish) and their second language (L2: English). The main interest was to investigate the role of the L2 in performing the task. It was hypothesized that difficulty in understanding and solving word problems is a function of carrying out the task in the L2 and discourse factors inherent to the specific type of text.<br>The sample consisted of 31 grade 9 students who attended a private bilingual school in a Colombian cit

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Pérez, Mercedes. "Patterns of invented spelling in Spanish." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2209.

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This study proposes to examine the invented spelling patterns that Spanish speaking children create in their writing. Their writing samples were then transcribed and each word was categorized as either conventional or an invented spelling.

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Quintana, Muñoz Sonia. "La palatalizacion incompleta de los grupos /pl-/, /fl-/ y /kl-/ en español un análisis del papel de la frecuencia /." Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1196381230.

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28

Serrander, Ulrika. "Bilingual lexical processing in single word production : Swedish learners of Spanish and the effects of L2 immersion." Doctoral thesis, Uppsala universitet, Institutionen för lingvistik och filologi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-143614.

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Bilingual speakers cannot suppress activation from their dominant language while naming pictures in a foreign and less dominant language. Previous research has revealed that this cross-langauge activation is manifested through phonological facilitation, semantic interference and between language competition. However, this research is based exclusively on highly proficient bilinguals. The present study investigates cross-linguistic activation in Swedish learners of Spanish, grouped according to their length of Spanish immersion, and one of the groups is in its very inital stages of learning. Pa

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Judd, Camille Lorraine. "A Model of Grammatical Category Acquisition in the Spanish Language Using Adaptation and Selection." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4196.

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Most typically developing children have achieved a knowledge of the grammatical categories of the words in their native language by school age. To model this achievement, researchers have developed a variety of explicit, testable models or algorithms which have had partial but promising success in extracting the grammatical word categories from the transcriptions of caregiver input to children. Additional insight into children's learning of the grammatical categories of words might be obtained from an application of evolutionary computing algorithms, which simulate principles of evolutionary b

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Dawson, Yvette Eileen Alice 1958. "The impact of the use of word processors on third semester Spanish students at the University of Arizona." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276895.

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In this study, the effect of the word processor on third semester Spanish students at the University of Arizona was examined. The study was performed over two semesters, using a control and an experimental group each time. The communicative language approach for second language learning was implemented in a cooperative learning environment for both control and experimental groups. Control groups used paper and pencil to write their class essays and experimental groups used the word processor. The experimental groups outperformed the control groups. The semester variable by itself was also sign

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Gupton, Timothy Michael. "The syntax-information structure interface: subjects and clausal word order in Galician." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/510.

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Previous accounts of preverbal subjects in Spanish and European Portuguese (EP) in the literature have debated the syntactic position of these elements. According to some analyses, preverbal subjects are canonical arguments appearing in an A-position (e.g. Goodall 2001, 2002; Suñer 2003 for Spanish; Duarte 1997; Costa 2004 for EP). Other analyses propose that preverbal subjects are non-arguments appearing in a left-peripheral - perhaps CLLD - A'-position (e.g. Uribe-Etxebarria 1990, 1995; Ordóñez & Treviño 1999 for Spanish; Barbosa 1996, 2000 for EP). Although Galician is an ideal language for

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Schretlen, Christine Elaine. "Prosodic structure patterns in multisyllabic word productions of Granada Spanish-speaking children with typical versus protracted phonological development." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44619.

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The primary aim of this study was to determine whether monolingual Granada Spanish-speaking children with protracted phonological development (PPD) perform differently from their typically-developing (TD) peers on measures of word stress, word length and word shape in multisyllabic words (MSWs). Previous research has shown that MSW productions can indicate PPD in English-speaking children (James, 2006). However there is no evidence to date of direct comparisons between monolingual Spanish-speaking children with typical and protracted phonological development on MSW productions. Fifty-nine mono

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Ramada, Rodilla José María 1961. "Translation, cross-cultural adaptation and validation of the Work Role Functioning Questionnaire (WRFQ) to Spanish spoken in Spain =Traducción, adaptación cultural y validación del Work Role Functioning Questionnaire (WRFQ) al castellano hablado en España." Doctoral thesis, Universitat Pompeu Fabra, 2014. http://hdl.handle.net/10803/288047.

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Antecedentes: La traducción directa cuestionarios puede conducir a errores debido a diferencias culturales y lingüísticas. La utilización en estudios científicos de cuestionarios desarrollados en otros idiomas, precisa además de su traducción una adaptación cultural y validación. El Work Role Functioning Questionnaire (WRFQ) sirve para medir las dificultades percibidas en el trabajo debido a problemas de salud. Objetivos: 1) Revisar la literatura sobre la traducción, adaptación cultural y validación (TACV) de cuestionarios, y sintetizar y hacer recomendaciones para facilitar este proce

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Bohinski, Chesla Ann. "The portrait of a word: The use of mental and visual images in the acquisition of form, meaning, and use of Spanish concrete nouns." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/151680.

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Spanish<br>Ph.D.<br>Second language (L2) vocabulary learning is at the core of language learning and use. Studies have shown that native speakers and L2 learners perceive lexical errors as the biggest obstacle in effective communication (Gass & Selinker, 2008). As a result, the learning and teaching of vocabulary must be one of the focal points of L2 learning. This study quantitatively investigates the effectiveness of two vocabulary learning strategies, the keyword method and the visual support method. Using these two strategies, L2 learners can store the word's meaning both visually and ling

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Rader, Karen E. "The effects of three different levels of word rate on the listening comprehension of third-quarter university Spanish students." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1248977936.

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Pedraza, Yuli. "“Me gusta el español, pero no lo hablo.” : Un estudio de la fluidez en estudiantes de Español como Lengua Extranjera (ELE) en Jönköping, Suecia." Thesis, Umeå universitet, Institutionen för språkstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-136147.

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This is an investigation about the fluency level in Spanish that Swedish students have gotten after studying the course B2 advanced level of Spanish. We used the scale that the Common European Framework of Reference for Languages of the Counsel of Europe has made for the schools. At the same time the results of this investigation could show the motivation level of the students of Spanish in relation to the quality of speech and fluency. It was possible through a conversational test, where they were interviewed by a Spanish speaker interviewer, who asked questions and recorded them. It was done

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McEleney, Sarah Nicole. "La influencia del conocimiento de otras lenguas en la identificación de palabras en español L2 un estudio de los modelos bia y bia+ /." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1248105154.

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Ruiz-Sánchez, Carmen. "The variable behavior of /r/ in syllable-final and word-final position in the Spanish variety of Alcala de Guadaira (Seville) the role of lexical frequency /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3297076.

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Thesis (Ph.D.)--Indiana University, Dept. of Spanish and Portuguese, 2007.<br>Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0593. Title from dissertation home page (viewed Sept. 24, 2008). Adviser: Manuel Diaz-Campos.

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Hill, Timothy D. "Relationships among language use, phonological skill, and vocabulary in English language learning preschoolers." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002575.

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Goodwin, Amanda P. "Does Meaning Matter For Reading Achievement? Untangling the Role of Phonological Recoding and Morphological Awareness in Predicting Word Decoding, Reading Vocabulary, and Reading Comprehension Achievement for Spanish-Speaking English Language Learners." Scholarly Repository, 2010. http://scholarlyrepository.miami.edu/oa_dissertations/424.

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This study examined the unique contributions of morphological awareness and phonological recoding to word decoding, reading comprehension, and reading vocabulary for 197 Spanish-speaking English language learners enrolled in the fifth grade. The study also explored the contribution of phonological recoding, measured by accuracy on a pseudo-word decoding task, to the prediction of the same components of reading achievement. Specifically the study explored whether the contribution of phonological recoding changed when morphological awareness and oral vocabulary (a mediator of reading achievement

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Russell, Victoria. "The effects of processing instruction, structured input, and visual input enhancement on the acquisition of the subjunctive in adjectival clauses by intermediate-level distance learners of Spanish." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003189.

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Pinto, Carlos Felipe 1984. "Ordem de palavras, movimento do verbo e efeito V2 na história do espanhol." [s.n.], 2011. http://repositorio.unicamp.br/jspui/handle/REPOSIP/270524.

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Orientadores: Charlotte Marie Chambelland Galves, Josep Maria Fontana Méndez<br>Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem<br>Made available in DSpace on 2018-08-19T13:00:45Z (GMT). No. of bitstreams: 1 Pinto_CarlosFelipe_D.pdf: 2643369 bytes, checksum: c13cfeeaac0894eb3c85dbf9f9f25e41 (MD5) Previous issue date: 2011<br>Resumo: Esta Tese discute a mudança na ordem de constituintes e no posicionamento do verbo finito na história do espanhol europeu. Fontana (1993) propõe que o espanhol antigo era uma língua V2 simétrica, como o iídiche e o islandês

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Santos, Bruna da Rosa de Los. "A produção da vogal átona final /e/ por porto-alegrenses aprendizes de espanhol como segunda língua (L2) : uma investigação sobre atrito linguístico em ambiente de L2 não-dominante." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/172912.

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Através desta pesquisa, investigamos efeitos de atrito linguístico (influência da L2 sobre a L1), a partir da produção da vogal átona final /e/ por porto-alegrenses (RS, Brasil), aprendizes de Espanhol como Segunda Língua (L2). Com este propósito, analisamos a produção desta vogal em ambas as línguas dos aprendizes, verificando, mais especificamente, seus padrões acústicos (os valores de F1 e F2, que dizem respeito à altura e à anterioridade da língua, respectivamente, bem como os valores de duração absoluta e relativa) em comparação à produção de monolíngues de Espanhol (variedade de Montevid

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McEleney, Sarah Nicole. "La influencia del conocimiento de otras lenguas en la identificación de palabras en español L2: Un estudio de los modelos BIA y BIA+." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1248105154.

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Moreno, Teva Inmaculada. "Las secuencias formulaicas en la adquisición de español L2." Doctoral thesis, Stockholms universitet, Institutionen för spanska, portugisiska och latinamerikastudier, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-74952.

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The main purpose of this study is to observe the L2 acquisition effect of studying abroad during approximately four months in Swedish non-native speakers (NNSs) of Spanish with respect to their use of multi-word structures (MWSs) as compared to native speakers (NSs). In addition, this evolutionary study has a secondary aim which is to see the effect of the activity type on the amount and distribution of the MWSs encountered. This study shows positive effects of a study abroad period in L2 use and, particularly, regarding MWSs. It has been shown that the amount and variety of the NNSs’ MWSs

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Mora, Harder Maribel G. "English Reading/Language Arts Instruction in First-Grade Classrooms Serving English Language Learners: A Cross-Analysis of Instructional Practices and Student Engagement." Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/242.

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This study was designed to provide information on the reading instructional practices of 36 first grade teachers in nine schools that serve predominantly Spanish-speaking and ELL students in a southeastern U.S. school district. The purpose of this investigation was to describe teaching practices employed during English language arts instruction and to examine their use in relation to instructional grouping strategies, teacher language use, and student engagement. Participating classrooms were observed three times throughout the 2006-07 school year. Data were collected via the Timed Observatio

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Avila, Alex. "THE BRONX COCKED BACK AND SMOKING MULTIFARIOUS PROSE PERFORMANCE." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/394.

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The Bronx Cocked Back And Smoking is a collection of multifarious prose performances recounting the historical, personal, social, political and cultural constructs of a city birthed by violence. This body of work is accompanied by video, audio, photography, and theatre performance texts. St. Mary’s Housing project, in the Bronx, is the foundation where most of this literary work takes place. The modern day Griot (storyteller) is a Poet, guiding his audience through the social inequalities and disparities that plague St. Mary’s community. The Poet shares personal traumatic insights while simult

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Aghara, Rachel Greenblatt. "Novel word learning by Spanish-speaking preschoolers." Thesis, 2006. http://hdl.handle.net/2152/3537.

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Gutíerrez-Bravo, Rodrigo. "Structural markedness and syntactic structure a study of word order and the left periphery in Mexican Spanish /." Diss., 2002. http://catalog.hathitrust.org/api/volumes/oclc/51214410.html.

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Lin, Shih-Pei, and 林士佩. "To Follow or to Precede: Comparative Word Order of Spanish Adjectives." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/00573582424237830049.

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碩士<br>靜宜大學<br>英國語文學系研究所<br>92<br>Abstract Many students of Spanish in Taiwan, especially those beginning learners, with at least six years of English education, usually use what they have known about English to complement what they do not know about Spanish in the learning process. Students do so because they think that English and Spanish are both western languages. This phenomenon also occurs when they learn the positions of Spanish adjectives, which contain many characteristics. The purpose of the study is to analyze the positions of Spanish adjectives. Six main parts are inclu

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