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Dissertations / Theses on the topic 'Spanish Language arts'
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Martínez, Ramón Antonio. "Spanglish is spoken here making sense of Spanish-English code-switching and language ideologies in a sixth-grade English language arts classroom /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1971760601&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Haley, Maria Esperanza. "Integration of technology in the curriculum language arts: Spanish phonemic awareness." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2467.
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This paper explores the importance of providing teacher training in the use of technology to reap the benefits of adding computers to the classroom. It describes how a basic software program was used to create an interactive program to teach phonics in Spanish to kindergarten students in a Structured English Immersion Program. A benefit to having good phonemic awareness skills in Spanish is that it will help the student in developing phonemic awareness skills in English and will facilitate learning to read English words.
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Gutiérrez-Albilla, Julián Daniel. "Re-reading Buñuel's Spanish-language films : psychoanalysis, sexual dissidence, and the visual arts." Thesis, University of Cambridge, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.616234.
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del, Barco Dolores Villarreal. "First language instruction and second language acquisition among Spanish speaking high school students: A case study." Scholarly Commons, 1988. https://scholarlycommons.pacific.edu/uop_etds/3364.
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This case-study had as its principal focus the applicability of James Cummins' theory of developmental interdependence in language acquisition to secondary age students. This theory postulates that, for younger children, the development and strengthening of the first language can ultimately lead to a more rapid and efficient acquisition of the second. The study set out to test the hypothesis that secondary age Limited English Proficient (LEP) students who receive Primary Language Arts instruction demonstrate higher levels of English acquisition than do comparable students who do not receive this instruction. The primary language of the students was Spanish. A quasi-experimental research design was used to compare the effect of different treatments on two relatively equal groups of Hispanic LEP students in a single urban high school over a five year period. Achievement and completion of high school work were examined statistically for students enrolled in English as a Second Language and Espanol Para Hispanos (Spanish for Spanish-Speakers) classes during the course of the study. Hispanic LEP students in neither treatment group and all other Hispanic students in attendance at the school during the study made up additional comparison groups. Results of achievement tests, while not completely conclusive, suggest a qualified affirmative of the hypothesis. Students in the Espanol Para Hispanos (Spanish for Spanish-Speakers) groups demonstrated a statistically significant higher level of achievement in English Reading and Language Arts than did the other LEP groups in Tenth grade. Achievement in English in Eleventh and Twelfth grades, although substantial, was not as definitive. There was also corroboration for Cummins' views on "Student Empowerment". Correlations of Participation in Treatment Groups with Completion of Studies showed that a statistically significant percentage of students who received instruction in the development of their primary language (Spanish) graduated from high school. The Tenth grade was found to be the most crucial year for treatment to be effective, both for achievement and for completion of studies.
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Heston, Dawn M. "Scaffolding the Continua of Biliterate Development in the Spanish Language Immersion Classroom." Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877148.
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<p> The purpose of this qualitative research project is to describe the scaffolding strategies used by a teacher to engage and support students as they work within the continua of biliterate development in the fifth-grade Spanish language immersion classroom. As language immersion programs and dual language schools continue to grow in popularity in Canada and the United States, this study seeks to illuminate and interpret a teacher’s work with students in the Spanish Language Immersion Program (SLIP), a research site located in the urban Midwestern United States.</p><p> This instrumental case study employed the lens of Sociocultural Theory to explore the principal research question: How does the teacher scaffold student development of biliteracy within language and content instruction in the immersion school context? The research also explores pre-planned scaffolding versus interactional scaffolding, as well as the tensions and forces within the broader context that the teacher encounters while working with students in this bilingual educational environment. Classroom observations, teacher interviews, administration interviews, and artifacts were analyzed using methods borrowed from Grounded Theory.</p><p> Findings from this study highlight the characteristics of the Community of Practice created by the teacher in this classroom that include a focus upon encouragement, knowledge, organization, and literate habitus. Additionally, two visual models were created to present the data including: “Scaffolding Episodes in the Development of Biliteracy,” to illustrate the task-oriented support provided by the teacher, and “Centripetal versus Centrifugal Forces,” to present the forces and tensions that the teacher faced within the historical phases of the Spanish Language Immersion Program.</p><p>
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Rhoades, William B. "Assessing early literacy development in Spanish speakers when Spanish is the language of instruction." Thesis, Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2009. http://hdl.handle.net/1794/10070.
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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 reorganized AWL divided into four categories that are more useful for our Spanish-speaking English language learners as well as their instructors, curriculum designers, and materials writers: English-Spanish true cognates, partial cognates, false cognates, and non-cognates.<br>ID: 029050607; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.A.)--University of Central Florida, 2010.; Includes bibliographical references (p. 110-116).<br>M.A.<br>Masters<br>Department of Modern Languages and Literatures<br>Arts and Humanities
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Brea-Spahn, María R. "Spanish-Specific Patterns and Nonword Repetition Performance in English Language Learners." Scholar Commons, 2009. https://scholarcommons.usf.edu/etd/1875.
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Nonword repetition tasks were originally devised to assess the efficiency of the phonological loop (Baddeley & Hitch, 1974), a component of the working memory system, where verbal information is temporarily stored and translated to support activities like phonological processing during early word-recognition (Snowling, 1981; Wagner et al., 2003), speech production (McCarthy & Warrington, 1984), and articulation (Watkins, Dronkers, & Vargha-Khadem, 2002; Yoss & Darley, 1974).
From a practical perspective, there is a significant need for a systematically-designed Spanish nonword repetition measure that is equivalent to currently-available English measures. For this study, a database of nonwords that considered phonotactic and phonological properties of Spanish was devised. In a preliminary study, Spanish-speaking adults provided wordlikeness judgments about a large set of candidate nonwords. A subset of the rated nonwords was used in the development of a Spanish nonword repetition measure. The aim of the main experiment was to explore the contributions of participant factors (age, gender, and vocabulary knowledge) and item factors (word length, stress pattern, and wordlikeness) to Spanish repetition performance in this group of Spanish speaking, English language learning children. From a theoretical perspective, this investigation allowed a first observation of how experience with listening to and producing Spanish words influences the acquisition of Spanish-specific phonological patterns.
A total of 68 children, ages four to six years with varying degrees of Spanish language knowledge participated in this study. Results revealed significant age and word length effects. However, stress pattern did not exert significant effects on repetition performance, which is not completely consistent with previous literature. That is, participants repeated nonwords from both the more frequent and the less frequent stress pattern with similar accuracy. Wordlikeness, a previously uninvestigated variable in nonword repetition was found to affect repetition accuracy. For all participants, nonwords rated as high in wordlikeness were more accurately repeated than were nonwords with low wordlikeness ratings. Findings of the study are discussed in terms of how they relate to working memory and usage-based models of phonological learning. Finally, the clinical relevance of nonword repetition in the assessment of coarse- and fine-grained mappings of phonological knowledge is suggested.
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Uhrig, Ashley. "A Comparison of Individual and Dyad Instruction for Spanish-Speaking Siblings." Wittenberg University Honors Theses / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=wuhonors1242405674.
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King, Brandon J. "Exploring Spanish Heritage Language Learning and Task Design for Virtual Worlds." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7180.
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In this exploratory case study, I take a constant comparative methods type approach to exploring a shift in second language acquisition (SLA) away from approaches built on the assumption that language participants in the U.S. are monolingual English speakers (Block, 2003; Ortega, 2009, 2013; Thompson, 2013; Valdés, 2005), with little initial investment in the language or its culture (Rivera-Mills, 2012; Valdés, Fishman, Chavéz, & Pérez, 2006). This bias has entrenched a monolingual speaker baseline for statistical analysis within many experimental designs (Block, 2003; Ortega, 2009, 2013; Thompson, 2013; Valdés, 2005). Further, I redress this methodological bias by applying sociocultural theoretical (SCT) (Vygotsky, 1986) approaches to investigating Spanish heritage language learners (SHLLs). Heritage Language Acquisition (HLA) has an established tradition of situating its research within socio-cultural context when considering language-learning phenomena, laying groundwork for relating these contextual factors to the issues in delivering pedagogically sound HL instruction.
Ducar (2008) identifies a specific gap in HLA literature, where HLL voices are underrepresented and Valdés et al. (2006) further highlights the need for the development of resources and strategies for accommodating HLLs specifically. I attempt to fill these gaps under SCT by using qualitative methods that incorporate HLL voices into the broader HLA discussion (Ducar, 2008). I take a bottom up approach to resource and task design targeted to serve Spanish heritage language learners (SHLLs) in the U.S. by first surveying the population’s backgrounds and motivations at universities that serve an over 20% student body of Hispanic/latin@ students. Next, I propose a supplemental resource whose agile design is able to adapt to the unique needs of these SHLLs. Further, I investigate in what ways one technological resource, the virtual world Second Life (SL), may be adopted to meet Spanish HLL (SHLL) needs. In this second part, I analyze how one SHLL, who I will refer to as David, used this SL resource. I was guided in this analysis by asking: “In what ways does differentiating HL instruction with SL afford identity mediation through symbolic artifacts within SL?” and “In what ways can task design and extension activities be adapted to meet specific SHLLs’ needs without overly constraining their creative language use or the open format of SL?”.
I do this by first taking a snap shot via anonymous survey of 47 SHLLs across the U.S., attending 133 universities with a high level of undergraduate latin@/Hispanic students (20% or higher) that offer concentrations in Spanish (see http://www.collegedata.com). The respondents needed to be currently enrolled in a course advancing them beyond the Novice High level of proficiency as defined by ACFTL (2012). My analysis and discussion of these responses is organized around trends illuminated with descriptive statistics in their backgrounds and then motivations. Finally, I draw on open ended responses to create a qualitative analysis and present vignettes that highlight SHLL voices, while exemplifying trends found through word count analysis and axial coding of the data. Next, I explore the case of a single SHLL, reporting a familial connection to the language and studying intermediate Spanish at a university in the U.S, and his experience with SL.
My analysis of David’s case draws on data from a pre-survey that was designed to elicit data on his background, align discussion with established criteria for matching HLL backgrounds to learning needs, and elicit his emic perspective about using SL to study his HL. Additionally, the community of inquiry framework (COI) (Arbaugh, Cleveland-Innes, Diaz, Garrison, Ice, Richardson, & Swan, 2008) guided me in meticulously designing SL tasks that elicited data about David’s engagement with the SL environment, its affordances, and the HL. These also provided insights into what ways that he chose to expand or deepen his command of the HL. I coded these data with Dedoose, a qualitative research tool, using a three-stage coding process similar to axial coding, building code trees and constantly relating themes to one another until saturated thematic categories emerge.
I build a critical discussion of what this coding process reveals in relation to the case-study’s research focuses above, the guiding research questions, and relate the resulting findings to possible implications for teaching Spanish to SHLLs in the U.S., instructional design for this population within specific intuitional constraints, and for task design that leverages specific affordances that SL may offer SHLLs.
In Part I, I present a rationale for introducing two new research questions to help guide my investigation of the survey of 47 SHLLs: “In what ways do SHLL motivations for studying their HL differ and how might these motivations be best accommodated through instructional design?” and “In what ways do SHLL backgrounds differ and influence their objectives for studying their HL?”. I then used these research questions to analyze these data and weave a discussion. At the beginning of each stage of this analysis I explain the methodology behind the analysis and the generation of any figures or tables that helped me in interpreting the data and answering the research questions. Ultimately, I create vignettes to highlight SHLL voices (Ducar, 2008) and weave a narrative grounded in the major trends and themes sown together throughout the chapter.
In Part II, I present rationale for modifying my original three research questions, removing the second one completely due to lack of data: “In what ways do SHLL backgrounds differ and influence their objectives for studying their HL?” and “In what ways do SHLL motivations for studying their HL differ and how might these motivations be best accommodated through instructional design?”. I interweave my exploratory analysis and discussion about David’s background and motivations with that of the previous chapter to related David’s case to the larger data set. Further, I use the COI framework (Garrison, Anderson, & Archer, 2000, 2001) and Dörnyei’s (1994, 2005, 2009, 2014) work on motivation to analyze my instructional design in relation to David’s experience within the SL Lab. I analyze David’s motivational attractor states from a qualitative perspective as he progressed through to completion of the lab and compare motivational factors between David and pilot study participants. Based on these findings I offer some recommendations for both revising the proposed resource’s design and for the design of other resources that might capitalize on what I have learned during the course of this investigation.
During the course of these investigative efforts I also encountered some challenges and surprising rewards. I reserve a section of this study to discuss some of these challenges, such as institutional barriers, demands on student time, strains on student motivation, and instructional design adaptations that frequently failed to address these challenges despite being research supported approaches. I correspondingly recount how these challenges coupled with moments of collegial collaboration to help both myself as a researcher and the project to grow, persevere, and adapt during the long course of the investigation. It is my sincere hope that sharing this personal perspective provides greater context to the study and insight for other researchers that would take on similar research endeavors.
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Guerrero, Lourdes R. "Project SOL shining light on teaching secondary level, Spanish-Dominant English learners using Colegio de Bachilleres content /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1970030551&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Verde, Erica. "Investigating Miami English-Spanish Bilinguals' Treatment of English Deictic Verbs of Motion." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1229.
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This investigation focused on the treatment of English deictic verbs of motion by Spanish-English bilinguals in Miami. Although English and Spanish share significant overlap of the spatial deixis system, they diverge in important aspects. It is not known how these verbs are processed by bilinguals. Thus, this study examined Spanish-English bilinguals’ interpretation of the verbs come, go, bring, and take in English.
Forty-five monolingual English speakers and Spanish-English bilinguals participated. Participants were asked to watch video clips depicting motion events and to judge the acceptability of accompanying narrations spoken by the actors in the videos.
Analyses showed that, in general, monolinguals and bilinguals patterned similarly across the deictic verbs come, bring, go and take. However, they did differ in relation to acceptability of word order for verbal objects. Also, bring was highly accepted by all language groups across all goal paths, possibly suggesting an innovation in its use.
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Cresswell, Angela. "Culture Learning in Spanish Companion Book Websites: An Analysis of Tasks." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002733.
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Sanchez, Giselle. "Prediction of English and Spanish Early Literacy Skills of English Language Learners in the Primary Grades." Scholar Commons, 2007. http://scholarcommons.usf.edu/etd/3893.
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This study explored how language, emergent literacy, and reading skills in both English and Spanish develop with a group of English language learners (ELLs) (n = 267). Specifically, the researcher investigated what early language and literacy skills were the most important predictors of reading abilities as indicated by the Book Task in prekindergarten through first grade. Early language and literacy skills were assessed utilizing subtest from the Woodcock Language Proficiency Batter - Revised, the Woodcock Language Proficiency Battery - Revised - Spanish Form and the Phonological Awareness Task. Participants came from households where Spanish was one of the languages spoken. Multiple linear regression and path analyses were utilized to reveal the importance of each predictor variable during each grade level. Results indicated that vocabulary, listening comprehension, letter-word recognition, and phonological awareness are the most important predictors throughout the grade levels. These results are discussed in terms of their potential implications for research and practice with ELLs.
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Julbe-Delgado, Diana. "Spanish Spelling Errors of Emerging Bilingual Writers in Middle School." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1673.
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In spite of the significant growth in the Spanish-English bilingual population, there has not been sufficient research on cross-language effects, or how language transfer may affect important components of literacy, such as spelling. Many studies have focused on the influence of Spanish on the acquisition of English spelling skills; however, few studies have focused on how the acquisition of English influences Spanish spelling. The purpose of this investigation was to study the spelling errors of bilingual adolescents as they learn English.
A total of 20 bilingual Spanish-English students in grades 6 through 8 (ages 11 to 14 years) were selected from a larger mixed methods study (Danzak, 2009) not concerned with spelling. These students were enrolled in English as a Second Language (ESL) classes in a public middle school located on the west coast of Florida. The students completed four writing samples in each language (evenly divided between narrative and expository genres). All samples were analyzed using the Phonological Orthographic Morphological Assessment of Spelling-Spanish (POMAS-S), a linguistically-based analysis system that qualitatively describes Spanish spelling errors and is sensitive to effects of cross-language transfer.
Misspellings were extracted from the students' writing samples and were examined by looking at the effects of linguistic category, genre, and gender. Results of the three-way ANOVA revealed that the greatest number of errors occurred in the orthographic category, accounting for over 70% of the errors. Errors attributed to the other linguistic categories occurred less than 10% of the time each. There were no effects attributed to genre or gender.
The qualitative analysis revealed that the most common linguistic feature error was OAT (orthographic tonic accents) comprising 37% of the total number of errors followed by OLS (letter sound) errors, which comprised 11% of the total number of errors. All other phonological, orthographic, morphological, and phonological-orthographic linguistic feature patterns occurred with a frequency of 5% or less. Knowledge of the English language had a minimal, but obvious, influence on their spelling. These findings would suggest that Spanish-English bilingual adolescents predominantly made spelling errors that did not follow the orthographic rules of Spanish. Educational implications are presented.
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Vinall, Kimberly Sue. "The Tensions of Globalization in the Contact Zone| The Case of Two Intermediate University-level Spanish Language and Culture Classrooms on the U.S./Mexico Border." Thesis, University of California, Berkeley, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10086145.
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<p> This dissertation centrally explores understandings of foreign/second language and culture learning and its potential to prepare learners to participate in a globalized world. More specifically, this study explores the potential of a dynamic or complexity orientation to understand how beliefs, attitudes, and perceptions towards language and culture learning are constructed and negotiated in the relationship between learners and instructors, as complex social beings, and the learning site, as “contestatory discursive site” (Mckay & Wong, 1996).</p><p> The site of this ethnographic study can be understood as interconnected <i> contact zones</i>. These contact zones are two Spanish language and Latino cultures classrooms situated at a university in San Diego on the border between the United States and Mexico. Primary participants include two third-semester university level Spanish instructors, Yesenia and Vicente, and their respective students.</p><p> I collected data in two learning spaces: the language learning classrooms and the sites where students from Yesenia’s class completed community-service learning (CSL) projects; all of these latter CSL sites involved the students’ engagement with local immigrant populations. In both spaces, I employed qualitative methodology with an ethnographic focus, which involved participant observation, extensive field notes, audio- and video-recordings of classes, and collecting class-related textual artifacts and pedagogical materials. I applied discourse analysis to explore classroom interactions, teaching materials, and interviews with a focal group of students from each class, the instructors, the department chair, and personnel related to the CSL program, including staff, site coordinators, community leaders, and community participants.</p><p> My analysis suggests that the two language and culture classrooms not only reflect the larger tensions of globalization, but also produce new tensions. The instructors and the learners have differing perceptions of language and culture and the importance of their learning. These understandings are constructed in relationship to their positionings within the classroom, the university, the community, and the local context. The two instructors struggle with their conflicted positioning within the power structure of the university and in the broader relationship between the United States and Latin America, particularly as they are both Mexican immigrants. They also grapple with the instrumental approach that is imposed through the textbook in which learners accumulate grammatical forms and vocabulary while culture is consumed through superficial representations of “Otherness”, presented as imagined tourists visits and the accumulation of geographical and historical information.</p><p> In the first classroom, Yesenia accepts the instrumental approach, encouraging the accumulation of largely decontextualized language forms, and she participates in the construction of what I call a tourist gaze on Latin America, believing that it will facilitate learners’ appreciation of her cultural heritage. In the second classroom, Vicente rejects the instrumental approach: he wants to facilitate language and culture learning through critically understanding, reflecting on, and proposing alternatives to the social, economic, and political realities of the contact zone. In both classrooms, however, learners resent these pedagogical choices, their resistance revealing tensions in their own understandings and goals. Learners express a desire to develop cultural awareness so that they can care about the realities of Latin America yet doing so uncomfortably implicates them in larger global relationships in which they must confront their privileged positionings. This process was particularly evident in their CSL experiences in which “putting a face on it” reproduced problematic binaries, such as that of “us” and “them” and “server” and “served”, and in the process reinforced larger power structures and reproduced privilege. Even though the learners want to engage in more than superficial communication they also recognize the limited role of their language and culture learning in their current lives, namely to successfully complete the language requirement, to engage in tourism, and to compete in the global marketplace.</p><p> The findings of this study suggest ever increasing tensions between understandings of learning language and culture in the classroom in contrast to the potentiality of this learning as applied outside of the classroom. In both classrooms, the learners and the instructors demonstrate an awareness of the conflicting attitudes, beliefs, and perceptions that they bring to the classroom and how these interact with the teaching materials as well as the local context, yet they do not engage in critical reflection on these understandings. Doing so would require engaging with the central question of power, and how their language and culture learning experiences (re)produce social structures both in and outside of the classroom. In this regard, one of the central limitations of the dynamic or complexity orientation (Wesely, 2012) that I have employed is that it does not centrally interrogate this question of power.</p><p> This study points to the need for future research in field of second language acquisition. (Abstract shortened by UMI.)</p>
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Harrison, Stephanie Chantall. "Preservice Teachers Perceptions of Literature: A Study in a University Spanish Literature Class for Future Spanish Teachers." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7062.
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This qualitative study gave insight on the benefits that a university literature course for future Spanish teachers could contribute to preservice teachers as part of their preparation program. Nine university students participated in this study as they were the ones enrolled in this first-time offered university literature course for Spanish teachers. Data were collected from pre- and post-questionnaires, journals, and course observations. The findings suggested that the preservice teachers grew in pedagogical content knowledge, literary content, resources and strategies, and felt an overall sense of preparedness to use literary sources in their future classrooms
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Bonilla, Ana Maria. "A comparative analysis of comprehension questions in three California state-adopted Spanish and English basal readers." Scholarly Commons, 1988. https://scholarlycommons.pacific.edu/uop_etds/3205.
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The primary purpose of this study was to determine if there was a variation in the number of questions within a given taxonomy level between parallel Spanish and English basal readers at primary grade levels. A secondary purpose was to determine if questions in parallel Spanish and English series, that extended to fourth grade, facilitated the transition from the Spanish to the English reader. Specifically, the tasks to be accomplished in the study were: (1) to classify reading questions contained in California state-adopted parallel Spanish and English basal readers utilizing Barrett's Taxonomy, (2) to determine the number of questions each level of the taxonomy contained, (3) to determine if the number of questions within each level of the taxonomy differed by reading series among grade levels and between languages, and (4) to ascertain the readability level of each reader utilized in this study. Three California state-adopted parallel Spanish and English basal series were selected. A total of 114 lesson plans: fifty-four from the Spanish series and sixty from the English series, were selected. A total of 5,797 reading comprehension questions were classified according to the four major divisions of the Barrett Taxonomy. Chi Square values revealed that differences do exist on the number of questions assigned to each taxonomy level among the three basal series in both languages. Chi Square values also revealed that differences do exist on the number of questions assigned to each taxonomy level between the basal series at the first, second, and third grade level. At all grade levels, and in both languages, literal level questions were highest in frequency and percentage, followed by inference, evaluation, and appreciation level questions respectively. These findings seem to indicate that there is a tendency among basal readers, to emphasize questions which require literal comprehension more than critical interpretation. Differences were also found in the readability level between the Spanish and English text at each grade level. All readers, with the exception of the first grade English readers, were above the stated reading level and in most cases the readability level of the Spanish readers was higher than that of the English readers.
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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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Carrasco, Cecilia. "The development of an assessment instrument measuring the Spanish proficiency of first grade students in a bilingual bicultural language arts program." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/319.
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Adams, Nathan Thomas. "Domestic vs. Foreign Immersion Experiences: Listening Comprehension of Multiple Dialects in Spanish." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8724.
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Study abroad has been shown to improve students' linguistic and cultural competence, but students who gain their fluency abroad may struggle to adapt to the plethora of regional dialects they encounter in their studies and interactions after they've returned from their study abroad. The researchers of this study posited that learning Spanish in a domestic immersion context may improve a student's flexibility or tolerance for dialectal variation in regard to listening comprehension. Using a detailed survey and multi-dialectal listening assessment, the researchers examined the degree to which Spanish language learners, in this case 183 missionaries, were exposed to a variety of dialects, whether this exposure varied depending on region of study, and whether it affected their ability to comprehend a variety of accents. Significantly higher levels of variation were found in Spain, the U.S., and Canada, possibly due to the higher levels of Hispanic immigration to these regions. A comparison of Spain, the region with the highest average test score, and Mexico, the region with the lowest average test score, showed high practical significance (d=.8), suggesting that high levels of linguistic variation in the region of study may improve listening comprehension of multiple dialects. Pearson correlations between exposure to variation and listening test score were also positive. The researchers believe this is grounds for increased support of immersion programs both domestic and abroad, especially to areas such as Spain with high levels of linguistic diversity.
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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 Observations of Student Engagement/Language (TO/SEL) classroom observation instrument (Foorman & Schatchneider, 2003). Paired sample t-tests, multivariate analyses of variance (MANOVA), and multiple regression analyses were employed to investigate the relationship among the following observed variables: allocation of reading instructional time, grouping strategies, teacher language use and student engagement. Several key findings emerged. Participating teachers spent a greater amount of time on meaning-focused reading instruction (i.e., writing, reading texts, reading comprehension) than on code-focused reading instruction (i.e., word work, spelling, reading fluency, phonemic awareness), both during all four observed grouping strategies and after controlling for individual student seat work. In addition, of five key collapsed instructional variables (word work/spelling, oral language, writing, reading texts, and reading comprehension), teachers spent most time on word work/spelling (19%) and writing (18%). Reading texts and reading comprehension instruction together comprised 26% of total instructional time. Whole class instruction was the grouping strategy of choice among teachers (65% of total observed time); in sharp contrast, teachers spent 11% of observed time engaged in small group instruction, despite research findings supporting the effectiveness of sound grouping instruction. In addition, as little as 1% of teachers' total instructional time was spent in oral language/discussion, and 6% of total instructional time was spent in vocabulary instruction. The results also demonstrated little variation in teacher language use. Thus, evidence of "codeswitching" was not significant. Student engagement was high- 91% of total time students were observed; and was highest during writing and word work/spelling instruction. More longitudinal research is warranted that further explores precisely documented teacher reading instructional practices in relation to student outcomes with culturally and linguistically diverse student populations. Implications for practice include teacher training and professional development on managing small group instruction, and incorporating additional oral language/discussion, vocabulary and meaningful tasks into daily classroom activities.
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Drozd, Olena. "Sonority and its role in the acquisition of complex coda clusters by Spanish speakers learning English as a second language." FIU Digital Commons, 2003. http://digitalcommons.fiu.edu/etd/3633.
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This thesis looked at the concept of sonority and its influence in the acquisition of complex coda consonant clusters by ESL Spanish speakers. An experiment was performed to test the relationship between the sonority values of the segments of final complex clusters and the rate of errors. The goal of this thesis was to test the hypothesis that the Sonority Sequencing Principle was a powerful linguistic constraint that affected the acquisition of L2 phonology. The findings confirmed the idea that sonority played a crucial role in the phonological acquisition of L2 learners. Subjects reduced the least sonorant segment of the final cluster in order to achieve the minimal sonority descent. The choice of the segment couId not be a tbuted to possible Li interference since Spanish did not license complex codas and any final obstruents except /s/. The minimal sonority distance factor effected the rate of e ors. Subjects produced more errors in clusters where the sonority distance between their segments was small (e.g., one, two, and three).
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Castañeda, Martha E. "Corrective feedback in online asynchronous and synchronous environments in spanish as a foreign language (sfl) classes." Scholar Commons, 2005. http://scholarcommons.usf.edu/etd/2814.
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This dissertation reports on an investigation of corrective feedback provided by instructors to learners in sixteen online asynchronous and synchronous interactions. The overarching objective of this study was to examine the provision of corrective feedback in computer-mediated communication (CMC) environments. This study also sought to examine the frequency of corrective feedback types and the relationship between learner error and corrective feedback provision. Finally, this study investigated what types of corrective feedback led to repaired learner responses.Over the course of one university semester, the instructors and students in four second-semester Spanish courses participated in bulletin board and chat room discussions and a detailed analysis of the transcripts revealed that instructors do provide learners with corrective feedback in online asynchronous and synchronous environments.
The results also reveal that corrective feedback is more prevalent in the asynchronous environment than in the synchronous environment. A total of six corrective feedback typesexplicit correction, recasts, metalinguistic feedback, clarification request, elicitation, and repetitionwere found in these environments. All corrective feedback types were present in the asynchronous environment while repetition was not observed in the synchronous environment. The results indicate instructors overall preference for explicit correction in the asynchronous environment and preference for recasts in the synchronous environment. In the synchronous environment, different types of learner errors are followed by different types of corrective feedback. Recasts most often follow grammatical and lexical errors, while an opportunity to negotiate form is most often provided for multiple errors.
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Curtis, Wesley. "The Effects of Processing Instruction on Chinese Learners' Acquisition of Spanish Copulae." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/5932.
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Processing instruction (PI) is a language teaching technique based upon the model of input processing developed by VanPatten (1993, 1996, 2002, 2004). The present study investigated the effects of PI as well as two other experimental conditions (traditional instruction and control) on the acquisition of the Spanish copulae ser and estar by 66 Chinese university students enrolled in a blended (partially presential and partially online) fourth-semester language course. The PI treatment condition included non-paradigmatic grammar explanations, processing strategies designed to help learners avoid commiting errors they may be predisposed to make, and structured input activities which eliminate redundant features of language that may make difficult the establishment of form-meaning connections. The traditional instruction (TI) treatment condition included paradigmatic explanations of grammar as well as production-based activities and exercises. Participants assigned to the control condition did not receive any instruction during the course of the study.
The results of an experiment comparing the effects of each treatment condition on learners' scores on the Knowledge Test of Spanish Copulae, a measurement instrument designed for this study, found PI to be superior to TI at the immediate posttest level for tasks of interpretation and production. However, mean difference scores for the PI group were not significant when compared to those of the control group. Moreover, the learning gains exhibited by the PI group at immediate posttest were not durative, as they were not significant at the delayed posttest.
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Fitzpatrick, Patricia A. "Inmanencia mística en la obra de Federico García Lorca." FIU Digital Commons, 2005. http://digitalcommons.fiu.edu/etd/3335.
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The purpose of this dissertation was to analyze the works of Federico Garcia Lorca within the mystic context that dominates their very genesis. The problematic definition of mysticism was explored lest it be confused with traditional mysticism, which implies union with the divine. The historiography of literature speaks of the Mystic Genre, yet it does not address the mystic mode of artistic creation due to its inability to adhere to rational measure. This mode of conception was explored through Lorca’s poetic discourse: ‘Lorquian mysticism’ is the result of the poet’s cultivation of an innate spiritual potential enhanced by external influences and technical mastery.
There is visible influence of Fray Luis of Leon in Lorca’s early Libro de poemas and El maleficio de la mariposa, as well as of Saint John of the Cross in the later Divan del Tamarit, Sonetos de amor and Yerma. However, definitive echoes of poets from theSufi and other Eastern mystic traditions were also illustrated in these late works. A persistent longing to elide the physical condition, the greatest obstacle of the transcendental quest, is the essence of Lorca’s poetic voice.
The object of this analysis was Lorca’s language, which reaches levels removed from conventional thought. His dazzling metaphors and his particular use of symbols and of paradox compare equitably with those of great mystic poets. Like them, Lorca was faced with the same limitations of language to describe an ineffable experience; he embraced what Octavio Paz describes as ‘sacred language’: there is a linguistic frugality as well as an ambiguity in Lorca’s poetic art that result from his realization of super- cognitive states. Yet such an interpretation is rejected by the rationalist approach, invoking the age-old debate between faith and reason and signaling the application of psychoanalytical theory. This limited approach was disputed on the basis of reader- response theory. Lorca was truly an eclectic and a modification of the conventional reader’s preestablished horizon of expectations is essential in order to seal the gaps in his late works. This innovative perspective placed Lorca within the framework of a new mysticism in the modem world.
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Arnold, Erik William. "Using Eye Tracking to Examine Working Memory and Verbal Feature Processing in Spanish." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7472.
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Second language acquisition (SLA) has been a dominant field in linguistics research over the past several decades. In this field, researchers have investigated what makes learning the grammar of a second language difficult and they have identified many factors that may contribute to this difficulty, including agreement processing. In linguistic terms, agreement refers to the necessary covariation of grammatical features between two of more syntactic constituents. In prior years of agreement processing research, some authors examined how native speakers process varying grammatical features (e.g. number and gender) in agreement relations. In recent years, however, they have turned towards L2 learners and have investigated whether learners can attain native-like levels of processing agreement in a second language.While some researchers have investigated differences between learners and native speakers, others have examined the effect of individual differences on agreement processing. Of particular interest to this thesis is working memory capacity (WMC) and its effect during the different processing stages of agreement. Lastly, features expressed through agreement may affect individuals' processing behavior. Different features (e.g. person, number, gender) are regularly expressed in agreement relations by different manifestations of exponence. Many authors have investigated the effect different features have on processing agreement when those features are expressed by separative exponence. Fewer have examined the effect of cumulative exponence on agreement processing.Eye tracking is a useful psycholinguistic tool to investigate these questions. Using eye tracking, I examine English learners of Spanish and their eye behavior as they processed Spanish verbal agreement and investigate whether they demonstrate sensitivity similar to native Spanish speakers while processing verbal agreement errors. I investigate if individuals demonstrate similar sensitivity when processing three different types of verbal agreement errors—number, person, and tense. Additionally, I examine whether individuals' sensitivity to agreement errors is affected by working memory capacity. Using a linear mixed effects model, I analyze the eye tracking data and share the results of the analyses and their implications for L2 research in agreement processing.
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Powers, Riva R. "A Little Pozo Underfoot." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1407454840.
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Basso, Ann McCauley. "Bel-Imperia: The (Early) Modern Woman in Thomas Kyd’s Spanish Tragedy." Scholar Commons, 2006. http://scholarcommons.usf.edu/etd/3776.
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At the heart of Thomas Kyd's revenge tragedy The Spanish Tragedy lies an arranged marriage around which all of the other action revolves. Bel-Imperia of Spain has been betrothed against her will to Prince Balthazar of Portugal, but she is no ordinary woman, and she has plans of her own. Bel-Imperia's unwillingness to participate in the arranged marriage is indicative of the rise of the companionate marriage; it represents a rejection of the arranged marriage that dominated upper class society in earlier years.
This study seeks to throw light upon early modern attitudes towards marriage, focusing particularly on the arranged marriage, the companionate marriage, and the state marriage. Additionally, it examines the role of woman as peace-weaver, a practice that dates back as far as the Beowulf manuscript. Using historical as well as literary sources to delineate these forms, I apply this information to a study of the play itself, with an emphasis on its performative value. Since the proposed marriage dictates all of the action of the play, an analysis of the bartered bride, Bel-Imperia, is of particular importance. This essay examines her character in depth as well as her relationships with Andrea and Horatio, who love her; with Lorenzo, the King, and her father, who seek to exploit her; and with Hieronimo, who becomes her partner in revenge. Additionally, I contrast her with Isabella, one of only two other female characters in the play and conclude by delineating how my analysis would affect a performance of the play and by "directing" a hypothetical interpretation of The Spanish Tragedy.
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Smalley, Judith Ellen. "The differential predictive validity of the Spanish and English versions of the Peabody Picture Vocabulary Test." Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2797.
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The purpose of this study was to determine the predictive validity of the Spanish and English versions of the Peabody Picture Vocabulary Test for entering limited English proficient (LEP) Spanish and monolingual English kindergarten students. The criterion was reading achievement as measured by the Total Reading subtest of the Comprehensive Tests of Basic Skills (CTBS) and the Spanish Assessment of Basic Education (SABE). In addition, percentage of instructional time in Spanish was examined as a variable which may combine with the vocabulary scores to predict achievement for the Spanish speaking students. Selected for the study were 355 monolingual English speaking and 208 monolingual Spanish-speaking kindergarten students from a single district in central California. The LEP students included were those who scored a "one," no English, on the Bilingual Syntax Measure (BSM) upon entering kindergarten. Students included in the study were selected over 3 school years and 25 kindergarten teachers. Ninety percent of the district's students were on free or reduced cost lunch. The results of this study indicate there is a statistically significant relationship between entering kindergarten students' vocabulary scores and end of the first grade reading achievement but the vocabulary scores differentially predict achievement for the Spanish and English students. English speaking students scored significantly higher in reading achievement than Spanish-speaking students. The amount of time spent instructing in Spanish during the first grade combines with the students' language and vocabulary scores for a greater increment in the prediction of reading achievement. LEP Spanish-speaking students instructed more than 75% of the time in Spanish at the first grade level scored significantly higher in reading achievement than those instructed less than 75% of the time.
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Sanchez, Maria-Elena. "Validation Of Assessment Indicators Of General Patterns Of Psycholinguistic And Cognitive Abilities Of Young Spanish-Speaking Children (Bilingual, Translation, Tests, Language Development)." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/3528.
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Problem. Most of the diagnostic tools available for the assessment of language and cognition in early childhood education have been designed for fluent English-speakers. Few instruments include items appropriate to the needs of Spanish-speaking children with limited English Proficiency (LEP). Available Spanish language test are translations of English tools and have not been standardized among the Hispanic population. Classroom teachers and education specialists need an appropriately validated Spanish test for educational planning and programing of LEP Spanish-speaking children. Purpose. The purpose of this study was three dimensional: (1) to develop a functional adaptation of a criterion-referenced diagnostic test for the assessment of language and cognitive skills of preschool LEP Spanish-speaking children for educational planning, (2) to establish validity and reliability of the adapted Spanish criterion-referenced test and two norm-referenced tests to be used by educational diagnosticians for the assessment of language and learning abilities of young LEP Spanish-speaking pupils. Procedures. The test Evaluacion de Languaje y Habilidades Cognoscitivas en Edad Pre-Escolar (ELCEP) was developed as the Spanish adaptation of the Preschool Language-Cognitive Skills Assessment for Curriculum Entry (PLACE), by John Logfren (1978). The first draft of ELCEP was field tested and revised in preparation for validation of six Spanish-English bilingual professionals from different fields of education. A sample of 35 LEP Spanish-speaking children was used to establish the reliability of the ELCEP. A sample of 100 LEP Spanish-speaking children was used to establish concurrent validity of the ELCEP, and the two norm-referenced test, Prueba Illinois de Habilidades Psicolinguisticas (PIHP) and Bateria Woodcock de Proficiencia del Idioma or Woodcock Language Proficiency Battery Spanish (WLPB-Span.) Findings. The level of significance for rejecting the null hypotheses was set at .05. No significant differences were found between male and female scores, or between age group scores from the reliability sample of the ELCEP. Significant correlations and traits of communality were found from comparison of 15 variables from the ELCEP, PHIP, and WLPB-Span, through factor analysis. Recommendation. Additional extension of the ELCEP for ensuring quality of test constructs to permit criterion-referenced and norm-referenced application of the test. Further studies to ensure appropriate development of equivalent English and Spanish forms of the ELCEP, and local norms for the PHIP AND WLPB-Span.
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Terantino, Joseph M. "Transformational Processes and Learner Outcomes for Online Learning: An Activity Theory Case Study of Spanish Students." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002822.
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Norwood, Annette L. "The acquisition of Spanish through videoconferencing and video-based lessons by individual fifth-graders." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001530.
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Delp, Lindsay R. "La Guerra Civil Española: Un Estudio de La Literatura Como Un Mecanismo de Recuperar La Memoria Colectiva." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/scripps_theses/60.
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Esta tesis es una exploración de la literatura como un mecanismo de recuperar la memoria colectiva de España después de la Guerra Civil. Los textos de Duelo en El Paraíso por Juan Goytisolo, El cuarto de atrás por Carmen Martín Gaite, Soldados de Salamina de Javier Cercas, y Los girasoles ciegos de Alberto Méndez se utilizan como ejemplos de la literatura de la posguerra que se tratan del tema de la memoria como parte faltante de la sociedad de hoy. El análisis de estos cuatro textos muestra las maneras diferentes en que la literatura puede servir como manera de ganar acceso al pasado.
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Garcia, Paula Riley. "Comparison of quiet and outgoing language minority students through journal writing." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/960.
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Outgoing students have the advantage over quiet students in oral class participation. Our problem was to determine whether this relationship was the same in the medium of writing by studying differences in quantity and quality of writing between a quiet and an outgoing group.
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Barragan, Nieto Jose Pablo. "De bubas y anticuerpos: un estudio comparativo de algunas respuestas culturales al mal francés y el sida en España." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5412.
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The significant cultural impact of HIV/AIDS has led to the production of an impressive amount of scholarship in the US and Northern Europe since the outbreak of the epidemic in 1980. In contrast, the study of the cultural representations of HIV/AIDS has been largely overlooked in the realm of Spanish literary criticism. The purpose of my dissertation is to address that void through the analysis of a representative corpus of texts and artistic works from different periods and genres that acknowledge the impact of the epidemic in Spain. More particularly, this dissertation analyzes Spanish literary and artistic representations of HIV/AIDS through a critical comparison with other written materials produced in the 16th and 17th centuries as a reaction to the syphilis epidemic that hit Europe at the time, also known as the Great Pox.
The corpus of texts used in this dissertation includes Francisco Delicado’s La Lozana andaluza (1528); two short novels by Miguel de Cervantes (1547-1616); individual poems and collections of poetry by authors such as Francisco de Quevedo (1580-1645), Anastasio Pantaleón de Ribera (1600-1629), Aníbal Núñez (1944-1987), or Galician-language poet Lois Pereiro (1958-1996); as well as artistic works and performances by AIDS activist Pepe Espaliú (1955-1993). I explore this corpus through an interdisciplinary approach bringing into play, among others, historical and medical discourses, biopolitics, sociology of literature, semiology, as well as theories about violence and empathy.
In my comparative examination of these authors’ representations of disease, I argue that contemporary writers approached HIV/AIDS using a framework inspired on the aesthetic and epistemic strategies developed in the 16th and 17th centuries in the context of the emergence of the Baroque. This framework allowed modern authors to confront the uncertainties caused by Post-Modernity and HIV/AIDS, and inspired them to depict the pandemic by means of metaphor and indirectness.
The ultimate goal of my research is to uncover variables that will help to enlighten the well-documented historical trend to stigmatize sexual transmitted and infectious diseases. My work also sheds light on the reasons behind the slow emergence of epidemic diseases as objects of cultural debate in Spain, as well as on the social, political and ethical consequences of this slowness. Finally, I argue that there are some specifically artistic and literary responses to the Great Pox and HIV/AIDS that can help to understand the nature of these diseases and to distinguish discriminatory usages of these phenomena.
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Hemsath, Dustin J. "Differences in Gesticulation: A Mixed-Methods Approach to Gesture Differences Between First- and Second-Language Speech Output Among Advanced-Level Spanish/English Bilinguals." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7426.
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Hand gestures during speech lighten the speaker's cognitive load, provide lexical access, augment the precision of memory, and identify when a speaker is ready to learn a new skill (Abner, Cooperrider, Goldin-Meadow, 2015). Much of the research that has discovered these purposes of gesture have focused on gestures produced during speech in the speaker's first language. Many researchers use these findings to argue for the same cognitive benefits of gesture in the second language, though only little research of gesture and second language speech has been done. The present study sought to fill the gap between first and second language research on gesture production by investigating the differences between the gesticulation produced by bilinguals in their first and second languages as well as discover their perceptions of those gestures. Native English speakers bilingual in Spanish and native Spanish speakers bilingual in English were interviewed in both languages and their gestures were counted and compared between their first and second languages. Results showed that even though native Spanish speaker's gestured significantly more than native English speakers, all participants significantly increased their gesture production from their first to their second language. Task type also played an important part in this increase, wherein gestures increased only in descriptive and narrative tasks, but not in conversational role plays. Gestures also seemed to increase due to a heightened cognitive load within the tasks more so than due to increased anxiety levels, agreeing with previous research done in first language contexts. Participants also tended to base perceptions of gesture use on native cultural attitudes towards gesture, causing inconclusive results on speaker awareness of their co-speech gesture in either their native or second language. Some limitations suggest that this study be repeated with modifications, such as evaluating participant proficiency before interviewing and matching all participants to a specific range of time immersed in the foreign culture.
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Avila, Berta. "La mujer guerrillera en recuerdo y texto: Nicaragua y El Salvador." Pitzer College, 2008. http://ccdl.libraries.claremont.edu/u?/stc,34.
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La mujer guerrillera en Latinoamérica es un fenómeno del siglo veinte. Los conflictos armados de Centroamérica crearon condiciones donde la mujer se vio obligada a salir de su rol femenino tradicional para asistir en la lucha armada. Nicaragua y El Salvador son dos países donde los conflictos llegaron a un final, sea por medio de un derrocamiento exitoso del gobierno o por acuerdos de paz. Las mujeres que decidieron participar activamente en la lucha contra el gobierno llegaron a ese punto por vías diferentes y con diferentes metas, pero la experiencia de ser mujer en un ambiente tradicionalmente dominado por hombres no varía tanto entre los dos países. La representación literaria de la mujer guerrillera se encuentra en testimonios contados a entrevistadores, biografías y ficción. Cada género lleva sus características, pero casi siempre se establece el texto como un relato común del país, una mujer extraordinaria entre muchas mujeres extraordinarias. La mujer guerrillera en literatura, especialmente en testimonios, es el intento de relatar la historia de una gente oprimida, no de la individual, para ganar el apoyo y acción por la parte de una audiencia global.
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Bianchi, Michelle. "Effects of clear speech and linguistic experience on acoustic characteristics of vowel production." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002084.
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Malys, Andrea Marie. "Education, Theatre, and Federico Garcia Lorca: An analysis of La Barraca." Kent State University Honors College / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1431013540.
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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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Roux-Rodriguez, Ruth. "Computer Mediated Peer Response and its Impact on Revision in the College Spanish Classroom: A Case Study." [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000067.
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Granados, Sáenz Martha Elena. "LAS ISLAS EN LA LITERATURA CASTELLANA DE LA BAJA EDAD MEDIA." UKnowledge, 2019. https://uknowledge.uky.edu/hisp_etds/38.
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This dissertation explores references to islands in 13th and 14th century Iberian literature in a corpus of encyclopedias, travel books and chivalry novels from 1223 through 1396. I explore how island geography became part of the Medieval imago mundi. Many Medieval readers were interested in these faraway lands where, they believed, monstrous races flourished, sea monsters lurked, and Paradise awaited to be rediscovered. The physical and human geography featured in these narratives, gave birth to an imaginary, utopian, exotic, extravagant, and mysterious concept of “islandness” located in idyllic places to be interpreted as cognitive maps of the social, politic and economic conventions of the era.
The purpose of this dissertation is to contribute with a new approach to Medieval Island Studies by means of a rhetorical analysis in geography through tropes (metaphor, synecdoche, metonym and irony) and fiction modes (romance, tragedy and comedy). This proposal assumes that the author-narrator is a self-aware geographer willing to satiate the desires and prejudices of its audience by constructing an attractive narrative that may stimulate a longing for this unattainable island world.
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Elizondo, Luna Roberto Carlos. "Medusa House." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1429271265.
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Fusté-Herrmann, Belinda. "Idiom Comprehension In Bilingual And Monolingual Adolescents." Scholar Commons, 2008. https://scholarcommons.usf.edu/etd/256.
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A majority of Latino adolescents are reading below a proficient level, according to federal data, and there is a significant gap between overall reading proficiency of Latino and non-Latino, Caucasian adolescents. The purpose of this study was to investigate the linguistic underpinnings of Latino students' text comprehension. A positive relationship appears to exist between idiom comprehension and academic achievement, as well as idiom comprehension and reading comprehension, in typically developing, monolingual adolescents. Since reading comprehension and idiom comprehension share many of the same linguistic processes, idiom comprehension may provide a unique perspective for investigating Latino adolescents' reading comprehension.
Using the Global Elaboration Model (GEM, Levorato, Nesi, & Cacciari, 2004) as the conceptual framework, the present study examined the relationship between idiom comprehension and reading comprehension with a population that had not been studied in this manner: bilingual (Spanish-English) adolescents in West Central Florida and their monolingual (English-only) peers. The GEM posits that idiom comprehension develops in tandem with other linguistic development requiring inferencing ability; and that idiom x comprehension ability can be predicted by reading comprehension ability. The present research design included the evaluation of idiomatic familiarity, semantic transparency, and contextual support, as well as three other linguistic measures: a) a reading comprehension task, b) an error detection task, and c) a synonym task.
Results indicated that the three linguistic measures predicted 33% of the variance in idiom comprehension accuracy; and error detection was the strongest predictor of idiom comprehension accuracy. Furthermore, monolinguals outperformed bilinguals on all measures. The synonym task, a measure of lexical depth, best predicted language group membership. There was a three-way interaction among idiomatic familiarity, semantic transparency, and contextual support; and a three-way interaction among familiarity, transparency, and language group. Lastly, the three linguistic measures significantly predicted the bilinguals' amount of English experience, with qualitative differences emerging between sequential and simultaneous language learners. Findings lend support to the psychological reality of the GEM and provide insight into the linguistic foundations of reading comprehension in Spanish-English bilinguals.
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Pastor, Alfredo M. "La representación de la masculinidad y la violencia de género en la novela española de la posguerra." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1658.
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While it may be argued that aggression against women is part of a culture of violence deeply rooted in Spanish society, the gender-related violence that exists in today’s Spain is more specifically a legacy of Franco’s dictatorship (1939-1975). Franco’s Spain endorsed unequal gender relations, championed patriarchal dominance and power over women, and imposed models of hegemonic and authoritarian masculinities that internalized violence by rendering it a feature inseparable from manhood and virility.
This dissertation provides a comprehensive analysis of masculinity and gender violence in Franco’s Spain, by analyzing the novel as the primary cultural vehicle of social criticism and political dissent against the new regime during a period (1939-1962) dominated by silence and censorship. The first part of this work defines and elucidates the concepts of masculinity and gender violence and the relationship between them. It also compares the significant social and cultural achievements of Spanish women during the Second Republic (1931-1939) with the reactionary curbing of those achievements during Francoism. The second part of this research presents a multidisciplinary analysis of masculinity and gender violence in three novels: Nada (1944) by Carmen Laforet, Juegos de manos (1954) by Juan Goytisolo and Tiempo de silencio (1962) by Luis Martin Santos.
Through the literary representation of different models of masculinity and the psychological and social parameters that encourage and incite gender violence, these authors conceptualize and express their political ideology, as well as their symbolic interpretation of Francoist Spain.
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Aparicio-Torres, Maria. "Spanish and Cuban Politicians, Publicists and Reporters facing the Cuban Crisis at the End of the Nineteenth Century." FIU Digital Commons, 2017. http://digitalcommons.fiu.edu/etd/3168.
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In my dissertation, I study a selection of little known Spanish and Cuban texts published during the Cuban War of Independence at the end of the 19th century. In this project, I provide a transatlantic approach of literary texts in various genres and subgenres, and political messages exchanged between Cuba and Spain, which have been neglected by scholars in the field.
By analyzing the emergence of a colonial discourse in the works of novelists, politicians and thinkers who wrote about the Cuban-Spanish confrontation, I establish their ambiguous and frequently contradictory colonial messages. In doing so, this dissertation furthers our understanding of the complexities of the political moment as well as the interest and ideals that ignited the conflict.
The study is of great relevance in view of the recent agreements between the United States and Cuba. The relations between the two countries are evolving in a way that was unthinkable at the beginning of the 20th century. Furthermore, secessionist feelings within the Spanish nation are reemerging and similar allegations and demands that brought Cuba to independence are in place. For all these reasons, it is necessary revisiting and comprehending the complex and, frequently contradictory, discourses that emerged in a moment, which was determinant for the development and future political attitudes of the three nations involved.
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Denton, Megan. "Beyond Reason: Madness in the English Revenge Tragedy." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/554.
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This paper explores the depiction and function of madness on the Renaissance stage, specifically its development as trope of the English revenge tragedy from its Elizabethan conception to its Jacobean advent through a representative engagement of Thomas Kyd’s The Spanish Tragedy, William Shakespeare’s Hamlet and John Webster’s The Duchess of Malfi. Madness in these plays selectively departs from popular conceptions and archetypal formulas to create an uncertain dramatic space which allows its sufferers to walk moral lines and liminal paths unavailable to the sane. “Madness” is responsible for and a response to vision; where the revenger is driven to the edge of madness by a lapse in morality only visible to him, madness provides a lens to correct the injustice. It is the tool that allows them to escape convention, decorum and even the law to rout a moral cancer, and, in this capacity, is enabling rather than disabling.
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Ji, Ran. "La enseñanza del léxico español del fútbol a estudiantes chinos de ELE." Doctoral thesis, Universitat Rovira i Virgili, 2017. http://hdl.handle.net/10803/461595.
Full textAbstract:
En aquesta tesi em plantejo com a objectiu últim elaborar una proposta de materials didàctics centrats en el lèxic del futbol per a estudiants xinesos d'ELE (Espanyol com a Llengua Estrangera) interessats a desenvolupar la seva tasca professional en l'àmbit futbolístic.
Per aconseguir aquest objectiu, he anat desenvolupant diferents objectius específics, que m'han conduït a poder presentar les següents aportacions. En primer lloc, he elaborat el marc teòric per tal circumscriure els termes del futbol en alguna de les teories terminològiques existents. En segon lloc, he confeccionat un corpus de futbol de més d'un 1.328.683 paraules, corpus explotat amb l'estació de treball terminològica Terminus 2.0, gràcies a la qual puc comptar amb una llista de 1000 candidats a terme extrets de la meva corpus de futbol, base fonamental per a la continuació d'aquesta recerca. En tercer lloc, he ordenat, classificat i agrupat en diferents grups els termes del futbol seleccionats per tal de comptar amb els termes vàlids per analitzar les seves característiques lexicològiques. En quart lloc, he establert criteris objectius per agrupar cada un dels termes del futbol sota el seu nivell de referència corresponent (A1-C2). I, en cinquè lloc, abans de plantejar la proposta de l'elaboració de materials didàctics, he estudiat quin mètode o enfocament s’ha d’aplicar per ensenyar amb èxit el lèxic del futbol a estudiants xinesos d'ELE interessats a desenvolupar la seva tasca professional en l'àmbit futbolístic. Tot això ha estat fonamental tant per a l'elaboració d'un glossari bilingüe del lèxic del futbol com per a l'elaboració d'una unitat didàctica de mostra orientada a ensenyar l’esmentat lèxic a estudiants xinesos d'ELE interessats a desenvolupar la seva tasca professional en l'àmbit futbolístic.<br>En esta tesis me planteo como objetivo último elaborar una propuesta de materiales didácticos centrados en el léxico del fútbol para estudiantes chinos de ELE (Español como Lengua Extranjera) interesados en desarrollar su labor profesional en el ámbito futbolístico.
Para lograr este objetivo, he ido desarrollando diferentes objetivos específicos, que me han conducido a poder presentar las siguientes aportaciones. En primer lugar, he elaborado el marco teórico con el fin circunscribir los términos del fútbol en alguna de las teorías terminológicas existentes. En segundo lugar, he confeccionado un corpus de fútbol de más de un 1.328.683 palabras, corpus explotado con la estación de trabajo terminológica Terminus 2.0, gracias a la cual puedo contar con una lista de 1000 candidatos a término extraídos de mi corpus de fútbol, base fundamental para la continuación de esta investigación. En tercer lugar, he ordenado, clasificado y agrupado en distintos grupos los términos del fútbol seleccionados con el fin de contar con los términos válidos para analizar sus características lexicológicas. En cuarto lugar, he establecido criterios objetivos para agrupar cada uno de los términos de fútbol bajo su nivel de referencia correspondiente (A1-C2). Y, en quinto lugar, antes de plantear la propuesta de la elaboración de materiales didácticos, he estudiado qué método o enfoque debe aplicarse para que se pueda enseñar con éxito el léxico del fútbol a estudiantes chinos de ELE interesados en desarrollar su labor profesional en el ámbito futbolístico. Todo ello ha sido fundamental tanto para la elaboración de un glosario bilingüe del léxico del fútbol como para la elaboración de una unidad didáctica de muestra orientada a enseñar dicho léxico estudiantes chinos de ELE interesados en desarrollar su labor profesional en el ámbito futbolístico.<br>In this thesis I offer, as ultimate goal, a proposal of didactic materials focused on the lexicon of football for Chinese students of ELE (Spanish as a Foreign Language) interested in developing their profession in the field of football.
To achieve this goal, I have developed different specific goals, which have led me to present the following contributions. In the first place, I have elaborated the theoretical framework in order to circumscribe the terms of football according to some of the existing terminological theories. Secondly, I have made a corpus of more than 1,328,683 words of football, which was exploited with the terminology workstation Terminus 2.0. Thanks to such application, a list of 1000 candidates of football terms was extracted, which is the fundamental basis for the continuation of this research. Thirdly, I have ordered, classified and grouped the selected football terms in order to obtain valid terms to analyze their lexicological characteristics. Fourth, I have established objective criteria for grouping the football terms into their corresponding reference levels (A1-C2). And, fifthly, considering the development of teaching materials, I have studied what method or approach should be applied, so that the lexicon of football can be successfully taught to Chinese students of ELE who are interested in developing their profession in the field of football. All these have been fundamental not only for the preparation of a bilingual glossary of the lexicon of football, but also for the elaboration of a didactic unit, as a sample, aimed to teach the lexicon of football to Chinese students of ELE interested in developing their profession in the field of football.
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Guzman-Medrano, Gael. "Post-Revolutionary Post-Modernism: Central American Detective Fiction by the Turn of the 21st Century." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/917.
Full textAbstract:
Contemporary Central American fiction has become a vital project of revision of the tragic events and the social conditions in the recent history of the countries from which they emerge. The literary projects of Sergio Ramirez (Nicaragua), Dante Liano (Guatemala), Horacio Castellanos Moya (El Salvador), and Ramon Fonseca Mora (Panama), are representative of the latest trends in Central American narrative. These trends conform to a new literary paradigm that consists of an amalgam of styles and discourses, which combine the testimonial, the historical, and the political with the mystery and suspense of noir thrillers. Contemporary Central American noir narrative depicts the persistent war against social injustice, violence, criminal activities, as well as the new technological advances and economic challenges of the post-war neo-liberal order that still prevails throughout the region.
Drawing on postmodernism theory proposed by Ihab Hassan, Linda Hutcheon and Brian MacHale, I argued that the new Central American literary paradigm exemplified by Sergio Ramirez’s El cielo llora por mí, Dante Liano’s El hombre de Montserrat, Horacio Castellanos Moya’s El arma en el hombre and La diabla en el espejo, and Ramon Fonseca Mora’s El desenterrador, are highly structured novels that display the characteristic marks of postmodern cultural expression through their ambivalence, which results from the coexistence of multiple styles and conflicting ideologies and narrative trends. The novels analyzed in this dissertation make use of a noir sensitivity in which corruption, decay and disillusionment are at their core to portray the events that shaped the modern history of the countries from which they emerge. The revolutionary armed struggle, the state of terror imposed by military regimes and the fight against drug trafficking and organized crime, are among the major themes of these contemporary works of fiction, which I have categorized as perfect examples of the post-revolutionary post-modernism Central American detective fiction at the turn of the 21st century.