Academic literature on the topic 'Spanish language books'
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Journal articles on the topic "Spanish language books"
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Benitez, Viridiana L., Marissa Castellana, and Christine E. Potter. "How Many Palabras? Codeswitching and Lexical Diversity in Spanish-English Picture Books." Languages 7, no. 1 (March 16, 2022): 69. http://dx.doi.org/10.3390/languages7010069.
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Bilingual picture books have been growing in popularity, with caregivers, teachers, and researchers increasingly interested in understanding how picture books might be able to support the learning of words in two languages. In this study, we present the first evaluation of the quantity and quality of text contained within bilingual picture books in English and Spanish targeted to children ages 0–9 and available to parents in the United States. We focus specifically on a sample of codeswitching books (N = 45) which present text in one language embedded in another language. All books were transcribed and evaluated for (1) the number of words and utterances presented in each language; (2) the quality and complexity of text presented in each language; and (3) how switching occurred between the two languages. Results showed that although picture books in our sample presented predominantly English text and more complex English sentences, relatively more unique words were presented in Spanish. Furthermore, picture books in our sample presented frequent switching between languages, particularly within utterances. We suggest that bilingual picture books provide children with potentially enriching yet asymmetrical opportunities for learning in each language.
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Daly, Nicola, and Kathy Short. "Preservice Teachers’ Encounters with Dual Language Picturebooks." Australian Journal of Teacher Education 47, no. 7 (July 2022): 76–89. http://dx.doi.org/10.14221/ajte.2022v47n7.5.
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Our action research explored the potentialities of dual language picturebooks related to language inquiries with preservice teachers. For six weeks, preservice teachers browsed picturebooks featuring English and another language, starting with a familiar language and moving to unfamiliar languages. After browsing, we shared our responses to the books, made connections across books, and engaged in experiences to think about language. Initial comments indicated that readers were not familiar with dual language picturebooks and connected to their own complex personal relationships with language. The preservice teachers engaged in inquiries around audience and book design, including issues such as Indigenous books signalling a resistance to prioritising English as a stance that differed from Spanish-English books where the design signalled a higher status to English. In this article, we discuss our findings using Ruiz’s (1984) language-as-resource framework, showing how the preservice teachers used dual language picturebooks to develop their critical awareness of language-as-resource.
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Fierro, Julieta. "Astronomy Books in Spanish." Transactions of the International Astronomical Union 24, no. 3 (2001): 166. http://dx.doi.org/10.1017/s0251107x0000064x.
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Great cultures have created language. They have discovered its strength among other reasons for education. For a long time the Bible was one of the few books available in western culture, its influence is beyond any doubt. Many developing nations have no science books in their mother tongue. They might carry a few translations but these do not convey the local culture so it is harder for students to grasp the concepts and to build on what they know. Books, even if they are extremely simple, should be written in local languages because that will facilitate the conveying of knowledge and the creation of scientific culture. In the books examples that pertain to every day local life must be given, in particular examples that have to do with women. Women play a central role in developing nations by child bearing; if they become literate they will influence enormously the quality of their children’s education, in particular their science comprehension. In México a collection that includes astronomy books has recently been edited by the National Council for Culture and Arts. The books are small and light, which encourages middle-school students to carry them around and read them while traveling in public transportation, such as the subway. Every other page is a new subject, that carries illustrations, abstracts and conclusions. The astronomy books are on search for extraterrestrial life, the stars and the universe. These books are distributed nation-wide and are inexpensive. They have been written by Mexican astronomers.
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Mohamed Hashim Mohesan, Asst Prof. "Expressions of probability in Spanish language and their translation into Arabic (Empirical study)." لارك 2, no. 50 (June 30, 2023): 629–16. http://dx.doi.org/10.31185/lark.vol2.iss50.3034.
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The probability is considered one of the grammatical cases in all languages of the world. Expressions of probability in Spanish language are expressed by various structures, expressions and some verb tenses. By this study explains the grammatical cases, the verbal periphrases, the impersonal expressions, the future tenses (simple and perfect) and the conditional mode of probability in Spanish language .We have explains these cases in detail with examples that have extracted from various spanish grammar books .The specific objective of this study is to know the resources and constructions of probability in Spanish language and their translation in Arabic language.
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Wilkinson, Alexander S. "Printing Spanish Books in the Southern and Northern Netherlands, 1520-1700." Quaerendo 48, no. 4 (December 10, 2018): 277–99. http://dx.doi.org/10.1163/15700690-12341423.
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AbstractExploiting the most recent bibliographical information available, this article surveys Spanish-language printing in the southern and northern Netherlands from its tentative beginnings in 1520 to 1700. The anni mirabiles (1543-1560) have done much to shape perceptions of the trade in Spanish books. Yet, these were relatively short-lived. Overall, production grew steadily before 1701 with Antwerp then Brussels and Amsterdam becoming market leaders. A staggering 350 printers and publishers are known to have been involved in producing these works, although for almost all of them, printing in Spanish was never the main part of their output. The character of these works changed over the two centuries, with religious texts growing in importance. While every book had its own history, and intended market, it seems clear that Spanish-language books were not being produced exclusively or even predominantly to target the market in Spain itself—at least not directly.
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Rowe, Deborah, and Jeanne Gilliam Fain. "The Family Backpack Project: Responding to Dual-Language Texts through Family Journals." Language Arts 90, no. 6 (July 1, 2013): 402–16. http://dx.doi.org/10.58680/la201323843.
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The Family Backpack Project provided 249 low-income, prekindergarten children and their families with opportunities to read and listen to audio recordings of 3 sets of books in their homes. Families received English or dual-language texts (English plus Spanish, Arabic, Kurdish, or Somali) matched to their home languages. Children and their families responded to an open-ended invitation to draw and write about the books in a family response journal. Children, 45% of whom were English learners, were enrolled in 13 public school, prekindergarten classrooms located in urban, Title I schools. They and their teachers received support and professional development for language and literacy instruction through an Early Reading First grant. In their journals, families focused on drawing story characters and scenes, summarizing key story elements, making connections to family life, completing school-like comprehension tasks, practicing conventional writing routines, and creating multimodal responses. Analyses showed that children were co-participants in reading/writing activities where families demonstrated and engaged the child in comprehending and interpreting books. Parents of second-language learners indicated that dual language books supported family book reading and encouraged connections across languages. The open-ended invitation to read and respond encouraged families to connect books to literacy practices and funds of knowledge based in family, community, and school experiences.
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Mlawer, Teresa. "Selling Spanish-language books in the United States." Publishing Research Quarterly 10, no. 4 (December 1994): 50–53. http://dx.doi.org/10.1007/bf02680379.
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Schon, Isabel. "Distinguished Children's Books in Spanish." Hispania 69, no. 3 (September 1986): 702. http://dx.doi.org/10.2307/342785.
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Schon, Isabel. "Outstanding Children's Books in Spanish." Hispania 75, no. 2 (May 1992): 413. http://dx.doi.org/10.2307/344078.
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Zaidi, Rahat. "Dual-Language Books: Enhancing Engagement and Language Awareness." Journal of Literacy Research 52, no. 3 (July 16, 2020): 269–92. http://dx.doi.org/10.1177/1086296x20939559.
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This collaborative action research project in Alberta, Canada, explored how dual-language books (DLBs) can foster literacy instruction and learner engagement through language awareness. Canada’s changing demographics have resulted in mother tongue diversity and many urban schools identifying at least 25% of students as being English language learners, making it crucial to include a mix of languages in classroom interactions to engage all learners. The case study combined prereading linguistic prompts with a reading of 10 DLBs, one each week, by guest readers in Urdu, Tagalog, and Spanish, alongside the teacher reading in English. Video recordings and surveys collected data on the teacher’s, guest readers’, and learners’ reflections on the experience. Findings indicate that regardless of the learners’ linguistic heritage or English language competence, the DLBs offered a unique support for literacy engagement while fostering a focus on language awareness, reading strategies, and higher order engagement with text.
Dissertations / Theses on the topic "Spanish language books"
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Sinn, Adele. "Die Verschriftung des Yanomami ein bilinguales und interkulturelles Schulmodell /." Innsbruck : Institut für Sprachen und Literaturen der Universität Innsbruck, 2006. http://books.google.com/books?id=XxhmAAAAMAAJ.
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Garcia, Colin Monica. "Identification of a Potential Factor Affecting Graduation Rates in STEM for Hispanic Students at the University of North Texas, via Analysis of Nonfiction Science Books in Spanish Language for ELLs in the Dallas ISD Schools." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862785/.
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Latinos are the largest minority group in the U.S.; however despite the continuous growth of the Hispanic population, Latinos are severely underrepresented in STEM fields. One of the reasons that might explain why Latinos do not major in STEM is the way they encounter science curriculum in primary school. Students' limited proficiency in English may constrain their science achievement when instruction is delivered exclusively in English. A quantitative analysis with graduation rates in STEM from 2009 to 2014 at the University of North Texas was conducted, finding that there is a significant difference (p<0.05) in the number of bachelor's degrees in STEM between Hispanic, White, African American and other student populations. Interviews with teachers, librarians and publishing companies were performed to describe the limited science literature in Spanish at the Dallas ISD schools. Improving science literacy by teaching according to ELLs' linguistic skills and culture may lead to a better understanding of science curriculum throughout their education, which may translate into higher college graduation rates by Hispanic recipients in STEM.
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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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Silver, Melinda. "The Effect of The Book of Mormon Diglot Reader: A Study of the Vocabulary Acquisition, Reading Comprehension, and the Reduction of Negative Affective Variables in Missionaries." Diss., CLICK HERE for online access, 1997. http://patriot.lib.byu.edu/u?/MTNZ,22812.
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Rocha, Wellington Alan da. "Panorama da produção de livros didáticos de espanhol publicados no Brasil entre 1991 e 2008." Universidade Federal de São Carlos, 2009. https://repositorio.ufscar.br/handle/ufscar/5704.
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Previous issue date: 2009-12-09The objective of this research is to sketch a short view of the didactic books (from now on LD Livro didático) that focus the teaching of the Spanish Language which were published in Brazil between the years of 1991 and 2008. To focus this research I analyzed 29 different titles, whose target public are the students of Elementary (I and II cycles) as well as High School students. The analyses considered the way of proposed activities directed to acquiring/developing communicative competence and the four linguistic abilities (reading, writing, speaking and listening). The option to analyze the LDs was due to a research checked that was previously performed by Denise Pincaço, which resulted in a Mastering dissertation named História e Ensino de Espanhol de 1942 a 1990 and is related to my research that continuous, that is, goes on such work and focus the subsequent years (that is from 1991 till 2008). First the LDs were analyzed one by one in accordance to the target public, so that it was possible to perform the following analyses. In a reduced way we can summary the production of LDs in three moments: (a) domain of a Traditional approach from 1940 to 1990; (b) publishing books with activities focusing a communicative teaching (from 1991 to 1999); (c) the first LDs published in a communicative way from 2000. Comparing the Spanish LDs with the orientations in the PCNs (Parâmetros Curriculares Nacionais) and in the OCEMs (Orientações Curriculares para o Ensino Médio), I observed the presence of disparity between what is suggested and what is developed in the LDs as an example the lack of activities focusing the development of discursive, strategic and sociolinguistic sub-abilities. With this interpretative research, I hope to contribute to the Scientific Brazilian community effort to make up an historic of LDs production in our country as well to point lacks to be even when elaborating LDs aiming the Spanish language teaching and learning.
O objetivo da presente pesquisa é esboçar um panorama da produção de livros didáticos (doravante, LD) destinados ao ensino de língua espanhola publicados no Brasil entre 1991 e 2008. Para isso, analisei 29 títulos, cujo público-alvo são alunos do Ensino Fundamental (ciclo I e ciclo II) e do Ensino Médio. As análises consideraram o modo como as atividades propostas nos LDs favoreciam a aquisição e/ou desenvolvimento da competência comunicativa e das habilidades linguísticas (ler, escrever, escutar e falar). A opção por analisar esses LDs deu pelo fato de, durante o levantamento bibliográfico das pesquisas relacionadas com o tema de meu trabalho, eu encontrar a dissertação de Mestrado de Deise Picanço, intitulada História, memória e ensino de espanhol de 1942 a 1990, na qual a autora analisa os livros didáticos de espanhol cuja publicação é anterior a 1990. Na primeira etapa os livros didáticos foram analisados separadamente (de acordo com seu público-alvo). Ao esboçar, na etapa seguinte, o panorama da produção de LDs de espanhol, constatei que esse, de forma resumida, pode ser dividido em três momentos: (a) predomínio da Abordagem Tradicional de 1940 a 1990; (b) publicação de LDs com atividades precursoras do ensino comunicativo, entre 1991 e 1999; (c) publicação dos primeiros LDs comunicativos a partir de 2000; Ao comparar os resultados da análise dos livros didáticos de espanhol com as orientações pedagógicas presentes nos PCNs (Parâmetros Curriculares Nacionais) do Ensino Fundamental e Médio e nas OCEMs (Orientações Curriculares para o Ensino Médio), constatei a existência de disparidades entre o que é recomendado nesses documentos oficiais e aquilo que é desenvolvido nos LDs, como por exemplo a escassez de atividades cujo objetivo é o desenvolvimento das sub-competências discursiva, estratégica e sociolinguística. Com esta pesquisa interpretativa, espero contribuir para os esforços da comunidade científica brasileira em elaborar um histórico da produção de livros didáticos em nosso país, bem como apontar lacunas a serem superadas na elaboração desses livros destinados ao ensino de língua espanhola.
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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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Ikoff, Ventsislav. "Mediación cultural entre Bulgaria y el mundo hispánico: la circulación de las traducciones literarias y sus mediadores (1882-2012)." Doctoral thesis, Universitat Pompeu Fabra, 2018. http://hdl.handle.net/10803/462204.
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Esta tesis doctoral estudia la circulación de las traducciones literarias en formato libro entre Bulgaria y el mundo hispánico (España e Hispanoamérica) durante el periodo situado entre 1882 y 2012. La investigación se ocupa de tres aspectos de la traducción literaria: 1) los flujos de traducción; 2) el papel y las prácticas de los mediadores culturales —traductores y editores— que favorecieron el intercambio cultural; y 3) los factores culturales, políticos y económicos que determinaron dicho intercambio. Un corpus de traducciones en formato libro de literatura hispánica en lengua búlgara y de literatura búlgara en lengua española, elaborado ad hoc para llevar a cabo el estudio, constituye la base para el análisis cuantitativo de los flujos de traducción. Entrevistas con traductores y editores, así como publicaciones relevantes para el tema forman la base de un análisis cualitativo de los mediadores culturales y de las dimensiones culturales, políticas y económicas de la traducción literaria entre Bulgaria y el mundo hispánico. La tesis está articulada desde la perspectiva de Bulgaria como espacio que exporta e importa literatura de múltiples campos de producción literaria y está dividida en tres periodos claves para el campo cultural y editorial búlgaro, así como con respecto a las relaciones con la cultura hispánica: un primer periodo de contactos iniciales (1882-1947), un periodo de traducción politizada (1948-1989) y un periodo de relaciones post-totalitarias (1990-2012).Aquesta tesi doctoral analitza la circulació de traduccions literàries en format llibre entre Bulgària i el món hispànic (Espanya i Hispanoamèrica) durant el període situat entre 1882 i 2012. La investigació s’ocupa de tres aspectes de la traducció literària: 1) els fluxos de traducció; 2) el paper i les pràctiques dels mediadors culturals —traductors i editors— que van afavorir l’intercanvi cultural; i 3) els factors culturals, polítics i econòmics que van determinar aquest intercanvi. Un corpus de traduccions de literatura hispànica en llengua búlgara i de literatura búlgara en llengua espanyola, construït ad hoc per tal de portar a terme l’estudi, constitueix la base per a l’anàlisi quantitativa dels fluxos de traducció. Entrevistes amb traductors i editors, així com publicacions rellevants per al tema formen la base d’una anàlisi qualitativa dels mediadors culturals i de les dimensiones culturals, polítiques i econòmiques de la traducció literària entre Bulgària i el món hispànic. La tesi s’articula des del punt de vista de Bulgària com a espai de exportació i importació de literatures de múltiples camps de producció literària i es divideix en tres períodes claus per al camp cultural i editorial búlgar, així com pel que fa a les relacions amb la cultura hispànica: un primer període de contactes inicials (1882-1947), un període de traducció polititzada (1948-1989) i un període de relacions post-totalitàries (1990-2012).
This doctoral thesis studies the circulation of literary book translations between Bulgaria and the Hispanic world (comprising Spain and the Spanish speaking countries in South America) from 1882 to 2012. Specifically, the research focuses on three aspects of literary translation: 1) translation flows, 2) the role and practices of cultural mediators—translators and publishers—who enabled the cultural exchange, and 3) the cultural, political, and economic factors which determined said exhange. An ad hoc corpus of book translations of Hispanic literature in Bulgarian language and of Bulgarian literature in Spanish is the basis for quantitative analysis of translation flows. Interviews with translators and publishers, as well as relevant literature and publications, inform qualitative analysis on the subject of cultural mediators and the cultural, political and economic dimensions of literary translation between Bulgaria and the Hispanic world. The study takes the perspective of Bulgaria as an exporter and importer of literature to and from multiple fields of literary production and is divided in three key periods for the Bulgarian cultural and publishing field and with respect to the relations with the Hispanic culture: initial contacts (1882-1947), politicized translation (1948-1989) and post-totalitarian relations (1990-2012).
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Schinelo, Lucimeiri Maria. "Aspectos interculturais no ensino de espanhol em contato com o português em canções em livros didáticos." Universidade Federal de São Carlos, 2009. https://repositorio.ufscar.br/handle/ufscar/5677.
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Previous issue date: 2009-09-17Historically, foreign language teaching in Brazil has been connected to linguistic politics that may determine pedagogical practices and teaching production. In spite of the existence of PCNS (National curriculum parameters) - which take holistic learning as a value and develop a communicative approach social cultural component, intercultural focuses and linguistic pluralism may occupy accessory (supplementary) position in curriculum gratings and also in foreign language classes throughout the country. We propose, in this research, to observe the way the view of teaching permeated different historical moments and influenced the treatment of cultural questions in activities that involve songs presented in four didactic books Spanish as a foreign language designated by MEC. We consider that such songs are a study source that will contribute to appreciate historical and cultural aspects in Spanish classes. Thus, we highlight the importance of promoting a closer approach to Latin America as a way to recognize us as liable to our own history. We search for theoretical backboard in communicative approach conceptions, culture and intercultural definitions and their implications in language teaching. We believe that contemporary foreign language learning from the texts contextualization and reflection made a new view on culture and language possible. We can verify it by the way that some Latin America historical, cultural and linguistic manifestations appear explicit or implicit on the selected song lyrics. Such a study propitiates a reflection on intercultural theme. It also contributes to the teaching and learning process (Portuguese and Spanish) and created ways to a critic and conscious learner education.
Historicamente o ensino de línguas estrangeiras no Brasil esteve ligado a políticas lingüísticas que muitas vezes determinaram as práticas pedagógicas e as condições de produção do mesmo. Apesar da existência dos Parâmetros Curriculares (PCNs) que valorizam o aprendizado holístico e o desenvolvimento da abordagem comunicativa, o componente sócio-cultural, os enfoques interculturais e o pluralismo lingüístico, muitas vezes, ocupam lugares acessórios nas grades curriculares e nas aulas dos cursos de língua estrangeira do país. Propomos-nos, nesta pesquisa, a observar como a visão de ensino, que permeou os diferentes momentos históricos, influenciou no tratamento das questões culturais nas atividades que envolvem canções presentes em quatro livros didáticos de Espanhol Língua Estrangeira indicados pelo MEC. Partimos da perspectiva que tais canções são uma fonte de estudo que pode contribuir para que aspectos históricos e culturais passem a ser valorizados nas aulas de língua espanhola, ressaltando, assim, a importância de promover uma maior aproximação entre os países da América Latina e reconhecendo-nos como sujeitos de nossa história. Buscamos respaldo teórico nas concepções de abordagem comunicativa, e nas definições de cultura e de interculturalidade e suas implicações na área de ensino de línguas. Acreditamos que o ensino de língua estrangeira moderna, a partir da contextualização e reflexão dos textos utilizados, possibilitou uma nova visão sobre língua e cultura, fato que pôde ser constatado na maneira como algumas manifestações históricas, culturais e lingüística dos povos latino-americanos aparecem de forma explícita ou implícita nas letras das canções selecionadas para o corpus. Tal estudo propiciou uma reflexão sobre o tema interculturalidade, contribuindo no ensino-aprendizagem de línguas (português e espanhol) e gerando caminhos para a formação de um aprendiz crítico e consciente.
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Carneiro, Jacqueline Brasil de Miranda. "Atividades de navegação on-line sugeridas em material didático de espanhol: pertinência versus modismo." Universidade Federal de Uberlândia, 2006. https://repositorio.ufu.br/handle/123456789/15363.
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The use of computers is a reality in the contemporary world and is present in several fields of
professional activities, including educational environments. For the investigation hereby
proposed, we have analyzed three Spanish as a Foreign Language course book series,
published from 2001 to 2005 containing activities for online navigation with the presumed
goal of leading the student to an immersion process in different Spanish-speaking countries
and cultures, by using the Internet. Our research aimed at identifying, in the course books
studied, coherence relationships and implications among the following aspects: the technical
qualities of the corpus of sites suggested for online tasks, cultural themes developed in the
lessons and the level of learning expected in the course books. As a basic methodological tool,
we drew comparative charts containing the online navigation activities suggested by the three
course books selected and analyzed them considering as reference: (i) a framework for the
analysis of the technical qualities of the sites compiled, based on the studies supported by
Gibaldi (2003), Alexander and Tate (1999), Tomaél et al. (2004), Ambre et al. (1999), Lázaro
(2001), Henderson (2005), Blattmann and Fragoso (2003), Rodrigues (2000) and Araújo
(2003); and (ii) a synoptic chart reflecting the Global Assessment Scale and Reference
Chart of learning based on the guidelines presented in the Common European Framework of
Reference for Foreign Languages (2001). The analyses developed were qualitative and
interpretative in nature and suggest that although the online navigation activities proposed
were, in gerenal terms, coherent with the cultural themes discussed in each lesson, they do not
match the linguistic level expected from the students. In addition to that, the activities
indicated in the course books studied do not stimulate the teacher to take on a critical posture
while navigating in virtual contexts. The ability to evaluate sites critically must be developed
by the teacher who is willing to incorporate online navigation activities in his or her classes; it
is important for the teacher to know the basic criteria to consider while analyzing sites and
selecting possible online activities for his students in order to be able to use the technology
available critically and meaningfully. The thoughtful use of technology by the teacher may
contribute to the learning process; otherwise, it may be reduced to the use of one more
fashionable resource offered by the modern world.O uso de informática e das novas tecnologias de comunicação e informação é uma realidade no mundo contemporâneo e está presente nos mais diversos ramos de atividades profissionais, incluindo ambientes educacionais e livros didáticos. Nesta investigação analisamos três Coleções de material didático de língua espanhola para brasileiros, editadas no período de 2001 a 2005, que apresentam atividades de navegação on-line visando, segundo seus autores, a conduzir o aprendiz à submersão, por meio de internet, em culturas de diferentes países que falam a língua espanhola. Buscamos identificar, nos livros didáticos analisados, relações de coerência e implicações entre as qualidades técnicas do corpus de sites sugeridos em tarefas on-line, os temas culturais das lições e o nível de aprendizagem esperado. Como recurso metodológico elaboramos um quadro com os exercícios de navegação on-line propostos nas Coleções selecionadas e utilizamos uma grade de critérios para análise de "qualidades técnicas" de sites, compilados a partir das perspectivas de Gibaldi (2003), Alexander e Tate (1999), Tomaél et al. (2004), Ambre et al. (1999), Lázaro (2001), Henderson (2005), Blattmann e Fragoso (2003), Rodrigues (2000) e Araújo (2003) e um quadro sinóptico com os "Níveis de Referência e Escala Global" de aprendizagem constantes das diretrizes do Quadro Europeu Comum de Referência para as Línguas Estrangeiras. As análises, de base interpretativista e qualitativa, sugerem que, apesar de coerentes com os temas culturais apresentados em cada lição, as propostas de atividades de navegação on-line, em determinados aspectos, não condizem com o nível lingüístico esperado dos aprendizes e usuários desses livros didáticos. Além disso, os guias dos livros didáticos analisados não instrumentalizam o professor a assumir postura crítica diante da utilização de contextos virtuais. O professor deve conhecer critérios de análise das qualidades de fontes digitais ou sites para que possa incorporar atividades de navegação on-line de modo crítico e consciente no que se refere à tecnologia, para que esse uso possa ser mais bem explorado e não se configure apenas como um recurso ou um modismo do mundo moderno.
Mestre em Estudos Linguísticos
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Sand, Veronica. "Translation or rewriting of proper names : A study of children’s literature across a century." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-102022.
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The translation of names is a topic for discussion within many fields, no less so within translation studies. Furthermore, the translation of proper names in children’s literature is a topic with on-going changes. There is a divide between those who believe that the names should be translated into proper cultural equivalent and those who believe it is time to have faith in children being able to handle foreign names. That is what this study will focus on. Approx. 15 names from seven children’s books from 1865 to 2011 were studied to conclude that there seems to be a greater faith in children’s ability to handle foreign names. Three languages were compared English, Spanish, and Swedish with the majority of the 337 names studied being kept in their original format, with spelling intact.Översättningen av namn är ett diskussionsämne inom många områden, inte minst inom översättningsstudier. Utöver detta är översättningen av egennamn inom barnlitteratur ett ämne som är under ständig förändring. Det finns en klyfta mellan de som menar att namn borde bli översatta till sin kulturella likvärdighet och de som menar att det är på tiden att lita på att barn kan hantera främmande namn. Det är denna diskussion som kommer vara fokus för denna uppsatsen. Ca. 15 namn från sju barnböcker från 1865 till 2011 studerades för att visa att det verkar finnas en större tilltro till barns förmåga att hantera främmande namn. Tre språk jämfördes, engelska, spanska och svenska. Var utav de 337 namnen som studerades var majoriteten oförändrade i översättningarna.
Books on the topic "Spanish language books"
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Godin, Seth. Show me language books: Spanish. Kansas City: Andrews and McMeel, 1990.
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Fabio, Restrepo, Buttler Erwin, and American Library Association. Library Services to the Spanish-speaking Committee., eds. Spanish-language books for public libraries. Chicago: American Library Association, 1986.
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Bibliotecas para la Gente. Reference Committee., ed. Spanish-language reference books: An annotated bibliography. Berkeley, CA: Chicano Studies Library Publications Unit, University of California at Berkeley, 1989.
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inc, Barron's Educational Series, ed. Visual language guide, Spanish. Hauppauge, N.Y: Barron's, 2003.
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Colin, Smith. Langenscheidt's new standard Spanish dictionary: Spanish-English, English-Spanish. New York: Langenscheidt, 1988.
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Irigoien, Izaskun Arretxe. Spanish phrasebook. Hawthorn, Vic., Australia: Lonely Planet Publications, 1997.
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Limited, Dorling Kindersley, and DK Publishing Inc, eds. Spanish dictionary: Spanish-English, English-Spanish. 2nd ed. New York: DK Pub., 2003.
Find full textBook chapters on the topic "Spanish language books"
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Galán Díez, Ilia. "X: Books, the Best Wisdom." In The Birth of Thought in the Spanish Language, 149–53. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50977-8_22.
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Parola, Giulia, Margherita Paola Poto, Arianna Porrone, and Natasha Koessl. "Toward a Spanish Version of the Escazú Agreement in Comics: Needs, Research Background, and Methodological Steps." In Building Bridges for Effective Environmental Participation: The Path of Law Co-Creation, 41–51. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-52791-3_4.
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AbstractThis chapter delves into the project’s evolution after the successful publication of books on the Escazú Agreement in English and Portuguese. The initiative shifted focus towards disseminating the knowledge contained in these works to the Chiquitano communities in Mato Grosso and sharing project results in academic fora and international conferences. The reception of these books was enthusiastic among both indigenous and scientific communities, garnering positive feedback. One notable suggestion emerged prominently: the urgent need to develop a Spanish version. This recommendation was driven by the widespread prevalence of Spanish as a major language in Latin American and Caribbean countries, including Bolivia, where the majority of Chiquitano communities reside. Therefore, this chapter explores the process of expanding the initiative to include a Spanish version, emphasizing its significance and implications for promoting indigenous rights and environmental protection. Adapting the project to this crucial language aims to ensure broader and more effective access to information about the Escazú Agreement, thereby strengthening indigenous community participation and fostering environmental protection in the region.
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Galán Díez, Ilia. "The Book: Proverbs." In The Birth of Thought in the Spanish Language, 15–17. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50977-8_3.
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Tejerizo, Margaret. "Countess Emilia Pardo Bazán (1851-1921)." In Translating Russian Literature in the Global Context, 281–94. Cambridge, UK: Open Book Publishers, 2024. http://dx.doi.org/10.11647/obp.0340.16.
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While Countess Emilia Pardo Bazán (1851-1921), a successful novelist, an essayist and a champion of women’s rights in Spain, was not a translator of Russian literature (although she was a very talented linguist and translated from many languages into Spanish), she was the first, and without doubt, the greatest popularizer of Russian literature in Spain and later in Spanish America. Through her three public lectures given in Madrid in 1887, which she later published as a book, she gave, first to her audience and then to Spanish readers in general, an excellent overview of Russian culture and literature––and this in a highly original and creative manner. Wherever possible, Pardo Bazán endeavoured to suggest meaningful and relevant links between the Spanish and Russian literatures; she always provided full and clear biographical materials about the Russian writers she was presenting as well as detailed and lively analyses of their works. Sadly, her valuable contribution to this field has been ignored or, at best, it has been defined as of historical interest only. In 2021, the anniversary of her death, not a single commemorative event in Madrid focussed on her outstanding work as cultural intermediary between Spain and Russia. This essay aims to redress this balance somewhat by showing that Pardo Bazán bequeathed to Spanish readers a well-informed and carefully-researched body of critical studies of Russian literature. Additionally, the influence of certain Russian authors on her own fiction, as I suggest, constitutes an important task for future scholars. Almost entirely due to Pardo Bazán’s pioneering work as the major popularizer of Russian literature in Spain, the first wave of direct translations of Russian writers into Spanish began to appear shortly after the publication of her lectures.
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Carter, Beverly-Anne, Avian Daly, and Mathilde Dallier. "“Guess I have no choice but to do the e-book”: Non-specialist Learners’ Perceptions in Spanish and Other Languages during the Pandemic." In New Language Learning and Teaching Environments, 175–201. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-34182-3_9.
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Feltz, Adam, and Edward T. Cokely. "Freedom and Responsibility." In Diversity and Disagreement, 15–59. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-61935-9_2.
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AbstractJudgments about freedom and moral responsibility have been argued to be essential to how we view ourselves and others. Being free and morally responsible (or at least a belief to that effect) has been argued to underwrite elements of human existence ranging from one’s sense of self-worth to having genuine, loving relationships. One extensively explored question in the philosophical literature about freedom and moral responsibility is: can you be free and morally responsible if all your actions are determined? There is substantial philosophical disagreement about the right answer to that question. Those who answer “yes” are called compatibilists and those who answer “no” are called incompatibilists. This chapter documents extensive evidence using representative and diverse materials and methods indicating that the global personality trait extraversion predicts those who tend to be compatibilists. These relations have also been observed to exist in diverse cultures and languages (e.g., those who speak English, Spanish, or German in North America and Europe). The evidence presented in this chapter represents the paradigmatic example in our book of personality predicting philosophically relevant judgments.
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Lohe, Viviane, and Daniela Elsner. "Developing Language Awareness in Primary School Children With Multilingual Virtual Talking Books." In Computer-Assisted Language Learning, 194–212. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch009.
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This paper introduces the software application MuViT (Multilingual Virtual Talking Books) which was developed within an EU funded Comenius project between 2011 and 2013. MuViT contains digital storybooks in five different languages (German, English, Russian, Spanish, and Turkish). The article specifies the theoretical background of the project, the software application and its objectives, as well as the research interests and first findings with regard to the development of mono- and plurilingual primary school pupils' language awareness while and after working with MuViT for 6 weeks.
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Bigelow, Allison Margaret. "Gathering Indigenous Knowledges." In Mining Language, 23–49. University of North Carolina Press, 2020. http://dx.doi.org/10.5149/northcarolina/9781469654386.003.0002.
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By tracing moments when new terms were coined and when they began to appear in sixteenth-century books from the Caribbean, this chapter combines linguistic data and historical sources to show how Indigenous ideas of mining and metals influenced the grammar of the colonial Spanish gold industry. This approach situates Taíno metallic cosmologies within a web of human, plant, and mineral relationships. As shown by the sources analyzed in the chapter—all written, published, and circulated between 1492 and the 1530s—such relationships were both material and symbolic, mapping on to mining geographies, practices, and forms of speech.
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Weiss, Andrew Philip. "Massive Digital Libraries (MDLs)." In Advances in Library and Information Science, 476–88. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7659-4.ch038.
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Massive digital library (MDL) is a term coined to define a class of digital libraries gathering mass-digitized print books and monographs, which rival the size of brick-and-mortar libraries. Specific examples of MDLs, including Google Books, HathiTrust, DPLA, Internet Archive, et al., are presented. The issues raised by MDLs include mass-aggregation of digital content and the ability to maintain source-material accuracy and veracity; copyright, fair use, and the mass-digitization of materials not in the public domain; and disparities in the level of diversity, especially with regard to Spanish-language, Japanese-language, and Hawaii-Pacific materials. Finally, the impact of MDLs on Digital Humanities, especially with regard to the Google Books digital corpus and the Google Ngram Viewer, will be investigated.
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Weiss, Andrew Philip. "Massive Digital Libraries (MDLs)." In Encyclopedia of Information Science and Technology, Fourth Edition, 5226–36. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2255-3.ch454.
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Massive Digital Library (MDL) is a term coined to define a class of digital libraries gathering mass-digitized print books and monographs, which rival the size of brick-and-mortar libraries. Specific examples of MDLs, including Google Books, HathiTrust, DPLA, Internet Archive, et al., are presented. The issues raised by MDLs include the following: mass-aggregation of digital content and the ability to maintain source-material accuracy and veracity; copyright, Fair Use and the mass-digitization of materials not in the Public Domain; and disparities in the level of diversity, especially with regard to Spanish-language, Japanese-language, and Hawaii-Pacific materials. Finally, the impact of MDLs on Digital Humanities, especially with regard to the Google Books digital corpus and the Google Ngram Viewer, will be investigated.
Conference papers on the topic "Spanish language books"
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Cruz, Mário. "TOWARDS A PAN-HISPANIC COMPETENCE IN THE TRAINING OF SPANISH AS FOREIGN LANGUAGE TEACHERS IN PORTUGAL: ANALYSIS OF TRAINING COURSES AND COURSE BOOKS REGARDING CONTENT RELATED TO HISPANIC AMERICA." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0531.
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Goldbach, Dumitru, Iuliana Cetina, and Natalia Manea. "ACADEMIKA- ONLINE LEARNING PLATFORM." In eLSE 2018. ADL Romania, 2018. http://dx.doi.org/10.12753/2066-026x-18-057.
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Worldwide, online learning has reached a significant degree of development. Unfortunately, in Romania this modern way of training is at the beginning, despite the fact that we have a top IT industry, high internet speed and a significant percentage of internet users. In the last few years, several steps have been taken to develop online learning by creating several more important platforms, including www.academika.ro. Even if it is not very used, the platform can compete with any global platform due to its potential and architecture. The mission of the online learning platform Academika is to bring together teachers, students, trainers, experts, self-governments and other categories of beneficiaries in a virtual space where everyone involved can win. The main sections for the user are: profile, diplomas, groups, learning, teaching, messages and wallet. Courses are structured into categories, namely: Academics; Business; Design; Development; Health & Fitness; IT & Software; Language; Lifestyle; Marketing; Music; Office productivity; Personal development; Photography. Some of the courses are offered free of charge, others are paid or certain discounts. Courses are for both beginners and advanced learners, namely: rookie, beginner, intermediate, advanced, elite. The courses are in Romanian, English and Spanish, with the possibility of adding other languages. The big advantage of the Academika platform is that the team of programmers has also built an online learning platform, being one of the most successful platforms in the world. This helps to avoid some functionality issues. As a development strategy, all the universities in the country will be approached, where platform presentations will be realized and collaboration protocols will be concluded. Teachers will be able to offer a modern way of teaching, posting their courses or books. It is very interesting that the platform offers the possibility of interaction between the teacher and the student in real time through live streaming. After loading the platform with materials, the platform will be promoted among both students and other users.
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Fortin, Moira. "Practice as Research a collective form of activism from a South American perspective." In LINK 2023. Tuwhera Open Access, 2023. http://dx.doi.org/10.24135/link2022.v4i1.202.
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As a Chilean living in Aotearoa/ New Zealand I am constantly looking to Latin and South America. Living in the diaspora has allowed me to examine and reflect upon the different socio-political issues arising in the region from afar and with perspective. As an actress and researcher, I am on an ongoing exploration considering how to share research projects from a creative activist standpoint, moving beyond traditional academic research publications into forms that are situated and accessed in the exchanges of everyday relationships and resistance. Written academic outputs are primarily intended for reading, although some contain images or photographs that complement and / or enrich the verbal content. These outputs tend to reach a small portion of the population, the highly educated elite with economic means to access books and participate in conferences or symposiums. Practice as research emerges from a rigorous process of research, critical analysis, and embodied distillation of academic texts. Practice as research relates to my aim to share research not only with wider audiences reaching communities with different cultural and linguistic backgrounds. It also relates to my intention to create work that could resonate outwards, across borders and boundaries, transferring content from one format to another, from the academic world to a medium of expression such as theatre, illustration, dance and/or digital. The concept of transposition emphasizes the creative process that operates in the transition from one medium to another, it “designates the idea of transference, but also that of transplantation, of putting something in another place, of removing certain models, but thinking of another register or system” (Wolf, 2001, p. 16). The transposition process creates a new object, precisely from other languages, cultural contexts, and disciplinary formats (Wolf, 2001). The idea of transmedia transformation certainly applies to my way of finding spaces to share research. Working across languages, Spanish, English, German and French has enabled me to work collectively and in collaboration with other artists, researchers, and activists. These collective actions have been produced through different media and artistic languages where each of us bring our specific artistic experiences, aesthetic incarnations, and gender experiences to inform our research practices.
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Fuster pérez, Jaime. "La edición fotográfica en Ramón Masats." In I Congreso Internacional sobre Fotografia: Nuevas propuestas en Investigacion y Docencia de la Fotografia. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/cifo17.2017.7055.
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Resumen-Abstract El Premio Nacional de fotografía 2004, Ramón Masats Tartera (Caldes de Montbui, 1931), ha sido considerado como un fotógrafo intuitivo. Sin embargo, un detenido estudio de sus fotolibros y ensayos fotográficos publicados en las revistas ilustradas, permiten revindicar otra faceta completamente desconocida: su labor como maquetador. A lo largo de su carrera Masats toma conciencia de la edición fotográfica. Desde la solitaria imagen de la noticia de un periódico, al ensayo fotográfico, entendido desde el punto de vista de E. Smith como un conjunto mayor de imágenes que profundizan y trascienden, permitiendo un reflexión más detenida de la historia que se cuenta; hasta llegar al foto libro, considerado como una unidad expresiva, un todo con significación completa: el formato más complejo de todos... Un Masats sofisticado y erudito se nos muestra consciente del montaje, del ritmo, del diálogo entre imágenes, de modo que la suma altera la percepción del conjunto. Un lenguaje que le llevará finalmente a explorar en el mundo del montaje cinematográfico y la dirección de documentales audiovisuales. En una época de auténtica explosión del fotolibro español como la que vivimos, conviene reconocer, recordar y aprender de nuestros antecedentes, de aquellos maestros en el arte de contar historias. The National Photography Prize 2004, Ramón Masats Tartera (Caldes de Montbui, 1931), has traditionally been considered an intuitive photographer. However, a careful study of his photographs and photographic essays published in illustrated magazines unveils another aspect of his craft completely unknown until now: his work as a layout artist. Throughout his career Masats pays great attention to photographic edition: from the lonely image published besides the news in a newspaper, to the photographic essay, understood from E. Smith’s point of view as “a greater set of images that deepen and transcend leading the viewers to a more detailed reflection of the story that is being told; until reaching the photo book, which is considered an expressive unit, a whole with a complete meaning: definitely the most complex format of all. A sophisticated and academic Masats reveals a whole new aspect of his personality, showing his awareness of the layout, the rhythm and the dialogue between images, so that the sum and disposition of the images alter the perception of the whole. A language that will finally lead him to explore the world of filmmaking and the direction of audiovisual documentaries. In an age in which the Spanish photobook is at its peak, it is good to look back and give credit, remember and learn from our background, from those teachers in the art of storytelling. Palabras clave: Fotolibro, narración, edición, diseño, coherencia, autoría, comunicación, ritmo, análisis. Keywords: Photobook, narration, edition, design, coherence, authorship, communication, rhythm, analysis
Reports on the topic "Spanish language books"
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Marôco, Ana Lúcia, Sónia Gonçalves, and Fernanda Nogueira. Antecedents and consequences of work-family balance: A systematic literature review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, October 2022. http://dx.doi.org/10.37766/inplasy2022.10.0112.
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Review question / Objective: What are the antecedents and consequences of work-family balance? Eligibility criteria: s inclusion criteria it was established that only original peer-reviewed articles would be included, whose: 1) object of study are active workers; 2) concept of family-work relationship under study is effectively the work-family balance (and not only the absence of work-family conflict); 3) language used is English, Spanish and Portuguese. The exclusion criteria for articles/works were: 1) the object of the study is not active workers (such as spouses of workers or other family members such as children, future active workers, unemployed or even retired workers); 2) the concept of work-family relationship used is the conflict work-family and/ or work-family enrichment; 3) in languages other than English, Spanish or Portuguese; 4) designated as gray literature (such as theses, books, book chapters, and conference proceedings,...)
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Klengel, Susanne. Pandemic Avant-Garde Urban Coexistence in Mário de Andrade’s Pauliceia Desvairada (1922) after the Spanish Flu. Maria Sibylla Merian Centre Conviviality-Inequality in Latin America, December 2020. http://dx.doi.org/10.46877/klengel.2020.30.
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The radical aesthetic of the historical avant-garde movements has often been explained as a reaction to the catastrophic experience of the First World War and a denouncement of the bourgeoisie’s responsibility for its horrors. This article explores a blind spot in these familiar interpretations of the international avant-garde. Not only the violence of the World War but also the experience of a worldwide deadly pandemic, the Spanish flu, have moulded the literary and artistic production of the 1920s. In this paper, I explore this hypothesis through the example of Mário de Andrade’s famous book of poetry Pauliceia desvairada (1922), which I reinterpret in the light of historical studies on the Spanish flu in São Paulo. An in-depth examination of all parts of this important early opus of the Brazilian Modernism shows that Mário de Andrade’s poetic images of urban coexistence simultaneously aim at a radical renewal of language and at a melancholic coming to terms with a traumatic pandemic past.
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Bravo, Gonzalo, María Fernanda Arriagada, Alejandra Fuentes, and Hector Ignacio Castellucci. Methodological considerations in the study of Perceived Discrimination at Work: A Scoping Review Protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, August 2022. http://dx.doi.org/10.37766/inplasy2022.8.0009.
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Review question / Objective:How has perceived discrimination been studied in a work context? Eligibility criteria: Participants: This review will consider those articles that have investigated perceived discrimination by workers and its association with health or occupational outcomes. Concept: The concept that guides this review is “perceived work discrimination”. Therefore, those studies where the term "perceived discrimination" is explicitly declared will be included, as well as those studies that do not explicitly declare the term, but through reading the methodology it is possible to verify that the workers were consulted if they felt discriminated against. Context: Only studies in occupational contexts will be included. Therefore, those studies in patients, students or in the general population will be excluded. Included studies will not be limited by sample location. In addition, those studies that are not original articles (reviews, congress presentations, books, etc.) and in languages other than English or Spanish will be excluded.