Journal articles: '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.

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Schadl, Suzanne M., and Marina Todeschini. "Cite Globally, Analyze Locally: Citation Analysis from a Local Latin American Studies Perspective." College & Research Libraries 76, no. 2 (March 1, 2015): 136–49. http://dx.doi.org/10.5860/crl.76.2.136.

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This citation analysis examines the use of Spanish- and Portuguese-language books and articles in PhD dissertations on Latin America at the University of New Mexico between 2000 and 2009. Two sets of data are presented: The first identifies the use of Spanish- and Portuguese-language books and articles across 17 academic departments; and the second analyzes how well local holdings meet demands for a select geographical area—Mexico. These local data contradict conclusions in general citation studies of the humanities, social sciences and foreign languages. They prove that preconceived ideas about foreign language usage from general citation studies do not provide reliable templates for local acquisition decisions. Librarians need to look at their research communities and local usage habits instead of relying on general studies for answers.

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Yen, A. L. "Foreword: Books about edible insects in different languages." Journal of Insects as Food and Feed 1, no. 2 (January 1, 2015): 85–86. http://dx.doi.org/10.3920/jiff2015.x003.

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The estimated two billion people in the world who eat insects live in Africa, Asia, Central and South America where English is not the first language. The languages spoken in these regions can be the pre-literate traditional languages of the original peoples or an adopted language from former colonial times (predominantly English or French in Africa and Asia, or Portuguese or Spanish in Latin America). In contrast, the use of insects as human food is lowest in western countries (DeFoliart, 1999; Van Huis et al., 2013) where English may be the first language (but acknowledging that different European languages are also used in westernised societies). English has become the dominant language in discussing edible insects as evidenced by its use as the language of presentation at the 2014 Insects to feed the world conference, and that most of the journals relevant to this topic are published in the English language.

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Zenkovich, Alla. "Particularities of the Spanish Language in Uruguay." Cuadernos Iberoamericanos, no. 4 (December 28, 2018): 49–56. http://dx.doi.org/10.46272/2409-3416-2018-4-49-56.

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The purpose of this article is to analyze the particular characteristics of the Spanish language in Uruguay, which is a variety of the Spanish language in Rio de la Plata (Argentina, Chili, Paraguay) and represents a special interest for the linguists, professors of Spanish language and foreign experts who go to work in Uruguay. We analyze the history of this particular language variety beginning from the epoch of the Spanish conquest, the influence of the local American languages (in particular of the Guarani Indians), as well as the Italian language and its dialects due to an important immigration from this country. We also pay attention to the phenomenon of the bilingualism, in other words the influence of the Portuguese language (the well-known “Portunol”) and the influence of the French language after the French immigration of the XIX century that led to gallicisms in Spanish language. All these facts provoked such linguistic characteristics as “an untypical use of some pronouns, a less rhythmical intonation and a very special vocabulary to compare with classical Spanish of Spain. The study is based on our own notes made during two trips to Uruguay, and on the “New Dictionary of Americanisms”, books of the history of Latin America and scientific works of the philologists who dedicated their studies to this subject.

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Shparberg, Anna L. "Google Books Ngram Viewer." Charleston Advisor 23, no. 1 (July 1, 2021): 16–19. http://dx.doi.org/10.5260/chara.23.1.16.

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The Google Books Ngram Viewer is a data mining tool that searches datasets derived from Google Books to generate frequency charts of language usage from the dawn of print until the present time. The available languages are English, French, German, Hebrew, Italian, Spanish, Chinese, and Russian. With a database in excess of two trillion words, it is the largest corpus of linguistics information in existence. In spite of concerns about the reliability of metadata used in Ngram Viewer, it is still viewed as a valuable resource for research into long-term cultural trends.

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Reyes, Betsaida M., and Frances A. Devlin. "An assessment of e-book collection development practices among Romance language librarians." Collection and Curation 40, no. 1 (May 29, 2020): 24–30. http://dx.doi.org/10.1108/cc-12-2019-0047.

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Purpose The purpose of this paper is to describe the collection development practices regarding e-books among librarians who manage French, Italian, Portuguese and Spanish (Romance) materials. The authors aim to describe factors that influence acquisition of e-books for Romance language collections to confirm librarians’ perception that humanities researchers prefer print and library administrators’ attitudes toward e-books. Design/methodology/approach This study collected data using a mixed-method approach of a survey and focus groups. Findings This study confirms that user preference is the primary consideration of Romance librarians in selecting e-books. Contrary to librarians’ perceptions, this study found that humanities faculty and students are not averse to using e-books for specific purposes such as searching, targeted reading and course materials. While restrictions on lending e-books are a concern, Romance librarians are focused primarily on serving the needs of their core constituencies. Research limitations/implications The practice of adding call numbers to individual e-books varies among institutions. Individual e-book titles in large packages do not necessarily get added to the catalog, thus making it very difficult to compare e-book collections between institutions. Originality/value This study endeavors to unify the anecdotal narratives and factors that influence the acquisition of e-books by Romance librarians.

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Mas-Bleda, Amalia, and Mike Thelwall. "Do prestigious Spanish scholarly book publishers have more teaching impact?" Aslib Journal of Information Management 70, no. 6 (November 19, 2018): 673–90. http://dx.doi.org/10.1108/ajim-04-2018-0094.

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PurposeThe purpose of this paper is to assess the educational value of prestigious and productive Spanish scholarly publishers based on mentions of their books in online scholarly syllabi.Design/methodology/approachSyllabus mentions of 15,117 books from 27 publishers were searched for, manually checked and compared with Microsoft Academic (MA) citations.FindingsMost books published by Ariel, Síntesis, Tecnos and Cátedra have been mentioned in at least one online syllabus, indicating that their books have consistently high educational value. In contrast, few books published by the most productive publishers were mentioned in online syllabi. Prestigious publishers have both the highest educational impact based on syllabus mentions and the highest research impact based on MA citations.Research limitations/implicationsThe results might be different for other publishers. The online syllabus mentions found may be a small fraction of the syllabus mentions of the sampled books.Practical implicationsAuthors of Spanish-language social sciences and humanities books should consider general prestige when selecting a publisher if they want educational uptake for their work.Originality/valueThis is the first study assessing book publishers based on syllabus mentions.

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González Cruz, María Isabel, and María del Pilar González de la Rosa. "Language and Travel: Spanish Vocabulary in British Travel Books." Journal of Iberian and Latin American Studies 12, no. 2-3 (December 2006): 203–17. http://dx.doi.org/10.1080/14701840601085048.

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Larew, Leonor A., and Isabel Schon. "Basic Collection of Children's Books in Spanish." Modern Language Journal 71, no. 3 (1987): 352. http://dx.doi.org/10.2307/326473.

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Schon, Isabel. "Noteworthy Books in Spanish for Adolescents." Hispania 70, no. 1 (March 1987): 174. http://dx.doi.org/10.2307/343698.

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Schon, Isabel. "Noteworthy Books in Spanish for Adolescents." Hispania 76, no. 1 (March 1993): 152. http://dx.doi.org/10.2307/344655.

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Saifutdinova, Olena. "ON THE DISCOURSES OF SPANISH LANGUAGE TEXTBOOKS." PROBLEMS OF SEMANTICS, PRAGMATICS AND COGNITIVE LINGUISTICS, no. 43 (2023): 109–15. http://dx.doi.org/10.17721/2663-6530.2023.43.10.

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This article is devoted to the topics that appear in the textbooks of the Spanish language written by Spanish authors. Special attention to the traditional discourses is paid. The textbooks are studied considering its didactic orientation, and it is observed that the topics represented in the textbooks change depending on its components: the texts and the tasks offered. It is shown that the text, the tasks and the exercises of the Spanish textbooks represent the cultural and mental characteristics of the Spanish nation along with the language. It is discovered that Spanish textbooks of Spanish language reflect traditional stereotypes and axiological points of the Spanish nation. It is especially characteristic of grammar books that, at first sight, seem to be far from the topics of Spanish day-to-day life, civilization, culture, and history. The discourse of the textbooks is described from the focus on the communicative, emotive, and metalinguistic functions of the language. The research has revealed that, in some cases, Spanish textbooks represent valuable sources for studying civilization and culture or even the history of Spain. As far as further research is concerned it is recommended to use the methods of the corpus linguistics. Free and directed associative experiments would be useful too as well as quantitative and statistical methods for their procession.

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Martí Mestre, Joaquim. "Tradició i modernitat en el llenguatge dels llibrets de falla de les primeres dècades del segle XX." Zeitschrift für Katalanistik 33 (July 1, 2020): 201–37. http://dx.doi.org/10.46586/zfk.2020.201-237.

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Summary: During the first quarter of the 20th century, Valencian writers showed increasing interest in developing a correct orthographical and linguistic model, free from castilianisms, both for formal literature and for popular genres. Traditionally, researchers have insisted mostly on the orthographical influence from the Spanish language in the Fallas books. The researchers thought that even the authors of the Catalan formal literature, when writing the Fallas texts, adopted the Spanish orthographic model. With this work we find, however, that many writers of Fallas books, some engaged in other Valencian literary and cultural activities, were striving to use also in the Fallas books a correct language. The Fallas books, because of the popular character of the genre, are of great lexicographical interest for the study of colloquialisms, dialectalisms and neologisms linked to the social changes of the 20th century. Also, because traditionally they have not been taken into account by lexicographers, the Fallas books offer words and meanings not registered in the historical and etymological dictionaries. Keywords: orthography, lexicon, 20th century, Fallas books, history of the Catalan language

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Wasserman-Soler, Daniel I. "Comparing the New World and the Old: Fray Juan Bautista and the Languages of the Spanish Monarchy." Journal of Early Modern History 25, no. 3 (May 25, 2021): 227–58. http://dx.doi.org/10.1163/15700658-bja10018.

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Abstract Born in New Spain, fray Juan Bautista Viseo (b. 1555) authored perhaps a dozen books in Nahuatl, Castilian, and Latin, making him one of the most prolific writers of the colonial period in Mexico. While many are lost, his available texts provide a valuable window into religious conversion efforts in the Spanish monarchy around 1600. This paper investigates his recommendations regarding how priests and members of religious orders ought to use indigenous languages. In the sixteenth-century Spanish territories, Church and Crown officials discussed language strategies on several fronts. This paper also compares Juan Bautista’s ideas about language use in Mexico to similar discussions elsewhere in the Spanish kingdoms. Existing scholarship has highlighted parallels in how the Spanish monarchy dealt with Native American and Islamic communities. However, an examination of Juan Bautista’s writing, together with that of contemporary churchmen, suggests fundamental differences in the ways that Spanish officials thought about and approached Amerindians and Moriscos.

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Daly, Nicola, and Libby Limbrick. "The Joy of Having a Book in Your Own Language: Home Language Books in a Refugee Education Centre." Education Sciences 10, no. 9 (September 15, 2020): 250. http://dx.doi.org/10.3390/educsci10090250.

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In 2018, Aotearoa/New Zealand increased its annual refugee quota to 1000. When refugees arrive in Aotearoa/New Zealand they spend six weeks in a resettlement programme. During this time, children attend an introduction to schooling. First language (L1) literacy support for children experiencing education in a medium that is not their Home Language has been identified as essential for children’s educational success. This knowledge is reflected in Principle 4 of the International Literacy Association’s Children’s Rights to Read campaign, which states that “children have the right to read texts that mirror their experiences and languages...”. In 2018, the International Board on Books for Young People (IBBY)-Yamada Foundation granted funding to IBBY in Aotearoa/New Zealand (IBBYNZ)/Storylines to supply books in the Home Languages of the refugee children in the introduction to school programme. Over 350 books were sourced in a range of languages including Farsi, Arabic, Tamil, Punjabi, Burmese, Karen, Chin, and Spanish. In this article, the sourcing of these books and their introduction to children in a refugee resettlement programme is described. Interviews with five teachers in the resettlement programme concerning the use of the books and how children and their families have been responding are reported. Future programme developments are outlined.

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Fierro, Veronica, and Holly L. Storkel. "Interactive Book Reading to Accelerate Word Learning in Bilingual Children With Developmental Language Disorder: A Preliminary Intervention Approach." Perspectives of the ASHA Special Interest Groups 2, no. 1 (January 2017): 194–202. http://dx.doi.org/10.1044/persp2.sig1.194.

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This article will describe a bilingual preliminary treatment method currently being utilized in a clinical research study to teach vocabulary to bilingual (Spanish/English) preschool aged (four to six years old) children with developmental language disorder (DLD). The objective of this treatment method is to advance English vocabulary while supporting the native language abilities of English learners (ELs). In this bilingual treatment method, Spanish and English are used within the session, which includes the reading of books in English and Spanish and the teaching of vocabulary in English and Spanish.

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Woods, Richard D., and Isabel Schon. "Basic Collection of Children's Books in Spanish." Hispania 71, no. 3 (September 1988): 567. http://dx.doi.org/10.2307/342917.

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Nancy Vogeley. "Spanish-Language Masonic Books Printed in the Early United States." Early American Literature 43, no. 2 (2008): 337–60. http://dx.doi.org/10.1353/eal.0.0008.

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Agee, Jim, and Jacqueline Solis. "Spanish language books: a review of print and online resources." Collection Building 23, no. 2 (June 2004): 87–95. http://dx.doi.org/10.1108/01604950410530426.

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Igoa, José Manuel. "The Decade 1989–1998 in Spanish Psychology: An Analysis of Research in Basic Psychological Processes, History of Psychology, and Other Related Topics." Spanish Journal of Psychology 4, no. 2 (November 2001): 123–50. http://dx.doi.org/10.1017/s1138741600005722.

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This article presents a review of research published by Spanish Faculty from the area of basic psychology in the decade 1989-1998. It provides information about research on basic psychological processes commonly studied under the labels ofexperimentalandcognitivepsychology, plus a number of topics from other research areas, including some applied psychology issues. The review analyzes the work of 241 faculty members from 27 different Spanish universities, as reflected in 1,882 published papers, book chapters, and books. The analyses carried out in this report include a description of the main research trends found in each area, with some representative references of the published materials, and statistics showing the distribution of this research work in various relevant publications (both Spanish and foreign), with figures that reveal the impact of this work both at a national and international scale.

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Bricker, Victoria R. "Bilingualism in the Maya Codices and the Books of Chilam Balam." Language and Dialect in the Maya Hieroglyphic Script 3, no. 1 (June 30, 2000): 77–115. http://dx.doi.org/10.1075/wll.3.1.05bri.

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The bilingualism recently discovered in the Maya codices by Robert Wald and Alfonso Lacadena has parallels in the Colonial Maya Books of Chilam Balam, which show both linguistic and scriptural bilingualism — involving, on the one hand, the Maya and Spanish languages, and on the other, the logosyllabic and alphabetic scripts of these two cultures. The article explores the continuities and discontinuities in these language contact phenomena with respect to vocabulary, morphology, syntax, spelling conventions, style, and text format.

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Schon, Isabel. "Notable Books in Spanish for Children and Young Adults from Spanish-Speaking Countries." Hispania 68, no. 2 (May 1985): 418. http://dx.doi.org/10.2307/342221.

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Lohe, Viviane, and Daniela Elsner. "Developing Language Awareness in Primary School Children with Multilingual Virtual Talking Books." International Journal of Computer-Assisted Language Learning and Teaching 4, no. 4 (October 2014): 29–45. http://dx.doi.org/10.4018/ijcallt.2014100103.

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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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McGowan, Beth, and Kathy Ladell. "Spanish Language Children’s Books Focusing on Health Literacy: An Annotated Bibliography." Public Library Quarterly 36, no. 1 (January 2, 2017): 77–93. http://dx.doi.org/10.1080/01616846.2017.1275798.

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Castro, J. Justin. "Engineering History in Latin America: A Review of Spanish-Language Books." Technology and Culture 65, no. 2 (April 2024): 651–66. http://dx.doi.org/10.1353/tech.2024.a926319.

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abstract: This review essay examines five Spanish-language books published in Latin America on the emergence of engineering in the region. Focusing on a period from roughly 1850 to 1970, these works share themes of foreigners and foreign education, nation-state construction, and social conceptions of prestige. This research suggests that throughout Latin America foreign educators and models were prominent in early engineering programs and enterprises. However, many historians associate the growth of engineering, especially civil engineering, with increasing state consolidation and economic intervention. As social perceptions of the value of professional engineering changed, domestic engineers increasingly became important planners and mediators. Some engineers became state leaders. By contextualizing these works with other scholarship on the history of engineering, this review essay highlights new insights while suggesting the need for greater attention to gender, race, and labor; comparisons between developments in Latin America, Africa, and Asia; and more research on private-sector engineers.

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Unsworth, Len, Alejandra Meneses, Maili Ow González, and Guillermo Castillo. "Analysing the Semiotic Potential of Typographic Resources in Picture Books in English and in Translation." International Research in Children's Literature 7, no. 2 (December 2014): 117–35. http://dx.doi.org/10.3366/ircl.2014.0127.

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Picture books frequently make use of distinctive typography to indicate emphasis or evaluative expression, distinguish particular characters and contribute to the interpretive possibilities of the narrative in a variety of ways. However, the potential significance of typography is not always taken into account in discussion of the interpretation of children's literature or in picture book translation. In this paper we investigate the influence of typography in interaction with language choices on the interpretive possibilities of Oliver Jeffers' picture book STUCK (2011) and discuss the interpretive impact of the different typography and language choices in the Spanish translation, ATRAPADOS ( Jeffers, 2012 ). Our investigation is informed by recent semiotic work on typography and accounts of evaluative resources in English, drawing on systemic functional linguistics and its application to researching the literary narrative techniques of picture books. Our analyses illuminate the relationships among the narrative genre, grammar, typography and thematic interpretation of the texts and how the latter is influenced by translation. The importance of further exploration of typography in picture books and extension to the ‘animated’ typographical resources in electronic versions of picture books is briefly noted.

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Sánchez Hita, Beatriz. "Reading comprehension in Spanish language and literature manuals of the second cycle of Elementary Education." Investigaciones Sobre Lectura, no. 5 (January 31, 2016): 19–35. http://dx.doi.org/10.37132/isl.v0i5.106.

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This paper deals with the readings and reading comprehension exercises from a representative set of Spanish language and Spanish literature textbooks, used in the second cycle of Elementary Education in Andalusia. Specifically, we attend on the typology of the texts, the selected authors and books and the exercises focused on the readings. The objective of the study is the determination of how the proposed texts help in the reading comprehension and which are the better ways to work with them.

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Sánchez Hita, Beatriz. "Reading comprehension in Spanish language and literature manuals of the second cycle of Elementary Education." Investigaciones Sobre Lectura, no. 5 (January 31, 2016): 19–35. http://dx.doi.org/10.24310/revistaisl.vi5.11089.

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This paper deals with the readings and reading comprehension exercises from a representative set of Spanish language and Spanish literature textbooks, used in the second cycle of Elementary Education in Andalusia. Specifically, we attend on the typology of the texts, the selected authors and books and the exercises focused on the readings. The objective of the study is the determination of how the proposed texts help in the reading comprehension and which are the better ways to work with them.

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Ababneh, Imad Abedalkareem. "Mención Específica A Los Refranes Contenidos En El Noble Corán Y La Sagrada Biblia (Nuevo Testamento)." European Scientific Journal, ESJ 13, no. 17 (June 30, 2017): 317. http://dx.doi.org/10.19044/esj.2017.v13n17p317.

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This article is a specific comparative study between the proverbs of the two holy books, The Quran and The Bible. The proverbs or the Bible verses that compose this article, firstly appear in Spanish language in bold, and then the proverb or the qoranic verse in Arabic verse. Then in italic letter, the original transcription with the orthographic signs, and finally, the Spanish translation between “quotation mark”.

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Schon, Isabel. "INFORME/REPORT: Libros Infantiles/Noteworthy Children's Books in Spanish." Hispania 83, no. 2 (May 2000): 297. http://dx.doi.org/10.2307/346201.

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Eckman, Fred R. "Review article: Spanish-English and Portuguese-English interlanguage phonology." Second Language Research 27, no. 2 (March 28, 2011): 273–82. http://dx.doi.org/10.1177/0267658310377291.

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This review article evaluates the intersection of the content of two recent anthologies in second language (L2) phonology. One of the books lays out both the methodological context and theoretical underpinnings of the field, whereas the other volume reports 11 empirical studies on the L2 acquisition of several aspects of pronunciation by adult learners of English whose native language is either Spanish or Brazilian Portuguese. The criteria applied for the evaluation lead to the conclusion that, for the most part, the studies are successful in presenting an interesting array of second-language pronunciation patterns, and that such an intersection of domains is a fruitful way to advance the field of interphonology.

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Ruiz-Gurillo, Leonor. "Evidentiality and humor in Spanish." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 33, no. 1 (August 21, 2020): 302–25. http://dx.doi.org/10.1075/resla.17037.rui.

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Abstract The aim of this paper is to shed light on the evidentiality functions used by the comedian Andreu Buenafuente during his monologues in Spanish (2007–2011). Firstly, some hypotheses are proposed: (1) genre may determine pragmatic evidentiality functions; (2) evidentials are integrated into a monologue’s expository-argumentative structure; (3) several evidentiality strategies may be distinguished with regard to this structural role; (4) one of these strategies in humorous texts consists of acting as a humorous evidentiality marker. Secondly, reportative evidentials (Willet, 1988; Plungian 2001; Dendale & Tasmowski, 2001, p. 343) such as según, según dicen, dicen que (‘[they/people]) say’) and se ve que (lit. ‘it is seen that/apparently’), and a direct attested evidential, claro (‘of course’), are analyzed. Both quantitative and qualitative analyses serve as the basis to confirm the hypotheses posed and finally to propose a semantic-pragmatic framework for evidentials and evidentialty in Andreu Buenafuente’s humorous monologues. The corpus comprises 203 printed monologues from the books Sigo diciendo (‘I still say’) (2009), Digo yo (‘So I say’) (2010) and Hablar es gratis (‘Speaking is free of charge’) (2011).

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Syngayivska, Ganna. "THE EXTENSIVE READING AS A WAY OF TEACHING SPANISH." PROBLEMS OF SEMANTICS, PRAGMATICS AND COGNITIVE LINGUISTICS, no. 45 (2024): 119–35. http://dx.doi.org/10.17721/2663-6530.2024.45.12.

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At present, the promotion of reading the literary text is aimed at forming the reading habit in students and integrating them in the different socio-cultural contexts where they interact; motivate them to experience reading activity from pleasure, to develop reading behavior in them. Owning this type of communicative activity, a person understands everything he reads, and responds adequately to what he has read, converting his thoughts in response. Reading any text in a foreign language and answering questions about the text or expressing their opinion about the read, the student learns the skills of monologue speech. In this article, the author considers the importance of extensive reading in the study and teaching of Spanish as a Foreign Language or any other foreign language, presents approaches to teaching reading that can be used in reading and parsing any text, introduces activities to be used in an extensive reading program, and analyzes the reading practices in the students of the 2nd year of E/LE at the Taras Shevchenko National University of Kyiv. The benefits of extensive reading include gains in reading and writing competence, growth of vocabulary, and increases in self-respect and motivation of students. Reading books can be a good way to acquire new vocabulary, see grammar in action and develop understanding of a language. It is important that the books are interesting to students and at a level appropriate to their reading ability.

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Gil-Osle, Juan Pablo, and Rachel Junlei Zhang. "“Que ignores mi idioma no me espanto”: el soneto en español en Bian zhengjiao zhenchuan shilu 辯正教真傳實錄 o Apología de la Verdadera Religión (1593) de Fray Juan Cobo 高母羡:“Que ignores mi idioma no me espanto”: The Sonnet in Spanish in Bian zhengjiao zhenchuan shilu 辯正教真傳實錄 or Apología de la Verdadera Religión (1593) by Fray Juan Cobo 高母羡." Calíope 27, no. 2 (October 1, 2022): 231–48. http://dx.doi.org/10.5325/caliope.27.2.0231.

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Abstract In Shih-Lu, Testimony of the True Religion實錄 Shih-lu (Manila, 1593) by the Dominican Fray Juan Cobo (c. 1546–1592), there is a handwritten sonnet added after the book’s publication, which has not been studied in the context of the Sino-Spanish books published in the Philippines. In the only extant copy, the beginnings and endings of the book are confused; much as in the sonnet the beginnings and endings are an unsolvable oxymoron for the reader who does not have a good Chinese teacher. This copy of the book contains several of these misunderstandings because, for centuries, the owners and users of the book where unable to read it. The autographed and anonymous sonnet accurately reflects this situation.

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Mínguez-López, Xavier, and Macarena García-González. "Diversity and homogeneity in Spanish-language picture books with non-human characters." Intercultural Education 33, no. 3 (May 4, 2022): 282–301. http://dx.doi.org/10.1080/14675986.2022.2070396.

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de Pablos-Ortega, Carlos. "Attitudes of English speakers towards thanking in Spanish." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 20, no. 2 (June 1, 2010): 149–70. http://dx.doi.org/10.1075/prag.20.2.02pab.

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The aim of this paper is to ascertain the attitudes English native speakers have towards the Spanish language and culture, specifically, in relation to the speech act of thanking and in connection with Brown and Levinson’s model of politeness ([1978] 1987). Two sources of data were used: First, a corpus of 64 course books which included 250 situations representing the speech act of thanking and, second, a questionnaire for the teaching of Spanish as a Foreign Language. The situations including the speech act of thanking were analysed and then categorized according to various criteria. The criteria were created by taking into consideration Coulmas’ (1981) proposal for the classification of thanking as well as the components of this specific speech act. The most frequent situations found in the course books were then used to devise the second source of data. The aim of this was to determine the attitudes of 300 participants, divided equally between the nationalities used in the investigation, Spanish, British and American. The questionnaire included 12 scenarios in which the thanking formula was omitted. Participants were prompted to answer questions based on their perceptions and to include other responses whenever they considered them to be appropriate. The main findings provided evidence of different facework values across the three groups of informants for some of the specific scenarios. Both quantitative and qualitative analyses of data showed that some of the responses were connected to the thanking formulae, but others to speech acts such as request formulae.

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de Garavito, Joyce Bruhn. "Subject/object asymmetries in the grammar of bilingual and monolingual Spanish speakers." Linguistic Approaches to Bilingualism 1, no. 2 (April 29, 2011): 111–48. http://dx.doi.org/10.1075/lab.1.2.01bru.

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This paper argues against connectionist models of language acquisition. It examines knowledge of the properties of subjects and objects in Spanish, particularly in impersonal passives and inchoatives. In both of these structures, the reflexive clitic se is obligatorily present and the linear order of elements is the same, namely [se V NP], with agreement between the verb and the noun phrase. In other words, the input is identical in both cases (se quemaron los libros ‘the books burned/were burned’ is ambiguous between both structures). However, the NP in the impersonal passive exhibits some of the properties of objects while the NP in the inchoatives behaves exclusively like a subject. An empirical study shows that three groups of speakers of Spanish, a monolingual Spanish group, an early English/Spanish bilingual group and a group of late learners of Spanish, are aware of these differences. As the input is ambiguous, it is argued that a model such as that provided by connectionist theories, which argues that the input is sufficient for acquisition, cannot account for the data.

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Чернецька, Н. В. "Colour names in the structure of phraseological units in Spanish and Ukrainian." Studia Philologica, no. 10 (2018): 29–33. http://dx.doi.org/10.28925/2311-2425.2018.10.4.

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Phraseological units which include colour names in Spanish language are investigated. The author analyses how color terms may influence on the total meaning of a phraseological unit. The article deals with the national cultural component “colour” in the phraseological units in Spanish language. The subject of the research determines the application of the comparative method. In this connection we use the linguistic facts of some national variants in Spanish language as well as in Ukrainian language. The results of the article confirm the forming of the national symbolism of colour in Spanish under the influence of the extralinguistic factors, transforming the colour into the national cultural component. The research materials and results can be applied in the sphere of such contiguous disciplines as intercultural communication, linguistics, translation theory and practice, studying Spanish by Ukrainian-speaking students, as well as in writing test books and other teaching material on lexicology. Research of colour names in Spanish language with its comparison with Ukrainian colour names shows that phraseological units with colour names are characterized with some similarity. Phraseological knowledge facilitates the reading of political essays as well as works of literature. The process of thinking in the educational progress cannot be overrated. In this learning the images are the material for solving the tasks. These images are phraseological units with colour names. They are the means of figurative images of ambient reality and simultaneously they enrich the intellect and spiritual inner awarenesses of an individual.

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Korzhukova, Elena. "Learning Spanish: The best-sellers for home reading classes." Cuadernos Iberoamericanos, no. 2 (June 28, 2018): 58–61. http://dx.doi.org/10.46272/2409-3416-2018-2-58-61.

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The article deals with the learning material for such kind of classes in non-linguistic University as home reading. Best-sellers are considered to be suitable literary material for these purposes. The objective of the study is to prove the inaccuracy of the traditional point of view that defends the so-called canonical texts (classics) as the only basis for learning foreign languages. A separate issue here is the specific nature of the Moscow State University for International Relations that specify the sources for reading in the foreign language when they can differ from those of other universities. On the other hand, student motivation stands out as one of the key points when choosing reading material.Taking examples from the novels of the Spanish authors Arturo Pérez-Reverte and Eduardo Mendoza, we expose their didactic usefulness as they represent cultural, historical and linguistic interest, despite all the pessimism on the subject of the advocates of pure classical literature, the artistic value of which is certainly indisputable.In conclusion we advocate the wider use of high-quality best-selling books to teach the Spanish language in home reading classes.

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Bravo Lozano, Cristina. "Book culture in the Irish Mission: The case of father Juan de Santo Domingo (1636–1644)." Sederi, no. 27 (2017): 195–211. http://dx.doi.org/10.34136/sederi.2017.9.

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The Irish Mission was created in 1610, under the sponsorship of the Spanish monarchy, to preserve Catholicism in the British Isles. The training of priest and friars was heavily reliant on the use of bibliographic material. Short manuscripts, books and printed writings were supplementary tools for the missionaries’ confessional work. Their pastoral duty could not be completed without access to readings and sermons. All these resources had to be smuggled as part of other merchandise to avoid the English control. The supply of doctrinal and theological works, chiefly from the Iberian Peninsula and the Spanish Low Countries and their commercial channels, was, however, beset by constant problems. It was the case of father Juan de Santo Domingo and his shipment of books seized in Bilbao in 1636. This study presents one of the few examples of circulation of texts between the Spanish monarchy and Ireland in the framework of the Irish Mission during the seventeenth century.

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Schon, Isabel. "Recent Noteworthy Books in Spanish for Adolescent and Reluctant Readers." Hispania 73, no. 2 (May 1990): 502. http://dx.doi.org/10.2307/342859.

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Journal articles on the topic 'Spanish language books'

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