Relevant bibliographies by topics / Spanish languages

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Spanish languages'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 March 2023

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Journal articles on the topic "Spanish languages"

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Garcia De Toro, Cristina. "Describing Catalan–Spanish translation." Babel. Revue internationale de la traduction / International Journal of Translation 54, no. 4 (December 1, 2008): 369–79. http://dx.doi.org/10.1075/babel.54.4.05gar.

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When tackling the issue of translation between Spanish and Catalan, Branchadell and West state that translation into a minority language like Catalan is truly an ill-studied and poorly understood phenomenon (2004:16). This paper aims to start a debate on a language pair that has scarcely been studied and is still poorly known even in the Spanish context: two languages that live together, two close languages, two languages always determined by the socio-political and historical circumstances around them, and, as a result, two languages well understood by all speakers in the crowded Catalan region. We will focus on the contextual factors that take part and determine this translation practice: ­­the linguistic profile of their speakers, the bi-directionality of professional translation, self-translation and the specificity of fields in the professional marketplace. We will also examine the implications that derive from them, especially the implications for teaching. This paper will reopen some interesting theoretical debates, like directionality, self-translation, market relations and power balances between a major and a minor language. For example, the closeness of these two languages does not guarantee success in translation, the concepts of direct and reverse translation are not very useful and precise in this language combination, and the reasons for commissioning a translation are not just to facilitate understanding among the readers of the target language.
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MARMOLEJO, GLORIA, KRISTEN A. DILIBERTO-MACALUSO, and JEANETTE ALTARRIBA. "False memory in bilinguals: Does switching languages increase false memories?" American Journal of Psychology 122, no. 1 (April 1, 2009): 1–16. http://dx.doi.org/10.2307/27784371.

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Abstract People often receive and recount information in different languages. This experiment examined the impact of switching languages on false recall, recognition, and recognition confidence. We presented Spanish–English bilinguals with 10 lists of words associated to a critical non-presented lure, either in English or in Spanish. Each list was followed by free recall either in English or in Spanish. The final stage was a recognition test in either language. Results showed a higher proportion of veridical and false recall in English, the more dominant language, than in Spanish, the native language. Noncritical intrusions were equivalent in both languages. More importantly, false recall, false recognition, and false recognition confidence were higher across languages than within languages. The results are examined in relation to current research and interpretations of bilingual false memory.
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Semenova, Marina Yu. "Integrating Linguistic Diversity in Globalized Spanglish Communities." SHS Web of Conferences 50 (2018): 01156. http://dx.doi.org/10.1051/shsconf/20185001156.

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Globalization comprises a complex range of various processes and has a huge impact on many spheres of life, including languages and dialects. The paper analyzes linguistic phenomena caused by globalization which have resulted in a new language type which can be denoted as ‘poststandard languages’. English being a means of international communication has entered many standard language systems causing an extensive use of English loanwords and pseudo-English elements combined with a wordplay. This anglicalization results in two or more languages merging into a new poststandard language, a common means of communication in a multilingual diverse society. One of the most vivid examples is Spanglish, an English-Spanish merge in the USA and Latin America. It is characterized by a high degree of substrata merging and diversity levelling. Thus the article analyzes the identity of Spanglish speakers as well as linguistic features and functions of such ‘Glishes’ which differentiate them from standard English and Spanish.
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Smirnova, Irina, Victoria Vetrinskaya, and Svetlana Clemente-Smirnova. "The influence of Indian languages on the functioning of grammatical forms in Spanish in the Mexican state of Oaxaca." E3S Web of Conferences 284 (2021): 08016. http://dx.doi.org/10.1051/e3sconf/202128408016.

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The article deals with the local-specific features of the functioning of grammatical forms in the Spanish language of the Mexican state of Oaxaca. Examples of the influence of Native American languages on the grammatical structure of the Spanish language are analyzed and given. The co-existence of the dominant Spanish and Indian languages had an impact on the Mexican variant of Spanish. During the three hundred years of Spanish colonization, the cultural diversity of the State of Oaxaca was mixed and expanded. Thus, a mixture of Spanish, autochthonous and African groups emerged, which defined the language of the residents of the region in particular. The implementation of language units in the state is characterized by a peculiarity that is expressed at the grammatical level. The purpose of the article is to analyze the influence of Indian languages on the grammatical structure of Spanish in the Mexican state of Oaxaca. The research was based on articles, fiction written by Oaxaca authors. Textbooks on grammar of autochthonous languages of the Oto-Manguean group were studied. Interviews with governors, poets, state linguists and Oaxacan speakers in markets, streets, cafes were analyzed. As a result of the study, the Oaxaca resident’s speech revealed grammatical features influenced by Indian languages that distinguish local speech from that of the capital. As a result of the findings, there are prospects for further research into the influence of indigenous languages on Spanish in the State of Oaxaca.
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Lyubyshkina, Irina. "Spenglish as a modern linguistic phenomenon in the USA." PROBLEMS OF SEMANTICS, PRAGMATICS AND COGNITIVE LINGUISTICS, no. 36 (2019): 170–79. http://dx.doi.org/10.17721/2663-6530.2019.36.13.

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Some native Spanish speakers speak a little English, while others are confident biliguals, speaking both languages at a relatively equal level. Some are able to understand Spanish, but speak with considerable difficulties, while others are unlikely to understand or speak Spanish. All potential combinations between Spanish and English are possible. The heterogeneity in the command and use of Spanish is partly due to the development of an interlingual dialect, commonly known as Spanglish, a mixture of Spanish and English, found in an oral speech of Spanish and Latin American communities in the United States. The article is devoted to the analysis of the Spanglish language phenomenon existed in the United States of America as a mean of oral communication. In the article are investigated social reasons for the appearance of Spanglish as well as the usage in the speech and its identification in the world today. The subtypes and structure of the language phenomenon are described in accordance with the types of speakers, their place of residence and the adaptation of lexical units at the phonetic, morphological and lexical levels of the language.
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Savickienė, Inga, Laura Raščiauskaitė, Aušra Jankauskaitė, and Loreta Alešiūnaitė. "Teaching Spanish in Secondary School of Lithuania: Possibilities and Challenges of Spanish Teacher in 21st Century." Sustainable Multilingualism 13, no. 1 (November 1, 2018): 239–60. http://dx.doi.org/10.2478/sm-2018-0020.

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Summary Integration into the European Union, increasing communication and cooperation between countries have brought an extensive interest in foreign languages and the need for foreign language teaching and learning has been recognized by the developers of Lithuanian education policy as an inseparable component of personal development. Teaching and learning of Romanic languages in Lithuania have been popular, exceptional, though varied. French language teaching has old traditions in both formal and non-formal education; while teaching of other Romanic languages (Spanish, Italian, Portuguese, etc.) has not been legally regulated yet – teaching traditions have not been formed, there are no specific teaching syllabi and programs, a lack of methodology and experts in didactics. However, Spanish language learning in Lithuanian secondary education schools and gymnasiums is becoming more and more popular in the recent years. In Lithuanian secondary education Spanish is taught as the second and third foreign language or as an extra-curriculum activity in non-formal education. The analysis of scientific literature revealed a lack of scientific studies and publications not only about the teaching of Spanish but also comparative studies between Lithuanian and Spanish languages. Research into Spanish language teaching and learning indicates not only the increasing number of learners, but also the increasing awareness with regard to the importance and usefulness of Spanish language competence acquisition for international encounters. However, Spanish language teachers face challenges such as insufficient number of teaching hours in general education institutions, lack of qualified Spanish language teachers, insufficient provision with teaching and learning aids and other support material, no state examinations are organized which could help to determine the learners’ Spanish language competences as well as motivate learners to learn this Romanic language.
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Iovenko, V. A. "School of Spanish." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 231–33. http://dx.doi.org/10.24833/2071-8160-2014-5-38-231-233.

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Spanish language was among foreign languages, studied at MGIMO from its inception. Maria Luisa Gonzalez Vincens was at the origin of the establishment of the School of Spanish language at MGIMO. She as a philologist, belonging to humanitarian tradition. She studied at the University of Madrid with Luis Bunuel, Federico Garcia Lorca and Salvador Dali, and communicated with people who later became the glory and pride of the world culture. The increased role of the Spanish language in international contacts required the creation of the separate Department of Spanish Language at MGIMO. Since 2002, the Department of Spanish Language separated from the Department of Roman Languages and is teaching students of all Departments and at all stages of educating at MGIMO, including almost all masters programs. It is hard to imagine successful language learning without the understanding of a broad cultural context. This is why the Department supports the Spanish theater for more than 20 years. Currently, the Department is headed by of professor, Doctor of Philology Valery Iovenko. The Department staff includes more than 45 teachers who successfully address new educational and scientific objectives, creating teaching materials, fully adapted to the new educational standards.
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Kalt, Susan E. "Spanish as a second language when L1 is Quechua: Endangered languages and the SLA researcher." Second Language Research 28, no. 2 (April 2012): 265–79. http://dx.doi.org/10.1177/0267658311426844.

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Spanish is one of the most widely spoken languages in the world. Quechua is the largest indigenous language family to constitute the first language (L1) of second language (L2) Spanish speakers. Despite sheer number of speakers and typologically interesting contrasts, Quechua–Spanish second language acquisition is a nearly untapped research area, due to the marginalization of Quechua-speaking people. This review considers contributions to the field of second language acquisition gleaned from studying the grammars of Quechua speakers who learn Spanish as well as monolingual Quechua and Spanish speakers in the contact area. Contribution to the documentation and revitalization of the Quechua languages is discussed as an ethical and scientific imperative.
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Elwolde, John. "Spanish Sign Languages Project." Bible Translator 59, no. 2 (April 2008): 78–86. http://dx.doi.org/10.1177/026009350805900206.

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Stuogys, Arūnas. "Principals of Formation of Negation and its Differences in Contemporary Romanic (French, Spanish, Italian) Languages." Coactivity: Philology, Educology 15, no. 4 (April 15, 2011): 61–67. http://dx.doi.org/10.3846/coactivity.2007.35.

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In the article it is discussed the evolution of negation in romanic languages. Compound verbal negation is a peculiarity of the French language and the norm of literary language. Verbal negation differs greatly in French, Spanish and Italian languages. In French language it makes up a framal construction ne…pas, where as in Spanish and Italian languages it is typical for the negation to be simple.
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Dissertations / Theses on the topic "Spanish languages"

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Connell, Professor T. J. "Languages (in particular Spanish) : language teaching and learning & languages for the professions." Thesis, University of London, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444221.

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Debicka-Dyer, Anna Michalina. "French and Spanish in Contact: Code-switching among Spanish Immigrants in France." MSSTATE, 2006. http://sun.library.msstate.edu/ETD-db/theses/available/etd-11072006-174521/.

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This sociolinguistic study of the bilingual speech of Spanish immigrants in Toulouse, France focuses on the phenomenon of code-switching (CS). The analysis of the data showed that most CS was situational, rather than metaphorical. Three types of CS were found: insertion, alternation, and congruent lexicalization. Their examination revealed that the insertion of French words was more common than of Spanish items, the alternation was most frequent in repetitions, and the congruent lexicalization was present at the grammatical and structural level. The speech of the individual participants was also analyzed, and it was found that the sociological aspects greatly affected the use of CS. Finally, the analysis of the frequency effects was conducted revealing that the topic of the nouns influenced the language in which the nouns were used. The results proved that it is impossible to conduct a reliable grammatical analysis without including the sociolinguistic aspects.
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Clewlow, David Frederick. "Judeo-Spanish : an example from Rhodes." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29498.

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This study explores the Judeo-Spanish dialect through the analysis of an oral sample provided by two native speakers from Rhodes. A twenty-minute segment has been transcribed phonetically and incorporated into the thesis. A preliminary section provides the necessary historical, cultural and linguistic background for the analysis of the sample. Distinctive phonetic, morphological, lexical and syntactical features of the informants1 speech are pointed out and their significance demonstrated both synchronically, in relation to Eastern Judeo-Spanish and modern Hispanic Romance, and diachronically, showing survival of old Spanish elements. In the conclusion, the writer states that the development of the dialect was the result of the unique sociological conditions prevailing in the Sephardic communities of the ottoman Empire and highlights both the historical continuity of Judeo-Spanish as well as its participation in the common heritage of Hispano-Romance. He notes the presence or lack of certain foreign elements in their speech and alludes to Westernization and their education on Rhodes. He mentions differences in their pronunciation. The writer concludes that the segment of the dialogue recorded and transcribed is representative of the distinctive features of Judeo-Spanish and that, as such, it is a good introduction to the dialect.
Arts, Faculty of
French, Hispanic, and Italian Studies, Department of
Graduate
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Ruiz-Funes, Marcela. "An exploration of the process of reading to write used by good Spanish-as-a-foreign-language students /." This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-02132009-171122/.

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Barra, Melissa Ann. "Teaching Spanish slang, familiar language, and electronic language in the classroom /." Click here to view full-text, 2007. http://digitalcollections.sit.edu/ipp_collection/12/.

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Linford, Bret Gene. "The acquisition of subject pronouns in second language Spanish." Diss., [Missoula, Mont.] : The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-05292009-154201.

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Thesis (MA)--University of Montana, 2009.
"Major Subject: Modern and Classical Languages and Literatures" Contents viewed on November 11, 2009. Title from author supplied metadata. Includes bibliographical references.
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Bossons, Monica. "Optionality in second languages: Evidence from L2 Spanish." Thesis, University of Salford, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.490415.

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In this thesis, it will be argued that the interlanguage of adult L2 learners contains a degree of optionality which is best explained as an inability to establish morphophonological correspondences in the L2. The argument is constructed within a particular view of Universal Grammar, with special emphasis on the derivational processes and the legibility of syntactic representations to speech and thought systems.
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Скирда, Тетяна Сергіївна. "Simultaneous learning of two foreign languages: English, Spanish." Thesis, Національний авіаційний університет, 2020. https://er.nau.edu.ua/handle/NAU/44810.

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The study considers the concept of bilingualism, the essence of which is the coexistence and interaction of two languages within one language environment, the learning of the Spanish language is analyzed, which ranks it as the second language in business after English one. Today, students of higher education institutions often choose Spanish as a second foreign language. Thus, knowledge of two foreign languages makes it possible quickly reach the international level of professional activity and master the intercultural communication of many countries.
У нашому дослідженні розглянуто дефеніцію двомовності, сутність якої полягає у співіснуванні і взаємодії двох мов у межах одного мовного середовища, здійснено аналіз вивчення іспанської мови, як другої іноземної мови, яка посідає друге у діловому середовище місце після англійської мови. Сьогодні студенти закладів вищої освіти найчастіше вибирають вивчення іспанської мови як другої іноземної мови. Отже, володіння двома іноземними мовами дають можливість швидко вийти на міжнародний рівень професійної діяльності та оволодіти міжкультурною комунікацією багатьох країн.
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Zahir, Freshta. "Teaching Methods of Foreign Languages : Teaching and learning of Spanish language in Kabul." Thesis, Karlstads universitet, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-33821.

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Second languages which are also called foreign languages are learnt beside native spoken languages and they are learnt in a systematic way (Hinkel, 2005). Spanish and English are widely spoken around the globe and they have improved a lot in Afghanistan, especially SPanish after Spanish military existence in teh country as part of ISAF after 2001 to Afghanistan and after the establishment of some private schools where Spanish is a part of curriculum. This school was built due to the interest of Spanish embassy. As the embassy got informed that there is the Spanish department, they immidiately got interested and wanted to establish a school in Afghanistan too where Spanish will be taught as one subject in this only one school in Kabul city. Since, there are mostly non-native speaking teachers with different teaching approaches in Kabul University; the researcher therefore, conducted this study to compares English and Spanish language teachers in the university and a private school. Moreover, students’ perceptions as regards learning a second language are explored as well as their experience and motives. Data for this research is collected with the help of ready-made questionnaire which was distributed to 20 English teachers, seven Spanish teachers at the university, five teachers of Kabul international school, 50 students of Spanish department and 50 students of Kabul international school. In addition to this, five classes were observed in university and five in private school, which helped the comparison of teachers’ perceptions and factual teaching performance in the class. It was found that there are both similarities and differences among teachers of English and Spanish teachers when teaching these foreign languages. In schools these languages are taught superficially and teachers lack professional knowledge while in the university vice versa. This research also found that nearly all the staff and students in Spanish department are grown up in urban areas and none of the students while only three out of 12 Spanish teachers have visited Spain. Half of the students in school were concerned about the impact of Spanish on Afghan society while students in the university and Spanish teachers had the counter idea. Moreover, it was found that in university students were given articles, assignments and topics from magazines and newspapers apart from daily lessons for the intention that students strengthen their Spanish language while this practice was hardly visible in school classrooms. In school Spanish language was taught on lecture based where students rarely found any chance for practice of the language and most of the time was allocated for the translation of Spanish.
TEMP Afganistan
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Gordon, Leslie S. "Factors affecting English speakers' perception of L2 Spanish vowels." Connect to Electronic Thesis (ProQuest) Connect to Electronic Thesis (CONTENTdm), 2008. http://worldcat.org/oclc/436442802/viewonline.

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Books on the topic "Spanish languages"

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Chota Valley Spanish. Madrid: Iberoamericana, 2013.

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Afro-Peruvian Spanish: Spanish slavery and the legacy of Spanish Creoles. Amsterdam: John Benjamins Publishing Company, 2015.

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English and Spanish in Gibraltar. Hamburg: H. Buske, 1986.

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Lipski, John M. Afro-Bolivian Spanish. Madrid: Iberoamericana, 2008.

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Lipski, John M. Afro-Bolivian Spanish. Madrid: Iberoamericana, 2008.

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Irving, Nicole. Learn Spanish Language Pack (Learn Languages). E.D.C. Publishing, 1996.

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Discovering Languages - Spanish. Amsco School Pubns Inc, 2004.

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Robbins, Elaine S., and K. Ashworht. Discovering Languages: Spanish. Amsco School Pubns Inc, 1995.

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Robbins, Elaine, Ashworth, Kathryn R. Discovering Languages - Spanish. Amsco School Pubns Inc, 1995.

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Orme, Helen. Spanish (Primary Languages). Folens Publishers, 2001.

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Book chapters on the topic "Spanish languages"

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Nissen, Uwe Kjær. "Spanish. Gender in Spanish." In Gender Across Languages, 251–79. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/impact.10.16nis.

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Green, John N. "Spanish." In The World's Major Languages, 203–23. Third edition. | Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2018] | “First edition published by Croom Helm 1987.”: Routledge, 2018. http://dx.doi.org/10.4324/9781315644936-11.

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Green, John N. "Spanish." In The Major Languages of Western Europe, 226–49. London: Routledge, 2021. http://dx.doi.org/10.4324/9780203408148-11.

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Leonetti, Manuel. "Spanish VSX." In Romance Languages and Linguistic Theory 2012, 37–64. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/rllt.6.02leo.

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Lipski, John M. "Bozal Spanish." In Degrees of Restructuring in Creole Languages, 437. Amsterdam: John Benjamins Publishing Company, 2001. http://dx.doi.org/10.1075/cll.22.22lip.

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Clements, J. Clancy. "Form selection in contact languages." In Portuguese-Spanish Interfaces, 377–401. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/ihll.1.20cle.

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Glenz, Wolfgang W. "Spanish Index." In A Glossary of Plastics Terminology in 8 Languages, 420–38. 8th ed. München: Carl Hanser Verlag GmbH & Co. KG, 2021. http://dx.doi.org/10.3139/9781569908600.007.

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Rubin, Aaron D., and Lily Kahn. "Ladino (and Spanish)." In Jewish Languages from A to Z, 117–24. New York : Routledge, [2021]: Routledge, 2020. http://dx.doi.org/10.4324/9781351043441-24.

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Fábregas, Antonio, and Rafael Marín. "Spanish adjectives are PathPs." In Romance Languages and Linguistic Theory, 111–26. Amsterdam: John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/rllt.13.08fab.

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Kim, Sangyoon. "On Spanish possessive formation." In Romance Languages and Linguistic Theory, 261–76. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/rllt.8.14kim.

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Conference papers on the topic "Spanish languages"

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Maier, Wolfgang, and Carlos Gómez-Rodríguez. "Language variety identification in Spanish tweets." In Proceedings of the EMNLP'2014 Workshop on Language Technology for Closely Related Languages and Language Variants. Stroudsburg, PA, USA: Association for Computational Linguistics, 2014. http://dx.doi.org/10.3115/v1/w14-4204.

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Zacarías Márquez, Delfino, and Ivan Vladimir Meza Ruiz. "Ayuuk-Spanish Neural Machine Translator." In Proceedings of the First Workshop on Natural Language Processing for Indigenous Languages of the Americas. Stroudsburg, PA, USA: Association for Computational Linguistics, 2021. http://dx.doi.org/10.18653/v1/2021.americasnlp-1.19.

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Abilova, Zulfiyya. "INFLUENCE OF OTHER LANGUAGES ON THE LEXICAL SYSTEM OF THE INTERNATIONAL ENGLISH LANGUAGE." In Proceedings of the XXIII International Scientific and Practical Conference. RS Global Sp. z O.O., 2020. http://dx.doi.org/10.31435/rsglobal_conf/25112020/7256.

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Many natural languages contain a large number of borrowed words, which usually enter the language as the result of cultural-historical, socio-economic and other relations between people. The article is devoted to the English language which, in the process of its historical development, was crossed with the Scandinavian languages and the Norman dialect of the French language. In addition, English almost, throughout its history, had linguistic interaction with Latin, French, Spanish, Russian, German and other languages of the world. This article examines the influence of Latin, French and Scandinavian languages as well as the development of English as the language of international communication.
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Feng, Xiaocheng, Xiachong Feng, Bing Qin, Zhangyin Feng, and Ting Liu. "Improving Low Resource Named Entity Recognition using Cross-lingual Knowledge Transfer." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. California: International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/566.

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Neural networks have been widely used for high resource language (e.g. English) named entity recognition (NER) and have shown state-of-the-art results.However, for low resource languages, such as Dutch, Spanish, due to the limitation of resources and lack of annotated data, taggers tend to have lower performances.To narrow this gap, we propose three novel strategies to enrich the semantic representations of low resource languages: we first develop neural networks to improve low resource word representations by knowledge transfer from high resource language using bilingual lexicons. Further, a lexicon extension strategy is designed to address out-of lexicon problem by automatically learning semantic projections.Thirdly, we regard word-level entity type distribution features as an external language-independent knowledge and incorporate them into our neural architecture. Experiments on two low resource languages (including Dutch and Spanish) demonstrate the effectiveness of these additional semantic representations (average 4.8\% improvement). Moreover, on Chinese OntoNotes 4.0 dataset, our approach achieved an F-score of 83.07\% with 2.91\% absolute gain compared to the state-of-the-art results.
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Kučinskienė, Jurga, Maria Aurora Flórez de la Colina, Dorota Gawryluk, Dorota Krawczyk, Pilar Cristina Izquierdo Gracia, and Dainora Jankauskienė. "SMALL GLOSSARY OF TECHNICAL TERMS FOR ENGLISH-POLISH-SPANISH-LITHUANIAN LANGUAGES." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1568.

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Chakraborty, Akanksha, R. S. Sri Dharshini, K. Shruthi, and R. Logeshwari. "Recognition of American Sign Language with Study of Facial Expression for Emotion Analysis." In International Research Conference on IOT, Cloud and Data Science. Switzerland: Trans Tech Publications Ltd, 2023. http://dx.doi.org/10.4028/p-238mcg.

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Sign Language is a medium of communication for many disabled people. This real-time Sign Language Recognition (SLR) system is developed to identify the words of American Sign Language (ASL) in English and translate them into 5 spoken languages (Mandarin, Spanish, French, Italian, and Indonesian). Combining the study of facial expression with the recognition of Sign Language is an attempt to understand the emotions of the signer. Mediapipe and LSTM with a Dense network are used to extract the features and classify the signs respectively. The FER2013 data set was used to train the Convolutional Neural Network (CNN) to identify emotions. The system was able to recognize 10 words of ASL with an accuracy of 86.33% and translate them into 5 different languages. 4 emotions were also recognized with an accuracy of 73.62%.
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Пилипенко, Г. П. "Адаптация испанских глаголов в речи славян-переселенцев в Аргентине." In Межкультурное и межъязыковое взаимодействие в пространстве Славии (к 110-летию со дня рождения С. Б. Бернштейна). Институт славяноведения РАН, 2021. http://dx.doi.org/10.31168/0459-6.09.

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In the north-east of Argentina, in the province of Misiones, there are speakers of Ukrainian, Polish, Belarusian dialects, descendants of labor migrants who began to settle there since the end of the XIX century. During the field researches carried out from 2015 to 2019, narratives in dialect were collected in these languages. The paper discusses models of verb adaptation borrowed from the Spanish language in the speech of the descendants of Slavic immigrants. Both oral speech recordings and written sources of the dialect are involved (the diary of a migrant from Volhynia, Kirill Wozniuk, written in the South Volhynian dialect of the Ukrainian language). The models of verb adaptation in all three languages are identical.
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Ruiz-Perez, Sergio, and Gema Lopez-Hevia. "¿Y si usamos los dos? Attitudes towards Translanguaging in an L2 Spanish Writing Course." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13003.

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In the past decade, the second language acquisition (SLA) field has challenged the understanding of bi/multilingual speakers and even second language (L2) learners (Valdés, 2005). This multilingual reconception has brought the use of translingual practices to the forefront of the SLA discussion. Translanguaging is a new approach to language use, bilingual acquisition, and bilingual education that sees all acquired languages (or those being acquired) as components of one bi/multilingual repertoire (García & Wei, 2014). Discussions of specific pedagogical applications of translingualism have remained limited and have been regarded as speculative (Gervers, 2018; Matsuda, 2014). It is still unclear how such pedagogies would address the diverse needs of bi/multilingual student writers. Based on the need to further understand the use of translanguaging in the classroom, the present article explores the translingual practices and attitudes of students in a Spanish undergraduate writing class that permitted flexible use of translanguaging. Results from surveys and interviews suggest that students can better focus on the message they want to convey without linguistic pressure. Additionally, pairing students for collaborative writing enhances their overall drafting development.
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Suprun, Natalia. "COMPARATIVE ANALYSIS OF TEACHING THE ITALIAN LANGUAGE BASED ON THE POPULAR EUROPEAN LANGUAGES: ITALIAN-SPANISH-ENGLISH-FRENCH." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.5/s13.010.

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Moreno, Oscar. "The REPU CS’ Spanish–Quechua Submission to the AmericasNLP 2021 Shared Task on Open Machine Translation." In Proceedings of the First Workshop on Natural Language Processing for Indigenous Languages of the Americas. Stroudsburg, PA, USA: Association for Computational Linguistics, 2021. http://dx.doi.org/10.18653/v1/2021.americasnlp-1.27.

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Reports on the topic "Spanish languages"

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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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Avellán, Leopoldo, Claudia Calderón, Giulia Lotti, and Z’leste Wanner. Knowledge for Development: the IDB's Impact in the Region. Inter-American Development Bank, July 2021. http://dx.doi.org/10.18235/0003387.

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By analyzing a novel dataset on publications by the Inter-American Development Bank (IDB), we shed light on the extent to which the knowledge production of a multilateral development bank can reach its beneficiaries. We find that IDB publications are downloaded mostly in the American continent, with Colombia, Peru, Mexico and the United States leading the ranking. Moreover, during the COVID-19 pandemic downloads of IDB publications increased, both in the world and in Latin America and the Caribbean. Some characteristics of publications are significantly associated with higher numbers of downloads, such as the language of publications: documents in at least two languages or in Spanish only are downloaded more often than documents in English only, suggesting that it is important to disseminate research in the language of the targeted audience. As for the online discussion on the IDB, we find that mentions of the IDB touch different sectors important for development (especially modernization of the state, health, labor markets and financial markets), they increase when a document is published, and also when a loan is approved.
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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.
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Rudolph, Mytzi. Spanish for Health Care Professionals: Language and Culture. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7167.

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del Valle Rojas, CF, D. Caldevilla Domínguez, and C. Pacheco Silva. The presence of Chilean women researchers in Spanish-language journals. Revista Latina de Comunicación Social, July 2015. http://dx.doi.org/10.4185/rlcs-2015-1054en.

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Angrist, Joshua, Aimee Chin, and Ricardo Godoy. Is Spanish-Only Schooling Responsible for the Puerto Rican Language Gap? Cambridge, MA: National Bureau of Economic Research, February 2006. http://dx.doi.org/10.3386/w12005.

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Golstein, Alice. English-speaking Three-year-olds in a Spanish Language Immersion Program. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6737.

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Stills, Morgan. Language Sample Length Effects on Various Lexical Diversity Measures: An Analysis of Spanish Language Samples from Children. Portland State University Library, January 2016. http://dx.doi.org/10.15760/honors.250.

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Escobar Hernández, José Carlos. Working paper PUEAA No. 15. Teaching Spanish to Japanese students: The students’ profile, their needs and their learning style. Universidad Nacional Autónoma de México, Programa Universitario de Estudios sobre Asia y África, 2022. http://dx.doi.org/10.22201/pueaa.013r.2022.

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This paper focuses on the Japanese students’ learning process when they study Spanish as a second language. First, it mentions some students’ profile characteristic and their interests in learning a new language. Second, it describes the learning language system in Japan, the students’ behavior in the language classes, and which activities they prefer to do in class. In addition, it describes different kinds of learning methods that could be applied depending on the students’ interests and cultural differences. Finally, the author considers that teaching Spanish to Japanese students raises several issues that have to be attended in order to achieve success. Since learning a language implies hard work and effort, teachers must try different methods and approaches relying upon scientific evidence based on one fundamental assumption: people learn by doing things themselves.
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Cabezas, Clara, Bonnie Dorr, and Philip Resnik. Spanish Language Processing at University of Maryland: Building Infrastructure for Multilingual Applications. Fort Belvoir, VA: Defense Technical Information Center, September 2001. http://dx.doi.org/10.21236/ada457805.

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You might also be interested in the extended bibliographies on the topic 'Spanish languages' for particular source types:
Journal articles Dissertations / Theses Books
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