Dissertations / Theses: 'Spanish languages'

1

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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6

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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10

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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Martínez, Ramón Antonio. "Spanglish is spoken here making sense of Spanish-English code-switching and language ideologies in a sixth-grade English language arts classroom /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1971760601&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Ford, Marcia. "Una historia cultural de LatinoAmerica : a cultural history of Latin America /." [Rohnert Park, Calif.], 2003. http://members.aol.com/latinowebquest/Index.html.

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Fournier-Kowaleski, Lisa A. "Depicting washback in the intermediate Spanish language classroom a descriptive study of teacher's instructional behaviors as they relate to tests /." Columbus, Ohio : Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1130425075.

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O'Donnell, Mary E. "Use of textual elaboration with literary texts in intermediate Spanish." Diss., University of Iowa, 2005. http://ir.uiowa.edu/etd/102.

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Rideout, Judith. "Women's writing networks in Spanish magazines around 1900." Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/7859/.

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As an output of the HERA Travelling Texts project, created with the aim of uncovering the realities of women’s literary culture on the fringes of Europe during the long nineteenth century, this study was conceptualised to find out more about the networks of women writers in Spain around 1900, using the digitised corpuses of contemporaneous periodicals as the primary source material. Each chapter of the study centres on a particular periodical, which is used as the starting point for the community of writers and readers, both real and imagined. This thesis looks at the realities of the literary culture for creative women in the late nineteenth century-early twentieth century, exploring the strategies used by women (and men) to support each other in their literary endeavours, how they took inspiration and courage from each other, how they promoted their own names, and how they were received by wider society. The study will also focus on the transnational nature of this literary culture, looking at how women of different nations influenced each other’s work, with a view to understanding more about how cultural change takes place. Finally, this thesis hopes to persuade the reader that the periodical is a rich and under-utilised resource for discovering more about the lives of women writers and their network of relationships.

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Cubau, Maria Victoria. "A study of Spanish nominal ellipsis." FIU Digital Commons, 2005. http://digitalcommons.fiu.edu/etd/2678.

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This study seeks to account for the ungrammaticality of nominal ellipsis with definite articles, pre-nominal possessives, and quantifier todos ('all') and elucidate the role post-nominal adjectives and possessives, prepositional phrases headed by de ('of), and clauses headed by que ('that') play in facilitating ellipsis in otherwise ungrammatical environments. The theoretical approach combines syntax and semantics and intertwines notions of semantic identity, accent placement, entailment, and feature theory as proposed in Merchant (2001) and Schwarzchild (1999). The main claim is that licensing and identification of Spanish nominal ellipsis is three-fold and requires semantic identity between the antecedent and the ellipsis, a two-way entailment of the phrases containing the antecedent and the ellipsis site, and a feature-checking operation. The findings show that definite articles, pre-nominal possessives, and quantifier todos breach (some of) these requirements, while elements such as post-nominal adjectives reverse the effects of some of these violations, facilitating ellipsis.

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Schröpf, Ramona. "Translatorische Dimensionen von Konnektorensequenzen im Spanischen und Französischen : ein Beitrag zur linguistisch orientierten Übersetzungswissenschaft Romanisch - Deutsch /." Frankfurt am Main : Lang, 2009. http://d-nb.info/993980686/04.

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Zampaulo, Andre. "When Synchrony Meets Diachrony: (Alveolo)Palatal Sound Patterns in Spanish and other Romance Languages." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366281993.

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Fernández-Meneses, Jara. "Contemporary Spanish film policies, 1982-2010." Thesis, University of Kent, 2016. https://kar.kent.ac.uk/58339/.

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This thesis examines how the Spanish film legislation that was passed between 1982 and 2010 has shaped the production, circulation and reception of contemporary Spanish cinema. The study of film legislation is crucial to understanding how the cultural value of contemporary Spanish cinema is created since laws are the main instrument through which the Spanish state has established the funding policies directed towards the production of films. Owing to the weak nature of the Spanish production sector since its inception, and the lack of private investment, the Spanish state, and, since 1999, the public and private television companies, have been the major financial support for the production of films. Furthermore, film legislation itself defines the type of films that are considered to be worthy enough to receive state funding, and, therefore, the type of films promoted by the state to be nationally consumed and internationally exported. Consequently, it is essential to understand why and how the funding policies have been established, by whom, and towards the support of what type of films. My thesis' argues that film legislation should be regarded as the key instrument through which a state tries to regulate the national film industry. It is nonetheless necessary to point out that the Spanish case is more complex, since film legislation has also been mainly enacted to solve the Spanish film industry's endemic problems. More importantly, my thesis' main contention is that film legislation has to be regarded as the site in which the debate about the type of cinema wanted for the nation acquires its main expression. In order to critically address the political, economic and cultural functions of the different funding policies established between 1982 and 2010 my thesis is informed by Pierre Bourdieu's theory of cultural production; in particular, on his notions of field, capital and habitus as specifically stated in Distinction. A Social Critique of the Judgements of Taste ([1984] 2010) and The Rules of Art ([1996] 2012). Through this theoretical framework, my thesis argues that film legislation does not emerge in a vacuum because the laws respond to different demands from those involved in creating the cultural value of Spanish cinema: the policymakers in charge of the film policies, the film professionals, and, to a lesser extent, the key film critics. My thesis accounts for the ways in which the cultural value of these films has been created by locating and interrogating the main demands of the type of films regarded to be worthy of the state financial support and by pointing out who have raised them; secondly, it identifies whether those demands have been enshrined in the laws and it demonstrates the ways in which the interests of those involved in the creation of the cultural value of Spanish films have informed the funding policies set by the laws. Thirdly, it provides an understanding of how the key policymakers have acquired their ideas about cinema and how those ideas have been reflected in the laws. Finally, through four case studies, my thesis analyses the modes of cinematic production that those funding policies have led to and the types of films that they have fostered.

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Garralda, Ortega Ángel. "The social construction of the Spanish nation : a discourse-based approach." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/4989/.

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This thesis analyses Spanish nation-building from a social-constructionist perspective assuming that nations are historically evolving social constructs and that nationhood is a largely modern phenomenon with pre-modern antecedents. A theoretical model for studying nationhood is proposed based on a critique of nationalism theories, Giddens’s social structuration model (Giddens 1984) refined by Sewell (2005); modernisation theories and discourse analytical approaches. A discourse-oriented methodology is proposed: Spanish nation-building, conceptualised as semiotically-mediated social action situated across time-space, is analysed nomothetically and ideographically, both in its broad historical context and in connection with recent narratives extracted from a large purpose-built corpus of newspaper articles. Several factors behind Spain’s problematic nation-building are identified in the socio-historical analysis: an unyielding geography inhibiting communications, a long history of political and cultural fragmentation, a late and uneven modernisation and the lack of hegemonic national narratives in the context of a long history of confrontation between different identities. The corpus-based discourse analytical approach employed in the latter part of the analysis illustrates the potential offered by corpus-assisted discourse studies in social research, revealing that a widely-accepted Spanish identity discourse from the centre’s perspective has not yet emerged.

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Kern, Joseph. ""Como" in Commute: The Travels of a Discourse Marker Across Languages." Thesis, The University of Arizona, 2012. http://hdl.handle.net/10150/265378.

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The present investigation is a mixed method study combining quantitative and qualitative analyses to explore the use of "como" as a discourse marker in the Spanish spoken in Southern Arizona, based on a corpus of twenty-four sociolinguistic interviews of young male and female Spanish-English bilinguals. In a data set of 1148 occurrences of "como," 21.3% fulfill a focus discourse function, 2.2% fulfill a quotative discourse function, and 76.5% fulfill a lexical function. The analysis of young Spanish-English bilinguals using "como" in Spanish to fulfill discourse functions of "like" in English sheds light on how bilinguals structure discourse by drawing from both languages. The results of this study on the diffusion of the focus and quotative "como" to another Spanish-English bilingual community add to our knowledge of how discourse markers can travel both within and between communities and across languages.

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Ching, Yin Fong. "Socio-demographic effects on native language retention for groups speaking Spanish and groups speaking Asian languages in South Florida." FIU Digital Commons, 2002. http://digitalcommons.fiu.edu/etd/2340.

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This thesis examined the contribution of socio-demographic characteristics to native language retention among Hispanics and Asians in Miami-Dade County (MDC). Data from the 1990 Public Use Microdata Samples (US Census) for MDC were used. Because the dependent variable, native language use in the home, was dichotomous, logistic regression was employed. Consistent with the ecological perspective and the hypothesized effects of a Spanish-speaking enclave in MDC, the results confirmed linguistic household isolation, residential segregation, household size, and employment were statistically significant predictors of parental language retention for Hispanics. However, for Asians, only linguistic household isolation and household size were found to be statistically significant predictors of native language retention with no effects for residential or work environments. The findings also indicated the processes of parental language maintenance differed between Hispanic and Asian groups in which native language retention was greater among Spanish-speaking groups when compared to groups speaking Asian languages in Miami-Dade County.

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Carretero, García Paloma. "A lexical functional grammar account of Spanish weak dative pronominals." Thesis, University of Essex, 2017. http://repository.essex.ac.uk/19951/.

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This thesis is concerned with Spanish weak dative pronominals. Similar elements-generally labelled as clitics- in many languages have been focus of much research in Linguistics. The present study, however, abstracts away from classic approaches that had the external form of clitics as their main focus and provides description and analysis of very specific uses of dative pronominal items, namely when they appear on ditransitive constructions, with psychological predicates or in a configuration where they are not lexically specified in the valency of the verb, the so-called non-selected datives. The analysis of the dative in ditransitive constructions is twofold. We claim that the distribution of the dative in such configurations has semantic and syntactic implications. The presence of the dative pronoun is becoming grammaticalised and provides an entailment of affectedness. In instances of clitic doubling where we have both the pronoun and a noun phrase, we are treating the pronoun as the element that the predicate subcategorises for and the noun phrase is linked to it through information structure. This analysis is quite innovative as it ensures both elements are linked but they retain syntactic independence, in contrast with their treatment in previous approaches. With psychological predicates, we are concerned with what the status of the dative marked argument is; as previous approaches have contradictory views of it as subject or object. We analyse this dative with the tools provided by Lexical Mapping Theory and disagree with previous accounts by proposing an analysis of this dative as OBJɵ. With regards to non-selected datives in Spanish, they have not been widely discussed in the literature. We describe the different types and propose a finer grouping based on their ability to be treated as derived arguments. We sketch an analysis that adds a dative argument to the valency of a predicate through a lexical operation.

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Mullen, Kristen. "A Cross-Generational Analysis of Spanish-to-English Lexico-Semantic Phenomena in Emerging Miami English." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1801.

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Sociolinguists have documented the substrate influence of various languages on the formation of dialects in numerous ethnic-regional setting throughout the United States. This literature shows that while phonological and grammatical influences from other languages may be instantiated as durable dialect features, lexical phenomena often fade over time as ethnolinguistic communities assimilate with contiguous dialect groups. In preliminary investigations of emerging Miami Latino English, we have observed that lexical forms based on Spanish lexical forms are not only ubiquitous among the speech of the first generation Cuban Americans but also of the second. Examples, observed in field work, casual observation, and studied formally in an experimental context include the following: “get down from the car,” which derives from the Spanish equivalent, bajar del carro instead of “get out of the car”. The translation task administered to thirty-one participants showed a variety lexical phenomena are still maintained at equal or higher frequencies.

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Whipple, Melanie. "The effect of global awareness on a middle school foreign language student." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-3/r1/whipplem/melaniewhipple.pdf.

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Trenchs, Mireia. "Using electronic mail to write in a foreign language : a case study in a public elementary school /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11547042.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.
Typescript; issued also on microfilm. Sponsor: Jo Anne Kleifgen. Dissertation Committee: Clifford Hill. Includes bibliographical references (leaves 135-141).

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Laguna, Patricia. "Érase una vez--el pretérito y el imperfecto--adquisición de aspecto por parte de estudiantes de espanõl en un programa de inmersión." Connect to resource online, 2008. http://hdl.handle.net/1805/1870.

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Thesis (M.A.)--Indiana University, 2008.
Title from screen (viewed on August 28, 2009). Department of World Languages and Cultures, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Marta Antõn. Includes vita. Includes bibliographical references (leaves 65-67).

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Nicholls, Kristine Dianne. "A correlational study of reading comprehension in Spanish and English." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1845.

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Verde, Erica. "Investigating Miami English-Spanish Bilinguals' Treatment of English Deictic Verbs of Motion." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1229.

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This investigation focused on the treatment of English deictic verbs of motion by Spanish-English bilinguals in Miami. Although English and Spanish share significant overlap of the spatial deixis system, they diverge in important aspects. It is not known how these verbs are processed by bilinguals. Thus, this study examined Spanish-English bilinguals’ interpretation of the verbs come, go, bring, and take in English. Forty-five monolingual English speakers and Spanish-English bilinguals participated. Participants were asked to watch video clips depicting motion events and to judge the acceptability of accompanying narrations spoken by the actors in the videos. Analyses showed that, in general, monolinguals and bilinguals patterned similarly across the deictic verbs come, bring, go and take. However, they did differ in relation to acceptability of word order for verbal objects. Also, bring was highly accepted by all language groups across all goal paths, possibly suggesting an innovation in its use.

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Frederick, Tammy G. "Semiosis of Self: Meaning Making in a High School Spanish for Native Speakers Class." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/msit_diss/64.

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Located in social semiotics (Hodge & Kress, 1988), theories of identity (Goffman, 1959; Holland, Lachicotte, Skinner, & Cain, 1998), and third space (Gutierrez, Baquedano, & Turner, 1997; Rowe & Leander, 2005), this dissertation presents the findings from a year long, field-based qualitative study with a high school class of nine Spanish for Native Speakers (SNS) students and their teacher. The study used an arts-infused multimodal curriculum exploring Spanish language texts and cultures from around the world. The following questions guided this study: (a) What factors were considered as the teacher and the researcher co-planned this arts-infused multimodal curriculum, and how did the consideration of those factors shape the curriculum?, (b) How did students enrolled in this SNS class negotiate meaning and identity as they worked within this class?, and (c) What discourses around students’ meaning making practices and identities emerged within their visual texts over time and across texts? Data sources included interviews, observations, student-generated visual texts, photographs from class sessions, student journals, and audio and videotapes of portions of class discussions and activities. Visual texts were coded for elements of visual design and apparent discourses with which the text-maker identifies (Albers, 2007b; Kress & van Leeuwen, 2006). Five themes emerged from the data: 1) The teacher participant and researcher co-created the curriculum using critical-care pedagogy; 2) Actual participation in and creation of visual and multimodal texts shaped the classroom community; (3) Negotiation and meaning making occurred through the flexible use of sign systems; 4) Participants worked through understandings of self; and 5) Personally relevant discourses emerged within individual and group texts. The study suggested that heritage language courses like this one can teach more than language. Such courses deserve attention as havens where students’ complex meaning making of themselves, their worlds, and their places in them are freely explored.

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Dorman, Molly Elizabeth. "Sound Change Patterns from Latin in the Following Romance Languages: Italian, Spanish, Portuguese, and French." Thesis, The University of Arizona, 2010. http://hdl.handle.net/10150/146850.

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Facipieri, Chiara <1991&gt. "Shared syntactic representation in non-native languages: the case of Italian-English-Spanish late trilinguals." Master's Degree Thesis, Università Ca' Foscari Venezia, 2022. http://hdl.handle.net/10579/21920.

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Lo studio si propone di esaminare la rappresentazione mentale di frasi e, nello specifico, di testare se parlanti di madrelingua italiana presentano una rappresentazione della sintassi integrata tra la loro L2 (Inglese) e la loro L3 (Spagnolo) o se le informazioni sintattiche e semantiche delle due lingue sono mantenute separate. La presente ricerca vuole contribuire alla letteratura esistente sulla rappresentazione sintattica in parlanti trilingue. Usiamo un paradigma di priming cross-linguistico dall’Inglese allo Spagnolo e viceversa. I partecipanti leggono una frase prime in una lingua (e.g., L2) e descrivono un’immagine nell’altra lingua (L3). Il disegno sperimentale (within-subjects) prevede due variabili indipendenti: struttura del prime (attiva/passiva) e animatezza (Agente Inanimato-Paziente Inanimato/Agente Inanimato-Paziente Animato). Manipolare l’animatezza ci permette di testare se la produzione è condizionata da informazioni concettuali in lingue non native. Inoltre, vogliamo esaminare se la competenza linguistica nella L2 e nella L3 influenza il grado di priming. Ci aspettiamo un effetto positivo del priming tra L2 e L3, in linea con lo shared-syntax account (Hartsuiker et al., 2004). Ci aspettiamo che questo sistema condiviso sia più integrato in parlanti con livelli di lingua più alti (Bernolet et al., 2013). Infine, ipotizziamo che i partecipanti producano più frasi passive quando il paziente è animato rispetto a quando è inanimato (Prat-Sala & Branigan, 2000).

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Noe, Kelly Dawn. "Incidental lexical acquisition and the modification of glosses in intermediate Spanish." Oxford, Ohio : Miami University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1091560569.

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Cordova, Dorothy Gutierrez. "Effective structuring of the classroom for Spanish-speaking children with delayed oral language development." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/632.

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35

Sproule, Kent Arthur. "Criteria for the effective translation of spoken discourse : the evidence from selected modern Spanish texts." Thesis, University of Glasgow, 1995. http://theses.gla.ac.uk/1805/.

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The objective of this thesis is the formulation of a set of guidelines, criteria, which will serve as a bench mark for those who wish to attempt the translation of non-oral spoken discourse. This will be achieved by the examination of three modern Spanish texts and their translated equivalents in English. The Introduction sets the study in context and attempts to study the notion of translation in a general context before moving on to a closer examination of the translation of spoken discourse, and the problems which this form of language engenders. Chapter 2 examines the novel El Jarama and its translation in the light of a wide range of the published translation theories of Peter Newmark, and attempts to apply these systematically, in order to evaluate the effectiveness, or otherwise, of these theories. Chapter 3 examines Tiempo de silencio and its English language version, paying particular attention to the forms of discourse employed in the original, notably internal monologue, and the way that these formats affect the impact of the Spanish text, before moving on to examine how these issues have been dealt with in translation. Other elements which may be of relevance to the translator, such as layout and symbolism, and their effect on spoken discourse, are investigated. Chapter 4 deals with a play, Las cartas boca abajo, and its translation for the radio. This study looks at the problems associated with this medium in the context of spoken discourse, as well as examining a number of problems associated with the text, including culture and expansion. The conclusion attempts to set all the points raised in context and address the problem of drawing up a definitive list of criteria for the effective translation of spoken discourse.

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Velazquez, Cristina. "REVOLUCIÓN DE IDENTIDAD: AN AUTOETHNOGRAPHY ON SPANISH HERITAGE LANGUAGE & IDENTITY." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/938.

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This autoethnography narrative examines my journey as a first-generation Mexican immigrant woman from birth, through completion of the doctorate degree at California State University, San Bernardino. The purpose in writing this autoethnography is to present a personalized account of my experiences growing up, in communicating between two languages, the structural and personal motivators behind maintaining a heritage language (Spanish), and to reflect, in my experience, how I have negotiated with multiple social identities, including ethnic, academic, and bilingual identities. In this self-study, I bring the reader closer to Mexican-American identity, language, and culture. Specifically, this qualitative analysis of Spanish Heritage Language (SHL) and identity will examine the following questions: a) How did I perceive and negotiate my bilingual identity?; b) What obstacles did I face when speaking English, Spanish or both?; c) What role does SHL have in identity development? I have chosen a qualitative approach, specifically an autoethnography, to answer these questions in order to add to existing literature rooted in the lived experience of Spanish heritage language maintenance. This approach allows me to be the researcher, subject, and narrator of the study, and allows me to reflect on my education as a bilingual and bicultural immigrant student. The autoethnographer’s subjective experiences (my stories) become the primary data and encompass looking at a culture through the lens of the researcher. While searching for themes written in vignettes, my journey is an account of two worlds, which coexist, in the infinite intricacy of language learning, speaking, thinking, and being.

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Todea, Ana Maria. "The imperfect-preterite opposition in romance languages." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:0fd5df3b-07ad-4055-84fd-5bfb9ee79725.

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An aspect of the Romance languages that defies neat linguistic analysis is tense usage. In particular, students of Romance languages as well as grammarians have found it difficult to provide a consistent explanation for the imperfect - preterite opposition. Two main points of contention concern (i) the question of whether the two forms have an inherent aspectual content and (ii) the structure and role of lexical aspectual information in determining the overall meaning of a sentence. While the attempts at explaining French and Spanish usages of the imperfect and the preterite are numerous, hardly any work has been done in the interpretation of Romanian data. Furthermore, a general assumption that the same form - function opposition holds across Romance languages has led to cross-linguistic differences rarely being examined. I argue that the imperfect and the preterite do have an inherent aspectual content. However, in opposition to previous accounts, I maintain that the preterite does not provide a ‘closed’ viewpoint and that an atelic eventuality described by the verb phrase in the preterite can continue up to the present moment. I propose a description of the imperfect - preterite opposition that includes finer distinctions of lexical aspect based on its constituent stage structure. These finer lexical aspectual distinctions allow the identification of an area of divergence in the use of the two forms in French, Spanish, and Romanian: the preterite was found to be used more widely with states in Romanian than in French and Spanish.

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Sequeiros, Xosé Rosales. "Applications of relevance theory to the description of Galician and Spanish and to translation." Thesis, University of Greenwich, 2004. http://gala.gre.ac.uk/6283/.

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The published work submitted herewith involves the application of Relevance theory (as a theory of verbal communication) to the description of Galician and Spanish, and to translation. The phenomena studied within these areas are examined from the point of view of language use. This allows us to see them together as instantiations of language and thus as being theoretically and fundamentally of a kind. As a result, they are also subject to the same principles of communication. The theoretical approach used and applied throughout is that of Relevance theory. This approach allows for an explanatory theory of verbal communication, which encompasses the two areas under study and thus provides a unitary theoretical framework to account for the phenomena examined. The various aspects of language description and translation explored here are therefore seen as instances of verbal communication to be studied precisely under a single general theory (and not as instances of different fields that should be examined by different theories). This submission is structured in three parts. The first part involves an introduction to the publications submitted, which includes a brief literature review. This review provides an overview of the most important approaches to communication, including the code mode, the Gricean approach and the approach adopted here, namely, Relevance theory. This introductory part also includes a discussion of the overall coherence of the publications submitted, together with their impact and contributions in the wider context of the field of study. The second part of this submission deals with applications of Relevance theory to the description of Galician and Spanish in a range of areas, including prepositional direct objects, presuppositional effects, interpretive use of language, and non-declarative sentences. In all these cases, current approaches are reviewed and critiqued, and alternative accounts are provided as applications of the theoretical framework provided by Relevance theory. The third and final part of this submission deals with applications of Relevance theory to translation in a number of areas, including interlingual interpretive use of language, interlingual enrichment, interlingual impoverishment, and degrees of acceptability in translation. One of the main themes in common between all these areas is the notion of discrepancy between original and target texts in translation. It is shown that many of these translation discrepancies arise from the gap found in verbal communication between what is encoded and what is communicated. Some of the most important types of gap that exist in verbal communication are examined in detail and their impact on translation explored throughout.

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Fehrmann, Georg. "Graphophonie des Spanischen : Aussprache und Schrift in der Perspektive des Fremdsprachenunterrichts /." Bonn : Romanistischer Verl, 2001. http://www.gbv.de/dms/sub-hamburg/324706456.pdf.

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Moberg, Marleny del Rosario. "DEN MUNTLIGA KOMMUNIKATIONEN PÅ SPANSKA I DET SVENSKA KLASSRUMMET." Thesis, Mälardalen University, School of Education, Culture and Communication, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-5599.

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Mitt arbete har skrivits i syfte att klargöra användningen av det spanska språket i muntlig kommunikation mellan elever och lärare resp. mellan eleverna själva. Syftet var även att ta reda på den muntliga kommunikationens betydelse för elevernas språkutveckling. De forskningsmetoder, som jag har använt till mitt arbete, är klassrumsbaserade observationer som genomfördes under lektioner i två klasser som läser spanska steg 3, samt kvalitativa intervjuer med två spansklärare och 6 gymnasieelever på två olika gymnasieskolor.

Sammanfattningsvis vill jag påpeka, att genom mina observationer har jag kommit fram till att det spanska språket används i huvudsak mellan lärare och elever när läraren ställer frågor och när elever svarar på dessa. Dessutom används det muntligt mellan elever när dessa arbetar parvis och genomför en uppgift. Intervjuer med sex gymnasieelever och två spansklärare har jag kommit fram till att den muntliga kommunikationen i klassrummet är mycket viktig för elevernas språkutveckling. Alla elever som deltog i min studie visade en positiv attityd till denna, och de flesta ville använda spanska mycket mera i muntlig kommunikation. Med mina observationer har jag kommit fram till att lärarna skapade olika aktiviteter för att främja elevernas användning av det spanska språket i klassrummet.

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Dufort, y. Álvarez Phoyu Lucía. "Sor Juana Inés de la Cruz : ¿Trampas de la fe o plan deliberado?" Thesis, Stockholm University, Department of Spanish, Portuguese and Latin American Studies, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7964.

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Sor Juana Inés de la Cruz es una de las figuras más importantes de la literatura hispana de la época virreinal. Nacida en México en 1648, entra al convento de San Jerónimo a los veinte años de edad donde permanece hasta el fin de sus días, en el año 1695. A principio de los años 1690, sor Juana entra en conflicto con ciertas autoridades de la iglesia, lo que resulta en su abandono de las letras.

Siguiendo una propuesta de Carlos Vidales, el tutor de esta monografía, nos proponemos analizar la verosimilitud de la tesis que sostiene que al renunciar a las letras sor Juana burló al tribunal de la Inquisición. Basándonos principalmente en el libro de Octavio Paz Sor Juana Inés de la Cruz o Las Trampas de la Fe, uno de los más completos estudios de la vida de la monja, realizaremos este análisis, arguyendo en contra de la descripción del autor, quien sostiene que sor Juana fue vencida por sus inquisidores. Al mismo tiempo es justamente en este libro donde encontraremos fundamento para nuestra hipótesis.

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Lööv, Sandra. "La liberación femenina en la obra Mujeres de ojos grandes de Àngeles Mastretta." Thesis, Växjö University, School of Humanities, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-2042.

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Sumario

En este estudio se usa el corpus Mujeres de ojos grandes de Ángeles Mastretta. Es una escritura femenina que contiene cuentos sobre unas ‘tías’ y sus vidas. En la parte teórica-metodológica se explica que las mujeres y los hombres tienen diferentes roles en la vida. Sus roles son dependientes de los pensamientos corrientes sobre lo femenino y lo masculino que existen en la sociedad. Entre las mujeres y los hombres existe una desigualdad en cuanto a las actividades cotidianas. Se ve que las mujeres se mueven en el mundo privado donde se dedican a lo doméstico y los hombres se mueven en el mundo público trabajando afuera de la casa.

Se explica que los seres humanos hemos creado normas que nos dicen cómo deben comportarse los dos diferentes sexos, es decir, normas de género. Las normas han contribuído a los estereotipos masculinos y femeninos. Es decir, tipos con ciertas características que serían típicas para mujeres y hombres.

En esta monografía se explica que las protagonistas femeninas en el corpus muchas veces viven según las normas sobre lo femenino y por eso forman parte del modelo del esterotipo de la mujer occidental. Estudiando las mujeres y sus maridos se muestra que tienen diferentes características debido a su sexo. Finalmente se concluye que las protagonistas transgreden las normas. Se liberan de sus vidas cotidianas y de sus matrimonios. Por consiguiente, llegan a una liberación. Evolucionan a mujeres libres e independientes de sus maridos. Se concluye que las protagonistas representan una liberación de las normas de género de la época en que se sitúa la obra.

Palabras clave: Mujeres de ojos grandes, Ángeles Mastretta, la escritura femenina, la construcción de género, los roles sociales, la transgresión y la liberación femenina.

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Wilkins, Rivera Ariana. "El uso de TIC, ?herramienta útil o sobreestimada? : Un estudio desde el punto de vista del profesor de español." Thesis, Växjö University, School of Humanities, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-2570.

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Piñar, Larrubia Pilar. "Negative polarity licensing and negative concord in the Romance languages." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/187478.

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The purpose of this study is to contribute to the investigation of the semantics and syntax of Negative Words (N-words) in negative concord languages, with a focus on Spanish. An in-depth look into the syntactic behavior as well as into the meaning of terms such as nadie 'nobody', nada 'nothing', nunca 'never', etc., will provide some insight into the controversial nature of these words in the Romance languages as well as a better understanding of their peculiar pattern of distribution. On a larger picture, a thorough investigation of the semantics and syntax of these items will, in turn, contribute to a better understanding of the nature of negative polarity items in general. Thus, as I just anticipated, my conclusion is that N-words are in fact equivalent to negative polarity items, and that the phenomenon of negative concord, by which, in some languages, various negative items contribute only one semantic negation to a sentence, is a subcase of the crosslinguistic phenomenon of negative polarity licensing. In this respect, my analysis of N-words builds on the analyses of Bosque (1980) and Laka (1990). I base my conclusion that N-words are negative polarity items upon an extensive survey of comparative data coming from different Romance languages as well as from English, and I bring up new data and arguments supporting my view on the issue. In addition to arguing for the negative polarity nature of N-words, I also explore the extent to which syntactic operations are involved in the licensing of N-words, and I provide evidence showing that N-word licensing does not directly involve syntactic movement (contra most standard assumptions). Finally, in my investigation of the nature of N-words, I go beyond simply identifying them as negative polarity items. Specifically, I look deeply into the logicosemantic contribution of N-words, and I present arguments and data showing that N-words do not have either negative or any other kind of quantificational force. Rather, as I argue, they are better characterized as logicosemantic variables (in the sense of Kamp 1981 and Heim 1982.) In this regard, I depart from Bosque's (1980) and Laka's (1990) characterization of N-words. My view is more radical than theirs in that I do not just claim that N-words do not have inherent negative content, but also that they do not have any quantificational force of their own at all.

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

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Paffey, Darren J. "Language, discourse and ideology : the Real Academia Española and the standardisation of Spanish." Thesis, University of Southampton, 2008. https://eprints.soton.ac.uk/66541/.

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This thesis aims to investigate the nature of ideologies of language, and specifically to understand what kinds of linguistic, social, political and historical factors impact upon and inform ideologies of standardisation. I consider the particular case of the Spanish language, and examine how public debates in Spain’s press constitute discursive sites in which the ideologies of language authorities are evidenced. There are few studies which identify and critique the social actors in Spanish standardisation, and this thesis is a contribution to addressing that absence. By adopting a Critical Discourse Analysis approach , I seek to relate the microstructures of texts from two of Spain’s best-selling daily newspapers (El País and ABC) to the socio-political macrostructures in which press discourse is produced, and in which hegemonic ideologies underpin debates about Spanish. The press is a crucial vehicle of transmission in which language ideologies are staked out, and the large data corpus allows me to identify recurring aspects of discourse which become ‘naturalised’ and form ‘common sense’ beliefs about Spanish, its role, its authorities, and the practices of those who ‘guard’ the language. The principal guardian of Spanish, the Real Academia Española (RAE), is the particular focus of this thesis. I interrogate RAE discourse and shed light on this institution’s role in producing and maintaining a ‘standard’ Spanish in the contemporary context. Discourses of language unity and community are central, as are themes which form a vision of Spanish on an international scale. I argue that the RAE’s discourse serves to reinforce its authority and leadership in standardisation. I further argue that this centralisation of linguistic authority is occurring simultaneously with a rescaling and expansion of standardisation practices which go beyond the nation-state paradigm in pursuit of a ‘total Spanish’ guided by ‘panhispanic norms’. The role of other elite institutions in the panhispanic language policy is also legitimised in press discourse, with important social, cultural and commercial implications for not just Spain, but the entire Spanish-speaking world.

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Schulte, Kim. "Prepositional infinitives in Romance : a usage-based approach to syntactic change /." Oxford [u.a.] : Lang, 2007. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=016327219&line_number=0004&func_code=DB_RECORDS&service_type=MEDIA.

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Simoncini, Mirna. "Att leva som ett tvåspråkigt barn : En studie om tvåspråkighet med speciellt fokus på spansktalande barn i Sverige." Thesis, Umeå University, Education, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-483.

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Syftet med det här examensarbetet är att komma lite närmare tvåspråkighetens värld och att få en djupare kunskap om detta fascinerande universum. Att lära känna de förhållanden och samspel som skapas mellan individer i det flerspråkiga samhället har blivit allt mer aktuellt och angeläget och därför valde jag det här temat. Forskningsfrågor i detta arbete fokuseras på tvåspråkig inlärning och uppfostran och hur det påverkar individens identitet samt vilka fördelar respektive nackdelar tvåspråkighet innebär. Arbetet är uppbyggt i två delar. Den första baseras på litteratur studier som beskriver tvåspråkighet på ett generellt sätt och den andra på en empirisk studie där jag fokuserar på några av de tvåspråkiga spansktalande barn som bor i Sverige. Som forskningsmetod i den empiriska delen har jag intervjuat 5 tvåspråkiga spansktalande barn mellan 10 och 16 år och deras familjer. Både resultaten från litteraturen och den empiriska studien visade att tvåspråkighet är en tillgång snarare än ett hinder och det också är något helt normalt i majoriteten av världens länder. Människan har alltså kapacitet att lära sig och kommunicera på mer än ett språk och att växla mellan olika språk behöver inte betyda att personen har en fattig vokabulär, det kan vara ett tecken på en välutvecklad språkförmåga. Ett språk är en stor del av en människas identitet och kultur, de människor som har flera språk hittar ofta en jämvikt mellan två olika kulturer och kan se på världen med ett vidare perspektiv. Tvåspråkiga personer är ofta mer öppna och toleranta för meningsskiljaktigheter.

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Arellano, Soto German. "A videoconferencing tandem exchange involving adult learners of english and spanish as foreign languages : an interactionist perspective." Doctoral thesis, Université Laval, 2018. http://hdl.handle.net/20.500.11794/32271.

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Pour les fins de la présente étude, des vidéoconférences ayant pour objectif l‘apprentissage en tandem par le jumelage d‘étudiants universitaires de l‘anglais langue étrangère et de l‘espagnol langue étrangère ont été soumises à l‘analyse. Partant du cadre notionnel interactionniste (Ellis et al., 2001a; Loewen, 2005; Long, 1980; Varonis & Gass, 1985), elle vise à examiner quatre phénomènes: 1. les lacunes remarquées par les sujets dans leur propre interlangue, c‘est-à-dire la production d‘épisodes visant la forme/EVF pendant qu‘ils transigent le sens au cours des vidéoconférences avec tâches d‘apprentissage par jumelage de l‘anglais langue étrangère et de l‘espagnol langue étrangère; 2. l‘effet produit ultérieurement sur l‘apprentissage langagier quand l‘apprenant remarque lesdites lacunes épisodiquement; 3. les caractéristiques des EVF permettant le mieux de prédire l‘évolution de l‘apprentissage d‘une langue seconde dans le contexte de l‘utilisation des vidéoconférences; 4. les sources d‘appui auxquelles les sujets ont eu recours pour tirer le meilleur parti des possibilités d‘apprentissage qui se présentent dans une vidéoconférence d‘apprentissage jumelé. Cinq étudiants hispanophones d‘une université mexicaine apprenant l‘anglais langue seconde au niveau intermédiaire ont été jumelés avec cinq étudiants anglophones d‘une université américaine apprenant l‘espagnol au niveau intermédiaire. Les séances d‘apprentissage par jumelage sur vidéoconférence avaient pour point de départ sept tâches sur des thèmes susceptibles d‘intéresser les sujets, à effectuer en conversation libre. Les données recueillies sur dix semaines émanent de trois sources principales: la transcription des vidéoconférences (570 pages), des tests effectués après les séances, soit immédiatement ou avec intervalle d‘attente, et un questionnaire. Grâce à l‘analyse des transcriptions effectuées dans le cadre élaboré par Loewen (2005) pour l‘analyse des EVF, il a été possible de constater que dans les rencontres d‘apprentissage jumelées les étudiants produisaient une quantité importante de tels épisodes, autant du côté espagnol qu‘anglais langue étrangère (915 en tout). Les résultats pour tous les objets linguistiques de type EVF faisant l‘objet de tests effectués après les rencontres ont été réunis afin de permettre la réalisation d‘une analyse Équations d‘estimation généralisées (EEG). L‘analyse des tests effectués immédiatement après les rencontres d‘apprentissage jumelés et de ceux effectués avec un intervalle d‘attente révèle que dans les deux cas, les sujets se rappelaient plus de la moitié des objets linguistiques visés, soient des EVF. Bien que la quantité de tels objets dont les sujets se rappelaient aux tests effectués avec un intervalle d‘attente était moindre, cette différence n‘était pas statistiquement significative. À la différence d‘études réalisées antérieurement (Loewen, 2005; Shekary & Tahririan, 2006) pour lesquelles la prise (uptake) réussie constitue un prédicteur valide de l‘évolution de l‘apprentissage d‘une langue seconde, les analyses de la présente étude portent à croire que l‘unique facteur d‘importance pouvant servir à faire de telles prédictions serait plutôt la correction reportée (deferred timing). L‘analyse des sources d‘appui (Chapelle, 2001) dans lesquelles ont puisé les sujets pendant les rencontres jumelées pour rehausser les possibilités d‘apprentissage pendant les vidéoconférences se sont avérées être de trois types principaux: le clavardage, les images et le tableau blanc. Plus généralement, la présente étude permet d‘affirmer que les rencontres jumelées en vidéoconférence constituent une activité utile pour l‘apprentissage et l‘acquisition d‘une langue seconde. Les incidences de cette étude sur l‘enseignement de même que les pistes de recherches futures qu‘elle suggère sont traitées.
The present study analyzed videoconferencing tandem language learning exchanges between university students of English as a foreign language (EFL) and Spanish as a foreign language (SFL). Based on an interactionist perspective (Ellis et al., 2001a; Loewen, 2005; Long, 1980; Varonis & Gass, 1985), it sought to explore: 1. participants noticing of the gap in their interlanguage (i.e., production of focus-on-form episodes/FFEs) during the negotiation of meaning in the context of tandem language learning tasks for EFL and SFL, 2. the effect of incidental noticing on subsequent language learning, 3. the characteristics of FFEs that best predict L2 learning in a videoconferencing context, and 4. the support used by participants to enhance language learning opportunities during the exchanges. Five intermediate level Spanish-speaking EFL students from a Mexican university were paired up with five intermediate level Englishspeaking SFL students from an American university. Seven free conversation type tasks on topics of interest to the participants were the basis for the videoconferencing tandem sessions. Data collected over a ten-week period were gathered from three main sources: videoconferencing session transcripts (570 pages), immediate and delayed posttests, and a background questionnaire. Drawing on Loewen‘s (2005) framework for the analysis of FFEs, the transcripts revealed that students generated a substantive number of FFEs in both the EFL and SFL parts of the tandem exchange (915 in total). Results from the immediate and delayed posttests indicated that participants recalled over half of the targeted FFE linguistic items on immediate and delayed posttests. Although fewer items were recalled on the delayed posttests, this difference was not significant. Results from the FFE linguistic items targeted for the posttests were combined in order to carry out a Generalized Estimating Equation (GEE) analysis. In contrast to previous studies (Loewen, 2005; Shekary & Tahririan, 2006), where successful uptake was a valid predictor for L2 learning, the analysis of the present study revealed that the only significant predictor for L2 learning was deferred timing. Analysis of the support (Chapelle, 2001) used by participants to enhance L2 language learning opportunities during videoconferencing revealed three major types: chat, pictures, and use of the whiteboard. More generally, the present study supports the claim that tandem language learning through videoconferencing is a useful activity for promoting L2 learning/acquisition. Implications for teaching and suggestions for future research are discussed.

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Gee, Trisha J. "An analysis of elementary foreign language immersion education and its effect on African American student basic reading skills and attitudes of Milwaukee Spanish Immersion School 4th graders toward academic and recreation reading." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009geet.pdf.

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Dissertations / Theses on the topic 'Spanish languages'

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