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overflow: hidden; text-overflow: ellipsis; -webkit-line-clamp: 3; -webkit-box-orient: vertical; }</style><div class="col-xs-12 clearfix"><div class="u-floatLeft"><h1 class="PageHeader-title u-m0x u-fs30">Spanish</h1><div class="u-tcGrayDark">189,820 Followers</div><div class="u-tcGrayDark u-mt2x">Recent papers in <b>Spanish</b></div></div></div></div></div></div><div class="TabbedNavigation"><div class="container"><div class="row"><div class="col-xs-12 clearfix"><ul class="nav u-m0x u-p0x list-inline u-displayFlex"><li class="active"><a href="https://www.academia.edu/Documents/in/Spanish">Top Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Spanish/MostCited">Most Cited Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Spanish/MostDownloaded">Most Downloaded Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Spanish/MostRecent">Newest Papers</a></li><li><a class="" href="https://www.academia.edu/People/Spanish">People</a></li></ul></div><style type="text/css">ul.nav{flex-direction:row}@media(max-width: 567px){ul.nav{flex-direction:column}.TabbedNavigation li{max-width:100%}.TabbedNavigation li.active{background-color:var(--background-grey, #dddde2)}.TabbedNavigation li.active:before,.TabbedNavigation li.active:after{display:none}}</style></div></div></div><div class="container"><div class="row"><div class="col-xs-12"><div class="u-displayFlex"><div class="u-flexGrow1"><div class="works"><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_29520683" data-work_id="29520683" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" rel="nofollow" href="https://www.academia.edu/29520683/Written_codeswitching_in_the_classroom_can_research_resolve_the_tensions">Written codeswitching in the classroom: can research resolve the tensions?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Some US researchers and practitioners are calling for the use of written codeswitching in mainstream college courses, despite a strong English-only sentiment among many teachers and the public. This paper describes the existing positions... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_29520683" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Some US researchers and practitioners are calling for the use of written codeswitching in mainstream college courses, despite a strong English-only sentiment among many teachers and the public. This paper describes the existing positions in this debate and presents findings from the author&#x27;s research to shed light on the debate and make recommendations for the classroom. The research describes the functions of codeswitching found in 47 personal letters exchanged between two young adults. Findings indicate that there are many similarities between the functions of informal written and oral codeswitching. Also, not all bilinguals codeswitch or do so with the same frequency. In addition, bilinguals who codeswitch in writing are more likely to do so in informal situations among other codeswitching bilinguals than in formal school environments. Written codeswitching provides an unsurpassed opportunity for bilingual students to fully express themselves, but its use in the classroom runs counter to linguistic and cultural norms and must be guided by an informed and sensitive instructor in an appropriate context.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/29520683" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="25449498" href="https://gvsu.academia.edu/KayLosey">Kay Losey</a><script data-card-contents-for-user="25449498" type="text/json">{"id":25449498,"first_name":"Kay","last_name":"Losey","domain_name":"gvsu","page_name":"KayLosey","display_name":"Kay Losey","profile_url":"https://gvsu.academia.edu/KayLosey?f_ri=1238","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_29520683 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="29520683"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 29520683, container: ".js-paper-rank-work_29520683", }); 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$(".js-view-count[data-work-id=29520683]").text(description); $(".js-view-count-work_29520683").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_29520683").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="29520683"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="94" rel="nofollow" href="https://www.academia.edu/Documents/in/Discourse_Analysis">Discourse Analysis</a>, <script data-card-contents-for-ri="94" type="text/json">{"id":94,"name":"Discourse Analysis","url":"https://www.academia.edu/Documents/in/Discourse_Analysis?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1238" rel="nofollow" href="https://www.academia.edu/Documents/in/Spanish">Spanish</a>, <script data-card-contents-for-ri="1238" type="text/json">{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3429" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Research">Educational Research</a><script data-card-contents-for-ri="3429" type="text/json">{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=1238","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=29520683]'), work: {"id":29520683,"title":"Written codeswitching in the classroom: can research resolve the tensions?","created_at":"2016-10-29T05:59:00.287-07:00","url":"https://www.academia.edu/29520683/Written_codeswitching_in_the_classroom_can_research_resolve_the_tensions?f_ri=1238","dom_id":"work_29520683","summary":"Some US researchers and practitioners are calling for the use of written codeswitching in mainstream college courses, despite a strong English-only sentiment among many teachers and the public. This paper describes the existing positions in this debate and presents findings from the author\u0026#x27;s research to shed light on the debate and make recommendations for the classroom. The research describes the functions of codeswitching found in 47 personal letters exchanged between two young adults. Findings indicate that there are many similarities between the functions of informal written and oral codeswitching. Also, not all bilinguals codeswitch or do so with the same frequency. In addition, bilinguals who codeswitch in writing are more likely to do so in informal situations among other codeswitching bilinguals than in formal school environments. Written codeswitching provides an unsurpassed opportunity for bilingual students to fully express themselves, but its use in the classroom runs counter to linguistic and cultural norms and must be guided by an informed and sensitive instructor in an appropriate context.","downloadable_attachments":[],"ordered_authors":[{"id":25449498,"first_name":"Kay","last_name":"Losey","domain_name":"gvsu","page_name":"KayLosey","display_name":"Kay Losey","profile_url":"https://gvsu.academia.edu/KayLosey?f_ri=1238","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":94,"name":"Discourse Analysis","url":"https://www.academia.edu/Documents/in/Discourse_Analysis?f_ri=1238","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=1238","nofollow":true},{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=1238","nofollow":true},{"id":10249,"name":"Writing","url":"https://www.academia.edu/Documents/in/Writing?f_ri=1238"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=1238"},{"id":47268,"name":"Bilingualism","url":"https://www.academia.edu/Documents/in/Bilingualism?f_ri=1238"},{"id":101410,"name":"Codeswitching","url":"https://www.academia.edu/Documents/in/Codeswitching?f_ri=1238"},{"id":119849,"name":"Bilingualism and bilingual education","url":"https://www.academia.edu/Documents/in/Bilingualism_and_bilingual_education?f_ri=1238"},{"id":133057,"name":"Young Adult","url":"https://www.academia.edu/Documents/in/Young_Adult?f_ri=1238"},{"id":508371,"name":"Curriculum and Pedagogy","url":"https://www.academia.edu/Documents/in/Curriculum_and_Pedagogy?f_ri=1238"},{"id":991886,"name":"Cultural Awareness","url":"https://www.academia.edu/Documents/in/Cultural_Awareness?f_ri=1238"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_49103379" data-work_id="49103379" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/49103379/The_Route_of_Juan_Pardos_Explorations_in_the_Interior_Southeast_1566_1568">The Route of Juan Pardo's Explorations in the Interior Southeast, 1566-1568</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/49103379" data-share-source="work_strip" 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itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="10520363" href="https://valdosta.academia.edu/MarvinSmith">Marvin Smith</a><script data-card-contents-for-user="10520363" type="text/json">{"id":10520363,"first_name":"Marvin","last_name":"Smith","domain_name":"valdosta","page_name":"MarvinSmith","display_name":"Marvin Smith","profile_url":"https://valdosta.academia.edu/MarvinSmith?f_ri=1238","photo":"https://0.academia-photos.com/10520363/3186431/3750684/s65_marvin.smith.jpg"}</script></span></span></li><li class="js-paper-rank-work_49103379 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="49103379"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 49103379, container: ".js-paper-rank-work_49103379", }); });</script></li><li 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var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=49103379]").text(description); $(".js-view-count-work_49103379").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_49103379").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="49103379"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="392" rel="nofollow" href="https://www.academia.edu/Documents/in/Archaeology">Archaeology</a>, <script data-card-contents-for-ri="392" type="text/json">{"id":392,"name":"Archaeology","url":"https://www.academia.edu/Documents/in/Archaeology?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1238" rel="nofollow" href="https://www.academia.edu/Documents/in/Spanish">Spanish</a>, <script data-card-contents-for-ri="1238" type="text/json">{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="38244" rel="nofollow" href="https://www.academia.edu/Documents/in/French">French</a>, <script data-card-contents-for-ri="38244" type="text/json">{"id":38244,"name":"French","url":"https://www.academia.edu/Documents/in/French?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="123472" rel="nofollow" href="https://www.academia.edu/Documents/in/Exploration">Exploration</a><script data-card-contents-for-ri="123472" 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Smith","profile_url":"https://valdosta.academia.edu/MarvinSmith?f_ri=1238","photo":"https://0.academia-photos.com/10520363/3186431/3750684/s65_marvin.smith.jpg"}],"research_interests":[{"id":392,"name":"Archaeology","url":"https://www.academia.edu/Documents/in/Archaeology?f_ri=1238","nofollow":true},{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true},{"id":38244,"name":"French","url":"https://www.academia.edu/Documents/in/French?f_ri=1238","nofollow":true},{"id":123472,"name":"Exploration","url":"https://www.academia.edu/Documents/in/Exploration?f_ri=1238","nofollow":true},{"id":1305268,"name":"Southeast","url":"https://www.academia.edu/Documents/in/Southeast?f_ri=1238"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_63297746" data-work_id="63297746" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div 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data-download="{"attachment_id":75773795,"asset_id":63297746,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/75773795/download_file?st=MTczOTcxMTM4MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="121099297" rel="nofollow" href="https://independent.academia.edu/JorgePorcel1">Jorge Porcel</a><script data-card-contents-for-user="121099297" 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type="text/json">{"id":2524,"name":"Sociolinguistics","url":"https://www.academia.edu/Documents/in/Sociolinguistics?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6223" rel="nofollow" href="https://www.academia.edu/Documents/in/English">English</a>, <script data-card-contents-for-ri="6223" type="text/json">{"id":6223,"name":"English","url":"https://www.academia.edu/Documents/in/English?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15674" rel="nofollow" href="https://www.academia.edu/Documents/in/Linguistics">Linguistics</a><script data-card-contents-for-ri="15674" type="text/json">{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=1238","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=63297746]'), work: {"id":63297746,"title":"The paradox of Spanish among Miami 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Department of Spanish Philology, Vilnius University.The first print is a limited-edition,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44391255" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The book THE DECIPHERING THE WHOLE TEXT OF THE VOYNICH MANUSCRIPT BY ALISA GLADYŠEVA.<br />The linguistic basis of the text, index and analysis.<br />Department of Spanish Philology, Vilnius University.The first print is a limited-edition, non-commercial, nonprofit, dedicated to science<br />popularization proposals for foreign editors, publishers and research academic societies.<br />No part of this publication may be reproduced, stored, or transmitted in any form or by any<br />means without the prior permission in writing from the copyright holder.<br />Alisa Gladyševa © All Rights Reserved.<br />ISBN: 978-609-475-419-7<br />Dedication.<br />Declaration.<br />Abstract.<br />Acknowledgements<br />Contents.<br /><br /><br />7.1 THE COMPLETE LIST OF ALL THE BOTANICAL NAMES DETERMINATED<br />IN THE VOYNICH MANUSCRIPT WITH LATIN TAXONOMY, VERNACULAR<br />BOTANICAL NAMES AND LINGUISTIC ANALYSIS OF THE ORIGIN OF<br />NOMENCLATURES WITH THEIR SOURCES IN THE MEDIEVAL PERIOD.<br />All botanical names that have been identified in the Voynich Manuscript have been<br />deciphered and read in the very text of the Voynich Manuscript.<br />It is the only research of the Voynich Manuscript that is primarily and generally based<br />on its linguistic source – the lexicology, but not on the analysis of phytomorphs’<br />similarities with herbarium specimens that were always made by other researchers ( J.<br />Janick, A.O. Tucker, 2017; Stephen Bax, 2014) that led to wrong encompassing of plant<br />species due to difficulty of determination. Therefore, less than 10 percent of plants that<br />were determined by other researchers are correct. Some of the researchers for e.g.<br />Gerard Cheshire (G. Cheshire, 2019), even suggested that there are no botanical names<br />at the whole Voynich manuscript due to their absence in the medieval period, therefore<br />his research results are double incorrect.<br /><br /><br /><br />Important that these innovative research results are succesfull. All 131 plants have been deciphered. pages 139-172<br />Information for publishers and editors of the scientific journals, the author is open to publish<br />any chapter of "Decoding the whole text of the Voynich manuscript by Alisa Gladyseva" .<br />Since the submission of scientific articles for publication in scientific journals must not have<br />been previously published nor has it been submitted for consideration by any other journal,<br />the information on the content of some chapters is omitted in the preview of this book<br />"Decoding the whole text of the Voynich manuscript by Alisa Gladyseva" .</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44391255" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="908516d262a7f066da5bb4e3cecd79a0" rel="nofollow" data-download="{"attachment_id":64796747,"asset_id":44391255,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64796747/download_file?st=MTczOTcxMTM4MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="82969935" href="https://vu-lt.academia.edu/AlisaGladysevaDecodedVoynichManuscript">Alisa Gladyseva</a><script data-card-contents-for-user="82969935" type="text/json">{"id":82969935,"first_name":"Alisa","last_name":"Gladyseva","domain_name":"vu-lt","page_name":"AlisaGladysevaDecodedVoynichManuscript","display_name":"Alisa Gladyseva","profile_url":"https://vu-lt.academia.edu/AlisaGladysevaDecodedVoynichManuscript?f_ri=1238","photo":"https://0.academia-photos.com/82969935/20071835/23281940/s65_alisa.gladyseva.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-44391255">+1</span><div class="hidden js-additional-users-44391255"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://yale.academia.edu/VoynichManuscript">Voynich Manuscript</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-44391255'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-44391255').html(); 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Tucker, 2017; Stephen Bax, 2014) that led to wrong encompassing of plant\nspecies due to difficulty of determination. Therefore, less than 10 percent of plants that\nwere determined by other researchers are correct. Some of the researchers for e.g.\nGerard Cheshire (G. Cheshire, 2019), even suggested that there are no botanical names\nat the whole Voynich manuscript due to their absence in the medieval period, therefore\nhis research results are double incorrect.\n\n\n\nImportant that these innovative research results are succesfull. All 131 plants have been deciphered. pages 139-172\nInformation for publishers and editors of the scientific journals, the author is open to publish\nany chapter of \"Decoding the whole text of the Voynich manuscript by Alisa Gladyseva\" .\nSince the submission of scientific articles for publication in scientific journals must not have\nbeen previously published nor has it been submitted for consideration by any other journal,\nthe information on the content of some chapters is omitted in the preview of this book\n\"Decoding the whole text of the Voynich manuscript by Alisa Gladyseva\" .\n\n\n","downloadable_attachments":[{"id":64796747,"asset_id":44391255,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":82969935,"first_name":"Alisa","last_name":"Gladyseva","domain_name":"vu-lt","page_name":"AlisaGladysevaDecodedVoynichManuscript","display_name":"Alisa Gladyseva","profile_url":"https://vu-lt.academia.edu/AlisaGladysevaDecodedVoynichManuscript?f_ri=1238","photo":"https://0.academia-photos.com/82969935/20071835/23281940/s65_alisa.gladyseva.jpg"},{"id":155216994,"first_name":"Voynich","last_name":"Manuscript","domain_name":"yale","page_name":"VoynichManuscript","display_name":"Voynich Manuscript","profile_url":"https://yale.academia.edu/VoynichManuscript?f_ri=1238","photo":"https://0.academia-photos.com/155216994/44376145/34954966/s65_voynich.manuscript.png"}],"research_interests":[{"id":128,"name":"History","url":"https://www.academia.edu/Documents/in/History?f_ri=1238","nofollow":true},{"id":148,"name":"Botany","url":"https://www.academia.edu/Documents/in/Botany?f_ri=1238","nofollow":true},{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true},{"id":1446,"name":"Medieval History","url":"https://www.academia.edu/Documents/in/Medieval_History?f_ri=1238","nofollow":true},{"id":2340,"name":"Book History","url":"https://www.academia.edu/Documents/in/Book_History?f_ri=1238"},{"id":2548,"name":"Writing Systems \u0026 Decipherment","url":"https://www.academia.edu/Documents/in/Writing_Systems_and_Decipherment?f_ri=1238"},{"id":2853,"name":"Medieval Studies","url":"https://www.academia.edu/Documents/in/Medieval_Studies?f_ri=1238"},{"id":4669,"name":"Rare Books and Manuscripts","url":"https://www.academia.edu/Documents/in/Rare_Books_and_Manuscripts?f_ri=1238"},{"id":5265,"name":"Alchemy","url":"https://www.academia.edu/Documents/in/Alchemy?f_ri=1238"},{"id":6663,"name":"Manuscript Studies","url":"https://www.academia.edu/Documents/in/Manuscript_Studies?f_ri=1238"},{"id":8047,"name":"Codicology","url":"https://www.academia.edu/Documents/in/Codicology?f_ri=1238"},{"id":26892,"name":"Codicology of medieval manuscripts","url":"https://www.academia.edu/Documents/in/Codicology_of_medieval_manuscripts?f_ri=1238"},{"id":26894,"name":"Medieval illuminated manuscripts","url":"https://www.academia.edu/Documents/in/Medieval_illuminated_manuscripts?f_ri=1238"},{"id":44297,"name":"Herbal Medicine","url":"https://www.academia.edu/Documents/in/Herbal_Medicine?f_ri=1238"},{"id":49837,"name":"Historia","url":"https://www.academia.edu/Documents/in/Historia?f_ri=1238"},{"id":171954,"name":"Criptografia","url":"https://www.academia.edu/Documents/in/Criptografia?f_ri=1238"},{"id":309505,"name":"Criptography","url":"https://www.academia.edu/Documents/in/Criptography?f_ri=1238"},{"id":475855,"name":"Voynich manuscript","url":"https://www.academia.edu/Documents/in/Voynich_manuscript?f_ri=1238"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_46840394" data-work_id="46840394" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/46840394/International_Journal_of_Bilingual_Education_and_Bilingualism_ISSN_Print_The_critical_awakening_of_a_pre_service_teacher_in_a_Spanish_graduate_program_a_phenomenology_of_translanguaging_as_pedagogy_and_as_content">International Journal of Bilingual Education and Bilingualism ISSN: (Print) ( The critical awakening of a pre-service teacher in a Spanish graduate program: a phenomenology of translanguaging as pedagogy and as content</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This 2-year case study is a phenomenology of belief-change resulting from a specific curricular re-configuration. It follows Álvaro, a Master of Arts in Teaching Spanish student, from the first week of classes until graduation, as he... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_46840394" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This 2-year case study is a phenomenology of belief-change resulting from a specific curricular re-configuration. It follows Álvaro, a Master of Arts in Teaching Spanish student, from the first week of classes until graduation, as he completed a 4-semester program. Seeking to stimulate a move toward conscientização, the pilot curriculum included a translanguaging approach to three graduate courses, readings and group discussions on translinguistics, and shadowing an undergraduate Spanish class (for ‘heritage speakers’) that adopted a translanguaging approach. Additionally, opportunities for professional development (e.g. preparing and presenting an original paper at a national bilingual education conference) were provided. Following an iterative approach, data were collected via interviews and written reflections throughout the program; datasets were transcribed (when necessary) and analyzed after collection. Manen’s (1990) guidelines for phenomenological analysis were adopted, and member checking was used for validation of findings. Results chart out a baseline of beliefs held by Álvaro prior to entering the program, and three types of belief-shift he experienced during his studies; these regard the dynamic nature of Spanish, the link between race and language, and the value of multilingual practices in society and education. Critical awakening/despertar crítico is introduced as a metacategory.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/46840394" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3a1bad7dc1e5436d68cd00d34b828866" rel="nofollow" data-download="{"attachment_id":66260059,"asset_id":46840394,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/66260059/download_file?st=MTczOTcxMTM4MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="18390229" href="https://iu-indianapolis.academia.edu/JoshPrada">Josh Prada</a><script data-card-contents-for-user="18390229" type="text/json">{"id":18390229,"first_name":"Josh","last_name":"Prada","domain_name":"iu-indianapolis","page_name":"JoshPrada","display_name":"Josh Prada","profile_url":"https://iu-indianapolis.academia.edu/JoshPrada?f_ri=1238","photo":"https://0.academia-photos.com/18390229/9505615/16567647/s65_josh.prada.jpeg"}</script></span></span></li><li class="js-paper-rank-work_46840394 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="46840394"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 46840394, container: ".js-paper-rank-work_46840394", }); });</script></li><li class="js-percentile-work_46840394 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 46840394; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_46840394"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_46840394 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="46840394"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 46840394; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=46840394]").text(description); $(".js-view-count-work_46840394").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_46840394").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="46840394"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1238" rel="nofollow" href="https://www.academia.edu/Documents/in/Spanish">Spanish</a>, <script data-card-contents-for-ri="1238" type="text/json">{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="87975" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_Spanish_as_a_heritage_language">Teaching Spanish as a heritage language</a>, <script data-card-contents-for-ri="87975" type="text/json">{"id":87975,"name":"Teaching Spanish as a heritage language","url":"https://www.academia.edu/Documents/in/Teaching_Spanish_as_a_heritage_language?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="973080" rel="nofollow" href="https://www.academia.edu/Documents/in/Translanguaging">Translanguaging</a>, <script data-card-contents-for-ri="973080" type="text/json">{"id":973080,"name":"Translanguaging","url":"https://www.academia.edu/Documents/in/Translanguaging?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2578984" rel="nofollow" href="https://www.academia.edu/Documents/in/Translanguaging_Billingualism_and_language_learning">Translanguaging, Billingualism and language learning</a><script data-card-contents-for-ri="2578984" type="text/json">{"id":2578984,"name":"Translanguaging, Billingualism and language learning","url":"https://www.academia.edu/Documents/in/Translanguaging_Billingualism_and_language_learning?f_ri=1238","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=46840394]'), work: {"id":46840394,"title":"International Journal of Bilingual Education and Bilingualism ISSN: (Print) ( The critical awakening of a pre-service teacher in a Spanish graduate program: a phenomenology of translanguaging as pedagogy and as content","created_at":"2021-04-13T14:58:30.907-07:00","url":"https://www.academia.edu/46840394/International_Journal_of_Bilingual_Education_and_Bilingualism_ISSN_Print_The_critical_awakening_of_a_pre_service_teacher_in_a_Spanish_graduate_program_a_phenomenology_of_translanguaging_as_pedagogy_and_as_content?f_ri=1238","dom_id":"work_46840394","summary":"This 2-year case study is a phenomenology of belief-change resulting from a specific curricular re-configuration. It follows Álvaro, a Master of Arts in Teaching Spanish student, from the first week of classes until graduation, as he completed a 4-semester program. Seeking to stimulate a move toward conscientização, the pilot curriculum included a translanguaging approach to three graduate courses, readings and group discussions on translinguistics, and shadowing an undergraduate Spanish class (for ‘heritage speakers’) that adopted a translanguaging approach. Additionally, opportunities for professional development (e.g. preparing and presenting an original paper at a national bilingual education conference) were provided. Following an iterative approach, data were collected via interviews and written reflections throughout the program; datasets were transcribed (when necessary) and analyzed after collection. Manen’s (1990) guidelines for phenomenological analysis were adopted, and member checking was used for validation of findings. Results chart out a baseline of beliefs held by Álvaro prior to entering the program, and three types of belief-shift he experienced during his studies; these regard the dynamic nature of Spanish, the link between race and language, and the value of multilingual practices in society and education. Critical awakening/despertar crítico is introduced as a metacategory.","downloadable_attachments":[{"id":66260059,"asset_id":46840394,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":18390229,"first_name":"Josh","last_name":"Prada","domain_name":"iu-indianapolis","page_name":"JoshPrada","display_name":"Josh Prada","profile_url":"https://iu-indianapolis.academia.edu/JoshPrada?f_ri=1238","photo":"https://0.academia-photos.com/18390229/9505615/16567647/s65_josh.prada.jpeg"}],"research_interests":[{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true},{"id":87975,"name":"Teaching Spanish as a heritage language","url":"https://www.academia.edu/Documents/in/Teaching_Spanish_as_a_heritage_language?f_ri=1238","nofollow":true},{"id":973080,"name":"Translanguaging","url":"https://www.academia.edu/Documents/in/Translanguaging?f_ri=1238","nofollow":true},{"id":2578984,"name":"Translanguaging, Billingualism and language learning","url":"https://www.academia.edu/Documents/in/Translanguaging_Billingualism_and_language_learning?f_ri=1238","nofollow":true},{"id":3098598,"name":"Translanguaging Pedagogy","url":"https://www.academia.edu/Documents/in/Translanguaging_Pedagogy?f_ri=1238"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_11832067" data-work_id="11832067" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/11832067/Saudade_Duende_and_Feedback_The_Hybrid_Voices_of_Twenty_First_Century_Neoflamenco_and_Neofado">Saudade, Duende, and Feedback: The Hybrid Voices of Twenty-First-Century Neoflamenco and Neofado</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The focus of this comparative, pan-Iberian study is on the negotiation of identity and hybrid cultural production in early twenty-first-century Spain and Portugal. I identify here two subgenres of indie and electronic music scenes and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_11832067" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The focus of this comparative, pan-Iberian study is on the negotiation of identity and hybrid cultural production in early twenty-first-century Spain and Portugal. I identify here two subgenres of indie and electronic music scenes and analyze how the handful of musicians that comprise these burgeoning movements are fighting to keep their respective national cultural traditions alive in the face of iTunes, mp3s, and P2P filesharing that have universalized a certain form of pop music which cuts across languages and cultures. The hybrid musicians I interviewed for this project combine flamenco or fado with a variety of indie sounds: rock, pop, power pop, hip hop, trip hop, post punk, spaghetti western, shoegaze, or experimental electronic. The end result is a musical production which simultaneously attempts to voice their nationality as well as their generation. They are the torchbearers of tradition for an Iberian generation raised on The Velvet Underground, David Bowie, The Clash, The Replacements, Nirvana, and The Strokes. Their music references these and other global indie bands alongside those of twentieth century Iberian urban folk icons--Bambino, Camarón de la Isla, Enrique Morente, Amália Rodrigues, Alfredo Marceneiro, and Carlos do Carmo. I have developed a framework with which to contextualize and conceptualize the various issues addressed by these bands: authenticity, globalization, nostalgia, cultural capital, national-gender identity, and the economic crisis plaguing contemporary Europe.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/11832067" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a7abb45ee0c9742a3dad5afd4efefd55" rel="nofollow" data-download="{"attachment_id":37234710,"asset_id":11832067,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/37234710/download_file?st=MTczOTcxMTM4MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="291663" href="https://umn.academia.edu/MichaelArnold">Michael Arnold</a><script data-card-contents-for-user="291663" type="text/json">{"id":291663,"first_name":"Michael","last_name":"Arnold","domain_name":"umn","page_name":"MichaelArnold","display_name":"Michael Arnold","profile_url":"https://umn.academia.edu/MichaelArnold?f_ri=1238","photo":"https://0.academia-photos.com/291663/59133/11265662/s65_michael.arnold.jpg"}</script></span></span></li><li class="js-paper-rank-work_11832067 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="11832067"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 11832067, container: ".js-paper-rank-work_11832067", }); 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$(".js-view-count[data-work-id=11832067]").text(description); $(".js-view-count-work_11832067").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_11832067").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="11832067"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">30</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="188" rel="nofollow" href="https://www.academia.edu/Documents/in/Cultural_Studies">Cultural Studies</a>, <script data-card-contents-for-ri="188" type="text/json">{"id":188,"name":"Cultural Studies","url":"https://www.academia.edu/Documents/in/Cultural_Studies?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="671" rel="nofollow" href="https://www.academia.edu/Documents/in/Music">Music</a>, <script data-card-contents-for-ri="671" type="text/json">{"id":671,"name":"Music","url":"https://www.academia.edu/Documents/in/Music?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="687" rel="nofollow" href="https://www.academia.edu/Documents/in/Musicology">Musicology</a>, <script data-card-contents-for-ri="687" type="text/json">{"id":687,"name":"Musicology","url":"https://www.academia.edu/Documents/in/Musicology?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="934" rel="nofollow" href="https://www.academia.edu/Documents/in/Media_and_Cultural_Studies">Media and Cultural Studies</a><script data-card-contents-for-ri="934" type="text/json">{"id":934,"name":"Media and Cultural Studies","url":"https://www.academia.edu/Documents/in/Media_and_Cultural_Studies?f_ri=1238","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=11832067]'), work: {"id":11832067,"title":"Saudade, Duende, and Feedback: The Hybrid Voices of Twenty-First-Century Neoflamenco and Neofado","created_at":"2015-04-07T10:24:47.448-07:00","url":"https://www.academia.edu/11832067/Saudade_Duende_and_Feedback_The_Hybrid_Voices_of_Twenty_First_Century_Neoflamenco_and_Neofado?f_ri=1238","dom_id":"work_11832067","summary":"The focus of this comparative, pan-Iberian study is on the negotiation of identity and hybrid cultural production in early twenty-first-century Spain and Portugal. I identify here two subgenres of indie and electronic music scenes and analyze how the handful of musicians that comprise these burgeoning movements are fighting to keep their respective national cultural traditions alive in the face of iTunes, mp3s, and P2P filesharing that have universalized a certain form of pop music which cuts across languages and cultures. The hybrid musicians I interviewed for this project combine flamenco or fado with a variety of indie sounds: rock, pop, power pop, hip hop, trip hop, post punk, spaghetti western, shoegaze, or experimental electronic. The end result is a musical production which simultaneously attempts to voice their nationality as well as their generation. They are the torchbearers of tradition for an Iberian generation raised on The Velvet Underground, David Bowie, The Clash, The Replacements, Nirvana, and The Strokes. Their music references these and other global indie bands alongside those of twentieth century Iberian urban folk icons--Bambino, Camarón de la Isla, Enrique Morente, Amália Rodrigues, Alfredo Marceneiro, and Carlos do Carmo. I have developed a framework with which to contextualize and conceptualize the various issues addressed by these bands: authenticity, globalization, nostalgia, cultural capital, national-gender identity, and the economic crisis plaguing contemporary Europe.","downloadable_attachments":[{"id":37234710,"asset_id":11832067,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":291663,"first_name":"Michael","last_name":"Arnold","domain_name":"umn","page_name":"MichaelArnold","display_name":"Michael Arnold","profile_url":"https://umn.academia.edu/MichaelArnold?f_ri=1238","photo":"https://0.academia-photos.com/291663/59133/11265662/s65_michael.arnold.jpg"}],"research_interests":[{"id":188,"name":"Cultural Studies","url":"https://www.academia.edu/Documents/in/Cultural_Studies?f_ri=1238","nofollow":true},{"id":671,"name":"Music","url":"https://www.academia.edu/Documents/in/Music?f_ri=1238","nofollow":true},{"id":687,"name":"Musicology","url":"https://www.academia.edu/Documents/in/Musicology?f_ri=1238","nofollow":true},{"id":934,"name":"Media and Cultural Studies","url":"https://www.academia.edu/Documents/in/Media_and_Cultural_Studies?f_ri=1238","nofollow":true},{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238"},{"id":1631,"name":"Popular Music","url":"https://www.academia.edu/Documents/in/Popular_Music?f_ri=1238"},{"id":1987,"name":"Ethnomusicology","url":"https://www.academia.edu/Documents/in/Ethnomusicology?f_ri=1238"},{"id":2222,"name":"Portuguese Studies","url":"https://www.academia.edu/Documents/in/Portuguese_Studies?f_ri=1238"},{"id":2858,"name":"Popular Culture","url":"https://www.academia.edu/Documents/in/Popular_Culture?f_ri=1238"},{"id":3351,"name":"Subcultures","url":"https://www.academia.edu/Documents/in/Subcultures?f_ri=1238"},{"id":3499,"name":"Social and Cultural Anthropology","url":"https://www.academia.edu/Documents/in/Social_and_Cultural_Anthropology?f_ri=1238"},{"id":4138,"name":"Hybridity","url":"https://www.academia.edu/Documents/in/Hybridity?f_ri=1238"},{"id":4154,"name":"Iberian Studies","url":"https://www.academia.edu/Documents/in/Iberian_Studies?f_ri=1238"},{"id":7125,"name":"Culture","url":"https://www.academia.edu/Documents/in/Culture?f_ri=1238"},{"id":7948,"name":"The Lusophone World","url":"https://www.academia.edu/Documents/in/The_Lusophone_World?f_ri=1238"},{"id":16896,"name":"Fado","url":"https://www.academia.edu/Documents/in/Fado?f_ri=1238"},{"id":17198,"name":"Lusophone Cultures","url":"https://www.academia.edu/Documents/in/Lusophone_Cultures?f_ri=1238"},{"id":36635,"name":"Contemporary History of Spain","url":"https://www.academia.edu/Documents/in/Contemporary_History_of_Spain?f_ri=1238"},{"id":40516,"name":"Spain","url":"https://www.academia.edu/Documents/in/Spain?f_ri=1238"},{"id":44510,"name":"Portugal","url":"https://www.academia.edu/Documents/in/Portugal?f_ri=1238"},{"id":46524,"name":"Hispanic Studies","url":"https://www.academia.edu/Documents/in/Hispanic_Studies?f_ri=1238"},{"id":47389,"name":"Flamenco","url":"https://www.academia.edu/Documents/in/Flamenco?f_ri=1238"},{"id":53034,"name":"Cultural hybridity","url":"https://www.academia.edu/Documents/in/Cultural_hybridity?f_ri=1238"},{"id":58166,"name":"Indie Music","url":"https://www.academia.edu/Documents/in/Indie_Music?f_ri=1238"},{"id":71918,"name":"Patrimonio Cultural","url":"https://www.academia.edu/Documents/in/Patrimonio_Cultural?f_ri=1238"},{"id":95141,"name":"Spanish Dance and Music (incl. Flamenco)","url":"https://www.academia.edu/Documents/in/Spanish_Dance_and_Music_incl._Flamenco_?f_ri=1238"},{"id":99301,"name":"Música","url":"https://www.academia.edu/Documents/in/M%C3%BAsica?f_ri=1238"},{"id":120351,"name":"España","url":"https://www.academia.edu/Documents/in/Espa%C3%B1a?f_ri=1238"},{"id":768410,"name":"Music in the lusophone world","url":"https://www.academia.edu/Documents/in/Music_in_the_lusophone_world?f_ri=1238"},{"id":1004154,"name":"Flamencology","url":"https://www.academia.edu/Documents/in/Flamencology?f_ri=1238"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44028279" data-work_id="44028279" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44028279/REAL_ACADEMIA_ESPA%C3%91OLA_y_ASOCIACI%C3%93N_DE_ACADEMIAS_DE_LA_LENGUA_ESPA%C3%91OLA_2019_Glosario_de_t%C3%A9rminos_gramaticales_Madrid_Ediciones_de_la_Universidad_de_Salamanca">REAL ACADEMIA ESPAÑOLA y ASOCIACIÓN DE ACADEMIAS DE LA LENGUA ESPAÑOLA (2019): Glosario de términos gramaticales, Madrid, Ediciones de la Universidad de Salamanca</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44028279" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c129fe40fb8bfb32b8c893221ebd6e72" rel="nofollow" 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$('*[data-has-card-for-ri-list=44028279]'), work: {"id":44028279,"title":"REAL ACADEMIA ESPAÑOLA y ASOCIACIÓN DE ACADEMIAS DE LA LENGUA ESPAÑOLA (2019): Glosario de términos gramaticales, Madrid, Ediciones de la Universidad de Salamanca","created_at":"2020-09-06T08:55:16.064-07:00","url":"https://www.academia.edu/44028279/REAL_ACADEMIA_ESPA%C3%91OLA_y_ASOCIACI%C3%93N_DE_ACADEMIAS_DE_LA_LENGUA_ESPA%C3%91OLA_2019_Glosario_de_t%C3%A9rminos_gramaticales_Madrid_Ediciones_de_la_Universidad_de_Salamanca?f_ri=1238","dom_id":"work_44028279","summary":null,"downloadable_attachments":[{"id":64365794,"asset_id":44028279,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":7996950,"first_name":"Manuel José","last_name":"Aguilar Ruiz","domain_name":"uv","page_name":"ManuelJoséAguilarRuiz","display_name":"Manuel José Aguilar Ruiz","profile_url":"https://uv.academia.edu/ManuelJos%C3%A9AguilarRuiz?f_ri=1238","photo":"https://0.academia-photos.com/7996950/17613547/17667816/s65_manuel_jos_.aguilar_ruiz.jpg"}],"research_interests":[{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true},{"id":12492,"name":"Spanish Linguistics","url":"https://www.academia.edu/Documents/in/Spanish_Linguistics?f_ri=1238","nofollow":true},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=1238","nofollow":true},{"id":41980,"name":"Lingüística","url":"https://www.academia.edu/Documents/in/Ling%C3%BC%C3%ADstica?f_ri=1238","nofollow":true},{"id":64397,"name":"Español","url":"https://www.academia.edu/Documents/in/Espa%C3%B1ol?f_ri=1238"},{"id":103584,"name":"Fonética","url":"https://www.academia.edu/Documents/in/Fon%C3%A9tica?f_ri=1238"},{"id":110047,"name":"Linguistica","url":"https://www.academia.edu/Documents/in/Linguistica?f_ri=1238"},{"id":133813,"name":"Linguística","url":"https://www.academia.edu/Documents/in/Lingu%C3%ADstica?f_ri=1238"},{"id":223479,"name":"Filología 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u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Publicado en "La Opinión" (05 de mayo de 2005)</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/8170807" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="094337af99bbe948becc1bf276c27d0c" rel="nofollow" data-download="{"attachment_id":34606445,"asset_id":8170807,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" 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class="summarized">In this study, it was postulated that typically developing (i.e., normally developing without incidence of a speech or language delay or disorder) Spanish/Englishspeaking children ages 4 to 5 years old would show different articulation... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_67530983" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In this study, it was postulated that typically developing (i.e., normally developing without incidence of a speech or language delay or disorder) Spanish/Englishspeaking children ages 4 to 5 years old would show different articulation productions and phonological patterns in both languages. Sixteen participants from Florida were tested with Spanish and English articulation and phonology tests. 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$(".js-view-count[data-work-id=67530983]").text(description); $(".js-view-count-work_67530983").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_67530983").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="67530983"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1238" rel="nofollow" href="https://www.academia.edu/Documents/in/Spanish">Spanish</a>, <script data-card-contents-for-ri="1238" type="text/json">{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1239" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonology">Phonology</a>, <script data-card-contents-for-ri="1239" type="text/json">{"id":1239,"name":"Phonology","url":"https://www.academia.edu/Documents/in/Phonology?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2076" rel="nofollow" href="https://www.academia.edu/Documents/in/Communication_Disorders">Communication Disorders</a>, <script data-card-contents-for-ri="2076" type="text/json">{"id":2076,"name":"Communication Disorders","url":"https://www.academia.edu/Documents/in/Communication_Disorders?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2139" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonetics">Phonetics</a><script data-card-contents-for-ri="2139" type="text/json">{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=1238","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=67530983]'), work: {"id":67530983,"title":"Spanish-English Articulation and Phonology of 4- and 5YearOld Preschool ChildrenAn Initial Investigation","created_at":"2022-01-07T07:13:19.851-08:00","url":"https://www.academia.edu/67530983/Spanish_English_Articulation_and_Phonology_of_4_and_5YearOld_Preschool_ChildrenAn_Initial_Investigation?f_ri=1238","dom_id":"work_67530983","summary":"In this study, it was postulated that typically developing (i.e., normally developing without incidence of a speech or language delay or disorder) Spanish/Englishspeaking children ages 4 to 5 years old would show different articulation productions and phonological patterns in both languages. Sixteen participants from Florida were tested with Spanish and English articulation and phonology tests. For articulation, two manner or","downloadable_attachments":[{"id":78311924,"asset_id":67530983,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":50510809,"first_name":"Alexander","last_name":"Brice","domain_name":"usf","page_name":"AlexanderBrice","display_name":"Alexander Brice","profile_url":"https://usf.academia.edu/AlexanderBrice?f_ri=1238","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true},{"id":1239,"name":"Phonology","url":"https://www.academia.edu/Documents/in/Phonology?f_ri=1238","nofollow":true},{"id":2076,"name":"Communication Disorders","url":"https://www.academia.edu/Documents/in/Communication_Disorders?f_ri=1238","nofollow":true},{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=1238","nofollow":true},{"id":6223,"name":"English","url":"https://www.academia.edu/Documents/in/English?f_ri=1238"},{"id":9851,"name":"Language Development","url":"https://www.academia.edu/Documents/in/Language_Development?f_ri=1238"},{"id":47268,"name":"Bilingualism","url":"https://www.academia.edu/Documents/in/Bilingualism?f_ri=1238"},{"id":152553,"name":"Comparative Analysis","url":"https://www.academia.edu/Documents/in/Comparative_Analysis?f_ri=1238"},{"id":244814,"name":"Clinical Sciences","url":"https://www.academia.edu/Documents/in/Clinical_Sciences?f_ri=1238"},{"id":978643,"name":"Typical Development","url":"https://www.academia.edu/Documents/in/Typical_Development?f_ri=1238"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_48488911" data-work_id="48488911" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/48488911/Effects_of_Homework_Completion_on_Test_Scores_in_First_and_Second_Semester_Spanish_Courses_at_a_University_with_Liberal_Admissions">Effects of Homework Completion on Test Scores in First and Second-Semester Spanish Courses at a University with Liberal Admissions</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">A study of 401 Chicago State University (Illinois) undergraduate students in elementary Spanish courses investigated the relationship between students' completion of homework assignments, both brief and lengthy, and student achievement on... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_48488911" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">A study of 401 Chicago State University (Illinois) undergraduate students in elementary Spanish courses investigated the relationship between students' completion of homework assignments, both brief and lengthy, and student achievement on five to six teacher-developed exams administered during the semester. The study spanned six semesters. Results show some statistically significant positive correlations between homework completion rates and test scores based on class level. It was also discovered that students in the Spanish 101 course were much less likely than students in the Spanish 102 course to complete their homework. Degree of difficulty of the courses is illustrated in the difference in median tests scores, which were lower in the second-semester group. No significant conclusion could be drawn about the relationship of race, homework completion, and test scores. Overall, it is concluded that students who complete homework achieve better test scores. A brief bibliography is included. (MSE)</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/48488911" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="eb3529ccd1301f14190505696abfc365" rel="nofollow" data-download="{"attachment_id":67073735,"asset_id":48488911,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/67073735/download_file?st=MTczOTcxMTM4MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="107003485" href="https://wayne.academia.edu/JohnBrender">John Brender</a><script data-card-contents-for-user="107003485" type="text/json">{"id":107003485,"first_name":"John","last_name":"Brender","domain_name":"wayne","page_name":"JohnBrender","display_name":"John Brender","profile_url":"https://wayne.academia.edu/JohnBrender?f_ri=1238","photo":"https://0.academia-photos.com/107003485/45863485/115602837/s65_john.brender.jpg"}</script></span></span></li><li class="js-paper-rank-work_48488911 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="48488911"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 48488911, container: ".js-paper-rank-work_48488911", }); });</script></li><li class="js-percentile-work_48488911 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 48488911; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_48488911"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_48488911 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="48488911"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 48488911; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=48488911]").text(description); $(".js-view-count-work_48488911").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_48488911").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="48488911"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1238" rel="nofollow" href="https://www.academia.edu/Documents/in/Spanish">Spanish</a>, <script data-card-contents-for-ri="1238" type="text/json">{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2621" rel="nofollow" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5187" rel="nofollow" href="https://www.academia.edu/Documents/in/Statistical_Analysis">Statistical Analysis</a>, <script data-card-contents-for-ri="5187" type="text/json">{"id":5187,"name":"Statistical Analysis","url":"https://www.academia.edu/Documents/in/Statistical_Analysis?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="104446" rel="nofollow" href="https://www.academia.edu/Documents/in/Academic_achievement">Academic achievement</a><script data-card-contents-for-ri="104446" type="text/json">{"id":104446,"name":"Academic achievement","url":"https://www.academia.edu/Documents/in/Academic_achievement?f_ri=1238","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=48488911]'), work: {"id":48488911,"title":"Effects of Homework Completion on Test Scores in First and Second-Semester Spanish Courses at a University with Liberal Admissions","created_at":"2021-05-04T20:49:36.764-07:00","url":"https://www.academia.edu/48488911/Effects_of_Homework_Completion_on_Test_Scores_in_First_and_Second_Semester_Spanish_Courses_at_a_University_with_Liberal_Admissions?f_ri=1238","dom_id":"work_48488911","summary":"A study of 401 Chicago State University (Illinois) undergraduate students in elementary Spanish courses investigated the relationship between students' completion of homework assignments, both brief and lengthy, and student achievement on five to six teacher-developed exams administered during the semester. The study spanned six semesters. Results show some statistically significant positive correlations between homework completion rates and test scores based on class level. It was also discovered that students in the Spanish 101 course were much less likely than students in the Spanish 102 course to complete their homework. Degree of difficulty of the courses is illustrated in the difference in median tests scores, which were lower in the second-semester group. No significant conclusion could be drawn about the relationship of race, homework completion, and test scores. Overall, it is concluded that students who complete homework achieve better test scores. A brief bibliography is included. (MSE)","downloadable_attachments":[{"id":67073735,"asset_id":48488911,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":107003485,"first_name":"John","last_name":"Brender","domain_name":"wayne","page_name":"JohnBrender","display_name":"John Brender","profile_url":"https://wayne.academia.edu/JohnBrender?f_ri=1238","photo":"https://0.academia-photos.com/107003485/45863485/115602837/s65_john.brender.jpg"}],"research_interests":[{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=1238","nofollow":true},{"id":5187,"name":"Statistical Analysis","url":"https://www.academia.edu/Documents/in/Statistical_Analysis?f_ri=1238","nofollow":true},{"id":104446,"name":"Academic achievement","url":"https://www.academia.edu/Documents/in/Academic_achievement?f_ri=1238","nofollow":true},{"id":152553,"name":"Comparative Analysis","url":"https://www.academia.edu/Documents/in/Comparative_Analysis?f_ri=1238"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_10103111" data-work_id="10103111" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/10103111/Relationship_Between_Sensory_Deficits_and_Externalizing_Behaviors_in_an_Urban_Latino_Preschool_Population">Relationship Between Sensory Deficits and Externalizing Behaviors in an Urban, Latino Preschool Population</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study examined the relationship between sensory deficits and externalizing behavior problems in preschool children. Parents of 179 urban, Latino preschool children completed two parent-report measures, the Short Sensory Profile... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_10103111" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study examined the relationship between sensory deficits and externalizing behavior problems in preschool children. Parents of 179 urban, Latino preschool children completed two parent-report measures, the Short Sensory Profile (SSP), as a checklist for sensory symptoms, and the Achenbach Checklist for Ages 1½–5 (CBCL/1½–5) to assess externalizing behavior problems. Measures were available in Spanish or English depending on the parent’s preference. Correlations were performed between the total sensory deficits scale of the SSP and the Oppositional Defiant Disorder, Attention Deficit Hyperactivity Disorder, and Externalizing Problems scales of the CBCL. Significant correlations were found between increasing levels of sensory deficits and increasing externalizing behavior problems. Correlations were also examined in subcategories of age, gender and socioeconomic status. Five-year-old children showed stronger correlations than 4-year-old children, while males showed stronger correlations than females, and the highest correlations were found in children of families reporting between $18,001 and $24,000 per year annual income. Findings suggest that Latino preschool children with externalizing behavior problems may suffer from delays in sensory development that impact their behavior. Clinical interventions should promote strategies that either reduce or increase environmental stimuli in accordance with the sensory abilities of the individual child.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/10103111" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3ca989c8627834f8b5750a799e7f7d35" rel="nofollow" data-download="{"attachment_id":47530487,"asset_id":10103111,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/47530487/download_file?st=MTczOTcxMTM4MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="24628187" href="https://azusa.academia.edu/JoyBustrum">Joy Bustrum</a><script data-card-contents-for-user="24628187" type="text/json">{"id":24628187,"first_name":"Joy","last_name":"Bustrum","domain_name":"azusa","page_name":"JoyBustrum","display_name":"Joy Bustrum","profile_url":"https://azusa.academia.edu/JoyBustrum?f_ri=1238","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_10103111 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="10103111"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 10103111, container: ".js-paper-rank-work_10103111", }); });</script></li><li class="js-percentile-work_10103111 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 10103111; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_10103111"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_10103111 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="10103111"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 10103111; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=10103111]").text(description); $(".js-view-count-work_10103111").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_10103111").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="10103111"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1238" rel="nofollow" href="https://www.academia.edu/Documents/in/Spanish">Spanish</a>, <script data-card-contents-for-ri="1238" type="text/json">{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2350" rel="nofollow" href="https://www.academia.edu/Documents/in/Attention-Deficit_Hyperactivity_Disorder">Attention-Deficit/Hyperactivity Disorder</a>, <script data-card-contents-for-ri="2350" type="text/json">{"id":2350,"name":"Attention-Deficit/Hyperactivity Disorder","url":"https://www.academia.edu/Documents/in/Attention-Deficit_Hyperactivity_Disorder?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15674" rel="nofollow" href="https://www.academia.edu/Documents/in/Linguistics">Linguistics</a><script data-card-contents-for-ri="15674" type="text/json">{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=1238","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=10103111]'), work: {"id":10103111,"title":"Relationship Between Sensory Deficits and Externalizing Behaviors in an Urban, Latino Preschool Population","created_at":"2015-01-10T14:42:44.801-08:00","url":"https://www.academia.edu/10103111/Relationship_Between_Sensory_Deficits_and_Externalizing_Behaviors_in_an_Urban_Latino_Preschool_Population?f_ri=1238","dom_id":"work_10103111","summary":"This study examined the relationship between sensory deficits and externalizing behavior problems in preschool children. Parents of 179 urban, Latino preschool children completed two parent-report measures, the Short Sensory Profile (SSP), as a checklist for sensory symptoms, and the Achenbach Checklist for Ages 1½–5 (CBCL/1½–5) to assess externalizing behavior problems. Measures were available in Spanish or English depending on the parent’s preference. Correlations were performed between the total sensory deficits scale of the SSP and the Oppositional Defiant Disorder, Attention Deficit Hyperactivity Disorder, and Externalizing Problems scales of the CBCL. Significant correlations were found between increasing levels of sensory deficits and increasing externalizing behavior problems. Correlations were also examined in subcategories of age, gender and socioeconomic status. Five-year-old children showed stronger correlations than 4-year-old children, while males showed stronger correlations than females, and the highest correlations were found in children of families reporting between $18,001 and $24,000 per year annual income. Findings suggest that Latino preschool children with externalizing behavior problems may suffer from delays in sensory development that impact their behavior. Clinical interventions should promote strategies that either reduce or increase environmental stimuli in accordance with the sensory abilities of the individual child.","downloadable_attachments":[{"id":47530487,"asset_id":10103111,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":24628187,"first_name":"Joy","last_name":"Bustrum","domain_name":"azusa","page_name":"JoyBustrum","display_name":"Joy Bustrum","profile_url":"https://azusa.academia.edu/JoyBustrum?f_ri=1238","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=1238","nofollow":true},{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true},{"id":2350,"name":"Attention-Deficit/Hyperactivity Disorder","url":"https://www.academia.edu/Documents/in/Attention-Deficit_Hyperactivity_Disorder?f_ri=1238","nofollow":true},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=1238","nofollow":true},{"id":52586,"name":"Oppositional Defiant Disorder","url":"https://www.academia.edu/Documents/in/Oppositional_Defiant_Disorder?f_ri=1238"},{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child?f_ri=1238"},{"id":81504,"name":"Correlation","url":"https://www.academia.edu/Documents/in/Correlation?f_ri=1238"},{"id":226330,"name":"Socioeconomic Status","url":"https://www.academia.edu/Documents/in/Socioeconomic_Status?f_ri=1238"},{"id":410370,"name":"Public health systems and services research","url":"https://www.academia.edu/Documents/in/Public_health_systems_and_services_research-1?f_ri=1238"},{"id":444020,"name":"Behavior Problems","url":"https://www.academia.edu/Documents/in/Behavior_Problems?f_ri=1238"},{"id":546345,"name":"Preschool Children","url":"https://www.academia.edu/Documents/in/Preschool_Children?f_ri=1238"},{"id":617692,"name":"Family and child studies","url":"https://www.academia.edu/Documents/in/Family_and_child_studies?f_ri=1238"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_47314499" data-work_id="47314499" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/47314499/The_Redwood_City_Bilingual_Education_Project_1971_1974_Spanish_and_English_Proficiency_Mathematics_and_Language_Use_Over_Time_Working_Papers_on_Bilingualism_No_8">The Redwood City Bilingual Education Project, 1971-1974: Spanish and English Proficiency, Mathematics and Language Use Over Time. Working Papers on Bilingualism, No. 8</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/47314499" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7455f98b55858e33fa1c7c6d8ddd7605" rel="nofollow" data-download="{"attachment_id":66472102,"asset_id":47314499,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/66472102/download_file?st=MTczOTcxMTM4MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="27319180" href="https://umn.academia.edu/AndrewCohen">Andrew D Cohen</a><script data-card-contents-for-user="27319180" type="text/json">{"id":27319180,"first_name":"Andrew","last_name":"Cohen","domain_name":"umn","page_name":"AndrewCohen","display_name":"Andrew D Cohen","profile_url":"https://umn.academia.edu/AndrewCohen?f_ri=1238","photo":"https://0.academia-photos.com/27319180/7763986/60730853/s65_andrew.cohen.jpg"}</script></span></span></li><li class="js-paper-rank-work_47314499 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="47314499"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 47314499, container: ".js-paper-rank-work_47314499", }); 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$(".js-view-count[data-work-id=47314499]").text(description); $(".js-view-count-work_47314499").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_47314499").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="47314499"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="202" rel="nofollow" href="https://www.academia.edu/Documents/in/Program_Evaluation">Program Evaluation</a>, <script data-card-contents-for-ri="202" type="text/json">{"id":202,"name":"Program Evaluation","url":"https://www.academia.edu/Documents/in/Program_Evaluation?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1238" rel="nofollow" href="https://www.academia.edu/Documents/in/Spanish">Spanish</a>, <script data-card-contents-for-ri="1238" type="text/json">{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="36556" rel="nofollow" href="https://www.academia.edu/Documents/in/Elementary_Education">Elementary Education</a>, <script data-card-contents-for-ri="36556" type="text/json">{"id":36556,"name":"Elementary Education","url":"https://www.academia.edu/Documents/in/Elementary_Education?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="47268" rel="nofollow" href="https://www.academia.edu/Documents/in/Bilingualism">Bilingualism</a><script data-card-contents-for-ri="47268" type="text/json">{"id":47268,"name":"Bilingualism","url":"https://www.academia.edu/Documents/in/Bilingualism?f_ri=1238","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=47314499]'), work: {"id":47314499,"title":"The Redwood City Bilingual Education Project, 1971-1974: Spanish and English Proficiency, Mathematics and Language Use Over Time. Working Papers on Bilingualism, No. 8","created_at":"2021-04-21T12:17:59.670-07:00","url":"https://www.academia.edu/47314499/The_Redwood_City_Bilingual_Education_Project_1971_1974_Spanish_and_English_Proficiency_Mathematics_and_Language_Use_Over_Time_Working_Papers_on_Bilingualism_No_8?f_ri=1238","dom_id":"work_47314499","summary":null,"downloadable_attachments":[{"id":66472102,"asset_id":47314499,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":27319180,"first_name":"Andrew","last_name":"Cohen","domain_name":"umn","page_name":"AndrewCohen","display_name":"Andrew D Cohen","profile_url":"https://umn.academia.edu/AndrewCohen?f_ri=1238","photo":"https://0.academia-photos.com/27319180/7763986/60730853/s65_andrew.cohen.jpg"}],"research_interests":[{"id":202,"name":"Program Evaluation","url":"https://www.academia.edu/Documents/in/Program_Evaluation?f_ri=1238","nofollow":true},{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true},{"id":36556,"name":"Elementary Education","url":"https://www.academia.edu/Documents/in/Elementary_Education?f_ri=1238","nofollow":true},{"id":47268,"name":"Bilingualism","url":"https://www.academia.edu/Documents/in/Bilingualism?f_ri=1238","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_38137816" data-work_id="38137816" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/38137816/Tras_Babel_Ficha_pdf">Tras_Babel_Ficha.pdf</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">El uso social de la lengua suscita a diario dudas y curiosidades. Dudamos al elegir un método para aprender una lengua, ignoramos cuántas lenguas se hablan en el mundo, tenemos la sensación de que cada vez hablamos peor; pensamos que los... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_38137816" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">El uso social de la lengua suscita a diario dudas y curiosidades. Dudamos al elegir un método para aprender<br />una lengua, ignoramos cuántas lenguas se hablan en el mundo, tenemos la sensación de que cada vez<br />hablamos peor; pensamos que los emoticonos vienen a empobrecer la lengua; nos da la impresión de que, con<br />las posverdades, cada uno puede decir libremente lo que quiera y sospechamos que la lengua del futuro<br />podría ser un inglés global. Tales cuestiones, tan cotidianas, nacen de preguntas más profundas: ¿cómo<br />emergieron las lenguas?, ¿cómo se adquieren?, ¿cómo varían y cambian?, ¿cómo se nos engaña<br />manipulando la lengua? Esta obra intenta responder a grandes cuestiones sobre la lengua apelando a su<br />naturaleza social. Nos interesan la lengua y la gente; nos interesan las secuelas de Babel.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38137816" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e8d1fe2d3469fc6bd6dcb1fc9aaf0122" rel="nofollow" data-download="{"attachment_id":58168965,"asset_id":38137816,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/58168965/download_file?st=MTczOTcxMTM4MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2774727" href="https://uni-heidelberg.academia.edu/FranciscoMorenoFern%C3%A1ndez">Francisco Moreno-Fernández</a><script data-card-contents-for-user="2774727" type="text/json">{"id":2774727,"first_name":"Francisco","last_name":"Moreno-Fernández","domain_name":"uni-heidelberg","page_name":"FranciscoMorenoFernández","display_name":"Francisco Moreno-Fernández","profile_url":"https://uni-heidelberg.academia.edu/FranciscoMorenoFern%C3%A1ndez?f_ri=1238","photo":"https://0.academia-photos.com/2774727/904147/1129961/s65_francisco.moreno_fern_ndez.jpg"}</script></span></span></li><li class="js-paper-rank-work_38137816 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="38137816"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 38137816, container: ".js-paper-rank-work_38137816", }); 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$(".js-view-count[data-work-id=38137816]").text(description); $(".js-view-count-work_38137816").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_38137816").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="38137816"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="184" rel="nofollow" href="https://www.academia.edu/Documents/in/Sociology">Sociology</a>, <script data-card-contents-for-ri="184" type="text/json">{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1200" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1238" rel="nofollow" href="https://www.academia.edu/Documents/in/Spanish">Spanish</a>, <script data-card-contents-for-ri="1238" type="text/json">{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2524" rel="nofollow" href="https://www.academia.edu/Documents/in/Sociolinguistics">Sociolinguistics</a><script data-card-contents-for-ri="2524" type="text/json">{"id":2524,"name":"Sociolinguistics","url":"https://www.academia.edu/Documents/in/Sociolinguistics?f_ri=1238","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=38137816]'), work: {"id":38137816,"title":"Tras_Babel_Ficha.pdf","created_at":"2019-01-12T03:00:50.701-08:00","url":"https://www.academia.edu/38137816/Tras_Babel_Ficha_pdf?f_ri=1238","dom_id":"work_38137816","summary":"El uso social de la lengua suscita a diario dudas y curiosidades. Dudamos al elegir un método para aprender\nuna lengua, ignoramos cuántas lenguas se hablan en el mundo, tenemos la sensación de que cada vez\nhablamos peor; pensamos que los emoticonos vienen a empobrecer la lengua; nos da la impresión de que, con\nlas posverdades, cada uno puede decir libremente lo que quiera y sospechamos que la lengua del futuro\npodría ser un inglés global. Tales cuestiones, tan cotidianas, nacen de preguntas más profundas: ¿cómo\nemergieron las lenguas?, ¿cómo se adquieren?, ¿cómo varían y cambian?, ¿cómo se nos engaña\nmanipulando la lengua? Esta obra intenta responder a grandes cuestiones sobre la lengua apelando a su\nnaturaleza social. Nos interesan la lengua y la gente; nos interesan las secuelas de Babel.","downloadable_attachments":[{"id":58168965,"asset_id":38137816,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2774727,"first_name":"Francisco","last_name":"Moreno-Fernández","domain_name":"uni-heidelberg","page_name":"FranciscoMorenoFernández","display_name":"Francisco Moreno-Fernández","profile_url":"https://uni-heidelberg.academia.edu/FranciscoMorenoFern%C3%A1ndez?f_ri=1238","photo":"https://0.academia-photos.com/2774727/904147/1129961/s65_francisco.moreno_fern_ndez.jpg"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=1238","nofollow":true},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=1238","nofollow":true},{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true},{"id":2524,"name":"Sociolinguistics","url":"https://www.academia.edu/Documents/in/Sociolinguistics?f_ri=1238","nofollow":true},{"id":12492,"name":"Spanish Linguistics","url":"https://www.academia.edu/Documents/in/Spanish_Linguistics?f_ri=1238"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=1238"},{"id":46524,"name":"Hispanic Studies","url":"https://www.academia.edu/Documents/in/Hispanic_Studies?f_ri=1238"},{"id":52353,"name":"Generative linguistics","url":"https://www.academia.edu/Documents/in/Generative_linguistics?f_ri=1238"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_31739221" data-work_id="31739221" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/31739221/Improvement_of_camera_calibration_in_soccer_field_using_Simulated_Annealing">Improvement of camera calibration in soccer field using Simulated Annealing</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In this paper, we investigate camera calibration in soccer field using a field model defined according to FIFA standards. The proposed algorithm searches for homographic transform matrix for best correspondence between world coordinate... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_31739221" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In this paper, we investigate camera calibration in soccer field using a field model defined according to FIFA standards. The proposed algorithm searches for homographic transform matrix for best correspondence between world coordinate and image coordinate systems. To find this matrix, some static markers are required in image and field. A good proposal for these markers is the intersections of lines in field and image. These points are transferred to Simulated Annealing algorithm then it searches for the best correspondence between image and field lines. In this work, we have tested several frames of soccer games and have obtained fairly good results.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/31739221" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d6dd7a7dd25ddc05e8b5b466bb2b71a1" rel="nofollow" data-download="{"attachment_id":52048266,"asset_id":31739221,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/52048266/download_file?st=MTczOTcxMTM4MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="61090874" href="https://independent.academia.edu/AbedinVahedian">Abedin Vahedian</a><script data-card-contents-for-user="61090874" type="text/json">{"id":61090874,"first_name":"Abedin","last_name":"Vahedian","domain_name":"independent","page_name":"AbedinVahedian","display_name":"Abedin Vahedian","profile_url":"https://independent.academia.edu/AbedinVahedian?f_ri=1238","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_31739221 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="31739221"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 31739221, container: ".js-paper-rank-work_31739221", }); 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$(".js-view-count[data-work-id=31739221]").text(description); $(".js-view-count-work_31739221").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_31739221").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="31739221"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1238" rel="nofollow" href="https://www.academia.edu/Documents/in/Spanish">Spanish</a>, <script data-card-contents-for-ri="1238" type="text/json">{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6421" rel="nofollow" href="https://www.academia.edu/Documents/in/Simulated_Annealing">Simulated Annealing</a>, <script data-card-contents-for-ri="6421" type="text/json">{"id":6421,"name":"Simulated Annealing","url":"https://www.academia.edu/Documents/in/Simulated_Annealing?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="49905" rel="nofollow" href="https://www.academia.edu/Documents/in/Sport">Sport</a>, <script data-card-contents-for-ri="49905" type="text/json">{"id":49905,"name":"Sport","url":"https://www.academia.edu/Documents/in/Sport?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="96893" rel="nofollow" href="https://www.academia.edu/Documents/in/Calibration">Calibration</a><script data-card-contents-for-ri="96893" type="text/json">{"id":96893,"name":"Calibration","url":"https://www.academia.edu/Documents/in/Calibration?f_ri=1238","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=31739221]'), work: {"id":31739221,"title":"Improvement of camera calibration in soccer field using Simulated Annealing","created_at":"2017-03-06T11:22:58.163-08:00","url":"https://www.academia.edu/31739221/Improvement_of_camera_calibration_in_soccer_field_using_Simulated_Annealing?f_ri=1238","dom_id":"work_31739221","summary":"In this paper, we investigate camera calibration in soccer field using a field model defined according to FIFA standards. The proposed algorithm searches for homographic transform matrix for best correspondence between world coordinate and image coordinate systems. To find this matrix, some static markers are required in image and field. A good proposal for these markers is the intersections of lines in field and image. These points are transferred to Simulated Annealing algorithm then it searches for the best correspondence between image and field lines. In this work, we have tested several frames of soccer games and have obtained fairly good results.","downloadable_attachments":[{"id":52048266,"asset_id":31739221,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":61090874,"first_name":"Abedin","last_name":"Vahedian","domain_name":"independent","page_name":"AbedinVahedian","display_name":"Abedin Vahedian","profile_url":"https://independent.academia.edu/AbedinVahedian?f_ri=1238","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true},{"id":6421,"name":"Simulated Annealing","url":"https://www.academia.edu/Documents/in/Simulated_Annealing?f_ri=1238","nofollow":true},{"id":49905,"name":"Sport","url":"https://www.academia.edu/Documents/in/Sport?f_ri=1238","nofollow":true},{"id":96893,"name":"Calibration","url":"https://www.academia.edu/Documents/in/Calibration?f_ri=1238","nofollow":true},{"id":99818,"name":"Camera Calibration","url":"https://www.academia.edu/Documents/in/Camera_Calibration?f_ri=1238"},{"id":464325,"name":"Hough Transform","url":"https://www.academia.edu/Documents/in/Hough_Transform?f_ri=1238"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_20992437" data-work_id="20992437" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/20992437/Agronomic_performance_of_sweetcorn_populations_derived_from_crosses_between_sweetcorn_and_field_corn">Agronomic performance of sweetcorn populations derived from crosses between sweetcorn and field corn</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The adaptation of sweetcorn (Zea mays L.) to Spanish growing conditions needs to be improved, something that could be achieved by incorporating traits from field corn populations. The aim of the present study was to analyse the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_20992437" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The adaptation of sweetcorn (Zea mays L.) to Spanish growing conditions needs to be improved, something that could be achieved by incorporating traits from field corn populations. The aim of the present study was to analyse the performance of sweetcorn populations carrying the genes sugary1 (su1) or shrunken2 (sh2), as well as sugary enhancer double mutants (su1 se1), produced by crosses between sweetcorn donor populations and the Spanish field corn populations Lazcano, Oroso and Rastrojero. The three field corn populations plus the su1, su1 se1 and sh2 populations derived from them, as well as the su1, su1 se1, and sh2 donor populations used in the crosses with the field corn populations, were evaluated for their agronomic performance. Several hybrids were used as controls. Assessments were made in Zaragoza (NE Spain) and Pontevedra (NW Spain) over two years. The ability of the field corn populations to improve the sweetcorn varieties was not greatly affected by the sweetcorn mutant involved. The field corn populations chosen as donors for improving sweetcorn must depend on the growing conditions in mind. Sweetcorn populations derived Oroso would appear to be the most favourable for northern Spain, while those derived from Rastrojero would appear to be the most suitable for inland Spain, although other field corn populations are still to be examined.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/20992437" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1929c06ec132ccae75968fa499cffa6b" rel="nofollow" data-download="{"attachment_id":41661198,"asset_id":20992437,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/41661198/download_file?st=MTczOTcxMTM4MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="14414529" href="https://cisor.academia.edu/victorrodriguez">victor rodriguez</a><script data-card-contents-for-user="14414529" type="text/json">{"id":14414529,"first_name":"victor","last_name":"rodriguez","domain_name":"cisor","page_name":"victorrodriguez","display_name":"victor rodriguez","profile_url":"https://cisor.academia.edu/victorrodriguez?f_ri=1238","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_20992437 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="20992437"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 20992437, container: ".js-paper-rank-work_20992437", }); 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$(".js-view-count[data-work-id=20992437]").text(description); $(".js-view-count-work_20992437").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_20992437").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="20992437"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1238" rel="nofollow" href="https://www.academia.edu/Documents/in/Spanish">Spanish</a>, <script data-card-contents-for-ri="1238" type="text/json">{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="84384" rel="nofollow" href="https://www.academia.edu/Documents/in/Maize">Maize</a><script data-card-contents-for-ri="84384" type="text/json">{"id":84384,"name":"Maize","url":"https://www.academia.edu/Documents/in/Maize?f_ri=1238","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=20992437]'), work: {"id":20992437,"title":"Agronomic performance of sweetcorn populations derived from crosses between sweetcorn and field corn","created_at":"2016-01-27T15:45:03.772-08:00","url":"https://www.academia.edu/20992437/Agronomic_performance_of_sweetcorn_populations_derived_from_crosses_between_sweetcorn_and_field_corn?f_ri=1238","dom_id":"work_20992437","summary":"The adaptation of sweetcorn (Zea mays L.) to Spanish growing conditions needs to be improved, something that could be achieved by incorporating traits from field corn populations. The aim of the present study was to analyse the performance of sweetcorn populations carrying the genes sugary1 (su1) or shrunken2 (sh2), as well as sugary enhancer double mutants (su1 se1), produced by crosses between sweetcorn donor populations and the Spanish field corn populations Lazcano, Oroso and Rastrojero. The three field corn populations plus the su1, su1 se1 and sh2 populations derived from them, as well as the su1, su1 se1, and sh2 donor populations used in the crosses with the field corn populations, were evaluated for their agronomic performance. Several hybrids were used as controls. Assessments were made in Zaragoza (NE Spain) and Pontevedra (NW Spain) over two years. The ability of the field corn populations to improve the sweetcorn varieties was not greatly affected by the sweetcorn mutant involved. The field corn populations chosen as donors for improving sweetcorn must depend on the growing conditions in mind. Sweetcorn populations derived Oroso would appear to be the most favourable for northern Spain, while those derived from Rastrojero would appear to be the most suitable for inland Spain, although other field corn populations are still to be examined.","downloadable_attachments":[{"id":41661198,"asset_id":20992437,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":14414529,"first_name":"victor","last_name":"rodriguez","domain_name":"cisor","page_name":"victorrodriguez","display_name":"victor rodriguez","profile_url":"https://cisor.academia.edu/victorrodriguez?f_ri=1238","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true},{"id":84384,"name":"Maize","url":"https://www.academia.edu/Documents/in/Maize?f_ri=1238","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_5527217" data-work_id="5527217" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/5527217/Vel%C3%A1squez_Garza_Hilda_Publicidad_para_Hispanos_El_Nuevo_Camino_hacia_el_Sue%C3%B1o_Americano_Condicionantes_Culturales_Ret%C3%B3ricos_L%C3%A9xicos_y_Gramaticales_para_la_Publicidad_en_Espa%C3%B1ol_en_los_Estados_Unidos_Saarbr%C3%BCcken_Germany_LAP_LAMBERT_Academic_Publishing_2012">Velásquez Garza, Hilda: Publicidad para Hispanos: El Nuevo Camino hacia el Sueño Americano. Condicionantes Culturales, Retóricos, Léxicos y Gramaticales para la Publicidad en Español en los Estados Unidos. Saarbrücken, Germany: LAP (LAMBERT Academic Publishing), 2012. </a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Se trata, en resumen, de un libro útil, bien estructurado, claro, abierto a un amplio público, que combina conocimientos y experiencias en diversos campos y que aporta elementos contrastados y seguros al análisis del español de la... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_5527217" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Se trata, en resumen, de un libro útil, bien estructurado, claro, abierto a un amplio público, que combina conocimientos y experiencias en diversos campos y que aporta elementos contrastados y seguros al análisis del español de la publicidad y de cómo se usa para atraer a la población hispanohablante de los Estados Unidos.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/5527217" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4b719eaa62af45803cb13fdac2ef289a" rel="nofollow" data-download="{"attachment_id":32628473,"asset_id":5527217,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/32628473/download_file?st=MTczOTcxMTM4MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3200158" href="https://utsa.academia.edu/FranciscoMarcosMar%C3%ADn">Francisco A Marcos-Marín</a><script data-card-contents-for-user="3200158" type="text/json">{"id":3200158,"first_name":"Francisco","last_name":"Marcos-Marín","domain_name":"utsa","page_name":"FranciscoMarcosMarín","display_name":"Francisco A Marcos-Marín","profile_url":"https://utsa.academia.edu/FranciscoMarcosMar%C3%ADn?f_ri=1238","photo":"https://0.academia-photos.com/3200158/1052487/17247825/s65_francisco.marcos-mar_n.jpg"}</script></span></span></li><li class="js-paper-rank-work_5527217 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="5527217"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 5527217, container: ".js-paper-rank-work_5527217", }); 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Monitoring the intermodal, refrigerated transport of fruit using sensor networks</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Most of the fruit in Europe is transported by road, but the saturation of the major arteries, the increased demand for freight transport, and environmental concerns all indicate there is a need to change this means of transport. A... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_48584822" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Most of the fruit in Europe is transported by road, but the saturation of the major arteries, the increased demand for freight transport, and environmental concerns all indicate there is a need to change this means of transport. A combination of transport modes using universal containers is one of the solutions proposed: this is known as intermodal transport. Tracking the transport of fruit in reefer containers along the supply chain is the means by which product quality can be guaranteed. The integration of emerging information technologies can now provide real-time status updates. This paper reviews the literature and the latest technologies in this area as part of a national project. Particular emphasis is placed on multiplexed digital communication technologies and wireless sensor networks.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/48584822" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6057dff6fb996005f742d1ad9eb2797a" rel="nofollow" data-download="{"attachment_id":67120415,"asset_id":48584822,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/67120415/download_file?st=MTczOTcxMTM4MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="32211531" href="https://wsiabato.academia.edu/PilarBarreiro">Pilar Barreiro</a><script data-card-contents-for-user="32211531" type="text/json">{"id":32211531,"first_name":"Pilar","last_name":"Barreiro","domain_name":"wsiabato","page_name":"PilarBarreiro","display_name":"Pilar Barreiro","profile_url":"https://wsiabato.academia.edu/PilarBarreiro?f_ri=1238","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_48584822 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="48584822"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 48584822, container: ".js-paper-rank-work_48584822", }); });</script></li><li class="js-percentile-work_48584822 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 48584822; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_48584822"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_48584822 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="48584822"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 48584822; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=48584822]").text(description); $(".js-view-count-work_48584822").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_48584822").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="48584822"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="1238" rel="nofollow" href="https://www.academia.edu/Documents/in/Spanish">Spanish</a><script data-card-contents-for-ri="1238" type="text/json">{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=48584822]'), work: {"id":48584822,"title":"Review. 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$(".js-view-count[data-work-id=35414662]").text(description); $(".js-view-count-work_35414662").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_35414662").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="35414662"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1238" rel="nofollow" href="https://www.academia.edu/Documents/in/Spanish">Spanish</a>, <script data-card-contents-for-ri="1238" type="text/json">{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5738" rel="nofollow" href="https://www.academia.edu/Documents/in/Aphasia">Aphasia</a>, <script data-card-contents-for-ri="5738" type="text/json">{"id":5738,"name":"Aphasia","url":"https://www.academia.edu/Documents/in/Aphasia?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="333024" rel="nofollow" href="https://www.academia.edu/Documents/in/Aphasia_and_Aphasia_Rehabilitation">Aphasia and Aphasia Rehabilitation</a><script data-card-contents-for-ri="333024" type="text/json">{"id":333024,"name":"Aphasia and Aphasia Rehabilitation","url":"https://www.academia.edu/Documents/in/Aphasia_and_Aphasia_Rehabilitation?f_ri=1238","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=35414662]'), work: {"id":35414662,"title":"Compensatory Strategies by Linguistic Register in Spanish-speaking Aphasia Patients: A Case Study","created_at":"2017-12-12T18:09:34.448-08:00","url":"https://www.academia.edu/35414662/Compensatory_Strategies_by_Linguistic_Register_in_Spanish_speaking_Aphasia_Patients_A_Case_Study?f_ri=1238","dom_id":"work_35414662","summary":null,"downloadable_attachments":[{"id":55275414,"asset_id":35414662,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":25517661,"first_name":"Maria","last_name":"Turrero-Garcia","domain_name":"drew","page_name":"MariaTurreroGarcia","display_name":"Maria Turrero-Garcia","profile_url":"https://drew.academia.edu/MariaTurreroGarcia?f_ri=1238","photo":"https://0.academia-photos.com/25517661/6975778/32392074/s65_maria.turrero-garcia.jpg"}],"research_interests":[{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true},{"id":5738,"name":"Aphasia","url":"https://www.academia.edu/Documents/in/Aphasia?f_ri=1238","nofollow":true},{"id":333024,"name":"Aphasia and Aphasia Rehabilitation","url":"https://www.academia.edu/Documents/in/Aphasia_and_Aphasia_Rehabilitation?f_ri=1238","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_33629457 coauthored" data-work_id="33629457" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/33629457/Tecnolog%C3%ADas_para_la_ense%C3%B1anza_de_lenguas_extranjeras_una_contribuci%C3%B3n_para_lograr_los_retos_educativos_de_Brasil_Foreign_language_teaching_technologies_A_positive_contribution_to_Brazils_education_challenges">Tecnologías para la enseñanza de lenguas extranjeras: una contribución para lograr los retos educativos de Brasil Foreign-language teaching technologies: A positive contribution to Brazil's education challenges</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Resumen Las tecnologías aplicadas a la educación constituyen una dualidad indisoluble para lograr sistemas flexibles que respondan a las necesidades de la sociedad en materia educativa. Los sistemas educativos actuales intentan impulsar... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_33629457" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Resumen<br /><br />Las tecnologías aplicadas a la educación constituyen una dualidad indisoluble para lograr sistemas flexibles que respondan a las necesidades de la sociedad en materia educativa. Los sistemas educativos actuales intentan impulsar políticas en esta dirección. Brasil no se ha quedado al margen de estas políticas y recientemente ha legislado en este sentido (PNE 2014-2024). Este plan busca incentivar el desarrollo y difusión de las tecnologías desde la educación infantil y potenciar prácticas pedagógicas innovadoras apoyadas en el uso de softwares libres y recursos educativos. Uno de los campos de aplicación más interesantes en Brasil es la enseñanza de segundas lenguas, por la configuración geográfica y lingüística del país. Brasil es un país multilingüe que cuenta con numerosas lenguas indígenas y amplias zonas de frontera en las que entra en contacto con otras lenguas de difusión (español, inglés y francés). En este contexto, se hace necesaria la introducción de tecnologías lingüísticas para lograr a nivel nacional un plurilingüismo real, teniendo en cuenta que muchos hablantes solamente podrán entrar en contacto directo con las lenguas meta a través de las tecnologías. Pero la gran cantidad de material lingüístico que ofrece la red dificulta la tarea de seleccionar los materiales más adecuados para las diversas situaciones lingüísticas que deben afrontar. Este estudio quiere contribuir a facilitar la selección de recursos lingüísticos de la red, ofreciendo clasificaciones de materiales y facilitando un repertorio no exhaustivo pero sí relevante de recursos disponibles, creados o utilizados para la enseñanza de segundas lenguas. Este trabajo está estructurado de acuerdo con los siguientes epígrafes. Tras la introducción, presentaremos un análisis de las metas actuales de Brasil en materia educativa reflejadas en el PNE 2014-2024 y, en particular, en los aspectos que se refieren al uso de las tecnologías. Seguidamente, estudiaremos la disponibilidad de las tecnologías educativas orientadas a la enseñanza de lenguas partiendo de una primera clasificación entre tecnologías educativas institucionales y no institucionales. Estas últimas son a su vez objeto de una propuesta de clasificación enfocada a la optimización de los recursos de internet disponibles para la enseñanza de lenguas extranjeras. La clasificación propuesta puede resultar de gran ayuda a los docentes, que tienen que enfrentarse diariamente a la tarea de seleccionar los recursos más adecuados de internet para la enseñanza de lenguas.<br /><br />Palabras clave: TIC, políticas lingüísticas, lenguas extranjeras, internet, Brasil, enseñanza<br /><br /><br />Teaching technologies for FL: a contribution to achieve the educative challenges of Brazil<br /><br />Abstract<br />Technologies applied to education constitute an indissoluble duality to achieve flexible systems that respond to the society needs regarding education. Current educational systems try to stimulate policies in this direction. Brazil has followed these policies and has recently legislated in this direction (PNE 2014-2024). This plan pursues to stimulate the development and diffusion of the technologies from the primary school and to promote pedagogic innovative practices based on the use of free software and educational resources. One of the most interesting fields of application in Brazil is the teaching of second languages, due to the geographical and linguistic configuration of the country. Brazil is a multilingual country that possesses numerous indigenous languages and large border areas which enters in contact with other languages of diffusion (Spanish, English and French). In this context it becomes necessary the introduction of linguistic technologies to achieve true multilingual skills at national level, bearing in mind that many speakers will only be able to enter in direct contact with the foreign languages across the technologies. But the large quantity of linguistic material that internet offers obstructs the task of selecting the most adequate material for the diverse linguistic situations that it must confront. This study wants to contribute to facilitate the selection of internet linguistic resources, offering classifications of materials and facilitating a non exhaustive portfolio but relevant in terms of available resources, created or used for learning and teaching second languages. This study is organized in the next sections. Following the overall introduction, the first section presents an analysis of the current goals in education in Brazil, as reflected in the PNE 2014-2024, focusing specifically on those aspects related to the usage of technology. The second section examines the availability of educational technologies oriented towards language teaching, starting from a first distinction between institutional technologies and non-institutional technologies. The next section introduces a proposal of classification of non-institutional technologies, intended for the optimization of the resources available on the internet for foreign language teaching. The suggested classification can be very helpful to teachers, who daily have to deal with the tasks of selecting from the internet the most suitable resources for language teaching.<br /><br />Key words: ICT, linguistic policy, foreign languages, internet, Brazil, teaching.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/33629457" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2a40fa293f8810906fa8f1e5177337b3" rel="nofollow" data-download="{"attachment_id":53644451,"asset_id":33629457,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/53644451/download_file?st=MTczOTcxMTM4MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="12891070" href="https://independent.academia.edu/Mar%C3%ADaMatesanzdelBarrio">María M Matesanz del Barrio</a><script data-card-contents-for-user="12891070" type="text/json">{"id":12891070,"first_name":"María","last_name":"Matesanz del Barrio","domain_name":"independent","page_name":"MaríaMatesanzdelBarrio","display_name":"María M Matesanz del Barrio","profile_url":"https://independent.academia.edu/Mar%C3%ADaMatesanzdelBarrio?f_ri=1238","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-33629457">+1</span><div class="hidden js-additional-users-33629457"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/VivianeFerreira28">Viviane Ferreira</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-33629457'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-33629457').html(); 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container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_33629457 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="33629457"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33629457; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33629457]").text(description); $(".js-view-count-work_33629457").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_33629457").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="33629457"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1008" rel="nofollow" href="https://www.academia.edu/Documents/in/Second_Language_Acquisition">Second Language Acquisition</a>, <script data-card-contents-for-ri="1008" type="text/json">{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1238" rel="nofollow" href="https://www.academia.edu/Documents/in/Spanish">Spanish</a>, <script data-card-contents-for-ri="1238" type="text/json">{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7585" rel="nofollow" href="https://www.academia.edu/Documents/in/ICT_in_Education">ICT in Education</a>, <script data-card-contents-for-ri="7585" type="text/json">{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9821" rel="nofollow" href="https://www.academia.edu/Documents/in/Brazil">Brazil</a><script data-card-contents-for-ri="9821" type="text/json">{"id":9821,"name":"Brazil","url":"https://www.academia.edu/Documents/in/Brazil?f_ri=1238","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=33629457]'), work: {"id":33629457,"title":"Tecnologías para la enseñanza de lenguas extranjeras: una contribución para lograr los retos educativos de Brasil Foreign-language teaching technologies: A positive contribution to Brazil's education challenges","created_at":"2017-06-23T23:14:33.263-07:00","url":"https://www.academia.edu/33629457/Tecnolog%C3%ADas_para_la_ense%C3%B1anza_de_lenguas_extranjeras_una_contribuci%C3%B3n_para_lograr_los_retos_educativos_de_Brasil_Foreign_language_teaching_technologies_A_positive_contribution_to_Brazils_education_challenges?f_ri=1238","dom_id":"work_33629457","summary":"Resumen\n\nLas tecnologías aplicadas a la educación constituyen una dualidad indisoluble para lograr sistemas flexibles que respondan a las necesidades de la sociedad en materia educativa. Los sistemas educativos actuales intentan impulsar políticas en esta dirección. Brasil no se ha quedado al margen de estas políticas y recientemente ha legislado en este sentido (PNE 2014-2024). Este plan busca incentivar el desarrollo y difusión de las tecnologías desde la educación infantil y potenciar prácticas pedagógicas innovadoras apoyadas en el uso de softwares libres y recursos educativos. Uno de los campos de aplicación más interesantes en Brasil es la enseñanza de segundas lenguas, por la configuración geográfica y lingüística del país. Brasil es un país multilingüe que cuenta con numerosas lenguas indígenas y amplias zonas de frontera en las que entra en contacto con otras lenguas de difusión (español, inglés y francés). En este contexto, se hace necesaria la introducción de tecnologías lingüísticas para lograr a nivel nacional un plurilingüismo real, teniendo en cuenta que muchos hablantes solamente podrán entrar en contacto directo con las lenguas meta a través de las tecnologías. Pero la gran cantidad de material lingüístico que ofrece la red dificulta la tarea de seleccionar los materiales más adecuados para las diversas situaciones lingüísticas que deben afrontar. Este estudio quiere contribuir a facilitar la selección de recursos lingüísticos de la red, ofreciendo clasificaciones de materiales y facilitando un repertorio no exhaustivo pero sí relevante de recursos disponibles, creados o utilizados para la enseñanza de segundas lenguas. Este trabajo está estructurado de acuerdo con los siguientes epígrafes. Tras la introducción, presentaremos un análisis de las metas actuales de Brasil en materia educativa reflejadas en el PNE 2014-2024 y, en particular, en los aspectos que se refieren al uso de las tecnologías. Seguidamente, estudiaremos la disponibilidad de las tecnologías educativas orientadas a la enseñanza de lenguas partiendo de una primera clasificación entre tecnologías educativas institucionales y no institucionales. Estas últimas son a su vez objeto de una propuesta de clasificación enfocada a la optimización de los recursos de internet disponibles para la enseñanza de lenguas extranjeras. La clasificación propuesta puede resultar de gran ayuda a los docentes, que tienen que enfrentarse diariamente a la tarea de seleccionar los recursos más adecuados de internet para la enseñanza de lenguas.\n\nPalabras clave: TIC, políticas lingüísticas, lenguas extranjeras, internet, Brasil, enseñanza\n\n\nTeaching technologies for FL: a contribution to achieve the educative challenges of Brazil\n\nAbstract\nTechnologies applied to education constitute an indissoluble duality to achieve flexible systems that respond to the society needs regarding education. Current educational systems try to stimulate policies in this direction. Brazil has followed these policies and has recently legislated in this direction (PNE 2014-2024). This plan pursues to stimulate the development and diffusion of the technologies from the primary school and to promote pedagogic innovative practices based on the use of free software and educational resources. One of the most interesting fields of application in Brazil is the teaching of second languages, due to the geographical and linguistic configuration of the country. Brazil is a multilingual country that possesses numerous indigenous languages and large border areas which enters in contact with other languages of diffusion (Spanish, English and French). In this context it becomes necessary the introduction of linguistic technologies to achieve true multilingual skills at national level, bearing in mind that many speakers will only be able to enter in direct contact with the foreign languages across the technologies. But the large quantity of linguistic material that internet offers obstructs the task of selecting the most adequate material for the diverse linguistic situations that it must confront. This study wants to contribute to facilitate the selection of internet linguistic resources, offering classifications of materials and facilitating a non exhaustive portfolio but relevant in terms of available resources, created or used for learning and teaching second languages. This study is organized in the next sections. Following the overall introduction, the first section presents an analysis of the current goals in education in Brazil, as reflected in the PNE 2014-2024, focusing specifically on those aspects related to the usage of technology. The second section examines the availability of educational technologies oriented towards language teaching, starting from a first distinction between institutional technologies and non-institutional technologies. The next section introduces a proposal of classification of non-institutional technologies, intended for the optimization of the resources available on the internet for foreign language teaching. The suggested classification can be very helpful to teachers, who daily have to deal with the tasks of selecting from the internet the most suitable resources for language teaching.\n\nKey words: ICT, linguistic policy, foreign languages, internet, Brazil, teaching.\n","downloadable_attachments":[{"id":53644451,"asset_id":33629457,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":12891070,"first_name":"María","last_name":"Matesanz del Barrio","domain_name":"independent","page_name":"MaríaMatesanzdelBarrio","display_name":"María M Matesanz del Barrio","profile_url":"https://independent.academia.edu/Mar%C3%ADaMatesanzdelBarrio?f_ri=1238","photo":"/images/s65_no_pic.png"},{"id":65955960,"first_name":"Viviane","last_name":"Ferreira","domain_name":"independent","page_name":"VivianeFerreira28","display_name":"Viviane Ferreira","profile_url":"https://independent.academia.edu/VivianeFerreira28?f_ri=1238","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=1238","nofollow":true},{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true},{"id":7585,"name":"ICT in Education","url":"https://www.academia.edu/Documents/in/ICT_in_Education?f_ri=1238","nofollow":true},{"id":9821,"name":"Brazil","url":"https://www.academia.edu/Documents/in/Brazil?f_ri=1238","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_28661739" data-work_id="28661739" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/28661739/_Being_Hispanic_in_the_United_States">"Being Hispanic" in the United States</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Observatorio de la lengua española y las culturas hispánicas en los Estados Unidos</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/28661739" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="13d1bbfeb216deb11b755c11c3413865" rel="nofollow" data-download="{"attachment_id":49038607,"asset_id":28661739,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/49038607/download_file?st=MTczOTcxMTM4MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="25836187" href="https://harvard.academia.edu/InformesdelObservatorioObservatorioReportsInstitutoCervantes">Informes del Observatorio / Observatorio Reports — Instituto Cervantes at FAS - Harvard University</a><script data-card-contents-for-user="25836187" type="text/json">{"id":25836187,"first_name":"Informes del Observatorio / Observatorio Reports —","last_name":"Instituto Cervantes at FAS - Harvard University","domain_name":"harvard","page_name":"InformesdelObservatorioObservatorioReportsInstitutoCervantes","display_name":"Informes del Observatorio / Observatorio Reports — Instituto Cervantes at FAS - Harvard University","profile_url":"https://harvard.academia.edu/InformesdelObservatorioObservatorioReportsInstitutoCervantes?f_ri=1238","photo":"https://0.academia-photos.com/25836187/7091569/7990635/s65_informes_del_observatorio_observatorio_reports_.instituto_cervantes_at_fas_-_harvard_university.png"}</script></span></span></li><li class="js-paper-rank-work_28661739 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="28661739"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 28661739, container: ".js-paper-rank-work_28661739", }); });</script></li><li class="js-percentile-work_28661739 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 28661739; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_28661739"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_28661739 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="28661739"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 28661739; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=28661739]").text(description); $(".js-view-count-work_28661739").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_28661739").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="28661739"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1238" rel="nofollow" href="https://www.academia.edu/Documents/in/Spanish">Spanish</a>, <script data-card-contents-for-ri="1238" type="text/json">{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="44006" rel="nofollow" href="https://www.academia.edu/Documents/in/Identity">Identity</a>, <script data-card-contents-for-ri="44006" type="text/json">{"id":44006,"name":"Identity","url":"https://www.academia.edu/Documents/in/Identity?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="54848" rel="nofollow" href="https://www.academia.edu/Documents/in/Latinos">Latinos</a>, <script data-card-contents-for-ri="54848" type="text/json">{"id":54848,"name":"Latinos","url":"https://www.academia.edu/Documents/in/Latinos?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="161088" rel="nofollow" href="https://www.academia.edu/Documents/in/Etnicity">Etnicity</a><script data-card-contents-for-ri="161088" type="text/json">{"id":161088,"name":"Etnicity","url":"https://www.academia.edu/Documents/in/Etnicity?f_ri=1238","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=28661739]'), work: {"id":28661739,"title":"\"Being Hispanic\" in the United States","created_at":"2016-09-22T07:56:39.385-07:00","url":"https://www.academia.edu/28661739/_Being_Hispanic_in_the_United_States?f_ri=1238","dom_id":"work_28661739","summary":"Observatorio de la lengua española y las culturas hispánicas en los Estados Unidos","downloadable_attachments":[{"id":49038607,"asset_id":28661739,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":25836187,"first_name":"Informes del Observatorio / Observatorio Reports —","last_name":"Instituto Cervantes at FAS - Harvard University","domain_name":"harvard","page_name":"InformesdelObservatorioObservatorioReportsInstitutoCervantes","display_name":"Informes del Observatorio / Observatorio Reports — Instituto Cervantes at FAS - Harvard University","profile_url":"https://harvard.academia.edu/InformesdelObservatorioObservatorioReportsInstitutoCervantes?f_ri=1238","photo":"https://0.academia-photos.com/25836187/7091569/7990635/s65_informes_del_observatorio_observatorio_reports_.instituto_cervantes_at_fas_-_harvard_university.png"}],"research_interests":[{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true},{"id":44006,"name":"Identity","url":"https://www.academia.edu/Documents/in/Identity?f_ri=1238","nofollow":true},{"id":54848,"name":"Latinos","url":"https://www.academia.edu/Documents/in/Latinos?f_ri=1238","nofollow":true},{"id":161088,"name":"Etnicity","url":"https://www.academia.edu/Documents/in/Etnicity?f_ri=1238","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_45070825" data-work_id="45070825" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/45070825/La_literatura_posnacional_del_siglo_XXI_de_Gonzalo_Navajas">La literatura posnacional del siglo XXI, de Gonzalo Navajas</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">No son el apocalipsis o la sacralización los marcos conceptuales para encuadrar la proyección cultural y social de la literatura en el siglo XXI. Ni la ineluctable extinción de la cultura de la letra escrita abrumada por los medios... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_45070825" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">No son el apocalipsis o la sacralización los marcos conceptuales para encuadrar la proyección cultural y social de la literatura en el siglo XXI. Ni la ineluctable extinción de la cultura de la letra escrita abrumada por los medios ubicuos y omnipotentes de la informática, de acuerdo con el vaticinio catastrofista y final de Paul Virilio, ni la exaltación de la literatura al elíseo de lo exquisitamente exclusivo, que ha sido la vía por la que se ha intentado potenciar la palabra y la cultura escrita desde José Ortega y Gasset hasta Harold Bloom. Frente a los desafíos que presentan la nueva organización global del mundo y sus consecuencias de dispersión y multipolaridad cultural, la vía más productiva puede ser aquella que trata de insertar la literatura dentro de los pará metros extraordinariamente fluidos y cambiantes de la nueva cultura posnacional y plural. Esa cultura va adscrita a los modos de las nuevas tecnologías de la comunicación y ex presión artística que son las que definen ya el nuevo siglo de manera universal.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/45070825" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="827280f6763683afb9fac6e14cf1f652" rel="nofollow" data-download="{"attachment_id":65627206,"asset_id":45070825,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/65627206/download_file?st=MTczOTcxMTM4MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="184350657" href="https://independent.academia.edu/ALCESXXIAsociaci%C3%B3nInternacional">ALCESXXI Journal of Contemporary Spanish Literature & Film</a><script data-card-contents-for-user="184350657" type="text/json">{"id":184350657,"first_name":"ALCESXXI","last_name":"Journal of Contemporary Spanish Literature \u0026 Film","domain_name":"independent","page_name":"ALCESXXIAsociaciónInternacional","display_name":"ALCESXXI Journal of Contemporary Spanish Literature \u0026 Film","profile_url":"https://independent.academia.edu/ALCESXXIAsociaci%C3%B3nInternacional?f_ri=1238","photo":"https://0.academia-photos.com/184350657/51057577/39113385/s65_alcesxxi.asociaci_n_internacional_de_literatura_y_cine_espa_oles_siglo_xxi.jpg"}</script></span></span></li><li class="js-paper-rank-work_45070825 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="45070825"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 45070825, container: ".js-paper-rank-work_45070825", }); });</script></li><li class="js-percentile-work_45070825 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 45070825; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_45070825"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_45070825 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="45070825"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 45070825; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=45070825]").text(description); $(".js-view-count-work_45070825").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_45070825").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="45070825"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="668" rel="nofollow" href="https://www.academia.edu/Documents/in/Spanish_Literature">Spanish Literature</a>, <script data-card-contents-for-ri="668" type="text/json">{"id":668,"name":"Spanish Literature","url":"https://www.academia.edu/Documents/in/Spanish_Literature?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1238" rel="nofollow" href="https://www.academia.edu/Documents/in/Spanish">Spanish</a>, <script data-card-contents-for-ri="1238" type="text/json">{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2544" rel="nofollow" href="https://www.academia.edu/Documents/in/Spanish_Literature_Peninsular_">Spanish Literature (Peninsular)</a><script data-card-contents-for-ri="2544" type="text/json">{"id":2544,"name":"Spanish Literature (Peninsular)","url":"https://www.academia.edu/Documents/in/Spanish_Literature_Peninsular_?f_ri=1238","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=45070825]'), work: {"id":45070825,"title":"La literatura posnacional del siglo XXI, de Gonzalo Navajas","created_at":"2021-02-07T04:34:09.304-08:00","url":"https://www.academia.edu/45070825/La_literatura_posnacional_del_siglo_XXI_de_Gonzalo_Navajas?f_ri=1238","dom_id":"work_45070825","summary":"No son el apocalipsis o la sacralización los marcos conceptuales para encuadrar la proyección cultural y social de la literatura en el siglo XXI. Ni la ineluctable extinción de la cultura de la letra escrita abrumada por los medios ubicuos y omnipotentes de la informática, de acuerdo con el vaticinio catastrofista y final de Paul Virilio, ni la exaltación de la literatura al elíseo de lo exquisitamente exclusivo, que ha sido la vía por la que se ha intentado potenciar la palabra y la cultura escrita desde José Ortega y Gasset hasta Harold Bloom. Frente a los desafíos que presentan la nueva organización global del mundo y sus consecuencias de dispersión y multipolaridad cultural, la vía más productiva puede ser aquella que trata de insertar la literatura dentro de los pará metros extraordinariamente fluidos y cambiantes de la nueva cultura posnacional y plural. Esa cultura va adscrita a los modos de las nuevas tecnologías de la comunicación y ex presión artística que son las que definen ya el nuevo siglo de manera universal. ","downloadable_attachments":[{"id":65627206,"asset_id":45070825,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":184350657,"first_name":"ALCESXXI","last_name":"Journal of Contemporary Spanish Literature \u0026 Film","domain_name":"independent","page_name":"ALCESXXIAsociaciónInternacional","display_name":"ALCESXXI Journal of Contemporary Spanish Literature \u0026 Film","profile_url":"https://independent.academia.edu/ALCESXXIAsociaci%C3%B3nInternacional?f_ri=1238","photo":"https://0.academia-photos.com/184350657/51057577/39113385/s65_alcesxxi.asociaci_n_internacional_de_literatura_y_cine_espa_oles_siglo_xxi.jpg"}],"research_interests":[{"id":668,"name":"Spanish Literature","url":"https://www.academia.edu/Documents/in/Spanish_Literature?f_ri=1238","nofollow":true},{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true},{"id":2544,"name":"Spanish Literature (Peninsular)","url":"https://www.academia.edu/Documents/in/Spanish_Literature_Peninsular_?f_ri=1238","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_39059390" data-work_id="39059390" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/39059390/SEEMINGLY_SIMPLE_NUMBERS_AND_THE_LANGUAGE_GAPS_STUDENTS_BRING_TO_COMMUNITY_ORGANIZATIONS">SEEMINGLY SIMPLE: NUMBERS AND THE LANGUAGE GAPS STUDENTS BRING TO COMMUNITY ORGANIZATIONS</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Abstract: In nonprofit settings, numbers are ubiquitous. Therefore, when Spanish community service-learning (CSL) students work in nonprofits, they, too, must manage and manipulate numbers accurately-in Spanish. This can be surprisingly... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_39059390" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Abstract: In nonprofit settings, numbers are ubiquitous. Therefore, when Spanish community service-learning (CSL) students work in nonprofits, they, too, must manage and manipulate numbers accurately-in Spanish. This can be surprisingly difficult for second language learners of Spanish. This chapter details the author's experiences with upper-level Spanish CSL students enrolled in a language for specific purposes (LSP) course about social entrepreneurship who volunteer in local nonprofits. In nonprofits serving Latino immigrants, the seemingly simple-numbers-is embedded within the complexities of the immigrant experience in the United States today. LSP instructors should explicitly address numeracy to prepare students for professional tasks that require accuracy and to better understand the issues behind the numbers.<br />Resumen: Los números son ubicuos en las organizaciones sin ánimo de lucro. Por eso, los estudiantes en los cursos de aprendizaje-servicio comunitario (ApSC) que prestan servicio en una asociación sin fines lucrativos necesitan usar los números correctamente-y en español. Para los aprendices de español como segunda lengua, esto puede ser muy difícil. Este artículo describe las experiencias de la autora con los estudiantes en un curso avanzado de español para fines específicos en que se estudia el emprendimiento social y los estudiantes prestan servicio en organizaciones sin fines de lucro. Hay que preparar a los estudiantes a usar los números y a entender el contexto sumamente complejo de los inmigrantes en los EE. UU. en que surgen esos números. Palabras clave: español para fines específicos, aprendizaje-servicio comunitario, emprendimiento social, organizaciones sin ánimo de lucro, números</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/39059390" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="454d1474c07890003d9832c4626228b0" rel="nofollow" data-download="{"attachment_id":59173831,"asset_id":39059390,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/59173831/download_file?st=MTczOTcxMTM4MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="20544700" href="https://illinois.academia.edu/AnnieAbbott">Annie Abbott</a><script data-card-contents-for-user="20544700" type="text/json">{"id":20544700,"first_name":"Annie","last_name":"Abbott","domain_name":"illinois","page_name":"AnnieAbbott","display_name":"Annie Abbott","profile_url":"https://illinois.academia.edu/AnnieAbbott?f_ri=1238","photo":"https://0.academia-photos.com/20544700/5678990/6460767/s65_annie.abbott.jpg"}</script></span></span></li><li class="js-paper-rank-work_39059390 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="39059390"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 39059390, container: ".js-paper-rank-work_39059390", }); });</script></li><li class="js-percentile-work_39059390 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 39059390; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_39059390"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_39059390 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="39059390"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39059390; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39059390]").text(description); $(".js-view-count-work_39059390").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_39059390").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="39059390"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1238" rel="nofollow" href="https://www.academia.edu/Documents/in/Spanish">Spanish</a>, <script data-card-contents-for-ri="1238" type="text/json">{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3843" rel="nofollow" href="https://www.academia.edu/Documents/in/Immigration">Immigration</a>, <script data-card-contents-for-ri="3843" type="text/json">{"id":3843,"name":"Immigration","url":"https://www.academia.edu/Documents/in/Immigration?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4901" rel="nofollow" href="https://www.academia.edu/Documents/in/Service_Learning">Service Learning</a>, <script data-card-contents-for-ri="4901" type="text/json">{"id":4901,"name":"Service Learning","url":"https://www.academia.edu/Documents/in/Service_Learning?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="12570" rel="nofollow" href="https://www.academia.edu/Documents/in/Undocumented_Immigration">Undocumented Immigration</a><script data-card-contents-for-ri="12570" type="text/json">{"id":12570,"name":"Undocumented Immigration","url":"https://www.academia.edu/Documents/in/Undocumented_Immigration?f_ri=1238","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=39059390]'), work: {"id":39059390,"title":"SEEMINGLY SIMPLE: NUMBERS AND THE LANGUAGE GAPS STUDENTS BRING TO COMMUNITY ORGANIZATIONS","created_at":"2019-05-08T11:45:33.058-07:00","url":"https://www.academia.edu/39059390/SEEMINGLY_SIMPLE_NUMBERS_AND_THE_LANGUAGE_GAPS_STUDENTS_BRING_TO_COMMUNITY_ORGANIZATIONS?f_ri=1238","dom_id":"work_39059390","summary":"Abstract: In nonprofit settings, numbers are ubiquitous. Therefore, when Spanish community service-learning (CSL) students work in nonprofits, they, too, must manage and manipulate numbers accurately-in Spanish. This can be surprisingly difficult for second language learners of Spanish. This chapter details the author's experiences with upper-level Spanish CSL students enrolled in a language for specific purposes (LSP) course about social entrepreneurship who volunteer in local nonprofits. In nonprofits serving Latino immigrants, the seemingly simple-numbers-is embedded within the complexities of the immigrant experience in the United States today. LSP instructors should explicitly address numeracy to prepare students for professional tasks that require accuracy and to better understand the issues behind the numbers.\nResumen: Los números son ubicuos en las organizaciones sin ánimo de lucro. Por eso, los estudiantes en los cursos de aprendizaje-servicio comunitario (ApSC) que prestan servicio en una asociación sin fines lucrativos necesitan usar los números correctamente-y en español. Para los aprendices de español como segunda lengua, esto puede ser muy difícil. Este artículo describe las experiencias de la autora con los estudiantes en un curso avanzado de español para fines específicos en que se estudia el emprendimiento social y los estudiantes prestan servicio en organizaciones sin fines de lucro. Hay que preparar a los estudiantes a usar los números y a entender el contexto sumamente complejo de los inmigrantes en los EE. UU. en que surgen esos números. Palabras clave: español para fines específicos, aprendizaje-servicio comunitario, emprendimiento social, organizaciones sin ánimo de lucro, números ","downloadable_attachments":[{"id":59173831,"asset_id":39059390,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":20544700,"first_name":"Annie","last_name":"Abbott","domain_name":"illinois","page_name":"AnnieAbbott","display_name":"Annie Abbott","profile_url":"https://illinois.academia.edu/AnnieAbbott?f_ri=1238","photo":"https://0.academia-photos.com/20544700/5678990/6460767/s65_annie.abbott.jpg"}],"research_interests":[{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true},{"id":3843,"name":"Immigration","url":"https://www.academia.edu/Documents/in/Immigration?f_ri=1238","nofollow":true},{"id":4901,"name":"Service Learning","url":"https://www.academia.edu/Documents/in/Service_Learning?f_ri=1238","nofollow":true},{"id":12570,"name":"Undocumented Immigration","url":"https://www.academia.edu/Documents/in/Undocumented_Immigration?f_ri=1238","nofollow":true},{"id":13639,"name":"Spanish as a Foreign Language","url":"https://www.academia.edu/Documents/in/Spanish_as_a_Foreign_Language?f_ri=1238"},{"id":32560,"name":"Service Learning in Higher Education","url":"https://www.academia.edu/Documents/in/Service_Learning_in_Higher_Education?f_ri=1238"},{"id":38125,"name":"Numbers","url":"https://www.academia.edu/Documents/in/Numbers?f_ri=1238"},{"id":43271,"name":"Languages for Specific Purposes","url":"https://www.academia.edu/Documents/in/Languages_for_Specific_Purposes?f_ri=1238"},{"id":98484,"name":"Undocumented Migration","url":"https://www.academia.edu/Documents/in/Undocumented_Migration?f_ri=1238"},{"id":185000,"name":"Community-Based Learning","url":"https://www.academia.edu/Documents/in/Community-Based_Learning?f_ri=1238"},{"id":1832596,"name":"DACA","url":"https://www.academia.edu/Documents/in/DACA?f_ri=1238"},{"id":1961102,"name":"Social justice and equality, social change, immigration and race","url":"https://www.academia.edu/Documents/in/Social_justice_and_equality_social_change_immigration_and_race?f_ri=1238"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_82223084" data-work_id="82223084" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/82223084/De_nuevo_sobre_la_intensificaci%C3%B3n_pragm%C3%A1tica_revisi%C3%B3n_y_propuesta">De nuevo sobre la intensificación pragmática: revisión y propuesta</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Este artículo presenta una propuesta de caracterización de la intensificación desde una perspectiva pragmática con el objetivo de contribuir al establecimiento de una definición completa, delimitada y unitaria del fenómeno, que permita... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_82223084" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Este artículo presenta una propuesta de caracterización de la intensificación desde una perspectiva pragmática con el objetivo de contribuir al establecimiento de una definición completa, delimitada y unitaria del fenómeno, que permita reconocer y discriminar los usos intensificaciones de otras categorías cercanas. Para ello, se revisan las principales aportaciones previas al estudio del fenómeno: desde las más extendidas, de carácter gramatical y semántico, a las más recientes de naturaleza pragmática. Se propone, por un lado, una explicación cognitiva y metarrepresentacional que define la intensificación como el intento lingüístico de un hablante por modificar los supuestos que le atribuye al oyente y que no responden a sus expectativas. Por otro lado, se considera que esta modificación de los supuestos del oyente persigue unos efectos retóricos determinados, normalmente relacionados con la consecución de metas locales o globales de los hablantes en una determinada interacción en ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/82223084" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b538ce1fcba9652e1ddd5ccf5c00f22a" rel="nofollow" data-download="{"attachment_id":87998053,"asset_id":82223084,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/87998053/download_file?st=MTczOTcxMTM4MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="118923" href="https://uv.academia.edu/Estelles">Maria Estellés</a><script data-card-contents-for-user="118923" type="text/json">{"id":118923,"first_name":"Maria","last_name":"Estellés","domain_name":"uv","page_name":"Estelles","display_name":"Maria Estellés","profile_url":"https://uv.academia.edu/Estelles?f_ri=1238","photo":"https://0.academia-photos.com/118923/9603635/69334661/s65_maria.estell_s.jpeg"}</script></span></span></li><li class="js-paper-rank-work_82223084 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="82223084"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 82223084, container: ".js-paper-rank-work_82223084", }); });</script></li><li class="js-percentile-work_82223084 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 82223084; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_82223084"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_82223084 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="82223084"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 82223084; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=82223084]").text(description); $(".js-view-count-work_82223084").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_82223084").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="82223084"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">15</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="953" rel="nofollow" href="https://www.academia.edu/Documents/in/Rhetoric">Rhetoric</a>, <script data-card-contents-for-ri="953" type="text/json">{"id":953,"name":"Rhetoric","url":"https://www.academia.edu/Documents/in/Rhetoric?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1238" rel="nofollow" href="https://www.academia.edu/Documents/in/Spanish">Spanish</a>, <script data-card-contents-for-ri="1238" type="text/json">{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2238" rel="nofollow" href="https://www.academia.edu/Documents/in/Pragmatics">Pragmatics</a>, <script data-card-contents-for-ri="2238" type="text/json">{"id":2238,"name":"Pragmatics","url":"https://www.academia.edu/Documents/in/Pragmatics?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4212" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognition">Cognition</a><script data-card-contents-for-ri="4212" type="text/json">{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition?f_ri=1238","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=82223084]'), work: {"id":82223084,"title":"De nuevo sobre la intensificación pragmática: revisión y propuesta","created_at":"2022-06-26T04:43:21.187-07:00","url":"https://www.academia.edu/82223084/De_nuevo_sobre_la_intensificaci%C3%B3n_pragm%C3%A1tica_revisi%C3%B3n_y_propuesta?f_ri=1238","dom_id":"work_82223084","summary":"Este artículo presenta una propuesta de caracterización de la intensificación desde una perspectiva pragmática con el objetivo de contribuir al establecimiento de una definición completa, delimitada y unitaria del fenómeno, que permita reconocer y discriminar los usos intensificaciones de otras categorías cercanas. Para ello, se revisan las principales aportaciones previas al estudio del fenómeno: desde las más extendidas, de carácter gramatical y semántico, a las más recientes de naturaleza pragmática. Se propone, por un lado, una explicación cognitiva y metarrepresentacional que define la intensificación como el intento lingüístico de un hablante por modificar los supuestos que le atribuye al oyente y que no responden a sus expectativas. Por otro lado, se considera que esta modificación de los supuestos del oyente persigue unos efectos retóricos determinados, normalmente relacionados con la consecución de metas locales o globales de los hablantes en una determinada interacción en ...","downloadable_attachments":[{"id":87998053,"asset_id":82223084,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":118923,"first_name":"Maria","last_name":"Estellés","domain_name":"uv","page_name":"Estelles","display_name":"Maria Estellés","profile_url":"https://uv.academia.edu/Estelles?f_ri=1238","photo":"https://0.academia-photos.com/118923/9603635/69334661/s65_maria.estell_s.jpeg"}],"research_interests":[{"id":953,"name":"Rhetoric","url":"https://www.academia.edu/Documents/in/Rhetoric?f_ri=1238","nofollow":true},{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true},{"id":2238,"name":"Pragmatics","url":"https://www.academia.edu/Documents/in/Pragmatics?f_ri=1238","nofollow":true},{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition?f_ri=1238","nofollow":true},{"id":64397,"name":"Español","url":"https://www.academia.edu/Documents/in/Espa%C3%B1ol?f_ri=1238"},{"id":87034,"name":"Metarepresentation","url":"https://www.academia.edu/Documents/in/Metarepresentation?f_ri=1238"},{"id":119883,"name":"Mitigation","url":"https://www.academia.edu/Documents/in/Mitigation?f_ri=1238"},{"id":209317,"name":"Intensificacion","url":"https://www.academia.edu/Documents/in/Intensificacion?f_ri=1238"},{"id":313465,"name":"Cognición","url":"https://www.academia.edu/Documents/in/Cognici%C3%B3n?f_ri=1238"},{"id":519240,"name":"Cortesía Verbal","url":"https://www.academia.edu/Documents/in/Cortesia_Verbal?f_ri=1238"},{"id":588287,"name":"Social effects","url":"https://www.academia.edu/Documents/in/Social_effects?f_ri=1238"},{"id":1134862,"name":"Illocutionary Force","url":"https://www.academia.edu/Documents/in/Illocutionary_Force?f_ri=1238"},{"id":2419598,"name":"Efectos Sociales","url":"https://www.academia.edu/Documents/in/Efectos_Sociales?f_ri=1238"},{"id":3383710,"name":"Metarrepresentación","url":"https://www.academia.edu/Documents/in/Metarrepresentaci%C3%B3n?f_ri=1238"},{"id":3616929,"name":"Atenuación e intensificación","url":"https://www.academia.edu/Documents/in/Atenuaci%C3%B3n_e_intensificaci%C3%B3n?f_ri=1238"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_75163140" data-work_id="75163140" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/75163140/Concordancia_variable_en_espa%C3%B1ol_de_herencia_estudio_del_grupo_nominal">Concordancia variable en español de herencia: estudio del grupo nominal</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Heritage speakers in North Texas use the Spanish language as a family language, and English is the vehicular language. Spanish is used for colloquial speech, leaving aside formal register and writing. For this reason, competence in... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_75163140" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Heritage speakers in North Texas use the Spanish language as a family language, and English is the vehicular language. Spanish is used for colloquial speech, leaving aside formal register and writing. For this reason, competence in Spanish is not complete and there are specific problems with agreement within nominal phrases with three constituents (article, noun, and adjective). In this research, semi-structured interviews were given to heritage speakers from three sociolinguistic generations (G1, G2, and G3) in order to create an oral corpus. Twenty four interviews were analyzed to count the number of nominal phrases with three constituent in them and their relation to the variables of sociolinguistic generation, speaker´s gender, item position related to the verb (pre-verbal, post-verbal, or isolated) and internal agreement (gender and number). Results show that the use of complex nominal phrases decreases while the internal disagreement increases in percentage when the sociolingu...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/75163140" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="93a65ddaaac068c2392fd37444934156" rel="nofollow" data-download="{"attachment_id":83043112,"asset_id":75163140,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/83043112/download_file?st=MTczOTcxMTM4MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="41640172" href="https://tamu.academia.edu/JuanPabloOrejudoGonz%C3%A1lez">Juan Pablo Orejudo González</a><script data-card-contents-for-user="41640172" type="text/json">{"id":41640172,"first_name":"Juan Pablo","last_name":"Orejudo González","domain_name":"tamu","page_name":"JuanPabloOrejudoGonzález","display_name":"Juan Pablo Orejudo González","profile_url":"https://tamu.academia.edu/JuanPabloOrejudoGonz%C3%A1lez?f_ri=1238","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_75163140 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="75163140"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 75163140, container: ".js-paper-rank-work_75163140", }); });</script></li><li class="js-percentile-work_75163140 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 75163140; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_75163140"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_75163140 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="75163140"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75163140; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=75163140]").text(description); $(".js-view-count-work_75163140").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_75163140").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="75163140"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1238" rel="nofollow" href="https://www.academia.edu/Documents/in/Spanish">Spanish</a>, <script data-card-contents-for-ri="1238" type="text/json">{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="64397" rel="nofollow" href="https://www.academia.edu/Documents/in/Espa%C3%B1ol">Español</a>, <script data-card-contents-for-ri="64397" type="text/json">{"id":64397,"name":"Español","url":"https://www.academia.edu/Documents/in/Espa%C3%B1ol?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="96496" rel="nofollow" href="https://www.academia.edu/Documents/in/Heritage_Language_Speakers">Heritage Language Speakers</a>, <script data-card-contents-for-ri="96496" type="text/json">{"id":96496,"name":"Heritage Language Speakers","url":"https://www.academia.edu/Documents/in/Heritage_Language_Speakers?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="349342" rel="nofollow" href="https://www.academia.edu/Documents/in/Nominal_Phrase">Nominal Phrase</a><script data-card-contents-for-ri="349342" type="text/json">{"id":349342,"name":"Nominal Phrase","url":"https://www.academia.edu/Documents/in/Nominal_Phrase?f_ri=1238","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=75163140]'), work: {"id":75163140,"title":"Concordancia variable en español de herencia: estudio del grupo nominal","created_at":"2022-04-01T08:50:14.656-07:00","url":"https://www.academia.edu/75163140/Concordancia_variable_en_espa%C3%B1ol_de_herencia_estudio_del_grupo_nominal?f_ri=1238","dom_id":"work_75163140","summary":"Heritage speakers in North Texas use the Spanish language as a family language, and English is the vehicular language. Spanish is used for colloquial speech, leaving aside formal register and writing. For this reason, competence in Spanish is not complete and there are specific problems with agreement within nominal phrases with three constituents (article, noun, and adjective). In this research, semi-structured interviews were given to heritage speakers from three sociolinguistic generations (G1, G2, and G3) in order to create an oral corpus. Twenty four interviews were analyzed to count the number of nominal phrases with three constituent in them and their relation to the variables of sociolinguistic generation, speaker´s gender, item position related to the verb (pre-verbal, post-verbal, or isolated) and internal agreement (gender and number). Results show that the use of complex nominal phrases decreases while the internal disagreement increases in percentage when the sociolingu...","downloadable_attachments":[{"id":83043112,"asset_id":75163140,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":41640172,"first_name":"Juan Pablo","last_name":"Orejudo González","domain_name":"tamu","page_name":"JuanPabloOrejudoGonzález","display_name":"Juan Pablo Orejudo González","profile_url":"https://tamu.academia.edu/JuanPabloOrejudoGonz%C3%A1lez?f_ri=1238","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true},{"id":64397,"name":"Español","url":"https://www.academia.edu/Documents/in/Espa%C3%B1ol?f_ri=1238","nofollow":true},{"id":96496,"name":"Heritage Language Speakers","url":"https://www.academia.edu/Documents/in/Heritage_Language_Speakers?f_ri=1238","nofollow":true},{"id":349342,"name":"Nominal Phrase","url":"https://www.academia.edu/Documents/in/Nominal_Phrase?f_ri=1238","nofollow":true},{"id":2851227,"name":"Hablantes de herencia","url":"https://www.academia.edu/Documents/in/Hablantes_de_herencia?f_ri=1238"},{"id":2958400,"name":"grupo nominal","url":"https://www.academia.edu/Documents/in/grupo_nominal?f_ri=1238"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_53505004" data-work_id="53505004" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/53505004/Does_learning_Spanish_grammatical_gender_change_English_speaking_adults_categorization_of_inanimate_objects">Does learning Spanish grammatical gender change English-speaking adults' categorization of inanimate objects?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Second language acquisition studies can contribute to the body of research on the influence of language on thought by examining cognitive change as a result of second language learning. We conducted a longitudinal study that examined how... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_53505004" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Second language acquisition studies can contribute to the body of research on the influence of language on thought by examining cognitive change as a result of second language learning. We conducted a longitudinal study that examined how the acquisition of Spanish grammatical gender influences categorization in native English-speaking adults. We asked whether learning the grammatical gender of Spanish affects adult native English speakers&#39; attribution of gender to inanimate objects. College students enrolled in beginning Spanish participated in two tasks repeatedly (four times) throughout one academic year. One task examined their acquisition of grammatical gender. The other examined their categorization of inanimate objects. We began to observe changes in participants&#39; grammatical gender acquisition and in categorization after ten weeks of Spanish instruction. Results indicate that learning a second language as an adult can change the way one categorizes objects. However, t...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/53505004" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b57fa4b30ecd78e08b9c4a75c4f87a08" rel="nofollow" data-download="{"attachment_id":70318181,"asset_id":53505004,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/70318181/download_file?st=MTczOTcxMTM4MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="36522262" href="https://independent.academia.edu/MariaSera">Maria Sera</a><script data-card-contents-for-user="36522262" type="text/json">{"id":36522262,"first_name":"Maria","last_name":"Sera","domain_name":"independent","page_name":"MariaSera","display_name":"Maria Sera","profile_url":"https://independent.academia.edu/MariaSera?f_ri=1238","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_53505004 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="53505004"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 53505004, container: ".js-paper-rank-work_53505004", }); });</script></li><li class="js-percentile-work_53505004 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 53505004; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_53505004"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_53505004 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="53505004"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 53505004; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=53505004]").text(description); $(".js-view-count-work_53505004").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_53505004").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="53505004"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">11</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1238" rel="nofollow" href="https://www.academia.edu/Documents/in/Spanish">Spanish</a>, <script data-card-contents-for-ri="1238" type="text/json">{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1417" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Acquisition">Language Acquisition</a><script data-card-contents-for-ri="1417" type="text/json">{"id":1417,"name":"Language Acquisition","url":"https://www.academia.edu/Documents/in/Language_Acquisition?f_ri=1238","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=53505004]'), work: {"id":53505004,"title":"Does learning Spanish grammatical gender change English-speaking adults' categorization of inanimate objects?","created_at":"2021-09-27T05:32:22.911-07:00","url":"https://www.academia.edu/53505004/Does_learning_Spanish_grammatical_gender_change_English_speaking_adults_categorization_of_inanimate_objects?f_ri=1238","dom_id":"work_53505004","summary":"Second language acquisition studies can contribute to the body of research on the influence of language on thought by examining cognitive change as a result of second language learning. We conducted a longitudinal study that examined how the acquisition of Spanish grammatical gender influences categorization in native English-speaking adults. We asked whether learning the grammatical gender of Spanish affects adult native English speakers\u0026#39; attribution of gender to inanimate objects. College students enrolled in beginning Spanish participated in two tasks repeatedly (four times) throughout one academic year. One task examined their acquisition of grammatical gender. The other examined their categorization of inanimate objects. We began to observe changes in participants\u0026#39; grammatical gender acquisition and in categorization after ten weeks of Spanish instruction. Results indicate that learning a second language as an adult can change the way one categorizes objects. However, t...","downloadable_attachments":[{"id":70318181,"asset_id":53505004,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":36522262,"first_name":"Maria","last_name":"Sera","domain_name":"independent","page_name":"MariaSera","display_name":"Maria Sera","profile_url":"https://independent.academia.edu/MariaSera?f_ri=1238","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=1238","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=1238","nofollow":true},{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true},{"id":1417,"name":"Language Acquisition","url":"https://www.academia.edu/Documents/in/Language_Acquisition?f_ri=1238","nofollow":true},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=1238"},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=1238"},{"id":18573,"name":"Categorization","url":"https://www.academia.edu/Documents/in/Categorization?f_ri=1238"},{"id":47268,"name":"Bilingualism","url":"https://www.academia.edu/Documents/in/Bilingualism?f_ri=1238"},{"id":95162,"name":"Grammar","url":"https://www.academia.edu/Documents/in/Grammar?f_ri=1238"},{"id":106145,"name":"Classification","url":"https://www.academia.edu/Documents/in/Classification?f_ri=1238"},{"id":192697,"name":"Task analysis","url":"https://www.academia.edu/Documents/in/Task_analysis?f_ri=1238"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_61723994" data-work_id="61723994" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/61723994/Alternative_Assessment_Directed_Creative_Writing_for_Intermediate_Level_Students">Alternative Assessment: Directed Creative Writing for Intermediate Level Students</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Use of a directed creative writing exercise to assess intermediate language students' skills is discussed. The technique was developed for second-year college Spanish instruction as an alternative to conventional writing tests in which... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_61723994" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Use of a directed creative writing exercise to assess intermediate language students' skills is discussed. The technique was developed for second-year college Spanish instruction as an alternative to conventional writing tests in which anxiety or lack of motivation may inhibit performance. Differences in the nature of language skills (listening, reading, speaking, writing) are analyzed and common difficulties in engaging students in their use are discussed. The technique presented here is based on development of discussion skills to facilitate transition between speaking and writing, consisting of a series of exercises including in-class review of grammatical points, peer and group revision, and coding of discourse structure and grammatical errors using a code familiar to both students and teacher. Students are told they will write a short story together. Basic story structure is explained and discourse parameters reviewed very briefly. Simple visual aids are used to generate and focus discussion on story creation. The teacher then elicits ideas and story-related structures with specific questions. Brainstorming follows, and students complete the story outside class, consulting each other as desired. Resulting compositions are more substantive and have many fewer errors, and student response to the exercise has been very positive. Contains 17 references. (MSE)</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/61723994" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9775f820a03d1da1a9af8379fc440545" rel="nofollow" data-download="{"attachment_id":74689015,"asset_id":61723994,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/74689015/download_file?st=MTczOTcxMTM4MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="35831378" href="https://independent.academia.edu/ReyesFidalgovonSchmidt">Reyes Fidalgo von Schmidt</a><script data-card-contents-for-user="35831378" type="text/json">{"id":35831378,"first_name":"Reyes","last_name":"Fidalgo von Schmidt","domain_name":"independent","page_name":"ReyesFidalgovonSchmidt","display_name":"Reyes Fidalgo von Schmidt","profile_url":"https://independent.academia.edu/ReyesFidalgovonSchmidt?f_ri=1238","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_61723994 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="61723994"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 61723994, container: ".js-paper-rank-work_61723994", }); });</script></li><li class="js-percentile-work_61723994 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 61723994; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_61723994"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_61723994 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="61723994"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 61723994; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=61723994]").text(description); $(".js-view-count-work_61723994").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_61723994").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="61723994"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1" rel="nofollow" href="https://www.academia.edu/Documents/in/Creative_Writing">Creative Writing</a>, <script data-card-contents-for-ri="1" type="text/json">{"id":1,"name":"Creative Writing","url":"https://www.academia.edu/Documents/in/Creative_Writing?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1238" rel="nofollow" href="https://www.academia.edu/Documents/in/Spanish">Spanish</a>, <script data-card-contents-for-ri="1238" type="text/json">{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2621" rel="nofollow" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="94572" rel="nofollow" href="https://www.academia.edu/Documents/in/Evaluation_methods">Evaluation methods</a><script data-card-contents-for-ri="94572" type="text/json">{"id":94572,"name":"Evaluation methods","url":"https://www.academia.edu/Documents/in/Evaluation_methods?f_ri=1238","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=61723994]'), work: {"id":61723994,"title":"Alternative Assessment: Directed Creative Writing for Intermediate Level Students","created_at":"2021-11-15T12:11:48.738-08:00","url":"https://www.academia.edu/61723994/Alternative_Assessment_Directed_Creative_Writing_for_Intermediate_Level_Students?f_ri=1238","dom_id":"work_61723994","summary":"Use of a directed creative writing exercise to assess intermediate language students' skills is discussed. The technique was developed for second-year college Spanish instruction as an alternative to conventional writing tests in which anxiety or lack of motivation may inhibit performance. Differences in the nature of language skills (listening, reading, speaking, writing) are analyzed and common difficulties in engaging students in their use are discussed. The technique presented here is based on development of discussion skills to facilitate transition between speaking and writing, consisting of a series of exercises including in-class review of grammatical points, peer and group revision, and coding of discourse structure and grammatical errors using a code familiar to both students and teacher. Students are told they will write a short story together. Basic story structure is explained and discourse parameters reviewed very briefly. Simple visual aids are used to generate and focus discussion on story creation. The teacher then elicits ideas and story-related structures with specific questions. Brainstorming follows, and students complete the story outside class, consulting each other as desired. Resulting compositions are more substantive and have many fewer errors, and student response to the exercise has been very positive. Contains 17 references. (MSE)","downloadable_attachments":[{"id":74689015,"asset_id":61723994,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":35831378,"first_name":"Reyes","last_name":"Fidalgo von Schmidt","domain_name":"independent","page_name":"ReyesFidalgovonSchmidt","display_name":"Reyes Fidalgo von Schmidt","profile_url":"https://independent.academia.edu/ReyesFidalgovonSchmidt?f_ri=1238","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1,"name":"Creative Writing","url":"https://www.academia.edu/Documents/in/Creative_Writing?f_ri=1238","nofollow":true},{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=1238","nofollow":true},{"id":94572,"name":"Evaluation methods","url":"https://www.academia.edu/Documents/in/Evaluation_methods?f_ri=1238","nofollow":true},{"id":104446,"name":"Academic achievement","url":"https://www.academia.edu/Documents/in/Academic_achievement?f_ri=1238"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_45296828" data-work_id="45296828" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/45296828/Comparison_of_L1_and_L2_Pre_and_Post_Writing_Samples_of_Bilingual_Students">Comparison of L1 and L2 Pre and Post Writing Samples of Bilingual Students</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">A sample of 15 eighth-grade Hispanic students in a bilingual classroom were used for a descriptive analysis of students' writing samples to compare their growth between pre-end postwriting samples in Spanish and English. This was... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_45296828" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">A sample of 15 eighth-grade Hispanic students in a bilingual classroom were used for a descriptive analysis of students' writing samples to compare their growth between pre-end postwriting samples in Spanish and English. This was accomplished by juxtaposing English and Spanish pre-and post-tests using the same holistic rubric developed by the school district for reevaluating the writing samples. Findings suggest that development of literacy skills for bilinguals follows a normal progression. The results alLo suggest that a holistic tecPnique intended not only to complement a process approach to writing, but to focus on a global impression of students' ability to communicate ideas effectively, is not sufficient to ensure fairness in evaluation. It is noted that poorly developed holistic rubrics, which do not detect important gains or differences in writing levels, frequently mask academic potential in bilingual students and are generally biased in favor of English. To guard against these inherent biases, school districts should use more caution in assessing the academic skills of bilingual students, ensuring that they are given credit for knowledge and acquisition of skills eJen if these skills are not in English. (GLR)</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/45296828" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9a313d29f896f2bd8770bff5509cfb39" rel="nofollow" data-download="{"attachment_id":65849405,"asset_id":45296828,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/65849405/download_file?st=MTczOTcxMTM4Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="52519740" href="https://independent.academia.edu/MariadelaLuzReyes">Maria de la Luz Reyes</a><script data-card-contents-for-user="52519740" type="text/json">{"id":52519740,"first_name":"Maria de la Luz","last_name":"Reyes","domain_name":"independent","page_name":"MariadelaLuzReyes","display_name":"Maria de la Luz Reyes","profile_url":"https://independent.academia.edu/MariadelaLuzReyes?f_ri=1238","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_45296828 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="45296828"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 45296828, container: ".js-paper-rank-work_45296828", }); });</script></li><li class="js-percentile-work_45296828 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 45296828; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_45296828"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_45296828 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="45296828"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 45296828; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=45296828]").text(description); $(".js-view-count-work_45296828").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_45296828").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="45296828"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1238" rel="nofollow" href="https://www.academia.edu/Documents/in/Spanish">Spanish</a>, <script data-card-contents-for-ri="1238" type="text/json">{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6223" rel="nofollow" href="https://www.academia.edu/Documents/in/English">English</a>, <script data-card-contents-for-ri="6223" type="text/json">{"id":6223,"name":"English","url":"https://www.academia.edu/Documents/in/English?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="94572" rel="nofollow" href="https://www.academia.edu/Documents/in/Evaluation_methods">Evaluation methods</a>, <script data-card-contents-for-ri="94572" type="text/json">{"id":94572,"name":"Evaluation methods","url":"https://www.academia.edu/Documents/in/Evaluation_methods?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="152553" rel="nofollow" href="https://www.academia.edu/Documents/in/Comparative_Analysis">Comparative Analysis</a><script data-card-contents-for-ri="152553" type="text/json">{"id":152553,"name":"Comparative Analysis","url":"https://www.academia.edu/Documents/in/Comparative_Analysis?f_ri=1238","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=45296828]'), work: {"id":45296828,"title":"Comparison of L1 and L2 Pre and Post Writing Samples of Bilingual Students","created_at":"2021-03-01T23:00:26.750-08:00","url":"https://www.academia.edu/45296828/Comparison_of_L1_and_L2_Pre_and_Post_Writing_Samples_of_Bilingual_Students?f_ri=1238","dom_id":"work_45296828","summary":"A sample of 15 eighth-grade Hispanic students in a bilingual classroom were used for a descriptive analysis of students' writing samples to compare their growth between pre-end postwriting samples in Spanish and English. This was accomplished by juxtaposing English and Spanish pre-and post-tests using the same holistic rubric developed by the school district for reevaluating the writing samples. Findings suggest that development of literacy skills for bilinguals follows a normal progression. The results alLo suggest that a holistic tecPnique intended not only to complement a process approach to writing, but to focus on a global impression of students' ability to communicate ideas effectively, is not sufficient to ensure fairness in evaluation. It is noted that poorly developed holistic rubrics, which do not detect important gains or differences in writing levels, frequently mask academic potential in bilingual students and are generally biased in favor of English. To guard against these inherent biases, school districts should use more caution in assessing the academic skills of bilingual students, ensuring that they are given credit for knowledge and acquisition of skills eJen if these skills are not in English. (GLR)","downloadable_attachments":[{"id":65849405,"asset_id":45296828,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":52519740,"first_name":"Maria de la Luz","last_name":"Reyes","domain_name":"independent","page_name":"MariadelaLuzReyes","display_name":"Maria de la Luz Reyes","profile_url":"https://independent.academia.edu/MariadelaLuzReyes?f_ri=1238","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true},{"id":6223,"name":"English","url":"https://www.academia.edu/Documents/in/English?f_ri=1238","nofollow":true},{"id":94572,"name":"Evaluation methods","url":"https://www.academia.edu/Documents/in/Evaluation_methods?f_ri=1238","nofollow":true},{"id":152553,"name":"Comparative Analysis","url":"https://www.academia.edu/Documents/in/Comparative_Analysis?f_ri=1238","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_10967357" data-work_id="10967357" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/10967357/Encoding_discourse_based_meaning_Prosody_vs_syntax_Implications_for_second_language_acquisition">Encoding discourse-based meaning: Prosody vs. syntax. Implications for second language acquisition</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper examines the complex interplay between phrasal prosody, syntax, and meaning in English and Spanish, and explores its implication for second language acquisition (SLA). We present L2 data from L1 Spanish/L2 English learners... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_10967357" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper examines the complex interplay between phrasal prosody, syntax, and meaning in English and Spanish, and explores its implication for second language acquisition (SLA). We present L2 data from L1 Spanish/L2 English learners which indicate that moving from syntax to prosody to encode the thetic/categorical distinction is far more challenging than moving from syntax to prosody to align the focused constituent with Nuclear Stress. On the other hand, L2 data from L1 English/L2 Spanish learners indicate that moving from prosody to syntax to encode the thetic/categorical distinction is far less challenging than moving from prosody to syntax to align the focused constituent with Nuclear Stress. We offer a grammatical account of this seemingly contradictory situation, in support of the view that second language learners acquire a grammatical system rather than isolated patterns.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/10967357" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7ea9e2791048b6b639cb12a58fb5c123" rel="nofollow" data-download="{"attachment_id":46992239,"asset_id":10967357,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/46992239/download_file?st=MTczOTcxMTM4Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="26564149" href="https://independent.academia.edu/MariaZubizarreta">Maria Zubizarreta</a><script data-card-contents-for-user="26564149" type="text/json">{"id":26564149,"first_name":"Maria","last_name":"Zubizarreta","domain_name":"independent","page_name":"MariaZubizarreta","display_name":"Maria Zubizarreta","profile_url":"https://independent.academia.edu/MariaZubizarreta?f_ri=1238","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_10967357 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="10967357"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 10967357, container: ".js-paper-rank-work_10967357", }); });</script></li><li class="js-percentile-work_10967357 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 10967357; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_10967357"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_10967357 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="10967357"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 10967357; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=10967357]").text(description); $(".js-view-count-work_10967357").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_10967357").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="10967357"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">11</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1008" rel="nofollow" href="https://www.academia.edu/Documents/in/Second_Language_Acquisition">Second Language Acquisition</a>, <script data-card-contents-for-ri="1008" type="text/json">{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1238" rel="nofollow" href="https://www.academia.edu/Documents/in/Spanish">Spanish</a>, <script data-card-contents-for-ri="1238" type="text/json">{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6223" rel="nofollow" href="https://www.academia.edu/Documents/in/English">English</a><script data-card-contents-for-ri="6223" type="text/json">{"id":6223,"name":"English","url":"https://www.academia.edu/Documents/in/English?f_ri=1238","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=10967357]'), work: {"id":10967357,"title":"Encoding discourse-based meaning: Prosody vs. syntax. Implications for second language acquisition","created_at":"2015-02-20T17:16:19.126-08:00","url":"https://www.academia.edu/10967357/Encoding_discourse_based_meaning_Prosody_vs_syntax_Implications_for_second_language_acquisition?f_ri=1238","dom_id":"work_10967357","summary":"This paper examines the complex interplay between phrasal prosody, syntax, and meaning in English and Spanish, and explores its implication for second language acquisition (SLA). We present L2 data from L1 Spanish/L2 English learners which indicate that moving from syntax to prosody to encode the thetic/categorical distinction is far more challenging than moving from syntax to prosody to align the focused constituent with Nuclear Stress. On the other hand, L2 data from L1 English/L2 Spanish learners indicate that moving from prosody to syntax to encode the thetic/categorical distinction is far less challenging than moving from prosody to syntax to align the focused constituent with Nuclear Stress. We offer a grammatical account of this seemingly contradictory situation, in support of the view that second language learners acquire a grammatical system rather than isolated patterns.","downloadable_attachments":[{"id":46992239,"asset_id":10967357,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":26564149,"first_name":"Maria","last_name":"Zubizarreta","domain_name":"independent","page_name":"MariaZubizarreta","display_name":"Maria Zubizarreta","profile_url":"https://independent.academia.edu/MariaZubizarreta?f_ri=1238","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=1238","nofollow":true},{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=1238","nofollow":true},{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true},{"id":6223,"name":"English","url":"https://www.academia.edu/Documents/in/English?f_ri=1238","nofollow":true},{"id":6671,"name":"Syntax","url":"https://www.academia.edu/Documents/in/Syntax?f_ri=1238"},{"id":9729,"name":"Stress","url":"https://www.academia.edu/Documents/in/Stress?f_ri=1238"},{"id":11845,"name":"Meaning","url":"https://www.academia.edu/Documents/in/Meaning?f_ri=1238"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=1238"},{"id":121114,"name":"Second Language","url":"https://www.academia.edu/Documents/in/Second_Language?f_ri=1238"},{"id":144927,"name":"Focus","url":"https://www.academia.edu/Documents/in/Focus?f_ri=1238"},{"id":521876,"name":"Lingua","url":"https://www.academia.edu/Documents/in/Lingua?f_ri=1238"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_47974492" data-work_id="47974492" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/47974492/A_systemic_functional_approach_to_teaching_Spanish_for_heritage_speakers_in_the_United_States">A systemic functional approach to teaching Spanish for heritage speakers in the United States</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Heritage language speakers constitute a unique cultural and linguistic resource in the United States while also presenting particular challenges for language educators and language programs. This paper examines the potential of systemic... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_47974492" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Heritage language speakers constitute a unique cultural and linguistic resource in the United States while also presenting particular challenges for language educators and language programs. This paper examines the potential of systemic functional linguistics (SFL) in a curriculum for Spanish second language learners/heritage speakers, with particular emphasis on the meaning-making of language in the construal of discourse. Following SFL pedagogy, descriptive language teaching refers to ways of treating language in functional terms; productive language teaching involves students in using the resource of their language in powerful ways in light of the demands of particular social contexts. Many heritage speakers have developed their heritage language (Spanish) in the family context but want to be able to use it in the professional areas. SFL with its explicit focus on language allows for the development of advanced literacy in a heritage language in the educational context. Accordingly, the paper discusses explicit instruction of genre/register theory as a way of promoting students' awareness of discourse-semantics and lexicogrammatical features of academic language in courses for heritage speakers. Students' success in developing academic registers in Spanish is evident in their use of lexicogrammatical features (such as grammatical metaphor) that index academic writing.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/47974492" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="40bfc2c2ce636b15cdaa9e77ad6ee09d" rel="nofollow" data-download="{"attachment_id":66827874,"asset_id":47974492,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/66827874/download_file?st=MTczOTcxMTM4Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="89144935" href="https://independent.academia.edu/CeciliaColombi">María Cecilia Colombi</a><script data-card-contents-for-user="89144935" type="text/json">{"id":89144935,"first_name":"María Cecilia","last_name":"Colombi","domain_name":"independent","page_name":"CeciliaColombi","display_name":"María Cecilia Colombi","profile_url":"https://independent.academia.edu/CeciliaColombi?f_ri=1238","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_47974492 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="47974492"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 47974492, container: ".js-paper-rank-work_47974492", }); 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This paper examines the potential of systemic functional linguistics (SFL) in a curriculum for Spanish second language learners/heritage speakers, with particular emphasis on the meaning-making of language in the construal of discourse. Following SFL pedagogy, descriptive language teaching refers to ways of treating language in functional terms; productive language teaching involves students in using the resource of their language in powerful ways in light of the demands of particular social contexts. Many heritage speakers have developed their heritage language (Spanish) in the family context but want to be able to use it in the professional areas. SFL with its explicit focus on language allows for the development of advanced literacy in a heritage language in the educational context. Accordingly, the paper discusses explicit instruction of genre/register theory as a way of promoting students' awareness of discourse-semantics and lexicogrammatical features of academic language in courses for heritage speakers. Students' success in developing academic registers in Spanish is evident in their use of lexicogrammatical features (such as grammatical metaphor) that index academic writing.","downloadable_attachments":[{"id":66827874,"asset_id":47974492,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":89144935,"first_name":"María Cecilia","last_name":"Colombi","domain_name":"independent","page_name":"CeciliaColombi","display_name":"María Cecilia Colombi","profile_url":"https://independent.academia.edu/CeciliaColombi?f_ri=1238","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true},{"id":2349,"name":"Semantics","url":"https://www.academia.edu/Documents/in/Semantics?f_ri=1238","nofollow":true},{"id":3125,"name":"Genre","url":"https://www.academia.edu/Documents/in/Genre?f_ri=1238","nofollow":true},{"id":4738,"name":"Academic Writing","url":"https://www.academia.edu/Documents/in/Academic_Writing?f_ri=1238","nofollow":true},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=1238"},{"id":38083,"name":"Figurative language","url":"https://www.academia.edu/Documents/in/Figurative_language?f_ri=1238"},{"id":50024,"name":"Language Teaching","url":"https://www.academia.edu/Documents/in/Language_Teaching?f_ri=1238"},{"id":83478,"name":"Social Context","url":"https://www.academia.edu/Documents/in/Social_Context?f_ri=1238"},{"id":89488,"name":"Teaching Methods","url":"https://www.academia.edu/Documents/in/Teaching_Methods?f_ri=1238"},{"id":95162,"name":"Grammar","url":"https://www.academia.edu/Documents/in/Grammar?f_ri=1238"},{"id":749302,"name":"Indexation","url":"https://www.academia.edu/Documents/in/Indexation?f_ri=1238"},{"id":834778,"name":"Metalinguistics","url":"https://www.academia.edu/Documents/in/Metalinguistics?f_ri=1238"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_41673369" data-work_id="41673369" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/41673369/Closing_the_gap_Addressing_the_vocabulary_needs_of_English_language_learners_in_bilingual_and_mainstream_classrooms">Closing the gap: Addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_41673369" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. 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class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_36953629" data-work_id="36953629" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/36953629/_Abraz%C3%B3_al_primer_hombre_el_teatro_pol%C3%ADtico_de_C%C3%A9sar_Vallejo_Archivo_Vallejo_Revista_de_investigaci%C3%B3n_del_centro_de_estudios_vallejianos_1_1_2018_203_221_ISSN_2616_9894">. “«Abrazó al primer hombre»: el teatro político de César Vallejo”, Archivo Vallejo: Revista de investigación del centro de estudios vallejianos, 1, 1, 2018, 203-221. ISSN: 2616-9894.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">El presente trabajo procura una revalorización del teatro de César Vallejo y de su estética teatral (tal y como aparece El arte la revolución) a partir de situar correctamente su obra dentro de los parámetros de teatro político y... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_36953629" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">El presente trabajo procura una revalorización del teatro de César Vallejo y de su estética teatral (tal y como aparece El arte la revolución) a partir de situar correctamente su obra dentro de los parámetros de teatro político y soviético del momento. Vallejo, como Piscator, Meyerhold, Maiakowski, Mishon y otros autores de teatro revolucionario, presentan un proyecto ideológico y estético paralelo en el que la nueva estética proletaria supere a la burguesa. En esta estética es fundamental el uso de la nueva cinematografía, el documento, la “Biomecánica”, la coreografía armónica y una concepción escenográfico-espacial constructivista. A la par, este artículo adelanta que, desde el Instituto del Teatro de Madrid, nos encontramos en un proceso de realizar una edición de los textos teatrales en francés que incluya los tachones, enmiendas y correcciones. Esta edición podría beneficiarse de ser planteada a partir de los presupuestos de la crítica genética de modo que se deje a las claras el proceso de composición del autor y que permita una mejor fijación del arquetipo de unos textos de tan complicada transmisión.<br />Palabras clave: César Vallejo, Teatro soviético, proletariado, revolución, filología, ecdótica<br />Keywords: César Vallejo, Soviet Theater, Proletariät, Revolution, philology, textual studies</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36953629" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a0c8a42d3bed5447f508e49158da38ce" rel="nofollow" data-download="{"attachment_id":56903938,"asset_id":36953629,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56903938/download_file?st=MTczOTcxMTM4Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="779739" href="https://ucm.academia.edu/JulioVelezSainz">Julio Vélez-Sainz</a><script data-card-contents-for-user="779739" type="text/json">{"id":779739,"first_name":"Julio","last_name":"Vélez-Sainz","domain_name":"ucm","page_name":"JulioVelezSainz","display_name":"Julio Vélez-Sainz","profile_url":"https://ucm.academia.edu/JulioVelezSainz?f_ri=1238","photo":"https://0.academia-photos.com/779739/263727/19689536/s65_julio.v_lez-sainz.jpeg"}</script></span></span></li><li class="js-paper-rank-work_36953629 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="36953629"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 36953629, container: ".js-paper-rank-work_36953629", }); 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ISSN: 2616-9894.","created_at":"2018-07-01T11:21:22.924-07:00","url":"https://www.academia.edu/36953629/_Abraz%C3%B3_al_primer_hombre_el_teatro_pol%C3%ADtico_de_C%C3%A9sar_Vallejo_Archivo_Vallejo_Revista_de_investigaci%C3%B3n_del_centro_de_estudios_vallejianos_1_1_2018_203_221_ISSN_2616_9894?f_ri=1238","dom_id":"work_36953629","summary":"El presente trabajo procura una revalorización del teatro de César Vallejo y de su estética teatral (tal y como aparece El arte la revolución) a partir de situar correctamente su obra dentro de los parámetros de teatro político y soviético del momento. Vallejo, como Piscator, Meyerhold, Maiakowski, Mishon y otros autores de teatro revolucionario, presentan un proyecto ideológico y estético paralelo en el que la nueva estética proletaria supere a la burguesa. En esta estética es fundamental el uso de la nueva cinematografía, el documento, la “Biomecánica”, la coreografía armónica y una concepción escenográfico-espacial constructivista. A la par, este artículo adelanta que, desde el Instituto del Teatro de Madrid, nos encontramos en un proceso de realizar una edición de los textos teatrales en francés que incluya los tachones, enmiendas y correcciones. Esta edición podría beneficiarse de ser planteada a partir de los presupuestos de la crítica genética de modo que se deje a las claras el proceso de composición del autor y que permita una mejor fijación del arquetipo de unos textos de tan complicada transmisión.\nPalabras clave: César Vallejo, Teatro soviético, proletariado, revolución, filología, ecdótica\nKeywords: César Vallejo, Soviet Theater, Proletariät, Revolution, philology, textual studies\n","downloadable_attachments":[{"id":56903938,"asset_id":36953629,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":779739,"first_name":"Julio","last_name":"Vélez-Sainz","domain_name":"ucm","page_name":"JulioVelezSainz","display_name":"Julio Vélez-Sainz","profile_url":"https://ucm.academia.edu/JulioVelezSainz?f_ri=1238","photo":"https://0.academia-photos.com/779739/263727/19689536/s65_julio.v_lez-sainz.jpeg"}],"research_interests":[{"id":388,"name":"Latin American Studies","url":"https://www.academia.edu/Documents/in/Latin_American_Studies?f_ri=1238","nofollow":true},{"id":668,"name":"Spanish Literature","url":"https://www.academia.edu/Documents/in/Spanish_Literature?f_ri=1238","nofollow":true},{"id":947,"name":"Theatre Studies","url":"https://www.academia.edu/Documents/in/Theatre_Studies?f_ri=1238","nofollow":true},{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true},{"id":1332,"name":"Theatre History","url":"https://www.academia.edu/Documents/in/Theatre_History?f_ri=1238"},{"id":8277,"name":"Physical Theatre","url":"https://www.academia.edu/Documents/in/Physical_Theatre?f_ri=1238"},{"id":12957,"name":"Latin American literature","url":"https://www.academia.edu/Documents/in/Latin_American_literature?f_ri=1238"},{"id":24466,"name":"Theatre Theory","url":"https://www.academia.edu/Documents/in/Theatre_Theory?f_ri=1238"},{"id":29102,"name":"Theatre","url":"https://www.academia.edu/Documents/in/Theatre?f_ri=1238"},{"id":41401,"name":"Literatura Latinoamericana","url":"https://www.academia.edu/Documents/in/Literatura_Latinoamericana?f_ri=1238"},{"id":70691,"name":"Maiakovski","url":"https://www.academia.edu/Documents/in/Maiakovski?f_ri=1238"},{"id":159457,"name":"Theatre Arts","url":"https://www.academia.edu/Documents/in/Theatre_Arts?f_ri=1238"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_34342225" data-work_id="34342225" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/34342225/Cognitive_Performance_and_Morning_Levels_of_Salivary_Cortisol_and%CE%B1_Amylase_in_Children_Reporting_High_vs_Low_Daily_Stress_Perception">Cognitive Performance and Morning Levels of Salivary Cortisol andα-Amylase in Children Reporting High vs. Low Daily Stress Perception</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Universidad Complutense de Madrid España ¿Cómo citar? 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(1993) Ethnolinguistic vitality, social networks and motivation in second language acquisition: Some data from the basque country.Language, Culture & Curriculum 6: 113-187. </a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The aim of this paper is to analyse the role of socio-contextual and social psychological elements in second language acquisition in bilingual settings. A total of 139 Spanish L1 secondary school students completed several measures of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_5556635" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The aim of this paper is to analyse the role of socio-contextual and social psychological elements in second language acquisition in bilingual settings. A total of 139 Spanish L1 secondary school students completed several measures of subjective ethnolinguistic vitality, social networks, motivation and Basque and Spanish proficiency. A MANOVA analysis showed that, when compared to a Basque-speaking control group (N=121), the Spanish-speaking subjects scored significantly lower on all the measures except achievement in Spanish. In addition, structural equation modelling techniques were used to demonstrate the significant effect of socio-contextual and social psychological elements and the articulating role of social networks.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/5556635" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="859f7e313989f30de12da7296091f01d" rel="nofollow" data-download="{"attachment_id":32649398,"asset_id":5556635,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/32649398/download_file?st=MTczOTcxMTM4Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="100526" href="https://ehu.academia.edu/JasoneCenoz">Jasone Cenoz</a><script data-card-contents-for-user="100526" type="text/json">{"id":100526,"first_name":"Jasone","last_name":"Cenoz","domain_name":"ehu","page_name":"JasoneCenoz","display_name":"Jasone Cenoz","profile_url":"https://ehu.academia.edu/JasoneCenoz?f_ri=1238","photo":"https://0.academia-photos.com/100526/2783532/3245119/s65_jasone.cenoz.jpg"}</script></span></span></li><li class="js-paper-rank-work_5556635 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="5556635"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 5556635, container: ".js-paper-rank-work_5556635", }); 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(1993) Ethnolinguistic vitality, social networks and motivation in second language acquisition: Some data from the basque country.Language, Culture \u0026 Curriculum 6: 113-187. ","created_at":"2013-12-29T20:31:52.259-08:00","url":"https://www.academia.edu/5556635/Cenoz_J_and_Valencia_J_1993_Ethnolinguistic_vitality_social_networks_and_motivation_in_second_language_acquisition_Some_data_from_the_basque_country_Language_Culture_and_Curriculum_6_113_187?f_ri=1238","dom_id":"work_5556635","summary":"The aim of this paper is to analyse the role of socio-contextual and social psychological elements in second language acquisition in bilingual settings. A total of 139 Spanish L1 secondary school students completed several measures of subjective ethnolinguistic vitality, social networks, motivation and Basque and Spanish proficiency. A MANOVA analysis showed that, when compared to a Basque-speaking control group (N=121), the Spanish-speaking subjects scored significantly lower on all the measures except achievement in Spanish. In addition, structural equation modelling techniques were used to demonstrate the significant effect of socio-contextual and social psychological elements and the articulating role of social networks.","downloadable_attachments":[{"id":32649398,"asset_id":5556635,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":100526,"first_name":"Jasone","last_name":"Cenoz","domain_name":"ehu","page_name":"JasoneCenoz","display_name":"Jasone Cenoz","profile_url":"https://ehu.academia.edu/JasoneCenoz?f_ri=1238","photo":"https://0.academia-photos.com/100526/2783532/3245119/s65_jasone.cenoz.jpg"}],"research_interests":[{"id":780,"name":"Ethnolinguistics","url":"https://www.academia.edu/Documents/in/Ethnolinguistics?f_ri=1238","nofollow":true},{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=1238","nofollow":true},{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true},{"id":1417,"name":"Language Acquisition","url":"https://www.academia.edu/Documents/in/Language_Acquisition?f_ri=1238","nofollow":true},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=1238"},{"id":82626,"name":"Structural Equation Modelling","url":"https://www.academia.edu/Documents/in/Structural_Equation_Modelling?f_ri=1238"},{"id":123744,"name":"Language Studies","url":"https://www.academia.edu/Documents/in/Language_Studies?f_ri=1238"},{"id":144561,"name":"Basque country","url":"https://www.academia.edu/Documents/in/Basque_country?f_ri=1238"},{"id":152553,"name":"Comparative Analysis","url":"https://www.academia.edu/Documents/in/Comparative_Analysis?f_ri=1238"},{"id":404808,"name":"books in Engflish for engineering","url":"https://www.academia.edu/Documents/in/books_in_Engflish_for_engineering?f_ri=1238"},{"id":489650,"name":"Secondary School Students","url":"https://www.academia.edu/Documents/in/Secondary_School_Students?f_ri=1238"},{"id":1199379,"name":"Social Network","url":"https://www.academia.edu/Documents/in/Social_Network?f_ri=1238"},{"id":1631043,"name":"Control Group","url":"https://www.academia.edu/Documents/in/Control_Group?f_ri=1238"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_12673332" data-work_id="12673332" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/12673332/Assessment_of_Global_Fatigue_in_Multiple_Sclerosis_A_Spanish_Language_Version_of_the_CGI_and_PGI_Fatigue_Scales">Assessment of Global Fatigue in Multiple Sclerosis: A Spanish Language Version of the CGI and PGI Fatigue Scales</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Background: Fatigue is often identified as weakness following muscular exertion in patients with multiple sclerosis (MS) but may be associated with other physical, cognitive and emotional symptoms. Objective: To develop a Spanish language... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_12673332" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Background: Fatigue is often identified as weakness following muscular exertion in patients with multiple sclerosis (MS) but may be associated with other physical, cognitive and emotional symptoms. Objective: To develop a Spanish language global impression of fatigue scales to evaluate symptoms of fatigue distinct from a particular disease. Methods: 50 ambulatory patients with MS attending a clinical institute in Argentina consented to participate in this reliability study. The Spanish language version of the Clinical and Patient Global Impressions of Fatigue (CGI-S-F and PGI-S-F) instruments were administered with the Massachusetts General Hospital cognitive and physical functioning questionnaire (MGH-CPFQ). Results: The CGI-S-F and PGI-S-F scores were well correlated with each other (p < 0.00005). The mean CGI-S for fatigue was 2.28 ± 1.07 (SD) and PGI-S for fatigue was 2.30 ± 1.16 (p = ns) reflecting borderline to mild perception of fatigue. The total MGH-CPFQ was 16.68 ± 4.32. Both CGI-S-F and PGI-S-F measures were correlated with the MGH-CPFQ: CGI-Severity (r = 0.632; p < 0.00005); PGI-Severity (r = 0.717; p < 0.00005). Conclusions: In this study, the Spanish language versions of the CGI-S-F and PGI-S-F were reliable measures in an MS population and can be useful and easily applied metrics in a busy clinical practice.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/12673332" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ae3bd01a53ad3cb752a9cce203c9a926" rel="nofollow" data-download="{"attachment_id":46014500,"asset_id":12673332,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/46014500/download_file?st=MTczOTcxMTM4Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="31674712" href="https://independent.academia.edu/FManes">Facundo Manes</a><script data-card-contents-for-user="31674712" type="text/json">{"id":31674712,"first_name":"Facundo","last_name":"Manes","domain_name":"independent","page_name":"FManes","display_name":"Facundo Manes","profile_url":"https://independent.academia.edu/FManes?f_ri=1238","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_12673332 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="12673332"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 12673332, container: ".js-paper-rank-work_12673332", }); 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$(".js-view-count[data-work-id=12673332]").text(description); $(".js-view-count-work_12673332").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_12673332").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="12673332"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1238" rel="nofollow" href="https://www.academia.edu/Documents/in/Spanish">Spanish</a>, <script data-card-contents-for-ri="1238" type="text/json">{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2599" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychometrics">Psychometrics</a>, <script data-card-contents-for-ri="2599" type="text/json">{"id":2599,"name":"Psychometrics","url":"https://www.academia.edu/Documents/in/Psychometrics?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="123506" rel="nofollow" href="https://www.academia.edu/Documents/in/Reliability">Reliability</a><script data-card-contents-for-ri="123506" type="text/json">{"id":123506,"name":"Reliability","url":"https://www.academia.edu/Documents/in/Reliability?f_ri=1238","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=12673332]'), work: {"id":12673332,"title":"Assessment of Global Fatigue in Multiple Sclerosis: A Spanish Language Version of the CGI and PGI Fatigue Scales","created_at":"2015-05-29T10:06:16.753-07:00","url":"https://www.academia.edu/12673332/Assessment_of_Global_Fatigue_in_Multiple_Sclerosis_A_Spanish_Language_Version_of_the_CGI_and_PGI_Fatigue_Scales?f_ri=1238","dom_id":"work_12673332","summary":"Background: Fatigue is often identified as weakness following muscular exertion in patients with multiple sclerosis (MS) but may be associated with other physical, cognitive and emotional symptoms. Objective: To develop a Spanish language global impression of fatigue scales to evaluate symptoms of fatigue distinct from a particular disease. Methods: 50 ambulatory patients with MS attending a clinical institute in Argentina consented to participate in this reliability study. The Spanish language version of the Clinical and Patient Global Impressions of Fatigue (CGI-S-F and PGI-S-F) instruments were administered with the Massachusetts General Hospital cognitive and physical functioning questionnaire (MGH-CPFQ). Results: The CGI-S-F and PGI-S-F scores were well correlated with each other (p \u003c 0.00005). The mean CGI-S for fatigue was 2.28 ± 1.07 (SD) and PGI-S for fatigue was 2.30 ± 1.16 (p = ns) reflecting borderline to mild perception of fatigue. The total MGH-CPFQ was 16.68 ± 4.32. Both CGI-S-F and PGI-S-F measures were correlated with the MGH-CPFQ: CGI-Severity (r = 0.632; p \u003c 0.00005); PGI-Severity (r = 0.717; p \u003c 0.00005). Conclusions: In this study, the Spanish language versions of the CGI-S-F and PGI-S-F were reliable measures in an MS population and can be useful and easily applied metrics in a busy clinical practice.","downloadable_attachments":[{"id":46014500,"asset_id":12673332,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":31674712,"first_name":"Facundo","last_name":"Manes","domain_name":"independent","page_name":"FManes","display_name":"Facundo Manes","profile_url":"https://independent.academia.edu/FManes?f_ri=1238","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true},{"id":2599,"name":"Psychometrics","url":"https://www.academia.edu/Documents/in/Psychometrics?f_ri=1238","nofollow":true},{"id":123506,"name":"Reliability","url":"https://www.academia.edu/Documents/in/Reliability?f_ri=1238","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_24734205" data-work_id="24734205" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/24734205/La_granja_nacionalista_espa%C3%B1ola_The_Spanish_nationalist_farm">La granja nacionalista española - The Spanish nationalist farm</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/24734205" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="966477e69db96777d34bc075c94019f7" rel="nofollow" data-download="{"attachment_id":45064095,"asset_id":24734205,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/45064095/download_file?st=MTczOTcxMTM4Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2754624" href="https://institute-multilingualism.academia.edu/FrancescoScreti">Francesco Screti</a><script data-card-contents-for-user="2754624" type="text/json">{"id":2754624,"first_name":"Francesco","last_name":"Screti","domain_name":"institute-multilingualism","page_name":"FrancescoScreti","display_name":"Francesco Screti","profile_url":"https://institute-multilingualism.academia.edu/FrancescoScreti?f_ri=1238","photo":"https://0.academia-photos.com/2754624/929494/28991066/s65_francesco.screti.jpg"}</script></span></span></li><li class="js-paper-rank-work_24734205 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="24734205"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 24734205, container: ".js-paper-rank-work_24734205", }); });</script></li><li class="js-percentile-work_24734205 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 24734205; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_24734205"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_24734205 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="24734205"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 24734205; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=24734205]").text(description); $(".js-view-count-work_24734205").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_24734205").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="24734205"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1238" rel="nofollow" href="https://www.academia.edu/Documents/in/Spanish">Spanish</a>, <script data-card-contents-for-ri="1238" type="text/json">{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5878" rel="nofollow" href="https://www.academia.edu/Documents/in/Nationalism">Nationalism</a>, <script data-card-contents-for-ri="5878" type="text/json">{"id":5878,"name":"Nationalism","url":"https://www.academia.edu/Documents/in/Nationalism?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="23727" rel="nofollow" href="https://www.academia.edu/Documents/in/Nation_Branding">Nation Branding</a>, <script data-card-contents-for-ri="23727" type="text/json">{"id":23727,"name":"Nation Branding","url":"https://www.academia.edu/Documents/in/Nation_Branding?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="36635" rel="nofollow" href="https://www.academia.edu/Documents/in/Contemporary_History_of_Spain">Contemporary History of Spain</a><script data-card-contents-for-ri="36635" type="text/json">{"id":36635,"name":"Contemporary History of Spain","url":"https://www.academia.edu/Documents/in/Contemporary_History_of_Spain?f_ri=1238","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=24734205]'), work: {"id":24734205,"title":"La granja nacionalista española - The Spanish nationalist farm","created_at":"2016-04-25T03:17:14.534-07:00","url":"https://www.academia.edu/24734205/La_granja_nacionalista_espa%C3%B1ola_The_Spanish_nationalist_farm?f_ri=1238","dom_id":"work_24734205","summary":null,"downloadable_attachments":[{"id":45064095,"asset_id":24734205,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2754624,"first_name":"Francesco","last_name":"Screti","domain_name":"institute-multilingualism","page_name":"FrancescoScreti","display_name":"Francesco Screti","profile_url":"https://institute-multilingualism.academia.edu/FrancescoScreti?f_ri=1238","photo":"https://0.academia-photos.com/2754624/929494/28991066/s65_francesco.screti.jpg"}],"research_interests":[{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true},{"id":5878,"name":"Nationalism","url":"https://www.academia.edu/Documents/in/Nationalism?f_ri=1238","nofollow":true},{"id":23727,"name":"Nation Branding","url":"https://www.academia.edu/Documents/in/Nation_Branding?f_ri=1238","nofollow":true},{"id":36635,"name":"Contemporary History of Spain","url":"https://www.academia.edu/Documents/in/Contemporary_History_of_Spain?f_ri=1238","nofollow":true},{"id":199629,"name":"Nation-building","url":"https://www.academia.edu/Documents/in/Nation-building?f_ri=1238"},{"id":621252,"name":"Linguistic and Semiotic Landscapes","url":"https://www.academia.edu/Documents/in/Linguistic_and_Semiotic_Landscapes?f_ri=1238"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_21183116" data-work_id="21183116" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/21183116/The_Teaching_of_Spanish_as_a_Second_Language_in_an_Indigenous_Bilingual_Intercultural_Curriculum">The Teaching of Spanish as a Second Language in an Indigenous Bilingual Intercultural Curriculum</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper reports on the implementation of an ambitious bilingual instructional programme in the P'urhepecha-speaking region of Michoacán state in Mexico, the Meseta Tarasca. A curriculum of indigenous language preservation and cultural... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_21183116" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper reports on the implementation of an ambitious bilingual instructional programme in the P'urhepecha-speaking region of Michoacán state in Mexico, the Meseta Tarasca. A curriculum of indigenous language preservation and cultural affirmation, overturning the previous Spanish-only programme, has been developed by a group of indigenous teachers in two P'urhepecha elementary schools, 'Miguel Hidalgo' of San Isidro and 'Benito Juárez' in the neighbouring village of Uringuitiro. Today, the P'urhepecha language is the nucleus of the curriculum. With the previous curriculum largely discredited, the bilingual teachers embarked on a project that would both provide instruction to children in a language they understand, and contribute to the preservation of their indigenous language, which in these communities, in all cases, is children's first language (L1). Being cognizant of the importance of learning Spanish as a second language, a major current planning and curriculum design priority is to find a way to integrate Spanish language instruction into the academic subject areas in accordance with current models of content-based second language teaching.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/21183116" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d0dbad6460b443d3c54e95b9f7ee5d47" rel="nofollow" data-download="{"attachment_id":41751756,"asset_id":21183116,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/41751756/download_file?st=MTczOTcxMTM4Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="24325372" href="https://uam-mx.academia.edu/RainerEnriqueHamel">Rainer Enrique Hamel</a><script data-card-contents-for-user="24325372" type="text/json">{"id":24325372,"first_name":"Rainer Enrique","last_name":"Hamel","domain_name":"uam-mx","page_name":"RainerEnriqueHamel","display_name":"Rainer Enrique Hamel","profile_url":"https://uam-mx.academia.edu/RainerEnriqueHamel?f_ri=1238","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_21183116 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="21183116"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 21183116, container: ".js-paper-rank-work_21183116", }); 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Being cognizant of the importance of learning Spanish as a second language, a major current planning and curriculum design priority is to find a way to integrate Spanish language instruction into the academic subject areas in accordance with current models of content-based second language teaching.","downloadable_attachments":[{"id":41751756,"asset_id":21183116,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":24325372,"first_name":"Rainer Enrique","last_name":"Hamel","domain_name":"uam-mx","page_name":"RainerEnriqueHamel","display_name":"Rainer Enrique Hamel","profile_url":"https://uam-mx.academia.edu/RainerEnriqueHamel?f_ri=1238","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true},{"id":1752,"name":"Curriculum 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href="https://www.academia.edu/33003138/La_Preparacion_de_Inteligencia_Compleja_del_Campo_de_Batalla_morris_edicion_hispano_americana">La Preparacion de Inteligencia Compleja del Campo de Batalla-morris edicion hispano americana</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Complex IPB-Spanish edition</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/33003138" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="28fdfa2c4c739811b84f89ee420a7947" rel="nofollow" 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href="https://www.academia.edu/32782701/Pessoa_M%C3%BAltiple_Eduardo_Langagne_">Pessoa Múltiple (Eduardo Langagne)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Eduardo Langagne, «Pessoa múltiple. Antología bilingue de Jerónimo Pizarro y Nicolás Barbosa», Latin American Literature Today, No. 2, Abril 2017. En línea.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_32782701" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Eduardo Langagne, «Pessoa múltiple. Antología bilingue de Jerónimo Pizarro y Nicolás Barbosa», Latin American Literature Today, No. 2, Abril 2017. En línea.<br /><a href="http://www.latinamericanliteraturetoday.org/es/2017/april/pessoa-múltiple-antolog%C3%ADa-bilingue-de-jerónimo-pizarro-y-nicolás-barbosa" rel="nofollow">http://www.latinamericanliteraturetoday.org/es/2017/april/pessoa-múltiple-antolog%C3%ADa-bilingue-de-jerónimo-pizarro-y-nicolás-barbosa</a><br />Reseña de: «Pessoa múltiple». Antología bilingüe. Edición, traducción, y notas de Jerónimo Pizarro y Nicolás Barbosa. Colombia: Fondo de Cultura Económica. 2016. 495 páginas.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/32782701" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3d97031ff2e10c22e37c62b66b1e4d40" rel="nofollow" data-download="{"attachment_id":52935465,"asset_id":32782701,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/52935465/download_file?st=MTczOTcxMTM4Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1591546" href="https://uniandes.academia.edu/JeronimoPizarro">Jerónimo Pizarro</a><script data-card-contents-for-user="1591546" type="text/json">{"id":1591546,"first_name":"Jerónimo","last_name":"Pizarro","domain_name":"uniandes","page_name":"JeronimoPizarro","display_name":"Jerónimo Pizarro","profile_url":"https://uniandes.academia.edu/JeronimoPizarro?f_ri=1238","photo":"https://0.academia-photos.com/1591546/557398/18719123/s65_jer_nimo.pizarro.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-32782701">+1</span><div class="hidden js-additional-users-32782701"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/EduardoLangagne">Eduardo Langagne</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-32782701'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-32782701').html(); 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Antología bilingue de Jerónimo Pizarro y Nicolás Barbosa», Latin American Literature Today, No. 2, Abril 2017. En línea.\nhttp://www.latinamericanliteraturetoday.org/es/2017/april/pessoa-múltiple-antolog%C3%ADa-bilingue-de-jerónimo-pizarro-y-nicolás-barbosa\nReseña de: «Pessoa múltiple». Antología bilingüe. Edición, traducción, y notas de Jerónimo Pizarro y Nicolás Barbosa. Colombia: Fondo de Cultura Económica. 2016. 495 páginas.","downloadable_attachments":[{"id":52935465,"asset_id":32782701,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1591546,"first_name":"Jerónimo","last_name":"Pizarro","domain_name":"uniandes","page_name":"JeronimoPizarro","display_name":"Jerónimo Pizarro","profile_url":"https://uniandes.academia.edu/JeronimoPizarro?f_ri=1238","photo":"https://0.academia-photos.com/1591546/557398/18719123/s65_jer_nimo.pizarro.png"},{"id":63806996,"first_name":"Eduardo","last_name":"Langagne","domain_name":"independent","page_name":"EduardoLangagne","display_name":"Eduardo Langagne","profile_url":"https://independent.academia.edu/EduardoLangagne?f_ri=1238","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":666,"name":"Portuguese and Brazilian Literature","url":"https://www.academia.edu/Documents/in/Portuguese_and_Brazilian_Literature?f_ri=1238","nofollow":true},{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true},{"id":1456,"name":"Portuguese","url":"https://www.academia.edu/Documents/in/Portuguese?f_ri=1238","nofollow":true},{"id":2222,"name":"Portuguese Studies","url":"https://www.academia.edu/Documents/in/Portuguese_Studies?f_ri=1238","nofollow":true},{"id":2418,"name":"Literature","url":"https://www.academia.edu/Documents/in/Literature?f_ri=1238"},{"id":3581,"name":"Poetry","url":"https://www.academia.edu/Documents/in/Poetry?f_ri=1238"},{"id":12675,"name":"Heteronymous Authorship","url":"https://www.academia.edu/Documents/in/Heteronymous_Authorship?f_ri=1238"},{"id":12684,"name":"Fernando Pessoa","url":"https://www.academia.edu/Documents/in/Fernando_Pessoa?f_ri=1238"},{"id":19457,"name":"Portuguese Literature","url":"https://www.academia.edu/Documents/in/Portuguese_Literature?f_ri=1238"},{"id":30347,"name":"Translation","url":"https://www.academia.edu/Documents/in/Translation?f_ri=1238"},{"id":48253,"name":"Poetry Anthologies","url":"https://www.academia.edu/Documents/in/Poetry_Anthologies?f_ri=1238"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_32169139" data-work_id="32169139" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/32169139/Increasing_student_communication_and_spontaneous_language_use_in_the_L2_classroom_A_careful_consideration_of_the_flipped_classroom_model">Increasing student communication and spontaneous language use in the L2 classroom: A careful consideration of the flipped classroom model</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">There is an ongoing debate among L2 educators regarding the best way for students to achieve effective communication and language spontaneity. The flipped classroom refers to an educational model where the traditional practice of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_32169139" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">There is an ongoing debate among L2 educators regarding the best way for students to achieve effective communication and language spontaneity. The flipped classroom refers to an educational model where the traditional practice of dedicating class time to direct instruction is flipped so that students receive initial instruction at home and then spend class time working with peers in a collaborative environment. Language instructors hope to promote conversation and communication among students, but with so much time spent on grammatical explanations in class, it is difficult to give communication the attention it deserves. The participants in this research study included community college Spanish students from sections 1 (the control group) and 2 (the experimental group) of SPAN 101 and lasted the duration of an academic spring semester. The findings are discussed, followed by a discussion on the applicability of this educational design.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/32169139" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="88128497346833a6a129ca9c26a17755" rel="nofollow" data-download="{"attachment_id":54191655,"asset_id":32169139,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54191655/download_file?st=MTczOTcxMTM4Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="6360268" href="https://heartland.academia.edu/JeremyBachelor">Jeremy W Bachelor</a><script data-card-contents-for-user="6360268" type="text/json">{"id":6360268,"first_name":"Jeremy","last_name":"Bachelor","domain_name":"heartland","page_name":"JeremyBachelor","display_name":"Jeremy W Bachelor","profile_url":"https://heartland.academia.edu/JeremyBachelor?f_ri=1238","photo":"https://0.academia-photos.com/6360268/9809744/21094456/s65_jeremy.bachelor.jpg"}</script></span></span></li><li class="js-paper-rank-work_32169139 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="32169139"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 32169139, container: ".js-paper-rank-work_32169139", }); 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$(".js-view-count[data-work-id=32169139]").text(description); $(".js-view-count-work_32169139").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_32169139").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="32169139"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="923" rel="nofollow" href="https://www.academia.edu/Documents/in/Technology">Technology</a>, <script data-card-contents-for-ri="923" type="text/json">{"id":923,"name":"Technology","url":"https://www.academia.edu/Documents/in/Technology?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1238" rel="nofollow" href="https://www.academia.edu/Documents/in/Spanish">Spanish</a>, <script data-card-contents-for-ri="1238" type="text/json">{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="13639" rel="nofollow" href="https://www.academia.edu/Documents/in/Spanish_as_a_Foreign_Language">Spanish as a Foreign Language</a>, <script data-card-contents-for-ri="13639" type="text/json">{"id":13639,"name":"Spanish as a Foreign Language","url":"https://www.academia.edu/Documents/in/Spanish_as_a_Foreign_Language?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="20511" rel="nofollow" href="https://www.academia.edu/Documents/in/L2_pedagogy">L2 pedagogy</a><script data-card-contents-for-ri="20511" type="text/json">{"id":20511,"name":"L2 pedagogy","url":"https://www.academia.edu/Documents/in/L2_pedagogy?f_ri=1238","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=32169139]'), work: {"id":32169139,"title":"Increasing student communication and spontaneous language use in the L2 classroom: A careful consideration of the flipped classroom model","created_at":"2017-03-31T10:31:09.493-07:00","url":"https://www.academia.edu/32169139/Increasing_student_communication_and_spontaneous_language_use_in_the_L2_classroom_A_careful_consideration_of_the_flipped_classroom_model?f_ri=1238","dom_id":"work_32169139","summary":"There is an ongoing debate among L2 educators regarding the best way for students to achieve effective communication and language spontaneity. The flipped classroom refers to an educational model where the traditional practice of dedicating class time to direct instruction is flipped so that students receive initial instruction at home and then spend class time working with peers in a collaborative environment. Language instructors hope to promote conversation and communication among students, but with so much time spent on grammatical explanations in class, it is difficult to give communication the attention it deserves. The participants in this research study included community college Spanish students from sections 1 (the control group) and 2 (the experimental group) of SPAN 101 and lasted the duration of an academic spring semester. The findings are discussed, followed by a discussion on the applicability of this educational design.","downloadable_attachments":[{"id":54191655,"asset_id":32169139,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":6360268,"first_name":"Jeremy","last_name":"Bachelor","domain_name":"heartland","page_name":"JeremyBachelor","display_name":"Jeremy W Bachelor","profile_url":"https://heartland.academia.edu/JeremyBachelor?f_ri=1238","photo":"https://0.academia-photos.com/6360268/9809744/21094456/s65_jeremy.bachelor.jpg"}],"research_interests":[{"id":923,"name":"Technology","url":"https://www.academia.edu/Documents/in/Technology?f_ri=1238","nofollow":true},{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true},{"id":13639,"name":"Spanish as a Foreign Language","url":"https://www.academia.edu/Documents/in/Spanish_as_a_Foreign_Language?f_ri=1238","nofollow":true},{"id":20511,"name":"L2 pedagogy","url":"https://www.academia.edu/Documents/in/L2_pedagogy?f_ri=1238","nofollow":true},{"id":295014,"name":"Flipped Classroom","url":"https://www.academia.edu/Documents/in/Flipped_Classroom?f_ri=1238"},{"id":973872,"name":"World Languages","url":"https://www.academia.edu/Documents/in/World_Languages?f_ri=1238"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_64621215" data-work_id="64621215" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/64621215/Developing_Bilingual_Behavior_Language_Choice_and_Social_Context">Developing Bilingual Behavior: Language Choice and Social Context</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Three aspects of bilingual code-switching are examined: (1) code-switching as an integral part of bilingual behavior, especially in early stages of language acquisition; (2) social factors influencing the child&#39;s ability to... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_64621215" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Three aspects of bilingual code-switching are examined: (1) code-switching as an integral part of bilingual behavior, especially in early stages of language acquisition; (2) social factors influencing the child&#39;s ability to differentiate languages and make an appropriate language choice; and (3) hierarchical organization of these social factors, based on their order of emergence and relative significance in affecting language choice. Data were obtained from ten-year longitudinal studies of two children raised bilingually in Spanish and English. The findings suggest that while the social factors in each case vary gvaatly, children learn early to discern the factors that are significant for their own context and guide the choice of language. Although bilinguals alternate and even mix codes, they also know in which instances to make separate linguistic choices regardless of their proficiency in the second language. Families are found to play a critical role in developing the patter...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/64621215" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5433c732125fec8e7f88645082c7d1b1" rel="nofollow" data-download="{"attachment_id":76572106,"asset_id":64621215,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/76572106/download_file?st=MTczOTcxMTM4Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="50586227" href="https://independent.academia.edu/AlvinoEFantini">Alvino E. 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Data were obtained from ten-year longitudinal studies of two children raised bilingually in Spanish and English. The findings suggest that while the social factors in each case vary gvaatly, children learn early to discern the factors that are significant for their own context and guide the choice of language. Although bilinguals alternate and even mix codes, they also know in which instances to make separate linguistic choices regardless of their proficiency in the second language. Families are found to play a critical role in developing the patter...","downloadable_attachments":[{"id":76572106,"asset_id":64621215,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":50586227,"first_name":"Alvino E.","last_name":"Fantini","domain_name":"independent","page_name":"AlvinoEFantini","display_name":"Alvino E. Fantini","profile_url":"https://independent.academia.edu/AlvinoEFantini?f_ri=1238","photo":"https://0.academia-photos.com/50586227/74084673/62575885/s65_alvino_e..fantini.jpeg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=1238","nofollow":true},{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=1238","nofollow":true},{"id":1417,"name":"Language Acquisition","url":"https://www.academia.edu/Documents/in/Language_Acquisition?f_ri=1238","nofollow":true},{"id":6223,"name":"English","url":"https://www.academia.edu/Documents/in/English?f_ri=1238","nofollow":true},{"id":7099,"name":"Case Studies","url":"https://www.academia.edu/Documents/in/Case_Studies?f_ri=1238"},{"id":8667,"name":"Metacognition","url":"https://www.academia.edu/Documents/in/Metacognition?f_ri=1238"},{"id":47268,"name":"Bilingualism","url":"https://www.academia.edu/Documents/in/Bilingualism?f_ri=1238"},{"id":208996,"name":"Cognitive processes","url":"https://www.academia.edu/Documents/in/Cognitive_processes?f_ri=1238"},{"id":237531,"name":"Interlanguage","url":"https://www.academia.edu/Documents/in/Interlanguage?f_ri=1238"},{"id":555000,"name":"Social Influences","url":"https://www.academia.edu/Documents/in/Social_Influences?f_ri=1238"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_35837674" data-work_id="35837674" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/35837674/Amigos_3">Amigos 3</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Cuadernillo para estudiantes de nivel inicial (niños) (o KS2/KS3). Temas: objetos de clase, verbos, comida, monedas, billetes y precios, pesos y envoltorios, artículos definidos (el/la, los/las), partes del cuerpo, descripciones físicas,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_35837674" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Cuadernillo para estudiantes de nivel inicial (niños) (o KS2/KS3). <br />Temas: objetos de clase, verbos, comida, monedas, billetes y precios, pesos y envoltorios, artículos definidos (el/la, los/las), partes del cuerpo, descripciones físicas, deportes,</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35837674" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span 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class="u-tcGrayDark u-fw700" data-has-card-for-user="28508259" href="https://upsa.academia.edu/VanessaPerez">Vanessa Perez</a><script data-card-contents-for-user="28508259" type="text/json">{"id":28508259,"first_name":"Vanessa","last_name":"Perez","domain_name":"upsa","page_name":"VanessaPerez","display_name":"Vanessa Perez","profile_url":"https://upsa.academia.edu/VanessaPerez?f_ri=1238","photo":"https://0.academia-photos.com/28508259/18961238/19161148/s65_vanessa.perez.jpg"}</script></span></span></li><li class="js-paper-rank-work_35837674 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="35837674"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 35837674, container: ".js-paper-rank-work_35837674", }); });</script></li><li class="js-percentile-work_35837674 InlineList-item InlineList-item--bordered hidden 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href="https://www.academia.edu/Documents/in/Spanish_as_a_Foreign_Language">Spanish as a Foreign Language</a>, <script data-card-contents-for-ri="13639" type="text/json">{"id":13639,"name":"Spanish as a Foreign Language","url":"https://www.academia.edu/Documents/in/Spanish_as_a_Foreign_Language?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="36557" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_Spanish_as_a_Foreign_Language">Teaching Spanish as a Foreign Language</a>, <script data-card-contents-for-ri="36557" type="text/json">{"id":36557,"name":"Teaching Spanish as a Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_Spanish_as_a_Foreign_Language?f_ri=1238","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="36558" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_Spanish">Teaching Spanish</a><script data-card-contents-for-ri="36558" 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})();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_33930250" data-work_id="33930250" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/33930250/Gesellschaft_historisches_Erinnern_und_aktuelle_Konflikte_4_CHILE_VERSTEHEN">Gesellschaft, historisches Erinnern und aktuelle Konflikte 4 CHILE VERSTEHEN</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Hintergrund-Dossier für Unterrichtsmaterialen "?Cachai Chile? - Sociedad. Memoria. Conflictos actuales" für den Spanischunterricht Sek II. Die Materialien können für 10 € über den Buchhandel bezogen werden. Oder direkt bei: Center for... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_33930250" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Hintergrund-Dossier für Unterrichtsmaterialen "?Cachai Chile? - Sociedad. Memoria. Conflictos actuales" für den Spanischunterricht Sek II. <br /><br />Die Materialien können für 10 € über den Buchhandel bezogen werden. Oder direkt bei:<br />Center for InterAmerican Studies, Universität Bielefeld, <br />PF 100131 <br />33501 Bielefeld<br /><a href="mailto:cias@uni-bielefeld.de" rel="nofollow">cias@uni-bielefeld.de</a><br /><br />Weitere Informationen zu der Ag "Globales Lernen"<br /><a href="mailto:GlobalesLernen@uni-bielefeld.de" rel="nofollow">GlobalesLernen@uni-bielefeld.de</a></div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/33930250" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ad3e72e1154929c105539db46560f26d" rel="nofollow" data-download="{"attachment_id":53898112,"asset_id":33930250,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/53898112/download_file?st=MTczOTcxMTM4Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="46374878" href="https://uni-bielefeld.academia.edu/OlafKaltmeier">Olaf Kaltmeier</a><script data-card-contents-for-user="46374878" type="text/json">{"id":46374878,"first_name":"Olaf","last_name":"Kaltmeier","domain_name":"uni-bielefeld","page_name":"OlafKaltmeier","display_name":"Olaf Kaltmeier","profile_url":"https://uni-bielefeld.academia.edu/OlafKaltmeier?f_ri=1238","photo":"https://0.academia-photos.com/46374878/12269721/13662109/s65_olaf.kaltmeier.jpg"}</script></span></span></li><li class="js-paper-rank-work_33930250 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="33930250"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 33930250, container: ".js-paper-rank-work_33930250", }); 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