Complete Spanish course,

Mode of access: Internet.

A pocket dictionary of the Spanish and English languages.

Mode of access: Internet.

Neuman and Baretti's dictionary of the Spanish and English languages : wherein the words are correctly explained, agreeable to their different meanings, and a great variety of terms, relating to the arts, sciences, manufactures, merchandise, navigation and trade elucidated.

Spine title: Newman's Spanish & English dictionary.

Chart of the Spanish alphagam ... /

Mode of access: Internet.

Harmonic method for learning Spanish /

Mode of access: Internet.

Spanish terms for forest rangers,

Text mimeographed, t.-p. printed.

Time, tense, and the verb; a study in theoretical and applied linguistics, with particular attention to Spanish.

Mode of access: Internet.

Language maintenance and use in south Florida Hispanic university students: Do educational programs matter?

This study examined the long-term effects of bilingual education/ESOL instruction on Hispanic university students' subsequent Spanish language maintenance using sociolinguistic methodology as its framework. The study investigated whether or not Hispanic university students who had participated in bilingual or ESOL classes in their elementary schooling maintained Spanish as young adults. Maintenance included using Spanish in their personal and professional lives and demonstrating written competence in Spanish, as well as whether subjects considered themselves to be bilingual, how they rated their ability in different skill areas for the two languages, and if they exhibited positive attitudes toward language and education as compared to Hispanic students who had experienced an all English classroom situation. A Language and Education Survey was developed to collect data pertaining to these areas. ^ A convenience sample of 202 Hispanic undergraduate university students enrolled in education classes at Florida International University during the 2000���2001 academic year participated in the study. Subjects were grouped according to the type of program they had experienced at the elementary school level, Bilingual/ESOL and All English. ^ Statistically significant differences were found between the groups in subjects' self-ratings of their abilities in speaking, reading, writing, and comprehension. No statistically significant differences were found with respect to the continuation of Spanish language study at the secondary school or college levels although there was a significant difference in number of semesters for those who planned to do so. ^ In language use, there were statistically significant differences overall as there were in the personal domain, but none were found in the professional domain; nor were there any statistically significant differences between the groups with respect to attitudes regarding education and language. There were statistically significant differences between the two groups for communicative competence in written Spanish. These statistically significant findings in language ability, language use and written communicative competence indicated that Hispanic university students who were enrolled in bilingual programs/ESOL in their earlier schooling did maintain Spanish as their native language as compared to Hispanic students who did not participate in such programs. ^

An Examination of the Validity of English Language Achievement Test Scores in a LEP Student Population

Approximately 1,700 limited English proficient (LEP) and recently exited LEP students in grades 4 and 10 were tested using both an English and a comparable Spanish language achievement test. Many LEP and former LEP students performed better in math taking the test in Spanish compared to taking it in English.

Technical metaphor in Spanish-English translation of the fields of blindness, fatigue, and the spiritual world

The correspondence in the Spanish-English translation is analyzed of three different fields of technical metaphors based upon blindness, fatigue, and the spiritual world. Some terms have been left aside that under the appearance of metaphors were mere samples of no-deviated language or cases of homonymy. The study reveals a higher presence of the metaphor in the Spanish language in the three fields of study, although the English language also shows a high index of metaphors. In between metaphors and non-metaphors, we find a lack of metaphorical equilibrium between Spanish and English in certain cases, which is a sign of the different perception of the reality. Finally, the conclusions shed light on the meaning of these words: blind, annoyance, fatigue, antifading, core, angels, espectrum, phantom, ghost, magic, postmortem, dead, etc.

The Anag�� Language of Cuba

This thesis investigates the socio-linguistic factors that led to the emergence of a new language in Cuba known as Anag��. This language emerged from contact between multiple dialects of the West African Yoruba language and Spanish. Language contact between the Yoruba language and Spanish took place in Cuba beginning in the nineteenth century after the introduction of large numbers of Yoruba speakers into Cuba during the trans-Atlantic slave trade. This thesis argues against the opinion that Anag�� is simply a corrupted and imperfect form of Yoruba. Instead, it maintains that Anag�� is a new language that emerged in Cuba and became a functional vehicle for the transmission of ideas and culture. Additionally, this study will present evidence that the Anag�� speaking community was a constituent part of Cuban society since the nineteenth century, and is therefore an inextricable part of Cuban cultural patrimony. Twentieth century examples of Anag�� language are examined as evidence of a vital Anag�� speaking transnational community.

A interfer��ncia lingu��stica na aquisi����o da l��ngua espanhola na 3.�� ciclo do ensino b��sico: erros frequentes e caminhos a percorrer

Mestrado em Ensino de Ingl��s e de Franc��s ou Espanhol no Ensino B��sico

O lugar da Hispanoam��rica no processo de ensinoaprendizagem de Espanhol como L��ngua Estrangeira no Ensino Secund��rio Portugu��s

Tendo em conta um enfoque comunicativo experiencial (Fern��ndez- Corbacho, 2014) e uma pedagogia cr��tica emancipat��ria (Jim��nez Raya, Lamb & Vieira, 2007), enriquecida por enfoques multissensoriais (Arslan, 2009), �� nossa inten����o, com este projeto, contribuir para a implementa����o de pr��ticas que espelhem as variedades lingu��sticas e culturais da Hispanoam��rica (Liceras, 1995; Beave, 2000) na aula de espanhol como l��ngua estrangeira no ensino secund��rio portugu��s. Neste estudo, atrav��s duma perspetiva metodol��gica de ��ndole qualitativa, pretendemos, como ponto de partida, analisar: a) as representa����es de alunos portugueses sobre o lugar da Hispanoam��rica no processo de ensino-aprendizagem de espanhol como l��ngua estrangeira (Altmann & Vences, 2004; P��rez, 2003), atrav��s de inqu��ritos por question��rio; e, ainda, b) as abordagens das variedades lingu��sticas e culturais do espanhol, que surgem nos manuais utilizados no ensino secund��rio portugu��s. Por outro lado, atrav��s de um estudo de caso (Benson, Chik, Gao, Huang & Wang, 2009), procur��mos evidenciar uma mostra de poss��veis boas pr��ticas did��tico-pedag��gicas e materiais, com vista a um trabalho sistem��tico e pr��ativo com as variedades lingu��sticas e culturais do espanhol, baseado numa (hiper)pedagogia cr��tica e encarando a l��ngua enquanto objeto manipul��vel e potenciador de cidad��os verdadeiramente conscientes do mundo. Para tal, cri��mos materiais f��sicos e digitais, que foram posteriormente implementados com alunos do 11�� ano de escolaridade, no n��vel de inicia����o de espanhol, num agrupamento de escolas da regi��o de Aveiro. Os resultados mostram que pr��ticas e materiais desta natureza poder��o favorecer aprendizagens comunicativas experienciais, quanto �� cria����o de futuros cidad��os cr��ticos e ativos, fomentando o desenvolvimento das suas compet��ncias comunicativa plurilingue e pluricultural e duma consci��ncia cultural cr��tica (Byram, Gribkova & Starkey, 2002) dos alunos, no contexto de ensino-aprendizagem do ensino secund��rio.

Perspectives of Identity in Julio Cort��zar���s Rayuela

My aim was to produce a dissertation, based on Rayuela, which focuses on Cort��zar���s questioning of identity. With this objective in mind, I have studied some of the salient elements in the novel that relate to this topic and the subsequent, interrelated, areas of study that arose in doing so. The cities of Paris and Buenos Aires are placed in contrast within the novel and reflect a dichotomy that reflects Oliveira���s condition as a ���foreigner,��� (more specifically as a South American in Europe). This duality is further reflected in Cort��zar���s use of gender, and the development of the notions of active and passive, and an investigation into the traditional modes of thought, symbols, and stereotypes, and an open-ended questioning of their validity. These topics are framed by a notion of Judeo-Christian History that is in many ways flawed and, as such, contrasts with a more intuitive (or ���oriental���) perception of reality, which is centred in figures such as la Maga. I found many explicit references to Zen philosophy, and related oriental references, that led me to believe that this area was worthy of further investigation. Rayuela is considered a classic novel within the canon of Spanish language literature. It���s famous ���tabla,��� like the rules for a game between the writer and the receptor that produce alternative readings, has led to many discussions regarding the novel���s structure and form, and also created a certain amount of polemic with the use of concepts such as the ���lector hembra.��� Many consider Cort��zar a greater short story writer than a novelist, but nevertheless this novel had a profound effect on young readers upon its publication, much to Cort��zar���s surprise, and continues to attract readers, dealing as it does with issues that continue to be relevant to many people.

A utiliza����o das TIC em contexto de ensino - aprendizagem: potencialidades da Internet na promo����o da express��o escrita

Relat��rio de est��gio de mestrado em Ensino de Portugu��s no 3�� Ciclo do Ensino B��sico e no Ensino Secund��rio e de Espanhol nos Ensinos B��sico e Secund��rio