Pub Date : 2023-09-01DOI: 10.1353/hpn.2023.a906590
Martín Camps
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Pub Date : 2023-09-01DOI: 10.1353/hpn.2023.a906593
Ada Ortúzar-Young
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Pub Date : 2023-09-01DOI: 10.1353/hpn.2023.a906568
Antonio Pérez-Núñez
ChatGPT is currently the most powerful generative AI model available for public use. It recently gained significant media attention for its unprecedented capacities to produce human-like text and engage in natural conversations with users (Rudolph, Tan and Tan 2023). ChatGPT is a natural language processing (NLP) system that was released by OpenAI on November 30, 2022, for free research preview. An NLP system is a branch of artificial intelligence (AI) that enables computers to comprehend, manipulate, and generate human language (Chowdhary 2020). NLP systems use a combination of techniques from computer science, linguistics, and machine learning to process and analyze natural language text and speech data (Deng and Lin 2022). ChatGPT employs a deep learning (DL) model constructed using artificial neural networks and designed to analyze input data and extract increasingly complex features (Hu and Buehler 2023). What sets ChatGPT apart from other AI-powered models is its large scale. GPT-4, which is ChatGPT’s current AI model, is reportedly the largest artificial neural network ever produced with over one trillion parameters (Ray 2023). This enormous network was trained using a massive dataset that consisted of web crawl data from the internet, books, conversations, and the English Wikipedia (Brown et al. 2020). This extensive training allows ChatGPT to comprehend and respond to a wide range of topics. ChatGPT has several other features that stand out. Its chatbot interface makes it easy to use, requiring just a prompt to generate a response from the model. It is capable of producing fluent text in multiple languages, including English, Spanish, and Portuguese, across a broad range of genres such as fiction, poetry, news articles, and academic papers (Chatterjee and Dethlefs 2023; Deng and Ling 2022). Finally, ChatGPT is able to learn from previous conversations and feedback, enabling the model to provide more accurate or contextually relevant responses (Tate et al. 2022). Due to its impressive capabilities, an increasing number of studies are exploring the potential use of ChatGPT across multiple fields, including education (Rudolph, Tan, and Tan 2023), medicine (King 2022), journalism and mass media (Pavlik 2023) and computer science (Chatterjee and Dethlefs 2023). The following section outlines and describes specific uses of ChatGPT’s capabilities to support foreign language teaching and learning. Next, it highlights some of the current limitations of the AI system and identifies potential issues that may arise from using generative AI systems in foreign language learning and teaching.
ChatGPT是目前可供公众使用的最强大的生成式人工智能模型。它最近获得了媒体的广泛关注，因为它具有前所未有的能力，可以产生类似人类的文本，并与用户进行自然对话(Rudolph, Tan和Tan 2023)。ChatGPT是OpenAI于2022年11月30日发布的自然语言处理(NLP)系统，供免费研究预览。NLP系统是人工智能(AI)的一个分支，它使计算机能够理解、操纵和生成人类语言(Chowdhary 2020)。NLP系统结合了计算机科学、语言学和机器学习技术来处理和分析自然语言文本和语音数据(Deng and Lin 2022)。ChatGPT采用人工神经网络构建的深度学习(DL)模型，旨在分析输入数据并提取日益复杂的特征(Hu and Buehler 2023)。ChatGPT与其他人工智能模型的区别在于其庞大的规模。据报道，ChatGPT目前的人工智能模型GPT-4是迄今为止生产的最大的人工神经网络，拥有超过1万亿个参数(Ray 2023)。这个庞大的网络使用一个庞大的数据集进行训练，该数据集包括来自互联网、书籍、对话和英语维基百科的网络抓取数据(Brown et al. 2020)。这种广泛的培训使ChatGPT能够理解和响应广泛的主题。ChatGPT还有其他几个突出的特性。它的聊天机器人界面使其易于使用，只需要一个提示就可以从模型生成响应。它能够生成流利的多种语言文本，包括英语、西班牙语和葡萄牙语，涵盖小说、诗歌、新闻文章和学术论文等广泛类型(Chatterjee和Dethlefs 2023;邓和凌2022)。最后，ChatGPT能够从之前的对话和反馈中学习，使模型能够提供更准确或与上下文相关的响应(Tate et al. 2022)。由于其令人印象深刻的能力，越来越多的研究正在探索ChatGPT在多个领域的潜在应用，包括教育(Rudolph, Tan, and Tan, 2023)，医学(King 2022)，新闻和大众媒体(Pavlik 2023)和计算机科学(Chatterjee和Dethlefs 2023)。以下部分概述并描述了ChatGPT支持外语教学的功能的具体用途。接下来，它强调了人工智能系统目前的一些局限性，并确定了在外语学习和教学中使用生成式人工智能系统可能产生的潜在问题。
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Pub Date : 2023-09-01DOI: 10.1353/hpn.2023.a906582
Alejandra Juno Rodríguez Villar
engaging. Quispe-Agnoli focuses on “writing as an Indian” (106) complements Dulfano’s problematization of debates around indigeneity. The next two essays by Chang-Rodríguez and Guengerich, on the other hand, focus on elite women’s roles and treatment in the Commentaries. “The Royal Commentaries, Language, and Visual Representation” consists of five essays on three separate topics (linguistics, visual media, and imagination). Zamora’s focus on Garcilaso’s use of language in service of his larger political project nicely complements Mazzotti’s description of Garcilaso’s ethnographic and narrative writing styles. The two would work well in a course unit on sociolinguistics. Diving into Andean cosmologies (Castro-Klarén) and visual representations (Montenegro) gives a more nuanced picture of the conquest of the Inca. Finally, Beckjord analyzes the role of the imagination in the Commentaries, including imagined scenes and details, and Garcilaso’s authority as a Quechua speaker to correct other authors’ errors. The final group of essays is “Inca Garcilaso Across the Disciplines” (though all five contributors are literature scholars). It includes approaches to put Garcilaso into the context of an international race to find mythical gold in the southeastern United States (Borchard), and to use excerpts from Garcilaso to flesh out students’ understanding of capacocha, or Incan mountain sacrifices (Thomas). Other essays delve into Incan religion (Fuerst) and a “pedagogy of memory” (Cortés-Vélez 247, 251). In the book’s last essay, Serrano describes in detail how to use a story from the Commentaries in a first class to engage students and lay pedagogical foundations. Descriptions of assignments such as blog posts, story maps and written responses follow, and Serrano even includes suggested readings and films. In some ways, this final chapter best illustrates the book’s pedagogical objectives. Some essays are inevitably stronger contributions than others, but many provide specific examples of assignments, paired readings, and discussion topics that could be quite useful to instructors in various fields. These are the pedagogical seeds that will keep readers coming back to this book again and again. For those instructors whose courses focus entirely or in part on the Andean early modern period, this book could be a good addition to their bookshelves.
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Pub Date : 2023-09-01DOI: 10.1353/hpn.2023.a906576
Domnita Dumitrescu, Steven Byrd
Reviewed by: Relocating the Sacred: African Divinities and Brazilian Cultural Hybridities by Niyi Afolabi Domnita Dumitrescu and Steven Byrd Afolabi, Niyi. Relocating the Sacred: African Divinities and Brazilian Cultural Hybridities. State U of New York P, 2022. Pp. 356. ISBN 9781438490717. Afro-Brazilian identity and culture, notes Niyi Afolabi in his new book, Relocating the Sacred: African Divinities and Brazilian Cultural Hybridities, is one “plagued” with “the brutal reality of colonization, slavery, and modernization” (20). Within this difficult sociohistorical context, asserting Afro-Brazilian cultural identity has been a long, arduous process, one involving specifically the reclaiming of civil rights and the pursuit of socioeconomic independence. To achieve such ends, Afolabi argues, Afro-Brazilians have sought forms of “cultural hybridity” in which the “sacred” (e.g., their traditional and spiritual realm) has been wedded with the “profane” (e.g., capitalism and tourism). It is within this vein that the present book examines this concept of Afro-Brazilian “cultural hybridity,” focusing largely on the role of identity and cultural manifestations originating from the State of Bahia. The book is divided into three parts. Part I, “Mapping the Sacred,” examines the importance of the Yoruba diaspora in Bahia, where African cultural values have been preserved through a process of “hybridization,” either before or after the abolition of slavery in Brazil, which occurred in 1888. Afolabi argues that sacred and secular festivities in Bahia have proven to be culturally, politically, and economically potent for Afro-Brazilian culture there. He next examines the complex intricacies of cultural heritage for anthropological studies, focusing on the Pierre Verger Foundation of Salvador: in particular, how this Foundation, which was created by a French national, both exploits and highlights Afro-Brazilian culture. The first part closes with discussion and analyses of creative works of Afro-Brazilian “matriarchs” who write about the history and mythology of Candomblé. Part II, “The Sacred in Literary Manifestations,” examines a variety of literary expressions regarding Afro-Brazilian identity and experience. Works by Jorge Amado, Vasconcelos Maia, Abdias Nascimento, Nelson Rodrigues, Zora Seljan, Dias Gomes, Raul Longo, [End Page 495] Robson Pinheiro, Cléo Martins, and Chynae are analyzed, showing the triumphs and pitfalls of Afro-Brazilian culture and identity in those authors’ works. Part III, “Hybridities in Afro-Brazilian Culture,” examines how Afro-Brazilian community organizations, such as Filhos de Gandi and Cortejo Afro, have provided models of building social capital and societal transformation. Interestingly, as Afolabi notes, cultural manifestations that have often become associated with Afro-Brazilians, such as carnivalesque parades, are both exploitative and celebratory in their essence: that is, both “sacred” and “profane.” But these ironica
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Pub Date : 2023-09-01DOI: 10.1353/hpn.2023.a906589
Mary-Anne Vetterling
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Pub Date : 2023-09-01DOI: 10.1353/hpn.2023.a906586
Carlos Benavides
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Pub Date : 2023-09-01DOI: 10.1353/hpn.2023.a906577
Amàlia Llombart-Huesca
{"title":"Second Language and Heritage Learners in Mixed Classrooms ed. by Patricia Bayona, and Elena García-Martín (review)","authors":"Amàlia Llombart-Huesca","doi":"10.1353/hpn.2023.a906577","DOIUrl":"https://doi.org/10.1353/hpn.2023.a906577","url":null,"abstract":"","PeriodicalId":51796,"journal":{"name":"Hispania-A Journal Devoted To the Teaching of Spanish and Portuguese","volume":"106 1","pages":"521 - 523"},"PeriodicalIF":0.2,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47714105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1353/hpn.2023.a906570
Sonia R. Badenas Roig
Resumen:Las tesis de Vladimir Propp demostraron ya que la subversión de la esencia de los cuentos populares podía darles, inagotablemente, nuevos y sorprendentes desenlaces y significados. En esa línea, la película Blancanieves de Pablo Berger, basada en una reformulación españolizada del cuento clásico, ofrece un interesante paradigma de creación literaria para el profesor de idiomas. Esta versión en blanco y negro del cuento tradicional, al servicio de una sátira social de la España de los años veinte, de la tauromaquia, de una redefinición del papel de la mujer, y a la luz de la tan discutida memoria histórica, ofrece una rica fuente de innumerables ejercicios para la reescritura de cuentos en las clases de idiomas y especialmente en clases de cultura española.
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Pub Date : 2023-09-01DOI: 10.1353/hpn.2023.a906573
Ester Hernández Esteban
Resumen:La población inmigrante es una presencia estable en el tejido social peninsular. Los estudios culturales sobre inmigración han analizado cómo modifica la identidad española, sin embargo, este artículo ahonda sobre la experiencia de la segunda generación como miembros activos de la sociedad española. Este artículo realiza una lectura detallada del primer poemario de la poeta sinodescendiente, Paloma Chen. Siguiendo el análisis de los espacios liminales de Homi Bhabha y Edward Soja, sitúo su poética en el tercer espacio de la inmigración, en el cual propongo que residen las subjetividades trasversales, aquellas que atraviesan de manera perpendicular ambas culturas, pero cuya división no es paralela o estable sino fluida. En su poesía hay tres temas que la posicionan como subjetividad transversal: primero, la crisis de identidad que sufren los hijos de inmigrantes que se encuentran entre dos culturas, dos idiomas y dos conjuntos de expectativas. Segundo, la desestabilización de estereotipos, como minoría silenciosa o “peligro amarillo”, para denunciar el racismo al que tienen que enfrentarse las minorías racializadas en España. Tercero, la presencia constante de “la herida” como figura literaria sirve como espacio liminal de unión e intervención para las subjetividades transversales frente a la hegemonía.
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