Pub Date : 2023-09-01DOI: 10.1353/hpn.2023.a906572
D. L. García León, J. E. García León
Resumen:Este trabajo aboga por una mirada raciolingüística e interseccional para comprender las políticas lingüísticas (PL) y los discursos sobre bilingüismo en Colombia. Primero, se describen las PL y se clasifican los estudios realizados a dichas políticas. Posteriormente, se caracteriza el enfoque interseccional y raciolingüístico y se presentan los resultados de un estudio cuya pregunta de investigación fue: ¿Cómo se construyen discursivamente las ideologías raciolingüísticas sobre el bilingüismo en Colombia? Para responder esta pregunta, se analiza un corpus de PL y artículos periodísticos con una metodología que combina la perspectiva raciolingüística interseccional con el Análisis Crítico del Discurso. De la clasificación de los estudios previos, se encontró que a) son pocas las contribuciones que analizan conjuntamente las políticas para lenguas mayoritarias y minorizadas; b) no se asume un enfoque interseccional en estos estudios; y c) no existen trabajos que vinculen las PL con los imaginarios que circulan en medios de comunicación. Los resultados del estudio muestran que las ideologías raciolingüísticas se construyen por medio de a) la invisibilización de las tensiones entre PL para lenguas minorizadas y mayoritarias; b) una jerarquía raciolingüística de los hablantes y sus lenguas; y c) el encubrimiento de las colonialidades epistémicas y raciales.
{"title":"Ideologías raciolingüísticas en Colombia: Análisis discursivo y racial de la representación del bilingüismo en las políticas lingüísticas y en la prensa","authors":"D. L. García León, J. E. García León","doi":"10.1353/hpn.2023.a906572","DOIUrl":"https://doi.org/10.1353/hpn.2023.a906572","url":null,"abstract":"Resumen:Este trabajo aboga por una mirada raciolingüística e interseccional para comprender las políticas lingüísticas (PL) y los discursos sobre bilingüismo en Colombia. Primero, se describen las PL y se clasifican los estudios realizados a dichas políticas. Posteriormente, se caracteriza el enfoque interseccional y raciolingüístico y se presentan los resultados de un estudio cuya pregunta de investigación fue: ¿Cómo se construyen discursivamente las ideologías raciolingüísticas sobre el bilingüismo en Colombia? Para responder esta pregunta, se analiza un corpus de PL y artículos periodísticos con una metodología que combina la perspectiva raciolingüística interseccional con el Análisis Crítico del Discurso. De la clasificación de los estudios previos, se encontró que a) son pocas las contribuciones que analizan conjuntamente las políticas para lenguas mayoritarias y minorizadas; b) no se asume un enfoque interseccional en estos estudios; y c) no existen trabajos que vinculen las PL con los imaginarios que circulan en medios de comunicación. Los resultados del estudio muestran que las ideologías raciolingüísticas se construyen por medio de a) la invisibilización de las tensiones entre PL para lenguas minorizadas y mayoritarias; b) una jerarquía raciolingüística de los hablantes y sus lenguas; y c) el encubrimiento de las colonialidades epistémicas y raciales.","PeriodicalId":51796,"journal":{"name":"Hispania-A Journal Devoted To the Teaching of Spanish and Portuguese","volume":"106 1","pages":"411 - 435"},"PeriodicalIF":0.2,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44042730","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.a906567
Sylvia López
My desire to have my students learn more about the cultures where Spanish is spoken, and, in the process, meet the World-Readiness Standards for Language Learning drew me to the two museums on my campus, both of which focus on object-based learning (OBL). Helen Chatterjee et al. (2015) define OBL as “a mode of education which involves the integration of objects into the learning environment. In the museological context, object-based learning describes learners’ active engagement with museum collections within a student-centered framework” (1). Researchers have found that including “at least one objectbased project in a course . . . resulted in measurably stronger student learning outcomes, especially pertaining to understanding and connecting course concepts within and beyond the classroom” (Quave and Meister 2016: 10). Other case studies show that this form of hands-on learning can internationalize the curricula and “benefit an increasingly diverse student audience” because it “presents opportunities to exchange cultural beliefs, values, attitudes, emotional responses and differing ideas or perspectives” (Chatterjee 2015: 11). This cultural exchange is critical for language classes as we aim to use the target language to give students “access to the richness of the cultures of the languages being studied” (The National Standards 2015: 30).
我想让我的学生更多地了解说西班牙语的文化，并在这个过程中达到语言学习的世界准备标准，这吸引了我去学校的两个博物馆，这两个博物馆都专注于基于对象的学习(OBL)。Helen Chatterjee等人(2015)将OBL定义为“一种将对象整合到学习环境中的教育模式”。在博物馆学背景下，基于对象的学习描述了学习者在以学生为中心的框架内与博物馆藏品的积极参与”(1)。研究人员发现，在课程中包括“至少一个基于对象的项目……导致学生的学习成果明显增强，特别是在课堂内外理解和联系课程概念方面”(Quave and Meister 2016: 10)。其他案例研究表明，这种形式的实践学习可以使课程国际化，并“使越来越多样化的学生受益”，因为它“提供了交流文化信仰、价值观、态度、情感反应和不同想法或观点的机会”(Chatterjee 2015: 11)。这种文化交流对于语言课程至关重要，因为我们的目标是使用目标语言让学生“接触所学语言的丰富文化”(国家标准2015:30)。
{"title":"Latinx Health and Object-based Learning: Moving Students of Spanish into Museums to Meet the 5Cs","authors":"Sylvia López","doi":"10.1353/hpn.2023.a906567","DOIUrl":"https://doi.org/10.1353/hpn.2023.a906567","url":null,"abstract":"My desire to have my students learn more about the cultures where Spanish is spoken, and, in the process, meet the World-Readiness Standards for Language Learning drew me to the two museums on my campus, both of which focus on object-based learning (OBL). Helen Chatterjee et al. (2015) define OBL as “a mode of education which involves the integration of objects into the learning environment. In the museological context, object-based learning describes learners’ active engagement with museum collections within a student-centered framework” (1). Researchers have found that including “at least one objectbased project in a course . . . resulted in measurably stronger student learning outcomes, especially pertaining to understanding and connecting course concepts within and beyond the classroom” (Quave and Meister 2016: 10). Other case studies show that this form of hands-on learning can internationalize the curricula and “benefit an increasingly diverse student audience” because it “presents opportunities to exchange cultural beliefs, values, attitudes, emotional responses and differing ideas or perspectives” (Chatterjee 2015: 11). This cultural exchange is critical for language classes as we aim to use the target language to give students “access to the richness of the cultures of the languages being studied” (The National Standards 2015: 30).","PeriodicalId":51796,"journal":{"name":"Hispania-A Journal Devoted To the Teaching of Spanish and Portuguese","volume":"106 1","pages":"347 - 353"},"PeriodicalIF":0.2,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43028673","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.a906591
John Margenot
{"title":"Derivative Lives: Biofiction, Uncertainty, and Speculative Risk in Contemporary Spanish Narrative by Virginia Newhall Rademacher (review)","authors":"John Margenot","doi":"10.1353/hpn.2023.a906591","DOIUrl":"https://doi.org/10.1353/hpn.2023.a906591","url":null,"abstract":"","PeriodicalId":51796,"journal":{"name":"Hispania-A Journal Devoted To the Teaching of Spanish and Portuguese","volume":"106 1","pages":"512 - 513"},"PeriodicalIF":0.2,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47295580","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.a906575
Jorge E. Ramos, Christine Shea
Abstract:In this study we show that the perception of lateral variants by Puerto Rican listeners changes according to who the listener believes is speaking. Puerto Rican listeners heard sentences with target words featuring either rhotic [ɾ] or lateral [l] (amo[ɾ] – amo[l]) codas, a sociophonetic alternation that is common in Puerto Rican Spanish. Across four conditions characterized by the presence or absence of social cues, listeners judged speakers on five Likert items: honesty, intelligence, SES, work ethic, and pleasantness. Condition 1 included only the sociophonetic variant while conditions 2, 3 and 4 included information about speaker nationality (flag, either Puerto Rican or Dominican), or racial phenotype (pictures of people) or both nationality and racial phenotype. The results revealed that for the sociophonetic variant only condition (no additional speaker information), listeners rated the lateral variant more negatively. However, for the three conditions where speaker information was provided, ratings were significantly affected by listeners’ perception of racial phenotype and nationality, with almost no interaction with phonetic variant. These results suggest that what was a significant effect for sociophonetic variant (condition 1) was overshadowed by perceptions of speaker racial phenotype and nationality. In other words, racialized speaking matters.
{"title":"Speaking Race or Racialized Speaking: Evidence from Perceptions of Lateral Variants by Puerto Rican Listeners","authors":"Jorge E. Ramos, Christine Shea","doi":"10.1353/hpn.2023.a906575","DOIUrl":"https://doi.org/10.1353/hpn.2023.a906575","url":null,"abstract":"Abstract:In this study we show that the perception of lateral variants by Puerto Rican listeners changes according to who the listener believes is speaking. Puerto Rican listeners heard sentences with target words featuring either rhotic [ɾ] or lateral [l] (amo[ɾ] – amo[l]) codas, a sociophonetic alternation that is common in Puerto Rican Spanish. Across four conditions characterized by the presence or absence of social cues, listeners judged speakers on five Likert items: honesty, intelligence, SES, work ethic, and pleasantness. Condition 1 included only the sociophonetic variant while conditions 2, 3 and 4 included information about speaker nationality (flag, either Puerto Rican or Dominican), or racial phenotype (pictures of people) or both nationality and racial phenotype. The results revealed that for the sociophonetic variant only condition (no additional speaker information), listeners rated the lateral variant more negatively. However, for the three conditions where speaker information was provided, ratings were significantly affected by listeners’ perception of racial phenotype and nationality, with almost no interaction with phonetic variant. These results suggest that what was a significant effect for sociophonetic variant (condition 1) was overshadowed by perceptions of speaker racial phenotype and nationality. In other words, racialized speaking matters.","PeriodicalId":51796,"journal":{"name":"Hispania-A Journal Devoted To the Teaching of Spanish and Portuguese","volume":"106 1","pages":"473 - 494"},"PeriodicalIF":0.2,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43498283","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.a906594
Luis Álvarez-Castro
{"title":"Del salvaje siglo XIX al inestable siglo XX en las letras transatlánticas: Una mirada retrospectiva a través de hispanistas ed. by Ana I Simón Alegre (review)","authors":"Luis Álvarez-Castro","doi":"10.1353/hpn.2023.a906594","DOIUrl":"https://doi.org/10.1353/hpn.2023.a906594","url":null,"abstract":"","PeriodicalId":51796,"journal":{"name":"Hispania-A Journal Devoted To the Teaching of Spanish and Portuguese","volume":"106 1","pages":"516 - 518"},"PeriodicalIF":0.2,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48253972","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.a906581
Christine Beaule
{"title":"Approaches to Teaching the Works of Inca Garcilaso de la Vega ed. by Christian Fernández, and José Antonio Mazzotti","authors":"Christine Beaule","doi":"10.1353/hpn.2023.a906581","DOIUrl":"https://doi.org/10.1353/hpn.2023.a906581","url":null,"abstract":"","PeriodicalId":51796,"journal":{"name":"Hispania-A Journal Devoted To the Teaching of Spanish and Portuguese","volume":"106 1","pages":"501 - 502"},"PeriodicalIF":0.2,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46543054","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.a906571
J. M. Pena
Resumen:Recientemente, la enseñanza del español como lengua extranjera (E/LE) centrada en los estudiantes sinohablantes ha experimentado un gran desarrollo. Sin embargo, los antecedentes y el estado de la cuestión en torno a esta área todavía son bastante desconocidos. Con el presente artículo se pretende paliar en parte esta situación dando a conocer, por primera vez de manera conjunta, el origen, los hitos y el marco conceptual sobre el que se asienta esta especialidad. Para ello, primero, se destacarán algunos hechos relevantes que dan carta de naturaleza a esta disciplina en el ámbito específico del español. Luego, se señalarán varias publicaciones clave donde se plantean las cuestiones fundamentales para la enseñanza de E/LE a sinohablantes. Finalmente, se tratarán algunos conceptos básicos que enmarcan teóricamente el campo que nos ocupa: contexto de aprendizaje, cultura de aprendizaje, cultura de herencia confuciana, cultura china de aprendizaje, estudiante chino, paradoja del alumno chino y paradoja del profesor chino. Nuestro objetivo último no es presentar un estado de la cuestión, sino dar a conocer la perspectiva general en la que se inscribe la enseñanza de E/LE a sinohablantes, así como ayudar a centrar conceptualmente las abundantes investigaciones que se realizan en torno a este dominio en la actualidad.
{"title":"Enseñanza de español a sinohablantes como especialidad: Origen, hitos y bases conceptuales","authors":"J. M. Pena","doi":"10.1353/hpn.2023.a906571","DOIUrl":"https://doi.org/10.1353/hpn.2023.a906571","url":null,"abstract":"Resumen:Recientemente, la enseñanza del español como lengua extranjera (E/LE) centrada en los estudiantes sinohablantes ha experimentado un gran desarrollo. Sin embargo, los antecedentes y el estado de la cuestión en torno a esta área todavía son bastante desconocidos. Con el presente artículo se pretende paliar en parte esta situación dando a conocer, por primera vez de manera conjunta, el origen, los hitos y el marco conceptual sobre el que se asienta esta especialidad. Para ello, primero, se destacarán algunos hechos relevantes que dan carta de naturaleza a esta disciplina en el ámbito específico del español. Luego, se señalarán varias publicaciones clave donde se plantean las cuestiones fundamentales para la enseñanza de E/LE a sinohablantes. Finalmente, se tratarán algunos conceptos básicos que enmarcan teóricamente el campo que nos ocupa: contexto de aprendizaje, cultura de aprendizaje, cultura de herencia confuciana, cultura china de aprendizaje, estudiante chino, paradoja del alumno chino y paradoja del profesor chino. Nuestro objetivo último no es presentar un estado de la cuestión, sino dar a conocer la perspectiva general en la que se inscribe la enseñanza de E/LE a sinohablantes, así como ayudar a centrar conceptualmente las abundantes investigaciones que se realizan en torno a este dominio en la actualidad.","PeriodicalId":51796,"journal":{"name":"Hispania-A Journal Devoted To the Teaching of Spanish and Portuguese","volume":"106 1","pages":"395 - 410"},"PeriodicalIF":0.2,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43415358","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.a906595
Iker González-Allende
{"title":"Francoist Repression and Incarceration in Contemporary Spanish Culture: Justice through Memory by Maureen Tobin Stanley (review)","authors":"Iker González-Allende","doi":"10.1353/hpn.2023.a906595","DOIUrl":"https://doi.org/10.1353/hpn.2023.a906595","url":null,"abstract":"","PeriodicalId":51796,"journal":{"name":"Hispania-A Journal Devoted To the Teaching of Spanish and Portuguese","volume":"106 1","pages":"518 - 519"},"PeriodicalIF":0.2,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41437163","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.a906583
Esther Fernández
{"title":"The Theatre of Twenty-First Century Spain / El teatro de España del siglo XXI: Identities, Anxieties, and Social Immediacies / Identidades, ansiedades e urgencias sociales ed. by Helen Freear-Papio, y Candyce Crew Leonard (review)","authors":"Esther Fernández","doi":"10.1353/hpn.2023.a906583","DOIUrl":"https://doi.org/10.1353/hpn.2023.a906583","url":null,"abstract":"","PeriodicalId":51796,"journal":{"name":"Hispania-A Journal Devoted To the Teaching of Spanish and Portuguese","volume":"106 1","pages":"504 - 505"},"PeriodicalIF":0.2,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47286967","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.a906596
Vania Barraza
{"title":"Bordes de lo Real en la Ficción: Cine Chileno Contemporáneo by Carolina Urrutia Neno, y Ana Fernández (review)","authors":"Vania Barraza","doi":"10.1353/hpn.2023.a906596","DOIUrl":"https://doi.org/10.1353/hpn.2023.a906596","url":null,"abstract":"","PeriodicalId":51796,"journal":{"name":"Hispania-A Journal Devoted To the Teaching of Spanish and Portuguese","volume":"106 1","pages":"519 - 521"},"PeriodicalIF":0.2,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48374750","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}
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