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This anniversary volume of the Association for the Teaching of Spanish in Higher Education in the United Kingdom is a compilation of contributions made by members and delegates at the 2019 ELEUK annual conference held at the University of Edinburgh. Throughout the book, authors share their teaching, assessment, and research practice in the area of Spanish Language Teaching (SLT). From strategies to enhance student engagement and foster student agency to reflections on language teaching practice from diverse angles, these nine short papers contribute to current debates around foreign language pedagogy, with a focus on teaching Spanish in the higher education context. [For the two out of nine papers in this volume written in English, see ED606533 and ED606534.]

This handbook has been conceived as a guide for young researchers embarking on the exciting journey of investigating different aspects of plurilingual education. The text can also serve to review ideas previously encountered, and perhaps as a means of interrogating research methodologies in plurilingual contexts for those who already have ample experience under their belt. The idea of carrying out research can seem daunting at the beginning for those who are not immersed in the world of investigation. This handbook hopes to calm some of those qualms by offering descriptions of different methodologies together with case studies that exemplify those methodologies, as well as chapters that provide practical tips to help the researcher in the compilation, organization and analysis of research data. Following a prologue written by Amparo Tusón Valls and an introduction entitled "Qualitative approaches to research on plurilingual education" by Melinda Dooly and Emilee Moore, this book is divided into two sections. Section I, contains the following chapters: (1) Doing research with teachers (Luci Nussbaum); (2) Investigating one's own teaching practices using action research (Xavier Pascual); (3) Producing knowledge about plurilingualism with young students: A challenge for collaborative ethnography (Virginia Unamuno and Adriana Patiño); (4) An ethnographic approach to the study of linguistic varieties used by young Latin Americans in Barcelona (Víctor Corona); (5) A Mediated Discourse Analysis (MDA) approach to multimodal data (Melinda Dooly); (6) Educational ethnography in blended learning environments (Victoria Antoniadou and Melinda Dooly); and (7) Conversation analysis at the service of research in the field of second language acquisition (CA-for-SLA) (Dolors Masats). Section II presents the following chapters: (8) Research ethics (Melinda Dooly, Emilee Moore, and Claudia Vallejo); (9) Instruments for gathering data (Laia Canals); (10) Collecting, transcribing, analyzing and presenting plurilingual interactional data (Emilee Moore and Júlia Llompart); (11) Collecting, organizing and analyzing multimodal data sets: The contributions of CAQDAS (Victoria Antoniadou); and (12) How to write a research paper (Eulàlia Borràs). An epilogue (Artur Noguerol) is and an author index are also provided. Individual papers provide references. [Individual papers in this volume are presented in English and in either Spanish or Catalan.This project has been financed by the Research Group on Plurilingual Interaction and Teaching (GREIP, 2014 SGR 595), of which the editors and authors are all members. ]

This volume contains papers submitted to the 12th Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in Sofia and Nessebar, Bulgaria, in June 2014, and papers submitted to the 2nd International Partner Conference, organized by the International Research Centre 'Scientific Cooperation,' Rostov-on-Don, Russia. The volume also includes papers submitted to the International Symposium on Comparative Sciences, organized by the Bulgarian Comparative Education Society in Sofia, in October 2013. The 12th BCES Conference theme is "Education's Role in Preparing Globally Competent Citizens." The 2nd Partner Conference theme is "Contemporary Science and Education: New Challenges -- New Decisions." The book consists of 103 papers, written by 167 authors and co-authors, and grouped into 7 parts. Parts 1-4 comprise papers submitted to the 12th BCES Conference, and Parts 5-7 comprise papers submitted to the 2nd Partner Conference. The 103 papers are divided into the following parts: (1) Comparative Education & History of Education; (2) Pre-service and In-service Teacher Training & Learning and Teaching Styles; (3) Education Policy, Reforms and School Leadership; (4) Higher Education, Lifelong Learning and Social Inclusion; (5) Educational Development Strategies in Different Countries and Regions of the World: National, Regional and Global Levels; (6) Key Directions and Characteristics of Research Organization in Contemporary World; and (7) International Scientific and Educational Cooperation for the Solution of Contemporary Global Issues: From Global Competition to World Integration.

Papers on Spanish bilingualism and Spanish in contact with other languages include: "The Study of Language Contact: An Overview of the Issues" (Carmen Silva-Corvalan); "Language Mixture: Ordinary Processes, Extraordinary Results" (Sarah G. Thomason); "The Impact of Quichua on Verb Forms Used in Spanish Requests in Otavalo, Ecuador" (Joni Kay Hurley); "The Expression of Past Reference in Spanish Narratives of Spanish-Quechua Bilingual Speakers" (Carol A. Klee, Alicia M. Ocampo); "Spanish OV/VO Word Order Variation in Spanish-Quechua Bilingual Speakers" (Francisco A. Ocampo, Carol A. Klee); "The Gerund in the Spanish of the North Andean Region" (Mercedes Nino-Murcia); "The Spanish Language in Contact with Quechua and Aymara: The Use of the Article" (Juan Carlos Godenzzi); "Personal Pronouns for Inanimate Entities in Uruguayan Spanish in Contact with Portuguese" (Adolfo Elizaincin); "Lending the 'Unborrowable': Spanish Discourse Markers in Indigenous American Languages" (Jill Brody); "The Loss of the Spanish Impersonal Particle 'se' Among Bilinguals: A Descriptive Profile" (Amparo Morales); "The Many Faces of Language Maintenance: Spanish Language Claiming in Five Southwestern States" (Alan Hudson, Eduardo Hernandez Chavez, Garland D. Bills); "Spanish Ability and Use Among Second-Generation Nuyoricans" (Ofelia Garcia, Milagros Cuevas); "'En los sabados, en la manana, en veces': A Look at 'en' in the Spanish of San Antonio" (MaryEllen Garcia); "On the Future of the Future Tense in the Spanish of the Southwest" (Manuel J. Gutierrez); "Discourse Strategies of Mexican American Spanish" (Lucia Elias-Olivares); "Morphosyntactic Features in the Spanish of the Basque Country" (Hernan Urrutia Cardenas); "First Stages in the Acquisition of Noun Phrase Determiners by a Basque-Spanish Bilingual Child" (Itziar Idiazabal); "Resultados del contacto del espanol con el arabe y con las lenguas autoctonas de Guinea Ecuatorial" ("Results of Spanish in Contact with Arabic and the Indigenous Languages of New Guinea") (Celia Casado-Fresnillo); and "El espanol en Filipinas" ("Spanish in the Philippines") (Antonio Quilis). (MSE)

This guide, intended for secondary school teachers of French and Spanish, integrates the teaching of culture and literature with a focus on the child in the target culture. The readings and discussion notes are designed to focus student attention on the target culture through these topics. An introductory section discusses the teaching of culture through literature. The second section provides reading outlines for independent study on specific segments of Francophone and Spanish literature (e.g., African and Antillean, Mexican, etc.). The third section contains a series of short papers on children in literature, and the fourth consists of instructional plans for individual literary works. The fifth and final section lists supplementary instructional aids and materials for each language. An extensive list of references is contained in this section. Contents are in English, French, and Spanish. (MSE)

Bilingual (English and Spanish) text and illustrations describe the author-artist's experiences growing up in a traditional Hispanic community in south Texas, near the border with Mexico. The brightly colored paintings of her family and community show, in great detail, the everyday activities that remain vivid in her memory: picking oranges for her grandmother, making tamales with the entire family, swimming in the gulf of Mexico, attending a cakewalk to raise money to send a Mexican American to the university. These glimpses into Lomas Garza's childhood show the vitality of her loving extended family and conclude with a tribute to her mother, who encouraged her to become an artist by "laying out the bed for our dreams of the future." The paper cut-out (papel picado) images on the text pages were cut from black paper with exacto knives. Papel picado is a traditional Mexican folk-art technique which Lomas Garza often uses to portray intricate images. (TD)

The following papers (titles are translated into English) were presented at a conference on participatory research: "Participatory Research, Popular Knowledge, and Power"; "Participatory Research and Adult Literacy"; "Developments and Perspectives on Participatory Research"; "Popular Education and Participatory Research"; "The Researcher and the Base Work"; "Research and Communication: Parallel Processes?"; Participatory Research Perspectives on Reality, Knowledge, and on Other Social Processes"; "Adult Literacy Methodology, Participatory Research and Adult Literacy in Nicaragua"; "Participatory Research in the Context of a Rural Community"; "Experiences in Municipality Study Cooperation"; "Participatory Research and Public Health"; and "Participatory Research and Popular Culture." (OPF)

This document begins by describing the technological revolution and the impact of computers, and their role in education in Latin America and the Caribbean. Some educators believe that computer literacy can provide young people with access to better jobs in the society of the future and upgrade the level of education in general. An article by Martin Carnoy, Hugh Daley, and Liza Loop, "Education and Computers: Panorama and Reality," evaluates these arguments. The relation between the cost effectiveness of education in computer assisted instruction (CAI) is compared to the rates of student success and future employment. Research indicates that only a small fraction of jobs require higher skills, and while CAI seems to promote faster learning, especially among slow learners, the cost of equipment and trained personnel may be too great in countries with a low per capita income. Marta Mena discusses the relevance of current adult education correspondence courses and presents a scheme for their redesign in light of new information and current thought. The old model is directed to remedial action, with prescribed steps based on the search for efficiency in learning. Generally, these programs have been directed to isolated adults, considered as receptors of predetermined products, who will understand, accept, and apply the content established by the system. An analysis by Rodrigo Parra Sandoval concerning rural schooling in Colombia and a paper by Dr. J. Peter Figueroa on the need to incorporate school health programs in educational planning, are included. (NL)

This is a collection of papers related to psychological assessment and counseling in Puerto Rico. Included are: (1) an introduction (in Spanish), by Joseph O. Prewitt-Diaz; (2) "A Procedure for Constructing Valid Cross-Cultural Attitude Measures for Use in Puerto Rico," by Cecil R. Trueblood; (3) "Perfil de Personalidad en el Adolescente Puertorriqueno basado en el MMPI (Version Puertorriquena)" [Personality Profile in the Puerto Rican Adolescent, based on the Minnesota Multiphasic Personality Inventory (Puerto Rican version)], by Juan E. Nogueras; (4) "Formal Cross-Cultural Psychotherapy Research with Hispanic Clients," by Rowland W. Folensbee; (5) "Manifestaciones de Depresion en Puertorriquenos Migrantes a los Estados Unidos y Puertorriquenos Residentes en Puerto Rico" (Manifestations of Depression in Puerto Rican Migrants to the United States and Puerto Ricans Residing in Puerto Rico), by Mario A. Torres; and (6) "A Study of the Reliability of the Escala de Inteligencia Wechsler para Ninos-Revisada [Wechsler Intelligence Scale for Children (Revised)] with Puerto Rican Children," by Maria Dolores Rodriguez. (GC)

The purpose of this book is to stimulate ideas leading to a sharing of approaches, strategies, and methodologies applicable to the education of Puerto Ricans. Following introductory material, 18 papers are presented, the first 10 of which are in Spanish. Titles and authors are: (1) "El maestro que Puerto Rico necesita," Leonides Santos Vargas; (2) "La profesionalizacion de la ensenanza universitaria," Leonides Santos Vargas; (3) "Estilos de aprendizaje," Ramon Claudio Tirado; (4) "El insumo de la evaluacion en programas de educacion en servicio," Jose Ruiz Vega; (5) "La consultoria mediacional: tecnica moderna de orientacion para implementar un programa de Mainstreaming," Juan M. Morales Vega; (6) "Transculturacion e interferencia linguistica en el Puerto Rico contemporaneo: cuestiones de metodo," Humberto Lopez Morales; (7) "Ensenanza de la lengua materna," Carmen Turull; (8) "La ensenanza de los procesos de la ciencia en la escuela elemental," Eduardo Morales Garcia; (9) "Que significa volver a lo basico en la ensenanza de las matematicas," Nilda Garcia Santiago; (10) "Resolucion de problemas," Nilda Garcia Santiago; (11) "Intellectualism in Pedagogical Schools," B. Othanel Smith; (12) "Three Theories of Learning and Their Implications for Teachers," Aura I. Ramirez; (13) "Linguistics and the Teaching of the Spanish Language in Puerto Rico," Sonia I. Davila; (14) "Teaching ESL from the Right Hemisphere of the Brain," Carmen Judith Nine Curt; (15) "Learning a Second Language," Shirley A. Torres; (16) "The Wisconsin Design for Reading Skill Development and Transfer of Comprehension Reading Skills in Bilingual Education," Sonia I. Davila; (17) "Hispanic-Anglo Conflicts in Non-Verbal Communication," Carmen Judith Nine Curt; and (18) "Plan for the Implementation of a Multicultural Education Component with an Inter-Disciplinary Approach at the College of Education of the University of Puerto Rico," Isidra Albino Serrano. (KH)

In poetry, prose, and correspondence, a collection of writings chronicles the development of a literacy campaign and educational program in Cobden, Illinois. The program--the Bilingual Literacy Campaign--evolved to respond to the need for literacy education among "fulanos," Hispanic-American farm laborers. The papers include the following: a 24-verse poem on the dialogue model of instruction; a report by the co-founder of the campaign (Rob Tate); a poem and description of a method used to teach one man to read and write and a learner-developed English-Spanish dictionary; a description of the events leading to the Cobden literacy campaign; a poem in Spanish about language interference and communication; a list of eight principles to guide adult literacy education; newspaper articles and a letter about the death of a local migrant worker; notes and letters on program costs and administration; miscellaneous field notes; and a creative piece on literacy and the feelings of farm laborers. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

This Spanish translation of ED 132 428 includes the three papers representing Office of Education attempts to face the need for improving delivery of career education to special portions of the population. New additions are brief sections on basic definitions and additional considerations of the significance of work. The first paper, on career education for minority and low income persons, states that career education for this segment of the population has been a matter of over-promise and under-delivery. Promises and problems are discussed as conceptual, process, and programmatic assumptions of career education. The second paper, on career education for gifted and talented persons, discusses special problems involved in program development, such as career decision making, the development of talent, and work experience. In the third paper, on career education and the handicapped person, statistical predictions concerning under-employment and unemployment of handicapped high school graduates during the next four years are cited to emphasize the need for making career education opportunities available. These basic career education principles are stressed as particularly relevant for the handicapped: the right to choose from a wide range of personally meaningful work opportunities and emphasis on accomplishments and discovery of an individual's talents rather than limitations. (YLB)

This monograph contains seven papers presented at a 1977 symposium held to reevaluate the 1947 research work, "The People of Puerto Rico." (1) Sidney Mintz discusses the role of Puerto Rico in modern social science. (2) Eric Wolf, one of the authors of the 1947 work, comments retrospectively on some of the conceptual and methodological strengths and shortcomings of the original research. (3) William Roseberry analyzes "The People of Puerto Rico" in the context of the recent convergence of Marxism and anthropology. (4) Rafael L. Ramirez, in "Treinta anos de antropologia en Puerto Rico" (in Spanish), considers anthropology's position within the general development of social sciences since the 1940s, pointing out the discipline's influence in the island's politics. (5) Rene Velazquez examines Julian Steward's perspective on Puerto Rico and criticizes Steward's emphasis on the importance of material aspects of culture. (6) Ronald J. Duncan discusses the "culturing system" concept and asserts that cultural typologizing sacrifices ethnographic accuracy for theoretical tightness. (7) In "El pueblo de Puerto Rico: Donde esta el Pueblo?" Eduardo Seda, one of the 1947 project's researchers, discusses social science research ln Puerto Rico in relation to colonialism and imperialism. (GC)