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Copyright of Studia Histórica: Historia Moderna is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Estudios Hispánicos is the property of Wroclaw University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The first part this article presents the history of CLAT of the University of Genova since its creation in 2012, showing how internationalization and innovation have always been the focuses of the three types of services it provides: language courses, services for the university itself and services for society’s language needs. In particular, the article illustrates the structure and methodology of CLIL courses for schoolteachers, the CLAT adaptive tests, and a specifically conceived learning environment and platform for online courses. It then proceeds to describe a few projects and experiences involving collaboration with social actors, such as the FAMI project, which aims at the promotion of heritage language for second and third generation schoolchildren of non-Italian origin (mainly South American Spanish speakers).

Unlike a few decades ago, using our phones, tablets, phablets or computers, all sorts of foreign language authentic materials are now easily available and accessible outside our language centres. Nevertheless, learners might find it difficult to select what is more effective for their learning process and be daunted by some complex features of naturally occurring language. This paper draws on previous studies and personal teaching experience to suggest that, in order to fully exploit these resources, language centres should aim at helping learners increase their ability in dealing with online authentic materials inside and outside the centre’s premises. In this perspective, they might consider the introduction of a relatively new approach based on corpora and online resources to enhance the learner’s autonomy and confidence when dealing with online authentic and unfiltered materials in a foreign language.

This paper scrutinizes the path of the semantic extension of the originally neutral Spanish term macho‘male animal’ to the pejorative ‘animal-like man’. Semantic pejoration belongs to one of the techniques that Hill (1995b) identifies when describing Mock Spanish, a type of racist discourse used by monolingual English speakers when using single Spanish words. My objective was to identify if the origin of this pejoration and its subsequent proliferation had some relation to Mock Spanish. Methodologically, this is conducted by means of a lexical research of diachronic corpora in Spanish and English. I trace the origin of macho as an exclusively Spanish and neutral term to an international word with a pejorative connotation. My analysis leads me to conclude that the semantic shift of macho, at least in its written form, developed in both sides of the Mexican-American border in the first half of the XX century. Macho as an ‘animal-like man’ acquires a negative meaning northwards and a positive southwards. The latter during the Nationalist uproars of the Mexican Revolution.

These three writers, in many ways emblematic of South Tyrolean literature, present, albeit with differences, a unifying element: an identity crisis, an uncertain collocation between two different linguistic cultural communities. This background is expressed in different ways in the three works, which also offer, as a second central theme, a process of intimate emancipation in their individual destinies of one, or rather more, female figures. The interweaving of individual destinies and politics of either the recent history of South Tyrol or that of the tumultuous past of wars makes the respective ‘stories’ emblematic of this difficult region. The many facets offered present various elements of analysis, but in their novelty these works are born from a tradition of continuous dialogue with its ‘contiguous’ literatures, primarily with the Central European and the Italian tradition, which is precisely the third characterizing element of border cultures.

The oeuvre of Bruno Mangiaterra focuses almost entirely on the problem of the signification of abstract objects. By privileging words, the artist manages to attribute new values to the work of art. Research on the visual texts of the artist brings out a certain interest on the part of the painter for linguistic culture, although he never worked out a real methodical approach to the art of writing. Since his production of paintings and installation art has been enhanced over time by verbal statements, his works have become visual texts.

This paper aims at investigating the role of Arabic Literature in Teaching Arabic as a Foreign Language, from the first manuals and grammars to the new tools, from the grammar-translation method to the digital storytelling approach. The situation of Arabic language teaching in Italy is compared to the methods used in the rest of Europe, notably in France where there is a long tradition in teaching Arabic. The debate also focuses on which literary texts, which literary periods (Classical or Contemporary Arabic Literature), which genres, and which authors are best suited to improving the linguistic skills of the learners. Finally, the paper deals with the question of diglossia and dialects in Arabic teaching as L2.

This work studies the external data and the internal ones of the cancionero EM6, which is an important novelty, having received very little codicological attention. This is the text of the so-called philology. This is, however, the starting point for a methodology that combines historiographical techniques with philological ones: the so-called material philology. Thus, the different sections of this cancionero are analyzed with ecdotic and philological criteria, from which the following is concluded: a) The textual stage of the Coplas de la vita Christi is immediately before its printed version and should be singled out in front of the testimony of the cancionero SA4a; b) the works that are copied next have differences of order, of duplicity and of mutilations with respect to the print form by Centenera in 1483, but they are undoubtedly a codex descriptus of this; c) it is delimited and confirms the materiality of the three printed sewn after Íñigo de Mendoza's cancionero, whose dating coincides with the period of Isabel as queen of Portugal; d) it is determined that, like the three printed forms incorporated into this manuscript, the copy of the Repertorio de los tiempos comes from the incunabulum printed by Fadrique de Basilea in 1493 and not the one produced by Juan de Burgos in 1495. As a main conclusion, this cancionero is framed in the environment of the Catholic Monarchs and is attributed to Martín de Mendieta, a chamber man of the queen and of the Princess Isabel, from whom he keeps part of her personal books a few years after her death. [ABSTRACT FROM AUTHOR]

Copyright of Cuadernos de Filología Clásica: Estudios Latinos is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bulletin Hispanique is the property of Universite de Bordeaux III (Michel de Montaigne), Institut Hispanique and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Vox Romanica: Annales Helvetici Explorandis Linguis Romanicis Destinati is the property of Narr Francke Attempto Verlag GmbH & Co.KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

En la década del 20, Argentina recibió la influencia de los estudios filológicos modernos desarrollados en España por Ramón Menéndez Pidal (1869-1968), en cuya estela se inscribe la fundación del Instituto de Filología de la Facultad de Filosofía y Letras de la Universidad de Buenos Aires. En el entorno de su director desde 1927, Amado Alonso (1896-1952), se destacó el joven universitario Raimundo Lida (1908-1979), quien además de la actividad académica, sostuvo una estrecha vinculación con la vida cultural y literaria argentina, sus revistas e instituciones. Más tarde, su recorrido intelectual y personal por otros países -México y Estados Unidos-, lo prestigiaron en todos los ámbitos de las letras hispánicas. Este artículo reseña la biografía intelectual de un actor privilegiado, no sólo inserto en la cultura argentina sino también en la española e hispanoamericana, la anglosajona y la europea. Para situar el itinerario humanístico de Raimundo Lida, examinaremos también el complejo contexto de su época, desde la primera década del siglo pasado hasta la segunda posguerra mundial. Sólo abordaremos brevemente sus años en la Universidad de Harvard, desde 1953 hasta su muerte en 1979, para mostrar su vínculo continuo con la cultura de la cual siempre se sintió parte.In the decade of 1920 Argentina received the influence of modern philological studies developed in Spain by Ramón Menéndez Pidal (1860-1968). The creation of the Institute of Philological Studies at the Facultad de Filosofía y Letras at the University of Buenos Aires was a product of that influence. From its beginning, the young university student Raimundo Lida (1908-1979) distinguished himself as one of the promising figure of the field. In addition to his academic activity, Lida maintained close ties with the cultural and literary life of Argentina, its magazines and institutions. Later, with his international journeys, especially in Mexico and United States, he gained prestige and recognition in every field of Hispanic letters. This article summarizes the intellectual biography of a privileged actor, not just a member of Argentine culture but also Spanish, Hispano-American, Anglo-Saxon and European. To locate the humanistic itinerary of Raimundo Lida, we will examine also the complex context of his time since the first decade of the xx century to the Second World War. We will only briefly discuss his years at the University of Harvard, since 1953 until his death in 1979, in order to illuminate his relationship with the culture he always felt as his own.

As the field of behavior analysis expands internationally, the need for comprehensive and systematic glossaries of behavioral terms in the vernacular languages of professionals and clients becomes crucial. We created a Spanish-language glossary of behavior-analytic terms by developing and employing a systematic set of decision-making rules for the inclusion of terms. We then submitted the preliminary translation to a multi-national advisory committee to evaluate the transnational acceptability of the glossary. This method led to a translated corpus of over 1200 behavioral terms. The end products of this work included the following: (a) a Spanish-language glossary of behavior analytic terms that are publicly available over the Internet through the Behavior Analyst Certification Board and (b) a set of translation guidelines summarized here that may be useful for the development of glossaries of behavioral terms into other vernacular languages. [ABSTRACT FROM AUTHOR]

This article studies how modern philologists have reconstructed a now lost ninth-century Arabic chronicle, the so-called Chronicle of al-Razi, through the account found in fifteenth-century Castilian chronicles of the defeat of the last Visigothic king of Iberia, Rodrigo. In addition to exploring the construction of a textual history that is populated by a series of phantasmal Iberian translators, manuscripts, and copyists, the creation of a modern Castilian edition of this lost Arabic chronicle speaks to the ideological basis and desires of modern, national philology. [ABSTRACT FROM AUTHOR]

Copyright of Universum is the property of Instituto de Estudios Humanisticos Juan Ignacio Molina, Universidad de Talca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The independentist movements from xix century in Hispano-America paradoxically allowed to consolidate the peninsular language model, from which zones without viceroyalty had taken distance, during the colonial years. Samples from a semimarginal zone's features are shown, as well as those features that were lost or displaced with the spread and organization of the national public education. [ABSTRACT FROM AUTHOR]

Although a lot has been written about the interference of other languages different from the mother tongue in learning a new foreign language, the observation of the signs of this phenomenon in a specific group of students may still lead to interesting conclusions. A study on other languages interference performed in 2011 regarding students attending the 1st course of Spanish Philology at the Jagiellonian University, has revealed an important change in the characteristics of this group of learners in comparison to the one analysed in 2003. The evolution may be attributed to the change in the political situation of the country in the international arena and also to the politics of education in Poland. Besides, it has been proved that for the correct interpretation of the data, it is essential to take into consideration the whole context of the study, i.e. not only the languages learned before, but also those studied simultaneously. Another key factor is the number of languages known by the investigator himself. The samples of interference gathered during the study can be discussed in order to find the possible ways to prevent this phenomenon before it occurs. [ABSTRACT FROM AUTHOR]

Copyright of Revista Española de Cirugía Ortopédica y Traumatologia (English Edition) is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this article we examine how instructors make decisions about task design in telecollaboration and the factors that influence these decisions during the actual implementation of the tasks. We begin with a review of the recent literature of online intercultural exchanges to identify and describe a typology of 12 different types of tasks and task sequences. Next, we illustrate through two case studies - both post-secondary telecollaborative exchanges between learners of English and Spanish - how such decisions about task design are reached by partner instructors prior to an exchange, and how that task design is negotiated throughout the exchange with different consequences on the learning outcomes. Finally, based on this two-step analysis, we make recommendations about factors that instructors and researchers should consider when designing and implementing tasks for their telecollaborative exchanges. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Katalanistik is the property of Zeitschrift fur Katalanistik and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Se presenta una lista de publicaciones recibidas por la revista que incluye los libros "Neologismo y morfología" de Ramón Almela Pérez y Estebán Tomás Montoro del Arco, "La literatura dramática de Fernando Fernán-Gómez" de Manuel Barrera Benítez y "Diccionario panhispánico de citas (1900-2008)" de Delfín Carbonell Basset.