Assessing Music Teaching and Learning in Spanish-Speaking Countries in South America

2019 ◽  
pp. 143-171
Author(s):  
Ana Lucía Frega ◽  
Ramiro Limongi
Keyword(s):  
Music Education ◽  
Latin American ◽  
Social Inclusion ◽  
Teaching And Learning ◽  
Economic Life ◽  
Educational History ◽  
Spanish Speaking ◽  
Culture Of Assessment ◽  
Indigenous Worldview ◽  
Latin American Countries

Spanish-speaking Latin American countries share language, educational history and approaches, and a colonial past. Education was an essential part of a transculturation process that changed the indigenous worldview and inserted European civilization. Along the centuries, music served for catechizing, inculcating cultural and moral values, easing social control, attaining group cohesion, supporting the emerging national spirit, promoting social inclusion, integrating immigrants, stimulating multiculturalism awareness, and achieving social or individual emotional, creative, intellectual, and even physical development. So highly regarded, music education was included in most educational endeavors at any level of schooling. However, hazardous political, institutional, and economic life hindered its effective implementation. Policies changed frequently, and European and North American models randomly mixed with local traditional expressions. Governments issued regulations, looking for improvement, but disjoint efforts, deficient monitoring, and inadequate evaluation often resulted in failure. The culture of assessment is still incipient in the region and poses a great yet unavoidable challenge.

Spanish-speaking Anarchists in the United States

2019 ◽  
pp. 86-102
Author(s):  
Susana Sueiro Seoane
Keyword(s):  
United States ◽  
New York ◽  
Latin American ◽  
York City ◽  
The United States ◽  
The Other ◽  
Spanish Speaking ◽  
The World ◽  
Latin American Countries ◽  
Different Parts

This chapter analyzes Cultura Obrera (Labor Culture), published in New York City from 1911 to 1927. Pedro Esteve, the primary editor, gave expression to his ideas in this newspaper and while it represented Spanish firemen and marine workers, it reported on many other workers’ struggles in different parts of the world, for example, supporting and collecting funds for the Mexican revolutionary brothers Flores Magón. This newspaper, as all the anarchist press, was part of a transnational network and had a circulation not only in many parts of the United States but also in Latin American countries, including Argentina and Cuba, as well as on the other side of the Atlantic, in Spain and various European countries.

scholarly journals Culinary lexicon in the dialects of Spanish language

2021 ◽  
pp. 38-54
Author(s):  
Angelina Yur'evna Pshenichnikova
Keyword(s):  
Dominican Republic ◽  
Latin American ◽  
Proper Names ◽  
Spanish Language ◽  
Separate Group ◽  
Spanish Speaking ◽  
Language Analysis ◽  
National Cuisine ◽  
The Impact ◽  
Latin American Countries

This article discusses the peculiarities of linguistic consciousness of the representatives of ethnoses of Latin American countries through the modern dialects of Spanish language. Analysis is conducted on the lexicon of the national cuisine of Cuba, the Dominican Republic, Peru, Ecuador, Argentina, Paraguay, and Uruguay. The article includes the analysis of linguistic zones of the Spanish language. The goal lies in examination of the lexicon of national cuisine of Latin American countries and, and creation of culinary dictionary of Spanish-speaking countries. The author aims to determine the national-specific gastronomic realities of Latin American countries through the prism of ethno-cultural space, and establish correlation between the uniqueness of gastronomic realities with the mentality and fragments of the linguistic worldview of Latin American countries. The conclusion is formulated on the impact of loanwords upon the national culinary lexicon of Latin American countries. The author draws a chart with the lexemes of national cuisines of Cuba, the Dominican Republic, Peru, Ecuador, Argentina, Paraguay, and Uruguay. In accordance with the linguistic zones of Spanish language, the national culinary lexicon is divided into three groups of indigenisms; considering the influence of other languages on the formation of the vocabulary of the regional Spanish language, the national culinary lexicon is divided into the following loanwords (Africanisms, Arabisms, Gallicisms, Anglicisms, and Italianisms). Lexical units, which are widespread in the territory of two, three, or four national dialects of the Spanish language are referred to as regionalisms. Lexical units that are characteristic to one national dialect of the Spanish language are referred to as variantisms. The proper names are allocated into a separate group. The scientific novelty consists in examination of the poorly studied national culinary lexicon of such Latin American countries as Cuba, the Dominican Republic, Peru, Ecuador, Argentina, Paraguay, and Uruguay.

scholarly journals Prevalence of Low Scores on Executive Functions Tests in a Spanish-Speaking Pediatric Population from 10 Latin American Countries and Spain

2019 ◽  
Vol 45 (4) ◽  
pp. 200-210
Author(s):  
Itziar Benito-Sánchez ◽  
Isabel Gonzalez ◽  
Rafael E. Oliveras-Rentas ◽  
Rosario Ferrer-Cascales ◽  
Ivonne Romero-García ◽  
...  
Keyword(s):  
Executive Functions ◽  
Latin American ◽  
Pediatric Population ◽  
Spanish Speaking ◽  
Latin American Countries

Current Cariology Education in Dental Schools in Spanish-Speaking Latin American Countries

2013 ◽  
Vol 77 (10) ◽  
pp. 1330-1337 ◽  
Author(s):  
Stefania Martignon ◽  
Juliana Gomez ◽  
Marisol Tellez ◽  
Jaime A. Ruiz ◽  
Lina M. Marin ◽  
...  
Keyword(s):  
Latin American ◽  
Spanish Speaking ◽  
Dental Schools ◽  
Latin American Countries

The Great Feminist Battle of Montevideo

2019 ◽  
pp. 96-119
Author(s):  
Katherine M. Marino
Keyword(s):  
Latin America ◽  
Civil Rights ◽  
Latin American ◽  
Economic Justice ◽  
Equal Rights ◽  
Spanish Speaking ◽  
The Great Depression ◽  
Franklin Delano Roosevelt ◽  
Latin American Countries ◽  
The U.S

The chapter explores how tensions over Doris Stevens’s leadership exploded at the 1933 Seventh International Conference of American States in Montevideo, where Bertha Lutz launched serious challenges against her. There, Lutz allied with representatives from the U.S. State Department and U.S. Women’s and Children’s Bureaus in the new administration of Franklin Delano Roosevelt, including Sophonisba Breckinridge, who also opposed Stevens’s leadership of the Commission. The conflict between Stevens’s “equal rights” feminism, focused on political and civil rights, versus an inter-American feminism that also encompassed social and economic justice, became even more pronounced in the wake of the Great Depression, Chaco War, and revolutions throughout Latin America. Feminist debates took center stage in Montevideo. There, Lutz promoted women’s social and economic concerns. But her assumptions of U.S./Brazilian exceptionalism prevented her from effectively allying with growing numbers of Spanish-speaking Latin American feminists who opposed Stevens’s vision. The 1933 conference pushed forward the Commission’s treaties for women’s rights, and four Latin American countries signed the Equal Rights Treaty. It also inspired more behind-the-scenes organizing by various Latin American feminists and statesmen, including the formation of a new group, the Unión de Mujeres Americanas, that would later bear fruit.

The Overcoming of the Attacks on Freedom of Speech Through Qualitative Research

2020 ◽  
pp. 107780042097016
Author(s):  
Pamela Zapata-Sepulveda
Keyword(s):  
Qualitative Research ◽  
Social Context ◽  
Latin American ◽  
Freedom Of Expression ◽  
Freedom Of Speech ◽  
Research Articles ◽  
Research Career ◽  
Spanish Speaking ◽  
Latin American Countries ◽  
And Training

In this essay, I reflect on the work of publishing contemporary qualitative research articles in academic journals in Spanish that are easily accessible to the communities that are being researched. Specifically, I reflect on the possibilities of doing qualitative research in a “successful” way, meeting the demands of productivity of Chilean universities (paper published in WoS journals, quartiles, etc.), which is necessary to maintain and develop a research career in the academy. Taking as standpoint the Chilean social context understood from the consequences of the dictatorship in the country and the boom of the immigrants of Latin American origin at present, this essay revolves around the attacks on freedom of expression through qualitative research in the Spanish-speaking context. The question that arises is: do the barriers and difficulties have to do with the methodology, the language, the characteristics and training of the researcher, or the traditions that predominate in the Latin American countries?

scholarly journals Migrant Concentration in Schools and Students’ Performance: Does It Matter When Migrants Speak the Same Language as Nonmigrant Students?

2021 ◽  
pp. 000276422199677
Author(s):  
Héctor Cebolla-Boado ◽  
Mariña Fernández-Reino
Keyword(s):  
Latin American ◽  
Test Scores ◽  
Native Speakers ◽  
Interesting Case ◽  
Language Of Instruction ◽  
Migrant Students ◽  
Spanish Speaking ◽  
Math Test ◽  
Math Test Scores ◽  
Latin American Countries

A negative correlation between schools’ migrant share and students’ educational outcomes has been described in multiple contexts, including Spain. In this article, we concentrate on testing the implications of one of the main mechanisms explaining this relationship, which pays attention to the share of migrants who are not proficient in the language of instruction. Spain represents an interesting case due to the significant presence of migrants born in Latin American countries, who are Spanish native speakers. By exploiting the different shares of Spanish-speaking and non-Spanish-speaking migrants across schools in Spain, we are able to test whether the share of non-Spanish native speakers (rather than the share of migrant students) affects students’ test scores in math. Our results show that the concentration of non–Latin American migrant students is significantly and negatively associated with students’ math test scores, although the effect is very small.

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