“You’re Not a Spanish-Speaker!”—“We Are All Bilingual”

2019 ◽  
pp. 247-267 ◽  
Author(s):  
Deborah K. Palmer
Keyword(s):  
Spanish Speaker

Classroom Instruction for Young Spanish Speakers

1974 ◽  
Vol 41 (1) ◽  
pp. 16-19
Author(s):  
Joyce Evans ◽  
A. E. Guevara
Keyword(s):  
Mexican American ◽  
English Language ◽  
Cultural Background ◽  
Spanish Speakers ◽  
Instructional Materials ◽  
Bilingual Instruction ◽  
Spanish Speaking ◽  
Spanish Speaker ◽  
American Children ◽  
Certified Teacher

Bilingual instruction for the education of Mexican American children, particularly instruction in Spanish, is a problem in many parts of the country. Instructional materials developed specifically for the Spanish speaking child are not always available and a literal translation of English language materials into Spanish may be inadequate and/or inaccurate. Programs designed for the Spanish speaker and taught by a certified teacher who is bilingual are preferable. When this is not immediately possible, temporary solutions or arrangements can be implemented within schools and/or preschool centers in order to build upon the child's native language and cultural background.

scholarly journals Learning Astrobiology 101 with experiments in Baja California, Mexico

2019 ◽  
Vol 200 ◽  
pp. 01015
Author(s):  
Roberto Vázquez ◽  
Patricia G. Núñez
Keyword(s):  
Baja California ◽  
Academic Environment ◽  
Academic Context ◽  
Educational Grant ◽  
Experience Teaching ◽  
Hands On ◽  
Spanish Speaker ◽  
The Subject ◽  
Research And Education ◽  
The University

We present our experience teaching the subject ‘Astrobiology 101’ (“Introducción a la Astrobiología”, in Spanish), given in the University of Baja California at Ensenada, Mexico, since 2004 up to the present. The place of Astrobiology in Mexico, as well as the local academic context in Baja California are presented, as we consider that the multidisciplinary academic environment plays an important role in the motivation of our students. We describe the course itself, its materials, and resources. The course was designed based on classical books as well as news, academic papers, and internet sources. After seven editions of the course, we have noted that making practical experiments improves the understanding of concepts, ideas, and also strengths the interaction among students with different majors. This course has received support by means of an educational grant which objective is to compile all the experimental and hands-on activities in two manuals: one for students and the other for the teachers These manuals will be available to all the Spanish-speaker teachers who want to teach the full course or part of it, as well as those only interested in the hands-on activities. Locally, the establishment of the new Astrobiology Laboratory, in the Institute of Astronomy (UNAM, Campus Ensenada), surely will help us to increase the opportunities on research and education for our students, as well as visiting students and teachers.

scholarly journals Neuropsychological evaluation of the Spanish speaker

1996 ◽  
Vol 11 (2) ◽  
pp. 169-170
Author(s):  
A. M. Horton ◽  
P. Perez-Arce
Keyword(s):  
Neuropsychological Evaluation ◽  
Spanish Speaker

scholarly journals Las oraciones de relativo y la definitud de su antecedente expreso

2019 ◽  
Vol 46 (4) ◽  
pp. 7-77
Author(s):  
Janusz Pawlik
Keyword(s):  
Noun Phrase ◽  
Relative Clause ◽  
Definite Article ◽  
Spanish Speaker ◽  
Insight Into ◽  
Definite Reference

The paper is concerned with the (in)definite reference of a noun phrase which is the head of a relative clause in Spanish. Speaker and hearer do not share any knowledge of the referent on the basis of previous mention (anaphora) or situational uses. There is something about the relative clause which makes a first-mention definite article possible. We take an insight into the contents of the description conveyed by such relatives.

Spanish for Pediatric Medicine

2005 ◽  
Author(s):  
Edward L. Machtinger ◽  
Peter A. Nigrovic
Keyword(s):  
Emergency Department ◽  
Lead Toxicity ◽  
Toxicity Screening ◽  
Late Adolescent ◽  
Pediatric Medicine ◽  
Discharge Instructions ◽  
Medical Problems ◽  
Reference Design ◽  
Bright Futures ◽  
Spanish Speaker

Enhance patient and parent encounters with this newly expanded and enhanced pocket guide! Here's the easy-to-use manual you need to communicate with Spanish-speaking patients and parents more efficiently and effectively. Spanish for Pediatric Medicine features a quick-reference design that enables you to rapidly identify and explore common medical problems. English and Spanish equivalents are shown side-by-side for instant, precise use. This handy resource fits right in your pocket as you travel between well-child, sick visit, and emergency department settings. Optimized for use with Bright Futures--visit-specific translations from prenatal to 18- to 21-year visits reflect the organization of the AAP Bright Futures: Guidelines for Health Supervision of Infants, Children, and Adolescents, 3rd Edition. All-new audio program--electronic access to downloadable audio clips of translations from a native Spanish speaker helps you improve comprehension and pronunciation. The new 2nd edition includes general visit translations--medical history, family history, description of pain, examination instructions, immunization screening, and discharge instructions; Bright Futures stage visit translations--spanning issues addressed in prenatal and newborn through late adolescent visits; emergency department (ED) visit translations--ED history, description of pain, examination instructions, and discharge instructions; system-specific translations--hematology/oncology, skin, respiratory, cardiovascular, gastrointestinal, genitourinary, and musculoskeletal; special issues translations--abuse screening, developmental milestones, lead toxicity screening, and obesity prevention and treatment; and translations for commonly used expressions/greetings--terms of endearment for children.

scholarly journals Inescrutabilidad de la referencia, lenguajes privados y estructura de la mente

1984 ◽  
Vol 16 (48) ◽  
pp. 19-34
Author(s):  
César Gómez
Keyword(s):  
Empirical Evidence ◽  
Singular Term ◽  
Point Of View ◽  
Spanish Speakers ◽  
Language L ◽  
Spanish Speaker ◽  
The Difference ◽  
Linguistic Behaviour ◽  
Mental Events

In this essay the author proposes an interpretation of Quine´s thesis of inescrutability of reference as an inescrutability of the mental. In order to support his interpretation, Prof. Gómez characterizes reference as an intentional notion. Gómez recalls the differences between ocassion sentences and sentences of the form ‘x is P’. In the last group of sentences, reference appears with the singular term. When we interpret occasion sentences, we need nothing more than to detect its stimulus meaning, but when we seek to interpret sentences of the form ‘x is P’ we shall introduce something more, namely, intentionality; that is, mental events. So Gómez says that inescrutability of reference is nothing more than the impossibility of characterize, from the interpreter´s point of view, mental events using non-mental descriptions. If this is the case, then a manual of translation is just a way of ascribing to speakers mental events as their reason for holding that a certain word refers to a certain object. On this view, two different manuals of translation based upon the same empirical evidence are two different ascriptions of mental events (based on the same empirical ground). If we consider two manuals of translation of spanish based on the same empirical evidence, one of them interpreting the word ‘perro’ as (1) dog and the other as (2) dog-shadow, then we shall not be able to decide which is the correct one. We shall not be able to know whether a speaker speaks spanish or proxy-spanish. Gómez says that the difference between explaining linguistic behaviour or spanish speakers as (1) or as (2) is to make use of different psychophysical laws. But if we consider Davidson identification of mental events with physical events, then the manuals of translation to which (1) and (2) belong must correspond to different physical situations. So it seems that the difference between spanish and proxy-spanish is an ontological one. But Gómez argues that there is not a physical difference between speakers of spanish and of proxy-spanish, since the sole possibility of saying that someone is a proxy-spanish speaker requires to dind the reasons of the intentional behaviour of the speakers of a language L, independently of our knowledge of L. Gómez says that the idea that we could detect the mental events that are the primary reasons of the linguistic behaviour of the speakers of L without understanding L is just an illusion based on the dogma of a mental museum autonomous of language. We cannot ascribe detailed beliefs to the speakers of L without knowing the meanings of the words of L. Gómez concludes that if reference is an intentional notion and we accept the binomial intentionality-theoricity with regard to language, then the under-determination of empirical theories seems to imply the inescrutability of the mental. But a consequence of considering a theory of meaning as composed of mental verbs is that we shall consider it as a psychophysic theory. [G.M. Hurtado]

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