Inverting the Gaze from California

Author(s):  
Gloria Elizabeth Chacón

The epilogue contemplates writing this book from Luiseño land, specifically focusing on a park created in Oceanside, California, the ancestral lands of the San Luis Rey Band of Indians. The epilogue highlights the endurance of oral literature as well as writing throughout indigenous territory. It meditates on Mesoamerican literature as a new sign of Latin America’s transition from officially Spanish-speaking and mestizo to recognizing and affirming its multilingual and intercultural distinction.

2020 ◽  
Author(s):  
Estela Castillo Hernández ◽  
Ángel José Fernández ◽  
Alfredo Pavón ◽  
Luz América Viveros Anaya ◽  
Raquel Velasco ◽  
...  

More than a decade ago, the Literary Studies Program of El Colegio de San Luis and the Institute of Linguistic and Literary Research of the Universidad Veracruzana joined forces to undertake the study, rescue and dissemination of writers, works, and literary phenomena that could be called "rare", due to the lack of knowledge or neglect that both academia and literary critics have had towards them. The 14 articles in this book are the result of a genuine interest in settling this debt with the literary tradition in Mexico. In these pages, a group of specialists from prestigious higher education institutions, approach from a philological, literary criticism, historiography, cultural studies or intellectual biography perspective, to the analysis of singular texts, either for their style, or for the peculiar treatment of their themes, or simply because in their time they were ahead of generic determinations, aesthetic trends or group editorial processes, covering a broad period from the late eighteenth century to the twilight of the twentieth. As a whole, the gaze of these 14 study proposals focuses on the writing excluded from the Mexican canon, in search of the exceptional detail, the seed of that which opposes the norm, or the subjectivities that stand out as an anomaly in the great cultural processes that our country has experienced. Observed in their particularity, the works that integrate this corpus reveal themselves as a sort of refutation to the impositions of the literary histories of the preceding centuries, by recognizing that also those who advanced along falsely marginalized itineraries were involved in negotiations, transgressions, influences and important variants in the field of tradition. Prior to this academic effort, there was no specific bibliography in the academy on many of the topics, authors or perspectives discussed here, which makes Rare. The excluded writing in Mexico a rigorous compendium, as well as a guide to search for the other names that made up the ranks of Mexican literature.


2020 ◽  
Vol 63 (12) ◽  
pp. 4193-4207
Author(s):  
Amy S. Pratt ◽  
John A. Grinstead ◽  
Rebecca J. McCauley

Purpose This exploratory study describes the emergent literacy skills of children with developmental language disorder (DLD) who speak Spanish, a language with a simple phonological structure and transparent orthography. We examine differences between children with DLD and their typically developing (TD) peers on a battery of emergent literacy measures. Method Participants included 15 monolingual Spanish-speaking children with DLD (who did not present with cognitive difficulties) and 15 TD controls matched for age, gender, and socioeconomic status, ranging in age from 3;10 to 6;6 (years;months; M age = 4;11). All children completed a battery of comprehension-related emergent literacy tasks (narrative retell, print concept knowledge) and code-related emergent literacy tasks (beginning sound, rhyming awareness, alphabet knowledge, and name-writing ability). Results On average, children with DLD performed significantly worse than TD controls on a battery of comprehension- and code-related emergent literacy measures. On all code-related skills except rhyming, children with DLD were more likely than their TD peers to score “at risk.” Conclusions The results suggest some universality in the effect of DLD on reading development. Difficulties with emergent literacy that are widely documented in English-speaking children with DLD were similarly observed in Spanish-speaking children with DLD. Future research should explore long-term reading outcomes in Spanish for children with DLD.


2016 ◽  
Vol 1 (5) ◽  
pp. 41-49
Author(s):  
Ellen Moore

As the Spanish-speaking population in the United States continues to grow, there is increasing need for culturally competent and linguistically appropriate treatment across the field of speech-language pathology. This paper reviews information relevant to the evaluation and treatment of Spanish-speaking and Spanish-English bilingual children with a history of cleft palate. The phonetics and phonology of Spanish are reviewed and contrasted with English, with a focus on oral pressure consonants. Cultural factors and bilingualism are discussed briefly. Finally, practical strategies for evaluation and treatment are presented. Information is presented for monolingual and bilingual speech-language pathologists, both in the community and on cleft palate teams.


Author(s):  
Jennifer Austin ◽  
Maria Blume ◽  
Liliana Sanchez
Keyword(s):  

Crisis ◽  
2020 ◽  
pp. 1-5
Author(s):  
Ruthmarie Hernández-Torres ◽  
Paola Carminelli-Corretjer ◽  
Nelmit Tollinchi-Natali ◽  
Ernesto Rosario-Hernández ◽  
Yovanska Duarté-Vélez ◽  
...  

Abstract. Background: Suicide is a leading cause of death among Spanish-speaking individuals. Suicide stigma can be a risk factor for suicide. A widely used measure is the Stigma of Suicide Scale-Short Form (SOSS-SF; Batterham, Calear, & Christensen, 2013 ). Although the SOSS-SF has established psychometric properties and factor structure in other languages and cultural contexts, no evidence is available from Spanish-speaking populations. Aim: This study aims to validate a Spanish translation of the SOSS-SF among a sample of Spanish-speaking healthcare students ( N = 277). Method: We implemented a cross-sectional design with quantitative techniques. Results: Following a structural equation modeling approach, a confirmatory factor analysis (CFA) supported the three-factor model proposed by Batterham and colleagues (2013) . Limitations: The study was limited by the small sample size and recruitment by availability. Conclusion: Findings suggest that the Spanish version of the SOSS-SF is a valid and reliable tool with which to examine suicide stigma among Spanish-speaking populations.


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