Dai Wangshu’s translations of contemporary Spanish poetry and its application to the teaching of Spanish as a foreign language

This article seeks to enhance reading comprehension from the area of Spanish as a foreign language, as well as to raise awareness of the cultural richness of literature written in the Spanish language. It aims to delve into the classroom applicability of literary texts and their didactic exploitation. In order to achieve this, we have selected several poems by Antonio Hernández, whose quality and magnitude represent a benchmark in contemporary Spanish poetry. The objectives are to expand the vocabulary of students of Spanish as a foreign language, to approach poetry in the advanced level Spanish classroom through different means which help us meet the challenge and improve the students’ skills in the field of reading comprehension, by using poetic texts. We will work with Antonio Hernández in order to exemplify the educational possibilities of poetry in the classroom of Spanish as a foreign language. Target key competencies inthis paper are linguistic competence and autonomy of learning.

Download Full-text

Intervención en CL para ELE mediante textos literarios. La poesía de Antonio Hernández aplicada al aula de nivel avanzado

Investigaciones Sobre Lectura ◽

10.24310/revistaisl.vi7.10982 ◽

2017 ◽

pp. 73-84

Author(s):

Raquel Lanseros Sánchez ◽

Remedios Sánchez García

Keyword(s):

Reading Comprehension ◽

Foreign Language ◽

Spanish Language ◽

Linguistic Competence ◽

Literary Texts ◽

Spanish Poetry ◽

Advanced Level ◽

Key Competencies ◽

Poetic Texts ◽

Spanish Classroom

This article seeks to enhance reading comprehension from the area of Spanish as a foreign language, as well as to raise awareness of the cultural richness of literature written in the Spanish language. It aims to delve into the classroom applicability of literary texts and their didactic exploitation. In order to achieve this, we have selected several poems by Antonio Hernández, whose quality and magnitude represent a benchmark in contemporary Spanish poetry. The objectives are to expand the vocabulary of students of Spanish as a foreign language, to approach poetry in the advanced level Spanish classroom through different means which help us meet the challenge and improve the students’ skills in the field of reading comprehension, by using poetic texts. We will work with Antonio Hernández in order to exemplify the educational possibilities of poetry in the classroom of Spanish as a foreign language. Target key competencies inthis paper are linguistic competence and autonomy of learning.

Download Full-text

Employing Latino Value Orientations to Facilitate Success in Stuttering Treatment

Perspectives on Fluency and Fluency Disorders ◽

10.1044/ffd18.3.111 ◽

2008 ◽

Vol 18 (3) ◽

pp. 111-118

Author(s):

Lourdes Ramos-Heinrichs ◽

Lynn Hansberry Mayo ◽

Sandra Garzon

Keyword(s):

Foreign Language ◽

Therapeutic Relationship ◽

Service Provider ◽

Speech Therapy ◽

Cross Cultural ◽

Value Orientations ◽

Collaborative Partnership ◽

The Family ◽

Therapy Services ◽

Cultural Connections

Abstract Providing adequate speech therapy services to Latinos who stutter can present challenges that are not obvious to the practicing clinician. This article addresses cultural, religious, and foreign language concerns to the therapeutic relationship between the Latino client and the clinician. Suggestions are made for building cross-cultural connections with clients and incorporating the family into a collaborative partnership with the service provider.

Download Full-text

Seventeenth-Century Spanish Poetry

10.1017/cbo9780511553851 ◽

1993 ◽

Cited By ~ 11

Author(s):

Arthur Terry

Keyword(s):

Seventeenth Century ◽

Spanish Poetry

Download Full-text

Eye Movements of Children and Adults While Reading Television Subtitles

European Psychologist ◽

10.1027/1016-9040.12.3.196 ◽

2007 ◽

Vol 12 (3) ◽

pp. 196-205 ◽

Cited By ~ 57

Author(s):

Géry d'Ydewalle ◽

Wim De Bruycker

Keyword(s):

Eye Movements ◽

Foreign Language ◽

Age Differences ◽

Information Sources ◽

Native Language ◽

Verbal Information ◽

Single Text ◽

Grade 5 ◽

Reading Patterns ◽

Attentional System

Abstract. Eye movements of children (Grade 5-6) and adults were monitored while they were watching a foreign language movie with either standard (foreign language soundtrack and native language subtitling) or reversed (foreign language subtitles and native language soundtrack) subtitling. With standard subtitling, reading behavior in the subtitle was observed, but there was a difference between one- and two-line subtitles. As two lines of text contain verbal information that cannot easily be inferred from the pictures on the screen, more regular reading occurred; a single text line is often redundant to the information in the picture, and accordingly less reading of one-line text was apparent. Reversed subtitling showed even more irregular reading patterns (e.g., more subtitles skipped, fewer fixations, longer latencies). No substantial age differences emerged, except that children took longer to shift attention to the subtitle at its onset, and showed longer fixations and shorter saccades in the text. On the whole, the results demonstrated the flexibility of the attentional system and its tuning to the several information sources available (image, soundtrack, and subtitles).

Download Full-text

Use of the TOEFL as a Standard for University Admission: A Position Statement by the Canadian Psychological Association

European Journal of Psychological Assessment ◽

10.1027/1015-5759.14.3.261 ◽

1998 ◽

Vol 14 (3) ◽

pp. 261-265 ◽

Cited By ~ 5

Author(s):

Marvin L. Simner

Keyword(s):

Academic Achievement ◽

Foreign Language ◽

Position Statement ◽

Considerable Evidence ◽

Canadian Universities ◽

Weak Relationship ◽

University Admission ◽

Canadian Psychological Association

Nearly all Canadian universities employ, as a standard for university admission, the Test of English as a Foreign Language (TOEFL). In light of considerable evidence indicating only a weak relationship between TOEFL scores and academic achievement, the Canadian Psychological Association recently issued a report containing a position statement that called upon Canadian universities to refrain from employing the TOEFL in this manner. Because the concerns raised in the report are likely to apply to many universities outside Canada, the entire report is reproduced in this article.

Download Full-text