Fairfax County Public Schools (FCPS) are located in the Commonwealth of Virginia, approximately fifteen miles south of Washington, D.C. This school system is the tenth largest in the United States and it has a student population of approximately 130,000. Because of the size of the FCPS system, it is divided into four administrative areas-Area I, Area II, Area III and Area IV. Area II of FCPS has a student population of approximately 26,000 students, and of those 26,000 students, approximately 9 percent of them are of Hispanic origin. This English as a Second Language (ESL) population is of special interest to the school system because these students often do not possess the communication skills necessary for matriculation/ graduation. Therefore, their academic performance is frequently below average. This poses problems and raises concern for the educators that serve them. As a part of FCPS' minority achievement program, which began in 1983, an Area II staff member initiated a two-part training program entitled, "Intensive Spanish for Educators" patterned on a similar program used with Arlington County, Virginia educators. The program carries university credit and provides a forum for the presentation of oral and aural Spanish language skills, as they relate to relevant school situations and Hispanic cultural awareness. Based on the perceptions of the program participants, this dissertation represents an evaluation of the "Intensive Spanish for Educators" program, utilizing information obtained from on-site observations of class sessions, examination of planning documents/proposals/syllabi/etc., interviews with the program administrator/coordinators, program trainers and randomly selected program participants, and a questionnaire. The results of this evaluative study indicated that the Intensive Spanish for Educators training program is a worthwhile and valuable program because it provides the opportunity for teachers, pupil personnel staff and administrators to acquire knowledge and skills in an area that can be used on a daily basis, it is well planned and it is sanctioned by the Area II Superintendent. The participants were enthusiastic about being in the program and felt the program should be strongly recommended, but not made mandatory. / Ed. D.

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Made available in DSpace on 2017-07-21T20:31:55Z (GMT). No. of bitstreams: 1 DanielaTerezinhaEstecheMaciel.pdf: 1234583 bytes, checksum: d29a84c1070608538d52dad2e202c625 (MD5) Previous issue date: 2011-12-19 / This research presents the politics of implementation of Spanish language teaching in Brazilian public schools, especially high school, according to the law 11.161, from August 5, 2005 (BRASIL, 2005). This study debates the end of the time limit to implement the law and the constant challenges to put the law into practice. The main objective was to investigate the process of implementation of the Spanish language in the curriculum of some schools in Ponta Grossa city, Paraná, Brazil. To do this investigation, it was necessary to understand the history of teaching foreign languages in Brazil, and to discuss the importance of a foreign language as a subject in the curriculum. The theory related to this discussion was based on Cury (1986), Kosik (2002) and Pêcheux (1988, 1990). Besides that, this research used the concepts of “habitus”, “field” and “cultural capital” by Bordieu, to comprehend all the movement the Spanish language teaching has caused in Brazilian culture since the 1990’s. Goodson (1995) and Saviani (1994) were also a reference to relate the Spanish language teaching to the high school curriculum. Furthermore, concerning specifically Spanish language teaching, there were other authors who were important, such as Celada (2002) and Picanço (2003). The research used the following strategies to collect information: choosing four schools in Ponta Grossa city – PR which already have added the Spanish language to their curriculum and comparing these schools to others in the same city. To access these schools, a questionnaire was used with principals. An interview was also organized with the coordinator of the Spanish area for all public schools in Ponta Grossa. The analysis of the information indicated the following: a) most schools chose the most practical way to put the law 11.161/2005 into practice; b) There are contributions of public policy, but they are not always plausible for all schools; c) the principals of the schools can contribute to promote the insertion of the Spanish language in the school curriculum; d) to insert the Spanish language in the curriculum effectively in all grades of high school in Ponta Grossa city – PR is a challenge to be overcome. / Este trabalho apresenta a política de implantação da língua espanhola na matriz curricular da Educação Básica da Rede Pública, no Ensino Médio, a partir da Lei nº 11.161, de 5 de agosto de 2005 (BRASIL, 2005). A pesquisa se justifica pelo término do prazo para a implementação da língua espanhola e a constante verificação de muitos desafios para sua real aplicabilidade. O principal objetivo foi investigar o processo de implantação da referida disciplina em algumas escolas do município de Ponta Grossa - PR. Para tanto, fez-se necessário um resgate histórico do ensino de línguas estrangeiras (LEs) no Brasil, assim como uma reflexão sobre o papel da língua estrangeira como disciplina curricular. Como referencial teórico, foram utilizados autores como Cury (1986), Kosik (2002) e Pêcheux (1988, 1990). O presente estudo recorreu, também, aos conceitos de habitus, campo e capital cultural de Bourdieu, a fim de compreender toda a movimentação causada no brasileiro com relação à língua espanhola, a partir da década de 1990. Goodson (1995) e Saviani (1994) foram utilizados para relacionar a língua espanhola com o currículo do Ensino Médio. Ainda, contribuíram para a pesquisa os estudos de autores que tratam especificamente da língua espanhola, como Celada (2002) e Picanço (2003). A pesquisa envolveu as seguintes estratégias de coletas de dados:seleção de quatro escolas do município de Ponta Grossa - PR com implantação da língua espanhola de forma diferenciada e como exemplo de como ocorre nas outras escolas do mesmo município. Para a coleta de dados, utilizou-se o questionário aplicado às direções dos respectivos estabelecimentos de ensino. Também foi realizada uma entrevista com a coordenadora de espanhol no Núcleo Regional de Educação de Ponta Grossa. A análise dos dados indicou como resultados da pesquisa: a) a maioria dos estabelecimentos de ensino optou pela maneira mais prática de aplicar a Lei nº 11.161/2005; b) há contribuições das políticas públicas, mas nem sempre são cabíveis a todos os estabelecimentos de ensino; c) as direções dos estabelecimentos de ensino têm muito a contribuir para a real implantação da língua espanhola na matriz curricular; d) a implantação da língua espanhola enquanto disciplina curricular efetiva em todas as séries do Ensino Médio e em todos os estabelecimentos de ensino do município de Ponta Grossa - PR ainda é um desafio a ser superado.

The focus of this study is use of discourse markers (DM). Data consists of taped interactions of informants. From this data, four particular DM are analyzed with regard to distribution in turn taking. The concepts of cohesion and coherence in text or discourse, together with informants´ communicative and discourse strategies, in a group of bilingual speakers (BS) and a control group of monolingual speakers (MS), are also analyzed. The findings confirm that BS, compared to the MS, make more frequent use of y with a pragmatic meaning when introducing various types of questions that constitute requests for elucidation directed to an interlocutor and thereby continue the interaction. In general, however, the MS use the DM y more frequently than the BS, demonstrating a more elaborate sense of stylistics in the coordination of their turn as narrations and descriptions. With regard to pero, the BS prefer to use this DM with a pragmatic meaning, in the continuation of an intervention or at the end of a turn, in order to question that which has been stated. The MS use pero primarily with a semantic meaning, to express counter-arguments inside a turn. It is exclusively the BS who use the DM así que with pragmatic meaning of consequence, in interactional exchanges, when they wish to introduce questions and assertions, where así que begins their reaction to the utterance of the interlocutor. Such questions may be regarded as a discourse strategy that permits possibilities for avoiding taking responsibility for how an utterance is interpreted. In addition, both the BS and the MS use así que at the end of turns, providing the discourse with meta-pragmatic meaning whereby it allows possibilities for interpreting this as finalizing. Through their use of es que, the BS gradually explain and justify statements made in utterances during their turns while the MS, through use in their discourse of this DM, allows them to introduce explications, justifications or excuses in the event of possible disagreement. In addition, the MS use justification introduced through this DM as a strategy to take a turn or to attempt to take over the turn, where es que conveys discourse-pragmatic meaning and introduces a tone of verbal courtesy. / Den digitala versionen: ny rev. utg. 2005.

Orientadores: Charlotte Marie Chambelland Galves, Josep Maria Fontana Méndez / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-19T13:00:45Z (GMT). No. of bitstreams: 1 Pinto_CarlosFelipe_D.pdf: 2643369 bytes, checksum: c13cfeeaac0894eb3c85dbf9f9f25e41 (MD5) Previous issue date: 2011 / Resumo: Esta Tese discute a mudança na ordem de constituintes e no posicionamento do verbo finito na história do espanhol europeu. Fontana (1993) propõe que o espanhol antigo era uma língua V2 simétrica, como o iídiche e o islandês atuais, na qual o verbo se movia para Io e SpeclP era uma posição A-Barra. Zubizarreta (1998) propõe que, no espanhol atual, o verbo também se mova para |o e que SpeclP ainda seja uma posição A-Barra. Neste sentido, se entende que a proposta de Zubizarreta (1998) é a de que as duas fases da língua são estruturalmente idênticas; contudo, o que os dados de Fontana (1993) mostram é que há diferenças estruturais importantes entre elas. O Capítulo 01 se concentra na discussão formal do efeito V2 nas línguas germânicas, que são consideradas as línguas V2 prototípicas, enfatizando: a) qual é o gatilho para o movimento do verbo; b) o que desencadeia a variação na manifestação do efeito V2 nas orações subordinadas fazendo com que algumas línguas apresentem efeito V2 irrestritamente e outras só apresentem efeito V2 nas orações matrizes. É proposta uma análise unificada em que, em ambos os casos, o verbo sempre se move para Co em orações matrizes e que a variação no traço [±asserção] é o responsável pela variação do efeito V2 nas orações subordinadas. O Capítulo 02 apresenta os dados do espanhol antigo e do espanhol atual. O trabalho se concentra em orações finitas e declarativas. Mostra-se que há aspectos que não distinguem superficialmente as duas fases, como a quantidade de constituintes pré-verbais, a posição do sujeito em relação ao verbo simples e a relação do verbo com os advérbios e o objeto direto. Por outro lado, há aspectos superficiais que diferenciam claramente as duas fases, tais como o posicionamento dos clíticos, a ordem O-V e a retomada clítica, a posição do sujeito nos complexos verbais, a ordem XP-V e a posição do sujeito. O Capítulo conclui que a diferença entre as duas fases, com relação às ordens V1, V2 e V>2, é qualitativa e não quantitativa e que o espanhol antigo possuía variação gramatical, apresentando uma gramática semelhante à gramática atual e uma gramática V2. O Capítulo 03 propõe uma análise formal para os fatos discutidos no Capítulo 02. Discute-se a posição do sujeito, propondo que os sujeitos pós-verbais se movem sempre do VP e que os sujeitos pré-verbais podem ter também uma posição dentro do IP. Com relação à ordem O-V e a duplicação clítica, se mostra que a diferença entre as duas fases está relacionada com a noção de operador. Por fim, se discute o movimento do verbo e é proposto que, no espanhol atual, o verbo se mova unicamente para r (tanto em orações neutras como em orações marcadas) e, no espanhol antigo, na gramática V2, o verbo se mova generalizadamente para C\ O Capítulo 04 procura explicar a mudança gramatical de uma fase para a outra, relacionando questões da história interna com aspectos da sócio-história. Assume-se que a aquisição da linguagem é o lugar da mudança lingüística; faz-se um rápido panorama da formação do espanhol e se sugere que o efeito V2 encontrado no espanhol antigo é decorrente de influências germânicas, através do contato de línguas e transmissão lingüística irregular. A perda do efeito V2 é explicada por uma mudança paramétrica devido a uma alteração no input ao qual as crianças dos Séculos XV e XVI eram expostas. O Capítulo termina discutindo uma possível influência do espanhol na perda do efeito V2 no português europeu. As conclusões gerais são as seguintes: a) línguas V2 apresentam sempre movimento do verbo para CP em orações matrizes e têm as orações subordinadas abertas a parametrização (não existe V2 em IP, que é sempre uma projeção A); b) o espanhol antigo e o espanhol atual não são o mesmo tipo de gramática, mesmo que superficialmente possam produzir enunciados semelhantes / Abstract: This Thesis discusses the change in the order of constituents and in the position of the finite verb in the history of the European Spanish. Fontana (1993) proposes that the Old Spanish was a symmetrical V2 language, just like Current Yiddish and Icelandic, in which the verb would move to Io and SpeclP would be an A-Bar position. Zubizarreta (1998) proposes that in Current Spanish the verb movement is also to r and that SpeclP is still an A-Bar position. In that sense, it is understood that both phases of Spanish are structurally identical; however, what Fontana (1993)'s data show is that there are important structural differences between them. Chapter 01 focuses on the formal discussion of the V2 phenomena in the Germanic languages, which are considered to be the prototypical V2 languages, emphasizing: a) which is the trigger to the movement of the verb; b) what unleashes the variation in the manifestation of the V2 effect in the embedded clauses, making some languages present the V2 effect unrestrictively and some others only present the V2 effect in the matrix clauses. A unified analysis is proposed where in both cases the verb always moves to Co in matrix clauses and that the variation of feature [±assertion] is responsible for the variation of the V2 effect of the embedded clauses. Chapter 02 presents the data of both Old and Current Spanish. The work focuses in finite and declarative clauses. It is shown that there are aspects which do not distinguish the two phases superficially, like the pre-verbal constituents, the position of the subject according to the simple verb and the relationship among adverbs and the direct object. On the other hand, there are superficial aspects which clearly differentiate both phases, as the position of the clitics, the O-V order and the clitic resumption, the position of the subject in the complex verbs, the XP-V order and the subject position. This chapter concludes that the difference between both phases in relation to the V1, V2 and V>2 orders is qualitative and not quantitative and that the Old Spanish possesses grammatical variation, presenting an alike grammar to the current grammar and the V2 grammar. Chapter 03 proposes a formal analysis of the facts discussed in Chapter 02. It is discussed the position of the subject, suggesting that the post-verbal subjects always move to VP and that the pre-verbal subjects can also have a position within IP. In relation to the O-V order and the clitic doubling, it is shown that the difference between the two phases is related to the notion of operator. To sum up, it is discussed the movement of the verb and it is proposed that in the Current Spanish the verb moves only to T (as long in neutral clauses as in marked clauses) and that, in Old Spanish, in the V2 grammar, the verb moves generally to Co. Chapter 04 tries to explain the grammatical change from one phase to the other, relating questions of intern history with social-historical aspects. It is assumed that the acquisition of language is the place of the linguistic change; there is a brief overview of the formation of Spanish and it is suggested that the V2 effect found in the old Spanish comes from Germanic influences through the contact of languages and through the irregular linguistic transmission. The loss of the V2 effect is explained by a parametric change due to an alteration in the input in which children of the XV and XVI centuries were exposed. The chapter finishes with a discussion of a possible influence of the Spanish in the loss of the V2 effect in the European Portuguese. The general conclusions are the following: a) V2 languages always display verb movement to CP in matrix clauses and they have embedded clauses opened to parametrization (there is not V2 in IP, which is always an A projection); b) Old Spanish and Current Spanish have not the same type of grammar, although superficially both can make similar utterances / Doutorado / Linguistica / Doutor em Linguística

Orientador: Maria Filomena Spatti Sandalo / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-26T12:18:11Z (GMT). No. of bitstreams: 1 CamachoRamirez_RafaelMartin_M.pdf: 1317388 bytes, checksum: 82c5afa27221425fbb08dfdfde8e0049 (MD5) Previous issue date: 2014 / Resumo: Esta tese tem como objetivo principal dar conta do assim chamado Se aspectual no espanhol, especificamente no dialeto falado na cidade de Lima. Fundamentalmente tem tido duas aproximações para explicar ao clítico: semântico-aspectual e sintático. Neste trabalho trata-se de combinar as duas perspectivas através da hipótese de que há um nó Causa nas construções com o clítico aspectual. Baseados nos trabalhos de Pylkkänen (2002, 2008) postulamos que o espanhol é uma língua voice-bundling e root-selecting, isto é, os nós Causa e Voice aparecem juntos, fundidos, e Causa seleciona diretamente a uma raiz que será verbalizada. Construções com o Se aspectual com verbos como Morir(se) ou Beber(se) seriam casos de um processo de causativización (opcional) do verbo. Para a parte aspectual, baseamos-nos no trabalho de de Miguel y Fernández (2000). As autoras argumentam que as construções com o Se aspectual têm duas fases. A segunda fase, que inclui a culminação do evento e a mudança do estado, é focalizada pelo clítico Se. Na tese trata-se de fazer equivaler essas duas fases com os eventos causante e causado, respectivamente. A análise, por outro lado, ajudará a mostrar qual é a função do clítico Se e qual posição ocuparia na sintaxe; especificamente, postulamos que o clítico é um reflexivo que se geraria no Sv, adotando a hipótese base-generated dos clíticos. Também se pretende no trabalho dar conta de maneira exaustiva de todos os contextos verbais nos que aparece o clítico em questão: com verbos inacusativos e transitivos / Abstract: This thesis has like main aim give account of the called aspectual Se in Spanish, specifically in the dialect spoken in the city of Lima. Fundamentally there have been two approaches to explain to the clitic: semantic-aspectual and syntactic. In this work, I try to combine the two perspectives through the hypothesis that there is a Cause node in the constructions with the aspectual clitic. Based in the Pylkkänen's work (2002, 2008), I posit that the Spanish is a voice-bundling and root-selecting language, this is, the Cause node and Voice appear together, merged, and Cause selects directly to a root that will be verbalize. Constructions with the aspectual Se with verbs like Morir (Die) or Beber (Drink) would be cases of a optional causation process of the verb. For the aspectual part, I have based in the de Miguel and Fernández (2000) work. The authors argue that constructions with the aspectual Se have two phases. The first phase is the process (or equivalent) expressed by the verb. The second phase, that includes the culmination of the event and the change of state, is focalized by the clitic. In the thesis, I treat to be equivalent these two phases with the causing event and caused event, respectively. The analysis, on the other hand, will help us to elucidate the function of the Se, and which position would occupy in the syntax; specifically, I posit that the clitic is one reflexive that would have been generated in the Sv, adopting the base-generated hypothesis of the clitics. Also I pretend in this thesis give account, of exhaustive way, of all the verbal contexts in which the clitic appears: with unacussative, inergative, and transitive verb / Mestrado / Linguistica / Mestra em Linguística

This paper explores the importance of providing teacher training in the use of technology to reap the benefits of adding computers to the classroom. It describes how a basic software program was used to create an interactive program to teach phonics in Spanish to kindergarten students in a Structured English Immersion Program. A benefit to having good phonemic awareness skills in Spanish is that it will help the student in developing phonemic awareness skills in English and will facilitate learning to read English words.

Indiana University-Purdue University Indianapolis (IUPUI) / El uso del cine en el aula provee a los estudiantes oportunidades visuales en combinación con las auditivas de oír la lengua meta con las sutilezas y los matices de los hispanohablantes. Es decir, el cine les proporciona la inmersión en la lengua auténtica. Las imágenes les permiten a los estudiantes sentirse parte del país, involucrados con las personas, las situaciones y las circunstancias de la vida cotidiana.

The purpose of the study is to examine Spanish teachers’ understanding of the concepts of intercultural perspective and intercultural approach within the teaching of Spanish as a foreign language. The study investigates this understanding in relation to Swedish governing documents and directives. Another question is whether teachers consider themselves to include this in their own teaching and how they experience the support given by the schools where they operate concerning how to cover intercultural perspective and intercultural approach in Spanish language teaching and learning. In the study we use a qualitative method, specifically the semi-structured and explorative interview. Seven teachers are interviewed digitally. The results of this investigation indicate that the informants possess some knowledge as to the meaning and significance of intercultural perspective and intercultural approach within the teaching of Spanish as a foreign language. However, this knowledge seems to depend on the size of the community in which they operate and whether they consider themselves to be surrounded by multiple cultures or not and therefore have experience and continuous practice regarding the subject of the study. The results of the study also show that the informants share their view on work-related time pressure and that they claim this to affect their ability to work with an intercultural perspective.