As one of the major directors of Mexico's Golden Age of Cinema (1936-1956), Emilio “El Indio” Fernández (1904-1986) created films which for many came to express the official vision of Mexican identity. Part of this identity was based on the ideology of indigenismo, which posited that the pre-Columbian past held the basic kernel of Mexico's national essence while advocating the incorporation of modern Indian groups into mainstream society. El Indio's films reflect the paradox of indigenismo: praise for indigenous cultures and a simultaneous effort to make them disappear. The following study examines three of his indigenista films, Marí­a Candelaria, Rí­o Escondido, and Maclovia, to see how Fernández created representations of Mexico's indigenous populations that contributed to and deviated from indigenista policies in post-Revolutionary Mexico. This representation relies on the formation of a national myth based on a static, aestheticized Indian which incorporates all Mexicans into official state history.

This study examines three works by Argentine authors of the late 20th and early 21st centuries: Jorge Luis Borges's "La memoria de Shakespeare," Ricardo Piglia's La ciudad ausente, and Rodrigo Fresán's Mantra. These works explore the theme of memory directly, and provide insight into the role of memory in relation to literature, technology, and media. To understand memory and its functions and failures, I employ concepts from recent scientific inquiry into the nature of memory, particularly neuroscience and clinical psychology. Within this framework, I show how memory and narrative fiction share a number of similarities, and explore the idea of memoria ajena, or memories that come not from personal experience, but from outside, whether it be from another person's mind or from the fiction one consumes.

Critics generally read the matter of diagetic subjectivity as existential in Carlos Solórzano's works Las manos de Dios and El sueño del ángel. This study, however, seeks to explore the possibility of non-existential modes of subjectivity in these dramas. It posits an Althusserian mode of subjectivity due to the central conflict of the plays revolving around the oppressive rituals of a controlling church institution. Although the author expresses existential ideals, a reading that takes into account the issue of the church as an ideology producing mechanism, as well as its modes of operation, shows that on the diagetic level the experience of the characters is one in which they find themselves in a world where individuals operate as non-autonomous subjects.

In his celebrated 2007 novel El mundo, Juan José Millás tells the story of the development of Juanjo, a simulacrum of himself, and describes a series of negative developments that the protagonist faces in his childhood. While much has been written about Millás and the “testimonial realism” of his literary generation, little has been written about the psychological factors that influence his characters. In this paper I analyze Juanjo's development as understood from the gradation of guilt to shame, depression, and later suicidal thoughts. Because Juanjo is not able to find an appropriate mechanism of release for his guilt, he spirals into an ever-increasing psychological distress. Thus, his actions do not become an escape per se from the oppressive forces in Spain; but rather, they are mechanisms of delay caused by the subconscious effects of living under Franco's Spain during the 1950s. Mike Wilson-Reginato's first novel El púgil, published in 2007, mixes intertextual references to music, film, and literature to craft a space for the posthuman identity. The two protagonists of El púgil—Art and his olive-green refrigerator, Hal—combine in a new cyborg-like formation. Unlike the cyborg envisioned by Donna Haraway in “A Cyborg Manifesto,” the mechanical-biological union never takes place at the corporeal level, but their union occurs in a psychological dimension within Art's hallucination. To describe the union of Art and Hal, I use Jacques Lacan's concept of the mirror stage to explain Art's adoption of a perceived superior identity and Jean Baudrillard's study of simulacra to show how this adopted identity is an imagined simulacrum. Thus, the combined image of the two characters creates a cyborg identity that erases the distance between man and machine.

There is an increased need for bilingual education programs throughout the U.S. as a result of the increasing bilingual population, especially Spanish-English bilinguals. With the implementation of such programs there also exists the need to be aware of issues that affect bilinguals and their language learning experience. One of these issues that has been investigated among foreign language learners, but less among bilinguals, is the issue of language anxiety. This case study reports the findings gathered from classroom observations, a language survey, focus group interviews and teacher interviews in order to better understand the issue of language anxiety among heritage language learners on the border. The information gathered from student and teacher participants at a high school in South Texas describes students' language background and attitudes toward language learning as well as teachers' background, beliefs about language teaching. Results include responses from both students and teachers in reference to what creates language anxiety and what can be done in the classroom to mitigate its effects. Results indicate that language anxiety is not the issue of greatest concern, although some lower proficient bilinguals experience it. Rather, it was found that poor classroom management has the ability to affect nearly every other aspect of a language class, directly affecting language expectations, language use, classroom routine, attitudes, and even the level of language anxiety. Due to poor classroom management, a very low expectation has been set for these students and as a result, there is also a low percentage of students who experience language anxiety. Recommendations for improving bilingual language classes come from students' comments during focus group interviews.

Although English and Spanish both have the voiceless stops /ptk/, they differ in VOT; English has long-lag voiceless stops and Spanish has short-lag. This difference means that native English-speaking learners of Spanish are likely to transfer the long voice lag typical of their first language (L1) to Spanish voiceless stops. This study measured the VOT of 20 native English-speaking learners of Spanish, each with a length of residence (LOR) in a Spanish-speaking country of almost 2 years. The study participants were found to produce voiceless stops intermediate to the averages of their L1 (American English) and L2 (Spanish), with some speakers producing voiceless stops with the range observed for Spanish. A significant main effect on VOT was found for all the variables of linguistic context tested: place of articulation, word-initial vs. -internal position, stress, preceding segment and following segment. A significant main effect was also found for speech style, percentage of communication done in Spanish with native Spanish speakers while abroad, years of formal L2 instruction prior to stay abroad, and time spent each week speaking Spanish with native speakers since their return home. While the extra-linguistic variables are correlated with more target-like VOT, the amount of communication done in the L2 with other native English L2 learners of Spanish was correlated with longer VOTs, i.e. less target-like VOTs, possibly due to reinforcement of L1 transfer habits.

In an attempt to demonstrate Spain's obligation to recover its ignored historic memory, Almudena Grandes evokes the poetry of a man whose past itself has been manipulated, misused and partially forgotten: the great poet Antonio Machado. In this study I examine the use of the famous "two Spain" imagery from Machado's "Españolito" as a tool for subverting many erroneous concepts about the war that, according to Grandes, are still prevalent in Spanish society. I also examine how this "two Spain" conflict demonstrates the crossroads that faces the third generation of Spaniards after the Civil War: that of collectively remaining in silence or turning openly to the past. To capture this conflict Grandes uses images of water and ice as symbols of the fluidity (or lack of fluidity) of time, images similarly used by Machado throughout much of his poetry. As Ãlvaro, the protagonist, progressively discovers the past his father had so desperately tried to hide, his heart breaks free of the ice that had surrounded his life. His example demonstrates the actions that Grandes desires for a society that still suffers from the effects of the prevailing historic ignorance: that of turning to the past for a foundation on which to build. By evoking Machado´s name and exploring similar imageries, Grandes not only strengthens him as a defender of the Republic but suggests that the only way for Spain to become normal again is to turn to the Republic and its ideals and build upon what they started and what has been overlooked since the Civil War.

This qualitative study investigated the experiences of students during their reading tasks for their university Spanish courses during the Fall 2013 semester at Brigham Young University in Provo, Utah. The purpose of this research was to explore what types of reading strategies university Spanish students use during literary readings tasks and their perceptions of the reading strategies they use. This case study employed stimulated recall protocol interviews, student reading logs and student notes in texts. Interviews were conducted within 24 hours of the reading, while reading logs and notes were completed during the reading. The data collected were analyzed for recurring patterns. Results suggested that students employ a variety of reading strategies but are less aware of metacognitive and affective strategies. Furthermore, it was found that individual affective factors such as stress, fatigue, frustration, confidence level and motivation might have a greater impact on strategy use than proficiency in the second language. Assessment and time constraints were also found to affect strategy implementation suggesting a strong washback in the foreign language classroom. Finally, participant comments demonstrated that students perceive reading in the foreign language class to be a pragmatic stepping-stone towards individual learning goals that may differ from the learning outcomes of a literature course.

With the availability of frequency dictionaries, such as Alameda and Cuetos (1995) or the Corpus del Español (2002), it is now possible to explore the effects of frequency on linguistic items. The following is a study exploring the effects of frequency on Spanish affixed words. While the debate of dual-route versus single-route processing continues, the results of this study suggest that L2 Spanish speakers use a dual-route model and decompose morphologically complex words when the base frequency is higher than the surface frequency. L2 Spanish speakers perceive derived words with a higher base frequency as more complex than derived words with a lower base frequency. The results of this study do not suggest the same process occurs for native Spanish speakers. When asked to identify the more complex word of a pair, native Spanish speakers are just as likely to select the derived word with a lower base frequency as they are to select the derived word with a higher base frequency suggesting a single-route model.

The World-Readiness Standards for Learning Languages (ACTFL, 2014) encourage teachers to help their students use the target language to “investigate, explain, and reflect” on the relationships between cultural products, practices, and perspectives. However, while most language instructors agree that language and culture should be connected, many fail to teach culture explicitly because they are so focused on the language components of their courses. Of those who do teach culture explicitly, many either teach only about the cultural products and not the perspectives, or they teach the culture in English because of its complexity. This project explores the use of e-portfolios for explicitly teaching culture in the target language across all three communicative modes. The project was implemented in a 4th semester university Spanish course in the fall of 2013. Students were required to view and interpret culturally authentic materials such as newspapers, proverbs, documentaries, news reports, and videos about pop culture. In addition, students interacted with native speakers both within and outside the United States using technology. Students were also asked to produce business plans, commentaries, community projects, ethnographic interviews, stories, and videos in the target language. The project evaluation revealed that when culture is explicitly taught in the target language, the following changes may occur: a positive attitudinal shift towards the target culture, a desire for learning the language beyond the classroom, an increase in autonomous learning, and an improvement in linguistic skills. Pedagogical implications and principles that might be applicable in foreign language instruction include the fact that technology appears to be one promising way to provide increased access to culture. In addition, scaffolding is found to be important to both students' experiences with culture and their interaction with technology. Also students may find the exploration of current social issues and problems very motivating and engaging. This has the potential to give students increased opportunities to think critically.