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"Throughout the Andes eight out of ten people are Indians. , They are the destiny of Ecuador, Peru and Bolivia--but also a national burden..." The problems presented by this group are of primary importance, not only because the Indians represent such a large percentage of the population but also because factors such as modern communications make the indigent aware of his own misery as well as of the vast well-being which other groups enjoy. As novelists of Peru and Ecuador turn to examine national problems, their works provide us with new, amplified insight. Although their interpretations may seem exaggerated, they may be considered as representative of the thought or ideology of social reformers of those areas. Integral to the modern novel of social protest is the account of the role of the large landholder, the village priest, and the cholo or person of mixed blood in their relations with the Indian. Just as these three social types dominate Latin American society during the colonial and Independence periods, so do they play a leading role in the contemporary social novel.

This book is being edited at the suggestion of colleagues who feel a great need for a Spanish reader with the the following qualifications: A good connected story from Spanish Literature Subject matter suitable for adolescents Sufficiently simple for use in Beginning Spanish This is an edited version of Part One, and consequently is simplified and cut. Many authorities prefer to wait until students get to college so that they may be introduced to the great masterpiece in its original. In as much as the average high school student does not take more than two years of Spanish, this system removes the greatest Spanish classic from the education of the masses of American people. Furthermore the study of Don Quixote offers excellent character training and basic education for the adolescent. To the student: This book is arranged to help English-speaking students of thirteen years of age or over to learn to read their second language. You must remember that unless you can make use of your English vocabulary and ability, you will learn to read Spanish at somewhat the same rate of speed with which you learned English. In other words, at the end of one year, you will know about as much as you did in English at the end of the First Grade, and at the end of ten years, you may expect to have somewhat the same ability that is usual for a Junior in High School, furthermore, you must remember that it is impossible to Iearn all the common or useful words in a foreign language, and it is not always possible to consult a dictionary at every turn when traveling around Mexico or South America.

En la adquisicin de una segunda lengua la competencia pragmtica juega un papel muy importante porque implica la habilidad de usar concretamente la nueva lengua en un contexto comunicativo. El proceso de adquisicin de estas habilidades es complejo pues conlleva el desarrollo de habilidades socioculturales y sociolinguísticas especficas. Estas funciones en la comunicacin oral son conocidas como œactos de hablá. As, los estudios de pragmtica transcultural generalmente comparan y contrastan el comportamiento linguístico de hablantes nativos con estudiantes de L2. Los intentos de los que usan L2 por realizar actos especficos como producir enunciados, hacer preguntas, hacer promesas, expresar gratitud, solicitar algo y disculparse, etc. son actos de habla que requieren ms que gramtica. La competencia pragmtica comprende la aplicacin del conocimiento de recursos pragmalinguísticos (Barron, 2003; Cohen, 1996). No obstante todas estas investigaciones, pocos estudios sobre los actos de habla han sido hechos con estudiantes que hayan pasado un tiempo considerable inmersos en la cultura de la lengua que estn tratando de adquirir. El presente estudio es un estudio exploratorio que propone una mirada hacia los aprendices que pasan ms de un ao inmersos en la cultura de esa lengua, en este caso, del espaol mexicano, para ver si lograron desarrollar las mismas estrategias que los hablantes nativos para hacer solicitudes y pedir disculpas. Los resultados sugieren que los aprendices ya adquirieron algunos aspectos pragmticos en cuanto a las disculpas y solicitudes, pero todava no llegan a emplear todos los recursos que emplean los hablantes nativos.

To the modern critic, La vida de Lazarillo de Tormes y de sus aventuras y adversidades poses many problems. One cannot arrive at the book's precise meaning because the author remains unknown. If critics were to know who wrote the book, they would identify similarities between the book and the author's life to approximate the book's moral, or its lack of one. Additionally, some commentators view the book as incomplete or unfinished; although the author developed the first three tratados, the final four tratados seem short and incomplete. Does this diminish the book's purpose? Can the readers still fruitfully discover the book's meaning in an "incomplete" story? Modern critics have utilized the book's artistic elements, such as its linguistic structure, themes and temporal structure, to arrive at an interpretation of it. Others have compared the book with classical European folklore and other period literary works. This thesis proposes a synthesis of the latter two approaches. This thesis will analyze, using irony and foreshadowing, how the seven tratados correlate or fail to correlate with the seven deadly sins.

This study explores the intersection of the philosophy of Martin Heidegger and Spanish literature. The study examines the Heideggerian authenticity and inauthenticity of two characters in the literature: Melibea in La Celestina by Fernando de Rojas and Grisóstomo in Don Quijote de la Mancha by Miguel de Cervantes. Heidegger’s concept of authenticity is the ability of the individual to live in the world according to her own desires, outside of the influence of others. Both die by suicide, but Melibea is an authentic character in Heideggerian terms and Grisóstomo is inauthentic. At the end of her life, Melibea has resolved all anxiety into resoluteness and is determined to live life in her own terms. Grisóstomo, however, dies inauthentically, full of anxiety and subject to the will of Others. He never leaves the influence of others to live a life of his own determination.

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