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On the off chance that you are intending to take Spanish exercises in the near future, at that point it's most likely not an awful plan to learn Spanish online. The web has advanced significantly in past decade or something like that. Taking up Spanish exercises had never been simpler. Learning Spanish online is quick making up for lost time with numerous anxious learners over the web. Also, you will get well ordered direction by the online guide and will get singular consideration. You likewise get the decision of choosing your own timings and calendars. Couple of decades back, very few would have consented to a thought of taking Spanish classes on the web.<br><br><br>The plain idea of these thoughts would have been gotten over, without even a second's pause itself. Be that as it may, nowadays, it is especially conceivable. Likewise, there is incalculable number of individuals needing to Learn Spanish with Your Kid online. There are few favorable circumstances of taking Spanish exercises. Right off the bat, not at all like most different dialects, Spanish is talked generally in numerous nations notwithstanding Spain. In this way, regardless of whether you are a globe trekker, the learning of this dialect could prove to be useful. Besides, Spanish exercises are promptly accessible crosswise over World Wide Web. Consequently, they can be gotten to from pretty much all over. It won't cost you a bit to learn Spanish online. Likewise, you can learn the dialect from the comforts of your home. There are likewise a lot of colleges and universities bestowing Spanish classes to its understudies. Along these lines the students can procure a degree in Spanish while they comprehend the fundamental subtleties of the dialect. This ought to be truly helpful to you as you will get a chance to learn the fundamental words, sentence structure and enhance your vocabulary in the dialect. Extra consideration is given to understudies who are discovered powerless in the dialect by putting aside Spanish tutoring classes only for them.<br><br><br>Another great advice website is "adviceanonymous"! What is the best school to study for a M Sc environmental Science degree via distance learning in India? But, you should checkout for LPU first as it has got good scholarship schemes as well. Go through its website for detailed information. How do you write the word up in spanish? I think it's arriba but you can go to a translation website. How do you measure yourself for sparring gear? What website should you go to to make a website like woozworld? This website is wonderful and i think it helps so much. What is a good website to go to to find out what landforms are in Indonesia?<br><br><br>I think that Wikipedia is a good website, or you could google it and there are many good sites that come up. Do you think it's a good learning experience when doing community service in order to go to college? Do you think its a good learning experience when doing community service in order to graduate from college? What is a good website to print lyrics? What is a good website to go to find your ancestors? What is a good website to get info on colombia? Where can you find a good website for bones? What is a good website to use for studying vocabulary from school?<br><br><br>Where you can play bakugan games? Do you know a good website to get your 1st girlfriend? What is a good information website? What is a metaphor for carnival? What website will help you with learning how to type on a white sheet of copy paper? Im trying to find a website were you can type in something and it translates it into spanish where do you look? Where can one go for more information learning to trade the forex? You can get more information learning to trade the forex online at the Learn-to-trade-Forex website. You can take courses online, access resources and more.<br><br><br>What is the spanish word for lacrosse? It's an awesome website! How does jazz music influence learning and memory? Jazz has a good influence as far as memories go. What is a good website for children? How does one make a custom website design? Is MSN a good website? What are some resources for learning about meditation? There are many resources for learning about meditation. One can visit the website freemeditation to learn about it or go to their local library for a book to learn about it. Classes are usually offered in many locations as well. What high school classes are needed to became a border patrol agent? There are no high school classes that will help you do this beyond taking Spanish, learning to write, to do math, and to critically be able to think. Get good grades and go to college with a law enforcement major.<br><br><br>What is a good website for you to relearn piano? A good website to learn piano on is go on Google and type "PIANO". Why did the Sonic the Hedgehog movie get delayed? What is it like to be left at the altar? What were the top selling toys of the 1970s? What do the Olympic rings mean? Where do veterinarians get blood for animal blood transfusions? What is the greatest year in movie history? Facts about star spangled banner? What is in the Impossible Whopper? Why is the internet obsessed with Keanu Reeves? Did Flamin' Hot Cheetos really send Lil Xan to the hospital?<br><br><br>USA to Colombia here. I decided to do this one year ago. I had just gotten out of an emotionally abusive relationship. All of my favorite places were suddenly off limits and the thought of seeing my ex and having my mind played with again was debilitating. I LOVED my job, but after having a new breath breathed into my life after escaping, I really started to think about how important a job was compared to my mental and physical health. Not very. I had two businesses of my own that made decent money, so I gave myself 3 months to move somewhere. Anywhere. I picked up teaching English online as a backup.<br><br><br>Then one night, I was out at a friend’s birthday party and met this cool girl. I asked why we weren’t friends and she said she lived in Colombia. I was getting a little passionate about the prospect of learning languages at that time, so I was intrigued. We both dance salsa so after she told me the dancing was great, I decided then and there that it was my new home. 3 months and 1 day after my declaration to leave, I hopped on a plane with a one-way ticket and an AirBNB reservation in some random neighborhood I knew nothing about.<br><br><br>I didn’t speak a lick of Spanish then (I’m working on it) and was an emotional wreck. Today, I’m the happiest I’ve been in my whole life. My city in the US was 4 hours from my family, but I could only visit them for one day at a time due to work. Now, I can visit my family for as long as I want. I can dance every single night. 1USD. I can practice my Spanish all day long in the Land of Eternal Spring. As for challenges, the only ones I have faced are the language barrier (though I think that’s a good challenge), a few peoples’ misconceptions about foreigners, and the lack of ovens (I’m an avid cook and baker).<br><br><br>BUT I’ve challenged myself to find an oven by July and finally broke down and got a private Spanish tutor. I realize that in the long term, it would’ve have been traditionally "smarter" to stay at my cushy job and have all that extra income on top of my businesses, but I have what I need. Sometimes I miss the work and I know I was so lucky to have a job that I loved, but I don’t have to stare out the window and watch the daylight pass me by anymore. Now I can do all the things that make me feel alive.<br><br><br>There are some free classes online for executive training. For instance, there is a site that scours the internet for free online classes to learn anything. Are there any free Forex training courses online? There are a multitude of free Forex training classes online. Most of the websites that provide the training are very clear in their instructions and make learning how to trade foreign currencies quite simple. Are there free online computer training classes? No computer training classes tend to require some sort of payment. Are there any free online writing classes? I dont know of any free online writing classes as such, but there's plenty of websites that will share help and tips about how to write online.<br><br><br>Free online typing classes? You can get free Touchtyping classes on the BBC bitesize 'DanceMat Typing' games. Where can you take spanish classes online? Where can you find free online computer training? Where do you find free casac classes online for certification? Are there any free online virtual babysitting classes? The American Red Cross has a highly-regarded online (or classes) course for people 11 year old and older. How much does domestic violence classes cost? It can cost from nothing to a thousand dollar. Which websites offer free and good online learning of Microsoft Project? See related links for free online training from Microsoft. Which websites offer free and good online learning of Microsoft Excel?<br><br><br>See related links for free online training from Microsoft. Free cna classes in mesa pinal county Arizona? As far as I know nursing homes and hospitals offer free nurse aide classes to students who meet certain criteria. There are quite a few training schools in Mesa, AZ. Where can you find online GED classes? Should you include free online classes like edX classes on your resume? I would. In fact, I am. Where can someone get free forex trading training? When shall one get GED classes online? Websites such as GED For Free and Pass GED offer online GED classes. However, the examination cannot be taken online and must be taken in person at a local test centre.<br><br><br>What do people think about online classes? Online classes are quite convenient. You can attend these classes from anywhere provided you have a good internet connection. You can access a world-class education from the comfort of your own home. Nowadays there's a great resource of free online lectures and take free online classes from some of the very best colleges and universities around the world. Are there any free courses available online to learn SAP 's BI objects? Yes there are many online websites are available who are providing the training facility of online SAP's training. See the related links.<br><br><br>What are some good classes on Photoshop that one can take online? There are a multitude of websites offering Photoshop training, but these can cost several hundreds of pounds. One may be able to learn sufficient simply by watching instructional videos on youtube for free. Where can one take hypnosis training online? Many services exist for learning hypnosis online, both free and paid. The Hypnosis Motivation Institute has many hypnosis training videos for free, while KeysToTheMind has many videos teaching it on youtube. Where could one find information about free online SharePoint Server 2010 training courses from Microsoft? The best place for finding information about free online SharePoint Server 2010 training courses from Microsoft is to visit the Microsoft Learning website.<br><br><br>Where can i find free spanish classes for adults in Fort Worth tx? Some of the Fort Worth libraries offer online classes. So does Benbrook library. How to learn Photoshop from online? What are the advantages of online forex training? Online forex training allows you to become a lot more familiar with the system in dealing with currency trading and its all free so you won't have to spend a dime. Where can one find the best forex training online? One can find Forex training online via websites such as Vantage FX, GFTUK and eToro. All of these websites are free to browse and have a wealth of information on them.<br><br><br>What are easy classes to take at University of Texas at Austin? What could be easier. Where can one learn how to speak English? English can be either learned locally, by going to a local teacher and buying classes, or online, for free. Online solutions include dozens of free websites, though their quality varies. How does one get a free education to become a Certified Nursing Assistant? With the increasing importance of healthcare, and therefore nursing assistants, CNA classes have become important as well. These are training classes for CNA certification exams. CNA certification exams are given in order to obtain a job in the field of nursing.<br><br><br>A CNA certification course normally costs anything from a few hundred dollars up to a few thousand. Not many parents would be able to afford this kind of money for their child's education. Are there any free CNA classes in Huntsville Alabama? The best way to find free cna training in Huntsville is to call a handful of nursing facilities to find out if they are currently hiring nurse aides and if they have a qualified on-site training program. Many of them do, but they are not always advertised. I live in Biloxi MS ls there a free high school home school program available in my area?<br><br><br>It doesn't look like the school district there has a home school option, but it looks like there are free GED classes offered by Goodwill in that area. Other free online classes might be available as well, but this was the only GED one I found in a quick search. Virtual dance classes for free? Is there any free online babysitting classes? Are there online cooking classes? There are a considerable amount across the web. What is the site name which may provide online free classes of C plus plus? Classes has two meanings here. If you mean classes as in education, then I know of no free online classes. There are plenty of sites that will give tutorials free of charge, but it is best if you buy a comprehensive book on the subject and learn the basics of the generic language first.
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Abstract: This article makes the case for using critical pedagogical approaches to the teaching of Spanish as a heritage language (HL). Having different language tracks is not enough: As long as HL learners hold negative linguistic attitudes about their own language variety, they will be unable and unprepared to learn successfully. First, I define who HL learners are and why they need to be in a separate track from traditional language learners. Later, I discuss the basic premises of critical pedagogy in order to recommend that HL instructors take this pedagogical approach to maximize Spanish HL learner potential. Last, I recommend the importance of providing sociolinguistic tools in order to corroborate that standard Spanish is not a replacement for local varieties but simply a register students can use once they appreciate their own language.<br><br><br>We describe the adaptation into Spanish of the St George's Respiratory Questionnaire (SGRQ), a self-administered questionnaire developed by Jones et al. For the adaptation, the forward and back-translation method by bilinguals was used, together with professional committee and lay panel. Once tested for feasibility and comprehension, 318 male chronic obstructive pulmonary disease (COPD) patients with a wide range of disease severity completed the Spanish version of the SGRQ. The clinical status of the patients was evaluated concurrently with the measurement of health status. Lung function was assessed in the 2 months before or after the questionnaire administration. The Spanish version of the SGRQ was acceptable and easy to understand. Cronbach's alpha reliability coefficient was 0.94 for the overall scale and 0.72 for "Symptoms", 0.89 for "Activity", and 0.89 for "Impacts" subscales.<br><br><br>The influence of bilingualism on cognitive test performance in older adults has received limited attention in the neuropsychology literature. The aim of this study was to examine the impact of bilingualism on verbal fluency and repetition tests in older Hispanic bilinguals. 3.6; range 2-23) were selected. Forty-five of the participants were English monolinguals, 18 were Spanish monolinguals, and 19 were Spanish-English bilinguals. Verbal fluency was tested by electing a verbal description of a picture and by asking participants to generate words within phonemic and semantic categories. Repetition was tested using a sentence-repetition test. The bilinguals' test scores were compared to English monolinguals' and Spanish monolinguals' test scores. Results demonstrated equal performance of bilingual and monolingual participants in all tests except that of semantic verbal fluency.<br><br><br>The present pilot study examines both the perception of Spanish vowels /a, e, o/ in word - final position and the perception of final and penultimate stress of words ending in those vowels by beginner American English learners of Spanish. Seventeen English speakers and seven native Spanish speakers participated in this study. The English speakers were exposed to 90 hours of Spanish lessons during a three-week course in Mar del Plata, Argentina, a Spanish speaking country. Participants’ perception was assessed by pretest and posttest, which consisted of identification tasks with nonce words. Three weeks after exposure to the language, the English speaking students performed like Spanish speakers in the perception of penultimate stress but not in the perception of final stress. The article concludes that vowel perception is not a problem for English speakers learning Spanish while the perception of stress contrasts is a difficult challenge. More emphasis should be given to stress perception in Spanish programs for English speakers, as stress contrasts, together with vowels, are key to interpreting the meaning of a verb in the Spanish verbal morphology system.<br><br><br>Since the service began in March, 2008 AskMN: The Librarian Is In, Minnesota's statewide cooperative digital reference service, has accepted over 26,800 questions from Minnesota residents, many from K12 students. In the Fall of 2009, AskMN began to actively promote the service to K12 students to assist with the research process, identify scholarly resources, perform searches that produces useful results, and how to cite a web source. Homework Rescue is the brand given to online homework assistance in MELSA. It began in the Fall of 2009 and provides a variety of free tutoring services through a service called HelpNow, powered by Brainfuse. Services are provided in both English and Spanish, including homework, learning academic skills, and assistance in writing term papers.<br><br><br>The service is available to anyone in a MELSA library or remotely to library card holders in seven county metropolitan area. Designed for users grades 3 - 12, it is utilized more broadly. Students visit each service for a variety of reasons, working together with librarians and tutors in a live, interactive setting. Join us in this session to learn more about online behaviors of students, how students approach each service for help, use online resources, and similarities and differences between AskMN and Homework Rescue. We will also discuss ways in which media specialists and classroom teachers can introduce these online services to students to get the most use out of each and to ensure that everyone has a positive experience. Karen Kolb Peterson is a Youth Services Manager at St. Paul Public Library.<br><br><br>Lessons from olive orchards. A fundamental lesson from studies of frugivory in Spanish olive orchards is that the cultivation of fruit crops derived from native instead of exotic plant species will better preserve the original animal biodiversity of the region. Such agricultural landscapes maintain some of the structural and functional (the plant-animal interactions) properties of the natural habitats to which animals are adapted. On the other hand, it is important to acknowledge that different bird species have different pre‐adaptive features that will enable them to thrive in agro‐ecosystems. Most fruit croplands of the world are affected by intensification, landscape and habitat structural simplification and human selection of fruit size. As a result there are often food shortages for frugivores (e.g. Little Nelson et al.<br><br><br>It would therefore be expected that the pre‐adaptive features influencing bird diversity in olive orchards will also be relevant in other fruit production systems. Finally, we can make tentative generalizations from the comparison of olive orchards with other fruit croplands claimed as important reservoirs for biodiversity. Rustic (shade) coffee plantations in Central America have repeatedly been proposed as functional surrogates of the tropical forest for biodiversity (reviewed in Philpott et al. Coffee plantations are exotic in these areas, but their function for biodiversity is achieved from the structural and taxonomical similarities with tropical forests due to the species that provide shade for coffee production in rustic plantations.<br><br><br>Coffee plantations have become fundamental as winter refuges and stopover sites for Neotropical migrant birds because their structural complexity and taxonomical diversity provide suitable food sources and niche requirements. However, modern sun plantations are structurally and taxonomically simplified, mirroring to some extent some phenomena occurring in olive orchards. Most native plant species are removed leading to habitat homogenization, reductions of insects and fruits (food supplies for birds), and a concomitant reduction of bird biodiversity. Unlike olive cultivation zones, however, there is increasing awareness of the importance of bird conservation in agricultural landscapes of the Neotropics. The repercussions for biodiversity of different management regimes in coffee plantations are being thoroughly investigated in these systems (Philpott et al. Similar certification programmes for olive production should be encouraged to conserve frugivorous/insectivorous European migrant birds in their winter Mediterranean quarters.<br><br><br>Abstract: This article investigates the effects of language anxiety on course achievement in three foreign language proficiency levels of Spanish, namely, beginner, intermediate, and advanced. Participants completed the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986) and a background questionnaire. Results showed that language anxiety actually differed across proficiency levels. In the present study, advanced learners showed higher levels of anxiety than beginning and intermediate learners. In addition, there was an interrelation between language anxiety and course achievement. However, students with high levels of anxiety did not necessarily exhibit lower course achievement in comparison to students with low levels of language anxiety, as concluded in previous studies. Furthermore, there was a medium level of language anxiety among most participants, with no significant effect on course achievement.<br><br><br>This study investigates the relation between Spanish and English early literacy skills in kindergarten and first grade, and English oral reading fluency at the end of first and second grade in a sample of 150 Spanish‐speaking English language learners. Students were assessed in kindergarten, first, and second grades on a broad bilingual academic battery that included phonological awareness, letter knowledge, vocabulary, word reading, and oral reading fluency. These measures were analyzed using hierarchal multiple regression to determine which early reading skills predicted English oral reading fluency scores at the end of first and second grade. Predictive relationships were different between English and Spanish measures of early literacy and end of year first grade and second grade English oral reading fluency. This study has important implications for early identification of risk for Spanish‐speaking English language learners as it addresses the input of both Spanish and English early reading skills and the relation between those skills and English oral reading fluency.<br><br><br>Purpose. This study assesses the factors that contribute to Spanish and English language development in bilingual children. Method. Seven hundred and fifty-seven Hispanic prekindergarten and kindergarten-age children completed screening tests of semantic and morphosyntactic development in Spanish and English. Parents provided information about their occupation and education as well as their children's English and Spanish exposure. Data were analyzed using zero-inflated regression models (comprising a logistic regression component and a negative binomial or Poisson component) to explore factors that contributed to children initiating L1 and L2 performance and factors that contributed to building children's knowledge. Results. Factors that were positively associated with initiating L1 and L2 performance were language input/output, free and reduced lunch, and age. Factors associated with building knowledge included age, parent education, input/output, free and reduced lunch, and school district. Conclusion. Amount of language input is important as children begin to use a language, and amount of language output is important for adding knowledge to their language. Semantic development seemed to be driven more by input while morphosyntax development relied on both input and output. Clinicians who assess bilingual children should examine children's language output in their second language to better understand their levels of performance.<br><br><br>Due to the evolution of technology, this study focuses on the use of technology in order to promote language learning. Duolingo is one of the modern applications that facilitate acquiring a second language. Hence, the study aims to confirm the hypothesis that Duolingo helps promote acquiring two languages simultaneously for beginners. It is a mixed-method study including observation, assessment, and interview. It is also a case study that involves one participant who used Duolingo to learn Spanish and English simultaneously for two months. The participant is a male school student whose age is 12 years old, and he lives in Riyadh, Saudi Arabia. After collecting the data, they were analysed and described to have the final results. At the end, the results displayed that Duolingo can promote acquiring two languages for beginners, but it has limitations. Thus, it is recommended to develop Duolingo for advanced levels as well as for English language learners.<br><br><br>Abstract: This qualitative case study examined the Spanish linguistic needs of working health care professionals. Data from observation field notes, interviews, document analysis, and member checks were coded, triangulated, and analyzed following the premises of grounded theory. Results indicated that participants were able to produce routinely used words and common expression in Spanish, but were only able to understand isolated lexical items as spoken by native Spanish speakers. Their needs included written resources formatted for optimal use in the health care workplace, strategy instruction for lifelong learning, listening skills and strategies, and productive skills that go beyond semantic analysis. It was concluded that there is a need for second language acquisition (SLA) models that apply to nontraditional foreign language learning environments.<br><br><br>Abstract: Though much of the research looking at the issue of language in the Spanish heritage language field is intended to guide the Spanish heritage language teacher in the classroom, students' voices are often stifled. This article fills this gap by giving voice to students' opinions on language use in the Spanish heritage language classroom. Survey results from 152 Spanish heritage language students enrolled in an extensive Spanish heritage language program show that these students prefer to learn specific varieties of Spanish in their Spanish heritage language classes. Interestingly, 91 % of those surveyed want their Spanish to be corrected.<br><br><br>While considerable research has focused on second language development and academic success, the debate continues on how the development of the first language benefits the acquisition of the second. The intent of the present study was to examine the strength of the relation among proficiency in English and Spanish and academic success. Relations among oral language, literacy, and academic achievement were examined. A significant connection was found between proficiency in English and standardized achievement scores, as well as grade point averages. Similarly, the results reveal significant correlations between reading and writing in Spanish and achievement scores, as well as grade point average. The strongest relations were found between Written Language and academic success.<br><br><br>Abstract: The purpose of this study was to investigate if heritage students of Spanish experience foreign language anxiety and, if so, what levels of anxiety they experience. The data were collected using the Foreign Language Classroom Anxiety Scale (FLCAS). A total of 413 students (209 heritage students and 204 nonheritage students) participated in this study. In general, the mean anxiety scores for the heritage students were lower than the mean anxiety scores for the nonheritage students, although there were a few instances when the heritage students actually had higher anxiety scores. In addition, the heritage students in this study reported lower anxiety scores than other college‐level students from previous studies reported in the literature that also used the FLCAS.<br><br><br>After expulsion from Spain in 1492, a large number of Spanish Jews (Sephardim) found refuge in lands of the Ottoman Empire. These Jews continued speaking a Spanish that, due to their isolation from Spain, developed independently in the empire from the various peninsular dialects. This language, called Judeo-Spanish (among other names), is the focus of Death of a Language, a sociolinguistic study describing the development of Judeo-Spanish from 1492 to the present, its characteristics, survival, and decline. To determine the current status of the language, Tracy K. Harris interviewed native Judeo-Spanish speakers from the sephardic communities of New York, Israel, and Los Angeles. This study analyzes the informants' use of the language, the characteristics of their speech, and the role of the language in Sephardic ethnicity. Part I defines Judeo-Spanish, discusses the various names used to refer to the language, and presents a brief history of the Eastern Sephardim.<br><br><br>The third section of Death of a Language analyzes the present status and characteristics of Judeo-Spanish. This includes a description of the informants and the three Sephardic communities studied, as well as the present domains or uses of Judeo-Spanish in these communities. Current Judeo-Spanish shows extensive influences from English and Standard Spanish in the Judeo-Spanish spoken in the United States, and from Hebrew and French in Israel. No one under the age of fifty can speak it well enough (if at all) to pass it on to the next generation, and none of the informants' grandchildren can speak the language at all. Nothing is being done to ensure its perpetuation: the language is clearly dying.

Version vom 16. Juli 2019, 18:47 Uhr

Abstract: This article makes the case for using critical pedagogical approaches to the teaching of Spanish as a heritage language (HL). Having different language tracks is not enough: As long as HL learners hold negative linguistic attitudes about their own language variety, they will be unable and unprepared to learn successfully. First, I define who HL learners are and why they need to be in a separate track from traditional language learners. Later, I discuss the basic premises of critical pedagogy in order to recommend that HL instructors take this pedagogical approach to maximize Spanish HL learner potential. Last, I recommend the importance of providing sociolinguistic tools in order to corroborate that standard Spanish is not a replacement for local varieties but simply a register students can use once they appreciate their own language.


We describe the adaptation into Spanish of the St George's Respiratory Questionnaire (SGRQ), a self-administered questionnaire developed by Jones et al. For the adaptation, the forward and back-translation method by bilinguals was used, together with professional committee and lay panel. Once tested for feasibility and comprehension, 318 male chronic obstructive pulmonary disease (COPD) patients with a wide range of disease severity completed the Spanish version of the SGRQ. The clinical status of the patients was evaluated concurrently with the measurement of health status. Lung function was assessed in the 2 months before or after the questionnaire administration. The Spanish version of the SGRQ was acceptable and easy to understand. Cronbach's alpha reliability coefficient was 0.94 for the overall scale and 0.72 for "Symptoms", 0.89 for "Activity", and 0.89 for "Impacts" subscales.


The influence of bilingualism on cognitive test performance in older adults has received limited attention in the neuropsychology literature. The aim of this study was to examine the impact of bilingualism on verbal fluency and repetition tests in older Hispanic bilinguals. 3.6; range 2-23) were selected. Forty-five of the participants were English monolinguals, 18 were Spanish monolinguals, and 19 were Spanish-English bilinguals. Verbal fluency was tested by electing a verbal description of a picture and by asking participants to generate words within phonemic and semantic categories. Repetition was tested using a sentence-repetition test. The bilinguals' test scores were compared to English monolinguals' and Spanish monolinguals' test scores. Results demonstrated equal performance of bilingual and monolingual participants in all tests except that of semantic verbal fluency.


The present pilot study examines both the perception of Spanish vowels /a, e, o/ in word - final position and the perception of final and penultimate stress of words ending in those vowels by beginner American English learners of Spanish. Seventeen English speakers and seven native Spanish speakers participated in this study. The English speakers were exposed to 90 hours of Spanish lessons during a three-week course in Mar del Plata, Argentina, a Spanish speaking country. Participants’ perception was assessed by pretest and posttest, which consisted of identification tasks with nonce words. Three weeks after exposure to the language, the English speaking students performed like Spanish speakers in the perception of penultimate stress but not in the perception of final stress. The article concludes that vowel perception is not a problem for English speakers learning Spanish while the perception of stress contrasts is a difficult challenge. More emphasis should be given to stress perception in Spanish programs for English speakers, as stress contrasts, together with vowels, are key to interpreting the meaning of a verb in the Spanish verbal morphology system.


Since the service began in March, 2008 AskMN: The Librarian Is In, Minnesota's statewide cooperative digital reference service, has accepted over 26,800 questions from Minnesota residents, many from K12 students. In the Fall of 2009, AskMN began to actively promote the service to K12 students to assist with the research process, identify scholarly resources, perform searches that produces useful results, and how to cite a web source. Homework Rescue is the brand given to online homework assistance in MELSA. It began in the Fall of 2009 and provides a variety of free tutoring services through a service called HelpNow, powered by Brainfuse. Services are provided in both English and Spanish, including homework, learning academic skills, and assistance in writing term papers.


The service is available to anyone in a MELSA library or remotely to library card holders in seven county metropolitan area. Designed for users grades 3 - 12, it is utilized more broadly. Students visit each service for a variety of reasons, working together with librarians and tutors in a live, interactive setting. Join us in this session to learn more about online behaviors of students, how students approach each service for help, use online resources, and similarities and differences between AskMN and Homework Rescue. We will also discuss ways in which media specialists and classroom teachers can introduce these online services to students to get the most use out of each and to ensure that everyone has a positive experience. Karen Kolb Peterson is a Youth Services Manager at St. Paul Public Library.


Lessons from olive orchards. A fundamental lesson from studies of frugivory in Spanish olive orchards is that the cultivation of fruit crops derived from native instead of exotic plant species will better preserve the original animal biodiversity of the region. Such agricultural landscapes maintain some of the structural and functional (the plant-animal interactions) properties of the natural habitats to which animals are adapted. On the other hand, it is important to acknowledge that different bird species have different pre‐adaptive features that will enable them to thrive in agro‐ecosystems. Most fruit croplands of the world are affected by intensification, landscape and habitat structural simplification and human selection of fruit size. As a result there are often food shortages for frugivores (e.g. Little Nelson et al.


It would therefore be expected that the pre‐adaptive features influencing bird diversity in olive orchards will also be relevant in other fruit production systems. Finally, we can make tentative generalizations from the comparison of olive orchards with other fruit croplands claimed as important reservoirs for biodiversity. Rustic (shade) coffee plantations in Central America have repeatedly been proposed as functional surrogates of the tropical forest for biodiversity (reviewed in Philpott et al. Coffee plantations are exotic in these areas, but their function for biodiversity is achieved from the structural and taxonomical similarities with tropical forests due to the species that provide shade for coffee production in rustic plantations.


Coffee plantations have become fundamental as winter refuges and stopover sites for Neotropical migrant birds because their structural complexity and taxonomical diversity provide suitable food sources and niche requirements. However, modern sun plantations are structurally and taxonomically simplified, mirroring to some extent some phenomena occurring in olive orchards. Most native plant species are removed leading to habitat homogenization, reductions of insects and fruits (food supplies for birds), and a concomitant reduction of bird biodiversity. Unlike olive cultivation zones, however, there is increasing awareness of the importance of bird conservation in agricultural landscapes of the Neotropics. The repercussions for biodiversity of different management regimes in coffee plantations are being thoroughly investigated in these systems (Philpott et al. Similar certification programmes for olive production should be encouraged to conserve frugivorous/insectivorous European migrant birds in their winter Mediterranean quarters.


Abstract: This article investigates the effects of language anxiety on course achievement in three foreign language proficiency levels of Spanish, namely, beginner, intermediate, and advanced. Participants completed the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986) and a background questionnaire. Results showed that language anxiety actually differed across proficiency levels. In the present study, advanced learners showed higher levels of anxiety than beginning and intermediate learners. In addition, there was an interrelation between language anxiety and course achievement. However, students with high levels of anxiety did not necessarily exhibit lower course achievement in comparison to students with low levels of language anxiety, as concluded in previous studies. Furthermore, there was a medium level of language anxiety among most participants, with no significant effect on course achievement.


This study investigates the relation between Spanish and English early literacy skills in kindergarten and first grade, and English oral reading fluency at the end of first and second grade in a sample of 150 Spanish‐speaking English language learners. Students were assessed in kindergarten, first, and second grades on a broad bilingual academic battery that included phonological awareness, letter knowledge, vocabulary, word reading, and oral reading fluency. These measures were analyzed using hierarchal multiple regression to determine which early reading skills predicted English oral reading fluency scores at the end of first and second grade. Predictive relationships were different between English and Spanish measures of early literacy and end of year first grade and second grade English oral reading fluency. This study has important implications for early identification of risk for Spanish‐speaking English language learners as it addresses the input of both Spanish and English early reading skills and the relation between those skills and English oral reading fluency.


Purpose. This study assesses the factors that contribute to Spanish and English language development in bilingual children. Method. Seven hundred and fifty-seven Hispanic prekindergarten and kindergarten-age children completed screening tests of semantic and morphosyntactic development in Spanish and English. Parents provided information about their occupation and education as well as their children's English and Spanish exposure. Data were analyzed using zero-inflated regression models (comprising a logistic regression component and a negative binomial or Poisson component) to explore factors that contributed to children initiating L1 and L2 performance and factors that contributed to building children's knowledge. Results. Factors that were positively associated with initiating L1 and L2 performance were language input/output, free and reduced lunch, and age. Factors associated with building knowledge included age, parent education, input/output, free and reduced lunch, and school district. Conclusion. Amount of language input is important as children begin to use a language, and amount of language output is important for adding knowledge to their language. Semantic development seemed to be driven more by input while morphosyntax development relied on both input and output. Clinicians who assess bilingual children should examine children's language output in their second language to better understand their levels of performance.


Due to the evolution of technology, this study focuses on the use of technology in order to promote language learning. Duolingo is one of the modern applications that facilitate acquiring a second language. Hence, the study aims to confirm the hypothesis that Duolingo helps promote acquiring two languages simultaneously for beginners. It is a mixed-method study including observation, assessment, and interview. It is also a case study that involves one participant who used Duolingo to learn Spanish and English simultaneously for two months. The participant is a male school student whose age is 12 years old, and he lives in Riyadh, Saudi Arabia. After collecting the data, they were analysed and described to have the final results. At the end, the results displayed that Duolingo can promote acquiring two languages for beginners, but it has limitations. Thus, it is recommended to develop Duolingo for advanced levels as well as for English language learners.


Abstract: This qualitative case study examined the Spanish linguistic needs of working health care professionals. Data from observation field notes, interviews, document analysis, and member checks were coded, triangulated, and analyzed following the premises of grounded theory. Results indicated that participants were able to produce routinely used words and common expression in Spanish, but were only able to understand isolated lexical items as spoken by native Spanish speakers. Their needs included written resources formatted for optimal use in the health care workplace, strategy instruction for lifelong learning, listening skills and strategies, and productive skills that go beyond semantic analysis. It was concluded that there is a need for second language acquisition (SLA) models that apply to nontraditional foreign language learning environments.


Abstract: Though much of the research looking at the issue of language in the Spanish heritage language field is intended to guide the Spanish heritage language teacher in the classroom, students' voices are often stifled. This article fills this gap by giving voice to students' opinions on language use in the Spanish heritage language classroom. Survey results from 152 Spanish heritage language students enrolled in an extensive Spanish heritage language program show that these students prefer to learn specific varieties of Spanish in their Spanish heritage language classes. Interestingly, 91 % of those surveyed want their Spanish to be corrected.


While considerable research has focused on second language development and academic success, the debate continues on how the development of the first language benefits the acquisition of the second. The intent of the present study was to examine the strength of the relation among proficiency in English and Spanish and academic success. Relations among oral language, literacy, and academic achievement were examined. A significant connection was found between proficiency in English and standardized achievement scores, as well as grade point averages. Similarly, the results reveal significant correlations between reading and writing in Spanish and achievement scores, as well as grade point average. The strongest relations were found between Written Language and academic success.


Abstract: The purpose of this study was to investigate if heritage students of Spanish experience foreign language anxiety and, if so, what levels of anxiety they experience. The data were collected using the Foreign Language Classroom Anxiety Scale (FLCAS). A total of 413 students (209 heritage students and 204 nonheritage students) participated in this study. In general, the mean anxiety scores for the heritage students were lower than the mean anxiety scores for the nonheritage students, although there were a few instances when the heritage students actually had higher anxiety scores. In addition, the heritage students in this study reported lower anxiety scores than other college‐level students from previous studies reported in the literature that also used the FLCAS.


After expulsion from Spain in 1492, a large number of Spanish Jews (Sephardim) found refuge in lands of the Ottoman Empire. These Jews continued speaking a Spanish that, due to their isolation from Spain, developed independently in the empire from the various peninsular dialects. This language, called Judeo-Spanish (among other names), is the focus of Death of a Language, a sociolinguistic study describing the development of Judeo-Spanish from 1492 to the present, its characteristics, survival, and decline. To determine the current status of the language, Tracy K. Harris interviewed native Judeo-Spanish speakers from the sephardic communities of New York, Israel, and Los Angeles. This study analyzes the informants' use of the language, the characteristics of their speech, and the role of the language in Sephardic ethnicity. Part I defines Judeo-Spanish, discusses the various names used to refer to the language, and presents a brief history of the Eastern Sephardim.


The third section of Death of a Language analyzes the present status and characteristics of Judeo-Spanish. This includes a description of the informants and the three Sephardic communities studied, as well as the present domains or uses of Judeo-Spanish in these communities. Current Judeo-Spanish shows extensive influences from English and Standard Spanish in the Judeo-Spanish spoken in the United States, and from Hebrew and French in Israel. No one under the age of fifty can speak it well enough (if at all) to pass it on to the next generation, and none of the informants' grandchildren can speak the language at all. Nothing is being done to ensure its perpetuation: the language is clearly dying.