T En Reasons to Learn & T Each SP ANISH
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Obtaining World Heritage Status and the Impacts of Listing Aa, Bart J.M
University of Groningen Preserving the heritage of humanity? Obtaining world heritage status and the impacts of listing Aa, Bart J.M. van der IMPORTANT NOTE: You are advised to consult the publisher's version (publisher's PDF) if you wish to cite from it. Please check the document version below. Document Version Publisher's PDF, also known as Version of record Publication date: 2005 Link to publication in University of Groningen/UMCG research database Citation for published version (APA): Aa, B. J. M. V. D. (2005). Preserving the heritage of humanity? Obtaining world heritage status and the impacts of listing. s.n. Copyright Other than for strictly personal use, it is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), unless the work is under an open content license (like Creative Commons). Take-down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Downloaded from the University of Groningen/UMCG research database (Pure): http://www.rug.nl/research/portal. For technical reasons the number of authors shown on this cover page is limited to 10 maximum. Download date: 23-09-2021 Appendix 4 World heritage site nominations Listed site in May 2004 (year of rejection, year of listing, possible year of extension of the site) Rejected site and not listed until May 2004 (first year of rejection) Afghanistan Península Valdés (1999) Jam, -
Native Spanish Speakers As Binate Language Learners
Native Spanish speakers as binate language learners Luis Javier Pentón Herrera, Concordia University Chicago Miriam Duany, Laurel High School (MD) Abstract Native Spanish speakers from Mexico, Honduras, El Salvador, and Guatemala, who are also English language learners, are a growing population of students in the K-12 classrooms throughout the United States. This particular group of students is oftentimes placed in Spanish-as-a-foreign-language classes that fail to meet their linguistic development as native Spanish speakers. Conversely, those who are placed in Spanish for Heritage Speakers classes usually do not receive the necessary beneficial linguistic support to compensate for the interrupted education and possible lack of prior academic rigor. These binate language learners are a particularly susceptible population that requires rigorous first language instruction in order for them to use that knowledge as a foundation to successfully learn English as a second language. The purpose of this study is to address the needs of high school native Spanish speakers from Mexico, Honduras, El Salvador, and Guatemala who are also English language learners. In addition, a discussion of this population, their linguistic challenges in their first language, and approaches to excellent teaching practices are addressed and explained. Introduction The increasing number of English Language learner (ELLs) students in the United States has generated interest in the fields of bilingualism and second language acquisition. Currently, the fastest growing ELL student population in Luis Javier Pentón Herrera (Doctoral Candidate, Concordia University Chicago) is currently an ESOL teacher at Laurel High School, Laurel, MD. His research focuses on bilingual education, second and foreign language acquisition, adult education, and reading and literacy. -
European Collection 2015
European Collection 2015 WESTERN MEDITERRANEAN & THE RIVIERAS EASTERN MEDITERRANEAN & GREEK ISLES NORTHERN EUROPE & BRITISH ISLES CONTINENTAL EUROPE CONTENTS 2 EXPERIENCE 96 TRANSOCEANIC VOYAGES The OlifeTM 104 gRAND VOYAGES 16 TASTE The Finest Cuisine at Sea 114 EXPLORE ASHORE Shore Excursion Collections & Land Tour Series 28 VALUE Best Value in Upscale Cruising 123 HOTEL PROGRAMS Pre- & Post-Cruise Hotel Programs 32 OcEANIA CLUB 126 SUITES & STATEROOMS 34 DESTINATION SPECIALISTS Culinary Discovery ToursTM & New Ports of Call 136 DECK PLANS 42 WESTERN MEDITERRANEAN 140 PROGRAMS & INFORMATION & THE RIVIERAS Travel Protection & Air Program Details 62 EASTERN MEDITERRANEAN 142 CRUISE CALENDAR & GREEK ISLES 144 EXPERIENCE OcEANIACRUISES.COM 74 NORTHERN EUROPE & BRITISH ISLES 145 GENERAL INFORMATION Oceania Club Terms & Conditions 90 CONTINENTAL EUROPE ON THE COVER Scottish kilts originate back to the 16th century and were traditionally worn as full length garments by Gaelic-speaking male Highlanders of northern Scotland POINTS OF DISTINCTION n FREE AIRFARE* on every voyage n Mid-size, elegant ships catering to just 684 or 1,250 guests n Finest cuisine at sea, served in a variety of distinctive open-seating Europe Collection restaurants, at no additional charge n Gourmet culinary program crafted 2015 by world-renowned Master Chef Jacques Pépin THE MAGIC OF THE OLD WORLD | When millenniums of history and great works n of art meet captivating cultures and generous smiles, you know you’ve arrived in Europe. Spectacular port-intensive itineraries featuring overnight visits and extended From Michelangelo’s David in Florence to Rembrandt’s masterpieces in Amsterdam, you evening port stays will be awed and inspired. Stand on the Acropolis in Athens or explore the gilded czar palaces in St. -
A Symbol of Global Protec- 7 1 5 4 5 10 10 17 5 4 8 4 7 1 1213 6 JAPAN 3 14 1 6 16 CHINA 33 2 6 18 AF Tion for the Heritage of All Humankind
4 T rom the vast plains of the Serengeti to historic cities such T 7 ICELAND as Vienna, Lima and Kyoto; from the prehistoric rock art 1 5 on the Iberian Peninsula to the Statue of Liberty; from the 2 8 Kasbah of Algiers to the Imperial Palace in Beijing — all 5 2 of these places, as varied as they are, have one thing in common. FINLAND O 3 All are World Heritage sites of outstanding cultural or natural 3 T 15 6 SWEDEN 13 4 value to humanity and are worthy of protection for future 1 5 1 1 14 T 24 NORWAY 11 2 20 generations to know and enjoy. 2 RUSSIAN 23 NIO M O UN IM D 1 R I 3 4 T A FEDERATION A L T • P 7 • W L 1 O 17 A 2 I 5 ESTONIA 6 R D L D N 7 O 7 H E M R 4 I E 3 T IN AG O 18 E • IM 8 PATR Key LATVIA 6 United Nations World 1 Cultural property The designations employed and the presentation 1 T Educational, Scientific and Heritage of material on this map do not imply the expres- 12 Cultural Organization Convention 1 Natural property 28 T sion of any opinion whatsoever on the part of 14 10 1 1 22 DENMARK 9 LITHUANIA Mixed property (cultural and natural) 7 3 N UNESCO and National Geographic Society con- G 1 A UNITED 2 2 Transnational property cerning the legal status of any country, territory, 2 6 5 1 30 X BELARUS 1 city or area or of its authorities, or concerning 1 Property currently inscribed on the KINGDOM 4 1 the delimitation of its frontiers or boundaries. -
Världsarvslistan
http://wimnell.com/omr91b.pdf • Tipasa • Kasbah of Algiers Världsarvslistan Andorra http://whc.unesco.org/en/list/ • Madriu-Perafita-Claror Valley Argentina The World Heritage List includes 936 properties forming part of the • Los Glaciares # cultural and natural heritage which the World Heritage Committee • Jesuit Missions of the Guaranis: San Ignacio Mini, Santa Ana, considers as having outstanding universal value. Nuestra Señora de Loreto and Santa Maria Mayor (Argentina), Ruins of Sao Miguel das Missoes (Brazil) * These include 725 cultural , 183 natural and 28 mixed properties in • Iguazu National Park 153 States Parties. As of November 2011, 188 States Parties have • Cueva de las Manos, Río Pinturas ratified the World Heritage Convention. • Península Valdés • Ischigualasto / Talampaya Natural Parks Afghanistan • Jesuit Block and Estancias of Córdoba • Quebrada de Humahuaca • Minaret and Archaeological Remains of Jam Armenia • Cultural Landscape and Archaeological Remains of the Bamiyan Valley • Monasteries of Haghpat and Sanahin Albania • Cathedral and Churches of Echmiatsin and the Archaeological Site of Zvartnots • Butrint • Monastery of Geghard and the Upper Azat Valley • Historic Centres of Berat and Gjirokastra Australia Algeria • Great Barrier Reef • Al Qal'a of Beni Hammad • Kakadu National Park • Djémila • Willandra Lakes Region • M'Zab Valley • Lord Howe Island Group • Tassili n'Ajjer # • Tasmanian Wilderness • Timgad • Gondwana Rainforests of Australia 1 • Uluru-Kata Tjuta National Park 2 • Qal’at al-Bahrain – Ancient Harbour -
A Phonotactic Explanation of the «Vos» and Final -R Variety «Vosotros» Imperatives
A PHONOTACTIC EXPLANATION OF THE «VOS» AND FINAL -R VARIETY «VOSOTROS» IMPERATIVES 1. Introduction The VOS form of Classical Latin is manifest in Contemporary Spanish in two dis- tinct ways. «Vos» In Spanish emerged from Latin VOS as a second person singular man- ner of address, and differed from «t ŭ» in that the latter was more informal and employed with inferiors. In the seventeenth, and possibly as late as the eighteenth century, the use of «vos» disapeared from many parts of the Spanish speaking world (Lapesa 1984: 579), although it is still widely used in many areas of South and Central America (Rona 1967). «Vosotros» retained the plurality of Latin VOS to become an informal manner of ad- dress. However, in contemporary Spanish it has lost a lot of ground to the «ustedes» form. The only region to conserve the «vosotros» form is Spain, yet even within Spain it is not universal; the westem half of Andalusia has lost it in favor of «ustedes» (Lapesa 1984: 512). The imperative of Latin VOS was marked with the verb-final morpheme -TE (AUDI- TE «hear»; DICETE «say»). This morpheme, with the deletion of final /-e/, and the voic- ing of final /-t/ common in the evolution of Spanish, became the final /-d/ morpheme in- dicative of the «vosotros» imperative. The objective of this paper is to examine other varieties of this imperative, namely the «vos» imperative, and the final /-r/ «vosotros» imperative, and to give a morphopho- nemic explanation of why these varieties have arisen in contrast to the final /-d/ variety of the standardized language. -
Map of La Rioja Haro Wine Festival
TRAVEL AROUND SPAIN SPAIN Contents Introduction.................................................................6 General information......................................................7 Transports.................................................................10 Accommodation..........................................................13 Food.........................................................................15 Culture......................................................................16 Region by region and places to visit..............................18 Andalusia........................................................19 Aragon............................................................22 Asturias..........................................................25 Balearic Islands...............................................28 Basque Country................................................31 Canary Islands.................................................34 Cantabria........................................................37 Castille-La Mancha...........................................40 Castille and León.............................................43 Catalonia........................................................46 Ceuta.............................................................49 Extremadura....................................................52 Galicia............................................................55 La Rioja..........................................................58 Madrid............................................................61 -
Desde Las Variedades a La Lengua Pluricéntrica? QSFMJNJOBSFTRYE1BHF
30 30 30 Aunque la palabra pluri- o policentrismo aún no figura en el Diccionario de la Real Academia Española, el concepto ya está integrado en la política lingüística panhispánica de las instituciones académicas. Según la RAE, “se consideran plenamente legítimos los diferentes usos de las regiones lingüísticas, con la única condición de que estén generalizados entre los hablantes cultos de su área y no supongan una ruptura del sistema en su conjunto”. Sin embargo, a la hora de valorar en este sentido la variación a la lengua pluricéntrica? lingüística del español, se termina el consenso y se abre la discusión. Este volumen ofrece un panorama amplio de las El español, ¿desde las variedades diferentes posiciones para saber qué se entiende exactamente por “pluricentrismo” en la teoría lingüística y hasta qué punto las FRANZ LEBSANFT / WILTRUD MIHATSCH / normas ejemplares del español se elaboran y se modernizan sobre CLAUDIA POLZIN-HAUMANN (EDS.) Lengua y Sociedad en el Mundo Hispánico Lengua y Sociedad en el Mundo Hispánico la base de este concepto. Al mismo tiempo, las contribuciones se dedican a una reflexión profundizada sobre la realidad del El español, ¿desde las diasistema del español actual y sobre las normas ejemplares del español. En este contexto, los autores contribuyen al debate sobre variedades a la los conceptos de “norma panhispánica”, español “común”, “internacional”, o “neutro”, conceptos que repercuten en el lengua pluricéntrica? lenguaje empleado por los medios de comunicación de masas en la era de la globalización. -
La Xarxa Verda I Blava Del Palmerar D´Elx
LA XARXA VERDA I BLAVA DEL PALMERAR D´ELX (Xarxa Verda i Blava) Susi Gómez, Jose Antonio Pascual, Joan Antoni Oltra, Francisco Rubio, Ginesa García (Asociación Volem Palmerar) Resumen Lo que distingue al Palmeral de Elche, declarado Patrimonio Cultural de la Humanidad por la UNESCO en 2000, no es su gran belleza paisajística, ni el hecho de ser el palmeral más grande de Europa, lo que lo hace único es ser un testimonio vivo de lo que fue la cultura de oasis de la España árabe, que se ha ido transmitiendo a través de los siglos hasta llegar hasta nosotros. Pues todavía en este palmeral se cultiva la palmera, se cosechan sus dátiles y la palma blanca, y se conserva una artesanía tradicional, unas herramientas y un vocabulario ancestral ligados a su cultivo. Este gran conjunto de huertos de palmeras unido a su red de acequias, que consiguen maximizar las escasas aguas salobres de un pequeño río para regar las 500 ha que constituyen el Palmeral Histórico de Elche, han sido un ejemplo tanto de Desarrollo Sostenible como de Soluciones Basadas en la Naturaleza de los que tanto se habla hoy en día y que son indispensables para desafiar el reto ambiental. Pero la historia reciente de este Palmeral, con actuaciones que han hecho desaparecer muchos de sus huertos o que los han convertido en jardines, en colegios o simplemente con el abandono del cultivo de sus parcelas, hace que esta herencia andalusí esté perdiendo su vocación y su función más importante. La propuesta que hacemos desde la Asociación Volem Palmerar pretende recuperar y potenciar el mosaico agropecuario productivo que fue el Palmeral de Elche durante un milenio, que permitió conformar la actual identidad Ilicitana y que dio paso al impresionante patrimonio cultural y paisajístico que hoy disfrutamos. -
QP Version Final
Copyright by Aurora Salvador Sanchís 2017 The Report committee for Aurora Salvador Sanchís certifies that this is the approved version of the following report: Systematicity of code-switching in the Spanish in Texas Corpus APPROVED BY SUPERVISING COMMITTE: ________________________________________ Dale A. Koike, Supervisor __________________________________________ Sandro Sessarego Systematicity of code-switching in the Spanish in Texas Corpus by Aurora Salvador Sanchís Report Presented to the Faculty of the Graduate School of the University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Masters of Arts The University of Texas at Austin August 2017 Systematicity of code-switching in the Spanish in Texas Corpus by Aurora Salvador Sanchís The University of Texas at Austin, 2017 SUPERVISOR: Dale A. Koike This study tries to establish the systematicity of code-switching as shown in a quantitative and qualitative analysis of the linguistic behavior of twelve Spanish-English bilingual speakers of Mexican descent, drawn from the “Spanish in Texas Corpus” (Bullock and Toribio 2013). Results show that the frequency and typology of code-switching varied substantially among these speakers, concurring with previous research that has characterized U.S. Latinos as a highly diverse group in social interactions (Valdés 2001; Carreira 2004; Potowski 2010; Montrul 2013; Fairclough 2016, among others) and use of linguistic forms (Silva-Corvalán 1993; Zentella 1997; Valdés 2001; Colombi 2009). Moreover, some researchers have indicated that personality might also influence the code-switching behavior of U.S. Latinos (Gardner-Chloros 2008; Dewaele and Wei 2014). These findings also reveal that code-switching is not a random process, but rather a rule-governed linguistic phenomenon. -
Archaeology in the Digital Era Volume II
Archaeology in the Digital Era Volume II Archaeology in the Digital Era Volume II e-Papers from the 40th Conference on Computer Applications and Quantitative Methods in Archaeology Southampton, 26-30 March 2012 Edited by Graeme Earl, Tim Sly, Angeliki Chrysanthi, Patricia Murrieta-Flores, Constantinos Papadopoulos, Iza Romanowska and David Wheatley AMSTERDAM UNIVERSITY PRESS This e-book is published in the CAA series Computer Applications and Quantitative Methods in Archaeology. Cover design: Magenta Ontwerpers, Bussum Lay-out: Iza Romanowska Amsterdam University Press English-language titles are distributed in the US and Canada by the University of Chicago Press. e-ISBN 978 90 4852 728 1 (pdf) NUR 684 © Computer Applications and Quantitative Methods in Archaeology (CAA) / Amsterdam University Press, Amsterdam 2013 All rights reserved. Without limiting the rights under copyright reserved above, no part of this book may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form or by any means (electronic, mechanical, photocopying, recording or otherwise) without the written permission of both the copyright owner and the author of the book. Every effort has been made to obtain permission to use all copyrighted illustrations reproduced in this book. Nonetheless, whosoever believes to have rights to this material is advised to contact the publisher. Contents Human Computer Interaction, Multimedia, Museums 15 Towards Collaborative Decipherment of Non-Verbal Markings in Archaeology Barbara Rita Barricelli, Stefano -
Linguistic Emancipation and the Academies of the Spanish Language in the Twentieth Century: the 1951 Turning Point
City University of New York (CUNY) CUNY Academic Works Publications and Research CUNY Graduate Center 2013 Linguistic emancipation and the academies of the Spanish language in the twentieth century: the 1951 turning point José del Valle CUNY Graduate Center How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_pubs/85 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] A Political History of Spanish The Making of a Language Edited by Jose del Valle CAMBRIDGE UNIVERSITY PRESS 228 16 Linguistic emancipation and the academies of the Spanish language in the twentieth century: the 1951 turning point Jose del Valle Introduction As discussed in earlierchapters, the independence of most of Spain•s American colonies in thesecond decade of the nineteenthcentury resulted in a destabiliza tion of the institutional ecology in which, until that point, the standardization of Spanish had been developing.Within the imperial structure, despite the het erogeneity of the Iberian and American sociolinguistic fields and the difficult implementation of state languagepolicies (Firbas and Martfnezin this volume; Solano 1991; Heath 1972), the metropolishad been the principal source forthe productionand reproduction of the legitimatelanguage (Bourdieu 1991). In the eighteenth century, with the advent of the Bourbons to the Spanishthrone in 1701, this metropolitanlinguistic centrality had been strengthened even further through institutionalization with the creation, in 1713, of the Spanish Royal Academy (henceforthRAE) (Medina in this volume; Moreno Fernandez2005: 168-73). The independence of most American colonies in the earlynineteenth century resulted in the development of new conditions for the deployment of language policies and metalinguistic discourses.