DOCSLIB.ORG

The Skills Related to the Early Reading Acquisition in Spain and Peru

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Skills Related to the Early Reading Acquisition in Spain and Peru RESEARCH ARTICLE The skills related to the early reading acquisition in Spain and Peru Pilar SelleÂs1*, Vicenta A vila2, TomaÂs MartõÂnez2, Liz Ysla3 1 Department of Occupation Science, Speech Therapy and Developmental and Educational Psychology, Universidad CatoÂlica de Valencia, Valencia, Spain, 2 Department of Developmental and Educational Psychology, Universitat de Valencia, Valencia, Spain, 3 Private Teachers College with Official certification "Quality in Educational Networksº. Lima, Peru * [email protected] Abstract a1111111111 a1111111111 This paper deals with the skills related to the early reading acquisition in two countries that a1111111111 share language. Traditionally on reading readiness research there is a great interest to find a1111111111 a1111111111 out what factors affect early reading ability, but differ from other academic skills that affect general school learnings. Furthermore, it is also known how the influence of pre-reading var- iables in two countries with the same language, affect the development of the reading. On the other hand, several studies have examined what skills are related to reading readiness (phonological awareness, alphabetic awareness, naming speed, linguistic skills, metalin- OPEN ACCESS guistic knowledge and basic cognitive processes), but there are no studies showing whether  Citation: SelleÂs P, Avila V, MartõÂnez T, Ysla L countries can also influence the development of these skills.Our main objective in this study (2018) The skills related to the early reading acquisition in Spain and Peru. PLoS ONE 13(3): was to establish whether there were differences in the degree of acquisition of these skills e0193450. https://doi.org/10.1371/journal. between Spanish (119 children) and Peruvian (128 children), five years old children as- pone.0193450 sessed in their own countries and after controlling Economic, Social and Cultural Status Editor: Etsuro Ito, Waseda University, JAPAN (ESCS). The results show that there are significant differences in the degree of acquisition Received: July 7, 2017 of these skills between these two samples. It's especially relevant, in these results, that the main predictor in a regression study was the country of origin, explaining a higher percent- Accepted: February 12, 2018 age of variance than other variables such as age differences, in months, or gender. These Published: March 5, 2018 findings corroborate the results obtained in other studies with migrant population. Copyright: © 2018 SelleÂs et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and Introduction reproduction in any medium, provided the original A large body of literature shows that literacy development models are quite similar, and they author and source are credited. are influenced by social, cognitive, and linguistic variables that underlie differences in students' Data Availability Statement: ªAll "The skills related pre-reading skills [1], [2]. to the early reading acquisition in Spain and Peru" files are available from the 15-12-2017 databaseDANS, Data Archiving and Networked Early predictors of reading Services, (accession number(10.17026/dans-z76- Social, cognitive, and linguistic variables can contribute to explaining students' differences in spnm). early literacy. In addition, these factors strengthen and interact with each other in a multiplica- Funding: The authors received no specific funding tive effect [3]. for this work. Among the social variables, we have to highlight the role of socioeconomic status [4], [5], Competing interests: The authors have declared [6], [7], [8]. The most used index in education is the index of economic, social and cultural that no competing interests exist. status (ESCS), based on the Programme for International Student Assessment (PISA). This PLOS ONE | https://doi.org/10.1371/journal.pone.0193450 March 5, 2018 1 / 15 Early predictors of reading in Spain and Peru indicator combines information on education and parents' occupation with household posses- sions. The index is derived from three variables: the International Socio-Economic Index of Occupational Status (ISEI); the highest level of education of the student's parents; the PISA index of family wealth; the PISA index of home educational resources; and the PISA index of possessions related to ªclassicalº culture in the family home, include an item regarding the number of books a family has in the household. This has been shown in PISA studies as a pre- dictor parameter of academic success [9]. It is commonly accepted that social and economic status play an important role in the acquisition and subsequent reading performance of students. In general, children from low- income families are more likely to have poor reading achievement [10]. The family income level, as well as the parent's of education and occupation level, have a direct impact on the aca- demic progress of their children [11], [12] just as unemployment or unstable occupation of parents can have a negative impact on the development of cognitive skills related to reading and literacy development [13], [14]. The family has been shown to influence the experiences that the home offers children, being these differences fundamental to the command of linguistic skills associated with emer- gent literacy. There really is an interaction between linguistic elements and shared reading experiences. The effect of the family on reading goes beyond these shared experiences, since the linguistic code used by the family is a determining factor in the acquisition of reading itself, the children's home plays a key role in mastering the language skills associated with reading initiation and development [15], [16], [17], [18] On the other hand, the shared reading of a book contributes to the development of recep- tive language, which in turn is strongly linked to reading performance [18]. Likewise, a good pre-reading experience will be enriched by the child's contact with elements related to written material [19]. Along these lines, studies have shown higher levels of reading competence in students whose parents have better attitudes toward reading and claim to spend more hours per week engaged on this activity [20]. In addition, some linguistic [21], [22] and metalinguistic [23], [24], [25] variables also facili- tate emergent literacy. Two of the linguistic skills are oral language components that are mainly related to read- ing acquisition: vocabulary, comprehensive and expressive [26], [27], and morphosyntactic development [28], [29]. These aspects of oral language are essential in reading acquisition, and they maintain their influence on reading comprehension during elementary education [22], [30]. Among the metalinguistic skills, phonological awareness can be highlighted as one of the most widely studied factor [31], [32], [23], [33], [34] as it is considered the main predictor of reading performance. Its acquisition helps to learn the alphabetic code, and this learning in turn significantly increases the acquisition of phonological awareness [35]. Its study is of great interest due to the reflexive posture of children towards oral language and the awareness of the units that conform written language [36]. Another relevant metalinguistic factor would be print knowledge: awareness of the reading objective [37], and the written word has meaning [38]. The child must be aware that writing is a representation which enables to perpetuate and transmit oral language [39]. The hypothesis that knowledge about written language is related to success in reading acquisition has received considerable support [40], [41], [42], [43], [44], [24], [45], [46]. It is relevant to point out that phonological, morphological, and orthographic awareness have significantly predicted reading success, even in non-alphabetic languages such as Chinese [47]. However, when comparing the predictors in transparent and opaque languages, studies PLOS ONE | https://doi.org/10.1371/journal.pone.0193450 March 5, 2018 2 / 15 Early predictors of reading in Spain and Peru have shown that in opaque languages, instruction time is necessary before phonological aware- ness and vocabulary begin to show their influence on reading acquisition [48]. In the case of alphabet knowledge [49], [50], [51], it facilitates literacy through the early acquisition of the correspondence between written letters and sounds [52]. Finally, within this group of predictors of reading performance, certain cognitive variables can be mentioned [53], such as attention [54], [55], perception [56], [57], and memory [58], [54], which act as mediators in learning to read [59]. Evaluation of early predictors of reading in the Spanish language Regarding the evaluation of these skills in Spanish-speaking children, various attempts have been made to measure them, both as individual and group assessment [60], [61], [62], [63], [64], [65], [66], [67]. Of the pre-reading tests published in Spanish, only three of them focus on evaluating these precursors: the Test for the early detection of reading and writing learning dif- ficulties [60], the Pre-reading Skills Test [67], and the BIL (3±6), BaterõÂa de Inicio a la Lectura (Emergent Reading Battery) [66], for children from 3 to 6 years old. The latter includes the greatest number of skills and can be applied during the entire preschool period. Comparative studies on early predictors of reading An important issue is whether the precursors of reading are the same
Load more

Recommended publications
  • Pontificia Universidad Católica Del Perú Escuela De Posgrado
    PONTIFICIA UNIVERSIDAD CATÓLICA DEL PERÚ ESCUELA DE POSGRADO ANÁLISIS DESCRIPTIVO DE PATRONES ENTONACIONALES DE ORACIONES INTERROGATIVAS ABSOLUTAS, PARCIALES Y REITERATIVAS EN EL ESPAÑOL LIMEÑO TESIS PARA OPTAR EL GRADO ACADÉMICO DE MAGÍSTER EN LINGÜÍSTICA AUTORA Michele Marie Montauban del Solar ASESOR Dr. Héctor Hugo Gabriel Velásquez Chafloque Marzo, 2019 1 Resumen Esta tesis describe y analiza los patrones entonacionales de las oraciones interrogativas de la variedad del español limeño. Entre los distintos modelos teóricos del análisis de la entonación, destaca el modelo métrico-autosegmental de Pierrehumbert, que identifica aquellos elementos cuya combinación origina los contornos melódicos de los enunciados de una lengua. Para utilizar este modelo, se emplea el sistema de transcripción fonológica ToBI de Pierrehumbert y Beckman. Su adecuación al modelo mencionado y simplicidad han permitido su adaptación a varios idiomas, incluido el español. Existen trabajos análogos para variedades del español como el de Santiago de Chile, Buenos Aires, Quito, Ciudad de México e, incluso, el español amazónico de Pucallpa, pero no se ha realizado uno similar para el limeño. El Atlas interactivo de la entonación del español ofrece algunos de los trabajos mencionados. Para comparar los enunciados obtenidos con los presentes en el Atlas, se utiliza la encuesta y la metodología propuestas en este. Se trabaja con ocho colaboradoras que leen enunciados interrogativos pertinentes a un contexto presentado, de la manera más espontánea posible. Posteriormente, la información se analiza en el programa Praat y se etiquetan los acentos tonales y los de frontera, así como las distintas pausas a partir del sistema de notación Sp_ToBI. Los resultados obtenidos proporcionan un primer acercamiento descriptivo a los patrones de entonación de las interrogativas en español limeño.
    [Show full text]
  • Perú: Cordillera Escalera-Loreto Perú: Cordillera Escalera-Loreto Escalera-Loreto Cordillera Perú: Instituciones Participantes/ Participating Institutions
    .................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................... .............................................................................................................................................................................................................................................................................................................................................................................................no. 26 ....................................................................................................................... 26 Perú: Cordillera Escalera-Loreto Perú: Cordillera Escalera-Loreto Instituciones participantes/ Participating Institutions The Field Museum Nature and Culture International (NCI) Federación de Comunidades Nativas Chayahuita (FECONACHA) Organización Shawi del Yanayacu y Alto Paranapura (OSHAYAAP) Municipalidad Distrital de Balsapuerto Instituto de Investigaciones de la Amazonía Peruana (IIAP) Herbario Amazonense de la Universidad Nacional de la Amazonía Peruana (AMAZ) Museo de Historia Natural de la Universidad Nacional Mayor de San Marcos Centro
    [Show full text]
  • Dialect Differences and the Bilingual Vowel Space in Peruvian Spanish
    Dialect Differences and the Bilingual Vowel Space in Peruvian Spanish Erin O’Rourke University of Pittsburgh 1. Introduction The quality of Spanish vowels is often described as being relatively stable across Spanish dialects compared to consonants. Quilis & Esgueva (1983) examined vowels in several varieties of Spanish in order to derive a composite description of Spanish vowel quality. Recent laboratory work by Morrison & Escudero (2007) further supports this view. Comparing vowels produced by male and female speakers from Madrid and Lima, significant differences in formant values were not found between the two dialects (with the exception of the second formant (F2) of the vowel /o/). However, Peninsular speakers did employ significantly longer vowel sequences than the Peruvian speakers. Shifts in vowel quality, nonetheless, are observed in a number of contexts. For example, Oliver (2007) observes word-final vowel raising of mid to high vowels (/e/>[i] and /o/>[u]) in Puerto Rican Spanish, a phenomenon also observed in Mexican and Peninsular varieties. In addition, mid vowels in hiatus are raised in diphthong formation ([e.o]>[jo]), for example in Colombian Spanish (Garrido 2007). In Andean Spanish, Delforge (2008) finds that unstressed vowels undergo devoicing as opposed to centralization. Willis (2008) also shows mid-vowel variation in Dominican Spanish, especially with atonic vowels, such that vowels /e/ and /o/ are not equidistant from /i/-/a/-/u/ in the vowel space but rather tend to overlap with the neighboring high vowels. In these examples, the vowel being altered is an unstressed vowel. In addition, Quilis (1993:170-178) describes a number of vowel-related phenomena found in different Spanish dialects, including instability in vowel quality, vowel deletion, labialization and vowel-laxing in word-final position.
    [Show full text]
  • Intonation in Quechua: Questions and Analysis
    INTONATION IN QUECHUA: QUESTIONS AND ANALYSIS Erin O’Rourke University of Pittsburgh [email protected] ABSTRACT information about the peaks and valleys occurring in non-final position within the utterance. Research on the suprasegmental system of Quechua has largely focused on the placement of 2. BACKGROUND stress within a word. Previous descriptions of Quechua intonation found in the literature offer a Quechua is an agglutinative language with SOV schematic representation of the intonation contour. word order which is spoken by approximately 8 In order to examine Quechua intonation within the million people primarily in Peru, Bolivia and current framework of Autosegmental Metrical Ecuador and also in parts of Argentina, Colombia (AM) phonology, data from field recordings in and Chile [2]. The Quechuan language family can Cuzco of Southern Peruvian Quechua have been be divided into two main varieties, Central and analyzed. The current paper offers a preliminary Peripheral [8, 15]. In Peru the Peripheral variety sketch of the basic units of intonation employed in with the greatest number of speakers is Southern Quechua, including pitch accents and boundary Peruvian Quechua [3]. Cuzco Quechua, one of the tones. This analysis may provide additional data in Southern Peruvian varieties, has been chosen for the cross-comparison of intonation systems and this description of intonation given its large also aid in the task of applying the principals of the distribution of speakers. AM model to less-commonly studied intonation 3. STRESS IN QUECHUA systems. Quechua has a fixed location for primary stress. As noted in Cerrón-Palomino [2:128], research on Keywords: intonation, Autosegmental Metrical Quechua suprasegmentals has focused mainly on (AM) model, Quechua, pitch accent, boundary stress placement across different varieties: “The tone phenomena of accent, rhythm and intonation are 1.
    [Show full text]
  • Translating Quechua Poetic Expression in the Andes: Literature, the Social Body, and Indigenous Movements by Maria Elizabeth
    Translating Quechua Poetic Expression in the Andes: Literature, the Social Body, and Indigenous Movements by Maria Elizabeth Gonzalez A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Comparative Literature) in The University of Michigan 2010 Doctoral Committee: Professor Philip J. Deloria, Co-Chair Associate Professor Santiago Colas, Co-Chair Professor Bruce Mannheim Professor Javier Sanjines Associate Professor Gustavo Verdesio © Maria Elizabeth Gonzalez 2010 To my inspiration, my son, the shining and brilliant Miguel, to my best friend and mother, a shining star, Leonor, to the shining pillar of stalwart principle, my father Ignacio, to my brothers in every path, Gonzalo and Ricardo, always, to my criollo Conservative Colombian ruling class grandparents whose code of conduct and its core of kindness led my mother, and then me, down all the right paths, Carlos and Elvira the eternal lovers of more than sixty years, to Faustina, my grandmother who minced no words and to whom I gave the gift of lecto-scripted literacy when I was a girl, while she taught me how to know goodness when I see it without erring, sunqulla, and to all my polyglot kin, my allies and friends. ii Acknowledgments To María Eugenia Choque, Ramón Conde, and Carlos Mamani I owe my gratitude for sharing with me what it all meant to them, for inviting me to share in all their THOA activities during my fieldwork, their ground breaking meetings among Indigenous Peoples of the Andean region and beyond; to all the CONAMAQ Mallkus whose presence inspired, and to all the Quechua and Aymara women who shared with good humor sunqulla.
    [Show full text]
  • Afro-Hispanic Varieties in Comparison New Light from Phylogeny
    Chapter 12 Afro-Hispanic varieties in comparison New light from phylogeny Danae M. Perez, Sandro Sessarego and Eeva Sippola University of Zürich and University of Bremen / University of Texas at Austin and Freiburg Institute for Advanced Studies / University of Bremen This study examines the potential of phylogenetic analysis in the classification and comparison of Spanish contact varieties, with special focus on three Afro- Hispanic varieties spoken in South America. Our analysis is based on typologi- cal and dialectal comparative data. The results of the phylogenetic analysis show clear clusters of standard varieties and creole varieties, while the placement of other contact varieties in the network has to be interpreted in the light of the data collection methods and socio-historical information about the varieties. Keywords: Afro-Hispanic, classifications, Spanish-based creoles, Spanish varieties 12.1 Introduction This chapter explores the use of phylogenetic analysis in the comparison and clas- sification of different Spanish-related varieties, with special focus on three Afro- Hispanic dialects. These are dialects or contact varieties spoken by communities of African descent in South America that exhibit a particularly high degree of variation on a continuum between rather standard-like and more vernacular fea- tures. This variation, added to the socio-historical evidence of intensive language contact, gives rise to discussions on how they should be classified (cf. Lipski 2005) and on whether or not certain Afro-Hispanic varieties stem from a creole ancestor. This study analyzes both the phonological and morphosyntactic traits of a number of Afro-Hispanic varieties and Spanish-based creoles, as well as other varieties of Spanish spoken on four different continents.
    [Show full text]
  • Lost Languages of the Peruvian North Coast LOST LANGUAGES LANGUAGES LOST
    12 Lost Languages of the Peruvian North Coast LOST LANGUAGES LANGUAGES LOST ESTUDIOS INDIANA 12 LOST LANGUAGES ESTUDIOS INDIANA OF THE PERUVIAN NORTH COAST COAST NORTH PERUVIAN THE OF This book is about the original indigenous languages of the Peruvian North Coast, likely associated with the important pre-Columbian societies of the coastal deserts, but poorly documented and now irrevocably lost Sechura and Tallán in Piura, Mochica in Lambayeque and La Libertad, and further south Quingnam, perhaps spoken as far south as the Central Coast. The book presents the original distribution of these languages in early colonial Matthias Urban times, discusses available and lost sources, and traces their demise as speakers switched to Spanish at different points of time after conquest. To the extent possible, the book also explores what can be learned about the sound system, grammar, and lexicon of the North Coast languages from the available materials. It explores what can be said on past language contacts and the linguistic areality of the North Coast and Northern Peru as a whole, and asks to what extent linguistic boundaries on the North Coast can be projected into the pre-Columbian past. ESTUDIOS INDIANA ISBN 978-3-7861-2826-7 12 Ibero-Amerikanisches Institut Preußischer Kulturbesitz | Gebr. Mann Verlag • Berlin Matthias Urban Lost Languages of the Peruvian North Coast ESTUDIOS INDIANA 12 Lost Languages of the Peruvian North Coast Matthias Urban Gebr. Mann Verlag • Berlin 2019 Estudios Indiana The monographs and essay collections in the Estudios Indiana series present the results of research on multiethnic, indigenous, and Afro-American societies and cultures in Latin America, both contemporary and historical.
    [Show full text]
  • A Thesis Submitted in Partial Satisfaction of the By
    CALIFORNIA STA'l'E UNIVERSITY, NORTHRIDGE THE DEVELOPMENT OF f.\ CA.PI'IA!~.IST NODE OF PRODUCTION IN l'llll.i\ZONIAN PETW A thesis submitted in partial satisfaction of the requirements for the degr0e of Maste~ of Arts in by Ruth Anne M<1rgolis-·Hay3.r~o Jarma:ry, J.982 The Thesis of Ruth Margolis-Hayano is approved: Dr. Cal~ol fvJackey Dr. Keith Morton, Chairperson California State University, Northrhige ACKNOWLEDGMENTS I'd like to express my gratitude to my committee members, Drs. Kei·th Morton, Sondra Hale, and Carol l'-1ackey for their many suggestions, time 1 energy, and cooperation in helping me to complete this thesis "on time." To Dr. Gregory Truex, who spent time reading and editing a draft of the thesis and who made some very valuable suggestions for future work 1 I extend my appreciation. I'd also like to thank my husband, David, for listening t.o my many 11 thesis stories," for making many pertinent organizational and editing suggestions and for his total support in helping me keep a sense of humor during times of "thesis str:ess. 11 I also want to extend my very warm appreciation to my naren·ts and brother who encouraged my t:rips to the Punazon jungles of Peru and who understood over the years when I couldn't make family gatherings because I was working on my thesis. And, to JVlatti Gerome who spent many hours over the Christ.mas holidays typing the final draft so I could meet my deadline, I thank you.
    [Show full text]
  • 1 (After)Thoughts on the State of Hispanic Linguistics John M. Lipski
    (After)Thoughts on the State of Hispanic Linguistics John M. Lipski The Pennsylvania State University In my article “Hispanic linguistics: in a glass house or a glass box?” (Hispanic Issues On Line 1) I chose to parse the notion of “the state of Hispanic linguistics within the American university” as referring not to what was happening within linguistics, but rather to the degree of ease with which Hispanic linguistics fits into Spanish programs. I made this choice in full awareness that what was probably being asked of me was to review the many accomplishments of Hispanic linguistics; I felt that the latter were happily self-evident, and that the issue of the place of linguistics within our language departments was worth revisiting. When the volume appeared, I was relieved to see that I was not the only one to have examined the closeness of fit between linguistics and other sectors of our language departments. Carol Klee and Francisco Ocampo can attest to my agonizing over my own decision, since I was raised with the old- fashioned notion that if you can’t say something nice, it’s better to say nothing at all. I still believe in this maxim, so whereas the first part of my article pointed to what seemed to me to be a troubling imbalance between where specialists in Hispanic linguistics are—and are not—in evidence,1 I will not return to that point, but rather concentrate on what I hope is the real message of the article, building bridges between linguistics and sibling subdisciplines. I believe that my views can best be illustrated by means of an anecdote.
    [Show full text]
  • Theories of the Emergence of Colonial Peruvian Andean Spanish (1533-1821)
    Theories of the Emergence of Colonial Peruvian Andean Spanish (1533-1821) Peter Gullette 1. Introduction* 1.1. Past Research in Spanish Historical Linguistics In recent years, there have been great advances in documenting the history of the Spanish language in terms of external sociohistorical factors, as well as the language-internal structures of the language. For example, Penny (2002) documents the external social and historical factors that led up to the development and spread of the Spanish language. He also describes some of the language-internal factors in the development from Latin as well. Lloyd (1987) describes the phonological and morphological development of Vulgar Latin into the Romance languages, especially Spanish. However, to my knowledge, these standard works do not take into account the history of American Spanish, let alone that of Spanish in the Andean region. 1.2. Past Research in Historical and Comparative Andean Linguistics However, many scholars have researched the properties of Andean Spanish, as well as Quechua, especially Southern Peruvian Quechua. The standard work regarding Quechua linguistics is Cerrón-Palomino (1987). Mannheim (1991) provides a book-length study that deals with the historical phonology and morphology of Southern Peruvian Quechua since the arrival of the Spanish language in the Americas. His work breaks down the phonology of Colonial Southern Peruvian Quechua into sections on sibilants, ejectives and aspirants, and syllable-final weakenings. Two major general sources of reference for information on the languages of the Andes are Campbell & Grondona (2012) and Adelaar with Muysken (2004). Dedenbach-Salazar Sáenz (1999) gives an overview of the languages spoken in the Andean region before the arrival of the Europeans, serving to summarize the different language classifications of Quechua and other indigenous languages.
    [Show full text]
  • The Intonational Patterns of Yes-No Questions in the Amazonian
    PAPIA, São Paulo, 25(1), p. 47-75, Jan/Jun 2015. The intonational patterns of Yes-No questions in the Amazonian Spanish of Shipibo-Konibo speakers Padrões entoacionais das perguntas sim-não no espanhol amazônico do povo Shipibo-Konibo Jose Elias-Ulloa1 Stony Brook University, usa [email protected] Abstract: In this article I present a study of the intonation of absolute questions in a bilingual variety of Peruvian Spanish used by speakers of Shipibo-Konibo. This variety has emerged as part of the contact between Peruvian Amazonian Spanish and the Shipibo-Konibo language (Pano). Employing the theoretical tenets of intonational phonology and the transcription system known as ToBI, I describe and analyze those intonational patterns and compare them to those found both in the monolingual Spanish dialect we find in the region where Shipibo- Konibo is spoken and in the indigenous language itself. The results of this research indicate that although Shipibo-Konibo Spanish shares some characteristics of the L1 of their speakers, who in this study are highly advanced bilinguals, most of the properties, however, can be recognized in the intonational patterns of the monolingual Spanish here we refer to as Pucallpa 1 I would like to thank Carolina González for her comments on a previous version of this work. I would also thank the audience of the talk I gave at the Universidad Nacional Mayor de San Marcos in March 2015, particularly to Jairo Valqui, Lilia Llanto, Elsa Vilchez, Ana María Escobar, and Héctor Velazquez, for their invaluable feedback on different issues I discussed about the intonation of Shipibo- Konibo Spanish.
    [Show full text]
  • Academia Perua Cart 47 TAREA CURVAS
    BOLETÍN DE LA ACADEMIA PERUANA DE LA LENGUA Vol. 47, N.º 47 Enero – Junio 2009 Lima, Perú BOLETÍN DE LA ACADEMIA PERUANA DE LA LENGUA Bol. Acad. peru. leng. Vol. 47, N.º 47, Enero-Junio 2009 Periodicidad semestral Lima, Perú Director Marco Martos Carrera Comité Editor Luis Jaime Cisneros Vizquerra Rodolfo Cerrón-Palomino Ricardo Silva-Santisteban Ubillús Ismael Pinto Vargas (Academia Peruana de la Lengua) Comité Científico Humberto López Morales (Secretario General de la Asociación de Academias de la Lengua Española) Pedro Luis Barcia (Academia Argentina de Letras, Universidad de la Plata) Marius Sala (Universidad de Bucarest) Manuel Larrú Salazar (Universidad Nacional Mayor de San Marcos) Cuidado de la edición Aída Mendoza Cuba Traducción Sonia Landa Neyra Aída Mendoza Cuba Jérome Mangelinckx Corrección Elizabeth Toguchi Kayo Asistente de Presidencia Magaly Rueda Frías Dirección Conde de Superunda 298 Lima 1 – Perú Teléfonos 427-7987 99966-4041 Correo electrónico [email protected] ISSN: 0567-6002 Depósito Legal: 95-1356 Título clave: Boletín de la Academia Peruana de la Lengua Título clave abreviado: Bol. Acad. peru. leng. Suscripciones Roberto Vergaray Arias General Borgoña 251, Lima 18 Casilla 180721, Lima 18 El Boletín de la Academia Peruana de la Lengua está indizado en LATINDEX, Sistema Regio- nal de Información en línea para Revistas Científicas de América Latina, El Caribe, España y Portugal. El contenido de cada artículo es de responsabilidad exclusiva de su autor o autores y no compromete la opinión del boletín.
    [Show full text]