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61.
Siân Roberts 《Paedagogica Historica: International Journal of the History of Education》2013,49(6):796-812
In the late 1930s the Spanish Civil War captured the international imagination to an extraordinary degree. As in other countries British men and women were moved to intervene directly and the memory of the war, and of British participation in it, has held an enduring appeal in the UK. The Civil War was also notable for its use of the visual as a weapon of propaganda, and the Spanish Republican Government deployed visual imagery to great effect as an instrument through which it exhibited its progressive educational and welfare reforms to an international audience. This article focuses on the visual and textual representations of displaced children in Republican educational colonies in Spain that are preserved in British archive collections. Taking as its starting point a series of photographs of children in colonies gathered together as part of the International Brigade Memorial Archive in London, the paper will consider the construction, use, and circulation of these images and associated texts by British and American political and humanitarian networks and their subsequent collection and preservation in British archival institutions. The paper will assess the effectiveness of the images and texts as pedagogical and political agents and explore how their meaning shifted as they travelled through a range of performative spaces on a journey from their construction as artefacts designed initially to record and communicate the Spanish Republic’s progressive educational project, to commemorative objects in the archive. 相似文献
62.
本文在国内首次系统梳理了近年来国际汉语教育大发展背景下拉美西语国家的汉语教学现状,结合当前汉语教学实际,指出了其汉语教学存在的问题,并提出了一些有针对性的建议。 相似文献
63.
通过对中国足球队和西班牙足球队犯规的对比研究,分析了中国队和西班牙队犯规的特点,从而找出两队之间的不同和差距,旨在为中国队合理控制犯规提供借鉴。 相似文献
64.
Salud María Jiménez-Zafra M. Teresa Martín-Valdivia M. Dolores Molina-González L. Alfonso Ureña-López 《Information processing & management》2018,54(2):240-251
Up to now, negation is a challenging problem in the context of Sentiment Analysis. The study of negation implies the correct identification of negation markers, the scope and the interpretation of how negation affects the words that are within it, that is, whether it modifies their meaning or not and if so, whether it reverses, reduces or increments their polarity value. In addition, if we are interested in managing reviews in languages other than English, the issue becomes even more problematic due to the lack of resources. The present work shows the validity of the SFU ReviewSP-NEG corpus, which we annotated at negation level, for training supervised polarity classification systems in Spanish. The assessment has involved the comparison of different supervised models. The results achieved show the validity of the corpus and allow us to state that the annotation of how negation affects the words that are within its scope is important. Therefore, we propose to add a new phase to tackle negation in polarity classification systems (phase iii): i) identification of negation cues, ii) determination of the scope of negation, iii) identification of how negation affects the words that are within its scope, and iv) polarity classification taking into account negation. 相似文献
65.
ABSTRACTThis study is one of the first to compare journalistic role performances of English– and Spanish–language TV networks during the 2016 U.S. primaries. Previous research finds that the corporate structure of Spanish–language media in the United States is looking more like its English–language counterparts and that Latino journalists share the norm of objectivity. Meanwhile, research suggests that individuals of different ethnicities turn to different communication channels and that this divergence can be explained by the degree of alignment in linguistic and cultural orientation. In this study, we therefore assess how linguistic differences of TV networks impact journalistic culture during the presidential primaries in 2016. As a crucial component of journalistic culture, we focus on journalistic role performance and find important distinctions: Findings reveal that the greater coverage of presidential candidates as sources on English-language networks have significant consequences for the roles journalists perform. Results suggest that the Spanish–language networks performed significantly more civic journalism roles than their English–language counterparts that perform an interventionist and service role. These differences are discussed alongside different audience-orientation of the networks that reflect deep racial and ethnic divides. 相似文献
66.
冯净 《涪陵师范学院学报》2009,25(2)
近年来,随着与西班牙语国家的对外交流的增加,以及同时期因特网技术的迅猛发展,使得如何在西班牙语学习中应用因特网技术成为一个亟待研究的课题.本文对于因特网在西班牙语学习中运用的重要性和必要性进行了分析,进而介绍了因特网上主要的西班牙语学习资源,最后,总结了因特网在西班牙语学习中运用的主要方式,以期对在中国学习西班牙语的学习者提供一定的帮助. 相似文献
67.
Orthographic learning in Spanish children: influence of previous semantic and phonological knowledge
Marta lvarez‐Caizo Paz Surez‐Coalla Fernando Cuetos 《Journal of Research in Reading》2019,42(1):137-149
Orthographic learning is one of the steps needed to achieve reading fluency. There are different variables that could influence the formation of orthographic representations. The aim of this study was to investigate the role of the previous semantic and phonological knowledge on the formation of orthographic representations. We used a decrease of the length effect as the measure of orthographic learning. We made a reading aloud task that utilised new words with Spanish children from third grade under three different conditions: with prior semantic and phonological training, with prior phonological training and without training. Results showed that knowing the meaning and the phonological form of the words facilitated the formation of orthographic representations, as the length effect was significantly lower than in the other conditions, and it also improved the children's reading performance. 相似文献
68.
Lori Helman Anne Delbridge David Parker Martina Arnal Luz Jara Mödinger 《Assessment in Education: Principles, Policy & Practice》2016,23(3):327-352
The current study has a twofold purpose: first, to determine the reliability of a tool for assessing orthographic development in Spanish; second, to assess differences in students’ performance on the measure across multiple types of primary schools in a large city in Chile. A Spanish developmental spelling inventory that contained words of increasing orthographic difficulty was administered twice to students in first through fifth grades in three types of schools: public, private and partially subsidised. These school types in large part represent varying levels of student socio-economic status because of costs associated with attending them. Results demonstrate that (a) the Spanish spelling inventory is able to reliably measure the development of orthographic knowledge in Spanish, and (b) there is a relationship between school type and student achievement. The authors describe individual cases to highlight the qualitative nature of differential performance for students in greater- or lesser-resourced schools. 相似文献
69.
Purpose of this study was the adaptation and validation of an instrument for the assessment of multicultural outcomes and ethnocultural empathy in Spanish speaking populations. For this purpose, the Everyday Multicultural Competencies Scale / Revised Scale of Ethnocultural Empathy (EMC/RSEE) was chosen. Translation and back translation of the items were conducted resulting in the Spanish version of the scale and were subsequently adapted through cognitive pretesting. For the validation of the scale 485 students responded to an online survey. Results show high reliability and validity for some of the scales, but a general poor fit of the originally proposed six factor solution. An alternative arrangement of 41 items is presented with five factors: Cultural Openness, Conscience of Racism, Empathy, Resentment, and Anxiety. In this arrangement the original factors were maintained, but items relating to empathy, cognition, and emotion, were grouped into a single factor. Possible audiences for the instrument beyond universities are discussed. 相似文献
70.
This study examines teachers’ beliefs regarding linguistic diversity and their approaches to teaching Spanish as a second language (SSL) in the inclusion of immigrant students whose first language is not Spanish. Grounded in a qualitative study in multicultural schools in Andalusia (Spain), we compared the voices of two groups of teachers: regular teachers and specialist language teachers. Teachers reflected monolingual beliefs -from assimilationist to deficit approaches- and attached great importance to the role that SSL has for immigrant students. Results indicated the need for professional development for teachers to promote multilingualism based on beliefs of language-as-resource or language-as-right. 相似文献