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A critical resource for inclusive teaching in the Spanish classroom Although Indigenous peoples are active citizens of the Americas, many Spanish language teachers lack the knowledge and understanding of their history, culture, and languages that is needed to present the Spanish language in context. By presenting a more complete picture of the Spanish speaking world, Indigenous America in the Spanish Language Classroom invites teachers to adjust their curricula to create a more inclusive classroom. Anne Fountain provides teachers with key historical and cultural information about Indigenous peoples throughout the Americas and explains how to incorporate relevant resources into their curricula using a social justice lens. This book begins with an overview of the Iberian impact on Indigenous Americans and connects it to language teaching, giving practical ideas that are tied to language learning standards. Each chapter finishes with a list for further reading, inviting teachers to dig deeper. The book ends with a set of ten conclusions and an extensive list of resources organized by topic to help teachers find accurate information about Indigenous America to enrich their teaching. Fountain includes illustrations that relate directly to teaching ideas. Hard-to-find resources and concrete teaching ideas arranged by level as well as a glossary of important terms make this book an essential resource for all Spanish language teachers.

Understanding the factors that lead Americans to racialize putatively race-neutral policies is increasingly important in a diversifying society. This paper focuses on the case of disaster relief for Puerto Ricans in the aftermath of Hurricane Maria. I draw on a framework of racial and ethnic subordination with two dimensions: inferiority–superiority, operationalized by skin color, and foreignness–Americanness, operationalized by language. I conduct a nationally representative survey experiment that varies the skin tone (light or dark) and language (English or Spanish) of otherwise similar actors who portray hurricane victims. The results suggest that two stigmatized attributes, dark skin and foreign language, do not always render an individual “doubly stigmatized.” Instead, for an already racialized group like Puerto Ricans, perceived foreignness may offset Americans’ stereotypes about the cultural pathologies of a racial underclass. Therefore, this paper underscores the importance of a multidimensional and intersectional approach to the study of racial and ethnic politics.

Die Beihefte zur Zeitschrift für romanische Philologie zählen zu den renommiertesten Fachpublikationen der Romanistik. Sie pflegen ein gesamtromanisches Profil, das neben den Nationalsprachen auch die weniger im Fokus stehenden romanischen Sprachen mit einschließt. In der Reihe erscheinen ausgewählte Monographien und Sammelbände zur Sprachwissenschaft in ihrer ganzen Breite, zur mediävistischen Literaturwissenschaft und zur Editionsphilologie.

This literature review aims to examine the approach given to open science policy in the different studies. The main findings are that the approach given to open science has different aspects: policy framing and its geopolitical aspects are described as an asymmetries replication and epistemic governance tool. The main geopolitical aspects of open science policies described in the literature are the relations between international, regional, and national policies. There are also different components of open science covered in the literature: open data seems much discussed in the works in the English language, while open access is the main component discussed in the Portuguese and Spanish speaking papers. Finally, the relationship between open science policies and the science policy is framed by highlighting the innovation and transparency that open science can bring into it.

Research from the United States suggests that Latin American immigrant and refugee women are one of the groups most greatly impacted by intimate partner violence (IPV) and associated mental health consequences including higher rates of depression than women from other ethno-racial groups. In Canada, little is known about the experience of IPV and mental health among this population. Even in the broader North American context, how Latin American women themselves perceive the connection between IPV and depression is unknown. This paper presents the findings of a pilot study that examined the perceived relationship between IPV and depression among Spanish-Speaking Latin American Women in Toronto, Canada. The theoretical framework guiding this qualitative study combined an ecological model for understanding gender based violence and mental health with critical intersectionality theory. Using a convenience and snowball sampling method, semi-structured interviews (n = 12) were conducted and thematic content analysis was completed supported by Nvivo9® qualitative data management software. All participants had experienced some form of IPV in their adult lives, with psychological violence being the most common. Women perceived a powerful connection between IPV and depression, a link made stronger by the accumulation of other adverse life experiences including childhood abuse, war traumas and migration. The results suggest that IPV is just one of the challenges experienced by Latin American refugee and immigrant women. IPV is experienced in the context of other traumatic experiences and social hardships that may work to intensify the association of IPV and depression in this population.

As texts enact historically situated ways of making knowledge, intertextual analysis through citation patterns can shed some light on a community's epistemologies. The present research seeks a deeper understanding of the theoretical trends, the influences, and the emerging disciplinary configuration of the writing studies community in Latin America. Findings confirm the existence of an extremely diverse theoretical landscape, with a strong influence of Englishspeaking authors, followed by locals. A network analysis model for co-cited authors reveals two well-differentiated approaches. This kind of analysis constitutes a useful input to further the discussion about disciplinary epistemologies and ideologies of the field in the region.

For the past 35 years, various models of intercultural bilingual education (IBE) have been implemented in Latin American schools and adult education. While Spanish is the official language in Nicaragua, many indigenous languages, such as Miskito and Sumo-Mayangna, are also spoken - especially in the Atlantic coastal region. The Nicaraguan Ministry of Education, Culture and Sport recognises the need for a flexible curriculum that reflects individual local and regional linguistic and socio-cultural characteristics, through the use of mother tongue and second language learning. The contextualisation model applied in the Atlantic coastal region of Nicaragua is therefore based on the use of a languages strategy in preparing textbooks and basic technical materials with an IBE approach, as part of the process of improving the quality of education. Thus intercultural communication is enhanced, and the need to strengthen the systematic teaching of languages, differentiating between mother tongue, second language and foreign language, is recognised. As well as explaining the contextualisation process in detail, this article discusses the conceptual differences between intercultural bilingual education (IBE) and bilingual intercultural education (BIE). The paper concludes with several recommendations for the further development of BIE in Latin America. Au cours des 35 dernières années, divers modèles d'éducation interculturelle bilingue (EIB) ont été appliqués dans les écoles formelles et dans l'éducation des adultes en Amérique latine. Si l'espagnol est la langue officielle du Nicaragua, de nombreuses langues autochtones, tels le miskito et le sumo-mayangna, sont parlées dans le pays, en particulier dans la région de la côte atlantique. Le ministère nicaraguayen de l'Éducation, de la Culture et des Sports juge nécessaire un programme d'enseignement flexible qui reflète les caractéristiques linguistiques et socioculturelles locales et régionales, par l'usage de la langue maternelle et l'apprentissage d'une seconde langue. Le modèle de contextualisation appliqué dans la région de la côte atlantique du Nicaragua repose par conséquent sur l'application d'une stratégie multilinguistique, qui élabore des manuels et matériels techniques de base dans une optique EIB, et fait partie du processus d'amélioration de la qualité éducative. Il en résulte une meilleure communication interculturelle et une nécessité reconnue de valoriser l'enseignement systématique des langues, en distinguant entre la langue maternelle, la seconde langue et la langue étrangère. L'auteure de cet article explique en détail le processus de contextualisation et présente les différences conceptuelles entre l'éducation interculturelle bilingue (EIB) et l'éducation bilingue interculturelle (EBI). Elle conclut par plusieurs recommandations sur le développement ultérieur de l'EBI en Amérique latine. In den vergangenen 35 Jahren wurden in lateinamerikanischen Schulen und in der Erwachsenenbildung verschiedene Modelle der interkulturellen zweisprachigen Bildung umgesetzt. In Nicaragua, insbesondere an der Atlantikküste, werden neben der Amtssprache Spanisch auch viele indigene Sprachen gesprochen, wie zum Beispiel Miskito und Sumo-Mayangna. Das nicaraguanische Ministerium für Bildung, Kultur und Sport hat erkannt, dass ein flexibles Curriculum erforderlich ist, in dem muttersprachlicher Unterricht und Fremdsprachenerwerb individuelle, lokale und regionale sprachliche und soziokulturelle Eigenheiten widerspiegeln müssen. Das in der atlantischen Küstenregion Nicaraguas angewandte Kontextualisierungsmodell setzt demzufolge bei der Erarbeitung von Lehrbüchern und elementaren technischen Materialien, gemäß dem Ansatz der interkulturellen zweisprachigen Bildung, auf einen strategischen Einsatz der Sprachen, um die Bildungsqualität weiter zu verbessern. Auf diese Weise wird die interkulturelle Kommunikation verbessert und es wird anerkannt, dass der systematische Sprachenunterricht gestärkt und dabei zwischen Muttersprache, Zweitsprache und Fremdsprache differenziert werden muss. In diesem Artikel wird nicht nur der Kontextualisierungsprozess im Einzelnen erläutert, sondern es werden auch die begrifflichen Unterschiede zwischen interkultureller zweisprachiger Bildung und zweisprachiger interkultureller Bildung diskutiert. Der Artikel mündet abschließend in mehrere Empfehlungen für die Weiterentwicklung der zweisprachigen interkulturellen Bildung in Lateinamerika. Durante los últimos 35 años se han implementado diversos modelos de educación intercultural bilingüe (EIB) en las escuelas y en la educación de personas adultas de América Latina. Si bien el castellano es la lengua oficial de Nicaragua, allí también se hablan muchas lenguas indígenas, tales como el miskitu y el sumo-mayangna, principalmente en la región de la costa atlántica. El Ministerio de Educación, Cultura y Deportes de Nicaragua reconoce la necesidad de contar con un currículo flexible que refleje las características particulares locales y regionales, lingüísticas y socioculturales, mediante el uso de la lengua materna y del aprendizaje de una segunda lengua. Por esta razón, el modelo de contextualización aplicado en la región de la costa atlántica de Nicaragua está basado en el uso de una estrategia de lenguas que incluye la preparación de libros de texto y de material técnico básico con un enfoque EIB, como parte del proceso de mejora de calidad de la educación. Así, mejora la comunicación intercultural y se reconoce la necesidad de intensificar la enseñanza sistemática de lenguas, estableciendo la diferencia entre lengua materna, segunda lengua y lengua extranjera. Así como en este trabajo se explica en detalle el proceso de contextualización, también se ocupa de las diferencias conceptuales entre educación intercultural bilingüe (EIB) y educación bilingüe intercultural (EBI). La autora concluye su trabajo con varias recomendaciones para el desarrollo subsiguiente de la EBI en América Latina. На протяжении последних тридцати пяти лет различные модели межкультурного билингвального образования (ІВЕ) использовались в школах Латинской Америки и в образовании взрослых. Наряду с испанским языком, который является официальным языком в Никарагуа, также используются многие местные языки, как например, мискито и сумо, особенно на атлантическом побережье. Министерство образования, культуры и спорта Никарагуа признает потребность в гибкой образовательной программе, которая отражала бы индивидуальные местные и региональные лингвистические и социо-культурные характеристики через использование родного языка и изучение второго языка. Следовательно, контекстуальная модель, применяемая на атлантическом побережье Никарагуа, основывается на языковой стратегии подготовки учебных и базовых технических материалов с использованием межкультурного билингвального подхода в образовании как части процесса улучшения качества образования. Таким образом, межкулыурная коммуникация становится более интенсивной, и соответственно, признается необходимость содействовать систематическому преподаванию языков, где проводятся различия между родным, вторым и иностранным языками. Помимо подробного объяснения процесса контекстуализации в данной статье обсуждаются концептуальные различия между межкультурным билингвальным образованием (ІВЕ) и билингвальным межкультурным образованием (ВІЕ). В заключение в статье приводятся некоторые рекомендации для дальнейшего развития билингвального межкультурного образования в Латинской Америке. Межкультурное билингвальное образование в Никарагуа: Контекстуализация для улучшения качества образования - На протяжении последних тридцати пяти лет различные модели межкультурного билингвального образования (ІВЕ) использовались в школах Латинской Америки и в образовании взрослых. Наряду с испанским языком, который является официальным языком в Никарагуа, также используются многие местные языки, как например, мискито и сумо, особенно на атлантическом побережье. Министерство образования, культуры и спорта Никарагуа признает потребность в гибкой образовательной программе, которая отражала бы индивидуальные местные и региональные лингвистические и социо-культурные характеристики через использование родного языка и изучение второго языка. Следовательно, контекстуальная модель, применяемая на атлантическом побережье Никарагуа, основывается на языковой стратегии подготовки учебных и базовых технических материалов с использованием межкультурного билингвального подхода в образовании как части процесса улучшения качества образования. Таким образом, межкулыурная коммуникация становится более интенсивной, и соответственно, признается необходимость содействовать систематическому преподаванию языков, где проводятся различия между родным, вторым и иностранным языками. Помимо подробного объяснения процесса контекстуализации в данной статье обсуждаются концептуальные различия между межкультурным билингвальным образованием (ІВЕ) и билингвальным межкультурным образованием (ВІЕ). В заключение в статье приводятся некоторые рекомендации для дальнейшего развития билингвального межкультурного образования в Латинской Америке.

Despite apparent connections between Brazilian and Spanish American narratives, comparative scholarship has only recently begun to investigate actively these important points of contact. In this study, we introduce a vital crossover between the two traditions, involving Juan Rulfo and Joaquim Maria Machado de Assis. Rulfo's outspoken affinity for Brazilian literature, especially his reading of Memórias póstumas de Brás Cubas, reveals potential ties between not only Machado's novel and Pedro Páramo, but also the broader literary histories of Spanish America and Brazil. As we address this specific case of possible influence and reception, we hope to promote not only comparative studies on Latin American authors, but also collaborative work between scholars in an effort to move Spanish American and Brazilian scholarship toward a more inclusive dialogue.

The degree to which citizens and residents trust the government is crucial for the maintenance of democracy and a stable civil society. Trust in government generates willingness to conform to rules and regulations, as well as to work within the democratic system rather than turning to more confrontational or even violent political action. The degree to which immigrants trust the government has symbolic importance, reflecting how well we are staying true to our history as a melting pot and to our history as a nation of immigrants. Residents need to feel safe to contact authorities in case of emergency, without threat of deportation or other negative reprisals related to their immigration status. Existing research finds that Latinos in the United States are increasingly cynical, threatening various negative consequences for the political system. The health of our democracy thus demands a good understanding of the causes and consequences of Latino immigrant trust in government (or lack thereof). This article compares Latino trust in government in the context of the 2012 presidential election campaign—one in which outreach to Latino citizens in pursuit of their votes signaled that they were important and powerful members of the polity—to Latino trust in government in the context of the 2006 immigration marches—one in which Latinos found themselves taking to the streets to protest anti-Latino and anti-immigrant legislation. Latino political trust is sensitive to this shifting context, suggesting that how U.S. society treats Latino immigrants has powerful effects on their political socialization and attitudes.