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2007 - American Council on the Teaching of Foreign Languages Words: 79 words || 
1. Treviño, María. and Pérez, Rosanna. "Power of Language: Middle School AP Spanish for Spanish-Speakers" Paper presented at the annual meeting of the American Council on the Teaching of Foreign Languages, Henry B. Gonzalez Convention Center, San Antonio, TX, Nov 12, 2007 <Not Available>. 2019-10-15 <>
Publication Type: Session Presentation
Abstract: The presenters will demonstrate how this middle school program raises the expectations of Spanish-speaking students and engages them in preparation for more rigorous high school work and preparation for college level work. The program turns the students' Spanish language skills into a positive advantage. Data shows that 80% - 90% of the 8th grade students are scoring 3, 4 or 5 on the AP Spanish Language Exam. The presenters will provide overall information for program implementation.

2015 - SRCD Biennial Meeting Pages: unavailable || Words: unavailable || 
2. Davidson, Denise., Gomez Franco, Ligia., Hilvert, Elizabeth. and Vanegas, Sandra. "Monolingual (English, Spanish) and Bilingual (English-Spanish) Children's Use of the Shape Bias" Paper presented at the annual meeting of the SRCD Biennial Meeting, Pennsylvania Convention Center and the Philadelphia Marriott Downtown Hotel, Philadelphia, PA, Mar 19, 2015 <Not Available>. 2019-10-15 <>
Publication Type: Individual Poster
Review Method: Peer Reviewed
Abstract: Children’s propensity to extend names from one object to another when learning a language may be influenced by the shape bias, or the tendency to extend names on the basis of shape. However, the shape bias may not be present equally in all languages. Cross-linguistic research suggests that children’s attention to perceptual cues may be driven by the structure of their heritage (or predominant) language (e.g. Hahn & Cantrell, 2012). In particular, the degree to which languages make the distinction between count and mass noun may influence whether children extend names on the basis of shape. Whereas English has distinct noun categories (count vs. mass), other languages such as Spanish have more fluid boundaries between nouns. Our main objective was to examine monolingual Spanish-speaking (n = 36) and bilingual Spanish-English speaking (n = 51) children's use of the shape bias in comparison to monolingual English (n = 57) and bilingual (Spanish-English, n = 53)) children tested in English. In addition, the current study examined evidence for the shape-as-cue theoretical model by varying instruction type (see below). Finally, the degree to which object familiarity affected children’s use of the shape bias across languages was examined.

Children between 5-6 years of age were recruited through local schools in Chicago, Illinois and Santa Cruz, Bolivia. All children completed the PPVT-4 and/or the TVIP in their native language(s). Children were shown a target object and three additional objects matching the target in shape, color or texture. Children then received one of four instruction conditions, randomly assigned: “count noun”, “proper noun”, “same kind” and “goes with” (e.g., Can you point to the other one you think is a dax [or is named Dax]) or (e.g., Can you point to another one that is the same kind [or goes with] the target object?).

Repeated-measures ANOVA with between-subjects variables Language Group (Monolingual Spanish-speaking children, Bilingual children tested in Spanish, Monolingual English-speaking children, and Bilingual children tested in English) and Instruction Type (count noun, proper noun, same kind, goes with) and within-subjects variables Type of Object (geometric, letter-like, random) was conducted on the data. A Type of Object x Language Group interaction was found, as were main effects of Type of Object and Language Group, F ≥ 2.30, p ≤ .04. Overall all children used shape to extend names and did so more often with familiar (geometric, letter-like) than unfamiliar (random) shapes. As shown in Figure 1, however, monolingual Spanish-speaking children and bilingual children tested in Spanish were more likely than their English counterparts to exhibit the shape bias. We believe these results may capture the fluidity of count vs. mass nouns in a language and will be discussed in detail at presentation. Although instruction type did not enter into any significant findings, planned comparisons revealed that “same kind” instructions resulted in significantly more shape bias in monolingual English-speaking children. At the time of presentation, we will discuss these finding in terms of the shape-as-cue theory and linguistic input.

2009 - International Communication Association Words: 195 words || 
3. Vigon, Mercedes. "Immigration and Spanish-language television news: Covering immigration for the Spanish Speaking USA in the 2008 Primary Season." Paper presented at the annual meeting of the International Communication Association, Marriott, Chicago, IL, <Not Available>. 2019-10-15 <>
Publication Type: Session Paper
Abstract: Members of communities living outside their countries of origin can depend heavily on mass media for various purposes: to assimilate or conversely, to remain ethnically diverse; to build networks of communication and assistance; to serve as arenas of conflict between and within groups; or to gain information or raise awareness of issues of import. Issues of import to minority communities can have distinct shades of meaning from their significance to the dominant population. One such issue is immigration, a topic raging in this election season. Divisions within ethnic communities can further complicate coverage. How do networks that cater to these communities present controversial issues, and how do these representations articulate the nexus between power relations within emigre communities as well as with the majority populations? This work will explore the significance of immigrant issues stories aired in Telemundo and Univision national newscasts from April 2008 to July, 2008. The research will be based on a content analysis of the main US Spanish speaking channels with special emphasis in identifying any bias or lack of perspectives in these stories. The results will provide a window into coverage of an important topic during an election year.   

2015 - RSA Annual Meeting Words: 142 words || 
4. Carrió-Invernizzi, Diana. "The Spanish Ambassador at London, the Third Count of Molina: Spanish Diplomacy in Europe after the Treaty of the Pyrenees (1659)" Paper presented at the annual meeting of the RSA Annual Meeting, Humboldt University of Berlin, Berlin, Germany, <Not Available>. 2019-10-15 <>
Publication Type: Panel Paper
Abstract: Whereas the mission of the ambassadors of Louis XIV at Madrid was to introduce foreign customs to the Habsburgs in Spain in order to defend the possibility of the French succession to the Spanish throne and to demonstrate that the true Spaniards were those in favour of this option, how did the Spanish ambassadors in Europe respond to this strategy? This paper will try to answer this and other questions through the case study of Count of Molina, ambassador in London (1665-1672).
The Count of Molina (c. 1620 - Madrid, 1674), who replaced Watteville in London, created an excellent network of spies and, as had his counterparts in Italy, knew how to utilise the power of women in the exchange of gifts, that technique so useful for diplomacy. Women well connected with English members of parliament assisted him in gathering valuable political information.

2012 - RSA Annual Meeting Words: 136 words || 
5. Beusterien, John. "Dogs in the Spanish House and Dogs as the Spanish House" Paper presented at the annual meeting of the RSA Annual Meeting, Grand Hyatt, Washington, DC,, <Not Available>. 2019-10-15 <>
Publication Type: Panel Paper
Abstract: The paper focuses on the literary and painterly Spanish aversion to the small dog and the love of the large dog in the early modern period. Spanish artists did not typically portray small dogs because small dogs in Europe were spaniels, a word that meant “Spaniard” in the sixteenth century. Sixteenth-century European, non-Spanish artists and writers portrayed spaniels to signal the domestication of the weak and effeminate Spaniard. Spanish artists, in turn, did not portray spaniels and the Spanish reviled the spaniel as a gozque, a word that indicated weak femininity and a racially degenerate mongrel. In contrast to the hatred of the small dog, the Spanish celebrated large dogs as quintessentially masculine, purebred, and Spanish. Indeed, the large dog constituted the inner support and structure of the Spanish domestic space.

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