This collection of articles, contributed by both experienced and novice researchers, addresses core issues in three different domains of Hispanic Linguistics: theoretical linguistics, language acquisition and language contact. Together these papers provide an overview of how the analysis of Spanish contributes to current formal and experimental linguistics, while on an individual level offering fine-grained analyses and innovative proposals covering a wide range of areas such as semantics and pragmatics, syntax, morphology, phonology, prosody, dialectal variation, first, second and bilingual language acquisition, as well as sociolinguistics. The volume will be a resource for graduate students, academics and researchers in theoretical, experimental and descriptive linguistics in general and Hispanic Linguistics in particular.The selection of chapters included in this volume were presented at the 17th Hispanic Linguistics Symposium hosted in October 2013 by the Language Acquisition Research Laboratory at the University of Ottawa in Ottawa, Canada.

Overt subjects are usually considered as a property of finite clauses. However, most Romance languages permit specified subjects in a broad range of infinitive constructions. Guido Mensching analyzes this phenomenon in stages of French, Italian, Spanish, Portuguese and other Romance varieties.

Proceedings of the annual meeting of the Society in v. 1-11, 1925-34. After 1934 they appear in Its Bulletin.

John Holbrook, one of the heroes of this book, once told me that he had mused his way to the conclusion that a school is to a community what the skin is to a body. “You see the rash on your arms and you might think that it’s the skin that’s sick, when actually the disease is somewhere deep inside, and it is only reflected in the skin. Or, conversely, when the skin is silky smooth - soft, and supple, and pleasant to the touch - it’s because the entire inside of the body is healthy.” It has just occurred to me that I have written a book to illustrate what John said. I must confess that at times, in order to better move the story along, two or three real-life persons have been shoved into one, or one person has been split up into two. Chronology has not been always rigorously followed, either, and real lives have been twisted to allow the sap of fiction to better flow to the heart and mind of the reader. Wait. Did I say fiction? I’ll take that back. For this is not a fictional book. The stories, all of them, without any exception, the stories, they are true. And if they sometimes seem far-fetched it’s only because many times reality is stranger than fiction - and also more pitiless, and more brutal. I have kept some of the original quizzes, essays, newspaper articles and classroom drawings to give the book its well-deserved air of authenticity. If you are a teacher, you will read the book and nod in agreement. If you are a parent, now you know – a teacher’s life is not the bowl of cherries you always thought it was. If you are a principal, or a superintendent, you will naturally want to burn the book in the public square - this book is a mirror and you will not like what you see. Some of the real names of the characters have been maintained: Marina Argueta, Elizabeth Ramirez, Franklin Sosa, Jose Alberto Ochoa and the rest of the Ochoa clan, Hector Mandujano, aka Camarón, and most of the soccer players on the KCHS varsity team have given me kind permission to use their real-life names. Only one character in the entire book is completely fabricated, and I will allow you, the reader, the investigative pleasure of discovering who that character is on your own. If you like the book, please recommend it to your friends, to that nasty brother-in-law of yours who gets drunk on Thanksgiving, to the guy sitting next to you in the carpool, or to your fellow teacher in the teacher’s lounge. But don’t lend it to him. Let him buy his own copy. You see, I live off the books I sell. Author :Saileanu, Cristian

The Spanish mystic Teresa of Avila (1515-82), author of one of the most acclaimed early modern autobiographies (Vida, 1565), has generated a wealth of literary, historical and theological studies, yet none to date has examined the impact of textual models on Teresa's self-construction. In looking at the issue of the self, Carrera draws on revisions

Accompanying CD-ROM includes dialogues, narratives, and selections to be used with the sample exams in the book.

This book comprises various chapters which explore a variety of topics related to the manner in which ideological and epistemological changes in the 19th, 20th and 21st centuries shaped the Spanish language, literature, and film, among other forms of expression, in both Spain and Latin America, and how these media served the purpose of spreading ideas and demands. There are articles on ideological representations of linguistic differences and sameness; linguistic changes associated with loan words and the ideas they bring in modifying our communicative landscape; the role of the Catholic religion on the construction of our dictionary; analysis of some political discourses, ideologies and social imaginaries; new visions of old literature (a return to the parody in the Middle Ages to analyze its moderness) and postmodern narrative; discussions on contemporary Spanish poetry and Central American literature; a new return to the liberation philosophy by analyzing Ellacuría´s work; and several studies about concepts such as capitalism, patriarchy, identity, masculinity, homosexuality, globalization, and the Resistence in several forms of expression.