This charming book contains twelve favorite Spanish folk melodies, arranged by a prominent piano teacher for young students at the elementary level. The lyrics are provided in both Spanish and English. It's great for lessons and recitals! Titles: * A la Rueda Rueda (A Game Song) * Al Ánimo (A Game Song) * Antón Pirulero (Anton, the Candy Man) * Arroz con Leche (A Game Song) * Duérmete mi Niño (Sleep, My Child) * El Patio de mi Casa (The Patio of My House) * Mambrú Se Fué a la Guerra (Mambru Has Gone to War) * Naranja Dulce (Sweet Orange) * Papeles Son Papeles (Papers Are Papers) * La Pájara Pinta (The Spotted Bird) * "La Señorita" and "Matandile" (Two Game Songs) * Tengo una Muñeca Vestida de Azul (I Have a Doll Dressed in Blue).

Whether used for the development and support of an existing collection or for the creation of a new collection serving Spanish-speaking young readers, this outstanding resource is an essential tool. Following the same format as the highly praised 1996-1999 edition, Schon presents critical annotations for 1300 books published between 2000 and 2004, including reference, nonfiction, and fiction. One section is devoted to publishers' series, and an appendix lists dealers who carry books in Spanish. Includes author, title, and subject indexes.

Prominent researchers from the US, Mexico, Chile, Colombia and Spain contribute experimental reports on language development of children who are acquiring Spanish. The chapters cover a wide range of dimensions in acquisition: comprehension and production; monolingualism and bilingualism; typical development, children who are at risk and children with language disorders, phonology, semantics, and morphosyntax. These studies will inform linguistic theory development in clinical linguistics as well as offer insights on how language works in relation to cognitive functions that are associated with when children understand or use language. The unique data from child language offer perspectives that cannot be drawn from adult language. The first part is dedicated to the acquisition of Spanish as a first or second language by typically-developing children, the second part offers studies on children who are at risk of language delays, and the third part focuses on children with specific language impairment, disorders and syndromes.

If your library serves a Latino population, you'll want this book. It will help you better serve the needs of Spanish-speaking patrons of all ages. The author gives background information on various Hispanic groups, explaining some of the cultural differences that can lead to misunderstanding. She then offers a variety of program and collection building ideas. A list of distributors of Spanish-language materials-books, periodicals, AV materials, computer and other educational resources-is provided, as well as Web site addresses of Spanish-language sites. Vocabulary lists for library and computer-related words and phrases and guidelines for correctly writing Spanish words are also included.

This outstanding volume offers the first comprehensive collection of optimality-theoretic studies in Spanish phonology. Bringing together most of the best-known researchers in the field, it presents a state-of-the-art overview of research in Spanish phonology within the non-derivational framework of optimality theory. The book is structured around six major areas of phonological research: phonetics–phonology interface, segmental phonology, syllable structure and stress, morphophonology, language variation and change, and language acquisition, including general as well as more specialized articles. The reader is guided through the volume with the help of the introduction and a detailed index. The book will serve as core reading for advanced graduate-level phonology courses and seminars in Spanish linguistics, and in general linguistics phonology courses. It will also constitute an essential reference for researchers in phonology, phonological theory, and Spanish, and related areas, such as language acquisition, bilingualism, education, and speech and hearing science.

This volume brings together the work of 32 scholars from 13 countries -- investigations of children learning 15 different languages, in some instances more than one at a time. The scope of this work -- as broad as it is -- only partially represents the research interests and approaches of the more than 350 scholars from 34 countries who contributed papers or posters to the Sixth International Congress for the Study of Child Language. This investigative power and diversity are, for the most part, focused on topics and issues of modern day child language research that have been under discussion for the last 30 years or so. Some even go beyond that in early diary studies and philosophers' speculations. While the issues are mainly familiar ones, the 17 chapters contribute to the advancement of child language study in several specific ways. They: * represent current theoretical frameworks, both bringing the insights of the theories to the interpretation of language development and testing tenets or implications of the theories with child language data; * contribute substantively to the crosslinguistic study of child language, reflecting both the linguistic diversity of the authors themselves and a recent major shift in the approach to child language study; * build on the now considerable body of knowledge about children's language, both adding to information about the basic systems of phonology, syntax, and semantics, and extending beyond to explore aspects of narrative and literacy development, language acquisition by bilingual and atypical children, and language processing; and * contain hints of new directions in child language study, such as increased attention to the impact of phonology on other language systems. Taken as a whole, this volume reflects the current strength of crosslinguistic research, the application and testing of new theoretical developments, a new legitimacy of language disorder data, and a new appeal to the descriptive possibilities of language processing models. In addition, there is a theme that runs through many of the chapters and points the way for important research in the future: the role of prosody in the acquisition of various language structures and systems.