Spanish Language and Literature Research and Publications

Visions of Cuba: Mary Peabody Mann’s Juanita: A Romance of Real Life in Cuba Fifty Years Ago

Julia C. Paulk — Mon, 25 Feb 2013 07:30:15 PST

Lo Moderno y lo Primitivo del Desarrollismo Turístico Español

Eugenia Afinoguénova — Fri, 24 Aug 2012 14:04:48 PDT

Review of "Un Lugar en el Parque," by Julia Otxoa

Anne Pasero — Mon, 30 Apr 2012 08:18:46 PDT

The Nation Disrobed: Nudity, Leisure and Class at the Prado

Eugenia Afinoguénova — Wed, 11 Apr 2012 07:32:28 PDT

"Ophelia's Voice," a translation of "La voz de Ofelia" by Clara Janés

Anne Pasero — Mon, 02 Apr 2012 14:23:59 PDT

World Literature in Spanish: An Encyclopedia Vol II

Anne Pasero — Wed, 28 Mar 2012 08:15:57 PDT

‘Unity, stability, continuity’: heritage and the renovation of Franco’s dictatorship in Spain, 1957–1969

Eugenia Afinoguénova — Wed, 26 Oct 2011 09:51:11 PDT

Spain between 1957 and 1969 – the period in the history of the dictatorial regime of General Francisco Franco known as desarrollista (development‐guided) – presents a peculiar case of a state‐driven heritage industry. The present article examines the desarrollista policy aimed at creating and coordinating heritage tourism, focusing on periodical publications, official speeches, films and promotional materials. It looks at late‐Francoist heritage as a vehicle for achieving, simultaneously, an ideological and an economic effect. Economically, heritage was conceived as a tool for diversifying and individualising Spain’s tourism product in the Mediterranean market, and above all, for confronting the uneven territorial and seasonal distribution of ‘sun and beach tourism’. At the same time, ideologically, the models and uses of heritage examined here served the regime’s interest in securing the country’s territorial unity, maintaining the high profile of the Catholic Church, and re‐legitimising the Civil War (1936–1939) which had brought Franco to power.

Leisure and Agrarian Reform: Liberal Governance in the Traveling Museums of Spanish Misiones Pedagógicas (1931–1933)

Eugenia Afinoguénova — Mon, 13 Jun 2011 08:53:41 PDT

This article examines the program of bringing itinerant art museums to the rural areas implemented by the Misiones Pedagógicas of Spain’s Second Republic. My analysis seeks to answer the following questions: a) Why did the government support these initiatives while peasants were using violence to contest its agrarian reform? b) How did museums fit into the Republic’s program of public education? And 3) how did they treat the peasants' own culture? Tracing the philosophical foundations of the Museo del Pueblo in Manuel Bartolomé de Cosso's (1857–1935) theory of leisure, I discuss Cosso's indebtedness to late-Victorian uses of art education for the poor and to krausista philosophy. I argue that the Museo del Pueblo’s and the Misiones' emphasis on raising the spirit of citizenship by reorganizing peasants' free time constituted an experiment in liberal governance that responded to the urgent political need to implement a democratic policy for ruling the masses.

Review of Maria Rosal's ¿Qué cantan las poetas españolas de ahora?: Poesia y poética

Anne Pasero — Fri, 03 Jun 2011 09:45:46 PDT

Cadalso, José de. Cartas marruecas. Noches lúgubres. Ed. Emilio Martínez Mata. Barcelona: Crítica, 2008.

Scott Dale — Tue, 22 Mar 2011 09:58:28 PDT

Review of Espejo de Sombras: Sujeto y Multitud en la España del Siglo XVIII. Por Alberto Medina Domínguez

Scott Dale — Wed, 02 Mar 2011 10:39:38 PST

Art Education, Class, and Gender in a Foreign Art Gallery: Nineteenth-Century Cultural Travelers and the Prado Museum in Madrid

Eugenia Afinoguénova — Fri, 21 Jan 2011 06:22:51 PST

None provided.

Integrative Motivation as a Predictor of Achievement in the Foreign Language Classroom

Todd A. Hernandez — Thu, 12 Feb 2009 08:56:53 PST

This study examines the relationship among five independent variables—integrative motivation, instrumental motivation, the need to fulfill a foreign language requirement, grade point average (GPA), and previous years studying Spanish—as predictors of five dependent variables: scores on a simulated oral proficiency interview (SOPI), final exam grades, final grades, the desire to enroll in Spanish courses after completing the language requirement, and intention to major in Spanish. Data from a questionnaire and a SOPI administered to 130 students enrolled in fourth-semester Spanish identified integrative motivation as a significant predictor of SOPI scores and final exam grades. Furthermore, integrative motivation was a significant predictor of students’ desire to enroll in additional coursework after completing the four-semester foreign language requirement. It also had an important role in students’ intention to major in the language. A negative relationship was found between the need to fulfill the language requirement and intent to continue with further studies in Spanish. The findings demonstrate that integrative motivation is important in predicting student achievement in the foreign language classroom.