Our English Spanish translation service comprises a wide variety of English into Spanish translations. Our Spanish linguists also write de novo Spanish articles based on English or Spanish texts. English Spanish translators in our group also write Spanish medical news for the general public about important new medical findings.
English or Spanish Science Language Articles.
L1-Spanish speakers' acquisition of the English /i/-/I/ contrast II: perception of vowel inherent spectral change. L1-Spanish learners of English have been reported to distinguish English /i/ and /I? on the basis of duration cues, whereas L1-English listeners primarily use spectral cues. Morrison (2008a) hypothesized that duration-based perception is a secondary developmental stage that emerges from an initial stage of multidimensional-category-goodness assimilation of tokens of English /i/ and /I/ to Spanish /i/, with English vowel tokens perceived to be good examples of Spanish /i/ labeled as English /I/ and poor examples labeled as English /i/. LS
A review of translations and adaptations of the Mini-Mental State Examination in languages other than English and Spanish. This article provides a systematic review of linguistically and culturally adapted versions (translations) of the Mini-Mental State Examination (MMSE) in languages other than English and Spanish. Adapted versions were found via database search (PubMed, CINAHL, PsycINFO, and Linguistics and Language Behavior Abstracts). Source information (where available) is provided for each instrument. To facilitate comparison of the instruments, we developed an assessment framework that provides an organizational structure for the assessment of the quality of translation (linguistic and cultural), psychometric properties, educational considerations, and quality of field testing. The search resulted in 20 articles reporting on 15 language versions of the MMSE. RGN
Effects of a supplemental Spanish oral language program on sentence length, complexity, and grammaticality in Spanish-speaking children attending English-only preschools. PURPOSE: The purpose of this study was to examine the effects of a supplemental Spanish language instruction program for children who spoke Spanish as their native language and were attending English-only preschool programs. Specifically, the study evaluated the program's effects on the children's Spanish sentence length in words, subordination index, and grammaticality of sentences. METHOD: Forty-five Spanish-speaking children attending English-only prekindergarten classrooms were selected for study. Of those, 15 children received 30 min of Spanish instruction 5 days a week for 16 weeks. The program targeted 5-10 vocabulary words a week, dialogic book reading, phonemic awareness, and letter knowledge. The remaining 30 children participated in regular preschool English instruction. Students were evaluated before intervention, immediately after intervention, and 4 months following intervention. RESULTS: Repeated measures analyses of variance indicated that the children who received the small-group supplemental Spanish language instruction made significant gains in their Spanish sentence length in words and subordination index when compared to those receiving regular English-only classroom instruction. There were no differences in the children's grammaticality of sentences. DISCUSSION AND CLINICAL IMPLICATIONS: The findings demonstrate that a daily short native language program has significant effects on sentence length in words and subordination index in English language learners who are attending English-only preschool programs.
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