Project MUSE®: Hispania - Latest Articles
https://muse.jhu.edu/journal/472
Project MUSE®: Latest articles in Hispania.daily12026-05-13T00:00:00-05:00text/htmlen-USVolume 93 (2010) through current issueLatest Articles: HispaniaTWOProject MUSE®Hispania2153-64140018-2133Latest articles in Hispania. Feed provided by Project MUSE®Editor’s Message
https://muse.jhu.edu/article/984943
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This issue of the journal contains the special section titled “Integrating Health into Spanish and Portuguese Studies Special Feature.” Introduced and curated by Jennifer Brady, the reflections included here stem from the ongoing collaborations between the AATSP and the Modern Language Association featured at the 2025 MLA convention.Brady’s own contribution, titled “The Well-being Imperative,” provides a comprehensive introduction. She sets the stage by noting something that I am sure is on the minds of educators at all levels: “The past few years have brought into stark relief the need for higher education to respond with greater intentionality to the mental, emotional, and physical well-being of our students, our
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Project MUSE®https://muse.jhu.edu/2026-05-13T00:00:00-05:00https://muse.jhu.edu/journal/472/image/coversmallEditor’s Message2026-03-10text/htmlen-USEditor’s Message2026-03-102026TWOProject MUSE®46132026-05-13T00:00:00-05:002026-03-10The Well-being Imperative: Integrating Health into Spanish and Portuguese Studies
https://muse.jhu.edu/article/984944
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During the Modern Language Association (MLA) Convention in January 2025 in New Orleans, Louisiana, Hispanic and Luso-Brazilian Studies scholars gathered to hear four presentations on topics in health and well-being in contexts where Portuguese and Spanish are spoken. Victoria Louise Ketz, Boris Yelin, Amy Elisabeth Wright, and Alejandro E. Latinez presented papers on a variety of topics, including a critical literary analysis of illness, the implementation of project-based assessments to explore themes of health and well-being in an undergraduate Portuguese class, an exploration of illness as a superpower in a television series, and a study on written disease narrative in the search for understanding and identity.
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Project MUSE®https://muse.jhu.edu/2026-05-13T00:00:00-05:00https://muse.jhu.edu/journal/472/image/coversmallThe Well-being Imperative: Integrating Health into Spanish and Portuguese Studies2026-03-10text/htmlen-USThe Well-being Imperative: Integrating Health into Spanish and Portuguese Studies2026-03-102026TWOProject MUSE®117022026-05-13T00:00:00-05:002026-03-10Medical Spanish: Online Pedagogical Tools in a Social Justice Context
https://muse.jhu.edu/article/984945
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Courses with practical applications in the professions, whether in Legal Spanish, Spanish for Business, or Medical Spanish have emerged in language programs across the United States, and there are numerous textbooks for these courses. Some courses teach all three disciplines at once under the “Spanish for the Professions” umbrella, and other institutions like Arizona State University have even created Minor or Certificate Programs in this area of study (Ramírez and Lafford 2013: 32). In 2007, the Modern Language Association Ad Hoc Committee on Foreign Languages proposed working within multiple disciplines to teach language and culture, noting that “replacing the two-tiered language-literature structure with a
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Project MUSE®https://muse.jhu.edu/2026-05-13T00:00:00-05:00https://muse.jhu.edu/journal/472/image/coversmallMedical Spanish: Online Pedagogical Tools in a Social Justice Context2026-03-10text/htmlen-USMedical Spanish: Online Pedagogical Tools in a Social Justice Context2026-03-102026TWOProject MUSE®444672026-05-13T00:00:00-05:002026-03-10Mindfulness Activities in the Spanish Language Classroom
https://muse.jhu.edu/article/984946
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Traditionally, higher education has been reticent to speak openly of student suicides that occur on campus for a host of reasons including provoking the Werther Effect, damaging their reputation and institutional image as well as mitigating legal and privacy concerns. Though recently, there has been a notable shift, and the university administrations are now willing to admit to some of the psychological struggles students face and have increased services provided by Student Counseling Centers (Bridges 2). Even with the support provided, some high-achieving individuals decide to take their own lives even though they do well in classes, participate in sports and have extensive friend groups. “How had we not seen the
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Project MUSE®https://muse.jhu.edu/2026-05-13T00:00:00-05:00https://muse.jhu.edu/journal/472/image/coversmallMindfulness Activities in the Spanish Language Classroom2026-03-10text/htmlen-USMindfulness Activities in the Spanish Language Classroom2026-03-102026TWOProject MUSE®527332026-05-13T00:00:00-05:002026-03-10Addressing Linguistic Gaps in Gender-Affirming Healthcare for Spanish-Speaking LGBTQ+ Patients: Insights from a Qualitative Study
https://muse.jhu.edu/article/984947
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LGBTQ+ individuals face distinct challenges in clinical settings, primarily due to a lack of gender-affirming language, which can lead to experiences of miscommunication and discomfort (Goldhammer et al. 2018). For Spanish-speaking nonbinary patients, these issues are often exacerbated by the intersection of gender identity and cultural background, introducing additional layer of bias and potential misunderstanding. A significant challenge in healthcare is misgendering; for instance, when a nonbinary patient using “they/them” pronouns is addressed as “he” or “she,” it can create substantial barriers to effective care. Such experiences of misgendering are associated with negative impacts on mental health and may
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Project MUSE®https://muse.jhu.edu/2026-05-13T00:00:00-05:00https://muse.jhu.edu/journal/472/image/coversmallAddressing Linguistic Gaps in Gender-Affirming Healthcare for Spanish-Speaking LGBTQ+ Patients: Insights from a Qualitative Study2026-03-10text/htmlen-USAddressing Linguistic Gaps in Gender-Affirming Healthcare for Spanish-Speaking LGBTQ+ Patients: Insights from a Qualitative Study2026-03-102026TWOProject MUSE®332792026-05-13T00:00:00-05:002026-03-10Teaching Mental Health and Suicidality in Modern Spanish Fiction: Approaches for the Undergraduate Curriculum
https://muse.jhu.edu/article/984948
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One important theme that has sometimes gone unnoticed in literary studies on well-being and health is the role of mental health, as health includes more than just one’s physical state. Given the centrality of mental health in today’s classrooms, especially in light of the recent COVID pandemic and its impact on students, this topic is even more relevant. The time is especially ripe for the inclusion of mental health issues in teaching Spanish literature, and one salient place to find this is modern Spanish fiction. When factoring in the needs of a program, especially an undergraduate one, these topics would be of interest to students and faculty alike. This study will demonstrate effective methods of, and best
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Project MUSE®https://muse.jhu.edu/2026-05-13T00:00:00-05:00https://muse.jhu.edu/journal/472/image/coversmallTeaching Mental Health and Suicidality in Modern Spanish Fiction: Approaches for the Undergraduate Curriculum2026-03-10text/htmlen-USTeaching Mental Health and Suicidality in Modern Spanish Fiction: Approaches for the Undergraduate Curriculum2026-03-102026TWOProject MUSE®420112026-05-13T00:00:00-05:002026-03-10Crip Futurity and Non-Normative Time in Films by Catalan Women Directors: Mar Coll’s Tots volem el millor per a ella (2013) and Roser Aguilar’s Brava (2017)
https://muse.jhu.edu/article/984949
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In Desenfocadas, Barbara Zecchi traces the history of Spanish women film directors, identifying Icíar Bollaín (1967–), Patricia Ferreira (1958–), Gracia Querejeta (1962–), and Chus Gutiérrez (1962–) as the herederas—or heirs—of pioneering figures such as Elena Jordi (1882–1945), Ana Mariscal (1923–95), Josefina Molina (1936–), and Pilar Miró (1940–97) (10). The year 2010 marked a significant milestone in this history: for the first time in seven years, a woman, Mar Coll (1981–), won a Goya (Best New Director) for her film Tres dies amb la família (2009). Bollaín, Ferreira, Querejeta, and Gutiérrez presented the award to Coll, marking an emblematic moment in which one generation of women filmmakers publicly welcomed
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Project MUSE®https://muse.jhu.edu/2026-05-13T00:00:00-05:00https://muse.jhu.edu/journal/472/image/coversmallCrip Futurity and Non-Normative Time in Films by Catalan Women Directors: Mar Coll’s Tots volem el millor per a ella (2013) and Roser Aguilar’s Brava (2017)2026-03-10text/htmlen-USCrip Futurity and Non-Normative Time in Films by Catalan Women Directors: Mar Coll’s Tots volem el millor per a ella (2013) and Roser Aguilar’s Brava (2017)2026-03-102026TWOProject MUSE®455262026-05-13T00:00:00-05:002026-03-10Integrating Health Humanities and Languages for Specific Purposes in the Classroom: Theoretical Frameworks and Successful Practices
https://muse.jhu.edu/article/984950
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The objective of this article is to share how to incorporate narrative medicine and cultural agency in an advanced world language class, mainly aimed at an audience of students in science related fields (biology, pre-medical, nursing, medical imaging, etc.), so that students can get a better understanding of the nature and depth of communicative exchanges in the healthcare field. The projects on narrative medicine and cultural agency were originally designed for the core course of the “Spanish for Healthcare and Human Services Professionals Certificate” at my institution and became part of the textbook Spanish for Health Care and Human Services: An Interdisciplinary Approach for Intermediate and Advanced Speakers
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Project MUSE®https://muse.jhu.edu/2026-05-13T00:00:00-05:00https://muse.jhu.edu/journal/472/image/coversmallIntegrating Health Humanities and Languages for Specific Purposes in the Classroom: Theoretical Frameworks and Successful Practices2026-03-10text/htmlen-USIntegrating Health Humanities and Languages for Specific Purposes in the Classroom: Theoretical Frameworks and Successful Practices2026-03-102026TWOProject MUSE®599072026-05-13T00:00:00-05:002026-03-10Pedro Almodóvar’s Dolor y gloria: An Auteurist Approach to Addiction and Recovery
https://muse.jhu.edu/article/984951
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A medicalized reality is a constant in the filmic worlds created by Spanish director Pedro Almodóvar (born 1949 in Calzada de Calatrava), along with a postmodern skepticism toward medical authority as part of a molar hierarchical and patriarchal system.1 Early on, drugs were an aspect of his rebellion against the lingering vestiges of Francoism, but their ill effects soon surfaced as well.2 With his 2019 art film and box office success Dolor y gloria, Almodóvar closed his triptych of desire and fiction, begun in 1987 with La ley del deseo and continued in 2004 with La mala educación (“Dolor y gloria: Los secretos del rodaje”). Memory and trauma, with artistic and addictive responses to both, dominate these works
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Project MUSE®https://muse.jhu.edu/2026-05-13T00:00:00-05:00https://muse.jhu.edu/journal/472/image/coversmallPedro Almodóvar’s Dolor y gloria: An Auteurist Approach to Addiction and Recovery2026-03-10text/htmlen-USPedro Almodóvar’s Dolor y gloria: An Auteurist Approach to Addiction and Recovery2026-03-102026TWOProject MUSE®629012026-05-13T00:00:00-05:002026-03-10A Case Study of SPAN 3025: Advanced Spanish for Healthcare at the University of Minnesota Duluth: Strategy and Pedagogical Tools
https://muse.jhu.edu/article/984952
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The University of Minnesota Duluth developed a medical Spanish class titled Advanced Spanish for Healthcare: Communication, Culture, and Ethics. The present paper traces the trajectory of how this course was developed and how it was implemented with concomitant pedagogical tools. The course materials aim to further language skills, deepen inter-cultural competence and foster empathy. The respective sections pertain to strategic thinking in the creation of the class and the execution of the class.The trajectory of the course is as follows. The idea of the class came about in response to the fact that throughout the years approximately one-third of Spanish Studies majors and minors were also majoring in a science.
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Project MUSE®https://muse.jhu.edu/2026-05-13T00:00:00-05:00https://muse.jhu.edu/journal/472/image/coversmallA Case Study of SPAN 3025: Advanced Spanish for Healthcare at the University of Minnesota Duluth: Strategy and Pedagogical Tools2026-03-10text/htmlen-USA Case Study of SPAN 3025: Advanced Spanish for Healthcare at the University of Minnesota Duluth: Strategy and Pedagogical Tools2026-03-102026TWOProject MUSE®769992026-05-13T00:00:00-05:002026-03-10Sanity or Sickness in the Soaps: Representations of Mental “Illness” as Superpower in Diana Salazar’s Strange Return (1988–89/2024–25)
https://muse.jhu.edu/article/984953
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The fascinating neo-baroque plot of Diana Salazar’s Strange Return (Televisa 1988–89) features the harrowing descent of female protagonist Leonor Santiago, upper-crust señorita from the provinces, into near-madness. Here we will explore the representations of mental illness in a soap opera that has become a Mexican cult classic, then look at some pedagogical suggestions for teaching the original as well as its current remake (2024–25).1 I argue that this tale has proven intriguing across generations, in part due to the empowerment of its unlikely heroine: a figure who works, in both series, to understand and convert her own stigmatized “sickness” into superpower. This representation of Diana’s mental struggle as
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Project MUSE®https://muse.jhu.edu/2026-05-13T00:00:00-05:00https://muse.jhu.edu/journal/472/image/coversmallSanity or Sickness in the Soaps: Representations of Mental “Illness” as Superpower in Diana Salazar’s Strange Return (1988–89/2024–25)2026-03-10text/htmlen-USSanity or Sickness in the Soaps: Representations of Mental “Illness” as Superpower in Diana Salazar’s Strange Return (1988–89/2024–25)2026-03-102026TWOProject MUSE®528012026-05-13T00:00:00-05:002026-03-10Epifanía, símbolo y tema en el cuento corto: Una propuesta didáctica para la clase de ELE
https://muse.jhu.edu/article/984954
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El propósito de este artículo es presentar una propuesta didáctica para un curso introductorio al análisis literario en español como lengua extranjera (ELE), en concreto como componente de una unidad sobre el cuento corto. Este tipo de curso forma parte habitual del currículum de las universidades estadounidenses para estudiantes de pregrado con especialización en Estudios Hispánicos.1 La brevedad y la naturaleza autónoma del cuento hacen de él un género idóneo para ilustrar conceptos clave y adiestrar a los estudiantes en la práctica del análisis literario (Cox 1; Parkinson y Thomas 80). Específicamente, mi objetivo es que los alum-nos comprendan la función y la interdependencia de tres conceptos—epifanía/momento
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Project MUSE®https://muse.jhu.edu/2026-05-13T00:00:00-05:00https://muse.jhu.edu/journal/472/image/coversmallEpifanía, símbolo y tema en el cuento corto: Una propuesta didáctica para la clase de ELE2026-03-10text/htmlen-USEpifanía, símbolo y tema en el cuento corto: Una propuesta didáctica para la clase de ELE2026-03-102026TWOProject MUSE®970072026-05-13T00:00:00-05:002026-03-10Reimagining Feminist Aesthetics: Text, Image, and Collaborative Space in Violenta pureza
https://muse.jhu.edu/article/984955
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Carmen Boullosa and Magali Lara emerged as significant figures in Mexico’s artistic and literary landscape during the 1980s. Boullosa, a prolific novelist, poet, and playwright, has established herself as one of Mexico’s foremost contemporary writers, known for her experimental narrative techniques and feminist perspectives. Her work frequently challenges traditional literary conventions while exploring themes of memory, gender, and identity. Magali Lara, meanwhile, has distinguished herself as a visual artist whose work spans painting, drawing, and multimedia installations. Lara’s artistic practice often focuses on the intersection of domestic spaces, feminine experience, and daily objects, transforming them
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Project MUSE®https://muse.jhu.edu/2026-05-13T00:00:00-05:00https://muse.jhu.edu/journal/472/image/coversmallReimagining Feminist Aesthetics: Text, Image, and Collaborative Space in Violenta pureza2026-03-10text/htmlen-USReimagining Feminist Aesthetics: Text, Image, and Collaborative Space in Violenta pureza2026-03-102026TWOProject MUSE®902762026-05-13T00:00:00-05:002026-03-10Aventura de las hormigas de Esteban Borrero y su apasionada inmersión multiespecies
https://muse.jhu.edu/article/984956
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El presente ensayo examina Aventura de las hormigas del intelectual, político y médico cubano Esteban Borrero (1849–1906) desde la perspectiva de los estudios multiespecies. Sobre esta singular narración—considerada como sátira histórica para expresar “la alienación del hombre” (Cofiño 18), como eslabón perdido de la ciencia ficción cubana (Maguire 2020)—y como “obra única y sin antecedentes en la literatura cubana escrita hasta ese momento” (Espinosa 20), destaca la ausencia de una lectura minuciosa bajo el lente de las humanidades medioambientales.1 En mi análisis desde este recodo investigativo, entiendo la obra como la expresión ficcional de lo que denomino una eco-conciencia anticolonial por parte de Borrero
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Project MUSE®https://muse.jhu.edu/2026-05-13T00:00:00-05:00https://muse.jhu.edu/journal/472/image/coversmallAventura de las hormigas de Esteban Borrero y su apasionada inmersión multiespecies2026-03-10text/htmlen-USAventura de las hormigas de Esteban Borrero y su apasionada inmersión multiespecies2026-03-102026TWOProject MUSE®984212026-05-13T00:00:00-05:002026-03-10“Llamo a los poetas”: Miguel Hernández y sus maestros literarios ed. by Rafael Alarcón Sierra (review)
https://muse.jhu.edu/article/984957
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Miguel Hernández’s poetry, that he produced during a period of less than ten years (he published his first collection at age 22 and he died at age 32), has inspired thousands of pages of research. “Llamo a los poetas”: Miguel Hernández y sus maestros literarios, the most recent example of such inquiry, reminds us of why Hernández continues to motivate researchers and readers alike. Building on existing studies, “Llamo a los poetas” proposes that Hernández enhanced his poetic production because he dialogued metaphorically with the Spanish literary greats whom he read, and he dialogued with his fellow poets whom he knew personally. The anthology brings together investigators who dive deep into Hernández’s
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Project MUSE®https://muse.jhu.edu/2026-05-13T00:00:00-05:00https://muse.jhu.edu/journal/472/image/coversmall“Llamo a los poetas”: Miguel Hernández y sus maestros literarios ed. by Rafael Alarcón Sierra (review)2026-03-10text/htmlen-US“Llamo a los poetas”: Miguel Hernández y sus maestros literarios ed. by Rafael Alarcón Sierra (review)2026-03-102026TWOProject MUSE®93762026-05-13T00:00:00-05:002026-03-10Otro cincel para Rosetta: España y el español en la temprana modernidad de los Estados Unidos by Carmen Benito-Vessels (review)
https://muse.jhu.edu/article/984958
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In Otro cincel para Rosetta, Benito-Vessels, a renowned scholar of Medieval Spanish literature, language, and culture, provides us with a revelatory exploration of Spain’s forgotten role in the early history of southeastern coastal United States. Amply and beautifully illustrated, the volume includes over 25 color illustrations—many of which are maps—as well as a selected bibliography (including websites) enhanced by numerous footnotes. Benito-Vessels uncovers evidence in maps, place names, and writings by the earliest settlers and missionaries in the southeastern United States. She traces the influence of Medieval Spain in the ways in which the Medieval mindset shaped how Spanish explorers and missionaries
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Project MUSE®https://muse.jhu.edu/2026-05-13T00:00:00-05:00https://muse.jhu.edu/journal/472/image/coversmallOtro cincel para Rosetta: España y el español en la temprana modernidad de los Estados Unidos by Carmen Benito-Vessels (review)2026-03-10text/htmlen-USOtro cincel para Rosetta: España y el español en la temprana modernidad de los Estados Unidos by Carmen Benito-Vessels (review)2026-03-102026TWOProject MUSE®87072026-05-13T00:00:00-05:002026-03-10En y más allá de los tribunales: La justicia ante los crímenes de lesa humanidad en la Argentina by Emilio Crenzel (review)
https://muse.jhu.edu/article/984959
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This collection explores the legal and social history of Argentina’s 1976–83 military dictatorship. Emilio Crenzel has brought together a diverse array of scholars, whose work approaches the subject from multiple fields, such as law studies, discourse analysis, semiotics, and sociology. The book’s title is aptly chosen, as it reflects the richness and variety of its perspectives. In a literal sense, the essays describe what occurred both inside and beyond the courthouse, while also showing, in a figurative sense, the wider relevance of each trial. This volume also stands out for its geographical scope: Some cases involve Buenos Aires, yet readers also obtain noteworthy information about Córdoba, Patagonia, and the
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Project MUSE®https://muse.jhu.edu/2026-05-13T00:00:00-05:00https://muse.jhu.edu/journal/472/image/coversmallEn y más allá de los tribunales: La justicia ante los crímenes de lesa humanidad en la Argentina by Emilio Crenzel (review)2026-03-10text/htmlen-USEn y más allá de los tribunales: La justicia ante los crímenes de lesa humanidad en la Argentina by Emilio Crenzel (review)2026-03-102026TWOProject MUSE®86472026-05-13T00:00:00-05:002026-03-10The Female Vampire in Hispanic Literature: A Critical Anthology of Turn-of-the-Twentieth Century Gothic-inspired Tales ed. by DeVirgilis, Megan (review)
https://muse.jhu.edu/article/984960
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Opening new paths in the study of the literary gothic in the Hispanic scholarly tradition, The Female Vampire in Hispanic Literature: A Critical Anthology of Turn-of-the-Twentieth Century Gothic-inspired Tales offers original and much-needed contemporary translations of key tales written by Spanish and Latin American authors while examining the figure of the female vampire from a Transhispanic perspective that stresses its literary uniqueness and overlooked socio-historical symbology.As a preamble to the five translated narratives, this ambitious collection offers an extended and carefully researched two-part introduction. The first section, focusing on the female vampire in Hispanic literature, discusses three
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Project MUSE®https://muse.jhu.edu/2026-05-13T00:00:00-05:00https://muse.jhu.edu/journal/472/image/coversmallThe Female Vampire in Hispanic Literature: A Critical Anthology of Turn-of-the-Twentieth Century Gothic-inspired Tales ed. by DeVirgilis, Megan (review)2026-03-10text/htmlen-USThe Female Vampire in Hispanic Literature: A Critical Anthology of Turn-of-the-Twentieth Century Gothic-inspired Tales ed. by DeVirgilis, Megan (review)2026-03-102026TWOProject MUSE®85522026-05-13T00:00:00-05:002026-03-10Modernidades ibéricas: The Routledge Companion to Iberian Modernities, 1870–1930 ed. by Martín-Estudillo, Luis y Antonio Sáez Delgado (review)
https://muse.jhu.edu/article/984961
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La reciente aparición de Modernidades ibéricas: The Routledge Companion to Iberian Modernities, 1870–1930, editada por Luis Martín-Estudillo y Antonio Sáez Delgado, es una bienvenida aportación encaminada a establecer un mejor conocimiento de esta desestimada península que, no obstante, ejerce de puente o eslabón entre la Europa de hoy y sus territorios adyacentes. La importancia de la obra reside en la nueva y fresca visión que ofrece sobre el conjunto de modernidades ibéricas surgidas durante un período de más de medio siglo, el protagonismo actual de las regiones periféricas del centro hegemónico (Cataluña, Euskadi, Galicia, Brasil, Latinoamé-rica, etc.), las novedosas propuestas de ruptura con la tradición, las
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Project MUSE®https://muse.jhu.edu/2026-05-13T00:00:00-05:00https://muse.jhu.edu/journal/472/image/coversmallModernidades ibéricas: The Routledge Companion to Iberian Modernities, 1870–1930 ed. by Martín-Estudillo, Luis y Antonio Sáez Delgado (review)2026-03-10text/htmlen-USModernidades ibéricas: The Routledge Companion to Iberian Modernities, 1870–1930 ed. by Martín-Estudillo, Luis y Antonio Sáez Delgado (review)2026-03-102026TWOProject MUSE®105732026-05-13T00:00:00-05:002026-03-10Miradas y aperturas: El artículo de opinión en el periodismo literario de Poniatowska, Mastretta y Luiselli by Alicia Rita Rueda-Acedo (review)
https://muse.jhu.edu/article/984962
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América Latina tiene una tradición de novelistas y poetas que han ejercido el periodismo con gran éxito. Sin embargo, salvo alguna excepción, las mujeres que cultivan este género han recibido escasa atención de la crítica. De ahí la importancia del libro de Alicia Rita Rueda-Acedo, Miradas y aperturas: el artículo de opinión en el periodismo literario de Poniatowska, Mastretta y Luiselli, en el cual ofrece un estudio que llama la atención sobre la relevante labor periodística de tres autoras mexicanas contemporáneas que ayuda a rectificar esta omisión.En una breve Introducción, Rueda-Acedo aborda las distinciones que usamos al referirnos a la escritura tradicional periodística, específicamente las diferencias entre
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Project MUSE®https://muse.jhu.edu/2026-05-13T00:00:00-05:00https://muse.jhu.edu/journal/472/image/coversmallMiradas y aperturas: El artículo de opinión en el periodismo literario de Poniatowska, Mastretta y Luiselli by Alicia Rita Rueda-Acedo (review)2026-03-10text/htmlen-USMiradas y aperturas: El artículo de opinión en el periodismo literario de Poniatowska, Mastretta y Luiselli by Alicia Rita Rueda-Acedo (review)2026-03-102026TWOProject MUSE®87482026-05-13T00:00:00-05:002026-03-10Empanadas, Pupusas, and Greens on the Side: Language and Latinidad in the Nation’s Capital by Amelia Tseng (review)
https://muse.jhu.edu/article/984963
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Amelia Tseng’s Empanadas, Pupusas, and Greens on the Side: Language and Latinidad in the Nation’s Capital is a timely and insightful contribution to the study of language, race, and identity in US Latinx communities. Drawing on nearly a decade of research with the DC Latinx Language and Identity Project, Tseng integrates interviews, surveys, participant observation, and archival materials to demonstrate how Latinidad is not imported wholesale from Latin America but is continually reshaped within the social and racial dynamics of Washington, DC—a historically Black city.At the heart of her analysis lies the concept of “raciomultilingualism,” which emphasizes the inseparability of race and language in identity
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Project MUSE®https://muse.jhu.edu/2026-05-13T00:00:00-05:00https://muse.jhu.edu/journal/472/image/coversmallEmpanadas, Pupusas, and Greens on the Side: Language and Latinidad in the Nation’s Capital by Amelia Tseng (review)2026-03-10text/htmlen-USEmpanadas, Pupusas, and Greens on the Side: Language and Latinidad in the Nation’s Capital by Amelia Tseng (review)2026-03-102026TWOProject MUSE®55692026-05-13T00:00:00-05:002026-03-10Tapices: An Intermediate Spanish Language Textbook by Muñoz Sánchez, Alicia and Laura Marqués Pascual (review)
https://muse.jhu.edu/article/984964
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Tapices is a Spanish language textbook designed for intermediate-level college students in the United States. Its thorough implementation of the communicative and Project-Based Learning (PBL) approaches, along with its overarching commitment to critical pedagogy, make this book a relevant and valuable contribution to the teaching of Spanish in the United States.Communication is the general goal of most Spanish language textbooks, but what distinguishes Tapices is its systematic facilitation of student-centered communication through a total of 15 well-anchored projects. In accordance with ACTFL standards, these projects cover communication in its interpretive, interpersonal and presentational dimensions. ACTFL also
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Project MUSE®https://muse.jhu.edu/2026-05-13T00:00:00-05:00https://muse.jhu.edu/journal/472/image/coversmallTapices: An Intermediate Spanish Language Textbook by Muñoz Sánchez, Alicia and Laura Marqués Pascual (review)2026-03-10text/htmlen-USTapices: An Intermediate Spanish Language Textbook by Muñoz Sánchez, Alicia and Laura Marqués Pascual (review)2026-03-102026TWOProject MUSE®94762026-05-13T00:00:00-05:002026-03-10Second Language Anxiety: Affective or Linguistic Variable? by Richard L. Sparks (review)
https://muse.jhu.edu/article/984965
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De las diferencias individuales existentes en el aprendizaje de una L2, la ansiedad ha sido la más estudiada. Aprender una segunda lengua, sobre todo en las etapas posteriores a la pubertad, produce ansiedad, tal y como suele suceder cuando un adulto aprende algo nuevo. Y esto es precisamente lo que cuestiona esta antología: ¿es realmente la ansiedad en la segunda lengua un constructo independiente que afecta únicamente este proceso? Esto es, según el subtítulo del libro, ¿es la ansiedad en la segunda lengua una variable afectiva o lingüística?Este volumen recoge 16 artículos anteriormente publicados en revistas académicas durante un lapso de 30 años que fueron escritos mayoritariamente por Richard Sparks, ya sea
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Project MUSE®https://muse.jhu.edu/2026-05-13T00:00:00-05:00https://muse.jhu.edu/journal/472/image/coversmallSecond Language Anxiety: Affective or Linguistic Variable? by Richard L. Sparks (review)2026-03-10text/htmlen-USSecond Language Anxiety: Affective or Linguistic Variable? by Richard L. Sparks (review)2026-03-102026TWOProject MUSE®80582026-05-13T00:00:00-05:002026-03-10Los nombres de Feliza by Juan Gabriel Vásquez (review)
https://muse.jhu.edu/article/984966
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Gabriel García Márquez escribió “Se murió de tristeza” en una de sus columnas pocos días después de la muerte de Feliza Bursztyn. Estas cuatro palabras sibilinas son, pues, la materia prima ideal para que un escritor empiece a indagar, investigar y preguntarse por qué una mujer que hizo de la chatarra formas escultóricas que transgredieron todas las normas, que se enfrentó a la sociedad bogotana y a su familia judía, que abandonó a sus tres hijas para vivir la vida que quiso entre fanfarrias con poetas y artistas, que dedicó su enorme energía a la creación, falleciera en un restaurante ruso en París rodeada de sus amigos y esposo. Juan Gabriel Vásquez se ofrece como historiador, reportero y novelista para contar la
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Project MUSE®https://muse.jhu.edu/2026-05-13T00:00:00-05:00https://muse.jhu.edu/journal/472/image/coversmallLos nombres de Feliza by Juan Gabriel Vásquez (review)2026-03-10text/htmlen-USLos nombres de Feliza by Juan Gabriel Vásquez (review)2026-03-102026TWOProject MUSE®78682026-05-13T00:00:00-05:002026-03-10