Spanish Last Names in the Naples Periphery

The purpose of this study is to shed light on the southern part of Italy where Catalonians ruled. Great numbers of Spaniards, principally the Catalonians, headed to that country. This affected the language, and, in turn, the history of people＇s last names. At first, some of the Spanish last names were used as nicknames for Italians. The method 1 used to get the data from primary sources was from spending time in Italy for four consecutive summers and visiting towns in the Naples area while I collected surnames found on houses. The Catalonians came to rule Sardinia, and their language and subsequently Spanish were official on the island. The linguistic influence of Spanish does not stop with surnames. A list of Spanish and Basque surnames which is redolent of the history of southern Italy and Sicily is appended. The geolinguistics interest lies in the way that the study of language, both ordinary words and proper nouns, offers important clues to the lives and movements of people of ages past, reflects political and economic aspects and also explains the ethnic origin of people who live in Sicily and Italy today or are descendants of Italians who have been important immigrants in the Americas, in Australia, and indeed around the world.

Linguistic Justice and Dual Language Programs

This paper makes the case that education aimed at Hispanic or Latino children in the United States needs to recognize both their linguistic and cultural roots （raices） as well as the educational wings （alas）. The reason the author believes dual language programs could benefit all is due to the fact that if done properly, it should promote bilingualism, respect, and equity for all students in the school. Dual language programs are relatively new in the United States. These programs aim to create bilingual, bicultural students without sacrificing these students＇ success in school or beyond. The goals of dual language are to provide high-quality instruction for language-minority students and to provide instruction in a second language for English-speaking students. Schools teach children through content, with teachers adapting their instruction to ensure children＇s comprehension and using content lessons to convey vocabulary and language structure. Striving for a balance of half language minority students and half English speaking students in each classroom, dual language programs also aim to teach cross-cultural awareness. Programs vary in terms of the amount of time they devote to each language, which grade levels they serve, how much structure they impose for the division of language and curriculum, and what populations they serve.

Stereotypes in a Foreign Language Classroom --Modifying Negative Attitudes to Enhance Foreign Language Learning

The aim of the paper is to present various aspects of the phenomenon of stereotyping in the context of FL （foreign language） learning and teaching and to discuss practical solutions to be used in a FL classroom to teach the worm about the worm by questioning the stereotypes learners have of other nations and languages. This paper is an attempt to present some ideas of FL teachers＇ role in developing students＇ socio-cultural competence with the aim of raising their cross-cultural awareness and questioning the stereotypes students bring into a FL classroom. The methodology used was an analysis of fragment of tape scripts from listening comprehension activities from a course book preparing Polish secondary students for the school leaving exam. The topics discussed concern opinions about attitudes towards and judgments of various cultural aspects, be it drinking tea or discussing the weather, impressions people have about other nations, or languages people speak.

The Education of the Children of Immigrants： A Cross-Cultural Study Between New York and Rome

Teachers of CLD （culturally and linguistically diverse） public school students New York and Rome, Italy were interviewed about their work with this unique, growing subset of learners. The 12 teachers＇ stories highlight myriad issues facing educators across the globe. Each teacher had recently participated in a research-based and government-sponsored professional development program focused on second language acquisition and culturally responsive pedagogy. Themes emerged through the analysis of individual interviews and classroom observations. These findings highlight teachers＇ perceptions of effective professional development, along with identification of institutional barriers impeding the delivery of best practices to CLD students. Cross-cultural comparisons are made which suggest an inconsistency in educational services for CLD students, along with an urgent need for professional development courses for teachers and administrators. The educators＇ voices shed light on both the challenges and rewards associated with this important work.