Understanding Digital Identity during the Pandemic: An Investigation of Two Chinese Spanish Teachers

During combatting the COVID-19 pandemic, the most widespread change in Spanish as a foreign language instruction is imperative online teaching. It demands that language teachers move all teaching activities to virtual platforms, facilitating the construction of their digital identities. However, there is scarce attention on Spanish teachers' professional development, given the necessity of understanding the evolvement of their identities across virtual learning platforms. Through the lens of a case study, this research explores the digital identities of Spanish as a foreign language teachers during the school lockdown in 2022. The data includes semi-structured interviews, virtual classroom discourse, lesson plans, and reflective writing. The results show that Spanish teachers formed multiple digital identities, including curriculum innovators, vulnerable actors, involuntary team workers, overseas returnees, and academic researchers. Among them, the first three are core identities, while overseas returnees and academic researchers are peripheral identities. Regardless, they were formed and negotiated under the influence of teachers' past experiences, the exercise of agency, emotional vulnerability, and social context. In addition, a contradictory belief in teaching was also identified during the formation of Chinese Spanish teachers' digital identities.

Multilingualism, diversity, and performing arts. A home for Spanish language theatre in post-Brexit gentrified London

In 2016, the Spanish Theatre Company (STC) opened the doors of its Cervantes Theatre (CT), the first British (and European) venue devoted to showcasing productions of Spanish and Latin American plays in a bilingual format. Four years on–and at a critical juncture given Brexit and the COVID-19 pandemic–this article reflects on the current state and future prospects of this nascent migrant theatre initiative based in Southwark. This, I hope, will serve as a first step to re-think the Arts Council England's diversity strategies in relation to multilingual initiatives. Drawing on in-depth interviews and critical analysis of archival and online documents, I focus on four interrelated factors crucial for understanding how and why this unique project sprung into life in a London hotspot for real estate speculation just as the UK split from the EU, with the aim of exploring if the STC case could be used as a model for future endeavours. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Pediatric Strategic Telemedicine Response Before and After the Primary COVID-19 Surge: Lessons Learned

Introduction: The year 2020 brought unparalleled challenges for maintaining safe access to pediatric care with a rapid expansion of existing telemedicine infrastructure, while allowing for cross-leveraging capacity for emergency and inpatient care of COVID-19 patients. Method(s): We examined telemedicine encounters across multiple specialties during fiscal years (FYs) 2019-2021, encompassing before and after the primary COVID-19 surge, as well as the infrastructure and processes created. Included in this analysis were age, gender, preferred language, zip code of residence, and primary insurance plan. Result(s): Telemedicine visits institution-wide increased from 220 in FY 2019 to 94,057 in FY 2021, representing an increase of 0.05% to 19.9% of total visits. Notably, total penetration of primarily Spanish-language telemedicine visits increased from 6.4% to 14.8% from FY 2020 to FY 2021. During that same time frame, our pediatric otolaryngology practice demonstrated a reduction of overall telemedicine visits (8% to 5.8%) in favor of a return to brick-and-mortar visits;this trend varied across numerous medical and surgical specialties, influenced by ability to optimally render diagnostic and treatment capabilities virtually. Conclusion(s): The COVID-19 pandemic necessitated technologic and process innovation to preserve care to our vulnerable pediatric population and created sustainable infrastructure for future postpandemic patient care. Barriers to telemedical care include clinical diagnostic limitations, low socioeconomic status with limited smartphone and broadband access, as well as nonprimarily English-speaking patients. Our institution rapidly scaled telemedicine access across the sociodemographic spectrum through the COVID-19 pandemic and is working across specialties to maintain and increase access to those within our diverse Southern California community, as well as in service to our international and rural families.

Teaching Spelling through Instagram : Spanish Language in the High School Classroom

Instagram has revolutionized the way in which young people relate to each other. However, its use is often penalized in educational centers, making its presence as an educational tool in the subject of Spanish Language and Literature scarce. To propose improvements, we carried out a case study focused on spelling with students in their 4th year of secondary education. Three mixed groups from a public school (seventy-one students in total) participated in the study. The results of the spelling activity show that the students of these educational levels (14 and 15 years old) are more receptive to integrating spelling when examples and explanations are found on Instagram. Our work is an invitation for teachers to accept and incorporate the educational potential of social networks as a strategy that improves students’ learning and increases their motivation.

Qué aprendimos? Recruiting Hispanics in Parkinson's research

Objective: To share with researchers the strategies used in the Parkinson's Foundation (PF) PDGENEration study to encourage the recruitment of minorities in genetic research. Background: Hispanics are interested in research participation and believe these efforts are key [1];but hindering barriers (i.e., transportation, low education, childcare, work schedules, English only documents) remain unaddressed by researchers. [2]. Methods: The PF created the GEN-EP Latino Advisory Committee to aid in the recruitment of Hispanic participants. The members of the advisory committee encompass representatives of the Hispanic community that work closely in the field of PD. Monthly meetings take place to continuously evaluate the needs of the community, identify study and recruitment barriers, create culturally appropriate study materials, evaluate the content of educational videos and plan outreach events. Results: All created documents were culturally tailored ensuring careful consideration of dialectal variations of the Spanish language. Access barriers were addressed by 1) Providing multiple ways for study sign up (phone, zoom events, and website), and 2) Recruitment of Spanish speaking staff to allow participants to experience the whole study in their native language. Due to COVID, all events were virtual and included relevant PD topics, engaging at home exercises with music, and panels of professionals, promotores, and Hispanics with PD sharing their points of view. Since 2020, we have hosted four events with a total of 280 attendees. [table1] After all these efforts, the recruitment of Hispanics has doubled to more than 6%. [table2]. Conclusion: Although the study is still in progress, we wish to share our strategies to spark recruitment of minorities across all research. The Hispanic community is eager to help in the advancement of science and it is now our job, as researchers, to address existing barriers. Creative thinking and additional efforts across all areas of study design and implementation ensure culturally competent research. It is time to achieve greater and more diverse knowledge that applies beyond the overrepresented majority.

Disparities in Electronic Patient Health Portal Use During Pregnancy According to Race, Ethnicity, and Language

INTRODUCTION: Use of electronic patient health portals (EMRPHP) was stressed during the first year of the COVID-19 pandemic as an important vehicle for equitable access to healthcare information. Disparate use of the EMR-PHP according to race, age, ethnicity, and insurance status has been reported. Less is known about disparities associated with EMR-PHP use in pregnancy. Further, the effect of the COVID-19 pandemic on EMR-PHP utilization according to race/ ethnicity is unclear. METHODS: Institutional review board approval was obtained through Vanderbilt University Medical Center. A retrospective cohort study of patients who delivered and received prenatal care between 2018 and October 2021 was performed. Demographic and EMR-PHP activation/use data were stratified by race, ethnicity, and language. Differences in EMR-PHP registration/use in 2019 and in 2020, during the first year of the COVID-19 pandemic, were determined according to race, ethnicity, and primary language. RESULTS: In 2019-2020, an average of 4,400 patients delivered and selfidentified as: White (54%), Black (17%), Hispanic (17%), English language (EL) (80%), and Spanish language (SL) (20%). EMR-PHP registration/use increased in 2020 for all patients. EMR-PHP registration increased more in Hispanic (44% increase 2020 vs 2019) and SL (54% increase 2020 vs 2019) patients compared to White and EL patients (P<.05). Despite significant gains in 2020, Hispanic and SL patients were less likely to register/use the EMR-PHP compared to White and EL patients at the time of delivery (P<.01). CONCLUSION: Significant disparities in EMR-PHP registration and use were identified in pregnancy. The patient, provider, and digital health access factors underlying low rates of EMR-PHP use in underserved populations require further investigation.

Bilingual Special Issue in English and Spanish: Gender, Social Inclusion, and Entrepreneurship: Women's Struggles in the Private and Public Sectors Meeting Sustainable Development Goal (SDG) #5

According to Anker (1997), employment discrimination can cause mismatches between skills and jobs, which affects the efficiency of markets. [...]this special issue contributes to expanding and deepening labour discrimination, specifically in closing gaps in salary and gender segmentation in the labour market that are the leading causes of gender inequity. Evidence from India" by Krishna M * "Entrepreneurial Competencies in Graduate Students from Mexico: A Gender Perspective" by Eduardo R. Díaz * "Social Inclusion, Equality, Leadership, and Diversity, to attain Sustainable Development Goal 5 in Indian Banking Industry" by Surjit Singha and Sivarethinamohan R. * "Diverging women on mommy track to career track" by Sunaina Arora and Dr. Neeraj Kumari * "Tobacco Farming, Addiction, Promotion of Gender Equality, Well-being and monopoly of the Indian Market" by Ranjit Singha and Dr Yogesh Kanna * "An empirical analysis of life satisfaction in adolescent development in high- and middleincome countries" by Amirreza Kazemikhasragh This special issue tries to respond and close gaps in the literature. [...]this special issue presents an unprecedented collaboration of researchers with the common goal of promoting business management and moving towards the economic empowerment of women and eradicating gender segregation in labour markets.

Approaching Composition as Showing–Telling through Translanguaging: Weaving Multilingualism, Multimodality, and Multiliteracies in a Digital Collage Proyecto Final

Couched in theories of translanguaging, multimodality, and multiliteracies, this article explores digital compositions (i.e., digital collages) as spaces for identity representation through the proyectos finales produced by 22 students in a Spanish composition class for heritage/native speakers in a U.S. university. Each digital collage was accompanied by two written documents: one describing the processes leading to its creation, and another one explaining the meaning of the collage and its components. Qualitative content analysis was used to investigate the submissions, with particular attention paid to instances of identity, experience, and self-representation through complex orchestrations of flexible multilingual and multimodal meaning- and sense-making. The proyecto final is discussed in terms of the curricular innovation for courses designed for racialized language-minoritized multilingual students, describing the nature and affordances of translanguaging in this context, and advancing an approach to digital composing as showing–telling.

FROM AN ON-SITE TO AN ONLINE EVENT: Transitioning Learning Experiences During the COVID-19 Pandemic

The COVID-19 pandemic forced faculty across the country to review, reenvision, and implement different educational practices that have previously been taken for granted. In this article, we, a group of faculty, share our experiences of pivoting a major event: The traditionally on-site summer institute for doctoral students, into a virtual summer institute. Strategies and experiences for the on-site event were redesigned according to the online setting's affordances and limitations to meet the students' outcomes and needs, as described in the equivalency theory (Simonson, 1999). We begin this article with a brief overview of our event, followed by a discussion of the equivalency theory and students' and faculty's perceptions of the event. We conclude the article with lessons learned and recommendations for successfully transitioning a face-to-face educational event to an equivalent online-learning experience.

Validation and Factorial Invariance of the Life Skills Ability Scale in Mexican Higher Education Students

The objective of this study was to validate the Life Skills Ability Scale through internal consistency and construct validity in the context of higher education in Mexico. In study 1, the reliability and factor structure of the scale were evaluated with a sample of 525 higher education students (Mage = 19.94 years, SD = 3.85). In study 2, the factor invariance of the instrument was analyzed based on sample gender, which consisted of 707 higher education students (Mage = 20.03 years, SD = 4.19). The results showed adequate reliability and construct validity with a second order model and an eight-factor structure (teamwork, goal-setting, time management, emotional skills, communication, social skills, leadership, problem-solving, and decision-making). Likewise, there was measure equivalence between men and women. In conclusion, the Spanish version of the Life Skills Ability Scale in a Mexican context is a reliable and valid instrument that allows the assessment of life skills in higher education students.

LOS HASHTAGS EN EL DISCURSO INSTITUCIONAL ESPAÑOL SOBRE LA COVID-19 EN TWITTER

En este trabajo se presentan los resultados de un análisis pragmalingüístico de un corpus de hashtags contenidos en los tuits publicados desde marzo de 2020 hasta mayo de 2021 en los perfiles del gobierno español, el ministerio de sanidad y el de salud pública. El estudio tiene como objetivos identificar las semejanzas y diferencias que presentan las etiquetas relacionadas con la Covid-19 en estas tres cuentas y determinar qué papel ha jugado este dispositivo en el discurso público institucional sobre la crisis pandémica. Los resultados muestran que existen diferencias respecto a la cantidad de etiquetas empleadas, mientras que, formal y funcionalmente, se utilizan de manera similar para contextualizar el mensaje y para informar y persuadir a los ciudadanos.Alternate :This paper presents the results of a pragmalinguistic analysis of the hashtags included within the tweets published in the profiles of the Spanish government, the Ministry of Health and the Public Health agency from May 2020 to May 2021. The study aims at identifying the linguistic formal and content similarities and differences of the hashtags related to the Covid-19 disease, that were used within these accounts, and determining the role played by this affordance in the Spanish public institutional discourse about the pandemic. The results show that there are significant differences regarding the number of hashtags used, while, formally and functionally, they are used in a similar way in order to contextualize the message, and to inform and persuade citizens.

Incorporando la revisión como competencia en los estudios de traducción

El trabajo que se presenta a continuación muestra la experiencia de implantación de la revisión de traducciones como competencia en los estudios de traducción. Se aborda la introducción de la auto y la heterorrevisión de los textos traducidos como entrenamiento frente a la creciente demanda laboral de esta competencia, pero también como instrumento de mejora de las propias habilidades traductoras del alumnado. Para ello, se parte de la metodología del Plan de Innovación Docente La revisión de textos: recursos y estrategias docentes en el ámbito de la traducción y la asesoría lingüística, de la Universitat de Valencia, que se aplica al alumnado de la asignatura Traducción general catalán-español durante el curso 2020-2021. Las dos principales aportaciones de la experiencia piloto son (1) curriculares, por la incorporación de nuevas competencias y, por tanto, por el logro de nuevos resultados de aprendizaje de aplicación directa en el entorno laboral;y (2) metodológicas, puesto que la incorporación de los contenidos se lleva a cabo con ejercicios de carácter lúdico, premiatorio y voluntario para fomentar la participación, la implicación y reducir la desconexión derivada de la docencia semipresencial. Los resultados de los instrumentos de valoración muestran el alto grado de satisfacción con la metodología y el aprendizaje adquiridos, así como los excelentes resultados académicos.Alternate :The work presented below presents a classroom experience in which revision is incorporated as a competence in undergraduate translation studies. Both self- and other- revision of translations is presented as an essential skill to acquire, in the face of its growing labor demand, but it is also conceived as an instrument to improve the students' own translation skills. To do this, the methodology established in the Teaching Innovation Plan (TIP)The revision of texts: teaching resources and strategies in the field of translation and linguistic assessmen is applied to one particular subject, namely General Translation Catalan>Spanish. The experience took place in the University of Valencia in the academic year 2020-21. The two main contributions of this pilot experience are (1) curricular, due to the incorporation of new competences and, therefore, due to the achievement of new learning outcomes, directly applicable in the work environment;and (2) methodological, since the incorporation of the contents is carried out with exercises of a playful, rewarding and voluntary nature to encourage participation and involvement whlie reducing the disconnection derived from online teaching. The results of the assessment instruments show the high degree of satisfaction with the methodology and knowledge acquired, as well as the excellent academic results.

Las tutorías de escritura académica presenciales y virtuales: ¿qué podemos aprender sobre sus estrategias didácticas?

En el contexto hispánico, han surgido los centros de escritura y las tutorías, los cuales se han debido adaptar a la educación a distancia, por causa de la emergencia sanitaria de la covid-19. No obstante, aún hay pocas evidencias con respecto a cómo funcionan las tutorías en esa modalidad de educación. A partir de lo anterior, este trabajo tuvo como objetivo analizar las estrategias didácticas que utilizaron dos tutoras pares durante las tutorías de escritura presenciales que ofrecieron antes de la pandemia y las virtuales, realizadas durante la pandemia, luego de un programa específico de formación. Para ello, mediante una investigación cuantitativa-cualitativa, se realizó un análisis de contenido, por medio del software maxqda, de las transcripciones de 16 tutorías (8 presenciales y 8 virtuales). Los resultados dan cuenta de una prevalencia general de estrategias cognitivas, sobre todo la pregunta, junto con instructivas, como la sugerencia y la explicación. No obstante, se perciben diferencias en los tipos de tutorías y se confirma una tendencia a centrarse más en el estudiante y en el proceso en las tutorías virtuales. Estos resultados sugieren que las tutorías virtuales son una alternativa útil en el acompañamiento del proceso de escritura a estudiantes universitarios.Alternate : In Spanish-speaking settings, newly-emerged writing tutoring centers have seen the need to adapt to emergency remote education due to the health emergency brought about by covid-19. However, there is lack of evidence regarding how writing tutoring actually works under this education modality. Drawing on the above, this article aimed to analyse the didactic strategies used by two peer tutors in both face-to-face writing tutoring sessions that occurred before the pandemic and online sessions taking place during the pandemic, after having undergone a specific training program. Data were collected through a quantitative-qualitative approach, and the maxqda software was used to do a content analysis of 16 tutoring session (8 face-to-face and 8 online) transcriptions. Findings show a prevalence of cognitive approaches, mainly questioning;along with instructional approaches, such as suggestion and explanation. Nonetheless, differences are perceived between the various types of tutoring sessions, along with a trend toward a more student-centered approach in online tutoring sessions. These results suggest online tutoring sessions are a useful alternative when accompanying the writing process in university students.

Enseñanza virtual de lengua inglesa durante el confinamiento domiciliario: percepciones y reacciones del alumnado en una universidad española

La explosión de la pandemia de covid-19 en España supuso un reto mayúsculo para las universidades con educación presencial ya que estas fueron obligadas a adaptarse a la docencia en línea de manera casi inmediata. Este artículo tiene el objetivo de ofrecer una instantánea de los resultados de este salto repentino a un modelo virtual en la enseñanza de lengua inglesa en distintos programas de grado de la Universidad de Alcalá en España. Para ello, se centra en las percepciones y reacciones del alumnado. Los datos derivaron de una encuesta respondida por 159 estudiantes de Inglés de las facultades de Filosofía y Letras;y de Ciencias Económicas, Empresariales y Turismo, y de un grupo de discusión posterior en el que participaron los autores del estudio y una selección de los encuestados. Estos dos métodos se utilizaron para ahondar en el tratamiento dado a aspectos centrales de la enseñanza de lenguas extranjeras, tales como: (a) la adquisición de competencias, (b) los métodos de evaluación, (c) la utilidad de las tecnologías de la información y la comunicación (tic), y (d) la interacción entre estudiantes y entre estudiantes y docentes, durante el periodo de enseñanza a distancia que sobrevino a la pandemia. Los resultados evidenciaron la problemática que entraña esta modalidad virtual en cuanto a la adquisición y la práctica de destrezas como la expresión oral, la participación en clase, la articulación del trabajo en grupo y las relaciones interpersonales. Además, subrayaron beneficios, tales como un mayor conocimiento y manejo de los recursos tecnológicos. Finalmente, sirvieron para mostrar al profesorado los instrumentos digitales de trabajo y evaluación mejor y peor valorados por el estudiantado.Alternate : The outbreak of the covid-19 pandemic in Spain was a major challenge for universities offering face-to-face education since these were compelled to adjust to online teaching in an extremely brief time span. This article aims to offer a compre­hensive picture of the repercussions that such a sudden immersion in full virtual mode had on instrumental English subjects taught in different undergraduate programs at Universidad de Alcalá in Spain. The profile is based on the data collected from: (a) a survey with 159 respondents enrolled in English courses in the faculties of Philosophy and Arts, and of Economics, Business and Tourism;and (b) a subsequent discussion group, including the authors of the study and a deliberately selected number of respondents. Both methods were used to delve into core aspects of language teaching such as: (a) skills acquisition, (b) assessment methods, (c) the usefulness of the ict tools employed in the classroom, or in-class, and (d) interactions between students and between students and teachers in this exceptional context of unforeseen remote education. Results underscore the problems this scenario entails for the practice and acquisition of skills such as oral performance, class participation, or the management of teamwork and interpersonal relationships. They also pinpoint certain benefits related to an enhanced knowledge and handling of ict tools. Finally, they give instructors insight into the digital applications and assess­ment instruments which were more and less highly valued by students.

Sign languages should be a compulsory subject in the school curriculum, like any other language

Dada mi condición de CODA (Children of Deaf Adults), y como miembro de una familia con personas sordas (con padres, tíos sordos), he realizado tareas de intérprete y, en cierto modo, de mediadora cultural desde temprana edad. En ocasiones, esta labor ha sido abrumadora debido a la falta de madurez, así como a la dificultad de los temas a interpretar por tratarse de asuntos legales, administrativos, entre otros, puesto que siempre se comienza con esta labor desde edad temprana. Continuamente me he encontrado nadando entre dos culturas, la cultura sorda y la oyente, siendo la LSE parte de mi identidad cultural y personal. Desde el año 2015 (año en el que fue realizada la entrevista) hasta nuestros días, la situación de las personas sordas en nuestro país no ha mejorado sustancialmente, muy al contrario, se ha visto agravada por la pandemia. En cierto modo, se han visto afectados los derechos de las personas con discapacidad (no solo de las personas sordas). Tal y como ha publicado en marzo del 2021 el Comité Español de Representantes de Personas con Discapacidad (CERMI), que denuncia en su informe el impacto negativo que ha supuesto la pandemia en los derechos de las personas con discapacidad. Desde las instituciones se habla de siempre de inclusión y de atención a la diversidad, pero esta pandemia ha hecho que miles de personas sordas se vean más aisladas que antes de la COVID-19. No se ha realizado ningún tipo de adaptación ni se han tenido en cuenta sus problemas de accesibilidad. Esta pandemia ha puesto de manifiesto las carencias de las administraciones con respecto a políticas sociales, ahora más que nunca es necesario que las personas normoyentes aprendan la Lengua de Signos para poder comunicarse con personas sordas o sordociegas. ¿Cómo reaccionarían ustedes al conocer que una persona sorda no sabe que alguien le está dirigiendo la palabra porque no puede ver que su interlocutor mueve los labios? Esta cuestión es una realidad a la que muchas personas con discapacidad auditiva deben enfrentarse a diario. En una lengua en la que los componentes no manuales (la expresión facial, oralización…) son primordiales para captar el mensaje, la mascarilla supone una barrera en la comunicación, pero no solo para aquellas personas que se comunican mediante la lengua de signos, también, para aquellas personas que poseen algún grado de pérdida auditiva o, incluso, para personas con algún trastorno del espectro autista (TEA) y a las que el uso de las mascarillas les resta volumen, llegando, incluso, a apagar las voces dificultando su comprensión. Al aislamiento que sufrimos todos se suma el de las personas con discapacidad auditiva. Muchas personas sordas o con algún grado de pérdida auditiva necesitan apoyarse a la hora de comunicarse con su entorno en la lectura labial (aunque no todas personas sordas la empleen). En febrero de 2021 el Ministerio de Consumo publicó una normativa por la cual, se establecen los requisitos que las mascarillas higiénicas transparente deben cumplir para poder ser homologadas. Sin embargo, hasta el momento, ninguna empresa ha realizado homologación alguna de este tipo de mascarillas, por lo que las personas sordas deben continuar aisladas. A esta dificultad añadida de las mascarillas se suma la reducción de los servicios de interpretación y en algunos lugares, la prohibición acudir con intérprete a realizar gestiones burocráticas de tipo médico o administrativo, con una reducción del 90 % de la atención presencial. Se hace necesario, más que nunca, un aumento de los servicios de intérpretes y mediadores. Un año después del comienzo de la pandemia, la situación no ha mejorado para la Comunidad Sorda en nuestro país. Sin embargo, y para evitar en la medida de lo posible esa exclusión social, me gustaría terminar con la siguiente frase que resume una necesidad: «Las personas sordas no pueden aprender a oír, pero tú si puedes aprender lengua de signos».

Discours politique sur la pandémie du COVID-19: une étude de cas des allocutions télédiffusées de Sánchez et Macron en mars 2020

Partiendo de los postulados del análisis crítico del discurso, de la pragmática y la retórica, se estudiarán los procedimientos discursivos en el discurso político pronunciado por los dirigentes políticos en el marco de la pandemia actual. Los discursos de los jefes de Estado y de Gobierno francés y español, retransmitidos por medios de televisión en marzo de 2020 y cuyo objetivo primordial era decretar el estado de emergencia, constituyen el corpus del presente estudio. La metodología se basará en diversas categorías de análisis de recursos discursivos y retóricos (presuposiciones, metáforas, paralelismos), entre los que la deixis desempeñará un papel crucial como mecanismo fundamental de anclaje del material verbal en su contexto extralingüístico. Los resultados muestran características discursivas de las ideologías políticas en el poder en dos países vecinos, aunque culturalmente diversos: la France en guerre de Macron y la España unida de Sánchez.Alternate :This study draws on Critical Discourse Analysis, Pragmatics, and Rhetoric to investigate four instances of political discourse within the framework of the current pandemic situation. In particular, I analyse the statements by Spanish Prime Minister Pedro Sánchez and French President Emmanuel Macron released in March 2020 and aimed at announcing the state of emergency in Spain and France, respectively. Various categories of discursive and rhetorical resources are taken into account, such as presuppositions, metaphors, and parallels, among which deixis plays a crucial role as a fundamental mechanism for anchoring the verbal material in its extra-linguistic context. Strategic discursive functions are considered, above all in terms of persuasion and legitimacy, as expressed by the political leaders in question. The results highlight the discourse features of the political ideologies in power in two neighbouring, albeit culturally diverse countries: Macron's France en guerre and Sánchez's España unida.

Spanish-Language News Consumption and Latino Reactions to COVID-19.

While the literature on infectious disease outbreaks has examined the extent to which communication inequalities during public health emergencies exacerbate negative outcomes among disadvantaged individuals, the implications of ethnic media consumption among minority groups during these crises are underexplored. Making use of the first nationally representative survey of US Latinos (N = 1200) on the impact and reactions to COVID-19, this study examines the implications of Spanish-language news media consumption on source credibility and attitude formation during the COVID-19 pandemic among Latinos and immigrants from Latin America. Through a series of statistical analyses, this study finds that ethnic news consumption is strongly associated with trust in Spanish-language journalists, whereas mainstream media consumption is not associated with trust in English-language journalists. More importantly, this study finds that source credibility, particularly in Spanish-language journalists, matters for Latinos as it is associated with more positive assessments of state and local officials providing adequate information about COVID-19. This study illuminates the importance of non-traditional media among racial minorities, who account for almost 40% of the US population, and highlights the importance of shared backgrounds in source credibility among linguistically diverse groups in the United States during a public health crisis.