The role of correct pronunciation and intonation in teaching Italian as a foreign language through blended learning: a guide to the core sounds of the Italian language for English native speakers

Although many scholars have emphasised the value of pronunciation and intonation training as fundamental in FL (foreign language) teaching, it seems that the practise of these skills is still neglected by practitioners. Segmentals and suprasegmentals are often absent in Italian FL courses based on the claim that the phonology of Italian is rather easy, and students are expected to pick it up along the way. Proceeding from the recognition that a difference exists between the theory and the practice of integrating segmentals and suprasegmentals training in FL courses, this qualitative study investigates learners’ views about pronunciation and intonation’s role in learning foreign languages, in particular Italian FL, and the use of new specific materials and technological tools deployed for the teaching of these phonological skills online. Findings confirm the potential of materials devised appositively for pronunciation and intonation acquisition, and the benefits of using specific online voice recording tools to promote the development of phonological skills and boost students’ phonological and cultural awareness; however, they reveal that such potential often remains unrealised in the FL classroom. The role of teachers in terms of beliefs about, knowledge of and approach to teaching pronunciation and intonation in FL courses emerges as crucial. Findings also highlight the need of a deeper understanding of how pronunciation and intonation training can positively affect the students’ learning outcomes and how these skills should be systematically and appropriately addressed to in the FL class

IMPROVING PRONUNCIATION ABILITY USING CARTOON FILMS (A COLLABORATIVE ACTION RESEARCH OF THE EIGHTH GRADE STUDENTS OF SMPN 1 KALIWIRO IN 2009/2010)

Mustika Ratna Pratiwi. K2206024. “IMPROVING PRONUNCIATION ABILITY USING CARTOON FILMS (A COLLABORATIVE ACTION RESEARCH OF THE EIGHTH GRADE STUDENTS OF SMPN 1 KALIWIRO IN 2009/2010)”. A Thesis. Surakarta. Teacher Training and Education Faculty, Sebelas Maret University, 2010. This thesis is written 1) to describe whether cartoon films can improve students’ pronunciation ability and to what extent cartoon films can improve students’ pronunciation ability and 2) to identify what happens when cartoon films are used as a teaching learning media in pronunciation practice in the eighth grade students of SMP Negeri 1 Kaliwiro. The method used in this research was a collaborative action research. The research was conducted in two cycles from March 10th until May 3rd 2010 at the eighth grade of SMP Negeri 1 Kaliwiro. The research data were collected by using techniques of observation, interview, diary, document, and test (pre-test and post-test). The data were analyzed through constant comparative method and descriptive statistics. The research findings prove that cartoon films could improve the students’ pronunciation ability. The improvement of the students’ pronunciation ability included: a) the students made fewer mistakes in producing particular sounds b) They also made fewer mistakes in reading the dialogue using English stress pattern c) They were able to produce falling intonation e) The mean score is improved from 44.3 for pre-test, 73.5 for first post test, to 80.6 for second post test. The research findings also prove that cartoon films could improve classroom situation of pronunciation practice. The improvement of the classroom situation included: a) The students were active in the classroom b) They were able to answer teacher’s questions and were active to give suggestion to the teacher c) They did not refuse to read dialogue in front of the class d) They were cheerful and highly motivated in conducting the lesson e) They paid attention to the teacher, the students did not look bored or make noise. Besides the two findings above, there were other findings as follows: They practiced pronunciation and read the dialogue outside the class. The result of the research implies that English teachers need to choose the appropriate media in teaching pronunciation. The appropriate media to teach pronunciation is cartoon films

Teaching pronunciation:a case for a pedagogy based upon intelligibility

This thesis examines the main aim of teaching pronunciation in second language acquisition in the Syrian context. In other words, it investigates the desirable end point, namely: whether it is native-like accent, or intelligible pronunciation. This thesis also investigates the factors that affect native-like pronunciation and intelligible accent. It also analyses English language teaching methods. The currently used English pronunciation course is examined in detail too. The aim is to find out the learners’ aim of pronunciation, the best teaching method for achieving that aim, and the most appropriate course book that fulfils the aim. In order to find out learners’ aim in pronunciation, a qualitative research is undertaken. The research takes advantage of some aspects of case study. It is also supported by a questionnaire to gather data. The result of this research can be regarded as an attempt to bring the Syrian context to the current trends in the teaching of English pronunciation. The results show that learners are satisfied with intelligible pronunciation. The currently used teaching method (grammar-translation method) may be better replaced by the (communicative approach) which is more appropriate than the currently used method. It is also more effective to change the currently used book to a new one that corresponds to that aim. The current theories and issues in teaching English pronunciation that support learners’ intelligibility will be taken into account in the newly proposed course book

Cultures and Traditions of Wordplay and Wordplay Research

This volume focuses on realisations of wordplay in different cultures and social and historical contexts, and brings together various research traditions of approaching wordplay. Together with the volume DWP 7, it assembles selected papers presented at the interdisciplinary conference The Dynamics of Wordplay / La dynamique du jeu de mots (Trier, 2016) and stresses the inherent dynamicity of wordplay and wordplay research

Cultures and Traditions of Wordplay and Wordplay Research

This volume focuses on realisations of wordplay in different cultures and social and historical contexts, and brings together various research traditions of approaching wordplay. Together with the volume DWP 7, it assembles selected papers presented at the interdisciplinary conference The Dynamics of Wordplay / La dynamique du jeu de mots (Trier, 2016) and stresses the inherent dynamicity of wordplay and wordplay research

Willingness to communicate in a second language : a qualitative study of issues affecting Thai EFL learners from students' and teachers' point of view

Students’ preference to remain silent in English-speaking classrooms has long been a problem in Thailand where the communicative language teaching (CLT) approach is widely used. This study investigates the reasons why Thai students do not want to use English to communicate in their EFL class. The theoretical framework for this study is based on research by MacIntyre et al. (1998) and Wen and Clement (2003). MacIntyre et al.’s (1998) framework concerns the process underlying the inclination to choose to speak a second language given the opportunity. This phenomenon is called, “Willingness to Communicate” (WTC) in a second language (L2). MacIntyre et al.’s framework was adapted by Wen and Clement (2003) and applied to nonwestern classroom settings, where a learners’ volition to speak in a second language may be influenced by cultural orientations. The theoretical framework of this study posits that WTC in the Thai EFL classroom context varies depending upon the immediate situation in the language classroom. This situation reflects the role of interlocutors as a product of cultural protocol, and the classroom communication patterns which are controlled by the classroom teacher. Based on this theoretical framework, the study primarily investigates the students’ WTC in a second language within the classroom context. Also, it aims to understand what EFL teachers do in their teaching practices to promote students’ WTC and how these practices affect students’ WTC. The framework of this study determined the rationale for methods of investigation that use qualitative inquiry to understand the contextually dependent nature of WTC in a second language. The rationale is based on a view of motivation called the person-in-context relational view of L2 motivation, a term recently coined by Ushioda (2009). The use of qualitative methods to investigate perceptions from both students and teachers concerning’ students WTC in the Thai EFL classroom context captures relevant contextually-related variables. The participants in this study were 29 undergraduate students, enrolled in five firstlevel English speaking classes at two universities in Bangkok, Thailand. These students were selected from 84 students who completed a WTC questionnaire. The selection of the participants was based on their WTC scores. Five teachers from these classes also participated, three of whom were Thai and two were native English speakers. The perceptions of both student and teacher participants were investigated xii through multiple methods: interviews, stimulated recall, and classroom observations. After the classroom observations, student and teacher participants participated in individual interviews, which were composed of general questions and stimulated recall questions based on classroom videos. Content analysis was used to identify themes indicating the variables contributing to students’ WTC and the teachers’ attempts to encourage students to speak English. Interpretation of the findings involved the analysis of data derived from the three sources of student and teacher interviews, stimulated recall data and observations. The proposed theoretical framework of the study was supported by the findings. Cultural orientation was found to be the basis of four identified variables underlying students’ WTC, classified as: Cultural Context, Social and Individual Context, Classroom Context, and Social and Psychological Context. Variables in the cultural context category highlighted two key principles underlying the norms of social interactions in Thai culture: the desire to establish a network of relationships and the need to maintain the hierarchical system embedded in the society. These two principles highlight the role of significant others over an individual’s decisions to interact or remain silent. In the social and individual context category, WTC was dependent on the role of significant others, as well as one’s personal characteristics and learning experiences. Within the classroom context, students’ WTC varied according to the influence of peer interlocutors, with whom the participants communicated. Also, teaching practices, reflecting language learning tasks and class management were found to affect students’ WTC. Finally, the social and psychological context comprised psychological variables (i.e., language anxiety, selfrelated beliefs, and goal orientations) that are affected by evaluations from significant others. Cultural orientation, emphasising the importance of significant others over students’ WTC was found to be relevant in all four WTC contexts. This interactive function of culture is comparable to the view of culture as a process, as proposed by Zusho and Pintrich (2003). Moreover, the use of a qualitative methodology in this study highlighted the explicit role of some variables on WTC (i.e., self-concept, selfefficacy, and goal orientations); a qualitative methodology has not been widely employed in previous WTC research. The findings from the present study were used to develop a model of WTC in a second language for Thai EFL learners in which the role of culture is emphasized. xiii The profound influence of culture on WTC implies that teachers need to be aware of students’ cultural backgrounds when designing classroom tasks and activities, so as to enhance WTC in English and promote English communication among students. This study contributes to theorizing of WTC in a second language from the Thai EFL perspective. Additionally, the study contributes to the investigation of WTC through qualitative research methods which have rarely been employed to date. The study also presents implications for designing teaching applications to maximize students’ WTC in EFL classrooms in Thailand

Exploring the role of prosody in passage reading of experienced and early readers

Previous research has consistently demonstrated that individual differences in prosodic competence (i.e., an individual’s sensitivity to and awareness of prosodic cues) are positively associated with reading comprehension (e.g., Chung & Bidelman, 2021; Holliman, Williams, et al., 2014; Lochrin et al., 2015; Veenendaal et al., 2014). It is less clear, however, whether this relationship between prosodic competence and reading comprehension is simply due to the role of prosody in the many lower level skills involved in efficient word reading, or, whether well-developed prosodic competence facilitates reading comprehension at a higher level. Accordingly, one of the hypotheses proposed in this thesis is that prosodic competence facilitates reading comprehension at the passage level by allowing for prosodic passage reading (i.e., the ability to read a passage with appropriate prosody). This thesis describes three empirical studies designed to examine the concurrent relationships between prosodic competence, prosodic passage reading, and reading comprehension in two samples of participants: experienced readers (adults) and early readers (children ages 7- to 11-years-old). Specifically, analyses were used to investigate (a) whether performance on prosodic competence tasks explained unique variance in passage reading (prosodic reading and comprehension) after accounting for word-level reading skills (e.g., vocabulary, segmental PA, and single word reading), (b) whether prosodic passage reading ability explained unique variance in reading comprehension, after accounting for word-level reading skills, and (c) whether prosodic passage reading ability explained the contribution of prosodic competence to reading comprehension. Results demonstrated that prosodic competence did not account for additional variance in reading comprehension, after controlling for word-level reading skills in either sample of readers. Consequently, there was no evidence that prosodic passage reading mediated the relationship between prosodic competence and reading comprehension. However, results did reveal that the role of prosody in relation to passage reading was markedly different between experienced and early readers. To illustrate, prosodic competence accounted for unique variance in prosodic passage reading (after accounting for all word-level reading skills), but exclusively in the samples of experienced readers — suggesting that prosodic competence likely facilitates prosodic passage reading, but only after a certain level of reading efficiency has been achieved. On the other hand, prosodic passage reading accounted for unique variance in reading comprehension (after accounting for all word-level reading skills), exclusively in the sample of early readers — suggesting that prosodic passage reading likely acts as a comprehension tool, but only during reading development. Accordingly, I argue that prosody should be integrated into future frameworks of reading comprehension, but that a developmental approach, which considers the changing role of prosody, is necessary. I also maintain that these results support the incorporation of prosodic passage reading in early literacy curricula

Training the perception and production of English vowels /e/ and /æ/ by Cantonese-speaking secondary school students.

Wong, Wing Sze.Thesis (M.Phil.)--Chinese University of Hong Kong, 2010.Includes bibliographical references (leaves 215-241).Abstracts in English and Chinese; some appendixes include Chinese.Title Page --- p.iAcknowledgments --- p.iiAbstract --- p.ivTable of Contents --- p.viiiList of Tables --- p.xiiiList of Figures --- p.xviiChapter Chapter1 --- Introduction --- p.1Chapter Chapter2 --- Literature Review --- p.5Chapter 2.1 --- Phonology in Second Language Acquisition --- p.8Chapter 2.2 --- Modeling Speech Perception --- p.8Chapter 2.2.1 --- Speech Learning Model --- p.8Chapter 2.2.2 --- Perceptual Assimilation Model --- p.11Chapter 2.2.3 --- Native Language Magnet Model --- p.13Chapter 2.3 --- Linking Up Speech Perception and Production --- p.16Chapter 2.3.1 --- The Motor Theory --- p.17Chapter 2.3.2 --- The Direct Realist Approach to Speech Perception --- p.18Chapter 2.3.3 --- General Approach to Speech Perception --- p.20Chapter 2.4 --- Training in the Laboratory --- p.21Chapter 2.4.1 --- Discrimination vs. Identification Training --- p.22Chapter 2.4.2 --- High-Variability Phonetic Training (HVPT) --- p.25Chapter 2.4.3 --- Vowel Training Studies --- p.30Chapter 2.4.4 --- Perceptual Training on Production --- p.34Chapter 2.4.5 --- Summary of Previous Research --- p.38Chapter 2.5 --- Current Research Background --- p.38Chapter 2.5.1 --- Cantonese Vowel System vs. English Vowel System --- p.39Chapter 2.5.2 --- Cantonese Learners' Difficulties --- p.42Chapter 2.5.3 --- The Present Research --- p.44Chapter 2.6 --- Pilot Study --- p.45Chapter 2.6.1 --- Purpose --- p.45Chapter 2.6.2 --- Participants --- p.45Chapter 2.6.3 --- Procedures --- p.46Chapter 2.6.4 --- Results --- p.47Chapter 2.6.4.1 --- Perceptual Performance --- p.47Chapter 2.6.4.2 --- Production Performance --- p.49Chapter 2.6.5 --- Discussions & Suggestions --- p.50Chapter 2.7 --- Research Questions --- p.53Chapter Chapter3 --- Research Methodology --- p.54Chapter 3.1 --- Research Subjects --- p.54Chapter 3.2 --- Research Design and Procedures --- p.57Chapter 3.2.1 --- The Research Setting --- p.57Chapter 3.2.2 --- The Design in Details --- p.58Chapter 3.2.2.1 --- Before the Experiment: Preparation --- p.60Chapter 3.2.2.2 --- Phase 1: Pretest Phase --- p.61Chapter 3.2.2.2.1 --- Production Pretest: Word List Reading --- p.61Chapter 3.2.2.2.2 --- Perception Pretest: Identification test --- p.62Chapter 3.2.2.3 --- Phase 2: Training Phase --- p.65Chapter 3.2.2.3.1 --- The HVPT --- p.65Chapter 3.2.2.3.2 --- The LVPT --- p.67Chapter 3.2.2.3.3 --- Control --- p.67Chapter 3.2.2.4 --- Phase 3: Posttest Phase --- p.68Chapter 3.2.2.4.1 --- Production --- p.68Chapter 3.2.2.4.1.1 --- Production Post-test: Word List Reading --- p.68Chapter 3.2.2.4.1.2 --- Test of Contextualization (TC): Passage Reading --- p.68Chapter 3.2.2.4.2 --- Perception --- p.69Chapter 3.2.2.4.2.1 --- Perception Posttest: Identification Test --- p.69Chapter 3.2.2.4.2.1.1 --- Test of Generalization 1 (TG1): Identification Test --- p.69Chapter 3.2.2.4.2.1.2 --- Test of Generalization 2 (TG2): Identification Test --- p.69Chapter 3.2.3 --- Materials --- p.70Chapter 3.2.3.1 --- Stimuli --- p.70Chapter 3.2.3.2 --- Computer Training Programme --- p.73Chapter 3.2.3.3 --- Word Lists for Reading --- p.73Chapter 3.2.3.4 --- Technological Equipment --- p.74Chapter 3.2.3.5 --- Survey Forms --- p.74Chapter 3.2.4 --- Data Processing --- p.75Chapter 3.2.4.1 --- Data Transcription --- p.75Chapter 3.2.4.1.1 --- Procedures --- p.75Chapter 3.2.4.1.2 --- Reliability Checking --- p.76Chapter 3.2.4.1.2.1 --- Aim --- p.76Chapter 3.2.4.1.2.2 --- Intra-rater Reliability --- p.76Chapter 3.2.4.1.2.3 --- Inter-rater Reliability --- p.77Chapter 3.2.4.2 --- Data Scoring --- p.77Chapter 3.2.5 --- Data Analysis --- p.78Chapter Chapter4 --- Results --- p.79Chapter 4.1 --- Introduction --- p.79Chapter 4.2 --- Perceptual Performance --- p.80Chapter 4.2.1 --- Overall Performance --- p.80Chapter 4.2.2 --- Effects of the Training Approaches --- p.82Chapter 4.2.2.1 --- General Overview --- p.82Chapter 4.2.2.2 --- Statistical Analysis --- p.84Chapter 4.2.3 --- Effects of the Proficiency Level and Vowel Difference --- p.87Chapter 4.2.3.1 --- General Overview --- p.87Chapter 4.2.3.2 --- Statistical Analysis --- p.88Chapter 4.2.3.2.1 --- The HVPT Group --- p.88Chapter 4.2.3.2.2 --- The LVPT Group --- p.92Chapter 4.2.3.3 --- Summary --- p.94Chapter 4.2.4 --- Generalizability of the Training --- p.95Chapter 4.2.4.1 --- Test of Generalization 1 --- p.96Chapter 4.2.4.2 --- Test of Generalization 2 --- p.98Chapter 4.2.4.3 --- Summary --- p.100Chapter 4.2.5 --- Summing up the Results in Perceptual Identification Tests --- p.101Chapter 4.3 --- Production Performance --- p.102Chapter 4.3.1 --- Overall Performance --- p.102Chapter 4.3.2 --- Effects of the Training Approaches --- p.108Chapter 4.3.2.1 --- General Overview --- p.108Chapter 4.3.2.2 --- Statistical Analysis --- p.110Chapter 4.3.3 --- Effects of the Proficiency Level and Vowel Difference --- p.112Chapter 4.3.3.1 --- General Overview --- p.112Chapter 4.3.3.2 --- Statistical Analysis --- p.113Chapter 4.3.3.2.1 --- The HVPT Group..： --- p.113Chapter 4.3.3.2.2 --- The LVPT Group --- p.115Chapter 4.3.3.3 --- Summary --- p.119Chapter 4.3.4 --- Contextualizability of the Training --- p.120Chapter 4.3.5 --- Follow-up Acoustic Analysis for Production Posttest --- p.123Chapter 4.3.6 --- Summing up the Results in Production Tests --- p.130Chapter 4.4 --- Summary of the Chapter --- p.130Chapter Chapter5 --- Discussions --- p.132Chapter 5.1 --- Introduction --- p.132Chapter 5.2 --- Evaluation of the Training Approaches 一 Research Question 1 & 2 --- p.133Chapter 5.2.1 --- Review of Research Question 1 & 2 --- p.133Chapter 5.2.2. --- Perceptual Domain --- p.134Chapter 5.2.2.1 --- General Success of the HVPT and the LVPT Groupsin the Perceptual Learning --- p.135Chapter 5.2.2.1.1 --- Consistent Use of the Same Task --- p.135Chapter 5.2.2.1.2 --- Nature of the Training Tasks --- p.136Chapter 5.2.2.1.3 --- Use of Identification Tasks --- p.136Chapter 5.2.2.1.4 --- Adoption of Feedback --- p.137Chapter 5.2.2.2 --- Effectiveness of the HVPT over the LVPT --- p.138Chapter 5.2.2.2.1 --- Promotion of Selective Attention ´ؤ Supporting an Exemplar-based approach to Speech Perception --- p.139Chapter 5.2.2.2.2 --- Simulation of Real-life Experience --- p.141Chapter 5.2.3 --- Production Result --- p.142Chapter 5.2.3.1 --- The Relationship between Perception and Production --- p.143Chapter 5.2.3.1.1 --- The Motor Theory --- p.147Chapter 5.2.3.1.2 --- The Direct Realist Theory --- p.148Chapter 5.2.3.1.3 --- General Approach to Speech Perception --- p.149Chapter 5.2.4 --- Summary --- p.149Chapter 5.3 --- Generalizability of the Training Effects - Research Question 3 --- p.150Chapter 5.3.1 --- Review of Research Question 3 --- p.150Chapter 5.3.2. --- Perceptual Result --- p.151Chapter 5.3.2.1 --- Discussion of the Generalizability of the Training Effects --- p.152Chapter 5.3.3 --- Production Result --- p.156Chapter 5.3.3.1 --- Discussion of the results in Test of Contextualization --- p.157Chapter 5.3.4 --- Summary --- p.159Chapter 5.4 --- The Effect of Proficiency Groups - Research Question 4 --- p.160Chapter 5.4.1 --- Review of Research Question 4 --- p.160Chapter 5.4.2 --- Perceptual Aspect --- p.160Chapter 5.4.3 --- Production Aspect --- p.161Chapter 5.4.4 --- Discussion of the Effect of Proficiency Groups --- p.162Chapter 5.4.4.1 --- Perception and Production as a Process --- p.163Chapter 5.4.4.2 --- Indistinguishable Proficiency Levels of the Subjects --- p.165Chapter 5.4.5 --- Summary --- p.166Chapter 5.5 --- The Effect of Vowels - Research Question 5 --- p.166Chapter 5.5.1 --- Review of Research Question 5 --- p.166Chapter 5.5.2 --- Perceptual Aspect --- p.167Chapter 5.5.2.1 --- Discussion of the Effect of Vowels on Perceptual Learning --- p.168Chapter 5.5.2.2 --- Speech Learning Model --- p.169Chapter 5.5.2.3 --- Perceptual Assimilation Model --- p.170Chapter 5.5.3 --- Production Aspect --- p.172Chapter 5.5.3.1 --- Discussion of the Effect of Vowel on Production --- p.173Chapter 5.5.4 --- Summary --- p.175Chapter 5.6 --- Summary of the Chapter --- p.176Chapter Chapter6 --- Conclusion --- p.178Chapter 6.1 --- An Overview of the Current Study --- p.178Chapter 6.2 --- Contributions of the Current Study --- p.180Chapter 6.3 --- Limitations of the Current Study --- p.183Chapter 6.4 --- Future Research Directions and Implications --- p.185AppendicesAppendix A Consent Form & Survey Form --- p.188Appendix B Language Background of the Subjects --- p.191Appendix C Production Word List & Reading Passage --- p.193Appendix D Perceptual Training Tokens --- p.196Appendix E Perceptual Performance in all Tests --- p.199Appendix F Perceptual Performance in the Pretest and the Posttest --- p.201Appendix G Perceptual Performance in two Tests of Generalization --- p.203Appendix H Production Performance in all Tests --- p.207Appendix I Production Performance in the Pretest and the Posttest --- p.209Appendix J Production Performance in Test of Contextualization --- p.211Appendix K Perception and Production Performance in contrast --- p.213References --- p.21

MOBILE EMBODIMENTS: TRACING TRANSLATION IN CONTEMPORARY LATIN AMERICAN NARRATIVE

This project utilizes a corpus of contemporary narratives written in Spanish, Portuguese, and English to conceptualize translation as a geographically, materially, and corporeally specific practice. Working within a framework of translation theory, queer theory, and postcolonial studies, this project examines the movement involved in translation, the body of the translator, the translational transformation of bodies, and the mixing of languages to argue that these works make evident that translation is a mobile, embodied practice. This project is significant because it frames translation not as an inferior copy of an original, but as a creative act that takes place within—and informed by—a specific ecosystem to add to an existing body of work. It also establishes the significance of translation and the specificity of the practice in contemporary Latin American literatures. It contributes to a growing field by broadening the corpus of “translation fiction” to include texts written by writers that are female, queer, and/or represent a racial minority to show how literature from the periphery contributes to an understanding of translation. Chapter One focuses on travel narratives and analyzes Valeria Luiselli’s Lost Children Archive (2019), Gabriela Cabezón Cámara’s Las aventuras de la China Iron (2016), and Veronica Stigger’s Opisanie Swiata (2013) to think through the geographic and temporal movement implicit in translation. Chapter Two explores the concept of embodied translation and the function of desire through an analysis of Andrés Neuman’s El viajero del siglo (2009) and Fractura (2018) and Cristina Rivera Garza’s El mal de la taiga (2012). Chapter Three examines narratives of transformation in which the body itself is translated through drag, sex change, and time travel in Mayra Santos-Febres Sirena Selena vestida de pena (2000) and Rita Indiana’s La mucama de Omicnulé (2015). The final chapter considers the multilingual writing of Gloria Anzaldúa’s Borderlands / La Frontera: The New Mestiza (1987) and Julián Delgado Lopera’s Fiebre Tropical (2020) in dialogue with writing by Yuri Herrera, Yásnaya Elena Aguilar Gil, Achy Obejas, Xavier Velasco, and Mayra Santos-Febres and argues that these writers use translation in the construction of multilingual texts but that their texts in turn resist translation.Doctor of Philosoph