Education and Commodification, Approaches to Spanish Dual Language Learning

Kayla Nappi, Spanish

Mentor: Lourdes Dávila

Can we define Dual-language (DL) learning in NYC, specifically DL programs for English speaking and Spanish speaking audiences, as a commodity? How does this consideration affect the ways in which schools advertise and incentivize parents to choose this program for their children? In what ways has DL changed and been portrayed now, versus when it was first established? English Language Learners (ELLs) are able to learn in their own language as they adapt to a system of education taught mostly in English; they also learn to recognize Spanish as an important resource that supports their cultural background. Many English speakers consider DL a type of Gifted and Talented program that advances their academic status within the school system. After reflecting on the development of dual language programs, my study looks at two different DL groups in the NYC public school system, one in Queens dominated mostly by ELLs and Spanish speakers and the other in Manhattan dominated by English speakers. I compare the ways in which dual-language programs now differ from their original design and intent, and what this reveals about how parents make educational choices for their children. My study analyzes data such as the influx of native-English speakers in dual-language programs in recent years, the change in local and institutional legislature or the use of digital media and archives to present DL programs to prospective elementary school parents. Looking at these variables reveals the demand and evaluative practices of Spanish-language learning in K-5 dual language programs.

Las Meninas & El Prado: Constructing Spanish National Identity from 1900-1940

Evie Bair,

Spanish

Mentor: Jordana Mendelson

Diego Velázquez’s Las Meninas has become one of the largest tourist attractions in Madrid, proudly displayed in the Museo Nacional Del Prado (The Prado). It is agreed upon by art historians and casual art enjoyers alike that the 1656 masterpiece is an enigmatic and singular work; and while the mysterious nature of the work is palpable in its composition, interpreting the history of the painting (how it has been perceived and to what purposes it has been used by artists, writers and politicians alike) proves to be highly revelatory in determining its cultural significance. A vast bibliography pertains to the painting and its meaning, but I take interest in where the reception of the work brings art historical interpretation into dialogue with a consideration of Spanish civil society. This thesis utilizes Las Meninas as a key for interpreting the sweeping changes that occurred in Spain from about 1900-1940. In doing so, I argue that Las Meninas, The Prado, and the Spanish Artistic Heritage are not simply cultural contributions or tourist attractions, but are critical components in understanding the formulation and manipulation of Spanish national identities. From the onset of the twentieth century when the Golden Age artistic tradition became synonymous with Spanish civilization, to the Second Spanish Republic and the circulation of copies of Las Meninas in rural Spain as a part of the Pedagogical Missions, through the evacuation of The Prado during the Civil War, I conclude with the propagandizing of Las Meninas by the régime of General Francisco Franco. Each case study charts how over this roughly forty year period Las Meninas moved from being one of many great paintings in The Prado to being a modernized and convoluted symbol of Spain.