ES Review. Spanish Journal of English Studies <p style="text-align: justify;"><em><strong>ES REVIEW. SPANISH JOURNAL OF ENGLISH STUDIES</strong></em> <strong>(E-ISSN 2531-1654; ISSN 2531-1646)</strong> is a blind, peer-reviewed academic journal founded in 1971 and published by the Department of English at the University of Valladolid.</p> <p style="text-align: justify;">The journal, formerly known first as&nbsp;<em>ES</em> (1971-1983) and later as <em>ES. Revista de Filología Inglesa</em> (1990-2016), is broadly dedicated to the field of English Studies and annually publishes scholarly essays and book reviews on all matters pertinent to the critical study of English language and literature(s). Comprehensive in scope, <em>ES Review</em>, however, seeks to advance knowledge and disseminate research findings in the particular area of the linguistic, literary and cultural connections between Spain and the English-speaking world.</p> <p style="text-align: justify;"><em>ES Review</em> is an online open access (OA) journal. Its contributions are fully accessible through this official website, as well as through the MLA International Bibliography, Literature Online, and Dialnet repositories.</p> <p style="text-align: justify;"><strong>Indexing</strong>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Literature Online (LION) · International Bibliography of Periodical Literature in the Humanities and Social Sciences (IBZ Online) · Linguistics and Language Behavior Abstracts (LLBA) ·&nbsp; MLA Directory of Periodicals · MLA International Bibliography · Periodicals Index Online (PIO) · Ulrich’s Periodicals Directory · European Reference Index for the Humanities (ERIH PLUS) · ÍnDICEs-CSIC · Latindex-Catálogo · Latindex-Directorio · CIRC 2016 · MIAR 2018 · Dulcinea · Dialnet</p> <p>&nbsp;</p> <p><a href=""><img src="/public/site/images/ges_esreview/Proquest.png" alt="" width="119" height="45"></a> <a href=""><img src="/public/site/images/ges_esreview/dialnet.JPG" alt="" width="188" height="39"></a>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <a href=""><img src="/public/site/images/ges_esreview/dulcinea.JPG" alt="" width="510" height="50"></a>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <a href=""><img src="/public/site/images/ges_esreview/ebsco.png" alt="" width="88" height="50"></a>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <a href=""><img src="/public/site/images/ges_esreview/logo.jpg" alt="" width="177" height="49"></a>&nbsp;&nbsp;&nbsp;&nbsp; <a href=""><img src="/public/site/images/ges_esreview/logo_circ.png" alt="" width="89" height="74"></a>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <img src="/public/site/images/ges_esreview/logo-cchs.jpg" alt="" width="91" height="56">&nbsp;&nbsp;&nbsp;&nbsp; <a href=""><img src="/public/site/images/ges_esreview/logo-csic.jpg" alt="" width="47" height="64"></a>&nbsp;&nbsp;&nbsp;&nbsp; <a href=""><img src="/public/site/images/ges_esreview/MIAR.jpg" alt="" width="109" height="73"></a>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <a href=""><img src="/public/site/images/ges_esreview/erih_plus_sigla.png" alt="" width="156" height="78"></a>&nbsp;&nbsp; <img src="/public/site/images/ges_esreview/uni_global_ulrichs_header1.png" alt="" width="283" height="45">&nbsp;&nbsp;&nbsp;&nbsp; <a href="%20"><img src="/public/site/images/ges_esreview/deGruyter.png" alt="" width="122" height="66"></a></p> <pre>&nbsp;</pre> Ediciones Universidad de Valladolid (EdUVa) en-US ES Review. Spanish Journal of English Studies 2531-1646 <p style="text-align: justify;">The articles published at&nbsp;<em>E</em><em>S Review. Spanish Journal of English Studies</em> will have a “Creative Commons Attribution-Non Commercial 4.0 Spain” (CC-by-nc).</p> <p style="text-align: justify;">The journal allows the authors to retain publishing rights. Authors may reprint their articles in other media without having to request authorization, provided they indicate that the article was originally published in&nbsp;<em>ES Review. Spanish Journal of English Studies</em>.</p> Mary Hays’s Biography of María de Estrada, a Spanish Woman in the American Conquest <p>This article focuses on Mary Hays’s entry of María de Estrada in her <em>Female Biography</em> (1803), and how this English writer dealt with issues of gender, race, religion and nation by means of the mere inclusion of Estrada in this collection of women’s biographies. It studies the life of María de Estrada as inscribed in the fruitful transatlantic dialogue between the Iberian metropolis and the American continent at the beginning of the sixteenth century. In the analysis of her ordeal, issues of colonization are intermingled with those of ethnic persecution. De Estrada is believed to have been a Jew suffering difficulties in the Spanish city of Toledo; she had later an additional plight as a foundling girl living with the Gypsies in order to blur her origin, and thus escape ethnic cleansing. Subsequently, her role as an expatriate woman, who would leave her country of origin on board of a ship in the Hernán Cortés Expedition, is also analyzed.</p> María Jesús Lorenzo-Modia ##submission.copyrightStatement## 2017-12-18 2017-12-18 38 11 25 10.24197/ersjes.38.2017.11-25 The Line and the Limit of Britishness: The Construction of Gibraltarian Identity in M. G. Sanchez’s Writing <p>From Anthony Burgess’s musings during the Second World War to recent scholarly assessments, Gibraltar has been considered a no man’s literary land. However, the Rock has produced a steady body of literature written in English throughout the second half of the twentieth century and into the present. Apparently situated in the midst of two identitary deficits, Gibraltarian literature occupies a narrative space that is neither British nor Spanish but something else. M. G. Sanchez’s novels and memoir situate themselves in this liminal space of multiple cultural traditions and linguistic contami-nation. The writer anatomizes this space crossed and partitioned by multiple and fluid borders and boundaries. What appears as deficient or lacking from the British and the Spanish points of view, the curse of the periphery, the curse of inhabiting a no man’s land, is repossessed in Sanchez’s writing in order to flesh out a border culture with very specific linguistic and cultural traits.</p> Ana Mª Manzanas Calvo ##submission.copyrightStatement## 2017-12-18 2017-12-18 38 27 45 10.24197/ersjes.38.2017.27-45 Lost Children: Hearing the Past in the Silence of an Empty House <p>This article analyses Maggie Gee’s novel <em>Lost Children</em> (1994) from the combined perspectives of feminist and trauma theories. It contends that the sudden disappearance of the protagonist’s teenage daughter triggers a psychological quest for the recovery of her voice and self, shattered by a traumatic experience she had in her childhood. My analysis, which pays especial attention to narratological issues —since this barely perceptible, insidious trauma is expressed both formally and thematically— shows that Alma’s behaviour is representative of the worries, expectations and impositions that contemporary children and women are subject to in western society, still imbued by patriarchal models and rules of behaviour.</p> Esther Muñoz González ##submission.copyrightStatement## 2017-12-18 2017-12-18 38 47 63 10.24197/ersjes.38.2017.47-63 ‘I hate Women. They get on my Nerves’ : Dorothy Parker’s Poetry of Female Sympathy <p>In her poetry, Dorothy Parker uses parody as a literary device to detect and denounce gender inequalities and sexist prejudices in New York during the early twentieth century. Despite the pressures of popular magazine culture on women, and her amusing jabs at her own sex in presumed complicity with the prevailing patriarchal ideology, Parker laughs last because her parodic verses, intertwining humor and faultfinding, are not only intended to entertain her male readers, but also to build a virtual village of female sympathy within a hostile male New York. She encourages sisterly bonding and welcomes real women, who are misrepresented by compulsory feminine images of happy domesticity or deviant sexual availability. Her poems offer her secret female addressees weapons of survival to live beyond their submission to male authority and repressive stereotypes of femininity.</p> Francisco José Cortés Vieco ##submission.copyrightStatement## 2017-12-18 2017-12-18 38 65 88 10.24197/ersjes.38.2017.65-88 Befriending the Other: Community and Male Camaraderie in Irvine Welsh’s Trainspotting <p>Set in post-Thatcherite Scotland, critics generally agree that Irvine Welsh’s <em>Trainspotting</em> (1993) mirrors the emergence of rampant individualism and the disintegration of working-class communities in the UK. To support this view, they consider the lack of a sense of fraternity in the group and the characters’ fear of intimacy as indicative of individualism. However, it is possible to see Welsh’s ‘trainspotters’ not as atomised individuals, but as members of an alternative communitarian assemblage, as theorised in continental, post-phenomenological philosophy. Using a masculinities approach, this paper proves that the characters’ emotional detachment is representative of homosocial interactions among men trying to adhere to idealised types of masculinity and that, therefore, cannot be restricted to their alleged individualistic character. Contrarily, the kind of male friendship that Welsh describes can be considered as a paradigmatic example of Jean-Luc Nancy’s conception of the inoperative community, characterized by transcendence and exposure to alterity.</p> Ángela Rivera Izquierdo ##submission.copyrightStatement## 2017-12-18 2017-12-18 38 89 112 10.24197/ersjes.38.2017.89-112 Developing Business English Students’ Metaphorical Competence in Foreign Language Learning Higher Education Contexts <p>This article is aimed at showing the ways in which Business English teachers may be able to facilitate the use of metaphor for their students since it is a part of the lexicon which causes them the most difficulties. The inclusion of the study of metaphors in a specific English language programme can provide students with a useful tool to interpret vocabulary, improve reading skills and understand different cultural backgrounds. Our aim is to put forward a didactic proposal to be used in English for Specific Purposes (ESP) programmes at a Master’s course currently taught at the University of Almería, Spain, in order to develop students’ metaphorical competence within the foreign language learning process.</p> María Enriqueta Cortés de los Ríos María del Mar Sánchez Pérez ##submission.copyrightStatement## 2017-12-19 2017-12-19 38 113 138 10.24197/ersjes.38.2017.113-138 Abraham Fraunce. The Shepherds’ Logic and Other Dialectical Writings. Ed. Zenón Luis-Martínez Emma Annette Wilson ##submission.copyrightStatement## 2017-12-19 2017-12-19 38 139 143 10.24197/ersjes.38.2017.139-143 William Webbe. A Discourse of English Poetry (1586). Ed. Sonia Hernández-Santano Jonathan P. A. Sell ##submission.copyrightStatement## 2017-12-19 2017-12-19 38 145 150 10.24197/ersjes.38.2017.145-150 Susan Valladares. Staging the Peninsular War. English Theatres 1807‒1815. Daniel Muñoz Sempere ##submission.copyrightStatement## 2017-12-19 2017-12-19 38 151 154 10.24197/ersjes.38.2017.151-154 Ángel Chaparro Sainz and Amaia Ibarraran Bigalondo, eds. Transcontinental Reflections on the American West: Words, Images, Sounds beyond Borders Phillip A. Snyder ##submission.copyrightStatement## 2017-12-19 2017-12-19 38 155 160 10.24197/ersjes.38.2017.155-160