Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-78c5997874-94fs2 Total loading time: 0 Render date: 2024-11-19T13:08:14.941Z Has data issue: false hasContentIssue false

10 - Mestizaje: Afro-Caribbean and Indigenous Costa Rican Children's Narratives and Links with Other Traditions

Published online by Cambridge University Press:  05 June 2012

By
C. Nicholas Cuneo ,
Allyssa Mccabe  and
Gigliana Melzi
Edited by
Allyssa McCabe ,
Alison L. Bailey  and
Gigliana Melzi
Allyssa McCabe
Affiliation:
University of Massachusetts, Lowell
Alison L. Bailey
Affiliation:
University of California, Los Angeles
Gigliana Melzi
Affiliation:
New York University
Get access

Summary

“Just tell them who we are and that we are not all alike.”

– Quote from Margarita Ávila in Latinos, by Earl Shorris (1992)

Key Words: narratives, children, Costa Rica, Dominican Republic, Indigenous, Afro-Caribbean

ABSTRACT

This study examined the relationship between children's narratives and a number of diverse social and cultural influences in one Dominican American and four Costa Rican Indigenous communities to explore Spanish narration in areas of linguistic and social contact. Of the total number of narratives collected, 30 were from 17 Costa Rican children (7 girls, 10 boys) of Indigenous or Afro-Caribbean descent and 36 were from 12 children (6 girls, 6 boys) from the Dominican Republic living in the United States. All children interviewed were native speakers of Spanish between the ages of 6 and 9 years (M age = 7;1). Personal narratives were isolated from recorded conversations, transcribed, and scored using both highpoint and story grammar analyses. When compared to a number of other ethnic groups both inside and outside of Latin America, the Indigenous and Afro-Caribbean narratives gathered in this study differed considerably and suggest that – whereas many distinct ethnic minority groups are absorbing national languages and traditions – vestigial cultural elements are being retained in children's narrative structure and content. Results are discussed relative to the narrative practices emerging from cultural and linguistic contact.

Type
Chapter
Information
Spanish-Language Narration and Literacy
Culture, Cognition, and Emotion
 , pp. 237 - 270
Publisher: Cambridge University Press
Print publication year: 2008

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Allen, S. E. M., Crago, M., & Pesco, D. (2006). The effect of majority language exposure on minority language skills: The case of Inuktitut. The International Journal of Bilingual Education and Bilingualism, 9(5), 578–596.CrossRefGoogle Scholar
Álvarez, E. (2003). Character introduction in two languages: Its development in the stories of a Spanish-English bilingual child age 6;11–10;11. Bilingualism: Language and Cognition, 6(3), 227–243.Google Scholar
Álvarez, J. (2000). The secret footprints. New York: Knopf.Google Scholar
Anderson, R. (1999). Impact of first-language loss on grammar in a bilingual child. Communication Disorders Quarterly, 21(1), 4–16.CrossRefGoogle Scholar
,Asociación de Desarrollo Integral de Rey Curré (ADIRC) (2001). Narraciones Brunkas. San José, CR: Instituto De Estudios De Las Tradiciones Sagradas De Abia Yala.Google Scholar
Bartlett, F. C. (1932). Remembering. Cambridge: Cambridge University Press.Google Scholar
Berman, R. A., & Slobin, D. I. (1994). Relating events in narrative: A cross-linguistic developmental study. Hillsdale, NJ: Erlbaum.Google Scholar
Bliss, L. S., McCabe, A., & Mahecha, N. R. (2001). Analyses of narratives from Spanish-speaking bilingual children. Contemporary Issues in Communication Science and Disorders, 28, 133–139.Google Scholar
Bozzoli, W., & Ching, W. (1979). Encuesta socioeconómica en la zona de P. H. Boruca. San José, CR: Universidad de Costa Rica e Instituto Costarricense de Eléctricidad.Google Scholar
Bozzoli,, W., Vegas, M. E., & Venegas, C. M. C. (1982). Tradición Oral Indígena Costarricense. San José, CR: Universidad De Costa Rica.Google Scholar
Calderón, G., & Alfredo, J. (2003). Desarrollo hidroeléctrico y mecanismos de interacción con sociedades y territorios indígenas: El caso del P. H. Boruca de Costa Rica. Tésis de posgrado en Geografía. Costa Rica: Ciudad Universitaria Rodrigo Facio, Universidad de Costa Rica.Google Scholar
Campbell, P. (2003). The art of mestizaje: Fusion in Latin America. Humanities, 24(6). Retrieved from http://www.neh.gov/news/humanities/2003-11/mestizaje.html.Google Scholar
Cano, L. (1993). Analysis of Chicano children's narratives. Unpublished course paper. Cambridge, MA: Harvard University.Google Scholar
Cartín, E. Z. (2003).Crónicas de los viajes a Guatuso y Talamanca del Obispo Bernardo Augusto Thiel. San José, CR: Editorial de la Universidad de Costa Rica.Google Scholar
Champion, T. B. (2003). Understanding storytelling among African American children. Hillsdale, NJ: Erlbaum.Google Scholar
Champion, T., McCabe, A., & Colinet, Y. (2002–2003). The whole world could hear: The structure of Haitian American children's narratives. Imagination, Cognition and Personality, 22, 381–400.CrossRefGoogle Scholar
Champion, T., Seymore, H., & Camarata, A. (1995). Narrative discourse among African American children. Journal of Narrative and Life History, 5(4), 333–352.CrossRefGoogle Scholar
Chomsky, A. (1995). Afro-Jamaican traditions and labor organizing on United Fruit Company plantations in Costa Rica, 1910. Journal of Social History, 28(14), 837–856.CrossRefGoogle Scholar
Conboy, B. T., & Thal, D. (2006). Ties between the lexicon and grammar: Cross-sectional and longitudinal studies of bilingual toddlers. Child Development, 77(3), 712–735.CrossRefGoogle Scholar
Constantino, G., Malgady, R. G., & Rogler, L. H. (1984). Cuentos folklricos as a therapeutic modality with Puerto Rican children. Hispanic Journal of Behavioral Sciences, 6(2), 169–178.CrossRefGoogle Scholar
Constantino, G., Malgady, R. G., & Rogler, L. H. (1986). Cuento therapy: A culturally sensitive modality for Puerto Rican children. Journal of Consulting and Clinical Psychology, 54, 639–645.CrossRefGoogle Scholar
Crago, M. B. (1992). Communicative interaction and second-language acquisition: An Inuit example. TESOL Quarterly, 26(3), 487–505.CrossRefGoogle Scholar
Pesco, D., Crago, M. D., & McCabe, A. (1996). Context and structure: Some North American Indian and Aboriginal Traditions. In McCabe, A. (Ed.), Chameleon readers: Teaching children to appreciate all kinds of good stories (pp. 137–154). New York: McGraw-Hill.Google Scholar
Cruz, O. H. (1998). Culturas y Dinámica Regional en el Caribe Costarricense. Anuario de Estudios Centroamericanos, 24(2), 129–162.Google Scholar
Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49, 222–251.CrossRefGoogle Scholar
Cummins, J. (1991). Interdependence of first- and second-language proficiency in bilingual children. In Bialystok, E. (Ed.), Language processing in bilingual children (pp. 70–89). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Dickinson, D. K., McCabe, A., Clark-Chiarelli, N., & Wolf, A. (2004). Cross-language transfer of phonological awareness in low-income Spanish and English bilingual preschool children. Applied Psycholinguistics, 25, 323–347.Google Scholar
Dorell, O. (2006, November 17). English as official language gains support at local levels. U.S.A. Today, p. A4.Google Scholar
Edith, M., Marín, N. M., & Blanco, F. M. (1996). Historias Maleku II: Vida y costumbres del indio Maleku. Heredia, Costa Rica: EFUNA.
Evans, G. W., Maxwell, L. E., & Hart, B. (1999). Parental language and verbal responsiveness to children in crowded homes. Developmental Psychology, 35(4), 1020–1023.CrossRefGoogle Scholar
Fiestas, C. E., & Peña, E. D. (2004). Narrative discourse in bilingual children: Language and task effects. Language, Speech, and Hearing Services in Schools, 35, 155–168.CrossRefGoogle ScholarPubMed
Fillmore, L. W. (1991). When learning a second language means losing the first. Early Childhood Research Quarterly, 6, 323–346.CrossRefGoogle Scholar
Fivush, R., Reese, E., & Haden, C. (2006). Elaborating on elaborations: The role of maternal reminiscing style in cognitive and socioemotional development. Child Development, 77(6), 1568–1588.CrossRefGoogle Scholar
Flores, A. (1955). Magical realism in Spanish American fiction. Hispania, XXXVIII, 2, 187–192.CrossRefGoogle Scholar
Francis, N., & Gómez, P. R. N. (2003). Language interaction in Náhuatl discourse: The influence of Spanish in child and adult narratives. Language, Culture and Curriculum, 16(1), 1–17.CrossRefGoogle Scholar
García, G. (2000). Bilingual children's reading. In Kamil, M., Mosenthal, P., Pearson, P., & Barr, R. (Eds.), Handbook of reading research, Vol. III (pp. 813–834). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
García, R. (1987). My Aunt Otilia's spirits. San Francisco, CA: Children's Book Press.Google Scholar
Garrett, P. B., & Baquedano-López, P. (2002). Language socialization: Reproduction and continuity, transformation and change. Annual Review of Anthropology, 31, 339–361.CrossRefGoogle Scholar
Girot, P. O., Weitzner, V., & Fonseca, M. B. (1998). From conflict to collaboration: The case of Cahuita National Park, Límon, Costa Rica, pp. 1–5: http://www.iascp.org/Drafts/fonseca.pdf. Accessed August 8, 2006.
Gómez, L. D. Personal communication, August 4, 2006.
Graef, D. (2005). The life of the forgotten: The impact of development on environment and tradition in the Boruca Indigenous community of Costa Rica. Honors Thesis. Princeton, NJ: Princeton University.Google Scholar
Griffin, T. M., Hemphill, L., Camp, L., & Wolf, D. P. (2004). Oral discourse in the preschool years and later literacy skills. First Language, 24(2), 123–147.CrossRefGoogle Scholar
Guardado, M. (2002). Loss and maintenance of first-language skills: Case studies of Hispanic families in Vancouver. Canadian Modern Language Review, 58(3), 341–363.CrossRefGoogle Scholar
Gutiérrez-Clellen, V. F. (1996). Narrative development and disorders in Spanish-speaking children: Implications for the bilingual interventionist. In Kayser, H. (Ed.), Bilingual speech-language pathology: An Hispanic focus (pp. 97–127). Florence, KY: Thomson Learning.Google Scholar
Gutiérrez-Clellen, V. F., & Peña, E. (2001). Dynamic assessment of diverse children: A tutorial. Language, Speech, and Hearing Services in Schools, 32, 212–224.CrossRefGoogle Scholar
Gutiérrez-Clellen, V. F., & Quinn, R. (1993). Assessing narratives of children from diverse cultural/liniguistic groups. Language, Speech, and Hearing Services in Schools, 24, 2–9.CrossRefGoogle Scholar
Hammer, C. S., Miccio, A. W., & Wagstaff, D. A. (2003). Home literacy experiences and their relationship to bilingual preschoolers' developing English literacy abilities: An initial investigation. Language, Speech, and Hearing Services in Schools, 34, 20–30.CrossRefGoogle Scholar
Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Brookes.Google Scholar
Heath, S. B. (1982). What no bedtime story means. Language in Society, 11, 49–76.CrossRefGoogle Scholar
Hymes, D. (1982). Narrative form as a “grammar” of experience: Native Americans and a glimpse of English. Journal of Education, 2, 121–142.CrossRefGoogle Scholar
Hymes, D. (1987). Warm Springs Sahaptin narrative analysis. In Sherzer, J. & Woodbury, A. (Eds.), Native American discourse: Poetics and rhetoric (pp. 62–102). Cambridge: Cambridge University Press.Google Scholar
,Instituto de Tierras y Colonización (ITCO) (1964). Estudio de comunidades indígenas zonas: Boruca-Térraba y China Kichá. Costa Rica: ITCO.Google Scholar
,Instituto Nacional de Estadística y Censos (2000). Censo de Costa Rica del 2000. San José, CR: INEC.Google Scholar
Jiménez-Silva, M. (1996). “Princesses, cousins, and other good things”: A look at the oral narrative structures of Mexican-American children. Unpublished qualifying paper. Cambridge, MA: Harvard University.Google Scholar
John, V. P., & Berney, T. D. (1968). Analysis of story retelling as a measure of the effects of ethnic content in stories. In Hellmuth, J. (Ed.), The disadvantaged child: Head Start and early intervention, Vol. 2 (pp. 257–288). New York: Brunner/Mazel Publishers.Google Scholar
Jones, C. P., and Adamson, L. B. (1987). Language use in mother–child and mother–child–sibling interactions. Child Development, 58, 356–366.CrossRefGoogle Scholar
Kirtley, B. F. (1960). La Llorona and related themes. Western Folklore, 19(3), 155–168.CrossRefGoogle Scholar
Labov, W. (1972). Language in the inner city: Studies in the Black English vernacular. Philadelphia: University of Pennsylvania Press.Google Scholar
Laing, S. P., & Kamhi, A. (2003). Alternative assessment of language and literacy in culturally and linguistically diverse populations. Language, Speech, and Hearing Services in Schools, 34, 44–55.CrossRefGoogle ScholarPubMed
Manuel-Dupont, S., Strong, C., & Fields, T. (1990). Spoken narrative assessment: Language-impaired and Native American school-aged children. Paper presented at the American Speech-Language and Hearing Association conference. Seattle, WA.
Maroto, E. S., González, I. P., Morales, E. G., & Umaña, A. C. (1990). Leyendas y tradiciones Borucas. San José, CR: Editorial De La Universidad De Costa Rica.Google Scholar
Márquez, G. G. (1993). The solitude of Latin America. In Frangsmyr, T. (Ed.), Nobel Lectures: Literature 1981–1990. Singapore: World Scientific Publishing Company.Google Scholar
McCabe, A. (1996). Chameleon readers: Teaching children to appreciate all kinds of good stories. New York: McGraw-Hill.Google Scholar
McCabe, A. (1997). Developmental and cross-cultural aspects of children's narration. In Bamberg, M. (Ed.), Narrative development: Six approaches (pp. 137–174). Mahwah, NJ: Erlbaum.Google Scholar
McCabe, A., & Bliss, L. S. (2003). Patterns of narrative discourse. Boston: Allyn & Bacon.Google Scholar
McCabe, A., & Bliss, L. S. (2004–2005). Narratives from Spanish-speaking children with impaired and typical language development. Imagination, Cognition and Personality, 24(4), 331–346.Google Scholar
McCabe, A., & Rollins, P. R. (1994). Assessment of preschool narrative skills: Prerequisite for literacy. American Journal of Speech-Language Pathology: A Journal of Clinical Practice, 3, 45–56.CrossRefGoogle Scholar
McCabe, A., & Silva, M. J. (1996). Vignettes of the continuous and family ties: Some Latino American traditions. In McCabe, A. (Ed.), Chameleon readers: Teaching children to appreciate all kinds of good stories (pp. 116–136). New York: McGraw-Hill.Google Scholar
Melzi, G. (2000). Cultural variations in the construction of personal narrative: Central American and European American mothers' elicitation style. Discourse Processes, 30(2), 153–177.CrossRefGoogle Scholar
Melzi, G., & Caspe, M. (2005). Variations in maternal narrative styles during book-reading interactions. Narrative Inquiry, 15(1), 101–125.CrossRefGoogle Scholar
Menig-Peterson, C., & McCabe, A. (1977). Children talk about death. Omega, 8, 305–317.Google Scholar
Miller, J. F., Heilmann, J., Nockerts, A., Iglesias, A., Fabiano, L., & Francis, D. J. (2006). Oral language and reading in bilingual children. Learning Disabilities Research & Practice, 21(1), 30–43.CrossRefGoogle Scholar
Minami, M., & McCabe, A. (1991). Haiku as a discourse regulation device: A stanza analysis of Japanese children's personal narratives. Language in Society, 20, 577–600.CrossRefGoogle Scholar
Ministerio de Planificación y Política Económica (MIDEPLAN) (2002). Plan Nacional de Desarrollo de los Pueblos Indígenas de Costa Rica.
Moorcroft, R., & Gardner, R. C. (1987). Linguistic factors in second-language loss. Language Learning, 37(3), 327–340.CrossRefGoogle Scholar
Muñoz, M. L., Gillam, R. B., Peña, E. D., & Gulley-Faehnle, A. (2003). Measures of language development in fictional narratives of Latino children. Language, Speech, and Hearing Services in Schools, 34, 332–342.CrossRefGoogle Scholar
Okpewho, I. (1992). African oral literature. Bloomington: Indiana University Press.Google Scholar
Pan, B. A., & Gleason, J. B. (1986). The study of language loss: Models and hypotheses for an emerging discipline. Applied Psycholinguistics, 7(3), 193–206.CrossRefGoogle Scholar
Peña, E., Bedore, L. M., & Rappazzo, C. (2003). Comparison of Spanish, English, and bilingual children's performance across semantic tasks. Language, Speech, and Hearing Services in Schools, 34, 5–16.CrossRefGoogle Scholar
Pérez, C. (1998). The language of native Spanish- and English-speaking schizotypal college students. Unpublished doctoral dissertation. Boston: University of Massachusetts.Google Scholar
Peterson, C., Jesso, B., & McCabe, A. (1999). Encouraging narratives in preschoolers: An intervention study. Journal of Child Language, 26, 49–67.CrossRefGoogle Scholar
Peterson, C., & McCabe, A. (1983). Developmental psycholinguistics. New York: Plenum.CrossRefGoogle Scholar
Preece, A. (1987). The range of narrative forms conversationally produced by young children. Journal of Child Language, 14, 353–373.CrossRefGoogle ScholarPubMed
Rodino, A., Gimbert, C., Pérez, C., Craddock-Willis, K., & McCabe, A. (1991, October). “Getting your point across: Contrastive sequencing in low-income African American and Latino children's personal narrative.” Paper presented at the 16th Annual Conference on Language Development. Boston: Boston University.
Rollins, P. R., McCabe, A., & Bliss, L. S. (2000). Culturally sensitive assessment of narrative skills in children. Seminars in Speech and Language, 21(3), 223–234.CrossRefGoogle Scholar
Sánchez, J. (2001). Mi Libro De Historias Bribris, 1st ed. San José, CR: Lara Segura & Associates.Google Scholar
Sánchez, L. (2006). Kechwa and Spanish bilingual grammars: Testing hypotheses on functional interference and convergence. The International Journal of Bilingual Education and Bilingualism, 9(5), 535–556.CrossRefGoogle Scholar
Schieffelin, B. B., & Ochs, E. (1986). Language socialization. American Review of Anthropology, 15, 163–191.Google Scholar
Scollon, R., & Scollon, S. B. K. (1981). Narrative, literacy, and face in interethnic communication. Norwood, NJ: Ablex.Google Scholar
Sebastián, E., & Slobin, D. I. (1994). Development of linguistic forms: Spanish. In Berman, R. A. & Slobin, D. I. (Eds.), Relating events in narrative: A cross-linguistic developmental study (pp. 239–284). Hillsdale, NJ: Erlbaum.Google Scholar
Shiro, M. (2003). Genre and evaluation in narrative development. Journal of Child Language, 30, 165–195.CrossRefGoogle ScholarPubMed
Shorris, E. (1992). Latinos: A biography of the people. New York: Norton.Google Scholar
Silva, M. (1996). “Princesses, cousins, and other good things”: A look at the oral narrative structures of Mexican American children. Unpublished qualifying paper (data and manuscript). Boston: Harvard University.Google Scholar
Silva, M., & McCabe, A. (1996). Vignettes of the continuous and family ties: Some Latino American traditions. In McCabe, A. (Ed.), Chameleon readers: Teaching children to appreciate all kinds of good stories (pp. 116–136). New York: McGraw-Hill.Google Scholar
Snow, C. E., Tabors, P., Nicholson, P., & Kurland, B. (1995). SHELL: Oral language and oral literacy skills in kindergarten and first-grade children. Journal of Research in Childhood Education, 10, 37–48.CrossRefGoogle Scholar
Snow, C. E., Porche, M. V., Tabors, P. O., & Harris, S. R. (2007). Is literacy enough: Pathways to academic success for adolescents. Baltimore: Brookes.Google Scholar
Starks, D. (2006). The changing roles of language and identity in the New Zealand Niuean community: Findings from the Pasifika languages of Manukau Project. The International Journal of Bilingual Education and Bilingualism, 9(3), 374–391.CrossRefGoogle Scholar
Stein, N., & Glenn, C. (1979). An analysis of story comprehension in elementary school children In Freedle, R. (Ed.), New directions in discourse processing, Vol. 2 (pp. 238–267). Hillsdale, NJ: Ablex.Google Scholar
Steward, S. (2000). Salsa: Cubans, Nuyoricans and the global sound. In Broughton, S. & Ellingham, M. (Eds.), World Music, 488–506. Volume 2: Latin & North America, Caribbean, India, Asia and Pacific (pp. 488–506). London: Rough Guides Ltd.Google Scholar
Steward, S., & Harvey, S. (2000). Dominican Republic: Merengue attacks. In Broughton, S. & Ellingham, M. (Eds.), World Music, Volume 2: Latin & North America, Caribbean, India, Asia and Pacific (pp. 414–420). London: Rough Guides Ltd.Google Scholar
Stone, D. (1949). The Boruca of Costa Rica. Papers of the Peabody Museum of American Archaeology and Ethnology, Harvard University, Vol. XXVI.
Stone, D. (1962). The Talamancan Tribes of Costa Rica. Peabody Museum of Archeology and Ethnology, Harvard University, Vol. XLIII-2.
Sweeney, P., & Rosenberg, D. (2000). Venezuela: Salsa con gasolina. In Broughton, S. & Ellingham, M. (Eds.), World Music, Volume 2: Latin & North America, Caribbean, India, Asia and Pacific, (pp. 624–630). London: Rough Guides Ltd.Google Scholar
Tabors, P. O., Snow, C. E., & Dickinson, D. K. (2001). Homes and schools together: Supporting language and literacy development. In Dickinson, D. K. & Tabors, P. O. (Eds.), Beginning literacy with language, pp. 313–334.Google Scholar
Torres, L. (1997). Puerto Rican discourse: A sociolinguistic study of a New York Suburb. Mahwah, NJ: Erlbaum.Google Scholar
Uccelli, P. (This volume, 2008). Evaluation and temporality: The use of structural evaluation in Andean Spanish-speaking children's narratives. Manuscript. Harvard Graduate School of Education.
Uchikoshi, Y. (2005). Narrative development in bilingual kindergarteners: Can Arthur help? Developmental Psychology, 41(3), 464–478.CrossRefGoogle Scholar
Vaughn, S., Linan-Thompson, S., Pollard-Durodola, S. D., Mathes, P. G., & Hagan, E. C. (2006). Effective interventions for English-language learners (Spanish-English) at risk for learning difficulties. In Dickinson, D. K. & Neuman, S. B. (Eds.), Handbook of early literacy research, Vol. 2 (pp. 185–197). New York: Guilford.Google Scholar
Zentella, A. C. (1985). The fate of Spanish in the United States: The Puerto Rican experience. In Wolfson, N. & Manes, J. (Eds.), Language of inequality (pp. 134–150). Albany, NY: State University of New York Press.Google Scholar
Zentella, A. C. (1997). Growing up bilingual: Puerto Rican children in New York. Malden, MA: Blackwell Publishers.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×