Tipo: artículo

Temas: artículo justicia social

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This study examines the impact of implementing a social justice culture curriculum on learners' development of the intercultural communicative competence (ICC) and on their desire to continue learning Spanish. Two types of culture instruction—a traditional curriculum centered around foreign Spanish-speaking countries and an experimental curriculum focused on US Hispanic/Latinx communities—were implemented in third and fourth Spanish courses at a US university in the Southwest. A survey was developed to measure participants' (n = 264) ICC and intention to continue learning Spanish. Results indicate that both types of culture curriculum have a positive impact in the development of ICC cognitive domain, but only the US...

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Tipo: artículo

Temas: artículo ideología lingüística

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This article examines the experiences of Spanish high school teachers in Tennessee, a state in the New Latino South where anti-immigrant sentiments and rejection of languages other than English are commonplace. Through a narrative inquiry approach, we explored how these contextual realities impacted teachers' perceptions of their roles and how they shaped their pedagogical goals. Participants' narratives reveal that, despite sharing similar realities at the macro level (the U.S. and the New Latino South), teachers' experiences were dependent on two factors at the meso level (their communities and schools). Teachers in urban areas and private schools worked in less challenging environments. Teachers in rural areas,...

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Tipo: artículo

Temas: artículo pedagogía crítica

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This article explores the current politics and practices of language teaching and learning at higher education in the US, and the ethical dilemmas that we face as instructors of Spanish as a Second Language (L2) with a focus on climate emergency. How can we teach and learn Spanish—a colonial language mostly in Latin America, but also in Africa, Asia, and even Oceania—in the context of climate and the environment without somehow perpetuating the ‘colonial normal’? How can we teach and learn Spanish in the context of climate and the environment without somehow propagating the colonial imperative? If we acknowledge that the climate crisis is the result of intersectional colonial and neocolonial processes at various levels, we need to decolonize our teaching dynamics. Thus, to tackle these questions, we propose radical curricular...

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Tipo: artículo

Temas: artículo español como lengua de herencia

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This article examines the issue of teaching Spanish as a heritage language (SHL) focusing primarily on the issues of linguistic diversity and the socio-affective issues related to heritage language learners. First, we consider linguistic diversity in speech communities where students use SHL. Second, we discuss students? perceptions of the teaching of Spanish in a linguistically diverse setting and draw upon a corpus of interviews with 35 students attending an SHL program at a large southwestern university in the United States. We examine stated perspectives regarding the (mis)match between students? heritage varieties and what is promoted in the classroom. The data reveals the importance of considering the student perspective in validating heritage language varieties and indicate both challenges and insights in achieving this...

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Tipo: artículo

Temas: artículo español en Estados Unidos

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En EE.UU. encontramos un contexto en que el español es a la vez lengua materna, segunda lengua, lengua de herencia, lengua extranjera para algunos, y lengua fronteriza entre esas categorías. Esta compleja situación plantea múltiples retos desde el punto de vista pedagógico y metodológico. Los diversos contextos sociales, lingüísticos y culturales específicos que se dan en EE.UU. constituyen un campo inmenso de investigación y experimentación en la enseñanza del español. En particular, las muy diversas situaciones de uso, enseñanza y aprendizaje de la lengua plantean, la necesidad de considerar la enseñanza del español desde una perspectiva émica, es decir, ?desde dentro?, con respecto a principios pedagógicos, marcos...

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Tipo: artículo

Temas: artículo enseñanza de español en Estados Unidos

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This article chronicles the teaching and learning of Spanish in the United States (US) preschool through college (preK-16) from the 1800s to the present day and beyond. National and local policies, initiatives, and practices are reviewed as well as program and curricular models and methodologies at each educational level: pre-kindergarten through elementary school; junior high, middle, and high school; college and university. From the 1800s until the 1980s, teaching and learning Spanish was steeped in tradition, incorporating predominantly grammar translation and reading great works of literature. Some exceptions to instruction included the Berlitz method and the audiolingual methods. An enrollment crisis in the 1970s propelled change in instructional delivery. These innovations were guided by research that then informed the creation...

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Tipo: artículo

Temas: artículo enseñanza de español en Estados Unidos

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El estudio del potencial de la tecnología para el aprendizaje autónomo y la personalización del aprendizaje ha sido una constante desde los primeros años de la historia de las tecnologías del aprendizaje y el conocimiento (TAC). Aunque algunas disciplinas todavía se resisten a aceptar al alumno como eje central de la docencia, en el caso de la enseñanza y aprendizaje de lenguas extranjeras, la adopción por parte del alumnado de un rol más activo no supone gran disrupción, ya que desde hace años se vienen utilizando, sobre todo dentro del aula, enfoques metodológicos que fomentan la participación tanto individual como en grupo. La enseñanza del español tanto a hablantes no nativos como a hablantes de herencia en los Estados Unidos (EE.UU.) no es una excepción. Sin embargo, todavía no existe un verdadero empoderamiento del alumno como...

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Tipo: artículo

Temas: artículo industria editorial

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The importance of textbooks in the shaping of world-language instruction in the US is undeniable: for better or for worse, published materials tend to define the content, pace, and pedagogical orientation of language courses at all levels in this country. As educators continue to confront the challenge of selecting and/or adapting published materials for their language courses (particularly for Spanish, which represents 69% of the total language textbook market at the high school level, and 52% at the college level), the need for information on the origin and evolution of our teaching materials becomes apparent. Following a diachronic perspective, this article traces the historical evolution of Spanish textbooks in the US, and examines the current state of affairs of language materials for learners K-16. In addition, this article...

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Tipo: libro

Temas: libro racismo

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Beginning from the premise that being non-racist ?and other 'neutral' positions? are inadequate in the face of a racist society and institutions, this book provides language educators with practical tools to implement antiracist pedagogy in their classrooms. It offers readers a solid theoretical grounding for its practical suggestions, drawing on work in critical race theory, critical sociolinguistics and language ideology to support its argument for antiracist pedagogy as a necessary form of direct action. The author contends that antiracist pedagogy is a crucial part of the project of decolonizing universities, which goes beyond tokenistic diversity initiatives and combats racism in institutions that have historically helped to perpetuate it. The author's pedagogical suggestions are accompanied by online resources which will help...

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Tipo: podcast

Temas: podcast enseñanza de español en Estados Unidos

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The NFLRC is pleased to announce our new Teaching and Learning Languages in the United States (TELL-US) podcast series. This professional learning series aims to examine language teaching and learning in the U.S. from the perspective of ?non-insiders? (i.e., teachers who have had to adapt to the culture of teaching and learning languages in the U.S., having come from a different cultural context). Focusing on two broad categories ? language pedagogy and school culture, the goal for this program is to create a professional learning resource for novice LCTL teachers who find themselves teaching in a similar situation. Although the podcasts will focus primarily on the LCTL teacher population, they can also be a valuable resource for any other teachers whose educational formation has taken place outside the U.S. Similarly, the episodes...

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