Abstract
In the past decade, both the Modern Language Association (MLA) and the American Council on the Teaching of Foreign Languages (ACTFL) called for curricular changes that better integrate languages and cultures, advocating for multidisciplinary work with the intent to broaden learners’ linguistic and cultural skills as well as regional expertise. It is in this spirit, and to engage language through content, that the authors embarked on the design of a multidisciplinary teaching module in an advanced Spanish course to explore the links between climate shocks and human migration in Mexico and Central America. At the beginning of the article, the authors discuss the theoretical and pedagogical frameworks of this curricular redesign. Afterward, a description of the curricular components is presented. Results from both quantitative and qualitative data indicate that students were able to advance content knowledge from other disciplines while developing their linguistic skills in Spanish.
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