Abstract
This short-form article introduces the Pre-Texts protocol (Harvard Cultural Agents Initiative) as a way to introduce new texts in class by using creation as a catalyst for reflection and dialogue. This current article briefly describes the benefits of this technique for the present generation of learners and teachers, as well as outlines clearly two different activities that incorporate the protocol in an intermediate Spanish classroom. The protocol can be used to generate authentic language practice, to experience deep connections with authentic texts, and to build inclusive community in the classroom and beyond.
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