Teaching Spanish preK-16 in the US: then, now, and in the future

Abstract

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 of local, state, and national policies and initiatives. More research needs to be conducted to understand how diverse types of learners can become proficient in Spanish. In addition, investigations must focus on what constitutes best practices for teachers to use to tap all learners' highest potential. Finally, the conclusion of this article reveals conditions and challenges that will influence the future of Spanish language teaching and learning in the US.