Abstract
In this article, I introduce the debate on dialect choice in the teaching of Spanish. I first present an early 20th‐century proposal by Spanish philologist Ramón Menéndez Pidal (1918) and then move to two recent discussions: one within the Instituto Cervantes in the context of the international promotion of Spanish, and another in the context provided by the growth of the teaching of Spanish to heritage speakers in the United States. After considering the MLA (2007, 2009) reports on the role of languages in higher education, I conclude by embracing pedagogical options where, regardless of the choice of one particular norm, discussion of the development and operation of linguistic regimes becomes central in language instruction from the very early stages of the language program's curricular structure.
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