ABSTRACT In this study, 156 learners were randomly assigned to four experimental conditions featuring 5- minute explicit information (EI) treatments on Spanish real and hypothetical conditionals. The Reading + Hearing + Enhancement + Indexing group received EI in text, audio, and with textual enhancements and indexing (i.e., synchronous animations connecting segments of metalanguage to their form in examples). The Reading + Hearing + Enhancement group received the same, minus the indexing. Finally, the Reading + Hearing group received text and auditory support, and the Reading group received EI in text form only. A control group completed identical outcome measures but was exposed to treatments for a different linguistic target. 82 participants completed recognition pre- and posttests, and 74 completed guided production tests. In recognition, results revealed that all groups except the control improved significantly after treatment in both types of conditionals. Similarly, the guided-production task also revealed that all groups except the control improved significantly, in the case of real conditionals, and all groups except the control and the Reading + Hearing + Enhancement + Indexing group made significant gains with hypotheticals. We interpret this to suggest that EI may have a facilitative effect in recognition and production of complex structures.

ABSTRACT This study explores the perceptions of learners and instructors regarding mobile learning tasks, comparing WhatsApp and Zoom as platforms for facilitating second language (L2) speaking and overall language skills. Grounded in sociointeractionist theories of second language acquisition (SLA), the research involved novice-high Spanish learners who engaged in weekly Communication Activities via WhatsApp text messaging or Zoom video calls. Findings indicate that while both platforms provided valuable opportunities for language practice outside the classroom, participants preferred face-to-face interactions via Zoom. Despite the familiarity with text messaging, WhatsApp was less favored due to logistical challenges, participants’ unfamiliarity with the platform, and a misalignment of task design and modality. The study highlights the importance of intentional task design and the role of partner engagement in the success of language learning activities. While a cross-modality transfer effect–practicing language in one modality (e.g. text) influencing proficiency in another modality (e.g. speech)– was not strongly supported, the research highlights the potential of mobile learning platforms to create low-stress, informal environments conducive to language development. These insights are valuable for language educators integrating mobile devices and text messaging into language teaching, emphasizing the need for clear guidance, consistent support, and task alignment with learners’ interests.

RESUMEN La integración del humor en la clase de LE/L2 continúa siendo hoy en día una tarea compleja, a pesar de tratarse de un hecho pragmático que, como otros elementos de la competencia comunicativa, merece estar representado en la clase de español. Ahora bien, a nuestro juicio no existe una base teórica y metodológica que permita abrir nuevas vías de investigación que, en consecuencia, sean aprovechables para la enseñanza-aprendizaje. Con este fin mostraremos en este artículo diversos itinerarios curriculares de investigación que pueden aportar luz a su tratamiento. Tras un repaso general del concepto de humor y de cómo se ha reflejado en las obras fundamentales del MCER (tanto en su versión de 2001 como en la de 2021) y el PCIC, propondremos tres itinerarios que afectan al humor como instrumento de la dimensión afectiva; a los aspectos de choque cultural y malentendidos, lo que nos permitirá explicar la constitución y el tratamiento del corpus ERASMUS.HUMOR; y, por último, al desarrollo de la competencia humorística y la apreciación como elementos clave.

ABSTRACT This paper explores the potential of studies on instructed second language acquisition to inform pedagogical practices for L2 teaching. It focuses on instructional-effect studies published between 2000 and 2024 that examined the acquisition of perfective and imperfective past tense in L2 Spanish, French, and Catalan. Eleven studies were selected based on pretest-posttest designs and evidence of interlanguage development in past morphology. Key findings indicate that perfective forms are typically acquired earlier and more robustly than imperfective forms, regardless of instructional approach or language. The analysis reveals consistent acquisition patterns, suggesting that effective teaching practices can be derived from these studies. Pedagogical implications emphasize the importance of targeted instruction, exposure to both prototypical and nonprototypical form-meaning mappings, and extended learning time for acquiring complex tense-aspect systems. The paper concludes with recommendations for bridging the gap between second language acquisition research and classroom practice, particularly in teaching tense and aspect in Romance languages.

ABSTRACT This article illustrates how neoliberalism has penetrated language teaching (materials) in a very profound manner. In addition, it issues something of a call to language teachers and students to become aware of the ideological nature of the materials that mediate their activity. The article contributes to a growing field of research on the links between the content and activities of language teaching materials and the economic, political, social, cultural and historical context from which they arise. It begins with a discussion of the current dominant form of global capitalism, neoliberalism, and what it entails in terms of policies, practices and ways of being in the world. It then moves to a review of previous publications on how neoliberalism has a direct impact on the content and activities contained in commercial language teaching materials. Next, it critically analyses a textbook for adults currently used by Spanish language teachers worldwide. It ends with the two observations, one pessimistic and one more positive: while critical studies on neoliberalism and language textbooks over the last decade have had little or no influence on language teaching materials, there is hope that teachers and students might engage in the kind of critical analysis of said materials outlined in this paper.

ABSTRACT The National Textbook and Didactic Material Program in Brazil is responsible for evaluating, purchasing, and distributing textbooks for basic education. Perhaps one of the biggest challenges this program faces is the alignment between the textbook idealized by the public policy and the textbook aimed by the publishers. Whereas the public policy and the authors usually aim at educational quality, publishers target at sales. Publishers tend to set quality aside assuming teachers choose titles for adoption based on easiness to use rather than on pedagogical quality. This article analyzes the discourse of one of the authors of a textbook for the teaching of Spanish as a foreign language in Brazilian basic education. The aim is to understand how the author's and publisher's wishes have led to the final production made available to teachers and students. The analysis considers the specificities of the Program, the characterization of textbooks as socio-historical-cultural objects, and the Bakhtin Circle's conceptions of language and authorship. The results show the textbook authorship (author-creator) is the product of power relations among the so-called authors (author-persons) and institutional forces which play decisive roles in authorship (author-institutions).

RESUMEN El libro de texto ha sido objeto de interés y, a su vez, un elemento sobre el que se han vertido numerosas críticas tanto a nivel curricular como educativo. A pesar de ello, en el ámbito hispánico todavía no contamos con un cuerpo contundente y sostenido de investigaciones sobre libros de texto de segundas lenguas (L2) o extranjeras (LE). Este monográfico reúne una colección de artículos sobre libros de texto centrados en el español como L2/LE, pero con implicaciones de interés también para otras lenguas y tradiciones textuales, con el fin de cumplir un doble propósito: por un lado, ofrecer un estado crítico del arte que de entidad a este ámbito en relación con la enseñanza del español y, por otro, proporcionar investigaciones desde diferentes ópticas, contextos y tradiciones que promuevan la consolidación este campo de investigación en el ámbito del español. Este artículo presenta una definición operativa del concepto de libro de texto, sintetiza los antecedentes más sobresalientes sobre la materia y analiza avances y necesidades futuras. La colección de artículos aquí recogidos nos permite avanzar en la construcción del campo de estudios de libros de texto de L2/LE, un espacio altamente fragmentado y la disperso, aunque con enormes posibilidades a nivel epistémico y transdisciplinar.

RESUMEN La enseñanza de lenguas se caracteriza, en general, por un enfoque nacional, según el cual se entiende el mundo como un mosaico de naciones aisladas. A esto se suma una tendencia al eurocentrismo, sobre todo en la enseñanza de lenguas que tienen un origen europeo, pero que se han extendido por el mundo a causa de procesos de colonización. Este artículo discute cómo se pueden analizar los manuales y otros materiales de enseñanza de español como lengua extranjera desde una perspectiva transnacional y decolonial. Se trata de una lectura crítica que permita a docentes elegir los materiales que mejor logran incluir la dimensión cultural. Por otro lado, mediante este trabajo se espera llamar la atención sobre la relativa falta de perspectivas globales y transnacionales en los materiales disponibles con el objetivo de inspirar a las/los autoras/es de futuros materiales de enseñanza. Los ejemplos están tomados de manuales de español utilizados en Dinamarca, pero el objetivo principal es contribuir a desarrollar una metodología y una base teórica para el análisis de las representaciones del mundo en materiales de enseñanza, de español o de otras lenguas extranjeras, en diferentes contextos en cualquier lugar del mundo.