ABSRACT Virtual exchanges (VE) are gaining popularity as an opportunity to provide learners with authentic language and intercultural experiences mediated by technology. This article presents the results of a VE project aimed at developing intercultural and digital competences among Spanish Language Teaching (SLT) learners and trainee teachers. Among the main components of the project, the design, implementation and monitoring of telecollaborative tasks constitute key elements for the success of the project. The VE was carried out with Spanish learners in Ireland and Spanish and Latin American trainee teachers in Spain. The results collected through a post-questionnaire (n = 22) and a multimodal analysis of intercultural digital artefacts (n = 9), created by the participants, show that the VE had a positive impact on the Intercultural Communicative Competence (ICC). The intercultural attitudes, followed by the intercultural awareness, knowledge and skills of the language learners and trainee teachers were impacted. Regarding digital competence, participants perceived it as the least developed competence during the project. However, the multimodal analysis of the intercultural artefacts reveals a proficient digital fluency in the design and representation of cultural content using different semiotic modes on a digital platform. Thus, SFL learners developed intercultural awareness, digital skills and motivation to use the target language outside the classroom. Trainee teachers improved their pedagogical competence in terms of intercultural and digital skills.

ABSTRACT With the ongoing advancement of foreign language education in China, Spanish has gained increasing attention at the secondary level. As a pilot site for the New Gaokao reform, Shanghai implemented the National Matriculation Spanish Test (Shanghai) as an example of foreign language assessment reform. This study adopts a qualitative descriptive approach, analysing official documents and representative test tasks to examine the test’s design and assessment framework. Results indicate that the test aligns with the CEFR B1 level and uses integrated, task-based formats that demonstrate an adequate degree of authenticity, reliability, and validity. The test has exerted a positive washback effect on high school Spanish instruction. However, current testing constraints limit the interactivity and dynamic assessment of the listening and speaking section. Overall, the test reflects a balanced approach to fairness, validity, and educational impact, contributing to China’s ongoing efforts in Gaokao language assessment reform.

RESUMEN Este estudio analiza la efectividad, consistencia y aplicabilidad de ChatGPT en la enseñanza del español, con el objetivo de evaluar su capacidad para generar textos que reflejen una progresión adecuada de dificultad según el Marco Común Europeo de Referencia para las Lenguas (MCER), desde el nivel A1 hasta C2. Mediante un enfoque que combina técnicas empíricas (CEF-ESTIM Grid) y herramientas computacionales (MultiAzterTest), se comparan 120 textos generados por ChatGPT con 120 textos extraídos de materiales educativos convencionales, como los utilizados por el Instituto Cervantes. Los resultados muestran que ChatGPT es capaz de producir textos alineados con las especificaciones del MCER, con una progresión en dificultad comparable a la de los materiales empleados en la enseñanza del español. Estos hallazgos destacan su potencial como herramienta de apoyo en la enseñanza y el aprendizaje del español, proporcionando evidencia empírica sobre su capacidad para generar recursos lingüísticos estructurados en términos de complejidad, coherencia y adecuación progresiva a los distintos niveles del MCER.

ABSTRACT In the past 40 years, researchers have employed a variety of methods to investigate language learning in Spanish-speaking study abroad (SA) settings. From an early focus on language gains measured quantitatively, the literature on Spanish-language SA has increasingly included qualitative and mixed-methods designs that explore the complexity of socially-situated learning abroad. Considering growth in the field and in the methods applied, we view as fruitful a critical appraisal of where we have been and how we can build on recent methodological advances in future research. In this article, we begin by examining the research goals, design, and instruments deployed in quantitative and qualitative approaches to investigating Spanish as an additional language abroad. We then evaluate the contributions and limitations of these methods. Following this discussion, we consider future directions, touching upon issues of reflexivity, ethics, and equity.

RESUMEN En los últimos años ha habido un aumento en las investigaciones sobre hablantes de herencia hispana que estudian en países hispanohablantes; sin embargo, el currículo de las clases de español en este contexto no siempre toma en cuenta las fortalezas y necesidades de estos estudiantes. Los docentes en el extranjero necesitan conocimiento sobre estos estudiantes y las prácticas pedagógicas adecuadas para ellos para que puedan sobresalir. En este trabajo, presentamos cuatro recomendaciones basadas en la conciencia crítica del lenguaje para que los docentes en contextos de inmersión puedan aumentar la inclusión y la transformación de los hablantes de herencia en sus clases: (1) reconocer y aprovechar sus repertorios lingüísticos, (2) respetar e incluir la variación sociolingüística, (3) promover interacción en la comunidad local y (4) ofrecer oportunidades para la reflexión crítica. Estas sugerencias proponen alejarse de discursos curriculares que podrían marginalizar a los hablantes de herencia y, en su lugar, asegurarse de que tengan experiencias y resultados enriquecedores en contextos de inmersión.

ABSTRACT The current article provides an overview of research on the second-language development of sociolinguistic competence in Spanish in the study-abroad context. I focus specifically on variable structures, or linguistic phenomena that exhibit sociolinguistic variation among native speakers. I discuss multiple variable structures (e.g., future-time expression, subject expression, leísmo, address pronouns, /s/-weakening, and sheísmo/zheísmo) and different study-abroad contexts (i.e., in different countries and programs of varying length). The primary goal of this article is to highlight the valuable contributions that this area of research has made to the understanding of second-language development and to the study-abroad context. For example, studies have shown evidence of the development of sociolinguistic variation during a short-term stay in a Spanish-speaking country. I also identify specific avenues for future studies, which include expanding the extralinguistic (as opposed to linguistic) factors examined and documenting the direct input that learners receive while they are abroad.

ABSTRACT This synthesis paper reviews the literature on the acquisition of second language (L2) grammar and vocabulary during study abroad, with a focus on Spanish as the target language. We begin by discussing research that has compared L2 development between traditional, classroom-based environments and study abroad contexts. This work suggests that domains of language learning (e.g., pronunciations, vocabulary, grammar) can be differentially affected by these two learning environments, with some domains showing stronger development in one context than the other. On this backdrop, we review the insights that studies of L2 Spanish offer on vocabulary and grammar development during short-term and longer-term sojourns abroad. Thereafter, we consider factors affecting such development where they have been investigated such as language contact issues and socio-biographical, social, and other extralinguistic factors. Implications are considered in relation to the relative benefits of study abroad compared to at-home learning. Lastly, the psycholinguistic impact of study abroad is discussed in terms of relative benefit and processing cost.