Spanish Language Program Research Articles

Abstract ED03-02: Hoy y Mañana (Translation: Today and Tomorrow): A biospecimen community education/outreach program for Latinos.

Abstract Background: There is a significant need for cancer centers to work collaboratively with vulnerable communities to answer basic science questions related to how poverty, race/ethnicity and other variables impact cancer risk. The disproportionately lower number of certain subpopulations participating in clinical and prevention research has a significant impact on the representativeness of scientific outcomes and result in social and clinical injustices. Latinos are one of the fastest growing population groups in the US and mirror African Americans in their perception of equally high levels of risk for becoming research participants in biomedical research studies. The focus of this project is to build on an existing partnership between the cancer center and the Latino community as a way to increase more diverse participation in biospecimen donation, as well as test the feasibility of community-based strategies for engaging hard to reach populations in biomedical research studies. Methods: A methods triangulation approach was applied to gain a deeper understanding from the community perspective that included key informant interviews with Latino community leaders (N=6), four focus groups (N=22) with members of the Latino community, and the use of an audience response system within the focus group discussions to capture quantitative data. Immersion crystallization approach was used by both coders to analyze transcripts and reveal dominant patterns and themes that informed the design of the community outreach program. Results: Overall, the majority of interview participants had not donated any type of biospecimen, and stated the reason for this was never being asked to do so. Despite being unaware of the biobanking clinic in the community; they expressed willingness to participate in biospecimen donation as a way to help advance research. Focus group themes included: 1) Confusion on what biospecimen donation process entails; 2) Barriers to and incentives for participation; 3) Strategies and locations for reaching the Latino community. These qualitative results were used to structure the format of the community educational outreach programs. Three programs were held in the community (June-July 2012) and yielded a total of 49 participants for all three programs. Program size ranged from 9-22 participants. Over 73% of participants identified as Puerto Rican and reported a preference for Spanish language programs and materials. 51% of program participants donated saliva samples using Oragene kits. Conclusion: Results from this study helped to identify the technical accommodations required to support the participation of this community in biospecimen donation for cancer prevention research studies. Comprehensive outreach and educational programs to promote more diverse community participation in clinical research must also assess and address the institutional supports and technical accommodations needed for facilitating full participation from diverse population groups. Citation Format: Elisa M. Rodriguez. Hoy y Mañana (Translation: Today and Tomorrow): A biospecimen community education/outreach program for Latinos. [abstract]. In: Proceedings of the Fifth AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2012 Oct 27-30; San Diego, CA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2012;21(10 Suppl):Abstract nr ED03-02.

Graduate Students in Spanish Need to Become Humanities Professors

Graduate Students in Spanish Need to Become Humanities Professors Emily C. Francomano There are so many things that graduate students in Spanish need to know. Some of our graduate students will reach for—and grab onto—that shiny brass ring and become tenured professors at research institutions where they will have manageable teaching loads, pursue exciting and field-changing research, and train graduate students of their own. Some will join the faculty at small teaching institutions; others will do so at large state schools. Some will dedicate the majority of their time to teaching language courses. Others will be able to design literature and culture courses oriented toward their own research. Some will team-teach in core curriculum courses in English. Given the diversity of teaching futures awaiting doctoral students in Spanish, I ask: "What kinds of teachers do graduate students in Spanish need to become?" In my opinion, our graduate students need to be trained to be not only language instructors, but also humanities professors. By this I mean teachers of literature and culture as well as critical thinking, reading, and writing. At present, Spanish graduate programs emphasize language teaching. Most graduate curricula in Spanish include applied linguistics and teaching methodologies to train students to be proficient teachers of second language acquisition. Additionally, graduate students are given ample opportunities to become seasoned language teachers as they progress through their doctoral programs. Learning to teach the critical thinking and writing skills needed by advanced undergraduates is seldom a formal component of doctoral study in Spanish. Instead, graduate students primarily learn how to teach literary and cultural texts and theories by following examples provided by their own professors. Spanish graduate students need to be trained to teach undergraduate literature and culture courses. They need to learn to be teachers of critical-thinking skills and, crucially, to combine the goals of the humanities with second language acquisition. Graduate students in Spanish need to know not only how to correct undergraduate students' uses of the subjunctive, but also how to respond to and evaluate an essay. They must be able to teach their students to read, think, and write critically. Our graduate students need to know how to organize a sequence of grammatical concepts, vocabulary, and cultural topics for a language class. At the same time, they must learn innovative ways to design syllabi with appropriate amounts of reading, writing, and oral practice. They also need to learn to structure syllabi that will stand up to an external accreditation review. In short, graduate students should be taught what assistant professors often learn by trial and error sobre la marcha in their first years on the job. Soon after our January 2012 MLA panel, physicist and White House science policy official Carl Wieman spoke of training graduate students across the disciplines to be "doubly expert" in both content and pedagogy (qtd. in Berrett). For those graduate students whose research focuses on second language acquisition, such double expertise is built into their courses of study and training. However, graduate students in most Spanish and Modern Language programs must explicitly be trained as multiple experts. Preparing our graduate students to be humanities professors as well as language educators is important to the discipline and the individual. An emphasis on humanities teaching, where the pillars of college-level learning (critical thinking, reading, and writing) are located, enhances the role of Spanish both locally and nationally. The inclusion of formal training in humanities pedagogies in Spanish graduate programs will prepare graduate students to take their places as leaders alongside other humanities professors within their future college or university communities. [End Page xviii] As a corollary to my urging that graduate programs in Spanish should focus on educating students to be humanities professors as well as language teachers, I think it is important that we train our graduate students to be teachers who are ready to teach literary and cultural texts from diverse eras, genres, and geographical origins. Graduate students may not all read the same works or study the same critical theories, but they do need to develop a broad (though not necessarily standardized) range of knowledge in order to be effective humanities professors. Such a base will...

Acceso Digital Learning Environment (review)

Reviewed by: Acceso Digital Learning Environment Deborah Gill Acceso Digital Learning Environment. The University of Kansas Collaborative Digital Spanish Project. http://www2.ku.edu/~spanish/acceso/ Platform: Both PC (Windows XP, Windows Vista, or Windows 7 with Internet Explorer 7.0 or higher) or MAC (OSX 10.6+ [Snow Leopard] and Safari 5.0+) needed for MySpanishLab component Acceso is a free, open-access intermediate Spanish language and culture program provided by the University of Kansas as a standalone program to replace commercial textbooks and to provide materials that help students meet learning outcomes crucial to successful language study. The Home Page for Acceso contains rotating images representing the Spanish speaking world. It is enticing and provides a plethora of information, starting with links on the upper right-hand side, which provide detailed information about the project, its staff and how to contact them, the goals and objectives (“About Acceso”), and a link to the Instructor Resource page. Links to the eight units (geographical regions)—the United States, Spain, the Caribbean, Mexico, Central America, South America I, South America II, and South America III—are listed across the page, along with grammar and vocabulary sections which can be accessed there or within each of the separate geographical regions. Acceso is divided into two parts. The first is for students (as well as the public at large). It is made up of the eight units, each divided into six sections. The first is “Aperturas,” the starting point for each unit. Here, the student will find interesting themes, grammar, and active vocabulary used in that particular unit. The “Aperturas” section of each unit may include a reading and/or listening activity with multiple choice questions (e.g., the United States and Mexico), while others consist of clickable maps of different countries to include specific information about that country (e.g., the Caribbean and the three South American units). The next section, entitled “Voces,” contains short video clips and/or perspectives of different speakers from the country (countries) which are the focus of each unit, as well as a final link which provides information about characteristics of the Spanish of the region(s) being studied. Each video includes comprehension questions and there is a notation that transcripts will be provided in the future. The third section is called “Almanaque,” and includes a number of current cultural themes related to the everyday life, language, and demography of each region. Included here are readings and/or videos with multiple choice questions and, in many instances, a final part with questions that students can research to bring information to class for oral discussions. Although Acceso is intended for intermediate Spanish courses, many of the videos and links included are in English, with the questions appearing in Spanish. The next section is entitled “Sucesos.” Within this section, past events and successes that have helped to shape the countries in that unit are presented through numerous video clips and/or articles, generally accompanied by multiple choice questions. The fifth section is “Un paso más,” in which students are provided an opportunity to look more in-depth at cultural issues which have been presented within the unit. The final section, “Perspectivas,” provides thought-provoking short videos and/or readings (with comprehension questions) on different themes related to the unit (for example, under “United States,” the “Perspectivas” section studies immigration). The videos and readings found within each of the sections are interesting, with clear pronunciation from around the Spanish-speaking world. The comprehension questions are well thought out and provide an excellent opportunity for students to check their understanding of the material being presented, as well as stretch their language skills through critical thinking. [End Page 365] Each unit is also accompanied by relevant grammar explanations and vocabulary. The grammar explanations are presented in English, with examples provided in Spanish with an English translation. In some instances, a practice exercise is included; in others, links to more explanations are provided or a reference to practice exercises in MySpanishLab (discussed below) is given. Finally, a set of “active vocabulary” words are presented for each chapter. The vocabulary word is given, with its function, a definition, related words, and an audio...

A Mexico City–Based Immersion Education Program: Training Mental Health Clinicians For Practice With Latino Communities

This article describes the philosophical foundations and educational methods of a Spanish language and cultural immersion program based in Mexico City, Mexico. The program is designed to assist U.S. graduate students in marriage and family therapy and clinical psychology programs to improve clinical service delivery with Latino clients. Utilizing critical pedagogy, the program works with future clinicians to develop multicultural and international competencies; acquire increased Spanish language skills; engage in self-of-the-therapist work; and expand their understanding of the historical and cultural influences shaping the mental healthcare needs of Latin American clients. A report of the themes from postimmersion surveys is provided and the implications for training are discussed.

Abstract A12: Explicit and implicit relevance in the coverage of chronic disease prevention in Spanish-language morning news programming

Abstract The delivery of accurate, salient, and actionable prevention information is critical for controlling chronic diseases such as cancer. Disparities in access to health information disadvantage many ethnic minority groups already burdened by disparities in health outcomes. The US Latino population is one example, particularly in view of potential language barriers. Low rates of health insurance among Latinos have also contributed to a ‘prevention gap’ in relation to uptake of available preventive services. The news media are a pervasive source of health information, and prior research has demonstrated that even minimal news coverage can result in meaningful health behavior change. Understanding how media disseminate health information is therefore critical. The current literature on health news as a communication channel routinely ignores ethnic and foreign language media that are created to serve populations who are underserved or excluded by mainstream media. Most existing research has also focused on ‘hard news’ sources rather than alternative forms of news delivery that may reach a wider audience and also present information in more accessible ways. While Spanish-language news media play a potentially significant role as purveyors of relevant health information, Latinos have reported that the media they use is does not adequately cover stories on “steps families can take to prevent illnesses”. In this study, we analyze Spanish-language and soft news formats both separately and in combination. We use Petty and Cacioppo's (1986) Elaboration Likelihood Model (ELM) as a theoretical foundation for our examination of the potential for culturally tailored, “soft” news format to enhance information consumption and potential behavior change. Under ELM's dual-route processing model, motivated message recipients more actively and thoughtfully process the communicated information. Relevancy is one way that motivation is produced; thus we documented relevancy in stories pertaining to chronic disease on the most widely viewed Spanish language morning news program, Univisión's Despierta América. Our data consist of 30 program broadcasts over 6 months (April-Sept. 2009); one week per month was sampled and each morning's show was recorded in its entirety (7am-10am). We used Ethnographic Content Analysis to guide analysis of content dealing with primary prevention of chronic diseases. We identified 32 stories pertaining to chronic disease, 12 of which dealt primarily with cancer. Dietary change and physical activity were among the most commonly recommended actions, with some stories some providing meaningful visual and/or aural examples. We argue that the ‘soft’ news format of the morning program allowed for beneficial in-depth discussions of complex health issues. Explicit indications of relevancy were found in only a few stories, but implicit relevancy was abundant. The use of “I” and “we” and personal experiences created a sense of connection and “collectivism”. Experts appearing on the show were all Spanish-speaking Latinos, potentially increasing their salience and relevance based on similarity. We conclude that coverage of chronic disease in Despierta América provided appropriate and relevant content for a Latino audience, but not always explicitly. The “soft” news format provides a structure amenable to enhancing relevancy, thus prompting motivation both to process messages at a deeper level and possibly take action. A future step in determining the role for ethnic news sources in reducing information disparities would be a viewer assessment of health information presented and perceived relevancy. This is critical to understand how health information delivered in this manner can affect key health behaviors. Citation Information: Cancer Epidemiol Biomarkers Prev 2011;20(10 Suppl):A12.

Filling the Void: Community Spanish Language Programs in Los Angeles Serving to Preserve the Language

An extensive body of research documents the successes of immigrant groups in establishing community language schools. Studied within this tradition, Latino immigrant communities appear to come up short, because of the scarcity of such schools for Spanish-speaking children. However, as we show in this paper, Latino immigrant communities do have strategies for filling the void to ensure the generational transmission of Spanish. Although relatively few in number and despite a great need for such institutions, the landscape of community language resources in the Los Angeles area stands out for the range of options that exist for exposing Latino youth to their heritage language. The four programs described here, each serving a distinct community vision for the teaching of Spanish, evidence great linguistic agency and resourcefulness on the part of Latino parents, as well as a clear understanding of the role and the critical need that they envision for Spanish in the lives of their children.

Spanish Heritage Language Programs: A Snapshot of Current Programs in the Southwestern United States

Abstract: This article reports the results of an investigation into current Spanish heritage language (SHL) course offerings and their content in 4‐year public and private universities in the American Southwest. Prior research has indicated that the number of language departments in the United States offering SHL courses remains small (18 and 17.8%, respectively). The data collection consisted of a survey method carried out through an extensive Web search and follow‐up communications with all universities with Hispanic populations of at least 5% in the region. The findings showed a prevalence of SHL programs in the region, although there remained an uneven distribution throughout the Southwest as reported earlier in nationwide or local studies, with a great discrepancy between the low availability of programs in certain areas and a higher accumulation of programs in others. This distribution was, however, significantly proportionate to the size of the Hispanic population in the various universities. In addition, existing SHL programs were limited with respect to their instructional goals and the types of students they accommodated in their courses. This study encourages reflection on how to best serve the pedagogical needs of the growing population of SHL learners and incorporate insights from SHL research findings into SHL programs.

Exploring the Role of Modality: L2-Heritage Learner Interactions in the Spanish Language Classroom

In most post-secondary Spanish language programs in the U.S., heritage language (HL) learners and second-language (L2) learners are enrolled together, in the same courses (Ingold, Rivers, Tesser, & Ashby, 2002). Nevertheless, there is scant empirical research on what actually goes on in these classrooms and what the nature of learner-learner interactions is (Blake & Zyzik, 2003; Bowles, in press). This study reflects a reality in many Spanish classes because it analyzes the task-based interactions of nine learner-learner pairs, each containing an L2 learner and an HL learner of Spanish. The pairs completed a series of three tasks — one oral (a spot-the-differences task) and two written (a crossword puzzle task and a cloze/complete-the-story task). Results showed that, in completing the tasks, the L2 and HL learners had their language-related issues resolved in equal proportion but that there were qualitative differences on the written tasks in terms of the linguistic targets. HL learners relied on their L2 partners for orthography issues (spelling and accent placement), whereas L2 learners relied on their HL partners for vocabulary issues and, to a lesser extent, for grammar-related queries. Implications for pedagogy in classrooms enrolling both L2 and HL learners are discussed.

Effects of a Supplemental Spanish Oral Language Program on Sentence Length, Complexity, and Grammaticality in Spanish-Speaking Children Attending English-Only Preschools

The purpose of this study was to examine the effects of a supplemental Spanish language instruction program for children who spoke Spanish as their native language and were attending English-only preschool programs. Specifically, the study evaluated the program's effects on the children's Spanish sentence length in words, subordination index, and grammaticality of sentences. Forty-five Spanish-speaking children attending English-only prekindergarten classrooms were selected for study. Of those, 15 children received 30 min of Spanish instruction 5 days a week for 16 weeks. The program targeted 5-10 vocabulary words a week, dialogic book reading, phonemic awareness, and letter knowledge. The remaining 30 children participated in regular preschool English instruction. Students were evaluated before intervention, immediately after intervention, and 4 months following intervention. Repeated measures analyses of variance indicated that the children who received the small-group supplemental Spanish language instruction made significant gains in their Spanish sentence length in words and subordination index when compared to those receiving regular English-only classroom instruction. There were no differences in the children's grammaticality of sentences. The findings demonstrate that a daily short native language program has significant effects on sentence length in words and subordination index in English language learners who are attending English-only preschool programs.

Social Effects of Hispanic Students Enrolled in an AP Class in Middle School

Waco Independent School District (WISD) initiated a project offering AP Spanish Language to Hispanic students in the eighth grade. The Hispanic students in this AP Spanish Language class and a similar comparison group answered survey questions on parental involvement, composition of peer group, sense of belonging at school, academic attitudes, and academic aspirations. Data gathered indicated that the students enrolled in the AP course made friends with peers who cared more about grades, enjoyed reading in English, and were more optimistic about their future family, future job, and their service to the community. These results suggest that Spanish-speaking skills can be viewed as a strength and can be used as a gateway, rather than a barrier, to academic success. Enrolling at-risk native Spanish-speaking students in an AP Spanish Language class during their eighth-grade year can create a peer group that honors the students’ native language. This academically supportive peer group can play a role in students’ decisions to enroll in higher level coursework in high school. Because beliefs about self and school are deep rooted and peer group influences are intensifying during middle school, the academic benefits of AP participation need to be extended to Spanish-speaking Hispanic students. AP Spanish Language programs such as this seems to be a feasible way to target Hispanic middle school students and create an academically supportive peer group that will positively influence students’ educational aspirations.

Dynamic Assessment of Advanced Second Language Learners

Abstract: This article reports on the implementation of diagnostic assessment in an advanced Spanish language program at the university level. Particular attention is given to the use of dynamic assessment practices as a way to assess language abilities, intervene in learning, and document learners' growth. Dynamic assessment is conceptually based on sociocultural theory, specifically on Vygotsky's notion of Zone of Proximal Development (Lantolf & Thorne, 2006; Minick, 1987). Assessment procedures conducted with third‐year Spanish language majors are described with the purpose of illustrating the potential of dynamic assessment for second language learning contexts. Students took a five‐part diagnostic test. Two parts of the test, the writing and speaking sections, were conducted following dynamic assessment procedures. A qualitative analysis of the results shows that dynamic assessment allows for a deeper and richer description of learners' actual and emergent abilities, which enables programs to devise individualized instructional plans attuned to learners' needs.

Making a Traditional Study-Abroad Program Geographic: A Theoretically Informed Regional Approach

Geographers have been active in numerous focused study-abroad programs, but few have created or led language-based programs overseas. This article describes the development of a Spanish language program in Ecuador and how it was made geographic primarily through a theoretically informed regional geography course. The approach employs theoretical and conceptual approaches from geography and cognate fields in order to understand the landscapes and livelihoods of a given place. The article provides examples of historic landscapes, landscapes of production, and migrant landscapes. The examples demonstrate the origin of material landscape features, how landscapes are processes integral to society and the economy at multiple scales, and the labor and capital that are used to create landscapes. Geographers have much to contribute to language-based programs and incorporating landscape interpretation is a particularly useful approach.

Student Voices: The Missing Link in the Spanish Heritage Language Debate

Abstract: Though much of the research looking at the issue of language in the Spanish heritage language field is intended to guide the Spanish heritage language teacher in the classroom, students' voices are often stifled. This article fills this gap by giving voice to students' opinions on language use in the Spanish heritage language classroom. Survey results from 152 Spanish heritage language students enrolled in an extensive Spanish heritage language program show that these students prefer to learn specific varieties of Spanish in their Spanish heritage language classes. Interestingly, 91 % of those surveyed want their Spanish to be corrected. This article closes with pedagogical suggestions based on the students' preferences that may cause those of us working in the Spanish heritage language field to question our own pre‐existing beliefs concerning which language variety best serves the Spanish heritage language student population.

Preparing Students For Class: A Hybrid Enhancement To Language Learning

Ensuring that students spend time preparing for class has always been one of the challenges of teaching. Indeed, when students are given an assignment that they are required to do before coming to the next lecture—whether it be written exercises or just studying—one wonders how often they are actually doing it. There are many ways in which teachers can evaluate whether or not students are prepared for class (i.e., have done “their reading”). Some of these methods to promote more out-of-class studying have included collecting written homework, giving quizzes, and even extra credit. This paper discusses the role of technology in the classroom as an alternative means to ensure student preparation for class lectures. In particular, this paper reports on a particular hybrid Spanish language program which was implemented at a large university in the United States. In this program, in addition to spending the traditional class time with an instructor, students are engaged in on-line, out-of-class activities related to the immediate subsequent class lecture. Solidly grounded in contemporary theories of second language acquisition, this program has shown that students are not only more prepared for class, but that the instructor is able to devote more class time to practice meaningful communicative activities in Spanish with the students. This paper ends with a section reporting opinions and testimonials from instructors and students of the Spanish hybrid language program.

Immigrants in Spain: sociolinguistic issues

A general vision of immigration in Spain will be presented in the following pages, with an emphasis on the sociolinguistic aspects of the teaching/learning of Spanish as an L2. The changes that Spain has undergone over the last quarter century have been so intense that they have had an impact on the traditional migratory tendency of the country, causing it to pass from the producer of migrants to the receiver of immigrants. Figures support this statement: the fact, for instance, that a million and a half Spanish immigrants were still living abroad in 1995, while the number of foreigners residing in Spain at present has reached more than three million. In spite of the fact that Spain is still far behind neighboring countries in terms of the numbers of immigrants living there, immigration has contributed to the demographic rise and economic development of the nation. At the same time, however, it has also caused a series of social demands that have not always been met adequately; for example, the schooling of child and teenage immigrants, access to the labor market for immigrant workers, access to the health system, housing, etc. Also, for a high percentage of the immigrant population, the learning of the Spanish language becomes one of their primary necessities upon arrival. This need, in the case of children and teenagers, is being met by the educational institutions, though with differing results. A lack of an official Spanish as an L2 curriculum that combines general communicative as well as academic competence causes the Spanish-language teaching programs to become less efficient.

Reaching the Heart of the Caregiver

Rapidly increasing numbers of Spanish-speaking Hispanic elders portend similar increases in dementing disorders among this group; this, in turn, points to increasing numbers and challenges among the family caregivers (Janevic & Connell, 2001; U.S. Department of Commerce, 1996). Successful programs have been developed to equip non-Hispanic family members to effectively assume the caregiving role. This article reports on preliminary efforts to transform one such psychoeducation program into the “Cuidando con Respeto” program, a culturally appropriate, Spanish language program for Hispanic family caregivers. Principles of development, results from the prototype program, and future evaluation developments are presented.

Innovative Designs in Spanish and Portuguese Business Language Programs

Adult learning theory suggests that people over 18 learn best when they are motivated by a personal need and know that they can apply the knowledge to their life and/or work. This concept was taken into the beginnerand intermediate-language classroom to make a strong argument for teaching basic language skills in a context relevant to the learners. Working Portuguese? developed at UNC at Chapel Hill by a team of language professors and business professionals? teaches basic Portuguese in the context of the Brazilian work environment. The presenter demon strated a small section of this innovative course that comprises segments online and in country. Its format permits working professionals and graduate students from different institutions to gain basic language skills effectively and efficiently.

Language ideologies and the production of identities: Spanish as a resource for participation in a multilingual marketplace

As technological advances, trade initiatives, and the formation of political and corporate alliances contribute to the spread of globalization, language has become not only a marker of national or ethnic identity but also a form of economic and social capital (Heller 1999). Within the United States, this shift is being felt at some of the nation's most prestigious universities as an increasingly pragmatic student body clamors for courses in languages-other-than-English in an effort to accumulate the linguistic resources necessary for participation in a multilingual marketplace. This paper examines how language ideologies might function to construct expertise in Spanish as a resource for the professional advancement of middle-and upper-middle class foreign language learners, while simultaneously casting it as a detriment to the social mobility of heritage language users (i. e., U. S. Latinos). In so doing, it describes how ideologies of Spanish as a foreign language get produced, circulated, and appropriated in the day-to-day workings of a Spanish language program at a prestigious U. S. university to support and foster this asymmetry. Weaving together both diachronic and synchronic approaches to research on language ideologies, it investigates how foreign language learners draw on certain ideologies to construct themselves as competent and legitimate users of Spanish, despite gaps in their linguistic repertoires and limited membership in Spanish-speaking communities of practice.

From Ally McBeal to Sábado Gigante

Although previous findings indicate that frequent television viewing is associated with holdingmore stereo typical attitudes aboutgender, no studies have examinedthis connection among Latino youth, who are frequent viewers of both English- and Spanish-language programming. The present study attempted to rectify this situation by examining connections between exposure to this content, viewer involvement, and the gender role beliefs of Latino adolescents. Surveying 186 Latino high school students, we found that girls who watched more television andwho perceived it to be realistic exhibitedmore traditional gender role attitudes. Similar contributions were seen from the viewing of specific genres of English- and Spanish-language programming, underscoring the importance of investigating associations by language, sex, and genre.

Implementing the National Standards in First-Year Spanish

The implementation of the Standards for Foreign Language Learning in introductory Spanish language programs in higher education is beneficial for internal and external reasons. Standards-based instructional materials are a needed support mechanism to achieve truly Standards-driven learning. Discussion about how to identify charac teristics, samples and examples of Standards-focused materials for introductory Spanish in higher education is presented to facilitate and advocate for thorough implementation of the National Standards.