Spanish Language Teaching Research Articles

EL CHAVO AS A GATEWAY FOR TEACHING SPANISH TO CHILDREN

Abstract: With Serial El Chavo del Ocho as a media product in the Spanish language, this work aims to think, present and base the use of television serials (not nicknamed) in Foreign Language (LE), in order to methodologically seek new sources and alternatives for the development of LE for children and young people. The aim of this article is to reflect on the potential of the use of television series as a gateway to language teaching and with it the problem of this study points to two questions. First, if it is possible to learn languages through a serial? Secondly, does the use of the series as a gateway to the teaching of the Spanish language function as a methodology or serves only as pedagogical support material? The text revolves around this conflict zone and advocates the use of new media and methodological products, as well as the use and appropriation of media products for education. Keywords: Television series; Spanish language teaching; children's and youth audiences.

Francis Sales, George Ticknor, and the Beginnings of Spanish Language Instruction in the United States

Aunque el papel de George Ticknor como investigador de literatura española ha atraído recientemente una atención considerable, su conferencia de 1832 sobre la enseñanza de las “lenguas vivas” ha sido hasta ahora en gran medida ignorada. Este ensayo afronta este desequilibrio y enfatiza hasta qué punto las ideas de Ticknor sobre la enseñanza se basaban en las de su a menudo olvidado asistente, Francis Sales, y su defensa del “método natural” de instrucción, introducido en los Estados Unidos por Nicolas G. Dufief.

Francis Sales, George Ticknor, and the Beginnings of Spanish Language Instruction in the United States

Francis Sales, George Ticknor, and the Beginnings of Spanish Language Instruction in the United States

Critical textbook analysis in Spanish language teaching: identifying neoliberal content

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.

Examining the resilience of two early career world language teachers: a two-year case study

ABSTRACT Language teachers’ resilience, or their socially-mediated capacity to adapt to adverse conditions and thrive, has garnered attention amidst evolving challenges to language education and bilingual teachers in diverse spaces. Taking an ecological-collective perspective towards language teacher resilience, this qualitative case study examined the experiences of two early career Spanish world language teachers in the United States, paying particular attention to the personal and contextual resources they leveraged for their resilience during and after their transition into teaching. Through a series of semi-structured interviews, three themes were identified representing the varied purposes for which the Spanish teachers mobilised resources for their resilience at different times: planning for resilience in advance during the job search, maintaining resilience amidst initial struggles, and reestablishing resilience. Findings show that the types of resources used by the early career world language teachers shifted over time and based on need, the most salient of which included their knowledge of their teaching context, their agency and persistence, support and autonomy from their school administrators, and connections with networks of other language teachers. Implications for teacher education programmes, language teacher resilience, and future research are discussed.

Teaching Afro-Hispanic Literature in the Undergraduate Introductory Literature Course: A Pedagogy for Antiracist Teaching

Abstract: This essay posits that an institution's program design mandates the curriculum for the classes we teach and that curriculum affects the concept of "canonical" literature, teacher preparation, textbook content, and comfort with discussing difference in the second language classroom for undergraduates. For that reason, this essay argues for the need for intentional curricular design that incorporates the ethnic diversity of Spanish-speaking communities at all levels of undergraduate Spanishlanguage instruction and proposes that literature written by Spanish-speaking writers of African descent should always be an integral part of the introductory literature course. In this course, literature is examined as an expression of culture and used as a tool for the development of both critical thinking skills and intercultural competence. While inclusive teaching methodologies are inherently universal and have application in teaching literature in any language, what follows describes an approach to teaching Afro-Hispanic literature in undergraduate Spanish classes that ensures the development of intercultural competence, endorses a pedagogy with a foundation in antiracist philosophy, and is rooted in inclusive and equitable teaching practices that is both deliberate and student-centered.

Spanish language teaching, functional diversity, and inclusion. A systematic review

Spanish language teaching, functional diversity, and inclusion. A systematic review

Task-based elementary Spanish in rural Indiana: A practice-based collaboration

Spanish is the second most spoken language in the United States and the most taught additional language (L2) in elementary-level schools. However, the amount and type of access differs according to the resources available. Rural settings, which comprise a third of all schools in the US, often have fewer resources and support for the development and maintenance of exposure-track L2 programs, which meet once per week with the goal of, as the name suggests, providing exposure to the L2, rather than a focus on cumulative language development. Given that there are immediate and long-term benefits of even low levels of early bilingualism, ensuring access to quality L2 education is a matter of equity. This paper centers on the first year of a longitudinal collaboration between an exposure-track Spanish language teacher in a rural elementary school, and the research team who created a task-based program tailored for the school following a needs analysis. We analyze the first year of the grant-funded program based on task effectiveness, student enjoyment, and teacher perspectives. We contextualize results within the rural community and offer initial longitudinal data on US exposure-track Spanish. We detail how we adjusted the program for the second year, are freely sharing the materials on the Task Bank (tblt.indiana.edu) and have transferred the program to the teacher’s autonomy. Finally, we highlight that the success of this program was and is due to the collaborative nature of the partnership between the teacher, the researchers, and the administrators.

Didactic Interventions: The Voices of Adult Migrants on Second Language Teaching and Learning in a Rural Area in Chile

Research in Chile, regarding language teaching and learning, has focused on Spanish as a first language (L1). However, due to the growing influx and settlement of non-Spanish-speaking adult migrants, the significance of investigating language education within a second-language (L2)-context has surged. Accordingly, the objective of this study is to examine the implementation of a Spanish language teaching–learning program as an L2 from the learners’ perspectives. The ultimate objective is to contribute to the advancement of knowledge in this field within the national framework. This qualitative, descriptive/interpretive study involves 10 adult Haitian migrants who do not speak Spanish and live in a rural area. These participants possess varying educational backgrounds and are situated within a vulnerable context. In pursuit of the objective, two focus groups were convened. The outcomes underscore the pressing need for comprehensive macro-level development, at the governmental level, to address the inclusion of migrants. This entails equipping educators with linguistic proficiency and theoretical and pedagogical expertise for instructing an L2 program. Furthermore, the inclusion of linguistic mediators, a judicious use of the learners’ L1 as a pedagogical resource, and the implementation of strategies that cater to individual needs contribute to a more effective and inclusive teaching–learning experience.

ChatGPT in Spanish language instruction: exploring AI-driven task generation and its implications for teaching practices

ABSTRACT This article examines the role of advanced generative AI chatbots, particularly ChatGPT, in supporting Spanish language teaching. It explores how ChatGPT can aid educators in developing language learning tasks, utilizing a five-step model and backward design methodology. Through an exploratory and descriptive approach, the study sheds light on ChatGPT's potential in task generation. The article shows that ChatGPT can produce a broad array of integrated tasks for the interpretive, interpersonal, and presentational modes, targeting specific learning objectives and standards. However, AI-generated content often requires additional revision and refinement to fully align with established task criteria. While ChatGPT can save educators time and resources in task creation, the study underscores the importance of cautious AI integration. It emphasizes the importance for educators to develop technological proficiency and knowledge to ensure a pedagogically sound and ethical incorporation of AI-generated content into the curriculum.

Роль неформальної освіти в системі підготовки майбутніх учителів іспанської мови

The article is devoted to the analysis of the role of non-formal education in the training of Spanish language teachers in the higher education system of Ukraine and Spain. It has been focused on the importance of non-formal education for the quality of learning Spanish and its importance for the professional development of teachers in domestic higher education institutions. For this purpose, the essence of non-formal education, its advantages and tools that can be used for Spanish language teachers’ training have been considered. The research has stated that non-formal education in training of foreign language teachers, notably Spanish, is undoubtedly important, as it forms the individual educational trajectory of students, helps to adapt to constant changes in society, stimulates the cognitive level of world perception, forms language competence, etc. It has been emphasised that the teacher training system in higher education institutions should take into account the importance of non-formal education due to the growing need for Spanish language teachers and the expansion of intercultural communication. Higher education institutions should offer opportunities for students to participate in language clubs, cultural events, exchanges, and other forms of non-formal education to prepare students for the real challenges they will face in their professional lives.

Teachers’ Implementation of the Writing Curriculum in Grades 7-8 of Chilean Public Schools: A Multiple Case Study

The Chilean curriculum for writing education includes five paradigms: cultural, macro-linguistic, micro-linguistic, procedural, and communicative. The implementation of such a poly-paradigmatic curriculum can occur in multiple ways. Therefore, we analyzed classroom practices with two aims: (a) to describe how the paradigms are evident across practices, and (b) to analyze the paradigms’ internal alignment within each practice. We conducted classroom observations with five Spanish language teachers with varied orientations toward writing instruction. A content analysis of teachers’ discourse formed the basis for a narrative case-by-case analysis and a cross-case analysis. This process was guided by data collected during a previous survey study and supported by teachers’ interviews. Findings revealed that the cultural, macro- and micro- linguistic paradigms were implemented most often, while the implementation of procedural and communicative paradigms was rare. Additionally, paradigm alignment was visible in two practices but not in other practices. Possible reasons for this lack of integration and potential solutions to resolve this issue are discussed.

Research on university‐based Spanish heritage language programs in the United States: The state of affairs in 2022

AbstractResearch on Spanish heritage language (SHL) education has grown exponentially in the last two decades. The most recent nationwide study on SHL programs in US postsecondary institutions was conducted a decade ago. To continue this line of research, the primary aim of this study is to provide an update about the current state of SHL course offerings at 4‐year universities in the United States. SHL programs can promote academic success for Latinx students who see their language and culture asserted. In turn, valuing their heritage language skills and supporting their language development can help Latinx students expand their multilingual abilities for use with their families and communities, as well as in professional contexts. Results reveal that the last decade (2012–2022) witnessed tremendous increase in the availability of SHL programs, although some of the challenges reported in prior research still remain nationwide.

Interactional patterns in the online language classroom: a quantitative analysis across proficiency levels and lesson types

Online second language instruction has boomed in recent years, aided by technological affordances and the forced changes in instructional modality resulting from the COVID-19 pandemic. This transformation has underscored the critical role of interaction in online pedagogy. Research suggests that increasing opportunities for interaction between students and instructors is essential for fostering second language acquisition (SLA). However, little research exists quantifying the production of diverse types of interaction in online language instruction, particularly among experienced instructors. The present study utilizes an interactionist framework to perform a quantitative analysis of interaction in online Spanish language coursework, categorized according to interaction initiation type: Instructor-Prompted Participation (IPP), Unprompted Oral Participation (UOP), Unprompted Text Participation (UTP), i.e., chat usage, and interaction length (as exhibited by both the number of student turns in an interaction and the average length of those turns). Data includes 18 h of video recordings of synchronous L2 Spanish language instruction across proficiency levels and lesson types at a distance-learning university in the UK. Lesson types included grammar workshops and exam preparation. Results show that the interactional patterns in online language courses are influenced by proficiency level and lesson type. Lower proficiency students engaged in interaction routines more frequently, while the ability to engage in extended discourse was contingent upon the specific activity/lesson type. The study helps address the dearth of research on interaction and language teaching in languages other than English (LOTE).

Representation and reconstruction of Hispanic culture in localized Spanish textbooks in China: A multimodal discourse perspective

This study examines how Hispanic cultures are represented and reconstructed in localized Spanish textbooks in China. A multimodal discourse perspective was applied to the textbook data to identify the texts, images, audios, and teaching videos that depict Hispanic cultures, and to analyze their reconstructions. Our findings show that despite a large number of Hispanic big “C” and small “c” cultures included in the textbooks, there is an unbalanced contribution of sub-cultures and a lack of depth in teaching. Based on the analysis of textbook data and teaching video, the study also reveals several main strategies employed by textbook writers and users (teachers) in reconstructing culture, including translation, superficialization, symbolization, comparison, localization and globalization. This study is helpful in promoting the development of Spanish language education and textbooks and in global and local contexts, and also in better understanding language teachers’ agency in teaching foreign culture. FUNDING INFORMATION. This paper was funded by China’s National Social Science Fund of Education (BGA210059), project led by the corresponding author Geng Zhi.

Spanish for Veterinarians Part 2: A Survey Gauging Student Perspectives on a Profession-Specific Language Learning Experience.

This article describes the distribution and results of a survey that was disseminated among students enrolled in Doctor of Veterinary Medicine (DVM) programs in the United States. It is a critical component to a substantial effort being undertaken at Colorado State University (CSU) to overhaul their current Spanish for Veterinarians offerings (outlined and discussed in Spanish for Veterinarians Part 1: An Approach to Weaving Spanish Language Education into DVM Curricula) into a cohesive Spanish language program that offers consistent synchronous exposure to the language and guided practice over several semesters of instruction. The information obtained in this survey informs on veterinary student interest in and availability to engage in Spanish coursework created specifically for the veterinary field, as well as students' previous Spanish language learning experience. Additionally, it investigates the reasons motivating students' desire to participate in a Spanish for Veterinarians program, and their expectations and perspectives about receiving credit and paying for enrollment. It also includes students' online learning preferences and overall suggestions for optimal engagement in a Spanish language learning experience offered during DVM School. The anonymous results indicated that most respondents had taken Spanish only in high school, followed by those with one or two college-level courses. Interest in learning Spanish for the veterinary field is high and most students are willing to dedicate 2 to 4 hours weekly to language learning. This information guides curricular design decisions for a new Spanish for Veterinarians program that is currently being developed at CSU.

SPANISH TEACHER TRAINING IN BRAZIL

Prepared from a Bibliographic Review, the objective of this article is to discuss the training of Spanish language teachers in Brazil and the challenges of achieving fluency in a second language. Specifically, this article addresses the historical aspects of the Spanish Language in Brazil, problematizes the current legislation on the subject, criticizes the status of an optional subject relegated to the Spanish Language and discusses the importance of this language for Brazilian culture and society. As for the methodological approach, the bibliographical research is qualitative and descriptive in nature. The literature survey was carried out between the months of February and March 2022 in the Scielo and Google Scholar databases, using descriptors and their combinations in Portuguese: the challenges to Spanish teacher training”; “training of Spanish teachers in Brazil”; “Challenges to learning and teaching the Spanish Language”. Articles were selected between 2011 and 2021, published in Portuguese and made available free of charge on the internet. The results highlighted the contrast between the sociocultural dimension of the Spanish Language and its devaluation within the scope of Basic Education. It was concluded that teacher training is still marked by theoretical-pedagogical limitations and social discredit.

ChatGPT: The brightest student in the class

This paper presents a research study that evaluated the score ChatGPT would get when summarizing a reading comprehension text from the PISA international tests with a prompt that made it simulate doing this as if it were a 15-year-old student. For this purpose, the text was camouflaged among 30 other summaries made by real 15-year-old students and was evaluated by 30 Spanish language teachers with different profiles in terms of age, professional experience, and gender who were unaware that one of the texts was made by artificial intelligence (AI). The evaluation of the summary, for which a homogeneous rubric is used, is based on two fundamental criteria: content and style. For the data analysis descriptive and inferential statistical techniques were used. The results show that the ChatGPT summary obtained the best marks in terms of content and style, with its respective marks being 3 and 2.5 points higher than those of the students. Therefore, we can deduce that the style and content of the ChatGPT summary greatly exceeded those presented by the students. These results are independent of the ages, levels of professional experience, and genders of the teachers who corrected the summary. The integration of AI tools such as ChatGPT must be based on solid methodological proposals that integrate their use from a creative and critical perspective that allows learning with the support of these tools and not using them as substitutes for the development of basic student competencies.

A call for critical and open pedagogies in Spanish heritage language instruction: Students as knowledge producers of Open Educational Resources (OERs)

This paper stresses the urgent need to implement critical and open pedagogies in language teaching, especially in the Spanish heritage language classroom. Language courses are often compulsory in secondary and higher education and typically employ traditional pedagogical models that are structured by grammar and/or communication tasks. This study introduces how heritage language teaching emerged as a field of study in the United States and offers a brief overview of critical and open pedagogies and their connection to open educational resources. This paper then introduces critical and open pedagogies to teaching Spanish as a heritage language, followed by a critical look at the existing Spanish teaching material. As an alternative to this material, this article shares a project titled “Discovering El Barrio” which addresses an innovative and productive pedagogical practice carried out by a Spanish heritage language class at Lehman College, CUNY. In this project, Spanish heritage language learners (HLL) became producers of authentic teaching and learning materials for second language (L2) Spanish learners.

Raciolinguistics and Spanish language teaching in the USA: from theoretical approaches to teaching practices

ABSTRACT Raciolinguistic perspectives have moved to the forefront of educational linguistics, examining how the co-construction of race and language (re)produce damaging ideologies from broader societal constructs in the classroom and beyond. Raciolinguistic theory helps us to unravel the white supremacist foundations of language education and policy. In this paper, after outlining the theoretical underpinnings of a raciolinguistic perspective, we offer three examples of applied practice demonstrating the power of denaturalizing the co-construction of race and language in linguistics and language teaching through multidisciplinary approaches. While we resist peripheralizing the role of racialization in our experiences teaching the Spanish language and preparing language teachers, we argue that the incorporation of a raciolinguistic perspective in curricula across disciplines is beneficial to society. Through the examination of raciolinguistic ideologies and decolonial theory, we contend that all students can be empowered to reflect on their positions and experiences to build empathy as a means to reimagine new [linguistic] worlds.