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The Art of Teaching Spanish

The Art of Teaching Spanish: Second Language Acquisition from Research to Praxis

Copyright Date: 2006
Pages: 256
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  • Book Info
    The Art of Teaching Spanish
    Book Description:

    The Art of Teaching Spanishexplores in-depth the findings of research in second language acquisition (SLA) and other language-related fields and translates those findings into practical pedagogical tools for current-and future-Spanish-language instructors.This volume addresses how theoretical frameworks affect the application of research findings to the teaching of Spanish, how logistical factors affect the way research findings can be applied to teach Spanish, and how findings from Spanish SLA research would be applicable to Spanish second language teaching and represented in Spanish curricula through objectives and goals (as evidenced in pedagogical materials such as textbooks and computer-assisted language learning software).Top SLA researchers and applied linguists lend their expertise on matters such as foreign language across curriculum programs, the effects of study abroad and classroom contexts on learning, testing, online learning, the incorporation of linguistic variation into the classroom, heritage language learners, the teaching of translation, and other pedagogical issues. Other common themes ofThe Art of Teaching Spanishinclude the rejection of the concept of a monolithic language competence, the importance of language as social practice and cultural competence, the psycholinguistic component of SLA, and the need for more cross-fertilization from related fields.

    eISBN: 978-1-58901-424-4
    Subjects: Language & Literature, Linguistics

Table of Contents

  1. Front Matter
    (pp. i-vi)
  2. Table of Contents
    (pp. vii-viii)
  3. List of Tables and Figures
    (pp. ix-x)
    (pp. xi-xii)
  5. 1 The State of the Art of Teaching Spanish: From Research to Praxis
    (pp. 1-22)
    Rafael Salaberry and Barbara Lafford

    This volume explores the extent to which the “art” of teaching of Spanish as a second language (L2) is informed by Spanish second language acquisition (SLA) research in particular and research on SLA and language-related fields (e.g., psycholinguistics, sociolinguistics) in general. It also investigates the types of challenges that accompany applied linguistics initiatives to transfer findings from research to teaching and how to overcome practical problems associated with the implementation of new approaches to teaching.

    Some of the specific issues we asked the contributors to address in their chapters were the findings from Spanish SLA (and language-related) research that would...

  6. 2 A Content-Based Approach to Spanish Language Study Foreign Languages Across the Curriculum
    (pp. 23-38)
    Carol A. Klee and Gwendolyn Barnes-Karol

    Beginning in the 1980s with efforts to internationalize North American universities, a new initiative, Foreign Languages Across the Curriculum (FLAC) (later termed Languages Across the Curriculum, or LAC), gained momentum. FLAC courses were developed at a variety of postsecondary institutions with support from the National Endowment for the Humanities (NEH), the Fund for the Improvement of Postsecondary Education (FIPSE), the Center for International Education at the Department of Education, and several private foundations, such as the American Council on Education (ACE). The primary purpose of these programs is to provide opportunities to students who have already achieved a minimum proficiency...

  7. 3 Spanish SLA Research, Classroom Practice, and Curriculum Design
    (pp. 39-54)
    Joseph Collentine

    The study of second language acquisition (SLA) and its pedagogical practices for fostering learner development are underscored by theoretical premises that reflect both general learning theory and SLA-specific theories. While there is overlap in terms of the basic premises of the theories and their implications for Spanish educators (e.g., constructivism and sociocultural theory), each has uniquely contributed to investigative and instructional practices. In considering the lines of theoretical and applied research that prevail in SLA (and related fields), three general strands impact how we design both our curriculum from the beginning to more advanced levels and individual sequences/tasks. The consideration...

  8. 4 Theoretical and Research Considerations Underlying Classroom Practice: The Fundamental Role of Input
    (pp. 55-78)
    Bill VanPatten and Michael Leeser

    How do second language learners construct linguistic systems? This question has been the central concern of L2 research since its contemporary inception (e.g., Corder 1969; Dulay and Burt 1974). For almost forty years we have seen a number of theories address this question. In the early days, creative construction (Dulay, Burt, and Krashen 1982) and the monitor model (e.g., Krashen 1982) dominated discussion. In the 1980s and 1990s an interest in theory construction emerged that stemmed from theories of language such as the universal grammar (UG) approach (e.g., White 1989, 2003), functional approaches (e.g., Pfaff 1987), fusions of linguistic theories...

  9. 5 Concept-Based Instruction and the Acquisition of L2 Spanish
    (pp. 79-102)
    Eduardo Negueruela and James P. Lantolf

    The rekindling of interest in teaching grammar in foreign language classrooms is arguably the result of concern about the lack of control over the grammatical features of the L2 (secondary language) observed among learners who have passed through pedagogical programs in which opportunities to communicate are given greater emphasis than are the formal features of learners’ performance. A problem confronting those who wish to bring grammar back into focus is the need to develop a clear understanding of what grammar consists of in the first place (Odlin 1994). For instance, Ellis (2004) notes that L2 researchers do not seem to...

  10. 6 The Effects of Study Abroad and Classroom Contexts on the Acquisition of Spanish as a Second Language: From Research to Application
    (pp. 103-126)
    Barbara Lafford and Joseph Collentine

    Study-abroad (SA) contexts have traditionally been assumed by language professionals, school administrators, and students (and their parents) to be the best environments in which to acquire a foreign language and understand its culture. In the United Kingdom the “year abroad” had its origin in the “grand tour” of Europe by aristocratic children of means, who spent time abroad to attain the level of cultural knowledge (of Western civilization) that their status required. For many years American university administrators and foreign language instructors believed that a “junior year abroad” experience living with host families from the target culture would help students...

  11. 7 Online Language Learning: The Case of Spanish Without Walls
    (pp. 127-148)
    Robert Blake and Ann Marie Delforge

    Two factors dominate the recent interest in distance learning courses for foreign languages: (1) their potential to make language education available to those who cannot attend traditional classes because of time constraints or geographical location, and (2) their capacity to provide increased access for the study of less commonly taught languages (LCTLs). In reality, both motivations respond to the broader issue of increasing opportunities for language study that is so desperately needed in the United States (Simon 1980). In recognition of how important knowledge of languages other than English is to the security and economy of the United States, Congress...

  12. 8 Testing Spanish
    (pp. 149-172)
    Rafael Salaberry and Andrew D. Cohen

    One of our major goals is to consider the design and administration of Spanish tests for students at U.S. universities in light of the social implications attached to any specific testing (and teaching) framework. A second goal is to substantiate the need for test administrators to engage in the type of reflective practice (Schön 1983) that will lead them to adapt and modify as needed currently available tests to make them more appropriate to accomplish their specific teaching/learning objectives.

    Currently, numerous methods are being used for assessing language in Spanish courses, including

    traditional fill-in-the-blank grammar tests;

    nth word or rational-deletion...

  13. 9 Incorporating Linguistic Variation into the Classroom
    (pp. 173-192)
    Manuel J. Gutiérrez and Marta Fairclough

    After receiving information about the content of the passage, the government of the country retrieved all 250,000 copies of the book from the schools (they had been delivered to the students free of charge). It was not the language style used by the chat participants but the content of the interaction that accounted for the response. However, the language style is the reason we decided to include this passage at the beginning of our chapter. The linguistic norms evident in this chat are at the non-formal extreme of the style continuum used by adolescents in Chile, yet they found a...

  14. 10 Making Connections: Second Language Acquisition Research and Heritage Language Teaching
    (pp. 193-212)
    Guadalupe Valdés

    In the United States,heritage language teachingrefers to the teaching of indigenous and immigrant languages as academic subjects to students who have been raised in homes where these languages are spoken. For language-teaching professionals, the term refers to a group of young people who are different in important ways from English-speaking monolingual students who have traditionally undertaken the study of foreign languages in American schools and colleges. This difference has to do with actually developed functional proficiencies in the language in which instruction is given.

    In general, there have been few connections between researchers engaged in the study of...

  15. 11 Spanish Second Language Acquisition: Applications to the Teaching of Professional Translation (and Interpretation)
    (pp. 213-234)
    Sonia Colina

    This chapter deals with the application of L2 (second language) research, in particular Spanish second language acquisition (SLA), to the teaching of translation and interpretation. BytranslationandinterpretationI mean cross-linguistic and crosscultural communicative acts for meaningful purposes as opposed to, for instance, translation as a formalistic language exercise. Consequently, I do not deal with translation as a language teaching method or task as used, for instance, in grammar translation; rather, it is concerned with showing how the findings of second language acquisition can inform the teaching (and thus the practice) of professional translation.¹ The emphasis will be on...

    (pp. 235-238)
  17. INDEX
    (pp. 239-244)