Describes mnemonic devices which can be taught to second-language students to improve their learning including mnemonic reduction, visual word pictures, elaboration, and the keyword method. (BK)

Second-language acquisition data are provided from a study abroad environment to support or reject prior assertions about natural states in the acquisition of the Spanish copulas "ser" and "estar." It is suggested that students tend to acquire the different copulas in given ordered stages. (20 references) (LB)

Discusses using the distribution practice technique in teaching vocabulary. Emphasizes the importance of keeping the material meaningful to facilitate learning. Stresses the usefulness of teachers keeping themselves informed on new developments in the area of learning theory. (EKN)

A variety of special purpose Spanish dictionaries available for students of Spanish are described, including dictionaries of groupings of associated words, technical language, regional and slang language, single authors' usage, historical periods, etymology, frequency, and reverse organization. Several illustrations of dictionary organization are…

In New York State, the 24 brightest fifth and sixth graders from Avon, Caledonia, and York participated in a project funded by Title IV minigrants, distributed through BOCES. The children were bussed to a central point and permitted to study whatever they wished; Spanish was the first subject selected. (EJS)

Characteristics and types of role-play for the language classroom are discussed. Sample activities for grades K-3 and for grades 4-6 are offered. (Contains 15 references.) (Author/LB)

Practical strategies for eliciting vocabulary without translation in a Spanish class are discussed, and examples are given of a cross-skills approach that requires students to use different linguistic abilities to generate appropriate lexical responses. Figures showing how to construct these exercises are included. (Contains 14 references.)…

Discusses the teaching of derivatives of irregular Spanish verbs in order to reinforce irregular patterns and increase the students' active vocabularies. (NCR)

Instructors are prepared to use Spanish versions of English-speaking and bilingual artists' recordings to teach language structures and enhance the five skill areas. This article reviews the literature and pedagogical use of songs and also provides a list of recordings, recommendations for classroom use, and two sample lesson plans. (Contains 20…

The special needs of college students with learning disabilities are often challenging because of the variety of disabilities and accommodations. An alternative, parallel Spanish course at Old Dominion is described in the larger context of postsecondary foreign-language requirements. (Contains 25 references.) (Author/LB)

Follow up to a previous study of the use of "por" and "para," this study analyzes "ser,""estar," and "haber" for lexical selection in relation to their functions and also for errors in tense, mode, aspect, agreement, and invented forms and uses of copula in simplified or reduced utterances. Data were from 20 oral examinations of Peace Corps…

Explains the rationale for the use of Spanish music in Spanish language classes, and describes students' reactions, how the music is used to help the listening/writing experience, and how recorded commercials in Spanish aid in learning language patterns. (GLR)

Some simple word games are suggested to aid in teaching foreign languages at the elementary level. (CK)

A simulation game for a Spanish classroom provided each team with a fictitious profile of a Spanish-speaking person. Students made decisions for the characters regarding school, career, leisure activities and family. Slides and films on Spanish-Americans were shown. (CHK)

Suggestions are offered for involving advanced Spanish-language students more directly in watching and making later use of videotapes. Steps include preparing students to watch the videos, writing a survey on the video topic, and creating a computerized class newsletter. (LB)