The present study examines the lack of representation of minority communities in the existing literature by examining the representation of Afro-Latinxs in texts and visuals in seven Spanish as a Heritage Language (SHL) textbooks, and the ideologies behind these representations. Drawing upon Norman Fairclough's (1995) model for conducting Critical…

In L2 (second language) pedagogy, texts are commonly distinguished based on whether language instruction was a consideration in their creation. Texts that are not created for L2 instruction, or "authentic texts," have been thought to represent the target language in an accurate and reliable way (Zyzik and Polio 2017). Conversely, texts…

The incorporation of literary texts in advanced beginner and intermediate level language classrooms (high school Spanish, years 2-4; university Spanish, semesters 2-4) can seem intimidating. The thoughtful exploration of literary texts takes time away from other content, specifically grammar and vocabulary, which often seem more straightforward to…

We review the evolution of the modern language textbook, exploring its function in the curriculum of Spanish classes. In light of the advantages offered by new technological resources, we propose that the paper-based textbook has outlived its usefulness in today's multidimensional world, both logistically and pedagogically. To demonstrate, we…

This current study reports the findings of sociolinguistic research investigating the place of the "voseo" in the Spanish language curriculum in the United States. The study describes the results of questionnaire responses from 177 US Spanish teachers and survey responses from 560 US college students of Spanish. Both instruments sought…

This study explores how grammar instruction is conceptualized and applied in published Spanish materials. It sought to answer the following questions: What are the approaches to grammar instruction in current, college-level, beginning Spanish textbooks? How do they reflect current perspectives on grammar teaching? Six widely adopted Spanish…

Over the past four decades, scholars have debated the pedagogical and sociolinguistic needs of heritage language learners. It is widely accepted that these learners present several characteristics that are different from those of foreign (or non-heritage) language learners. However, scholars have also pointed to similarities between the two groups…

One of the perceived irregularities in verb morphology, the role of orthography in textbook practices for Spanish as a second language, is addressed. A study is reported that concentrates on consonantal spelling changes in verbs and noun plurals. (47 references) (LB)

Examines the past and present role of illustrations in language learning and analyzes the illustration content of 18 introductory Spanish texts published from 1960 to 1989. Illustrations may confuse students who lack adequate guidance from their teachers. (21 references) (Author/CK)

Emphasizes that traditional textbook explanations of the preterite and imperfect tend to focus on their aspectual differences. The article argues that a comprehensive analysis of the interaction of these two tenses in narration must go beyond aspect to include their respective temporal and discourse properties. (30 references) (Author/CK)

Demonstrates that (1) second-language (L2) textbooks used in the L2 Spanish classroom, at the high school and college level, misrepresent the fundamental concept of dialects, and (2) the textbooks ignore certain important elements of dialects that would be beneficial to the L2 student as listener. (41 references) (GLR)

Examines the evolution of Spanish textbooks qualitatively using computerized pedagogical data. Results show distinct generational text style trends from 1860 to 1998 which chronicle a common engine of change and conflict in standardization movements and the production of generational text styles. Summarizes 20th-century textbook generations and…