Digital narratives have been used to promote target language reading and writing as part of instructed second language teaching. These texts can help break the monotony of more traditional print material and get learners closer to the multimodal practices that are part of their everyday written interactions, including elements such as video,…

This essay examines the state of Digital Humanities work in the subfield of literature from the Spanish speaking world. It provides a case study of a multiyear digital mapping project conducted with undergraduate students at a highly selective liberal arts college. This project serves as a means of examining the digital state of the field and…

In recent years, writing in Spanish as a foreign or heritage language has assumed more prominence in research and curricular policy in the United States. Increasing numbers of heritage language learners, the emergence of social media tools, renewed interest in writing genres, and changing instruction methods have all influenced how we understand…

This current study describes an object-based learning approach to teaching "Don Quixote" as part of the curriculum for Spanish majors at a small liberal arts college. In order to maximize students' engagement with the narrative and the material culture of the novel, students worked with rare books, collaborative translation using Google…

This study investigates children's attitudes and technology use for learning Spanish, and examines the type of technology-enhanced learning activities they enjoy. A survey with two versions was developed to gather attitudes and opinions of 2,220 children in grades K-2 and 3-8 in eight small rural school districts in the Midwest of the United…

The purpose of this article was to shed light on the potential of distance learning to overcome challenges in distance, space, time, and human and economic resources that limit access to language learning opportunities in cultural, literary, historical, geographical, and cross-cultural frames. Language and literature educators collectively have…

A Macintosh-based project that uses HyperCard to create computer-assisted lessons for composition classes is described. Ways that students have improved their writing skills are discussed, along with ways that the software has changed teaching techniques. (LB)

Explores the divide between possibilities for technology use in classrooms and the realities of technology use in these same classrooms. Specific focus is on ways in which technology is used to teach culture in university Spanish classes. (Author/VWL)

Presents the findings of a survey among teachers of Spanish and Portuguese ( K-16) on the role and value of new technology and media for teaching and learning and on the identification of strategies for the development, selection, and use of technology. The results are discussed, along with comments from respondents. (AS)

Describes several techniques using older technology to develop listening and speaking skills, and explains how readily available materials (transparencies, slides and tape shows, miming and pairing, commercial video, audiotapes, videotapes) can be used effectively in the classroom as well as in the laboratory. (seven references) (GLR)

Describes a three-year plan for colleges and universities in which the Spanish program attempts to increase its course offerings and improve articulation within the institution. The program is designed to put into practice the goals of a regional collaborative project on articulation of which the university is an integral part. (six references)…

Glendale Community College's (AZ) Spanish-language education program includes priorities in the following areas: four skills (listening, speaking, reading, and writing) and culture; counseling students; and use of technology for teaching and assessing language use and for professional development. (LB)