Describes the use of conversational partnerships (CP) in high school Spanish classes. CPs seek to improve spoken proficiency by allowing students to rehearse conversational roles, plan strategies, and polish pronunciation. (CB)

Proposes an analysis of Spanish Neg-transportation that is not restricted to any particular set of verbs and can in fact be applied to wherever its structural description is met. The proposed method also explains why the complement of some negated matrix verbs can be expressed in either the indicative or the subjunctive. (CB)

Reexamines the issue of Spanish nonverbal word stress, illustrates two basic generalizations about primary word stress, develops the conclusion that penultimate stress is unmarked, examines the relationship between Latin stress and its Spanish descendant, and contrasts the stress systems of Latin and Spanish. (32 references) (GLR)

Presents examples of how children acquire language through the principles-and-parameters model, a highly modular system in which different theories interact so that only permissible sequences arise, and highlights research on Spanish syntax and semantics. (136 references) (CB)

Explores problems encountered during attempts to translate French expressions occurring in English (such as concierge) into Spanish, particularly when the English interpretation of the expression is different from the standard French usage. Spanish translations are provided for about 200 French terms and expressions commonly used in English. (61…

The framework for assessment of Spanish-English speaking students utilizes qualitative and quantitative procedures to assess the student's language status, linguistic-cultural background, socioeconomic status, and communicative abilities. Measures may include observations, interviews, questionnaires, adapted test instruments, and naturally…

Presents a total Spanish immersion program designed to improve students' spoken Spanish and deepen their cultural awareness under the auspices of a natural and informal environment. Students and their teachers meet in the forest at the end of the week from 40 to 50 hours and converse solely in Spanish. (Author/CK)

This paper examines the syntax of imperative sentences in languages in which imperative verbs have distinctive morphology. Imperative verbs with distinctive morphology either have a distinctive syntax (Modern Greek, Spanish) or distribute like other verbs (Serbo-Croatian, Ancient Greek). The contrast follows from properties of the root…

Asks why the keyword method is not being used to teach foreign language vocabulary. The article addresses the possible concerns of language teachers, provides a rationale for using the keyword method to teach foreign language vocabulary, and describes a procedure for implementing the method into the language class. (22 references) (JL)

Provides an annotated list of recommended selection tools for children's and young adult materials in Spanish. Commercial vendors, books, older lists for retrospective collecting, and periodicals and journals are among the categories included. (five references) (LRW)

Addresses (1) how to characterize and organize Spanish verb morphology within Natural Generative Grammar, and (2) how such an organization leads to implications for second-language pedagogy, specifically, of verb classification according to a thematic-athematic distinction. (46 references) (GLR)

Table 2, Correlation Coefficients, missing from the authors' article published in "Hispania" (v75 n2 1992), is presented. (LB)

Traces the development of two innovative and successful in-service teacher education programs to prepare teachers to incorporate bilingual instruction (Castilian-Catalan) in Catalonia. Both of the short-term, transitory programs have reinforced the importance of regional language as well as provided an intermediate solution to the long-term need…

Lists reasons for teaching Spanish through centuries old games from Spain and Mexico. The article describes and gives specific instructions for several games suitable for middle school students. It is concluded that most children love to play games and learn from their play. (13 references) (Author/(CK)

A study of learner-to-learner talk during a Spanish conversation course suggested that an interview-type speaking activity does not necessarily provide negotiation opportunities and provided an example for a speaking activity that promotes negotiation among foreign language learners. (17 references) (Author/CB)