Cover

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Frontmatter

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Contents

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pp. vii-viii

List of Tables and Figures

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p. ix

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Preface

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pp. x-xii

This book serves as a companion volume to Spanish Second Language Acquisition: State of the Science, coedited by Barbara Lafford and Rafael Salaberry and published in 2003 by Georgetown University Press. That work consisted of a critical review of the research done on the products and processes of Spanish second language acquisition (SLA). ...

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1 The State of the Art of Teaching Spanish: From Research to Praxis

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pp. 1-22

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...

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2 A Content-Based Approach to Spanish Language Study: Foreign Languages Across the Curriculum

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pp. 23-38

Beginning in the 1980s with efforts to internationalize North American universities, a new initiative, Foreign Languages Across the Curriculum (FLAG) (later termed Languages Across the Curriculum, or LAC), gained momentum. FLAG courses were developed at a variety of postsecondary institutions with support from the National Endowment for the Humanities...

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3 Spanish SLA Research, Classroom Practice, and Curriculum Design

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pp. 39-54

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)...

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4 Theoretical and Research Considerations Underlying Classroom Practice: The Fundamental Role of Input

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pp. 55-77

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. ...

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5 Concept-Based Instruction and the Acquisition of L2 Spanish

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pp. 79-102

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. ...

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6 The Effects of Study Abroad and Classroom Contexts on the Acquisition of Spanish as a Second Language: From Research to Application

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pp. 103-126

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...

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7 Online Language Learning: The Case of Spanish Without Walls

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pp. 127-147

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). ...

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8 Testing Spanish

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pp. 149-172

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...

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9 Incorporating Linguistic Variation into the Classroom

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pp. 173-191

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. ...

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10 Making Connections: Second Language Acquisition Research and Heritage Language Teaching

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pp. 206-212

In the United States, heritage language teaching refers 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...

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11 Spanish Second Language Acquisition: Applications to the Teaching of Professional Translation (and Interpretation)

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pp. 213-234

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. By translation and interpretation I mean cross-linguistic and crosscultural communicative acts for meaningful purposes as opposed to, for instance, translation as a formalistic language exercise. ...

Contributors

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pp. 235-237

Index

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pp. 239-244