restricted access   Volume 100, Number 5, Centenary Issue

Table of Contents

Editor’s Column

Celebrating 100 Years of Hispania

pp. 1-3
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Guest Editor’s Column

The Spanish and Portuguese Curriculum: Transition, Expansion, and (R)evolution

pp. 5-8
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Invited Columns

The AATSP: A Snapshot of the Present and a Vision for the Future

pp. 9-12
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America's Languages

pp. 13-15
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Essays and Responses

Literature in the Undergraduate Spanish Curriculum: Visionary Brainstorming

pp. 17-23
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Response Essay

Innovando (desde) la literatura

pp. 24-25
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Apologia No More: On Strong Foundations and the Future of Hispanism

pp. 27-32
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Response Essay

Engaged Humanities and the Future of Spanish Programs

pp. 33-34
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Lenguas, culturas y sensibilidades en los Estados Unidos: Español y Spanglish en un mundo inglés

pp. 35-40
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Response Essay 1

On Spanglish: Denominator of Linguistic Hybridity or Sociocultural Identity?

pp. 41-42
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Response Essay 2

Un tipo especial de Spanglish en la literatura estadounidense: La fusión de códigos y el translenguar

pp. 43-44
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Meeting Student Needs: Integrating Spanish Heritage Language Learners into the Second Language Classroom

pp. 45-50
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Response Essay 1

Learning for All: Addressing Issues of Access and Participation in Mixed Classes

pp. 51-52
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Response Essay 2

Community Engagement Pedagogy: A Tool to Empower Heritage Language and Second Language Integration

pp. 53-54
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The Impact of Portuguese on the Study of Third Language Acquisition

pp. 55-62
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Response Essay 1

Pedagogical Implications of Research on the Acquisition of Portuguese as a Third Language

pp. 63-64
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Response Essay 2

The Prospects for Portuguese for Spanish Speakers: Potentializing Multicompetence

pp. 65-66
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Study Abroad, Immigration, and Voseo in the Twenty-First-Century Classroom

pp. 67-73
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Response Essay

El Voseo: A Call to Action

pp. 74-75
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The Role of Technology in Language Learning in the Twenty-First Century: Perspectives from Academe, Government, and the Private Sector

pp. 77-84
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Response Essay

The Importance of Creating Theories of Practice in Online Language Learning

pp. 85-86
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Not What It Used to Be: The Future of Spanish Language Teaching

pp. 87-92
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Response Essay

Being Ready Means Responding to the Question of Who Is Enrolling

pp. 93-94
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Spanish for the Professions and Specific Purposes: Curricular Mainstay

pp. 95-101
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Response Essay 1

Spanish: A Language for Scientific and Technical Communication

pp. 102-103
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Response Essay 2

Hacia el asentamiento del Español para las Profesiones y Propósitos Específicos

pp. 104-105
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Language Proficiency: Envisioning the Win in the High School Spanish Classroom

pp. 107-113
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Response Essay 1

Proficiency and Languages for Specific Purposes in the K–12 Classroom

pp. 114-115
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Response Essay 2

Monolingualism is the Illiteracy of the Twenty-First Century

pp. 116-118
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Writing in Spanish as a Second and Heritage Language: Past, Present, and Future

pp. 119-124
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Response Essay

El español como lengua de herencia

pp. 125-126
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Spanish and Portuguese for All in Twenty-First-Century Community Colleges in the United States

pp. 127-133
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Response Essay

Encrucijadas y tensiones lingüístico-culturales en la era de la globalización

pp. 134-135
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The City as Organizing Principle in Twenty-First-Century Luso-Hispanic Studies

pp. 137-142
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Response Essay

The Pedagogy and Politics of Twenty-First-Century Luso-Hispanic Urban Cultural Studies

pp. 143-144
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Meeting Twenty-First-Century Needs: Spanish for the Professions as the Future of Spanish Graduate Education?

pp. 145-152
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Response Essay 1

Tenure-track Faculty Determine the Success of Online Graduate Education

pp. 153-154
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Response Essay 2

Experiences from the Trenches of Graduate Online Education in Spanish

pp. 155-156
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Realizing the Vision of Quality PreK–5 Spanish Language Programs: A Longitudinal Perspective

pp. 157-162
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Response Essay 1

PreK–5 Foreign Language Programs: No Longer an Endangered Species?

pp. 163-164
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Response Essay 2

Paving the Way for Quality PreK–5 Language Programs

pp. 165-166
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Transnational US Latino/a Literature: From the 1960s to the Twenty-First Century

pp. 167-172
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Response Essay

Life on the Hyphen or Bolívar's Undying Promise

pp. 173-174
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Where's the Community?: Redux

pp. 175-180
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Response Essay 1

Where's John Dewey and Paulo Freire?: Ideas on "Recovering" the "Lost C"

pp. 181-182
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Response Essay 2

For Twenty-First-Century Success, Embrace Both Tradition and Innovation

pp. 183-184
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Spanish and Portuguese Programs in Higher Education Institutions in the United States: Perspectives and Possibilities

pp. 185-191
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Response Essay

El futuro de los programas de español y portugués en los departamentos de lenguas modernas: Visiones alternativas

pp. 192-193
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The Evolution of Future Spanish Graduate Programs to Meet Diverse Student Needs

pp. 195-201
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Response Essay

Graduate Programs of the Future: Diversification and Professionalization

pp. 202-203
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Spanish Second Language Acquisition across the Globe: What Future Research on Non-English Speaking Learners Will Tell Us

pp. 205-210
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Response Essay

On Universal Trends in Spanish as a Second Language

pp. 211-212
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A Cross-generational Conversation about the Future of Teaching Spanish

pp. 213-219
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Response Essay

Challenging the Monolingual Status Quo: Heritage Speakers and the Future of Spanish in the United States

pp. 220-221
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The Lion and the Lamb: Literature and Linguistics in Spanish Departments

pp. 223-228
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Response Essay

Fortaleciendo la colaboración para beneficiar al estudiante

pp. 229-230
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The Place of the Forge: The African Diaspora, History, and Comparative Literature

pp. 231-236
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Response Essay 1

"Eparrei! Maleme pra ele, minha mãe!"

pp. 237-238
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Response Essay 2

Disrupting Moments in World Language Education: Promising Changes

pp. 239-240
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Translation, Interpreting, and Language Studies: Confluence and Divergence

pp. 241-246
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Response Essay 1

On Translation's Place in Language Teaching and Learning and in University Language Programs

pp. 247-248
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Response Essay 2

Fertilización recíproca de los estudios de traducción e interpretación y los estudios de lengua: Innovación metodológica

pp. 249-250
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The World Is Not Flat, So Why Are Our Textbooks?

pp. 251-257
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Response Essay

The Next Course: The Slow Textbook

pp. 258-259
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The Future of K–12 Teacher Education: Spanish and Portuguese

pp. 261-267
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Response Essay

Envisioning a Future of Re-examination of Foreign Language Teacher Education

pp. 268-269
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What's Next?: Heritage Language Learners Shape New Paths in Spanish Teaching

pp. 271-276
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Response Essay

Spanish Heritage Language Learners: Let's Not Avoid Metalinguistic Knowledge

pp. 277-278
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Spanish as a Pivot Language for Third Language Learning in the United States

pp. 279-284
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Response Essay

Polyglots, Multilinguals, and Translanguagers: Spanish as a Gateway Language

pp. 285-287
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Brazil's Rise and Portuguese as a Strategic Foreign Language: Preparing Tomorrow's Military Leaders

pp. 289-294
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Response Essay 1

Portuguese as a World Language for Future Army Officers

pp. 295-296
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Response Essay 2

Student Motivation in Learning Portuguese

pp. 297-298
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¿Españoles mundiales?: En busca de un paradigma

pp. 299-304
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Response Essay 1

¿Español en el mundo chino?: ¿Ficción o realidad?

pp. 305-306
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Response Essay 2

Hacia un multicentrismo

pp. 307-308
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Retos y transformaciones del saber chicano en la nueva era global

pp. 309-314
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Response Essay

Aliados y ejemplos para los estudios chicanos en la nueva era global

pp. 315-316
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