In this Issue

Table of Contents

Celebrating 100 Years of Hispania

Sheri Spaine Long
pp. 1-3
DOI: https://doi.org/10.1353/hpn.2018.0000
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The Spanish and Portuguese Curriculum: Transition, Expansion, and (R)evolution

Frank Nuessel
pp. 5-8
DOI: https://doi.org/10.1353/hpn.2018.0001
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The AATSP: A Snapshot of the Present and a Vision for the Future

Emily Spinelli
pp. 9-12
DOI: https://doi.org/10.1353/hpn.2018.0002
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America's Languages

William P. Rivers
pp. 13-15
DOI: https://doi.org/10.1353/hpn.2018.0003
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Literature in the Undergraduate Spanish Curriculum: Visionary Brainstorming

Gwendolyn Barnes-Karol
pp. 17-23
DOI: https://doi.org/10.1353/hpn.2018.0004
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Innovando (desde) la literatura

Victoria L. Garrett, Edward Chauca
pp. 24-25
DOI: https://doi.org/10.1353/hpn.2018.0005
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Apologia No More: On Strong Foundations and the Future of Hispanism

Robert D. Bayliss, Amy Rossomondo
pp. 27-32
DOI: https://doi.org/10.1353/hpn.2018.0012
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Engaged Humanities and the Future of Spanish Programs

Ann Abbott
pp. 33-34
DOI: https://doi.org/10.1353/hpn.2018.0013
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Lenguas, culturas y sensibilidades en los Estados Unidos: Español y Spanglish en un mundo inglés

Silvia Betti
pp. 35-40
DOI: https://doi.org/10.1353/hpn.2018.0006
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On Spanglish: Denominator of Linguistic Hybridity or Sociocultural Identity?

Whitney Chappell
pp. 41-42
DOI: https://doi.org/10.1353/hpn.2018.0007
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Un tipo especial de Spanglish en la literatura estadounidense: La fusión de códigos y el translenguar

Domnita Dumitrescu
pp. 43-44
DOI: https://doi.org/10.1353/hpn.2018.0008
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Meeting Student Needs: Integrating Spanish Heritage Language Learners into the Second Language Classroom

Clara Burgo
pp. 45-50
DOI: https://doi.org/10.1353/hpn.2018.0009
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Learning for All: Addressing Issues of Access and Participation in Mixed Classes

María M. Carreira
pp. 51-52
DOI: https://doi.org/10.1353/hpn.2018.0010
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Community Engagement Pedagogy: A Tool to Empower Heritage Language and Second Language Integration

Vanessa Marie Fernández, Lucía Osa-Melero
pp. 53-54
DOI: https://doi.org/10.1353/hpn.2018.0011
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The Impact of Portuguese on the Study of Third Language Acquisition

Jennifer Cabrelli Amaro
pp. 55-62
DOI: https://doi.org/10.1353/hpn.2018.0014
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Pedagogical Implications of Research on the Acquisition of Portuguese as a Third Language

Blair E. Bateman
pp. 63-64
DOI: https://doi.org/10.1353/hpn.2018.0015
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The Prospects for Portuguese for Spanish Speakers: Potentializing Multicompetence

Juliana Luna Freire
pp. 65-66
DOI: https://doi.org/10.1353/hpn.2018.0016
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Study Abroad, Immigration, and Voseo in the Twenty-First-Century Classroom

Robert D. Cameron
pp. 67-73
DOI: https://doi.org/10.1353/hpn.2018.0017
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El Voseo: A Call to Action

Jean W. LeLoup, Barbara C. Schmidt-Rinehart
pp. 74-75
DOI: https://doi.org/10.1353/hpn.2018.0018
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The Role of Technology in Language Learning in the Twenty-First Century: Perspectives from Academe, Government, and the Private Sector

Christine Campbell, Branka Sarac
pp. 77-84
DOI: https://doi.org/10.1353/hpn.2018.0019
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The Importance of Creating Theories of Practice in Online Language Learning

Todd Hughes
pp. 85-86
DOI: https://doi.org/10.1353/hpn.2018.0020
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Not What It Used to Be: The Future of Spanish Language Teaching

Heather L. Colburn
pp. 87-92
DOI: https://doi.org/10.1353/hpn.2018.0021
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Being Ready Means Responding to the Question of Who Is Enrolling

April D. Marshall
pp. 93-94
DOI: https://doi.org/10.1353/hpn.2018.0022
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Spanish for the Professions and Specific Purposes: Curricular Mainstay

Michael Scott Doyle
pp. 95-101
DOI: https://doi.org/10.1353/hpn.2018.0023
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Spanish: A Language for Scientific and Technical Communication

Oscar A. Pérez
pp. 102-103
DOI: https://doi.org/10.1353/hpn.2018.0024
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Hacia el asentamiento del Español para las Profesiones y Propósitos Específicos

Lourdes Sánchez-López
pp. 104-105
DOI: https://doi.org/10.1353/hpn.2018.0025
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Language Proficiency: Envisioning the Win in the High School Spanish Classroom

Linda Egnatz
pp. 107-113
DOI: https://doi.org/10.1353/hpn.2018.0026
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Proficiency and Languages for Specific Purposes in the K–12 Classroom

Mary E. Risner
pp. 114-115
DOI: https://doi.org/10.1353/hpn.2018.0027
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Monolingualism is the Illiteracy of the Twenty-First Century

Gregg Roberts, Jamie Leite, Ofelia Wade
pp. 116-118
DOI: https://doi.org/10.1353/hpn.2018.0028
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Writing in Spanish as a Second and Heritage Language: Past, Present, and Future

Idoia Elola
pp. 119-124
DOI: https://doi.org/10.1353/hpn.2018.0029
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El español como lengua de herencia

María Teresa García-Godoy
pp. 125-126
DOI: https://doi.org/10.1353/hpn.2018.0030
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Spanish and Portuguese for All in Twenty-First-Century Community Colleges in the United States

Sharon Fechter
pp. 127-133
DOI: https://doi.org/10.1353/hpn.2018.0031
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Encrucijadas y tensiones lingüístico-culturales en la era de la globalización

Guadalupe Raquel Pina
pp. 134-135
DOI: https://doi.org/10.1353/hpn.2018.0032
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The City as Organizing Principle in Twenty-First-Century Luso-Hispanic Studies

Benjamin Fraser
pp. 137-142
DOI: https://doi.org/10.1353/hpn.2018.0033
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The Pedagogy and Politics of Twenty-First-Century Luso-Hispanic Urban Cultural Studies

Susan Larson
pp. 143-144
DOI: https://doi.org/10.1353/hpn.2018.0034
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Meeting Twenty-First-Century Needs: Spanish for the Professions as the Future of Spanish Graduate Education?

Elizabeth A. Harsma
pp. 145-152
DOI: https://doi.org/10.1353/hpn.2018.0035
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Tenure-track Faculty Determine the Success of Online Graduate Education

Carmen King de Ramírez
pp. 153-154
DOI: https://doi.org/10.1353/hpn.2018.0036
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Experiences from the Trenches of Graduate Online Education in Spanish

Jeffrey Longwell
pp. 155-156
DOI: https://doi.org/10.1353/hpn.2018.0037
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Realizing the Vision of Quality PreK–5 Spanish Language Programs: A Longitudinal Perspective

Audrey L. Heining-Boynton
pp. 157-162
DOI: https://doi.org/10.1353/hpn.2018.0038
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PreK–5 Foreign Language Programs: No Longer an Endangered Species?

Mary Jo Adams
pp. 163-164
DOI: https://doi.org/10.1353/hpn.2018.0039
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Paving the Way for Quality PreK–5 Language Programs

Nadine Jacobsen-McLean
pp. 165-166
DOI: https://doi.org/10.1353/hpn.2018.0040
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Transnational US Latino/a Literature: From the 1960s to the Twenty-First Century

Juanita Heredia
pp. 167-172
DOI: https://doi.org/10.1353/hpn.2018.0041
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Life on the Hyphen or Bolívar's Undying Promise

Brantley Nicholson
pp. 173-174
DOI: https://doi.org/10.1353/hpn.2018.0042
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Where's the Community?: Redux

Ethel Jorge
pp. 175-180
DOI: https://doi.org/10.1353/hpn.2018.0043
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Where's John Dewey and Paulo Freire?: Ideas on "Recovering" the "Lost C"

Steven Byrd, Samuel McReynolds
pp. 181-182
DOI: https://doi.org/10.1353/hpn.2018.0044
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For Twenty-First-Century Success, Embrace Both Tradition and Innovation

Darcy Lear
pp. 183-184
DOI: https://doi.org/10.1353/hpn.2018.0045
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Spanish and Portuguese Programs in Higher Education Institutions in the United States: Perspectives and Possibilities

Manel Lacorte
pp. 185-191
DOI: https://doi.org/10.1353/hpn.2018.0046
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El futuro de los programas de español y portugués en los departamentos de lenguas modernas: Visiones alternativas

Alberto Bruzos
pp. 192-193
DOI: https://doi.org/10.1353/hpn.2018.0047
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The Evolution of Future Spanish Graduate Programs to Meet Diverse Student Needs

Barbara A. Lafford
pp. 195-201
DOI: https://doi.org/10.1353/hpn.2018.0048
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Graduate Programs of the Future: Diversification and Professionalization

Joan L. Brown
pp. 202-203
DOI: https://doi.org/10.1353/hpn.2018.0049
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Spanish Second Language Acquisition across the Globe: What Future Research on Non-English Speaking Learners Will Tell Us

Avizia Yim Long, Kimberly Geeslin
pp. 205-210
DOI: https://doi.org/10.1353/hpn.2018.0050
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On Universal Trends in Spanish as a Second Language

Bill VanPatten
pp. 211-212
DOI: https://doi.org/10.1353/hpn.2018.0051
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A Cross-generational Conversation about the Future of Teaching Spanish

Angélica Lozano-Alonso
pp. 213-219
DOI: https://doi.org/10.1353/hpn.2018.0052
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Challenging the Monolingual Status Quo: Heritage Speakers and the Future of Spanish in the United States

Catherine Fountain
pp. 220-221
DOI: https://doi.org/10.1353/hpn.2018.0053
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The Lion and the Lamb: Literature and Linguistics in Spanish Departments

Patricia Lunn, Diana Frantzen
pp. 223-228
DOI: https://doi.org/10.1353/hpn.2018.0054
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Fortaleciendo la colaboración para beneficiar al estudiante

Maribel Lárraga
pp. 229-230
DOI: https://doi.org/10.1353/hpn.2018.0055
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The Place of the Forge: The African Diaspora, History, and Comparative Literature

John Maddox
pp. 231-236
DOI: https://doi.org/10.1353/hpn.2018.0056
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"Eparrei! Maleme pra ele, minha mãe!"

Renato Alvim
pp. 237-238
DOI: https://doi.org/10.1353/hpn.2018.0057
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Disrupting Moments in World Language Education: Promising Changes

June C. D. Carter
pp. 239-240
DOI: https://doi.org/10.1353/hpn.2018.0058
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Translation, Interpreting, and Language Studies: Confluence and Divergence

Christopher D. Mellinger
pp. 241-246
DOI: https://doi.org/10.1353/hpn.2018.0059
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On Translation's Place in Language Teaching and Learning and in University Language Programs

Jeffrey Killman
pp. 247-248
DOI: https://doi.org/10.1353/hpn.2018.0060
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Fertilización recíproca de los estudios de traducción e interpretación y los estudios de lengua: Innovación metodológica

Mónica Rodríguez Castro
pp. 249-250
DOI: https://doi.org/10.1353/hpn.2018.0061
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The World Is Not Flat, So Why Are Our Textbooks?

Amy Rossomondo, Gillian Lord
pp. 251-257
DOI: https://doi.org/10.1353/hpn.2018.0062
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The Next Course: The Slow Textbook

Ronald J. Friis
pp. 258-259
DOI: https://doi.org/10.1353/hpn.2018.0063
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The Future of K–12 Teacher Education: Spanish and Portuguese

Pete Swanson
pp. 261-267
DOI: https://doi.org/10.1353/hpn.2018.0064
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Envisioning a Future of Re-examination of Foreign Language Teacher Education

Comfort Pratt
pp. 268-269
DOI: https://doi.org/10.1353/hpn.2018.0065
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What's Next?: Heritage Language Learners Shape New Paths in Spanish Teaching

Julio Torres, Diego Pascual, Cabo, John Beusterien
pp. 271-276
DOI: https://doi.org/10.1353/hpn.2018.0066
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Spanish Heritage Language Learners: Let's Not Avoid Metalinguistic Knowledge

Amàlia Llombart-Huesca
pp. 277-278
DOI: https://doi.org/10.1353/hpn.2018.0067
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Spanish as a Pivot Language for Third Language Learning in the United States

Will Travers
pp. 279-284
DOI: https://doi.org/10.1353/hpn.2018.0068
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Polyglots, Multilinguals, and Translanguagers: Spanish as a Gateway Language

Clorinda Donato
pp. 285-287
DOI: https://doi.org/10.1353/hpn.2018.0069
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Brazil's Rise and Portuguese as a Strategic Foreign Language: Preparing Tomorrow's Military Leaders

Dieter A. Waldvogel, Ismênia Sales de Souza
pp. 289-294
DOI: https://doi.org/10.1353/hpn.2018.0070
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Portuguese as a World Language for Future Army Officers

Rebecca L. Jones-Kellogg, Sarah Martin
pp. 295-296
DOI: https://doi.org/10.1353/hpn.2018.0071
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Student Motivation in Learning Portuguese

Orlando Kelm
pp. 297-298
DOI: https://doi.org/10.1353/hpn.2018.0072
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¿Españoles mundiales?: En busca de un paradigma

Boris Yelin
pp. 299-304
DOI: https://doi.org/10.1353/hpn.2018.0073
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¿Español en el mundo chino?: ¿Ficción o realidad?

Luis Roncero Mayor
pp. 305-306
DOI: https://doi.org/10.1353/hpn.2018.0074
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Hacia un multicentrismo

Ilan Stavans
pp. 307-308
DOI: https://doi.org/10.1353/hpn.2018.0075
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Retos y transformaciones del saber chicano en la nueva era global

María Laura Zubiate
pp. 309-314
DOI: https://doi.org/10.1353/hpn.2018.0076
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Aliados y ejemplos para los estudios chicanos en la nueva era global

Anne Fountain
pp. 315-316
DOI: https://doi.org/10.1353/hpn.2018.0077
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