The Impact of Portuguese on the Study of Third Language Acquisition

Jennifer Cabrelli Amaro
University of Illinois at Chicago

 

RESPONSES

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

Blair E. Bateman
Brigham Young University

The Prospects of Portuguese for Spanish Speakers: Potentializing Multicompetence

Juliana Luna Freire
Framingham State University

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Click the links below to view content from the Hispania Centenary Issue. You are also invited to join a global discussion on the future of Spanish and Portuguese by clicking on the forum discussion links and contributing your own thoughts on each topic.

Click here to download the entire Hispania Centenary Issue

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


Christine Campbell
The Defense Language Institute Foreign Language Center

Branka Sarac
The Defense Language Institute Foreign Language Center

 

RESPONSE


The Importance of Creating Theories of Practice in Online Language Learning
 

Todd Hughes
Vanderbilt University

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Not What It Used to Be: The Future of Spanish Language Teaching
 

Heather L. Colburn
Northwestern University

 

RESPONSE


Being Ready Means Responding to the Question of Who Is Enrolling

April D. Marshall
Pepperdine University

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Spanish for the Professions and Specific Purposes: Curricular Mainstay

Michael Scott Doyle
The University of North Carolina at Charlotte

RESPONSES

Spanish: A Language for Scientific and Technical Communication

Oscar A. Pérez
Skidmore College

Hacia el asentamiento del Español para las Profesiones y Propósitos Específicos

Lourdes Sánchez-López
The University of Alabama at Birmingham


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Language Proficiency: Envisioning the Win in the High School Spanish Classroom
 

Linda Egnatz
Lincoln-Way North High School

 

RESPONSES


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

Mary E. Risner
University of Florida

 

Monolingualism is the Illiteracy of the Twenty-First Century
 

Gregg Roberts
American Councils for International Education

 

Jamie Leite
Utah State Board of Education

 

Ofelia Wade
Utah State Board of Education

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Writing in Spanish as a Second and Heritage Language: Past, Present, and Future

 

Idoia Elola
Texas Tech University

 

RESPONSE


El español como lengua de herencia
 

María Teresa García-Godoy
Universidad de Granada

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Spanish and Portuguese for All in Twenty-First-Century Community Colleges in the United States
 

Sharon Fechter
Montgomery College

 

RESPONSE


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

Guadalupe Raquel Pina
Columbus State Community College

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The City as Organizing Principle in Twenty-First-Century Luso-Hispanic Studies
 

Benjamin Fraser
East Carolina University

 

RESPONSE


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

Susan Larson
Texas Tech University

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

 

Elizabeth A. Harsma
Northcentral University

 

RESPONSE


Tenure-track Faculty Determine the Success of Online Graduate Education
 

Carmen King de Ramírez
University of Arizona

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Realizing the Vision of Quality PreK–5 Spanish Language Programs:
A Longitudinal Perspective

 

Audrey L. Heining-Boynton
The University of North Carolina at Chapel Hill

 

RESPONSES


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

Mary Jo Adams

Providence Day School

 

Paving the Way for Quality PreK–5 Language Programs
 

Nadine Jacobsen-McLean
National Network for Early Language Learning

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

Juanita Heredia
Northern Arizona University

 

RESPONSE


Life on the Hyphen or Bolívar’s Undying Promise
 

Brantley Nicholson
Georgia College

 

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Where’s the Community? Redux
 

Ethel Jorge
Pitzer College

 

RESPONSES


Where’s John Dewey and Paulo Freire? Ideas on ‘‘Recovering’’ the ‘‘Lost C’’
 

Steven Byrd
University of New England

 

Samuel McReynolds
University of New England

 

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

Darcy Lear
University of Chicago

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Spanish and Portuguese Programs in Higher Education Institutions in the United States:
Perspectives and Possibilities

Manel Lacorte

University of Maryland

 

RESPONSE
 

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

 

Alberto Bruzos
Princeton University

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The Evolution of Future Spanish Graduate Programs
to Meet Diverse Student Needs

 

Barbara A. Lafford
Arizona State University

 

RESPONSE
 

Graduate Programs of the Future:
Diversification and Professionalization

 

Joan L. Brown
University of Delaware

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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
Texas Tech University


Kimberly Geeslin
Indiana University


RESPONSE
 

On Universal Trends in Spanish as a Second Language
 

Bill VanPatten
Michigan State University

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A Cross-generational Conversation about the Future of Teaching Spanish
 

Angélica Lozano-Alonso
Furman University

 

RESPONSE


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

 

Catherine Fountain
Appalachian State University

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The Lion and the Lamb: Literature and Linguistics in Spanish Departments
 

Patricia Lunn
Michigan State University

 

Diana Frantzen
University of Wisconsin
Madison
 

RESPONSE


Fortaleciendo la colaboración para beneficiar al estudiante
 

Maribel Lárraga
Our Lady of the Lake University

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The Place of the Forge: The African Diaspora, History, and Comparative Literature

John Maddox

University of Alabama at Birmingham

RESPONSES

“Eparrei! Maleme pra ele, minha mãe!”

Renato Alvim

California State University–Stanislaus

Disrupting Moments in World Language Education: Promising Changes

June C. D. Carter

University of South Carolina Upstate


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Translation, Interpreting, and Language Studies: Confluence and Divergence

 

Christopher D. Mellinger

The University of North Carolina at Charlotte

 

RESPONSES

Teaching and Learning and in University Language Programs

 

Jeffrey Killman

The University of North Carolina at Charlotte

 

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


Mónica Rodríguez Castro

The University of North Carolina at Charlotte

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The World Is Not Flat, So Why Are Our Textbooks?
 

Amy Rossomondo
University of Kansas

 

Gillian Lord
University of Florida

 

RESPONSE


The Next Course: The Slow Textbook
 

Ronald J. Friis
Furman University


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The Future of K–12 Teacher Education: Spanish and Portuguese
 

Pete Swanson
Georgia State University
United States Air Force Academy

 

RESPONSE


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

Comfort Pratt
Texas Tech University

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What’s Next? Heritage Language Learners Shape New Paths in Spanish Teaching
 

Julio Torres
University of California, Irvine

 

Diego Pascual y Cabo
Texas Tech University

 

John Beusterien
Texas Tech University

 

RESPONSE
 

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

 

Amàlia Llombart-Huesca
California State Polytechnic University, Pomona

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Spanish as a Pivot Language for Third Language Learning in the United States
 

Will Travers
Georgetown University

 

RESPONSE
 

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

Clorinda Donato
California State University, Long Beach

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Brazil’s Rise and Portuguese as a Strategic Foreign Language:
Preparing Tomorrow’s Military Leaders

 

Dieter A. Waldvogel
United States Air Force Academy

 

Ismênia Sales de Souza
United States Air Force Academy

 

RESPONSES
 

Portuguese as a World Language for Future Army Officers
 

Rebecca L. Jones-Kellogg
United States Military Academy at West Point

 

Sarah Martin
United States Military Academy at West Point

 

Student Motivation in Learning Portuguese
 

Orlando Kelm
University of Texas

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¿Españoles mundiales? En busca de un paradigma
 

Boris Yelin
Purdue University

 

RESPONSES


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

Luis Roncero Mayor
Universidad de Salamanca, España

 

Hacia un multicentrismo
 

Ilan Stavans
Amherst College


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Retos y transformaciones del saber chicano en la nueva era global
 

María Laura Zubiate
University of Houston

 

RESPONSE


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

Anne Fountain
San José State University


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Advertisements

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Front Matter

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Table of Contents

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Editor’s Column:
Celebrating 100 Years of Hispania


Sheri Spaine Long
Editor, Hispania

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Hispania Guest Editor’s Column:
The Spanish and Portuguese Curriculum: Transition, Expansion, and (R)evolution


Frank Nuessel
University of Louisville
Academia Norteamericana de la Lengua Española

 

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

Emily Spinelli

American Association of Teachers of Spanish and Portuguese
 

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Hispania Invited Column: America’s Language

William P. Rivers

Joint National Committee for Languages and
the National Council for Languages and International Studies
(JNCL-NCLIS)

 

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Literature in the Undergraduate Spanish Curriculum: Visionary Brainstorming

Gwendolyn Barnes-Karol
St. Olaf College

RESPONSE

Innovando (desde) la literatura

Victoria L. Garrett
College of Charleston

 

Edward Chauca
College of Charleston

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Lenguas, culturas y sensibilidades en los Estados Unidos:
Español y Spanglish en un mundo inglés


Silvia Betti
Università di Bologna
Academia Norteamericana de la Lengua Española

 

RESPONSES

On Spanglish: Denominator of Linguistic Hybridity or Sociocultural Identity?

Whitney Chappell
The University of Texas at San Antonio


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


Domnita Dumitrescu
California State University, Los Angeles
Academia Norteamericana de la Lengua Española


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Meeting Student Needs:
Integrating Spanish Heritage Language Learners into the Second Language Classroom


Clara Burgo
Loyola University Chicago

 

RESPONSES
 

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

María M. Carreira
California State University, Long Beach


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

 

Vanessa Marie Fernández
San José State University

 

Lucía Osa-Melero
Duquesne University

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Apologia No More: On Strong Foundations and the Future of Hispanism

Robert Bayliss
University of Kansas

Amy Rossomondo
University of Kansas

RESPONSE

Engaged Humanities and the Future of Spanish Programs

Ann Abbott
University of Illinois at Urbana-Champaign

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Study Abroad, Immigration, and Voseo in the Twenty-First-Century Classroom

Robert D. Cameron
United States Military Academy at West Point

RESPONSE

El Voseo: A Call to Action

Jean W. LeLoup
United States Air Force Academy

Barbara C. Schmidt-Rinehart
Ashland University


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Centenary Issue