CAL Resource Guides Online
In response to the need for appropriate instruction for students with Hispanic language and cultural backgrounds, "Spanish for Spanish Speakers" courses are increasingly more common in K–12 and university education. Conferences and summer institutes for teachers are also more prevalent. A Special Interest Group on Spanish for Native Speakers has been formed within ACTFL (American Council on the Teaching of Foreign Languages). This group is concerned with the teaching and learning of Spanish by individuals who have a home background in the language. Curricula have also been developed especially for these students.
Publications, Web sites, conferences, listservs, and other information on this topic are presented below, followed by a search of the ERIC database to guide further research.
ERIC/CLL is grateful to Scott McGinnis, Senior Associate for Projects, National Foreign Language Center; Cecilia Pino, Professor, New Mexico State University; and Lynn Sandstedt, Executive Director, American Association of Teachers of Spanish and Portuguese (AATSP) for their valuable assistance in compiling this Resource Guide Online.
Digests provide brief overviews of topics in education, with reference to pertinent resources. ERIC/CLL has prepared many timely digests on topics related to foreign language teaching and learning. The following Digests focus on the education of Spanish speaking (and other heritage language) students.
Benjamin, R. (1997). What do our students want? Some reflections on teaching Spanish as an academic subject to bilingual students. ADFL-Bulletin, 29 (1), 44-47. Available online to individual subscribers and to faculty members and graduate students in ADFL-member departments from the ADFL-Bulletin Web site.
Cambell, R., & Kreeft Peyton, J. (1998). Heritage language students: A valuable language resource. The ERIC Review, 6, (1). This publication gives a broad overview of the status of K–12 foreign language education in the United States. In this issue, readers will find information about foreign language enrollment trends, program types, national standards, assessment, professional development, less commonly taught languages, heritage language education, and American Sign Language. Resources listed include organizations, books, journals and newsletters, and electronic resources.
Carreira, M. (2000). Validating and promoting Spanish in the United States: Lessons from linguistic science. Bilingual Research Journal, 24 (4), 423-442. Full text available from Bilingual Research Journal Web site.
Cho, G. (2000). The role of heritage language in social interactions and relationships: Reflections from a language minority group. Bilingual Research Journal, 24 (4), 369-384. Full text available from Bilingual Research Journal Web site
Contreras, V.M. (1989). A rationale for the teaching of Spanish composition to the native speaker at the college level. Unpublished doctoral dissertation, University of Texas at Austin.
Faltis, C. (1990). Spanish for native speakers: Freirian and Vygotskyan perspectives. Foreign Language Annals, 23(2), 117-26.
Fountain, A. (2001). Developing a program for Spanish heritage learners in a small college setting. ADFL-Bulletin, 32 (2), 29-32. Available online to individual subscribers and to faculty members and graduate students in ADFL-member departments from the ADFL-Bulletin Web site
García, M.E. (1977). Chicano Spanish/Latin American Spanish: Some differences in linguistic norms. Bilingual Review, 4, 200-209.
González Pino, B., & Pino, F. (2000). Serving the heritage speaker across a five-year program. ADFL-Bulletin, 32 (1), 27-35. Available online to individual subscribers and to faculty members and graduate students in ADFL-member departments from the ADFL-Bulletin Web site.
Gutiérrez, J. (1997). Teaching Spanish as a heritage language: A case for language awareness. ADFL-Bulletin, 29 (1), 33-36. Available online to individual subscribers and to faculty members and graduate students in ADFL-member departments from the ADFL-Bulletin Web site.
MacGregor-Mendoza, P. (2000). Aquí no se habla español: Stories of linguistic repression in southwest schools. Bilingual Research Journal, 24 (4), 355-368. Full text available from Bilingual Research Journal Web site.
McQuillan, J. (1996). How should heritage languages be taught? The effects of a free voluntary reading program. Foreign Language Annals, 29(1), 56-72.
Mollica, A. (1993). Teaching heritage/international languages: What teachers need to know. Mosaic, 1(2), 6-8.
Moses, M.S. (2000). Why bilingual education policy is needed: A philosophical response to the critics. Bilingual Research Journal, 24 (4), 333-354. Full text available from Bilingual Research Journal Web site.
Peale, C.G. (1991). Spanish for Spanish speakers (and other "native languages") in California's schools: A rationale statement. Hispania, 74(2), 446-51.
Potowski, K. & Carreira, M. (2004). Teacher Development and National Standards for Spanish as a Heritage Language in Foreign Language Annals (37, 3). Alexandria, VA: American Council on the Teaching of Foreign Languages.
Potowski, K. (2002). Experiences of Spanish Heritage Speakers in University Foreign Language Courses and Implications for Teacher Training. ADFL-Bulletin, 33 (3), 35-42.
Riegelhaupt, R., & Carrasco, R.L. (2001). Mexico host family reactions to a bilingual Chicana teacher in Mexico: A case study of language and culture clash. Bilingual Research Journal, 24 (4), 405-422. Full text available from Bilingual Research Journal Web site.
Roca, A. (1997). Retrospectives, advances, and current needs in the teaching of Spanish to United States Hispanic bilingual students. ADFL-Bulletin, 29 (1), 37-43. Available online to individual subscribers and to faculty members and graduate students in ADFL-member departments from the ADFL-Bulletin Web site.
Roca, A. (1998). Spanish heritage speakers in schools and colleges. Dimensions, 19(1), 3. (A publication of the Florida Association for Supervision and Curriculum Development.)
Rodríguez Pino, C. (1997). Teaching Spanish to native speakers: A new perspective in the 1990s. The ERIC/CLL News Bulletin, September issue. Full text available from ERIC/CLL News Bulletin Web site. The ERIC/CLL News Bulletin is a print newsletter that includes substantive articles on a wide range of topics in language education and related fields. To subscribe, call 1-800-276-9834 or send an email message to Lisa Biggs that includes your mailing address. Subscription is free of charge. Recent issues are available.
Valdés, G. (1989). Teaching Spanish to Hispanic bilinguals: A look at oral proficiency testing and the proficiency movement. Hispania, 72(2), 392-401.
Valdés, G. (1995). The teaching of minority languages as academic subjects: Pedagogical and theoretical challenges. Modern Language Journal (3), 299-328.
Valdés, G. (1997). Bilinguals and bilingualism. International Journal of the Sociology of Language, 127.
Valdés, G. (1997). Dual language immersion programs: A cautionary note concerning the education of language minority students. Harvard Educational Review, 67(3), 391-429. Available online to subscribers to the Harvard Educational Review from the Harvard Educational Review Web site.
Valdés, G., & Geoffrion-Vinci, M. (1998). Chicano Spanish: The problem of the "underdeveloped" code in bilingual repertoires. Modern Language Journal, 82(4), 473-501.
Wiley, T.G., & Valdés, G. (2000). Editors' introduction: Heritage language instruction in the United States: A time for renewal. Bilingual Research Journal, 24 (4), iii-vii. Full text available from Bilingual Research Journal Web site.
Lectura y vida from the International Reading Association regularly features articles on teaching reading in Spanish to native Spanish speakers.
American Association of Teachers of Spanish and Portuguese. (2000). Volume I. Spanish for native speakers: AATSP Professional Development Series Handbook for Teachers K-16. A handbook for teachers. Fort Worth, TX: Harcourt College Publishers. This handbook is designed to serve as a guide for high school and university teachers and administrators who are interested in establishing a program for native speakers of Spanish or for those teachers who presently teach native speakers and are looking for more information. A workshop has been designed around the handbook. Contact AATSP for details about the handbook or to schedule a workshop. To order, call Harcourt College Publishers at 1-800-245-8744 or 1-800-782-4479.
Carrasquillo, A., & Segan, P. (Eds.) (1998). The teaching of reading in Spanish to the bilingual student (La enseñanza de la lectura en español para el estudiante bilingüe), (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates. This book is divided into ten chapters, four written in Spanish and six in English, which confront the theory and practice of teaching Spanish reading skills and competencies to Spanish bilinguals and heritage speakers in the United States. Later chapters also address Spanish reading content areas, teaching reading to bilingual students with disabilities, resources for teaching reading to bilingual students, and assessment practices.
Center for Applied Linguistics (2001). Spanish for native speakers (SNS) education: The state of the field. Washington, DC: Fisher, L. (Ed.). Available from Center for Applied Linguistics Web site. This report was developed during the summer institute "Building the Knowledge and Expertise of Teachers of Spanish to Heritage Spanish Speakers," which was funded by the National Endowment for the Humanities (NEH). The institute was held at the University of California Los Angeles (UCLA) June 26 to August 4, 2000. Thirty middle and high school Spanish teachers from across the United States participated in the institute sponsored by the Center for Applied Linguistics (CAL) and the UCLA Language Resource Program. All thirty teachers contributed to this report.
Colombi, M.C., & Alarcón, F.X. (1997). La enseñanza del español a hispanohablantes. Praxis y teoría. Boston: Houghton-Mifflin. This book, which contains twenty research papers, all but three written in Spanish, offers an overview by researchers and pedagogues on the field of teaching Spanish to native Spanish Speakers. The twenty papers are presented as chapters in sections based on the content of the research, the four sections being: (1) La realidad de la clase, the current state of Spanish teaching in the United States; (2) La variedad est¶ndar, standard varieties of Spanish; (3) La enseñanza de la lengua a través de la cultura, teaching the language through culture; and, (4) Medidas y políticas educativeas sobre la enseñanza del español a hispanolhablantes en los Estados Unidos, language policy issues.
Del Valle, J., & Gabriel-Stheeman, L. (2001). The battle over Spanish between 1800 and 2000: Language ideologies and Hispanic intellectuals. New York: Routledge. This is an examination of how a group of key Spanish and Latin American intellectuals of the nineteenth and twentieth centuries discussed the concept of Spanish language and how these discussions related to the formation of national identities and Hispanic culture. This book is set for release in November, 2001, by Routledge Studies in the History of Linguistics series.
Garcia, E.E. (2001). Hispanic education in the United States: Raíces y alas. Blue Ridge Summit, PA: Rowman & Littlefield. This book is part of a series entitled "Critical Issues in Contemporary American Education" by the publishers Rowman and Littlefield. Dr. Garcia, former Director of the U.S. Office of Bilingual Education and Minority Language Affairs, wrote this 304 page text, which is based on research in the field of Spanish biculturalism and based on personal anecdotes of Hispanic education in the United States, as a resource and textbook on multicultural Spanish education and school reform.
Gibbons, J & Ramirez, E. (2004). Maintaining a Minority Language: A Case Study of Hispanic Teenagers.
Hernández Vélez, F., & Vidal, N. (1999). Con la vida a cuestas: Un proyecto interactivo para favorecer la autoestima y el respeto a la diversidad cultural de los alumnos. Washington, DC: Consulate for Education and Science, Embassy of Spain.
Kloss, H. (1998). The American bilingual tradition, (2nd ed.). Washington, DC and McHenry, IL: The Center for Applied Linguistics and Delta Systems. The information for this book was researched in the 1940's and published in German in 1963. Made available in English in the 1970's, this work was reprinted for this 1998
Krashen, S.D., Tse, L., & McQuillan, J. (Eds.) (1998). Heritage language development. Culver City, CA: Language Education Associates. This book contains seven papers that discuss the benefits of heritage languages and their development in two areas: the advantages of heritage language development and the consequences of its loss; and heritage language development programs and attitudes towards them.
Merino, B.J., Trueba, H.T., & Samaniego, F.A. (Eds.) (1993.) Language and culture in learning: Teaching Spanish to native speakers of Spanish. Washington, DC and London: Falmer Press. This volume grew out of a summer institute for teachers of native Spanish speakers. It contains seventeen research papers that explore "the interaction between anthropology, linguistics, and pedagogy" through a variety of approaches ranging from pure theory to practical classroom applications to case studies.
National Association for Bilingual Education. (2001). Volume 24, Number 4. Bilingual Research Journal. Special Issue; Heritage Language Instruction in the United States: A Time for Renewal. Washington, D.C.: National Association for Bilingual Education. This special issue of the Bilingual Research Journal discusses the state of heritage language instruction in the United States. Abstracts and full-text articles are available online from the Bilingual Research Journal online Web site.
National Standards in Foreign Language Learning Project. (1999). Standards for foreign language learning in the 21st century including Chinese, classical languages, French, German, Italian, Japanese, Portuguese, Russian, and Spanish. Lawrence, KS: Allen Press. This document incorporates the Standards for Foreign Language Learning: Preparing for the 21st Century, in language-specific learning scenarios, including a heritage language scenario.
Peyton, J. K., Ranard, D.A., & McGinnis, S. (Eds.). (2001). Heritage languages in America: Preserving a national resource. McHenry, IL, and Washington, DC: Delta Systems and Center for Applied Linguistics. This book describes the population of heritage language speakers in the United States and outlines what needs to be done to help them develop their languages for use in academic and professional arenas. Addressing these challenges will demand the attention and efforts of all who are involved in language education, research, and policy formation.
Roca, A. (in press). Teaching Spanish as a heritage language in the United States. New York: John Wiley & Sons. Written with teachers, administrators, and scholars in applied linguistics and education in mind, this book serves as an introduction to issues in biliteracy.
Roca, A. (Ed.) (2001). Research on Spanish in the United States: Linguistic issues and challenges. This new edited collection is intended for use in university courses, as well as by scholars and researchers interested in the area. The 29 original articles are organized into sections on interpreting; historical perspectives; borrowings of words and phrases; codeswitching, narratives, and discourse; sociolinguistics and pragmatics; phonology, morphology, and syntax; and language attitudes and planning. (Complete table of contents.) Somerville, MA: Cascadilla Press.
Roca, A. & Colombi, M.C. (Eds.). (2003). Mi lengua: Spanish as a Heritage Language in the United States. Washington, DC: Georgetown University Press.
Roca, A., & Lipski, J.M. (1999). Spanish in the United States: Linguistic contact and diversity. Part of the Studies in anthropological linguistics series. Berlin: Mouton de Gruyter. This book is a collection of eleven research papers that investigate linguistic aspects of Spanish in the United States. Topics include loan translation, linguistic assimilation versus linguistic loyalty, language choice by Spanish heritage junior high students in Miami, conceptualizations held by English and Spanish speakers in North America, and oral proficiency testing of the bilingual speaker.
University of California, Los Angeles. (2001). Heritage language research priorities conference report. Los Angeles, CA: Author. Available online. This conference report is from the conference on heritage language research priorities at UCLA September 21-23, 2000. The conference objective was to identify broad areas of research in heritage language education and within these areas to define key researchable questions that might be political, sociological, psychological or linguistic in nature.
Valdés, G., Lozano, A.G., & García-Moya, R. (Eds.) (1981). Teaching Spanish to the Hispanic bilingual in the United States: Issues, aims, and methods. New York: Columbia University Teachers College Press. This volume is a collection of papers on teaching Spanish to native and bilingual Spanish speakers in four areas; the theory behind teaching Spanish to native speakers, practical issues for teaching to bilinguals or native speakers, four course syllabi for Spanish native speaker classrooms, and suggestions for placement and achievement examinations.
Valdés, G. (1992). The role of the foreign language teaching profession in maintaining non-English languages in the United States. In Byrnes, H. (Ed.), Languages for a multicultural world in transition: 1993 Northeast Conference reports. Skokie, IL: National Textbook Company. This volume is a collection of reports from the Northeast Conference on the Teaching of Foreign Languages. The first two sections report on multilingualism and bilingualism in the United States, including the affective and instructional needs of immigrant and heritage students.
Valdés, G. (1998). Incipient bilingualism and the development of English language writing abilities in the secondary school. In Faltis, C., & Wolfe, P. (Eds.), So much to say: Teenagers, bilingualism, and ESL in the secondary school. New York: Columbia University Teachers College Press. This chapter focuses on a study of three, junior-high-school-age students who arrived in the United States as immigrants with no English abilities and their acquisition of English writing skills in the American school system. The paper also describes approaches to teaching writing in ESL programs, the writing development of the three students, and instructional implications derived from the study.
Valdés, G. (2001). Learning and Not Learning English: Latino Students in American Schools (Multicultural Education, 9). New York: Columbia University Teachers College Press. This book is a an in-depth, longitudinal study of four immigrant Latino students who arrived in the United States at the ages of 12 or 13 and their acquisition of English. The students came with "zero" English language ability, and Valdés investigates their development of written English in ESL programs and, in a broader sense, the challenges immigrant students face in the American school system.
Valdés, G. (in press). Teaching heritage languages: An introduction. Clevedon, Avon, England: Multilingual Matters.
Webb, J.B., & Miller, B.L. (Eds.) (2000). Teaching Heritage Language Learners: Voices from the Classroom. Yonkers, NY: American Council on the Teaching of Foreign Languages. This edited book aims to evoke what role heritage language learners will play in the next decades in the K–12 educational system and what trends there are in the second language field of heritage students. The book is divided into seven chapters within three sections of: (1) Heritage language learners; (2) Voices from the classroom; and, (3) The national perspective.
Alonso-Lyrintzis, D., Zaslow, B., & Villarreal, H. (1996). Entre mundos: An integrated approach for the native speaker. Englewood Cliffs, NJ: Prentice-Hall.
Ascarrunz-Gilman, G., Bijuesca, K.J., & Bonzales-Smith, M. (1997). Horizontes, Gramática para hispanohablantes. Boston, MA: Heinle & Heinle.
Blanco, G., Contreras, V., & Márquez, J. (1995). ¡Ahora sí! Expresión comunicativa para hispanohablantes. Boston, MA: Heinle & Heinle.
Brito, A. (Ed.) (1999). Voces hispánicas: Historias personales. Columbus, OH: McGraw Hill Higher Education.
Colombi, M.C., Pellettieri, J.L., & Rodríguez, M.I. (2001). Palabra abierta. Boston, MA: Houghton Mifflin College Division.
Cunningham, D., Funston, J., & McClendon, J. (1997). Somos así 1, Materiales para hispanohablantes nativos: En sus marcas. Saint Paul, MN: ECM/Paradigm Publishing. The Somos así series of textbooks has three different levels (En sus marcas, Listos, and ¡YA!); the first two levels have supplementary materials for native Spanish speakers (Materiales para hispanohablantes nativos).
De la Vega, S.L., & Salazar, C. (1997). Avanzando: Gramática española y lectura, Cuaderno B (4th Ed.). New York: John Wiley & Sons. This workbook is for Spanish Native Speakers at the college level and supplements the textbook Avanzando: Gramática española y lectura by the same authors. The textbook also has a Cuaderno A, which is for non-native Spanish Speakers.
Elliott, R.A. (1999). Nuevos destinos: Español para hispanohablantes. New York: Glencoe McGraw-Hill.
Franco, J. (2002). Spanish literature and instruction. La Crescenta, CA: Franco Productions. This Web site contains information about a CD of works by poets and novelists from Spain and Latin America and about a bimonthly newsletter for Spanish teachers.
Humbach, N., & Ozete, O. (2000). ¡Ven conmigo!, levels 1, 2 & 3. Fort Worth, TX: Holt, Rinehart and Winston. This series of textbooks at three different levels is intended for Spanish native speakers who are in classes with non-native Spanish speakers.
Kiraithe-Córdova, J. (2000). Selecciones literarias: Copper, Bronze, Silver. New Jersey: Prentice Hall School. These three readers are at three different levels and are sold individually. They are available for teaching elementary or middle school Spanish native speakers.
Marqués, S. (1996). La lengua que heredamos: Curso de español para bilingües. (4th Ed.) New York: John Wiley & Sons.
Roca A., with contributions by Alonso, H., & Merino, E.E. (1999). Nuevos mundos: Lectura, cultura y comunicación. Curso de español para bilingües. 3rd edition New York: John Wiley & Sons. A Web site accompanies the book.
Roca, A. with contributions by Alonso, H., & Merino, E.E. (1999). Cuaderno para estudiantes bilingües. Nuevos mundos. (workbook). New York: John Wiley & Sons . A Web site accompanies the Nuevos mundos book.
Rueda, R. et al. (2000). ¡Bien dicho! 2, Gramática, estilo y uso para expresarte mejor. Carmel, CA: Hampton-Brown. This textbook is for 2nd grade Spanish native speakers. The ¡Bien dicho! series has textbooks for 2nd through 6th graders.
Samaniego, F., Alarcón, F.X., Ohara, M. & Rojas, N. (2001). Mundo 21, edición alternativa. Boston, MA: Houghton Mifflin. This textbook also has an audio program for heritage learners and a cuaderno de actividades para hispanohablantes.
Samaniego, F., Alarcón, F.X., & Otheguy, R. (2002). Tu mundo: Curso para hispanohablantes. Geneva, IL: McDougal Littell, A Houghton-Mifflin Company.
Samaniego, F., Alarcón, F.X., Otheguy, R., & Rodríguez Pino, C. (2002). Tu mundo: Curso para hispanohablantes, Cuaderno de actividades. Geneva, IL: McDougal Littell, A Houghton-Mifflin Company.
Samaniego, F.A., Rodriguez Pino, C., & Alarcón, F. (1998). ¡Dímelo t¿! Cuaderno para hispanohablantes. Fort Worth, TX: Holt, Rinehart and Winston. This Spanish Native Speaker workbook that goes with the textbook ¡Dímelo t¿! is currently in press for the 4th edition: (4rd Ed., 2002). The 4th edition is a complete course package for AP Spanish.
Samaniego, F.A., Rodriguez Pino, C., & Alarcón, F. (1997). ¡Díme! Cuaderno de actividades para hispanohablantes. Geneva, IL: McDougal Littell, A Houghton-Mifflin Company. This workbook accompanies the textbook ¡Dime! Uno, which is for both native and non-native Spanish speakers. There is also a separate workbook for non-native Spanish speakers.
Samaniego et al. (2002). Nuestro Mundo, Curso para hispanohablantes. Geneva, IL: McDougal Littell, A Houghton-Mifflin Company. This textbook has an accompanying Cuaderno de actividades available.
Schmitt, C.J., & Woodford, P.E. (2000). Nosotros y nuestro mundo, Spanish for Spanish speakers 1. New York: Glencoe/McGraw-Hill.
Schmitt, C.J., & Woodford, P.E. (2000). Nosotros y nuestro mundo, Spanish for Spanish speakers 2. New York: Glencoe/McGraw-Hill.
Spinelli, E., & Rosso-O'laughlin, M. (2001). Encuentros, levels 1, 2 & 3 (Curso de introducción, Primer curso, Segundo curso). Fort Worth, TX: Holt, Rinehart and Winston. This series of textbooks at three different levels is intended for Spanish Native Speakers. Harcourt College Publishers has a textbook specific Web site for Encuentros.
Teschner, R.V. (2000). Camino oral: Fonética, fonología y práctica de los sonido del español (2nd Ed.). New York: Glencoe/McGraw-Hill.
Valdés, G., & Teschner, R.V. (1999). Español escrito: Curso para hispanohablantes biling¿es (4th Ed.). Englewood Cliffs, NJ: Prentice-Hall.
Virgillo, C., Friedman, E.H., & Valdivieso, L.T. (1999). Aproximaciones al estudio de la literatura hispánica (4th Ed.). New York: Glencoe/McGraw-Hill.
Walqui-van Lier, A., Barraza, R.A., & Dellinger, M.A. (2001). Sendas literarias 1, Español completo para hispanohablantes. Boston: Heinle & Heinle.
Walqui-van Lier, A., Barraza, R.A., & Dellinger, M.A. (2001). Sendas literarias 2, Español completo para hispanohablantes. Boston: Heinle & Heinle.
Prentice Hall School has another series of textbooks for 6th through 12th graders called Paso a Paso, which also has supplementary materials, such as workbooks for the various levels entitled Un paso mas: Actividades para ampliar tu espanol for Spanish native speakers.
Prentice Hall School has a series of textbooks for 6th through 12th graders called ¡Ya verás! Gold; levels 1, 2 & 3, which also has supplementary materials, (Workbooks for Spanish-speaking students) for the various levels.
Other sources of information for Spanish language materials follow.
The Agora Language Marketplace offers information on language learning materials, study abroad, language lab products, language services for business, and other areas of interest to language professionals.
Arte P¿blico Press is the oldest and largest publisher of Hispanic literature in the United States. The press is committed to providing a voice for writers of Hispanic descent and heritage.
Bilingual Books for Kids offers an extensive selection of books written in Spanish.
Bilingual Review Press has been publishing the works of Hispanic writers since 1974. Eight to ten titles are published per year. Most books offered are by or about U.S. Hispanics. Publications are written in English or Spanish, or are bilingual.
The Center for the Study of Books in Spanish for Children and Adolescents offers a Web site in English and Spanish that allows users to search an exhaustive catalog of recommended Spanish and bilingual books.
Dolo Publications of Houston, Texas, produces original song and activity books that can be used in the Spanish native speaker classroom at an elementary level.
Glencoe/McGraw-Hill produces Spanish native speaker textbooks at the secondary level, which they state is 6th grade through 12th grade, and at the post-secondary level, which they state is college and beyond. Some of their Spanish titles can be browsed at Glencoe Online Español.
Harcourt College Publishers and Harcourt Higher Education are now part of Thomson Learning . Harcourt College has a Spanish section to their World Languages online catalog. Harcourt also owns Holt, Rinehart and Winston .
Heinle & Heinle Publishers has secondary and college level texts for Spanish native speakers. Their online catalog has a Modern Languages/Spanish page. Heinle & Heinle Publishers is part of Thompson Learning.
Holt, Rinehart and Winston has Spanish native speaker textbooks for the secondary and college levels. Their World Languages/Spanish online catalog also has a special section on materials available for Spanish for Native Speakers. This section is further divided into two sections: SNS in classes with non-native speakers, and SNS in classes designed for Spanish speakers.
The Houghton Mifflin Company has textbooks and materials for Spanish native speakers at all levels. The Houghton Mifflin Division called Education Place publishes textbooks for elementary school students (K–8). Education Place also has a Web site of Bilingual Resources . Secondary level (6-12) textbooks are produced by the Houghton Mifflin Division of McDougal Littell. McDougal Littell has a Web site called ClassZone, which has online, Spanish native speaker, textbook-specific activities. Houghton Mifflin's College Division has an online Spanish catalog, which also has a subsection on Heritage Learning materials.
McGraw-Hill Higher Education produces textbooks for Spanish native speakers at the secondary and college levels. (They also produce the textbooks of the former National Textbook Company.) Their online catalog has a Spanish section, and a subsection on Spanish for Heritage Speakers.
Mundo Hispano is a community of native speakers of Spanish from around the world, teachers and learners of Spanish, and computer programmers, all of whom volunteer their time and talent to this "virtual world" or MOO (Multi-User Domain, Object Oriented).
Prentice Hall has two divisions that have textbooks for Spanish native speakers. Prentice Hall School has textbooks and materials for middle school and high school students. Its online catalog has two separate sections under Foreign Languages for Spanish: Spanish and Spanish for Spanish Speakers. Prentice Hall Higher Education, which has textbooks for the college level, has an online academic catalog with a Spanish section under Modern Languages, and a subsection for Spanish for Native Speakers. Prentice Hall is part of Pearson Education.
Random House Español has a wide variety of textbooks, literary works, resources and materials in Spanish.
Santillana Press is a major publisher of Spanish textbooks and literature.
The World of Reading is another excellent source of materials.
The ACTFL special interest group dedicated to SNS has a listserv with around 150 members. Instructions for joining are at http://spaninus.uic.edu/actfl/index.html.
ESPAN-L is a listserv for Spanish teachers. To subscribe, send
The Foreign Language Teaching Forum (FLTEACH) is the major Internet discussion group for foreign language teachers. Issues
of interest to teachers of Spanish are frequently discussed. Moderators
LeLoup and Robert Ponterio ensure lively and informative discussions. To
subscribe, leave the subject line blank; send the message
SUB FLTEACH FIRSTNAME LASTNAME
The Heritage Language Initiative has a listserv, heritage-list, which gives information on heritage programs in the United States and conferences on heritage languages. Individuals wishing to subscribe to that list should contact Scott McGinnis at the National Foreign Language Center (e-mail Scott.McGinnis@monterey.army.mil; phone 202-637-8881 x28; fax 202-637-9244). Please also send to Scott McGinnis names and contact information for others who should receive announcements. Also visit the Center for Applied Linguistics' Heritage Language Initiative for updates.
The Heritage Language Initiative homepage provides information and updates on the work of the Center for Applied Linguistics and the National Foreign Language Center aimed at recognizing and conserving the language proficiency of heritage language speakers. Information about the annual Heritage Languages in America conference will be disseminated on a regular basis through the heritage languages listserv, heritage-list. Individuals wishing to subscribe to that list should contact Scott McGinnis at the National Foreign Language Center (e-mail Scott.McGinnis@monterey.army.mil; phone 202-637-8881 x28; fax 202-637-9244). Please also send to Scott McGinnis names and contact information for others who should receive announcements.Also visit the Center for Applied Linguistics' Heritage Language Initiative for updates.
An Annotated Bibliography of Spanish Textbooks and Materials for Spanish Native Speakers will be available as a searchable, online database starting in the fall of 2001 on the LangNet Web site. The project is a collaboration between the Center for Applied Linguistics (CAL) and the National Foreign Language Center (NFLC). Teachers will be able to search for textbooks and materials for Native Spanish Speakers, read annotations, and find out information about the publishers.
The American Association of Teachers of Spanish and Portuguese (AATSP) promotes the study and teaching of Hispanic, Luso-Brazilian, and other related languages, literatures, and cultures at all levels. AATSP has published Spanish for Native Speakers: A Handbook for Teachers (see above) and regularly offers sessions about Spanish for Native Speakers at its annual conference.
The American Council on the Teaching of Foreign Languages (ACTFL), a national professional association for foreign language teachers, maintains a Spanish for Native Speakers Special Interest Group (SIG). SIG members share concerns, methods, and materials for addressing the needs of this population at all levels of instruction. In addition to sponsoring sessions at the ACTFL Annual meeting, the SIG sponsors an electronic discussion group, SNS-L.
The Embassy of Spain's Office of Education offers a Web site with many useful links to resources for teachers of heritage Spanish students as well as for traditional Spanish classes.
The ERIC/CLL SNS Web site contains online publications plus a guide to resources for SNS teachers and researchers that includes organizations, print publications, newsletters, electronic discussion lists, and curricula.
Centro Virtual Cervantes is an excellent Web site from Spain where teachers of Spanish can find games and other activities, essays, reports, cultural information, and sociolinguistic data. Of particular interest is the section on Tendencias de la Lengua Española en Estados Unidos.
James Crawford's Language Policy Web Site and Emporium is a popular site for locating the full text of articles on many topics, among them the teaching of heritage languages.
The Foreign Language Teaching Forum (FLTEACH) Web site is a useful starting point for finding resources for teaching languages. The site also provides subscription information for the FLTEACH listserv and an extensive archive of FLTEACH discussions on topics of interest to language teachers.
GlobeGate is the primary host site for the GlobeGate Project, a centralized Internet resource for students and teachers of foreign languages. Several thousand Web pages in various foreign languages are indexed at the site. A rich assortment of links to Spanish sites is also offered.
The Canadian Languages Network is a national project to help heritage language teachers to develop curriculum and consider new materials for their classes.
The Modern Language Association of America (MLA) is a membership organization that promotes the study and teaching of language and literature. Visit their Web site for information about the annual MLA convention, publications, employment opportunities, MLA committees and commissions, prizes and awards, and MLA style.
The National Association for Bilingual Education (NABE) provides information on issues of interest to Spanish-speaking populations.
The National Clearinghouse on Bilingual Education (NCBE) is another excellent source of information on teaching Spanish for Spanish speakers. The NCBE Roundtable provides opportunities for online discussion with other educators and researchers.
The National Network for Early Language Learning (NNELL) is dedicated to promoting foreign language instruction for all students, kindergarten through 8th grade, and to supporting educators who teach those students.
Project REACH (Recursos para el aprendizaje y la enseñanza del español) is a project sponsored by the National Endowment for the Humanities and includes resources for teachers and students of Spanish as a heritage language; an annotated list of textbooks used in K–12 and university SNS courses; links to dictionaries and other reference materials; spelling, grammar, and accent practice exercises; and links to related sites on the Spanish language media, Hispanic/Latino culture, and Spanish American and U.S. Latino literatures.
The Tomás Rivera Policy Institute is dedicated to conducting timely and objective policy-relevant research on issues of concern to the nation's Latino communities.
The American Council on the Teaching of Foreign Languages (ACTFL) holds an annual conference attended by language teachers across the country. This year's conference will be in Washington, DC, Thursday, November 15 through Sunday, November 18, 2001. A special half-day workshops entitled "Resources for Heritage Language Learners of Spanish" will be held on Thursday, November 15, 2001, from 1:00pm-4:00pm.
The 20th National Conference on Spanish in the United States and Spanish in Contact with Other Languages on the Ibero-American World will be held in Chicago IL, March 24-26, 2005.
The Annual Conference on Teaching Spanish to Native Speakers is held in Las Cruces, NM. The 2002 conference is scheduled for June 21-23. The Call for Papers deadline is April 30, 2002. For information visit the conference Web site or write the Institute for Native Speakers; Box 30001; Department 3L; New Mexico State University; Las Cruces, NM 88003.
The American Association of Teachers of Spanish and Portuguese (AATSP) annual conference regularly features sessions on teaching Spanish as a Native Language. The next conference will be held in Rio de Janeiro, Brazil, July 29th through August 2, 2002. Paper/Presentation proposals are due to session chairpersons on January 1, 2001.
The Heritage Languages in America: Second National Conference will be held in the Washington, D.C. area October 18-20, 2002. The call for poster session proposals will be made early in 2002. Information about the conference will be disseminated on a regular basis through the heritage languages listserv, heritage-list. Individuals wishing to subscribe to that list should contact Scott McGinnis at the National Foreign Language Center (e-mail Scott.McGinnis@monterey.army.mil; phone 202-637-8881 x28; fax 202-637-9244). Please also send to Scott McGinnis names and contact information for others who should receive announcements. Also visit the Center for Applied Linguistics' Heritage Language Initiative for updates.
The Heritage Language Research Priorities Conference was held at UCLA September 21-23, 2000. The Conference Report is available online.
A Summer Institute for Teachers of Spanish to Spanish Speakers , funded by the National Endowment for the Humanities, was held at the University of California Los Angeles June 26-August 4, 2000. A conference report entitled "Spanish for Native Speakers (SNS) Education: The State of the Field" is available online.
Additional resources on this topic are available through the ERIC database of educational documents. The following search lists books, papers, reports, journal articles, and other documents of interest. Information on obtaining these materials appears after the search.
Attitudes of Teachers of Spanish as a Foreign Language toward Teaching Spanish to Hispanic Students in Urban Schools.
Boyd, Rossana Ramirez
271p.; Ed.D. Doctoral Dissertation, Louisiana State University.
EDRS Price MF01/PC11 Plus Postage.
Document Type: DISSERTATION (041)
Geographic Source: U.S.; Louisiana
Journal Announcement: RIEMAY2001
The purpose of this dissertation was to investigate the attitudes of teachers of Spanish as a foreign language toward teaching Spanish to Hispanic American students--students who often possess oral fluency in Spanish but lack reading and writing skills in Spanish. The research was guided by four questions about the teachers' attitudes toward the use of Spanish, teaching of Spanish as a heritage language to Hispanic students, and the use of English at home and at school in the United States. Data were gathered from 48 teachers and two surveys, the Attitudes of Teachers of Spanish as a Foreign Language Survey and the Language Attitudes of Teachers Scale (LATS). Findings indicated that Spanish heritage courses should be taught separately from Spanish foreign language courses, because the linguistic and cultural needs of Hispanic students differ from those of other students. Participants identified several obstacles to the implementation of heritage programs and felt that more support from school administrators; better motivation of Hispanic students; more teacher training; more material resources for curriculum, assessment, and instructional materials; and more coordination with guidance counselors was necessary to overcome these obstacles. (Contains four appendices and 72 references.) (KFT)
Descriptors: Cultural Background; Cultural Maintenance; Elementary Secondary Education; Ethnic Groups; *Heritage Education; Hispanic American Students; Interviews; *Language Attitudes; *Language Teachers; *Native Speakers; Second Language Instruction; Second Language Learning; Social Science Research; Sociolinguistics; *Spanish; Spanish Speaking; *Teacher Attitudes
Identifiers: Language Attitude Scale
The Hispanic Outlook in Higher Education, 1999-2000.
Hixson, Adalyn, Ed.
1878p.; Hispanic Outlook in Higher Education; v10 n1-26 1999-2000
EDRS Price- MF16/PC76 Plus Postage.
Document Type: JOURNAL CITATION (022)
Geographic Source: U.S.; New Jersey
Journal Announcement: RIEJUL2001
This document consists of all 26 issues of Volume 10 of "The Hispanic Outlook in Higher Education," a biweekly journal that addresses issues in higher education for Hispanic Americans. Each issue contains several feature articles, a policy update column called "Outlook on Washington," a description of an exemplary program, and a sample student success story. Among topics addressed by feature articles for each issue are: (1) Hispanic Americans and Ivy League colleges; (2) community college opportunities for Hispanic Americans; (3) celebrating Hispanic heritage; (4) law schools, Hispanics, and the Supreme Court; (5) top picks in colleges for Hispanic American students; (6) land grant colleges; (7) Hispanic Americans in collegiate athletics; (8) award winning journalists and their interest in Hispanic American issues; (9) financial aid for Hispanic students; (10) Hispanic college faculty members; (11) Latina success; (12) private colleges and Hispanic Americans; (13) Hispanic administrators of community colleges; (14) campus diversity; (15) graduate school opportunities for Hispanic Americans; (16) top 100 colleges for Hispanics; (17) Latino issues that cross border between the United States and Mexico; (18) Hispanics in the health professions; (19) minority student orientation programs; (20) scholarships for Hispanic Americans; (21) Hispanic students, professors, and heritage; (22) college admissions examinations; (23) Hispanic resources at the Library of Congress; (24) Internet resources and financial aid; (25) 10th anniversary of "Hispanic Outlook for in Higher Education"; and (26) index to volume 10 and minority teachers. (SLD)
Descriptors: Academic Aspiration; Academic Persistence; *Access to Education; Admission (School); Career Choice; *College Faculty; Diversity (Student); *Educational Administration; Educational Policy; *Higher Education; *Hispanic American Students; Program Descriptions; Public Policy; Spanish Speaking
Identifiers: *Family Education Loan Program; *Latinos
Retrospectives, Advances, and Current Needs in the Teaching of Spanish to United States Hispanic Bilingual Students.
ADFL Bulletin, v29 n1 p37-43 Fall 1997
Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141)
Journal Announcement: CIJMAY98
Target Audience: Administrators; Practitioners
The teaching of Spanish to Hispanic bilingual college students, viewed as a distinct field within language education, is growing. It calls for greater emphasis on planning, coordination, and integration of what has developed into an interdisciplinary research area that touches on both first and second language acquisition paradigms, bilingualism, approaches to teaching, and psycho-sociolinguistic issues. (MSE)
Descriptors: *Bilingual Students; College Second Language Programs; College Students; Departments; Educational Needs; Futures (of Society); *Heritage Education; Higher Education; *Hispanic Americans; *Native Language Instruction; Second Language Instruction; Second Languages; *Spanish
Teaching Spanish as a Heritage Language: A Case for Language Awareness.
Gutierrez, John R.
ADFL Bulletin, v29 n1 p33-36 Fall 1997
Document Type: JOURNAL ARTICLE (080); EVALUATIVE REPORT (142)
Journal Announcement: CIJMAY98
Target Audience: Administrators; Practitioners
Current and aspiring teachers of college Spanish need an awareness of how and why the language and dialects are used in real-life contexts, and to understand the value of the variations as well as that of standard usage. Training of teaching assistants and language teachers should include basic notions of sociolinguistics, including the functions of dialect. (MSE)
Descriptors: *College Second Language Programs; Departments; *Dialects; Heritage Education; Higher Education; Language Teachers; *Language Variation; *Second Language Instruction; *Spanish; *Standard Spoken Usage; Teacher Education; Teaching Assistants
United States Native Spanish Speakers and Their Spanish Language Education: Needs, Attitudes, and Characteristics.
216p.; Ed.D. Dissertation, Northern Arizona University.
EDRS Price- MF01/PC09 Plus Postage.
Document Type: DISSERTATION (041)
Geographic Source: U.S.; Arizona
Journal Announcement: RIESEP98
A doctoral dissertation describes the needs, attitudes, and characteristics of 82 bilingual native speakers of Spanish in Arizona, most community college students, concerning their Spanish language education. Data were gathered using a survey, 14 interviews, observation in classroom and home environments, and four case studies. Results indicate the subjects placed high value on the Spanish language and the importance of maintaining and continuing to learn Spanish. Although many were comfortable using Spanish at home, their comfort level declined when using Spanish outside the home. Subjects raised in Spanish-speaking homes indicated a desire to study Spanish with other native speakers. These individuals also self-assessed higher in all four language skill areas (listening, speaking, reading, writing) and in confidence in using Spanish. All participants rated the skills' importance in the same order. The majority of those raised in Spanish-speaking homes felt equally competent in Spanish and English, while only 20 percent of others felt so. The role of family, especially the grandmother, in transmission of language was found to be extremely important. It is concluded that the optimal Spanish-for-Native-Speakers program should encourage continued home language acquisition and maintenance in home, community, and academic settings. Contains 72 references. (Author/MSE)
Descriptors: Communication Apprehension; Community Colleges; Educational Attitudes; *Educational Needs; *Family Environment; Family Influence; *Language Attitudes; *Language Role; Language Skills; Language Usage; *Native Language Instruction; Native Speakers; *Spanish Speaking; Student Attitudes; Two Year College Students; Two Year Colleges
What Do Our Students Want? Some Reflections on Teaching Spanish as an Academic Subject to Bilingual Students.
ADFL Bulletin, v29 n1 p44-47 Fall 1997
Document Type: JOURNAL ARTICLE (080); EVALUATIVE REPORT (142)
Journal Announcement: CIJMAY98
Target Audience: Administrators; Practitioners
Discusses the teaching of Spanish to native Spanish speakers, looking at the history of the field and the experiences of bilingual students. Suggests that while bilingual educators and Spanish language teachers may see themselves as quite different from each other, their students may perceive their classes as similar. Reference is made to a study of five fifth-grade bilingual students. (MSE)
Descriptors: *Bilingual Students; Bilingualism; College Credits; *College Second Language Programs; College Students; Higher Education; *Hispanic Americans; *Native Language Instruction; *Spanish; *Spanish Speaking; Student Attitudes; Student Needs
Choosing a "Standard" Variety of Spanish for the Instruction of Native Spanish Speakers in the U.S.
Villa, Daniel J.
Foreign Language Annals, v29 n2 p191-200 Sum 1996
Document Type: JOURNAL ARTICLE (080); POSITION PAPER (120)
Journal Announcement: CIJJUL98
Discusses the different varieties of Spanish, the decision of which variety to teach to native speakers, and the concept of a "standard" usage. Basing the decision on sociolinguistic research, this article proposes a spoken and written variety of Spanish to be employed in teaching native speakers in the United States. (Author/JL)
Descriptors: *Heritage Education; Language Research; *Language Variation; Native Language Instruction; *Native Speakers; Oral Language; Second Language Instruction; Second Language Learning; Sociolinguistics; *Spanish; *Standard Spoken Usage; Written Language
The Teaching of Minority Languages as Academic Subjects: Pedagogical and Theoretical Concerns.
Modern Language Journal, v79 n3 p299-328 Aut 1995
Document Type: RESEARCH REPORT (143); JOURNAL ARTICLE (080)
Journal Announcement: CIJFEB96
Discusses the practice of teaching minority (ethnic/immigrant) languages as academic subjects in multilingual settings and points to directions in which the field of applied linguistics must move in order to develop adequate principles of language learning that can support such instruction. Particular focus is on the teaching of Spanish to bilingual minorities in the United States. (127 references) (MDM)
Descriptors: Applied Linguistics; *Bilingualism; *Educational Attitudes; Elementary Secondary Education; Immigrants; Language Attitudes; Linguistic Theory; Multilingualism; *Second Language Instruction; *Second Languages; *Spanish; Spanish Speaking; *Teaching Methods
Identifiers: *Language Minorities
Spanish for U.S. Hispanic Bilinguals in Higher Education. ERIC Digest.
4p.; ERIC Digest.
Document Type: ERIC Digest.
Geographic Source: ERIC Clearinghouse on Languages and Linguistics, Washington, DC (BBB11020). Available from EDRS; Price: MF01/PC01 Plus Postage. Also available from ERIC Digest Web site.
Journal Announcement: RIEMAR1993
This Digest focuses on the teaching of Spanish to U.S. Hispanic bilinguals at the university level. Traditionally, Spanish has been taught as a second or foreign language in the United States, and little attention has been given to developing and coordinating well designed and carefully articulated programs for Hispanic bilingual students of different ethnic backgrounds. The digest looks specifically at student motivation for studying Spanish for native speakers; considerations for implementing instruction in Spanish for native speakers; suggested college-level textbooks; useful ideas for teaching Spanish to native speakers; and existing Spanish for native speakers programs. (VWL)
Descriptors: *Bilingualism; Classroom Techniques; *College Instruction; Higher Education; *Hispanic Americans; *Native Language Instruction; Native Speakers; Program Implementation; *Spanish; Student Motivation; Textbooks
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