The Art of Teaching Spanish: Second Language Acquisition from Research to Praxis

257 Pages·2006·3.84 MB·English

by  Rafael Salaberry

THE ARTOF
TEACHING
SECOHB LANGUAGE ACPUISITIOPI FROM
RESEARCH TQ PRAXIS
RAFAEL SAIABERRY & BARBARA A. LAFFORD, editors

THE ART OF
T E A C H I N G
S P A N I S H

THE ART OF
T E A C H I N G
SECOND LANGUAGE ACQUISITION
FROM RESEARCH TO PRAXIS
RAFAEL SALABERRY &
BARBARA A. LAFFORD, Editors
GEORGETOWN UNIVERSITY PRESS
WASHINGTON. D.C.
Georgetown University Press
Washington, D.C.
As of January 1,2007,13-digit ISBN numbers will replace the current 10-digit system.
Paperback: 978-1-58901-133-5
Georgetown University Press, Washington, D.C.
02006 by Georgetown University Press. All rights reserved. No part of this book may be reproduced or
utilized in any form or by any means, electronic or mechanical, including photocopying and recording,
or by any information storage and retrieval system, without permission in writing from the publisher.
Library of Congress Cataloging-in-Publication Data
The art of teaching Spanish : second language acquisition from research to praxis / Rafael Salaberry and
Barbara A. Lafford, Editors.
p. cm.
Includes bibliographical references and index.
ISBN 1-58901-133-3 (alk. paper)
1. Spanish language-Study and teaching-Foreign speakers. 2. Second language acquisition.
I. Salaberry, M. Rafael. 11. Lafford, Barbara Armstrong.
PC4127.8.A825 2006
468.0071-dc22
2006006685
This book is printed on acid-free paper meeting the requirements of the American National Standard
for Permanence in Paper for Printed Library Materials.
13 12 11 10 09 08 07 06 9 8 7 6 5 4 3 2
First printing
Printed in the United States of America
To Julihn, Lucas, and Maria Jose
-Rafael Salaherry
To the memory of Kathleen A. Glenn
(19 23-2003),
beloved mother and friend
and to my husband, Peter,
for his unending love and support
-Barbara A. Lafiord
CONTENTS
List of Tables and Figures ix
Preface xi
1 The State of the Art of Teaching Spanish: From Research to Praxis
Rafael Salaberry and Barbara Lafford 1
2 A Content-Based Approach to Spanish Language Study:
Foreign Languages Across the Curriculum
Carol A. Klee and Gwendolyn Barnes-Karol 23
3 Spanish SLA Research, Classroom Practice, and Curriculum Design
Joseph Collentine 39
4 Theoretical and Research Considerations Underlying Classroom
Practice: The Fundamental Role of Input
Bill VanPatten and Michael Leeser 55
5 Concept-Based Instruction and the Acquisition of L2 Spanish
Eduardo Negueruela and James I? Lantolf 79
6 The Effects of Study Abroad and Classroom Contexts on the
Acquisition of Spanish as a Second Language: From Research to
Application
Barbara Lafford and Joseph Collentine 103
7 Online Language Learning: The Case of Spanish Without Walls
Robert Blake and Ann Marie Delforge 127
8 Testing Spanish
Rafael Salaberry and Andrew D. Cohen 149
vi i i Contents
9 Incorporating Linguistic Variation into the Classroom
Manuel J. Gutidrrez and Marta Fairclough 173
10 Making Connections: Second Language Acquisition Research and
Heritage Language Teaching
Guadalupe Valdds 193
1 1 Spanish Second Language Acquisition: Applications to the Teaching
of Professional Translation (and Interpretation)
Sonia Colina 213
Contributors 235
Index 239
TABLES AND FIGURES
5.1 Uses of preterit and imperfect according to Dasilva and Lovett (1965) 83
6.1 Spanish study abroad research 113
7.1 SWW students' experience with Spanish in high school 135
7.2 Students' reasons for taking Spanish in the online format 135
7.3 UC Davis students' experience with Spanish in high school 137
7.4 Students' reasons for taking Spanish at UC Davis 137
7.5 T-test comparison between SWW I and SPA 1 grammar scores 139
7.6 T-test comparison between SWW I1 and SPA 2 grammar scores 139
7.7 T-test comparison of written samples from SWW and UC Davis students 140
9.1 Percentages of innovative estar in Houston by generation 177
9.2 Percentages of forms in apodoses in Houston by generation 179
9.3 Percentages of forms in apodoses in MichoacQna nd Houston 180
9.4 Southwestern United States: Morphological future, periphrastic future, and
present indicative use in alternation contexts 181
9.5 Mexico City: Morphological future, periphrastic future, and present
indicative use 181
11.1 Basic components of a research-based pedagogy of translation 225
11.2 Activity types 226
11.3 Goals and justifications for activity types 228
Figures
3.1 The relationship between focus-on-form, processing instruction, and
grammatical development (adapted from VanPatten and Cadierno 1993) 44
5.1 Didactic model constructed by Negueruela (2003) based on Bull (1965) 85
7.1 CHAT interface 135
9.1 Model of Linguistic Interaction: EnglishISpanish in the United States 176
11.1 Cao's Model of Translation Proficiency (1996) 21 4