Many Hispanics living in the United States have limited Spanish language abilities particularly in relation to literacy skills. This study investigated 25 Hispanic heritage language learners’ (HLLs) perceptions of their Spanish language writing abilities. During interview sessions, participants described the aspects of writing that were the easiest and most difficult for them to acquire. Findings revealed that HLLs experienced difficulties with accent rules, correct spelling, and conjugations. Additional findings, limitations, and further research are discussed.

The flipped classroom approach is becoming more widespread across K-12 and higher education classrooms. This blended learning instructional model has been found to be effective in engaging learners, creating active learning experiences, and providing students continual access to course materials. By completing these types of active learning experiences, students receive personalized learning opportunities that are more conducive to their academic needs. Through this instructional approach, educators are considered guides on the side instead of a sage on the stage. There are a vast array of advantages and disadvantages to integrating flipped classroom approaches. However, researchers have discovered that flipped classrooms are effective instructional methods that are well received by students but need to be designed carefully to ensure that learners review all required course materials prior to completing in-class activities.

The structure and instruction of foreign language classrooms have changed to meet the needs of the growing number of Hispanic heritage language learners (HLLs) entering university settings. To understand the impact of these reforms, interviews were conducted with 11 HLLs about their experiences in Spanish classrooms designed for their unique learning needs. Although participants were divided in their beliefs of heritage coursework offered, all the students valued being within a community of shared life experiences. Resumen La estructura e instrucción en los salones de clase de idioma extranjero ha cambiado para cumplir con las necesidades del número creciente de estudiantes hispanos (HLLs) inscribiéndose en universidades. Se conducieron entrevistas para entender el impacto de esas reformas con 11 HLLs sobre sus experiencias en salones de español diseñados para satisfacer sus necesidades de aprendizaje únicas. Todos los estudiantes valoraron el estar en una comunidad con experiencias compartidas de vida; aunque los participantes fueron divididos de acuerdo con sus creencias ó valores sobre las clases de herencia ofrecidas.

This chapter provides an overview of current demographic and technology trends found in educational contexts. Particularly, this chapter highlights the obstacles that teacher preparation programs may face in regards to the changing student demographics and ever evolving technological components found in classrooms settings. This chapter provides examples of technological resources that can be utilized in teacher preparation programs to enhance pre-service teachers' content knowledge and afford them opportunities to discuss topics focused on cultural diversity. Specifically, this chapter will provide strategies on how educators in K-12 settings and institutions of higher education can integrate technology-enhanced tools such as Web 2.0 applications, social learning platforms, gaming, and virtual fieldtrips into their curriculum to improve students' learning gains. Suggestions at the end of the chapter call for pre-service and in-service teachers to collaborate through cross-training in order to effectively provide students meaningful academic experiences.

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