This study investigates the acquisition of Spanish word order by native speakers of English. Specifically, it considers the development of sensitivity to the distinct interpretations of subject-verb (SV) vs. verb-subject (VS) order, as determined by lexical verb class (unaccusative and unergative verbs) and discourse structure. Participants included a native speaker control group and learners at four proficiency levels. Results from a contextualized production task indicate that beginning learners transferred the SV order of English for all structures. Intermediate learners showed a gradual increase in the production of lexically and discourse-determined inversion, although their data was also characterized by indeterminacy and variability. The advanced learners demonstrated a sensitivity to the word order effects of unaccusativity and discourse factors, but also tended to overgeneralize inversion to unergative verbs in a neutral discourse context. I IntroductionThe purpose of this study is to examine the acquisition of Spanish word order by native English speakers. In Spanish the word order of intransitive sentences, specifically subject-verb (SV) vs. verb-subject (VS) order, is determined by two factors: lexical verb class and information structure. The interaction of these factors is subtle, and inappropriate word order does not lead to ungrammaticality, but to pragmatic anomaly. In addition, these aspects of Spanish word order are rarely, if ever, addressed in the second language (L2) classroom. This study aimed to better understand the acquisition of lexically and discourse-determined Spanish word order. My goal was to ascertain what learners know and what they need to learn about the different interpretations of SV and VS order in Spanish.One factor influencing Spanish word order is verb class. It has been proposed that there are two classes of intransitive verbs,

This study investigates students' attitudes toward native and nonnative speaking instructors of Spanish. A quantitative questionnaire was administered to 292 students enrolled in three different levels of undergraduate Spanish courses at a U.S. university. Participants were asked to rate Likert scale items related to native versus nonnative speaking instructors' knowledge and teaching ability, as well as their own potential to learn from the instructors. Results indicate that students perceive native speaking instructors to possess advantages over nonnative speaking instructors with regard to pronunciation and culture, but not with regard to the teaching of grammar or vocabulary. Proficiency level and the native language of a participant's current instructor also influenced opinions.

This study describes an intercultural e‐mail exchange at the college level. Students in a beginning Spanish class in the United States and an intermediate English as a second language class in Mexico corresponded weekly for one semester. The U.S. students also wrote reflective papers and completed surveys before and after the exchange regarding their attitudes toward their own and Mexican cultures and their perceptions of the exchange itself. Quantitative and qualitative data from these papers and surveys are presented and discussed. Although students recognized the limited amount they were able to learn in one semester, they responded positively to the exchange and felt that their attitudes toward and perceptions about Mexican culture were influenced by the experience. Suggestions for implementing electronic exchanges are offered.

This article presents the quantitative and qualitative results of a nationwide survey of Spanish department faculty on the components of their undergraduate Spanish major curriculum and their perceptions of these components, as well as their perceptions of recent Modern Language Association (MLA) reports (2007, 2009) and the reports' influence on curricular change in their programs. Results indicate that, while institutions required and offered a wide variety of courses, literature courses composed the core of the curriculum. Faculty perceptions regarding the importance of particular courses varied, but courses that were more frequently offered and required, such as Advanced Language, Culture/Civilization, and Introduction to Literature, were rated the most highly, while courses that have not traditionally been part of the major, such as Spanish for the Professions, Translation, and less frequently taught linguistics courses, were rated among the lowest. Many faculty were familiar with the MLA reports, and many departments had recently made curricular changes, some of which were influenced by the reports' recommendations. Implications are discussed, including the need for professional development and graduate student education.

This article presents the quantitative and qualitative results of a nationwide survey of the perceptions of faculty, alumni, and students regarding the contribution to the undergraduate Spanish major curriculum of various types of courses and experiences. Quantitative results indicated that all participants valued the importance of study abroad as well as advanced composition and grammar courses. Significant differences were found in the relative importance of other components of the undergraduate curriculum. While faculty tended to value traditional offerings such as literature and culture courses, alumni and students rated advanced conversation courses as most important. In addition, students and alumni rated translation and language for specific purposes courses significantly higher than faculty did. Qualitative analysis of the participants’ comments revealed a generalized tension between student and alumni emphasis on the need for courses that promote practical communicative skills vs. faculty emphasis on the development of critical thinking and cultural awareness alongside language skills. Implications are discussed, including the need to incorporate opportunities for speaking in courses at all levels and of all types, and the potential to involve students in discussions of curricular reform.

The 2007 MLA report “Foreign Language and Higher Education: New Structures for a Changed World,” with its call to institutions of higher education to reexamine their curricula and include more in-depth cultural content into all courses, reminded foreign language educators of the important goal of helping students gain translingual/transcultural competence. Finding appropriate teaching tools to attain this goal, however, is often challenging for instructors since textbooks tend to focus primarily on vocabulary and grammar instruction and often present cultural topics via “culture boxes” and superficial, pedagogically prepared readings. Directly addressing this challenge, the present article explores how learners’ cultural and linguistic competence can be developed by having them actively engage with the content in documentary films from the Spanish-speaking world. Documentaries, rich sources of authentic linguistic input, provide in-depth cultural content from a variety of perspectives on both historical and contemporary issues. Following a discussion of the rationale behind using documentary films as a learning tool in Spanish classrooms of varying levels, specific guidance is provided for instructors regarding how to find and choose films, how to create and use materials that scaffold learning, and how to critically examine the multiple perspectives that are present in documentaries.

This study focuses on the factors contributing to language maintenance and shift in the bilingual community of San Marcos La Laguna, Guatemala, where both Spanish and Kaqchikel are spoken. For many decades, San Marcos was relatively isolated from other nearby communities and many speakers were monolingual in Kaqchikel. However, recent changes in the community, particularly a rise in tourism and access to education, have contributed to an increased need for Spanish. The present study draws from qualitative data collected from sociolinguistic interviews and participant observation to determine both the usage of Kaqchikel and Spanish in the community and the attitudes that bilingual speakers have toward both languages. Results demonstrate that Kaqchikel continues to be a marker of identity and cultural pride, but the economic opportunities Spanish provides result in more people using Spanish at work and home.

MLJ Review PolicyThe MLJ reviews books, monographs, computer software, and materials that (a) present results of research in-and methods of-foreign and second language teaching and learning; (b) are devoted to matters of general interest to members of the profession; (c) are intended primarily for use as textbooks or instructional aids in classrooms where foreign and second languages, literatures, and cultures are taught; (d) convey information from other disciplines that relates directly to foreign and second language teaching and learning. Reviews not solicited by the MLJ can neither be accepted nor returned. Books and materials that are not reviewed in the MLJ cannot be returned to the publisher. The MLJ invites written responses to the reviews published here. Responses should be typed with double spacing, signed by their authors, and submitted in duplicate with a diskette copy (IBM or MAC acceptable, WordPerfect preferred). Address responses to Sally Sieloff Magnan, Editor, The Modern Language Journal,