Provides suggestions for the integration of literary analysis courses in college Spanish programs. Includes references for students and for teachers. (AM)

Describes a program for 8 to 11 year old gifted children involving one-half day of Spanish and one-half day of science twice a week. Discusses in detail lesson plans, instructional materials, and activities designed to provide the children with an experience of the Spanish culture and way of life. (MES)

Discusses when an infinitive may appear directly after a noun in Spanish and which word is used and why if a preposition or other such word is required. Examples used are where the infinitive phrase is the predicate nominative with the verb "ser," where the infinitive acts as the grammatical subject, and where the infinitive phrase is a…

Ways to overcome difficulties in mastering the subjunctive in Spanish are described, using a travel analogy and a passport as memory aids. The passport reminds students of grammar rules, including trigger verbs and "que" clauses. (LB)

A classroom model is offered for an approach to introducing students to Spanish linguistics by way of the geography and history of Hispanic society. Areas covered include Spanish vocabulary, Spanish sounds, word and sentence formation, and linguistic lore. (24 references) (LB)

It is proposed that college second-language students can increase understanding of the nature of fiction and film in a carefully planned upper-level course combining genres. One Spanish teacher's experience illustrates that this improves students' appreciation of Hispanic values, specific literary and cinematographic techniques, and use of…

Problems are discussed and recommendations made for developing programs and materials for Spanish instruction of Spanish speakers. General and specific suggestions are made for material selection and class activities, including spelling, composition, self-editing, dialog writing, transcription, translation, student-teacher conferences, journals,…

Describes mnemonic devices which can be taught to second-language students to improve their learning including mnemonic reduction, visual word pictures, elaboration, and the keyword method. (BK)

Second-language acquisition data are provided from a study abroad environment to support or reject prior assertions about natural states in the acquisition of the Spanish copulas "ser" and "estar." It is suggested that students tend to acquire the different copulas in given ordered stages. (20 references) (LB)

The use of graphics for clarifying paradigmatic and syntagmatic relationships of nominals is described. This approach improves student understanding of reflexive, pseudo-reflexive, and nonreflexive sequences. (Contains seven references.) (Author/LB)

Discusses the value of games with foreign language students for reinforcing previously learned materials. Gives examples of using seek and find, five point pyramid, crossword puzzles, unscramble the letters, and bingo. (BK)

The use of metadrama as the organizing principle for introductory college classes on Spanish Golden Age theater is discussed. Four categories of metadrama are the play within the play, the ceremony within the play, role playing within the role, and literary and real-life reference within the play. Examples are provided. (21 references) (LB)

Table 2, Correlation Coefficients, missing from the authors' article published in "Hispania" (v75 n2 1992), is presented. (LB)

Teachers who want to incorporate songs into the curriculum should determine the desired goals to be achieved, which songs to use, techniques for classroom presentation, and what aspects to evaluate. Songs can help improve listening, pronunciation, vocabulary, grammatical, and reading/writing skills. (seven references) (LB)

A variety of special purpose Spanish dictionaries available for students of Spanish are described, including dictionaries of groupings of associated words, technical language, regional and slang language, single authors' usage, historical periods, etymology, frequency, and reverse organization. Several illustrations of dictionary organization are…