Describes a method for teaching literature, specifically Spanish literature of the sixteenth and seventeenth centuries. The method depends upon encouraging the students to experience affectively what they are reading. (CLK)

Single copies of this report are available from the Secretary-Treasurer, Eugene Savaiano, Wichita State University, Wichita, Kansas 67208. Bulk copies are available at cost. (DS)

There is a documented need for reliable and valid Spanish-translated child mental health assessment tools. Although the psychometric properties of some of the more commonly used Spanish translations have been demonstrated, many instruments that were developed, tested, and normed in English are being Spanish-translated and used without further…

Reasons for studying the literature of a people may vary. While some value it for its aesthetic qualities only, others view it primarily as a source for providing opportunities for the extension of linguistic skills. An important component often overlooked, however, is that of culture. The type of culture referred to here is of an anthropological…

An analysis of a poem by San Juan de la Cruz (St. John of the Cross), the sixteenth century Spanish mystic, identifies symbols and images, explains themes, and offers a synthesis of his structural patterns. The poem, "Tras de amoroso lance", deals with the theme of the search of the beloved (i.e., the soul) for the lover, and…

A concept of the masses, or populace, conveyed a positive connotation in both Biblical and Renaissance literature. During Spain's Golden Age (seventeenth century) writers, especially didactic dramatists, tended to register negative and prejudiced attitudes toward the common folk and to regard them as "masa inculta" or uncultured masses. Primarily,…

Developed for a high school quinmester unit on the Spanish theater in the 20th century, this guide is designed to improve students' reading and writing skills and knowledge of human values, contemporary philosophy, and character portrayal through class dramatizations of plays. Some of the objectives for the course include analysis and discussion…

The activities involved in a student production of modern Spanish drama in a University of Toronto course and the links with language learning that make the course a partial language immersion are described. Problems in evaluating the course and student performance are discussed. (MSE)

Discusses the use of English and Spanish children's literature in bilingual programs, reviewing 25 books that focus on elders teaching children, relationships between children and older adults, and children as helpers of older people. Using books that are related thematically gives children the opportunity to relate stories to their own lives and…

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…

One teacher's experience suggests that interpretive writing stemming from the reading and discussion of a literary work, in a second language, promotes development of higher-level cognitive skills. College students in an upper-division Spanish course in one institution are engaged in a writing process with three phases: preparatory; interpretive;…

This performance guide is the result of work conducted at the University of Virginia's National Endowment for the Humanities Summer Institute, 1989, on "Spanish Literature in Performance," in which 25 secondary school Spanish teachers studied Spanish texts from the perspective of classroom performance to deepen knowledge of the texts and…

This performance guide is the result of work conducted at the University of Virginia's National Endowment for the Humanities Summer Institute, 1989, on "Spanish Literature in Performance," in which 25 secondary school Spanish teachers studied Spanish texts from the perspective of classroom performance to deepen knowledge of the texts and…

This performance guide is the result of work conducted at the University of Virginia's National Endowment for the Humanities Summer Institute, in 1989, on "Spanish Literature in Performance," in which 25 secondary school Spanish teachers studied Spanish texts from the perspective of classroom performance to deepen knowledge of the texts…