Proposal

for a Native-Digital Learning Environment for First-Year Spanish Courses

tentatively entitled

ENCHUFES
Gillian Lord

Amy Rossomondo
University of Kansas

University of Florida

Prospectus
A. Brief Description
Many first-year Spanish textbooks are available in e-book versions of one kind or another. These e-books have attractive features, but on the whole their contents remain closely tied to the print format in which they originated. What a student using one of these e-books sees on the screen is based on, and is often an exact replica of, the printed pages of the corresponding paper textbook. The vocabulary presentations, grammar explanations, and cultural materials reflect the static, linear nature of the print medium for which their authors composed them. Moreover, the media links, web links, and interactive exercises that enhance these e-books have in many cases been designed by someone other than the textbook authors themselves; consequently they sometimes conflict with the text in emphasis, approach, or tone. And finally, as a result of their print-first design, e-book access is often limited to laptop and desktop computers with large screens and live internet connections. Thus, because digital delivery was an afterthought rather than a starting point, e-books have not been as helpful a resource as many people expected when they were first introduced. By contrast, we are proposing to create a new kind of learning resource for first-year Spanish courses, one that makes primary use of digital technology to help students develop communicative and cultural competence in Spanish. Enchufes will be a native-digital learning environment that is dynamic, mobile, and highly interactive. Like traditional textbook programs, it is conceived as a comprehensive course resource that provides materials for students and instructors to use both within and beyond the classroom. But unlike traditional programs, Enchufes has been planned from the outset as a digital resource: Everything in it will be conceived, created, and designed for delivery in digital form; its contents will not be borrowed or repurposed from any pre-existing print product. Its presentation of the material will be neither linear nor static; students will be allowed to make choices and explore independently wherever possible. As authors we will design audio and video content, select web links, and write interactive activities ourselves. Our goal is to create a seamlessly unified whole that reflects a consistent, coherent pedagogical vision. The Enchufes digital text will be accessible from laptop and desktop computers, but also from a wide range of mobile devices, including both iPad and Android tablets. It will be useable offline as well as online.

We have planned Enchufes to take full advantage of digital technology, of the recent proliferation of digital devices, and of the high level of familiarity todays students have with them. We believe that it will lead students to become more engaged in learning and allow instructors to make more productive use of precious class time. The result, we suggest, will be more effective courses, greater student satisfaction, and better learning outcomes.

B. Target Market
Primary Market
Enchufes has been designed for use in college-level courses in first-year Spanish, including face- to-face, hybrid, and fully online courses. The program provides material for two semesters of beginning Spanish, but it can easily be adapted to fit the needs of other course formats, including intensive, one-semester courses, slower-paced courses extending over three semesters, and courses at schools with academic calendars based on the quarter system. Materials for second-year Spanish are not being proposed at the present time, but they may be added at a later date.

Additional Markets
We believe that Enchufes could also be used successfully by high school students, including those learning Spanish in a home study environment, and by adult independent learners studying Spanish on their own.

C. Competition
Print Textbook Programs
Enchufes is a fully digital program, but it has been designed as a potential replacement for print-centered textbook programs, including market leaders like these: Blanco and Donley, Vistas: Introduccin a la lengua espaola (4th edition, Vista Higher Learning, 2012) Knorre et al., Puntos de partida: An Invitation to Spanish (8th edition, McGraw-Hill, 2009) Terrell et al., Dos mundos: Comunicacin y comunidad (7th edition, McGraw-Hill, 2010) Zayas-Bazn et al., Arriba!: Comunicacin y cultura (6th edition, Pearson, 2012) Hershberger et al., Plazas: Lugar de encuentros (4th edition, Cengage, 2012)

Each of these widely adopted programs offers a wealth of material for use in first-year Spanish courses. For the most part they are well written, well illustrated, and well designed. But todays language instructors face a host of challenges that were unknown or of minor significance when these textbook programs were introduced to the market. It is not surprising that they provide only a limited, inadequate response to the needs of todays learners. We believe that the time is right for a new approach, one that makes thoughtful, creative use of digital technology to confront many current challenges in language teaching. Pedagogical Issues The most basic challenge Spanish instructors face is a pedagogical one. Todays college students are different from those of ten or twenty years ago, and print textbooks are simply not as effective as one would like them to be in preparing these students for communicatively oriented classrooms. Even conscientious students, who dutifully read and study assigned material outside of class, often fail to absorb as much of the vocabulary, grammar, and cultural 3

information as we expect. They find it difficult to bridge the gap between the written Spanish they find in their textbook and the spoken language they hear in the classroom. Many have learning preferences that are not fully engaged by a printed textbook; they find they learn more from their instructors explanations in class than they do from reading. As a result, instructors often feel they must spend valuable class time going over basic conceptstime that could be better spent engaging students in active, synchronous communication, whether face-to-face or online. Enchufes uses the power of digital technology to addresses these issues: Spanish-language video and audio segments provide language input and establish context for language learning from the moment students begin to study new material. Instructional video and audio, which can be used either as alternatives to or in conjunction with written explanations, allow students to choose the mode of instruction they prefer. Culture is presented dynamically, allowing students to go beyond the central themes of each module and explore topics of interest on their own, then share their new understandings with classmates through communicative activities. Interactivity is integrated into all instructional materials. Students have abundant opportunities to test their understanding and get instant feedback as they learn new vocabulary and grammar and as they develop their cultural understanding and communication skills.

In short, Enchufes offers a more immersive, more engaging experience than any print textbook possibly could. With a resource like Enchufes, we believe, students will come to class with a better grasp of the vocabulary, grammar, culture and strategies they have studied on their own. They will thus be better prepared to make communicative use of the target language as they speak, listen, read and write in the live setting of the classroom. Practical Issues In addition to the pedagogical challenge of preparing students for communicative classrooms, todays language instructors also face a number of practical challenges that the competing textbooks do little to address. Contact hours are more limited at many schools than they were in the past, and students are more vocal in expressing concerns about textbooks and their prices. Yet the competing textbooks are still encyclopedic in scope; they contain far more content than most beginning Spanish courses could cover effectively in a single academic year. The chapter-based organizational scheme they share is awkward, inflexible, and hard to adapt to local needs. Moreover, print textbooks are as lengthy, as bulky, and as inconvenient as ever. The cost of paper, printing, warehousing, shipping, and retailing keeps their prices high, at a level beyond the means of some students. As a digital resource created with todays teaching environment in mind, Enchufes offers solutions to these problems: Attention is focused on those core language functions and skills that are at the heart of most first-year courses. 4

A modular organization makes Enchufes easy to teach from and easy to adapt to the needs of individual schools and courses. Each module is built around clearly defined learning objectives, including cultural as well as communicative objectives. Modules can be omitted, resequenced, or regrouped, as the instructor or program director chooses. The Enchufes program includes an optional print component, but all the contents of this print component are also available in digital form, and students do not need to purchase it unless they wish to (or are required to purchase it by their instructor). We envision the print component as a slender paperback volume containing only materials that are essential for the students in-class work. Students who prefer to print these materials for themselves have the ability to do so. Enchufes price to students is expected to be well below the prices of competing textbook programs.

Research-Based Approach Beyond the advantages associated with its digital format, Enchufes is also distinguished from its competitors by a pedagogical approach based on recent research in second-language acquisition and on current best practices in language teaching. Detailed learning objectives make it clear to students what they are expected to learn from studying each individual module. Instructional content and learning activities are presented through an input-to-output approach that incorporates proven elements of processing instruction. Carefully designed learning activities encourage students to make form-meaning connections; they notice and practice new structures while keeping meaning in focus. Communicative activities reflect a task-based approach in which students are encouraged to interactwith new concepts and with each otherthrough authentic exchanges of meaningful information. Regular portfolio assignments allow students and their instructors to monitor progress over the course of the semester. Some of Enchufes activities ask students to share their own experiences and perspectives, but others invite them to reflect on and make connections with the varied experiences and perspectives of the people who share Spanish as a common language. Through carefully structured cultural exploration and guided interaction with authentic texts and content, they are led beyond personal concerns to a broadened understanding of the world they live in.

Language-Learning Software
Enchufes can also be viewed as a competitor for various language-learning software programs, of which the best known is Rosetta Stone. Rosetta Stone is widely promoted as an engaging, easy-to-use digital resource for independent language learners that makes extensive use of audio and visual materials while avoiding explicit 5

grammar instruction. Heavy promotion has helped make Rosetta Stone Spanish a best-seller in the consumer market, but we find it to have many drawbacks when considered as a resource for college-level language courses. It is based on the natural approach to second language learning, now viewed by most SLA specialists as inadequate at best, and outdated at worst. It forces users to choose between peninsular Spanish and Latin American Spanish, has little or no cultural content, and does not provide strategies to promote development of listening, speaking, reading and writing skills. The Rosetta Stone software is not accompanied by instructor resources, assignable homework content, or materials for classroom use. Its core instructional content is delivered on CD-ROMs; the content cannot be downloaded over the Internet or accessed online, nor can it be used on mobile devices. Enchufes is designed to engage language learners in the way Rosetta Stone does, but also to address many other issues associated with college-level language courses: It is based on recent research and current teaching practices, as described above, and designed by university professors with degrees in language acquisition and years of experience in implementing technological tools in language classrooms. Students using Enchufes are exposed to all varieties of Spanish, including Peninsular and Latin American; there is no need for instructors or program directors to choose one and exclude the other. Enchufes is rich in cultural content. Developing cultural competence is one of the major goals of the program, and each module offers students a chance to broaden and deepen their understanding of the Spanish-speaking world. The Enchufes learning environment includes resources for instructors, an online homework component, and materials for use in a communicatively oriented classroom. The Enchufes program is accessed via the Internet; no CD-ROMs are required. Instructional content can be downloaded for use on an iPad or Android tablet, or on other supported mobile devices.

D. Organization
Enchufes features a modular organization designed to be more flexible than the chapter-based organization of traditional printed texts. Content is presented in a series of modules (mini- chapters) that are more or less independent and self-contained. Although instructors will no doubt choose to move through the modules at different speeds, depending on their own program needs and teaching styles, we have designed them so that many programs could cover two modules each week. There are 72 modules in all, 36 for each of two semesters. We have deliberately provided more modules than many programs would be able to cover in a year in order to allow instructors and program directors room to make choices and adapt the program in light of local needs. (See below for more information on the Scope & Sequence.)

The modules are grouped into twelve thematic units, each based on a broad theme like family, food, shopping, or health. Of the six modules in each unit, the first four are Communication Modules, the last two Expansion Modules. Unit 5, for example, has the following structure:
5: SOMOS LO QUE COMEMOS? 5A Los alimentos y los gustos 5B Los horarios de comer 5C De compras en el mercado 5D La comida en la sociedad 5E Cocina para torpes 5F La cocina Nuevo Latino Expansion Modules Communication Modules

The Communication Modules (A, B, C, and D) focus on the building blocks of successful communication: vocabulary, culture, and grammar. The two Expansion Modules focus on the development of oral and written communication skills, with one (E) devoted to listening, speaking, and pronunciation skills, the other (F) to reading, writing, and spelling. Both Communication and Expansion Modules include activities designed for use in instructor- guided classrooms, whether face-to-face or online, as well as materials for students to use outside of class, both as preparation and as follow-up. (See next section for more details.)

E. Features
Communication Modules
The four Communication Modules in each unit (A, B, C, and D), which focus on vocabulary, grammar, and culture, include the following features: Objetivos: concise statements of specific learning objectives let students know what they will be able to do upon successful completion of the module. Enchfate!: a video dialogue gives students a first exposure to the modules vocabulary, grammatical structures, and cultural content. The dialogues provide context for language learning and illustrate topics to be discussed later in the module. o Each Enchfate! dialogue features two or more characters from a cast that reflects the diversity of the Spanish-speaking world, including North America. Some of the North American characters are bilingual heritage speakers, others are students still engaged in learning the language. o Qu comprendiste?: interactive comprehension questions allow students to test their understanding of the dialogue. Enchufe lxico: introduces the modules new vocabulary items. o New vocabulary is introduced through visuals rather than translations, wherever feasible. 7

o A video lecture (also available in audio and written form) discusses uses and relevant variation of the vocabulary items, with special focus on issues that pose challenges for North American students who speak English as a native language. o Tutorial interactivo: interactive tutorials in which students learn new vocabulary by completing a series of comprehension and production-based activities. o A practicar!: a series of highly structured, meaningful practice activities that exploit the language introduced in the Enchfate! videos and prepare students to employ new vocabulary in less controlled contexts. Enchufe al mundo hispano o A thematically inspired cultural reading presents engaging information about the broader Spanish-speaking world. Enchufe estructural: introduces the modules grammar content. o One or more video lectures (also available in audio and written form) explain the grammar point that is the focus of the module, with clear and easy to follow descriptions geared toward beginning language learners. o Resumen: a concise summary serves as a brief reminder, for future reference, of the topics discussed in the video lecture(s). o Tutorial interactivo: interactive, image-based tutorials help students learn new grammatical structures from a functional perspective. Each tutorial promotes acquisition of specific functions of a targeted linguistic structure, preparing students to make effective use of it while communicating in the classroom. Based on SLA research, the tutorials move learners from input to output through a carefully designed sequence of activities. The functional approach to introducing new structures closes the loop of form, meaning, and use in an efficient learning tool. o A practicar!: a series of highly structured, meaningful practice activities exploit the language structures first introduced in the Enchfate! videos. They are designed to foster and solidify form and meaning connections so that students are prepared to employ new grammatical structures and concepts in less controlled contexts. Enchufe al mundo virtual o A second reading allows students to explore the cultural theme in greater depth through a more in-depth investigation of the topic. o Panoramas: El mundo enchufado is an interactive activity designed both as a follow-up to the reading and as preparation for in-class communication. Students use an interactive globe to navigate around the Spanish-speaking world and seek out more detailed, thematically relevant information on specific countries. The information they gather prepares them for in-class activities later on. Enchufe a la comunicacin: communicative activities designed for use in a live classroom setting (or for synchronous online interaction). Students make use of the vocabulary, grammatical structures, and cultural information they have learned while exchanging 8

information in meaningful and personalized ways. Various kinds of activities are included. They can be used in different ways, depending on the needs of the instructor. o These in-class activities are grouped together so that students can conveniently access them on a mobile device during class. If the instructor prefers, students can also bring the activities to class in hardcopy form, either by printing them on their own or by purchasing an optional print component, the Enchufes In-Class Manual (see Section F, below, for details).

Expansion Modules
The two Expansion Modules in each unit focus on development of communication skills. The first of these two (E) addresses listening, speaking, and pronunciation skills and includes the following features: Objetivos Enchufe a la comprensin auditiva: students develop listening comprehension skills with listening content related to the unit theme. o Estrategia de comprensin oral: a listening strategy is described briefly in the digital text itself, then explained more fully in a video lecture (which is also available in audio and written form). Students practice the strategy using an author-written listening passage before moving on to an authentic listening text. o Preprate para escuchar: sequenced pre-listening activities to encourage the use of the focus strategy and to facilitate comprehension. o Escucha!: authentic multimedia listening text, followed by structured activities that lead students from comprehension checks to manipulation of the information. Enchufe a la pronunciacin: video lecture explaining, in student-friendly terms, the basic aspects of Spanish pronunciation that English speakers need to understand to develop the pronunciation patterns of native Spanish; followed by practice activities. Enchufe al habla: o Estrategia de comunicacin oral: a strategy for speaking and oral proficiency is briefly described, then explained more fully in a video lecture. A short practice activity is also provided. Portafolio: a cumulative activity, occurring near the end of the module, in which students produce a final product (such as a video, a PowerPoint presentation, or a blog entry) that demonstrates what they have learned. Students are encouraged to save their work so that they and their instructors can review and assess their progress over the course of the semester. Enchufe a la comunicacin: communicative activities designed for use in a live classroom setting (or for synchronous online interaction). Students have an opportunity to discuss the modules listening text, practice newly learned speaking and pronunciation strategies, and hear others students present their Portafolio projects.

The second Expansion Module in each unit (F) focuses on reading, writing and spelling skills and includes the following features: Objetivos Enchufe a la lectura: o Estrategia de comprensin de lectura: a reading strategy is described briefly in the digital text, then explained more fully in a video lecture. Students practice the strategy with an author-written text before moving on to an authentic reading passage. o Preprate para leer: sequenced pre-reading activities encourage the use of the focus strategy to facilitate comprehension. o Lee!: an authentic reading text, with interactive glosses and illustrations, is followed by structured activities that lead students from comprehension checks to manipulation of the information. Enchufe a la ortografa: a video lecture explains a specific aspect of Spanish spelling or punctuation; followed by practice activities. Enchufe a la escritura: o Estrategia de comunicacin escrita: a writing strategy is described briefly in the digital text, then explained more fully in video lecture; a short practice exercise follows. Portafolio: a cumulative activity, occurring toward the end of the module, in which students produce a final product that demonstrates what they have learned. Students are encouraged to save their work so that they and their instructors can review and assess their progress over the course of the semester. Enchufe a la comunicacin: communicative activities designed for use in a live classroom setting (or for synchronous online interaction). Students have an opportunity to discuss the modules reading and read and review other students Portafolio projects.

In addition, following Units 6 and 12, we provide a larger portfolio activity whose purpose is to pull together the semester materials in a meaningful, comprehensive project.

F. Components
Student Components
The Enchufes Digital Text we envision as a media-rich, highly interactive, fully mobile learning resource through which students are introduced to new material. It is here that students will learn new vocabulary and grammar, explore cultural topics, and learn and practice strategies to improve their listening, speaking, reading, and writing skills. The communicative activities and other materials students need for in-class work will be included here as well. Students will gain access to the digital text by purchasing a subscription, then registering online. It will be accessible from laptop and desktop computers and from a wide array of mobile devices, including iPad and Android tablets. The digital text will be usable online, but content can also be downloaded for offline use, to the extent file size limitations permit. Instead of mimicking static print pages, the display will be fluid, with the layout varying to fit the screen 10

size and dimensions of the users device. Students will be able to bookmark, highlight, and annotate text. Social networking features will allow them to interact with each other and with their instructor. The Enchufes MySpanishLab will be a powerful online learning site, accessible from laptops and desktops with a live Internet connection, where students get further practice with new material and complete homework as assigned by their instructor. Instructors will be able to select the activities they wish to assign, set grading parameters, and track student progress in a customizable online gradebook. Some activities will ask students to record their own voices. Many activities will be machine-gradable; peer-review and instructor grading tools will make it easy to give feedback on activities that are not machine-gradable. Adaptive learning techniques and personalized study plans will allow students to identify and master challenging topics. Interactive verb charts, an audio glossary, and other tools will streamline the learning process. The Enchufes In-Class Manual will be an optional print supplement containing the Enchufe a la comunicacin activities and other materials needed for in-class use. We envision it as a slender, inexpensive paperback volume. It is optional because all its contents are also included in the digital text. It can be purchased by students who do not have access to a supported mobile device or whose instructor does not allow the use of devices in the classroom. As noted earlier, students who prefer to print in-class materials for themselves will have the ability to do so. All student components can be customized to fit the needs of individual programs.

Instructor Components
The Enchufes Instructors Resource Manual will provide notes on teaching with the Enchufes program, additional activity suggestions, and guidelines for implementing the program in various settings, including traditional, hybrid and online courses. It will also offer clear explanations and demonstrations of all technology used in the program; the aim is to provide support for all instructors, whether they be new or experienced technology users. The Enchufes Testing Program will consist of a database of contextualized test questions together with test creation software that allows instructors to create customized tests on their own. The software can also be used to administer and grade tests and record results in the class gradebook. Other instructor resources may be added after consultation with the publisher and with outside reviewers.

G. Sample Materials
Accompanying this prospectus are a tentative Scope & Sequence and preliminary versions of four sample modules.

Scope & Sequence

The Scope & Sequence document is designed to provide an overview of the contents planned for each of Enchufes twelve units. We have not attempted to show the contents of individual 11

modules, but we do indicate each units theme and primary learning objectives as well as its vocabulary, grammar, culture, and skill development content. We would like to emphasize that Enchufes is designed for use in the first year (or first two semesters) of the beginning Spanish sequence. We include only those topics and themes that can realistically be addressed in first-year courses whose principal goal is developing communicative and cultural competence. We do not include a number of more advanced topics that are covered in some competing texts but that are, in our view, more appropriately introduced in a second-year course.

Sample Modules
The sample modules are all from Unit 5. We have included four modules for review, two Communication Modules (5A and 5B) and two Expansion Modules (5E and 5F). Here is an outline of the unit in which the review materials occur: UNIDAD 5: SOMOS LO QUE COMEMOS?

5A: Los alimentos y los gustos

Learning Objetives Enchfate: Qu te gusta en la pizza? Enchufe lxico: Los alimentos y los grupos alimenticios Enchufe al mundo hispano: Los orgenes de los platos tpicos: los ingredientes indgenas Enchufe estructural: The verb gustar Enchufe al mundo virtual: Exploremos la variacin culinaria en ms detalle Enchufe a la comunicacin

5B: Los horarios de comer

Learning Objetives Enchfate: Me encantan las empanadas! Enchufe lxico: Ms alimentos y las comidas Enchufe al mundo hispano: El horario de las comidas Enchufe estructural: Pronouns with gustar and similar verbs Enchufe al mundo virtual: Exploremos los horarios de comer en ms detalle Enchufe a la comunicacin

5C: De compras en el mercado (sample not included)

Learning Objetives Enchfate: Enchufe lxico: Enchufe al mundo hispano: Enchufe estructural: Enchufe al mundo virtual: Enchufe a la comunicacin

5D: La comida en la sociedad (sample not included)

Learning Objetives Enchfate: Enchufe lxico: Enchufe al mundo hispano: Enchufe estructural:

12

Enchufe al mundo virtual: Enchufe a la comunicacin

5E: Cocina para torpes

Learning Objetives Enchufe a la comprensin auditiva Estrategia de comprensin aural: Using context to predict content Preprate para escuchar Escucha! Enchufe a la pronunciacin: Spanish b, d, g, and v Enchufe al habla Estrategia de comunicacin oral: Fillers and discourse markers Portafolio: Mi programa de cocina Enchufe a la comunicacin

5F: Qu es la cocina Nuevo Latino?

Learning Objetives Enchufe a la lectura Estrategia de comprensin de lectura: Using genre/format to predict content Preprate para leer Lee! Enchufe a la ortografa: Spanish g and q vs. c Enchufe a la escritura: Estrategia de comunicacin escrita: Using an outline to structure a text Portafolio: Una resea de un restaurante Nuevo latino Enchufe a la comunicacin

The sample modules are intended only as a rough and preliminary indication of the approach we plan to take to product design and content creation. They are by no means an exact replica of our vision for the final product. We have built the sample modules in Powerpoint so that we could link to media files and suggest the kind of interactivity we have in mind. But due to the limitations of the Powerpoint platform, we have not been able to illustrate the kind of user interface we expect Enchufes to have when it is published. In the final product, instead of being displayed on successive screens or pages, the text will flow without predetermined page breaks, and text display will adjust automatically to fit the screen size of the users device. In addition, please note the following limitations of these sample modules: Neither the practice activities nor the reading glosses are truly interactive; we have merely tried to suggest the kind of interactivity we envision to the extent the Powerpoint platform allowed. The audio and video content has been produced by amateurs for demonstration purposes only. The final product will contain professionally produced audio and video. The Panoramas interactive globe contains only a small amount of sample content. (Select Argentina to view it.) We have included only one vocabulary tutorial and one grammar tutorial (both in module 5A). The grammar tutorial is a Powerpoint demo rather than a fully live sample. 13

Some of the linked content is built in Flash and cannot be played on devices that do not support Flash (e.g. iPads). In the final product all of the digital texts content will be compatible with all devices in common use. We have prepared samples only for the digital text, not for other components of the program. (See above for descriptions of other components.)

H. About the Authors

Gillian Lord earned her Ph.D. from Pennsylvania State University with an emphasis on Spanish Applied Linguistics. She is currently Associate Professor of Spanish and Linguistics at the University of Florida, where she serves as Chair of the Department of Spanish and Portuguese Studies and directs the Lower Division Spanish Program. She is the elected Spanish Section Head for the American Association of University Supervisors and Coordinators and a member of the Executive Board of the Computer Assisted Language Instruction Consortium (CALICO). Her research interests revolve around the teaching and learning of various aspects of Spanish, including computer assisted language instruction. She has worked in teacher training for several years and has published extensively in that area as well. Amy Rossomondo received a PhD in Spanish Second Language Acquisition and Hispanic Applied Linguistics from Indiana University. She is currently Associate Professor of Spanish at the University of Kansas, co-director of the Spanish Language Program, and a Faculty Fellow at the Center for Teaching Excellence. Her principal areas of research are second language acquisition, the intersection of foreign language pedagogy and technology, and foreign language teacher development. Research articles by Professor Rossomondo have appeared in journals such as Studies in Second Language Acquisition and Hispania, and she has contributed chapters to recent volumes of the American Association of University Supervisor and Coordinators that focus on graduate student professionalization and foreign language instruction in hybrid environments.

14