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Although most teachers use word processors and electronic mail on a daily basis, they still depend on paper and pencil for correcting their students' compositions. This article suggests some tools and techniques for submitting, editing, and returning written work electronically. (BD) (Author/VWL)

Presents a rapid memory game that allows students of Spanish to distinguish promptly between the uses of the prepositions "por" and "para." Explains the game and various accompanying activities. (AS)

Presents a method for managing and teaching oral presentation in the conversational foreign language class. (Author/VWL)

Addresses the help that heritage speakers and other native Spanish speaking students can provide in a Spanish phonetics class. These students can improve the pronunciation of Spanish learners while enhancing their own self esteem, and can also make learners aware of different dialects of Spanish. (Author/VWL)

Discuses the use of micro stories--shorter short stories--in the Spanish language classroom. Highlights the use of one micro story--Monterrosos'"El dinasauro"--as a point of departure for teaching literary reading skill to intermediate college and secondary level students. (Author/VWL)

Presents an activity for teaching communicative competence in the Spanish as a foreign language classroom. (Author/VWL)

The adverbial phrase "a lo mejor" (at best) does not take the subjunctive, although other adverbial expressions of possibility may be followed by either indicative or subjunctive. Examines statements co-occurring with "a lo mejor" from the viewpoint of statement and mood, taking into account communicative discourse function. The study shows that "a lo mejor" does not allow the subjunctive mood. (CNP/Author)

Discusses a model for pragmatics instruction in the Spanish foreign language classroom. The model helps activate universal pragmatic rules for communication. (Author/VWL)

Discusses Web-based course management programs, which offer ways to reduce the amount of time teachers spend on clerical duties, repetitive tasks, and record keeping. Such programs blend text, images, audio, and video into a unique instructional medium and make it available to students wherever they have access to the Internet. (Author/VWL)

Analysis of the indicative-subjunctive alternation in the compliment of interrogative utterances with the verb "creer" shows that the "modality of reserved epistemic" determines choice of subjunctive. This determination contributes to a hypothesis about the nature of the subjunctive in Spanish. (CP)

The locus of control, whether internal or external, is an influential concept in second-language learning. One observes it, for example, in Puerto Rican students returning to Puerto Rico to take university-level courses. Explanations address a teaching method relying on use of problems with examples in such a way as to empower students. This also nurtures and arouses development and acquisition of internal locus of control. (CP)

Discusses the declining role of Spanish at every level of the teaching profession. Although Spanish is the most-studied foreign language in the United States, the increasing trend is to use English instead of Spanish, even in upper-level and literature classes and in scholarly writing about Spanish. (CNP)

An oral practice system of "chats" in the classroom functions as an extemporaneous speaking exercise or chat (without notes or prompt sheets), occurring between two students for a minute or so at the beginning of class, following which the presenters respond to other students' questions. (CNP)

Terrell's natural approach suggests that such interactive activities as music and art induce and improve student communication in language learning. Explanation of the method's steps uses the poem "Abenamar" as an example. The teacher first presents the work in historical context, then reads the work accompanied by visual aids, then reads to music appropriate to the text, and finally solicits oral and written evaluations. (CNP)

Discusses ways of teaching complementary pronouns in Spanish, includinq pronouns of direct objects, reflexive verbs, and indirect objects. (NCR)

Discusses appositions in Spanish and states that there is no general rule to follow to determine the plurals. (NCR)

Discusses the poor translations from English into Spanish of election material distrubuted by the county of Los Angeles. The translation errors in selected pamphlets are analyzed. (NCR)

Presents a historical analysis of the Chinese in Cuba and examines the influence of the Chinese language on Spanish. Examples are given of Chinese words used in Cuba today and it is concluded that they have made a considerable contribution to Cuban Spanish. (NCR)

Presents 41 German words and phrases that are used in Spanish today. Definitions are provided and examples of their use in Spanish texts are given. (NCR)

Lists the Spanish verbs most frequently used in various texts, in order of frequency. (NCR)

Discusses the poor translation from English into Spanish of election material distributed by the county of Los Angeles. The translation errors in selected pamphlets are analyzed. (NCR)

Discusses the use of the comma in Spanish and gives examples of its use in Spanish literature. (NCR)

Discusses an analysis of grammar that systematizes knowledge about language according to new parameters but continues to view traditional grammar as the backbone of language structure. (NCR)

This section consists of reprints on the following topics: (1) the misuse of "en"; (2) anglicisms; (3) widespread use of vulgar language; (4) an interview with Emilio Criado on Spanish language variation; (5) use of the feminine in professional titles; and (6) Spanish, the national language of Latin American countries. (AMH)

Discusses the goals of native language instruction advocating a broadening of horizons, away from traditional grammar and literature teaching, and towards culturally based communication skills. Sociocultural awareness is stressed as the fundamental component of a teacher's background and the basis for mastering the relevant aspects of communication technology. (MES)

Decries the stereotypes and prejudices that affect U. S. relations with the Hispanic world and with its own Hispanic minorities. Points out that these attitudes also affect the study of Spanish as a foreign language and suggests means by which educators can improve the Hispanic image among Anglo Americans. (MES)

Discusses the relationship between the brain, language, and communication in the following sections: (1) combining words, (2) language as a system, (3) language as a function of the brain, (4) the science of communication, and (5) language as a social institution. (NCR)

Discusses the uses of the comma in Spanish and shows a poem that can be interpreted in different ways with different punctuation. (NCR)

Traces the history of the study of linguistics in Chile and discusses how linguistics is being taught at the university level in Chile today. (NCR)

Analyzes the uses of "quien" as an interrogative and a relative pronoun with numerous examples from standard spoken Spanish. Emphasizes syntactic and contextual factors, as well as stylistic variations, and explains the contrast between "quien" and "que" as subjects of a relative clause. (MES)

Contrasts current pronunciation of some Spanish consonants with the teachings and theory of pronunciation manuals, advocating more realistic standards of instruction. Gives a detailed phonetic description of common variants of the sounds discussed, covering both Spanish and Latin American dialects. (MES)