Editor’s Message
2020; American Association of Teachers of Spanish and Portuguese; Volume: 103; Issue: 2 Linguagem: Inglês
10.1353/hpn.2020.0037
ISSN2153-6414
Autores Tópico(s)Literacy and Educational Practices
ResumoEditor’s Message Benjamin Fraser While I am writing this message in early April for publication in the second issue of the 2020 volume of Hispania, it is difficult to know just how things will look in June. This is a time in which natural worries extend far beyond the boundaries of our disciplines and our profession. Our thoughts are thus with students, colleagues, friends and families who face difficult day-to-day realities and an uncertain economic, political and social future. Yet there is no doubt that education itself is also undergoing great shifts. Many institutions and educators have turned to online instruction, a move that has brought renewed attention to persistent disparities in access. With scholarly conferences being postponed or cancelled, associations such as the AATSP and the publications they host remain an invaluable set of communities and resources for the sharing of knowledge. This issue contains two short-form articles—one by Silvia Rodríguez Sabater and one by Ana María Fernández—that I encourage all members of the AATSP to read. Titled “Food for Thought: Building Socially Conscious Readers and Writers through Exploring Eating Practices and Sustainability Perspectives” and “A Flipped Learning Experience on Decoloniality: Recreating a Sociohistorical Perspective on Shunko by Reading His Story and Watching His Progress,” the essays serve as prime examples of the goal of this new short-form section of the journal: to include rigorous yet accessible articles consisting of 1,500–3,000 words and geared toward K–20 educators and relevant to multiple levels and contexts. The research articles in this issue address a range of concerns. Aurelio Auseré Abarca’s “El extranjero y la ciudad: Una (re)lectura de Madrid en Paseador de perros de Sergio Galarza” takes on urban wandering in a novel by a Peruvian author living in Spain. Alan V. Brown and Gregory L. Thompson provide a descriptive analysis of the AP exams in their “How Foreign are the Spanish Advanced Placement World Language Exams? The Case of Ethnicity, Bilinguality, and Heritage Learner Candidates.” In “Frankenstein o el moderno arrabalero: representaciones del postapocalipsis y el desequilibrio en “Leyenda mortal” de Marcelo Cohen,” Cristian Crusat reads the short story as an expression of affective and economic precarity in Latin America. Melvin González Rivera examines a century-long history of language politics in “El consenso del no consenso o el fracaso de una política lingüística en Puerto Rico.” Emily Kuder’s “Rhetorical Stress in Spanish Second Language Classroom Instruction” delves into the use and functions of rhetorical stress in intermediate L2 classes. Ryan LaBrozzi and Álvaro Villegas seek strategies to improve L2 vocabulary recall in their article “The Effects of Dynamic Visual Enhancement and Working Memory on the Recall of Spanish Vocabulary.” Last but not least, Nina Moreno and Paul Malovrh investigate the potential advantages of moving beyond traditional instructional formats in “Restructuring a Beginner Language Program: A Quantitative Analysis of the Effects of Traditional Face-To-Face versus Flipped-Blended Spanish Instruction.” Finally, there is an update regarding the deadline for submissions to the special issue on Digital Humanities, guest edited by Megan Jeanette Myers (Iowa State University), Susanna Alles Torrent (University of Miami), and Élika Ortega (University of Colorado–Boulder). Those [End Page 153] interested now have until September 15, 2020 to send abstracts of 350–500 words with a working bibliography and CV to me by email at bfraser@aatsp.org. All abstracts already received will be retained for the new deadline and given full consideration. [End Page 154] Benjamin Fraser Editor of Hispania Copyright © 2020 American Association of Teachers of Spanish and Portuguese, Inc
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