As the first text to present, in one place, a comprehensive and systematic overview of Spanish language acquisition research, The Acquisition of Spanish: A Research Overview in Multilingual Learning Contexts discusses a range of theoretical perspectives that outline issues surrounding language learning and the gaps in its research and teaching. Drawing on classic and current empirical studies on learner cohorts at different proficiency stages all over the world, the authors aim to bring bi-/multilingualism to the forefront to provide readers with a deeper conceptual understanding of the challenges faced by different groups of Spanish learners in various learning contexts. Learn more about this book here.

Developed to help students advance their speaking abilities through listening to real-life stories and interpreting social, cultural, and historical content, Vivencias is ideal for  upper level/advanced courses in Spanish. The interactive e-book, suitable for heritage speakers and second language learners, revolves around authentic materials and provides the pedagogical support for learners to take their proficiency to the next level.

In this book, my co-author and I (Robert Blake, UC Davis) examine the linguistic challenges and pitfalls involved in learning Spanish by framing each chapter in terms of a critical question with practical implications. Some chapters focus on specific areas of Spanish grammar that tend to pose difficulty for learners and others ask more general questions related to the concept of proficiency, the nature of input, and the impact of learning context (including study abroad). We wrote the book in Spanish because we wanted current and future Spanish teachers to reflect, talk, and write about these topics in Spanish, the language of their profession.

My co-author (Charlene Polio, Michigan State University) and I had many discussions about the use of authentic materials in advanced-level courses and specifically, how such materials can be exploited for the purposes of language learning. At the same time, we noted that courses at the beginner and intermediate level typically use few authentic materials. Thus, we decided to write a book that combines both issues—what we see as an underuse of authentic materials in beginner-level courses and the use of authentic materials without much pedagogical support at more advanced levels. This book draws on our collective experience as language teachers and researchers in the field of SLA.