Date of Award
Fall 11-10-2025
Document Type
Thesis
Publication Status
Version of Record
Submission Date
December 2025
Department
Languages, Linguistics and Comparative Literature
Degree Name
Master of Arts (MA)
Thesis/Dissertation Advisor [Chair]
Justin P. White
Abstract
This study investigates the design of five popular Spanish language textbooks used in university-level Spanish language courses in the U.S.; Portales 2.0, ¡Arriba!, Contraseña, Dicho y Hecho, and Trayectorias. It replicates Fernández (2011), DeMil & Aubrey (2013), and White & Farinelli (2015) by applying similar assessment criteria to leading beginning Spanish language textbooks, but with revised criteria for contemporary pedagogical and technological advancements. This study focused on print textbooks or eBook versions of textbooks provided by online learning platforms. Online activities were not analyzed.
Research suggests language textbooks should follow best practices in language acquisition (Harlan, 2000) and incorporate meaningful processing activities (VanPatten & Cadierno, 1993; VanPatten, 1996; Fernández, 2011; White & Farinelli, 2014). Lee and VanPatten (2003) found that some textbooks adopt a communicative approach but often fall short of effectively promoting communication skills, which may lead to the course’s goals not being met. These and other Second Language Acquisition (SLA) studies have shown that popular language learning textbooks in US institutions include substantial explicit grammar instruction and mechanical drills, with few communicative activities (Lee & VanPatten, 2003; White & Farinelli, 2014). The theoretical and pedagogical implications are discussed.
Recommended Citation
Quiñones, José Rafael, "SPANISH TEACHING MATERIALS: AN INVESTIGATIVE STUDY INTO THE ADHERENCE TO BEST PRACTICES IN SECOND LANGUAGE PEDAGOGY" (2025). Electronic Theses and Dissertations. 218.
https://digitalcommons.fau.edu/etd_general/218