The Routledge Handbook of Spanish Language Teaching: metodologías, contextos y recursos para la enseñanza del español L2, provides a comprehensive, state-of-the-art account of the main methodologies, contexts and resources in Spanish Language Teaching (SLT), a field that has experienced significant growth world-wide in recent decades and has consolidated as an autonomous discipline within Applied Linguistics. Written entirely in Spanish, the volume is the first handbook on Spanish Language Teaching to connect theories on language teaching with methodological and practical aspects from an international perspective. It brings together the most recent research and offers a broad, multifaceted view of the discipline. Features include: Forty-four chapters offering an interdisciplinary overview of SLT written by over sixty renowned experts from around the world; Five broad sections that combine theoretical and practical components: Methodology; Language Skills; Formal and Grammatical Aspects; Sociocultural Aspects; and Tools and Resources; In-depth reflections on the practical aspects of Hispanic Linguistics and Spanish Language Teaching to further engage with new theoretical ideas and to understand how to tackle classroom-related matters; A consistent inner structure for each chapter with theoretical aspects, methodological guidelines, practical considerations, and valuable references for further reading; An array of teaching techniques, reflection questions, language samples, design of activities, and methodological guidelines throughout the volume. The Routledge Handbook of Spanish Language Teaching contributes to enriching the field by being an essential reference work and study material for specialists, researchers, language practitioners, and current and future educators. The book will be equally useful for people interested in curriculum design and graduate students willing to acquire a complete and up-to-date view of the field with immediate applicability to the teaching of the language.

This book focuses on a number of salient research and practice issues in the teaching and learning of mathematics among the second largest minority group in the United States, Latinos. Chapters include: (1) "Understanding the Needs of Latino Students in Reform-Oriented Mathematics Classrooms" (Judit N. Moschkovich); (2) "Latinos, Income, and Mathematics Achievement: Beating the Odds" (Luis Ortiz-Franco); (3) "Isn't English a Trip?" (Jose Franco); (4) "Spanish-English Language Issues in the Mathematics Classroom" (Pilar Ron); (5) "Adapting Mathematics Instruction for English-Language Learners: The Language-Concept Connection" (Leslie Garrison and Jill Kerper Mora); (6) "The Mathematics-Bilingual Education Connection: Two Lessons" (Norma G. Hernandez); (7) "Mathematizing Children's Stories, Helping Children Solve Word Problems, and Supporting Parental Involvement" (Ana Maria Lo Cicero, Karen C. Fuson, Martha Allexsaht-Snider); (8) "Challenging Conventional Wisdom: A Case Study" (Lena Licon Khisty); (9) "Teachers and Students' Attitudes toward the Use of Manipulatives in Two Predominantly Latino School Districts" (Maria L. Bustamante and Betty Travis); (10) "Portafolio de Matematica: Using Mathematics Portfolios with Latino Students" (Leslie Garrison); (11) "Taking on the Challenge of Mathematics for All" (Richard G. Doty, Susan Mercer, and Marjorie A. Henningsen); (12) "Staff Development to Foster Latino Students' Success in Mathematics: Insights from Constructivism" (Gary Ivory, Dolores R. Chaparro, and Stanley Ball); (13) "TexPREP and Proyecto Access: Making Mathematics Work for Minorities" (Julio Guillen and Manuel P. Berriozabal); (14) "The Minority Mathematics and Science Education Cooperative (MMSEC) Success Story" (Olga M. Ramirez and John E. Bernard); (15) "A Model of Tutoring that Helps Students Gain Access to Mathematical Competence" (Yolanda De La Cruz); and (16) "There's More to Mathematics Than Choosing the Letter C: The Limitations of Test-Driven Intervention" (Milagros M. Seda and Carmen M. Seda). (ASK)