Volume 5, Fall 2019

Front Matter

Editorials

Editor’s Message
Stacey Margarita Johnson, Vanderbilt University

Why Journals Dialogue with Each Other
Earl Fitz, Vanderbilt University

In Response

Pushing the Limits of Innovation and Scholarship in the Teaching of Spanish and Portuguese: Insights from Queer Theory
James Coda, University of Georgia

Articles

Explicit Pronunciation Instruction in the Beginning Spanish Classroom: The Case of the Tap and Trill
Alberto Fernández-Diego, University of Florida

What Can an Open Body Do? A Decolonial Reading of Brazil’s Biopolitical Landscape
Susana Costa Amaral, New York University

Evidencias a favor de la enseñanza del voseo en las clases de español
Matthew Griffin, University of Wisconsin-Madison

A construção identitária da mulher indígena em Metade cara, metade máscara (2004) de Eliane Potiguara: estratégias narrativas na construção de uma voz
Angela Mooney, Tulane University

An Analysis of Spanish Language Maintenance Motivation in a Heritage Learning Classroom
Angelica Amezcua, Arizona State University

Santiago puede ser una gran ciudad: La ciudad de la Transición en “Santiago” de Alberto Fuguet
Paula Thomas, University of California-Los Angeles

Integrated Performance Assessments: A Review of the Literature and Steps to Move Forward
Stephanie Madison Schenck, Clemson University

Hibridez, letramiento y ecofeminismo: Imágenes de resistencia en Hija de la laguna de Ernesto Cabellos
Fritz Culp, University of South Carolina

La imagen de Rinconete y Cortadillo a través de las emociones
Roxana Ambrosini, Florida Atlantic University

Notes From the Classroom

Dificuldade na utilização dos artigos que antecedem os possessivos para hispanofalantes
Gabriel Orlando Quiñones Maldonado, Bircham University (Madrid)

Book Review

Balderston, Daniel. How Borges Wrote.
Faith Blackhurst. University of California-Davis