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2013. Conectándonos. Kendall Hunt. [ISBN-978-1-4652-1917-6 | 1]

Conectándonos-1e is a culture-based first year textbook that focuses on the analysis of language in its cultural context to achieve two main objectives: (a) develop students’ communicative proficiency of Spanish as a second language, and (b) develop students’ academic skills (critical thinking). Conectándonos (1) … presents a student-centered, guided inductive approach to language learning, based heavily on authentic data, language analysis and critical thinking, (2) … systematically introduces learners to significant and systematic regional variations that provide students with the chance to understand a wide variety of representative regional accents and uses of Spanish that students will encounter in the real world in which the many varieties of Spanish are used, (3) … incorporates cultural information of Spanish-speaking cultures throughout the sections of on language analysis of every chapter for a better integration of language and culture, (4) … provides an explicit analysis ofcultural similarities and differences to understand the way culture is represented in language in general, and (5) … provides students with explicit descriptions of strategies needed to develop useful language skills in reading, writing, speaking, listening, pronunciation and cultural analysis.

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2013. Research Design and Methodology in Studies on L2 Tense and Aspect. (Co-edited with Llorenc Comajoan). deGruyter. [ISBN 978-1-934078-14-3]

Research Design and Methodology in Studies on Second Language Tense and Aspect provides an up-to-date review of past and current methodologies for the study of the L2 acquisition of tense and aspect. More specifically, the book addresses the following issues related to the design of studies for research in tense and aspect: (1) Theoretical frameworks (e.g., Are research questions investigated within one theoretical approach incompatible with other approaches?). (2). Elicitation procedures (Do different types of tasks elicit different types of tense-aspect data?).  (3). Coding of data (e.g. How are lexical categories defined and coded?)  (4). Data analysis (e.g., What statistical tests are more appropriate to analyze language data?). The volume provides new insights into the study of L2 tense-aspect by bringing together well renowned scholars with experience in the research design of research this area of the field.

2009. Language Allegiances and Bilingualism in the US. Multilingual Matters. [ISBN: 9781847691774]

This book analyzes the concept of language allegiances, and, more broadly, language-based identities in a multilingual society such as the US.  The guiding theme of the chapters that comprise this volume is the identification of specific beliefs and attitudes towards language, and how these attitudes lead to particular actions in the spheres of language ideology, legal litigation, educational agendas, political strategies and  cultural identities. The authors share the idea that, whether it is based on reality or a perception of reality, there is a  privileged connection between language and identity.

Read three independent reviews of this book published by , the , and

Selected Comments:

“This book offers a well-made selection of illuminating perspectives on the relation between language and identity in the United States. The contributors – an all-star cast – study the conditions under which beliefs and attitudes towards language are produced and survey the roles they play and effects they have within the fields of culture, education, and politics. With this volume, the sociology of language takes a step forward in its long-standing effort to produce a coherent articulation of language and politics as an object of research.” —José del Valle, The Graduate Center – CUNY, USA.

“The chapters in the book are engaging, critical and current, in that they present the political and social discourses at the micro and macro level – something to imbue our thinking.” —Nydia Flores-Ferrán, The Journal of Sociolinguistics.

“Salaberry provides ample research to document many of the issues surrounding language and identity: In 16 pages, he presents arguments and references for as many issues—including those related to language, identity, culture, cultural identity, dialects, majority–minority language relationships, cultural homogeneity, and stereotypes.  … Educators of all levels … Legislators, lawmakers, linguists, and anthropologists will also find this text informative and revealing.” José García-Paine, Bilingual Research Journal.

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2008. Marking Past Tense in Second Language Acquisition: A theoretical model. Bloomsbury Publishing.

This book presents an analysis of the difficulties faced by native speakers of English in the learning of Romance languages and in so doing proposes a comprehensive model of the acquisition of tense-aspect marking. While L1 speakers of English may quickly learn to identify and, to some extent, use the Spanish perfective and imperfective verb endings, the L2 representation of tense-aspect distinctions among both beginning and advanced learners requires a comprehensive multidimensional analysis. Through a detailed examination of new and existing empirical data, this monograph proposes a new model for examining tense aspect marking in second language acquisition, which reconciles competing, alternative hypotheses. This comprehensive account will be of interest to academics researching second language acquisition and applied linguistics. Read one independent review of this book published by

Selected Comments:

“This ambitious volume systematically and thoroughly examines the theoretical and applied issues that the study of Spanish past tense raises. It does so by questioning and refining well-known (but not always well-understood) theoretical constructs upon which second language acquisition studies are based.” —Dalila Ayoun, University of Arizona, USA.

“…Salaberry’s theoretical analysis of tense-aspect acquisition in L2 Spanish is well presented, with logical and convincing argumentation built on empirical evidence from a number of previous studies. His incorporation of data from strands of research not typically considered to be complementary represents a step forward in the quest to understand how learners acquire tense and aspect.” —Rebecca Foote, Studies in Second Language Acquisition.

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2006. The Art of Teaching Spanish. (Co-edited with Barbara Lafford). Georgetown University Press.

This volume explores the extent to which the art of teaching L2 Spanish has been informed by the scientific (theoretical and empirical) research on SLA (and other relevant fields) referred to in the first volume. It also investigates the types of challenges faced by initiatives to transfer findings from research to teaching and how to overcome practical problems associated with the implementation of new approaches to teaching.This collection of contributions from respected SLA researchers and applied linguists is primarily intended as a resource for foreign language practitioners and pedagogues wanting to benefit from the expertise of colleagues who have experience with the types of linguistic issues and applications treated by the authors, e.g., FLAC (foreign language across the curriculum programs), various pedagogical approaches, the effect of study abroad vs. classroom contexts on the learning process, testing issues, online learning, the incorporation of linguistic variation intothe classroom, courses fo

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