Hispania

Hispania’s newest Associate Editor is Silvia Rodriguez Sabater, Associate Professor of Hispanic Studies and Faculty Coordinator for Distance Education and Online Learning at the College of Charleston in South Carolina. She holds a Licenciatura from the Universitat Autònoma de Barcelona (UAB), a graduate diploma in Legal Translation (Spanish, English, Catalan) from the the Escola d’Administració Pública de la Generalitat de Catalunya and the UAB, an MA in Applied Linguistics from the University of Northern Iowa and the PhD in Hispanic Linguistics from Indiana University. She has a long history of engagement with the College of Charleston’s M.Ed. in Languages Program, and served as that program’s Director from 2015–18. Rodriguez Sabater will be working together with Associate Editor Pamela G. Benton and the Hispania editorial team with the goal of continually shaping the short-form article section of the journal to increase involvement with K–12 members of the AATSP in particular. Her own short-form article titled “Food for Thought: Building Socially Conscious Readers and Writers through Exploring Eating Practices and Sustainability Perspectives,” was published in the June 2020 issue of Hispania!

Short-form articles are editorially reviewed, rather than undergoing the double-blind peer review process reserved for research articles. As such they are intended to spark broad discussions relevant to all levels of the teaching of Spanish and Portuguese and all members of the AATSP, with a particular focus on increasing submissions and readers from K–12 members of the association. This issue includes two short-form articles consistent with the goals of this still recently debuted journal section: “What Might Culturally Sustaining Pedagogy Mean for the Spanish Classroom?” by Makenzi L. Scalise and “Searching for Answers in Fiction?: Examining the Femicide and Gender Violence Crises in Literature Courses” by Diana Aramburu. The best way to submit a short-form article for consideration is still to email that to me directly at bfraser@aatsp.org.

The first research article included in this issue, Rebecca M. Bender’s “Snapping the Quijote: Examining L2 Literature, Social Media, and Digital Storytelling through a Cervantine Lens” delves into the promise that tools such as Snapchat hold for reinvigorating literary exploration in the twenty-first century. In “El despertar de un cambio lingüístico: fases iniciales en la evolución de los adverbios demostrativos durante el primer español clásico,” José Luis Blas Arroyo adopts a historical perspective to explain changes in the usage of demonstrative adverbs over time. Catalina Iannone theorizes a photographic project documenting the lives of Senegalese immigrants to Madrid in “Visualizing Blackness in Contemporary Spain: Race and Representation in Juan Valbuena’s Salitre.” Samuel Manickam’s “Trauma and Historiography in Hugo Hiriart’s La destrucción de todas las cosas” analyzes the novelistic representation of a Martian invasion of Mexico City. Alyssia M. Miller’s “Investigating the Connection Between Achievement Goal Theory and Goal-setting Theory: Does Goal Setting Have an Effect on Achievement in the Spanish L2 Classroom?” presents an opportunity to consider outcomes of L2 teaching practice more intentionally. In “Zombie Bolaño: Revolution and the Undead in ‘El hijo del coronel’” Robert Wells considers the revolutionary implications of the figure of the zombie via one of the author’s short stories. [End Page 307]