Hispania 98.2 (2015): 319–32 AATSP Copyright © 2015 Teaching Hispanic Linguistics: Strategies to Engage Learners Stephanie M. Knouse Furman University Timothy Gupton University of Georgia Laurel Abreu University of Southern Mississippi Abstract: Even though many post-secondary institutions ofer a variety of Hispanic linguistics classes (Hualde 2006; Lipski 2006), research on the pedagogy of Hispanic linguistics is an underdeveloped or non-existent area of the discipline. Courses in Hispanic linguistics can present not only linguistic challenges for non-native speakers of Spanish, but also conceptual obstacles, for many students lack a background in linguistics as an academic subject. While some students might prefer a traditional lecture-style approach to the course “Introduction to Hispanic Linguistics,” the authors advocate for a student-centered, hands-on approach to the course and recommend that instructors of this course seriously consider incorporating collaborative learning techniques, as well as some or all of the American Council on the Teaching of Foreign Languages’ (ACTFL) World-Readiness Standards for Learning Languages, particularly those relating to all genres of communication. Keywords: collaborative learning/aprendizaje colaborativo, Hispanic linguistics/lingüística hispánica, World- Readiness Standards for Learning Languages/los Estndares para el Aprendizaje de las Lenguas Extranjeras, pedagogy/pedagogía, post-secondary/educación postsecundaria, Spanish/español, student-centered learning/aprendizaje centrado en el estudiante 1. Introduction I n many United States universities, foreign language (FL) departments are increasingly ofering courses in linguistics as an integral part of their curricula. Even though linguistics classes in FL departments are greatly outnumbered when compared to the slate of courses in literature and cultural studies, the interest in linguistics has been on the rise for many years (Hualde 2006: 101). he Modern Language Association (2007) report “Foreign Languages and Higher Educa- tion: New Structures for a Changed World” called for collaboration between faculty in literature and other disciplines in FL departments, namely linguists, to complement literary and cultural studies in FLs and to enhance the academic experience for students. “Linguists enrich the foreign language major through their ability to ofer courses in second language acquisition, applied linguistics, dialectology, sociolinguistics, history of the language, and discourse analysis. . . . hese courses appeal broadly to students who major in language as well as to those who do not” (6). hose faculty who specialize in FL linguistics can ofer students new opportunities to analyze and use the target language, facilitating a more robust view of the FL of study.