97 Approaches for Teaching Early Twentieth-Century Mexican-American Literature in Undergraduate Classrooms YOLANDA PADILLA University of Washington, Bothell The Recovering the US Hispanic Literary Heritage Project has been enor- mously successful in its goals of researching, recovering and reprinting Latinx writings from the colonial era to the 1960s. It is an inspiration to anyone drawn to the project of textual recovery, that process of locating and situating texts that have been excluded from the purview of traditional history, literary and other- wise, both by the cultural assumptions governing the creation of archives and by the discourses of history. However, despite the Recovery Project’s herculean efforts to create comprehensive and searchable databases, release volumes of recovered texts with thorough and meticulously researched introductions, and host conferences for scholars to share their work, the field of US literary studies has shown a marked lack of interest in engaging these newly available materials. Numerous scholars have criticized—and rightly so—this indifference. 1 Jesse Alemán points out that a large part of the problem is the field’s lack of facility with Spanish (viii). If language is a problem for researchers, the issue is compounded in the classroom where, depending on the department in which one teaches, it is unre- alistic and even counter-productive to require students to know Spanish. Yet I think that enough recovery texts are available in English—whether because that is the original language in which they were written or because they have been translated by the Recovery Project and other entities—that we can and should add a focus on field transformation through the incorporation of these texts into