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The Best FREE Open Educational Resources -- OERs - for SPANISH  

(from the Los Angeles Valley College Library)

These OERS do include additional FREE TEXTBOOKS




Spanish Language Learning Resources (from NEH's EDSITEMENT)

("This Teachers Guide compiles resources for teaching Spanish to students of varying proficiency levels, including heritage learners.")









SPANISH 001- ELEMENTARY SPANISH 1 (Penn State University)


For both, the teacher and student alike, this Spanish I book is intended for a first-year, college Elementary Spanish I level. It also attempts to make the study of a language in this case, Spanish, more than another required subject. Eliminating the artificial limitation of the traditional textbook, offers the teacher and the student the ability to tailor the content to their own needs. Also, this book tries to show the value of learning a second language from a high quality pedagogical criteria at a low cost solution.

Features include:

  1. Clearly defined objectives in communication, culture, and grammar are given at the start of each chapter, and summary exercises.
  2. Many activities are provided in a practical context in which to practice.
  3. Concise grammar explanations address the level of language acquisition for non-major language students. Carefully chosen communicative goals focus on low to intermediate ACTFL oral proficiency skills.
  4. The book recycles material on a regular basis to encourage the student to see the value of continual learning progression rather than testability.


    I. Section I: Introduction
    1. 1. Chapter 1 Basic Vocabulary

    2. 2. Chapter 1 Learning Objectives

    3. 3. Topic 1 Common Greetings

    4. 4. Topic 2 The Alphabet

    5. 5. Topic 3 Geography

    6. 6. Topic 4 Calendar

    7. 7. Topic 5 Numbers

    8. 8. Topic 6 The Body Parts

    9. 9. Topic 7 The Family and Possessive Adjectives

  1. II. Section II: Elements of a Sentence
    1. 10. Chapter 2 Articles, Nouns, Adjectives, and Nationality Adjectives

    2. 11. Chapter 2 Learning Objectives

    3. 12. Topic 1 Gender and Number of Definite and Indefinite Articles

    4. 13. Topic 2 Gender and Number of the Nouns

    5. 14. Topic 3 Gender and Number of Adjectives

    6. 15. Topic 4 Nationality Adjectives

    7. 16. Chapter 3 Subject Pronouns, Ser, Estar, Interrogative Words & Gustar

    8. 17. Chapter 3 Learning Objectives

    9. 18. Topic 1 Subject Pronouns

    10. 19. Topic 2 Ser (to be) and Estar (to be)

    11. 20. Topic 3 Interrogative Words

    12. 21. Topic 4 Gustar

  2. III. Section III: The Spanish Verbs
    1. 22. Chapter 4 Spanish Verbs

    2. 23. Chapter 4 Learning Objectives

    3. 24. Topic 1 Present Tense of Regular Verbs

    4. 25. Topic 2 Present Tense Irregular Verbs

    5. 26. Topic 3 Present Tense of Stem-Changing Verbs

    6. 27. Topic 4 Reflexive Verbs

    7. 28. Chapter 5 The Future of Ir, the Verb Tener, and Idiomatic Expressions

    8. 29. Chapter 5 Learning Objectives

    9. 30. Topic 1 The Verb "Ir"

    10. 31. Topic 2 The Verb Tener

    11. 32. Topic 3 The Present Progressive

  3. Credits

  4. Appendix 1






"This textbook is a collaborative effort between three professors to create a free textbook for students studying Spanish. The project allowed both team members to share pedagogy while having open dialogue about teaching a foreign language to the student body."




ABRE EL MUNDO: Español para todos (by Annette M. Gillum, PhD)

1st Semester Spanish, with emphasis on communication. FROM OERTX

(Scroll down until the San Antonio River Walk photo comes into view-- One navigates through the lower left hand corner of this Photo --click the arrows on the lower left of this photo to go forward or backward through the text.)




Actividades de práctica con aprendices del español




Culturas hispanas a través de la pantalla / Hispanic Cultures Through the Screen

Publisher: Minnesota Libraries Publishing Project

"Este libro de texto busca fomentar el visionado crítico de productos audiovisuales contemporáneos y el reflexionar sobre la representación de las culturas hispanas en webseries y vídeos musicales. This textbook aims to promote critical viewing of contemporary audiovisual products and thinking about the representation of Hispanic cultures in web series and music videos."

Students are asked essential questions in each of the below episodes.

Table of Contents:

  • I. Culturas hispanas a través de la pantalla
    • 1. Street Food Latin America—Comida para hacerte sentir bien
    • 2. Joe T Hodo—“¿Para qué tener una Malinche cuando puedes tener un Cortés?”
    • 3. Cartas a mi Ex—“Una radiografía del amor en la era de la soledad”
    • 4. Jane the Virgin—Telenovelas: el drama de la vida común y corriente
    • 5. Vida–Soplaré y soplaré, y tu casita derribaré
    • 6. La Niña—Reconciliación
    • 7. “Canción sin miedo” (2020) de Vivir Quintana y el coro El palomar—Feminicidios
    • 8. “La cumbia de la memoria” (2016) de Rebeca Lane—Derechos humanos
    • 9. “Shock” (2011) de Ana Tijoux—Protestas de estudiantes
    • 10. “This land is your land” (2017) de Los jornaleros del norte—Fronteras
    • 11. “Urge” (2017) de Lila Downs—Corazones, cuerpos, cuidar
  • II. Hispanic Cultures Through the Screen
    • 12. Street Food Latin America—Comfort Food
    • 13. Joe T Hodo—"Why choose a Malinche when you can have a Cortés?"
    • 14. Cartas a mi Ex—“A report of love in the era of loneliness”
    • 15. Jane the Virgin—Telenovelas, the drama of everyday life
    • 16. Vida–I´ll huff and I´ll puff and I´ll blow your house down
    • 17. La Niña—Reconciliation
    • 18. “Canción sin miedo” (2020) by Vivir Quintana and El palomar—Feminicides
    • 19. “La cumbia de la memoria” (2016) by Rebeca Lane—Human Rights
    • 20. “Shock” (2011) by Ana Tijoux—Protests
    • 21. “This land is your land” (2017) by Los jornaleros del norte—Fences
    • 22. “Urge” (2017) by Lila Downs—Hearts, bodies, caring




Beginning Spanish ¡Empecemos por aquí!

Publisher: Portland State University Library

"Beginning Spanish ¡Empecemos por aquí! focuses on the development of communication skills in interpretive, interpersonal, and presentational modes while centering student voices. Activities engage learners in real exchanges of information on topics that are relevant to adult students. In addition to language-acquisition learning outcomes, this text supports learning outcomes in diversity, equity, inclusion, cultural sustainability, and social justice."

Table of Contents:

  • Chapter 1: La clase de espanol
  • Chapter 2: Las personas y las perspectivas
  • Chapter 3: La cultura y los viajes
  • Chapter 4: La vida que vivimos
  • Chapter 5: Nuestro pasado
  • Chapter 6: El cambio y el futuro




Español y cultura en perspectiva - Español abierto

"The Spanish Language and its Cultures in Perspective: A collection of nine critical-thinking thematic lessons composed of Spanish language readings and communicative activities for intermediate-level students of Spanish."

Author(s):  Sonia Balasch* / Alexia D. Vikis / Lisa M. Rabin / Colleen A. Sweet.

Affiliation(s):  *Albuquerque Public Schools / George Mason University.


"Las lecciones del grupo 1 nutrieron el curso de Spanish in Context I, mientras que las del grupo 2 fueron los pilares del curso de Spanish in Context II. Sin embargo, dada la naturaleza independiente de cada lección, éstas bien pueden administrarse según los intereses de los docentes y de los cursos que enseñen. El punto central de las lecciones de Español y cultura en perspectiva es tratar temas que escasamente se cubren en los cursos intermedios de español dictados en las aulas estadounidenses. En el mejor de los casos, estudiantes y docentes multiplicarán las reflexiones que desde el presente espacio virtual se exponen."




Yo puedo: segundos pasos

14 MB

Contributors: Silvaggio-Adams and Vallejo-Alegre

Publisher: Milne Open Textbooks

"Perhaps you remembered what the title of your book means from your previous experiences with Spanish. That is a great start! As you begin the equivalent of a second semester Spanish course with these materials, some of you might think about how long it has been since you studied Spanish while others may come to the class

with some background knowledge. We want you to know this book has been designed with many types of learners in mind. Our goals were to address the need for students to achieve the ability to communicate in written and spoken form. We sought to address a common statement by students that may have previous experiences,

be they from secondary school or another college that say, “I have studied Spanish for years and don’t know how to speak or write it.” We also sought to present a reasonable alternative to the expensive textbooks and online packages that don’t seem to be practical or relevant. We sought to enhance second language learning by

creating our own materials that take a new approach, the flipped classroom model, to learning a second language based upon the skills that we deem most useful and that will enable our students to confidently express themselves in Spanish–tú puedes con Yo puedo 2."

From the Open Textbook Library

Table of Contents:

  • Introducción
  • Vocabulary Lists & Glossaries
  • Unidad 1: Los conceptos que debes saber
  • Unidad 2: De compras y la ropa
  • Unidad 3: Las comidas y los restaurantes
  • Unidad 4: Estudiando en el extranjero
  • Unidad 5: Consejos para tus estudios en el extranjero
  • Verbos y conjugaciones con traducción
  • Verbs: Spanish to English
  • Glosario Español
  • Glosario Inglés
  • Objetivos por unidad




Yo puedo: para empezar

7 MB

Contributors: Silvaggio-Adams and Vallejo-Alegre

Publisher: Milne Open Textbooks

"You have learned two words in a second language just by reading the title of the book. Think about that for a moment and reflect upon your prior foreign language experiences. Often, students enter language classes with previously acquired skills, be they from secondary school or another college.

Many say, “I have studied Spanish for years and don’t know how to speak or write it,” while others are a bit anxious about taking a second language for the first time, but all are overwhelmed by the expensive textbooks and online packages that don’t seem to be practical or relevant.

We sought to change these common complaints by creating materials that take a new approach to learning a second language based upon the skills that we deem most useful and that will enable our students to confidently express themselves in Spanish.

The text is designed for beginning Spanish language students. The pedagogical approach incorporates the flipped classroom methodology."


Table of Contents

  • Introducción
  • Unidad 1: Los sonidos del español
  • Unidad 2: ¿Quiénes somos?
  • Unidad 3: Mis planes
  • Unidad 4: En mi casa
  • Unidad 5: En la comunidad
  • Verbs: Spanish to English
  • Glosario Español
  • Glosario Inglés
  • Objetivos por unidad




¡Bienvenidos!  Spanish Language Textbook (U of West Georgia, USA)

by Julia Farmer, Jeff Zamostny, Laura Hill, Stephanie Henderson Hollenbeck; at the U of West Georgia, USA












Beginning Spanish Textbook (SPANISH 1 -- with practical exercises - from Humboldt State University in California)




Libro Libre: Beginning Spanish

By: Erin Huebener, Spokane Community College

FREE PDF VERSION: https://documentcloud.adobe.com/link/track?uri=urn:aaid:scds:US:9b5bf3d4-9a1e-4511-a91f-a1ef35a9627d#pageNum=1 

Covers grammar, vocabulary, and culture. 

  • Lectura cultural: La Patagonia
  • Lectura cultural: Las cabeza colosales
  • Lectura cultural: -AR verbs
  • Lectura cultural: The Verb ir and Places
  • Lectura cultural: Food
  • Lectura cultural: Health and the Human Body
  • Lectura cultural: Saber versus conocer
  • Lectura cultural: Childhood and Adolescence
  • Lectura cultural: Vacation
  • Lectura cultural: The Present Perfect

Includes: audio and video activities.

Attribution:  Libro Libre: Beginning Spanish by Erin Huebener is licensed under a Creative Commons Attribution Non-Commercial ShareAlike  (CC BY-NC-SA) 4.0 International License.




Hola a Todos: Elementary Spanish I (University of North Georgia)

Mariana Stone, Elizabeth Combier, Kristi Hislope, Valerie Hastings, Rosaria Meek, and Alvaro Torres-Calderon

"This is a preliminary Open Textbook as created by the UNG Elementary Spanish I grant team using a Round Six Textbook Transformation Grant. The textbook is currently composed of original instructional materials created for the OER-based course, and the team is working to create a full open textbook at a later date.

Separate files are included in the Additional Files section in a compressed .zip format for editing and quicker uploads/downloads within classes."

Grammar and vocabulary pre-class activities, lectures, and post-class homework are included within these seven chapters:

  • Introduction
  • La Universidad
  • La Familia
  • El Tiempo Libre
  • La Casa
  • La Salud
  • Comidas y Bebidas




("Bienvenidos a la biblioteca en español. Esta Biblioteca Viva es un centro principal del proyecto LibreTexts, que es una empresa de colaboración multiinstitucional para desarrollar la próxima generación de textos de acceso abierto para mejorar la educación postsecundaria en todos los niveles de educación superior.")



CALPERLEX Spanish -- designed by Penn State University

("CALPERLEX is a series of worksheets that teachers can use in their course to explore language through corpus analysis.

Teachers can find single lexical items or contrasting lexical pairs or routine expressions presented in form of concordance lines.

The "problem set" can be printed out and used in the classroom. They can also be used by individual learners for self-study.")

Publication File(s): 






Evocando y Paso Avanzando: A Creative Writing Project to Advance Spanish Proficiency

("In this creative writing project, the instructor and students will build a safe environment in which creative writing in Spanish is extensively practiced. As a class, teacher and students will evoke and reflect on lived experiences while traveling, studying, and/or working in Spanish-speaking environments. Students will be encouraged to use their experiences and/or reflections as inspiration to create short stories, poetry, and other art forms.")



Mil puertas: lecturas literarias y culturales(Kansas State University: Dept of Spanish and Portuguese)

("Mil Puertas is designed for students with Spanish proficiency of intermediate mid and above.

It introduces tools and vocabulary for analyzing poetry, narrative, theatre, and film, and relates these to cultural texts in other genres such as songs, visual art, and nonfiction narrative.

While the context of each text is briefly explored, a chronological panorama of literary periods is beyond the scope of this book.

Pre- and post-reading activities may be completed individually or in groups, in or out of class, and include support for language, literacy, and writing skills. Activities build in complexity.")

FULL TEXT: https://newprairiepress.org/cgi/viewcontent.cgi?article=1032&context=ebooks 




¡Que viva la música!: Repaso de conversación en español (Temple University)

Contributor: Corrales-Martin   Publisher: North Broad Press

("¡Qué viva la música! Repaso de conversación en español, or Long Live Music! Spanish Conversational Review is an open textbook intended for conversational review, typically a fourth-semester Spanish class.

The textbook is organized around nine different songs that provide students opportunities to practice, aurally and orally, as well as in writing, the main communicative goals and key grammatical structures learned in previous classes. It can also be used in similar high school classes.")

Table of Contents:

  • I. Guías y herramientas de trabajo
  • II. Canciones y actividades
  • III. Principios y temas de gramática viva: Una gramática centrada en el verbo
  • IV. Bibliografía general
  • V. Canciones por estructuras gramaticales clave


(The entire online book is available here)

Additional Resources below:

Posible programa y calendario de clase

Conjugación y uso de verbos en español: Modos, tiempos y formas

A "Spotify" Playlist





Introductory and Intermediate to Advanced Spanish Textbooks, with a Spanish Grammar Manual, and an Antología Abierta de Literatura Hispana  (Ward)




Leyendas y arquetipos del Romanticismo español, Segunda edición

Author: Robert Sanders, Portland State University

WEBSITE: https://content.library.pdx.edu/files/PDXScholar/leyendas/ 

PDF: http://solr.bccampus.ca:8001/bcc/file/0613e2b4-5a51-4aec-8927-81195a894cf1/1/Leyendas%20y%20arquetipos%20del%20Romanticismo%20espa%C3%B1ol%20Segunda%20edici%C3%B3n.pdf 

Leyendas y arquetipos del Romanticismo español Segunda edición.pdf

("Leyendas y arquetipos del Romanticismo español is an introduction to nineteenth-century Spanish literature with a thematic focus on legends and archetypes. It presents Romanticism in the context of nineteenth-century literary and social movements. It is designed as a first anthology for intermediate Spanish students at American universities. Although brief, it includes poetry, drama in verse and short story. The works have been selected for their literary interest and the social importance of their themes.

They are all by canonical authors.")

Print PDF




DESTINOS: An Introduction to Spanish (WITH VIDEOS)

("This video instructional series for high school classrooms and adult learners teaches Spanish speaking and listening skills.")




Palabras propias  (Publisher: University of Kansas Libraries)

("The goal of this project is to provide high-quality, accessible primary sources to those teaching and studying the histories and cultures of the Spanish-speaking world and the indigenous peoples of Latin America. Our modules cover a wide range of topics, but all consist of the same essential parts:

  • A brief introduction that provides socio-historical context for the primary document.
  • The text itself, often glossed for improved comprehension by non-native speakers of Spanish.
  • A set of activities that range from comprehension to analysis, from using new vocabulary to answering creative writing and essay prompts.)

Table of Contents:

  • I. Módulos con enfoque en Latinoamérica
    • Literaturas prehispánicas
    • La ciudad en la historia de América Latina
    • Cicatriz de la memoria: La matanza de 1932 en El Salvador
    • Voces indígenas en el cine, Parte I: Indigenidad
    • Voces indígenas en el cine, Parte II: Narrativas del agua
    • La nueva izquierda latinoamericana
    • Pachamama
    • Diego Maradona: héroe épico, mito nacional
    • #NiUnaMenos
  • II. Módulos con enfoque en España
    • Las siete partidas de Alfonso X «el Sabio»
    • El camino de Santiago y El códice calixtino
    • Los moriscos, parte I: Los moriscos en la historia
    • Los moriscos, parte II: Los moriscos en la literatura
  • III. Módulos transatlánticos y globales
    • Cristóbal Colón: La narrativa del encuentro
    • La emigración gallega a América



Recursos en Español para Niños, Niñas y Adolescentes 2021

de la Biblioteca Publica de la Ciudad de Nueva York (NYC) --from the New York Public Library (NYPL) in New York City





Reflexiones sobre nuestra lengua

Publisher: The University of Texas at Rio Grande

I. Unidad 1: Para Comenzar

  1. Manual de discusión y reflexión 1

  2. 1. Manual de práctica 1

  1. Manual de discusión y reflexión 2

  2. Manual de práctica 2

  1. Manual de discusión y reflexión 3

  2. 2. Manual de práctica 3

  1. Manual de discusión y reflexión 4

  2. Manual de práctica 4

  1. Manual de discusión y reflexión 5

  2. Manual de práctica 5

  1. Manual de discusión y reflexión 6

  2. Manual de práctica 6

  1. Manual de discusión y reflexión 7

  2. Manual de práctica 7

  1. Manual de discusión y reflexión 8

  2. Manual de práctica 8




Salón de Clase: Intermediate Spanish for Education Professionals

(from the University of Iowa, Iowa City -- Textbook)

Table of Contents:

  • I. Los estudiantes inmigrantes en la educación K-12
  • II. La educación bilingüe en los Estados Unidos
  • III. El sistema educativo en los países hispanohablantes
  • IV. El ecosistema educativo

About the Book:

"Salón de clase, Intermediate Spanish for Education Professionals is a comprehensive intermediate Spanish open access textbook with reading, listening, speaking, and writing practice for students who have an interest and/or intend to pursue a career in the field of Education (teachers, administrators, counselors, psychologists, social workers, support staff members, paraprofessionals, among others).

This Open Education Resource (OER) aims to explore the role of Spanish language and Spanish speakers in the American education system, as well as to improve student communicative abilities in Spanish.

Salón de clase integrates interactive activities (h5p), video interviews with Spanish speakers to present authentic materials, and topics related to education.

Grammar is not presented as a standalone topic, but it is seemly integrated into all parts of this book."

Table of Contents:

  1. I. Los estudiantes inmigrantes en la educación K-12
    1. Portada

    2. Proyecto 1: Reflexión personal

    3. Nuestras estrellas: Rafael

    4. Lección 1A – Los soñadores

    5. Lección 1B – La inmigración en los Estados Unidos

    6. Lección 1C – Las experiencias de los soñadores

    7. Discusión guiada 1

    8. Vocabulario Módulo 1

    9. Gramática Módulo 1

  2. II. La educación bilingüe en los Estados Unidos
    1. Portada

    2. Proyecto 2: La escuela ideal

    3. Nuestras estrellas: José

    4. Lección 2A - Los tipos de educación bilingüe y sus características

    5. Nuestras estrellas: Diego

    6. Lección 2B - Las oportunidades y los retos de la educación bilingüe

    7. Lección 2C - El programa dual de West Liberty, Iowa

    8. Discusión guiada 2

    9. Vocabulario Módulo 2

    10. Gramática Módulo 2

  3. III. El sistema educativo en los países hispanohablantes
    1. Portada

    2. Proyecto 3: Currículum Vitae

    3. Nuestras estrellas: Vicente

    4. Lección 3A - El sistema educativo de España y Venezuela

    5. Nuestras Estrellas: Shirley

    6. Lección 3B - El sistema educativo de México y Uruguay

    7. Lección 3C - El pasado y el futuro de la educación

    8. Discusión guiada 3

    9. Vocabulario Módulo 3

    10. Gramática Módulo 3

  4. IV. El ecosistema educativo
    1. Portada

    2. Proyecto 4: Una feria en la escuela

    3. Nuestras estrellas: Juana

    4. Lección 4A - La salud física y mental en la escuela

    5. Lección 4B - Los educadores como mentores de los estudiantes

    6. Lección 4C - El papel de los padres en la educación

    7. Discusión guiada 4

    8. Vocabulario Módulo 4

    9. Gramática Módulo 4




Intermediarios: Introduction to Spanish<>English Community and Legal Translation and Interpreting

Laura Kanost and Julie A. Sellers, Kansas State University, Manhattan, KS.

("Intermediarios: Introduction to Spanish<>English Community and Legal Translation and Interpreting is intended for students who have advanced skills in both Spanish and English and a basic familiarity with translation and interpretation.

Activities are based on the U.S. context. Translation activities increase in difficulty. The sequencing of interpreting activities develops skills gradually by beginning with memory exercises, then moving into class role plays, and finally working with legal interpreting exercises of increasing difficulty. Judicial interpreting activities target the three modes of interpreting used in the judicial setting: sight translation of documents, consecutive interpreting, and simultaneous interpreting.")


Please note: The ebook is a large file containing audio clips. For best results, readers should download the file and save it to their device, then open it using Acrobat.  The audio clips are also available as a YouTube playlist.


1.1 Introducción: intermediarios y comunidades
1.2 Fuentes y herramientas para la traducción
1.3 La traducción de documentos oficiales
1.4 La traducción a la vista en el contexto comunitario
1.5 Introducción a la interpretación en la comunidad
1.6 Dimensiones socioculturales de la comunicación
1.7 Actividad de extensión: aprendizaje-servicio
1.8 Recursos
2.1 Introducción a la interpretación jurídica.
2.2 La interpretación jurídica: Modalidades, leyes, exámenes y ética.
2.3 La traducción a la vista
2.4 La interpretación consecutiva
2.5 La interpretación simultánea
2.6 Recursos




PDF   SPAN 110: Spanish for Health Professions, *CUNY School of Professional Studies,

* The City University of New York   (a Syllabus for this course from CUNY)




FROM THE TEACHING COMMONS: one of the best of the current OER Repositories:

Spanish and Portuguese Language and Literature  (OER = Open Educational Resources)




100 Most Frequently used Spanish Words (for beginning learners)




YouTube Video on Spanish Personal Pronouns: 






Grammatical Number and Gender in Spanish






Comunicación: Exploring Language and Cultural Barriers in Healthcare

(Appendices give actual dialogs between Patients and Doctors in Spanish -- with English translations)

From the Digital Commons @ Connecticut College USA




Nunca había sido tan feliz

Digital pedagogy, Composition, Assessment
Permanent URL: http://dx.doi.org/10.17613/cerx-7s37
Curatorial note from Digital Pedagogy in the Humanities:
"One of the benefits of a screencast program in a language writing class is that it allows the instructor to provide feedback emphasizing the communicative purpose of the task.
To overcome learners’ focus on the linguistic and local elements of an essay, the instructor first provided comments on content, structure, and organization to emphasize that these are fundamental aspects of effective written communication. Then, the instructor focused on local aspects, such as grammar, vocabulary, and editing.
A benefit of this software program is that the instructor can use the cursor to hover over an error, which helps learners view the error in context. While this is probably the least social or interactive of the artifacts presented here, learners, who also practiced their listening comprehension, felt engaged in a dialogue with the instructor, which underscores that listening to an instructor’s voice in Spanish makes feedback more personal and therefore more motivational than written comments.
This deposit is part of Digital Pedagogy in the Humanities. Digital Pedagogy in the Humanities is a peer-reviewed, open-access publication edited by Rebecca Frost Davis, Matthew K. Gold, Katherine D. Harris, and Jentery Sayers, and published by the Modern Language Association. https://digitalpedagogy.hcommons.org/"
(I am most grateful to the Internet Scout Report (@University Wisconsin-Madison) for showcasing this amazing resource.)
  CLICK Download (this does require QUICKTIME PLAYER)




Anthologies of texts - Spanish didactics


An OER Description of this resource -- representing a Faculty Showcase from California State University -- complete with a Sample Assignment and a Syllabus -- is available here)





Manual de Redacción   (A University of Texas at Arlington Textbook)

"This textbook is for advanced Spanish composition students. The textbook includes topics on grammar and syntax, as well as exercises and readings providing

the students a more personalized and effective learning experience adjusted to the specific challenges they encounter in today’s global world."

  1. I. Los falsos cognados

    1. 1. Introducción

    2. 2. Lenguas en contacto/préstamos lingüísticos

    3. 3. Falsos cognados o amigos

    4. 4. Lista de falsos cognados más frecuentes

    5. 5. Ejercicios de repaso

    6. 6. Antes de leer

    7. 7. Lectura: Ilán Stavans, El Quixote

    8. 8. Cuestionario sobre la lectura

    9. 9. Ejercicios: Escritura en movimiento

    10. 10. Ejercicios de repaso

  2. II. Los vicios de dicción

    1. 11. Introducción

    2. 12. Los vicios de dicción

    3. 13. Ejercicios de repaso

    4. 14. Antes de leer

    5. 15. Lectura: Alejandro Higashi, “Escribir con buena ortografía… no tiene precio”

    6. 16. Cuestionario sobre la lectura

    7. 17. Ejercicios: Escritura en movimiento

    8. 18. Ejercicios de repaso





¿Cómo suena? :Fonética y fonología del español (SUNY)

("The purpose of this supplemental site is to reinforce the concepts that students have learned in class in a simple way.

Students can use the site to practice what they are learning, get advice from students who have taken the phonetics and phonology course, study for tests,

and understand concepts through explanations and pictures. Happy practice!")

    1. Introducción y propósito

    2. Unidad 1:

    3. Módulo 1: Introducción a la fonética y la fonología

    4. Módulo 2: Nociones básicas

    5. Módulo 3: Tildes

    6. Módulo 4: Las vocales

    7. Módulo 5: La sílaba y las consonantes 'yod' y 'wau'

    8. Módulo 6: Vocales en contacto y el ritmo

  1. Unidad 2:

    1. Módulo 7: Las consonantes

    2. Módulo 8: La transcripción fonética, fonemas y alófonos

    3. Módulo 9: Las consonantes africadas y los fonemas oclusivos sordos

    4. Módulo 10: Las consonantes nasales

    5. Módulo 11: Los sonidos obstruyentes sonoros

    6. Módulo 12: Las consonantes vibrantes

    7. Módulo 13: La consonante lateral

    8. Módulo 14: Las consonantes fricativas

  2. Unidad 3:

    1. Módulo 15: Raíces e historia del español

    2. Módulo 16: Rasgos del español peninsular

    3. Módulo 17: Rasgos del español latinoamericano

  3. Recursos adicionales

    1. Prácticas de transcripción fonética estricta

    2. Tabla grafo-fonética

    3. Glosario de términos técnicos útiles

    4. Materiales de estudio

    5. Banco de dialectos

  4. Las autoras



Los pronombres relativos: La sonata del silencio (University of Kansas)

("This is an exercise in which students listen to a video and answer questions about the use of relative pronouns.")




El condicional: El Ministerio del Tiempo  (University of Kansas)

("Students listen to a video and answer questions regarding the conditional tense in Spanish.")




El discurso indirecto: Los misterios de Laura(University of Kansas)

("This is an exercise in which students view a video and answer questions about the indirect case in Spanish.)




La importancia de las tildes: Acción Ortográfica Quito(University of Kansas)

("This is a lesson in using the "tildes" in the Spanish language. Students review several videos and answer questions.")

Vocabulario: el grafito, los grafiti, la pintura con espray

  • De este vídeo, ¿cuáles conclusiones podemos sacar de la importancia de la ortografía en el mundo hispano?
  • Según tu opinión personal, ¿son estas obras artísticas o vandalismos? ¿En qué consiste la expresión artística?





David Sánchez-Jiménez, from the CUNY New York City College of Technology has developed a freely downloadable Syllabus for his course in Spanish.

The Syllabus links to free, Open Access Spanish language resources and exercises for his students to use outside of class.

His class is titledSPA 2201HS Spanish for Heritage Speakers (Syllabus_Fall 2019)

The class abstract reads as follows:

"SPA 2201HS Spanish for Heritage Speakers is an intermediate course intended for students who were  immersed in or exposed to the language while growing up, but who have received little or no formal instruction in Spanish.  The class will strengthen students’ competence in the oral and written standard varieties of Spanish by building on their previous knowledge to expand their vocabulary, strengthen their command of grammar, and achieve more confidence and fluency in speaking and writing while learning about the diversity of the Hispanic cultures. The skills acquired in this course will help reinforce students’ bilingual abilities and cultural competence."


The Professor's classroom syllabus -- with useful Spanish language Internet Links and exercises for student work outside of class-- can be downloaded here 



Examples of Syllabi in many other academic fields can be found here









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