The first volume to explore the effectiveness of instructional methods for college-level Spanish heritage learners In the United States, heritage language speakers represent approximately 22 percent of the population and 29 percent of the school-age population. Until now, though, few studies have examined the outcomes of classroom teaching of heritage languages. Outcomes of University Spanish Heritage Language Instruction in the United States sheds light on the effectiveness of specific instructional methods for college-level heritage learners. The first of its kind, this volume addresses how receiving heritage classroom instruction affects Spanish speakers on multiple levels, including linguistic, affective, attitudinal, social, and academic outcomes. Examining outcomes of instruction in the Spanish language—the most common heritage language in the United States—provides insights that can be applied to instruction in other heritage languages. These thematically linked empirical studies and their pedagogical implications build a foundation for heritage language instruction and directions for future research. Scholars and educators alike will welcome this volume.

The first volume to explore the effectiveness of instructional methods for college-level Spanish heritage learners In the United States, heritage language speakers represent approximately 22 percent of the population and 29 percent of the school-age population. Until now, though, few studies have examined the outcomes of classroom teaching of heritage languages. Outcomes of University Spanish Heritage Language Instruction in the United States sheds light on the effectiveness of specific instructional methods for college-level heritage learners. The first of its kind, this volume addresses how receiving heritage classroom instruction affects Spanish speakers on multiple levels, including linguistic, affective, attitudinal, social, and academic outcomes. Examining outcomes of instruction in the Spanish language—the most common heritage language in the United States—provides insights that can be applied to instruction in other heritage languages. These thematically linked empirical studies and their pedagogical implications build a foundation for heritage language instruction and directions for future research. Scholars and educators alike will welcome this volume.

Art and science – they may seem like opposites, but throughout history there have been visionaries who have brought together these contrasting subjects. The Art of Science explores the work of 40 such artists and artist-scientists, uncovering how these innovators have designed futuristic technology centuries ahead of its time, investigated time and space through abstract art, and created sculpture informed by NASA technology. An expertly curated selection of artists from many different cultures and eras – including Huang Quan, Leonardo da Vinci, Johannes Vermeer, Anna Atkins, Olafur Eliasson and Anicka Yi – this book tells the story of the vital partnership between art and science, with over 200 lavish illustrations.

This volume of essays looks at Renaissance texts through the lens of modern theories of mimesis, and also investigates traces of Early Modern equivalents within those same works. With the assimilation of critical theory into literary studies during the late 1960s and the 1970s, many scholars challenged the idea that mimesis was an unproblematic 'representation of reality'. Instead, they found a much more complex mimetic art in operation on the early modern stage. While the work of these earlier scholars is seminal, this volume argues that it is time to re-figure the question of mimesis. Contributors examine a wide variety of Shakespearian and non-Shakespearian texts to come to an increased historical understanding of the way mimesis operated 400 years ago, but, more importantly, how they can be seen to be operating differently today.