This study focuses on the political history of the teaching of Spanish in the United States during the first half of 20th century. Drawing from the history of the American Association of Teachers of Spanish – AATS (1926) as a normative agent, along with key linguistic instruments created by its well-known members, this research examines its role in the creation and shaping of a new academic field in which two ideological processes were key in the configuration of this disciplinary space: hispanism and panamericanism. By identifying a collection of teaching materials, this project explores the normative model and methodologies that were promoted during this period and that shape/outline Spanish as an object of study. Contextualizing the conditions under which these pedagogical texts are produced and circulated, this work investigates the social, cultural, and political contextualization that makes possible the positioning of the language as a foreign language within U.S. educational spaces.
","abstract_html":"<p>This study focuses on the political history of the teaching of Spanish in the United States during the first half of 20th century. Drawing from the history of the <em>American Association of Teachers of Spanish – </em>AATS (1926) as a normative agent,<em> </em>along with key linguistic instruments created by its well-known members, this research examines its role in the creation and shaping of a new academic field in which two ideological processes were key in the configuration of this disciplinary space: hispanism and panamericanism. By identifying a collection of teaching materials, this project explores the normative model and methodologies that were promoted during this period and that shape/outline Spanish as an object of study. Contextualizing the conditions under which these pedagogical texts are produced and circulated, this work investigates the social, cultural, and political contextualization that makes possible the positioning of the language as a foreign language within U.S. educational spaces.</p>","abstract_has_math":false,"creators":["Vañó García, Inés"],"institution":"The Graduate School and University Center of The City University of New York","degree_name":"Doctor of Philosophy","degree_level":"Doctoral","degree_discipline":"Latin American, Iberian and Latino Cultures","degree_department":null,"school":null,"contributors":[],"advisors":["José del Valle"],"committee_chairs":[],"committee_members":["Miki Makihara","Beatriz Lado"],"year":2021,"date_issued":"2021-09-01T07:00:00Z","date_published":"2021-09-01T07:00:00Z","updated_at":"2026-07-24T02:00:26Z","subjects":["Spanish Linguistics","Glotopolítica","ideologías lingüísticas","enseñanza del español","hispanismo","panamericanismo"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://academicworks.cuny.edu/gc_etds/4533","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["José del Valle"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Miki Makihara","Beatriz Lado"]},{"key":"dc:creator","label":"Author","values":["Vañó García, Inés"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2021-09-08T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Latin American, Iberian and Latino Cultures"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["The Graduate School and University Center of The City University of New York"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Spanish Linguistics","Glotopolítica","ideologías lingüísticas","enseñanza del español","hispanismo","panamericanismo"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://academicworks.cuny.edu/gc_etds/4533"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study focuses on the political history of the teaching of Spanish in the United States during the first half of 20th century. Drawing from the history of the American Association of Teachers of Spanish – AATS (1926) as a normative agent, along with key linguistic instruments created by its well-known members, this research examines its role in the creation and shaping of a new academic field in which two ideological processes were key in the configuration of this disciplinary space: hispanism and panamericanism. By identifying a collection of teaching materials, this project explores the normative model and methodologies that were promoted during this period and that shape/outline Spanish as an object of study. Contextualizing the conditions under which these pedagogical texts are produced and circulated, this work investigates the social, cultural, and political contextualization that makes possible the positioning of the language as a foreign language within U.S. educational spaces.
"]},{"key":"dc:title","label":"Title","values":["Discursos institucionales y manuales de texto de la American Association of Teachers of Spanish (1912–1944): Un estudio de la historia política de la enseñanza del español en Estados Unidos"]}]}],"canonical_facts":{"dc:contributor.advisor":["José del Valle"],"dc:contributor.committeemember":["Miki Makihara","Beatriz Lado"],"dc:creator":["Vañó García, Inés"],"dc:date.available":["2021-09-08T07:00:00Z"],"dc:description.abstract":["This study focuses on the political history of the teaching of Spanish in the United States during the first half of 20th century. Drawing from the history of the American Association of Teachers of Spanish – AATS (1926) as a normative agent, along with key linguistic instruments created by its well-known members, this research examines its role in the creation and shaping of a new academic field in which two ideological processes were key in the configuration of this disciplinary space: hispanism and panamericanism. By identifying a collection of teaching materials, this project explores the normative model and methodologies that were promoted during this period and that shape/outline Spanish as an object of study. Contextualizing the conditions under which these pedagogical texts are produced and circulated, this work investigates the social, cultural, and political contextualization that makes possible the positioning of the language as a foreign language within U.S. educational spaces.
"],"dc:identifier":["https://academicworks.cuny.edu/gc_etds/4533"],"dc:subject":["Spanish Linguistics","Glotopolítica","ideologías lingüísticas","enseñanza del español","hispanismo","panamericanismo"],"dc:title":["Discursos institucionales y manuales de texto de la American Association of Teachers of Spanish (1912–1944): Un estudio de la historia política de la enseñanza del español en Estados Unidos"],"thesis:degree_discipline":["Latin American, Iberian and Latino Cultures"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Doctor of Philosophy"],"thesis:institution_name":["The Graduate School and University Center of The City University of New York"]},"updated_at":"2026-07-24T02:00:26Z"}