In all my years of teaching language, culture and civilization and literature courses I have strived to brake down the many stereotypes that perpetuate misunderstanding among peoples. I have also tried to present an attractive and updated image of the Spanish-speaking countries while, at the same time, trying to remain realistic and objective. In short, one of my main goals has been to develop the students’ sensitivity for the life-style, the historical and creative experiences, and the ideas of the Spanish-speaking world.

In my advanced seminars in literature, culture and language skills I combine a variety of methodologies and formats -- e.g. lectures, class discussions, presentations, textual, social and historical analysis, creative assignments, guest speakers, etc. -- depending on the level of language proficiency and the interests of the participants. Of course, in all my classes I always work very hard to improve the reading, writing and oral skills of the students.

The teaching and study of Latin American literature has led me to discover two main images that keep reappearing: 1) that Latin American literature is a window for Others -- us and our students -- to read, learn and understand the history, the cultures and the peoples of the area; and 2) that Latin American literature is also a mirror in which Latin Americans can see themselves in the process of searching and constructing their multiple identities.

In the process of reviewing the courses I have taught and the projects on which I have worked while at Webster, I discovered certain obvious tendencies:
           
* I tend to emphasized an active approach to teaching:  learning  by doing, learning by acting, learning while performing tasks that mimic “real life” situations. This approach is evident in the intensive Spanish weekends, the culture and cooking workshops, the theatre classes, role playing and my extensive use of the Total Physical Response (TPR) methodology developed by Dr. Asher, which is particularly valuable in beginning level language classes.
           
* I have always approached the literature courses from linguistic and extra-linguistic perspectives as well as from cultural and historical perspectives. Thus, language, literature and culture form a triangle, and all must be present in all courses for the model to function properly. All three are of utmost importance in a foreign language curriculum.

I am very enthusiastic about my field of studying and teaching, and I have great respect for my profession. I hope that throughout my years at Webster University I have been able to transmit this enthusiasm and respect to both my students and colleagues.

Graciela N. V. Corvalán, Ph.D.
Professor of Hispanic Languages and Literatures
Department of Foreign Languages and Literatures
Webster University - St.Louis