Allen, R. (2004). Technologies broaden students' language horizons. Retrieved from http://www.ascd.org/publications/curriculum-update/fall2004/Versatile-Technologies-Broaden-Students'-Language-Horizons.aspx 

"Technology offers hope that all students will learn foreign languages in an era of tight school budgets and a dearth of language teachers. But technology also offers a wide range of applications and opportunities for authentic experiences of communicating in other languages or appreciating other cultures."

One well-reviewed site for interactive communication support (with a free trial) is https://www.rocketlanguages.com/spanish/premium.  Students hear native speakers walk them through scaffolded lessons, beginning at the novice level, where they can listen, record their own voices to refine and assess their pronunciations, and to respond to questions on audio dialogues.  Akin to language labs of old, the lessons "grow" with the novice speakers as they advance in more complex vocabulary and dialogue.

Another interactive Spanish site, https://www.123teachme.com/learn_spanish/novice_dialogues_low_index also offers free, novice-level Spanish lessons, where students can self-assess and track their own progress in listening, speaking, and recording written responses to audio prompts. With careful planning, these lessons can be incorporated into the "brick and mortar" classrooms to engage 21st century learners with technological support.

The parallels between students of English as a second or foreign language and those who are learning Spanish (or other world language) are evident.  High expectations and modeling from the teacher are critical, but valuable time must be given to oral discourse in the classroom.  Students may have no other examples outside of the classroom for language reinforcement, so the teacher is tasked with planning meaningful communicative tasks that allow students to practice vocabulary that is intertwined with supporting reading and writing literacy. Identifying students' level of oral proficiency also is important for instructional planning--differentiating tasks and groupings can impact motivation for using the target language for communicative tasks.

"If students aren't using the words, they aren't developing academic discourse. As a result, we often think we've done a remarkable job teaching students and then wonder why they aren't learning."  Additionally,  teachers must remember that "oral language is the foundation of literacy, and as such, it requires focused attention in planning [for] the ratio of teacher to student talk doesn't just happen [but] it occurs through both believing in the importance of student talk and planning with a clear purpose and expectations."

Stephen krashen: Language acquisition and comprehensible input [Video file]. Retrieved from

https://youtu.be/fnUc_W3xE1w

The video is an excerpt from Stephen Krashen's explanation of his language acquisition theory of comprehensible input.  He reduces the reliance on grammar instruction, drills, and computerized lessons for more meaningful exchanges in the target language.  He emphasizes the importance of stimulating the affective domain in order to eliminate barriers between the novice learner and target language acquisition and production.  He stresses that students will acquire the language if they are motivated, have positive self-esteem, and low anxiety in the the learning process.  He emphasizes that "talking is not practicing."  Input and interaction are critical foundations for the gradual emergence of authentic oral production in learners.

University Teaching and Learning Practice, 11(3).  Retrieved from  https://files.eric.ed.gov/fulltext/EJ1048879.pdf 

The study looks at common causes and effects of anxiety on Spanish learners, which threaten to stunt progression in oral speech production. Students are "aware of making mistakes and of being judged or evaluated by
those who consider themselves more knowledgeable," engendering anxiety.  Factors that reduced the stress included: the teacher's creating a positive learning environment, being open to conversational practice outside of class, use of smaller class sizes, and choices in oral presentations (p.7). Reciprocal respect for the teaching and learning process fostered students' efforts.