This article reviews what we know about integrating film into our foreign language classes and addresses the aspects of film and the media literacy issues that impact deeper understanding of the target language and culture. In addition, I illustrate the interplay of these factors in planning instruction that integrates film in the third and fourth year of university study. Finally, I describe a classroom application: the delivery of the feature film Yerma (Távora, 1998) via a course management system for an advanced Spanish conversation and composition class and the strategies and techniques employed to promote translingual and transcultural competence.

This qualitative study focused on the learning experiences of four third‐year Spanish students enrolled in a college‐level Spanish composition and conversation course. The study provided insights into the impact of expanding out‐of‐class opportunities to engage in communicative tasks through the use of streamed feature films, online chats, and video journal assignments on the development of higher levels of oral proficiency. Data sources included transcripts of in‐class and out‐of‐class speaking assignments, downloaded chat threads, SOPI results, ethnographic interviews, and a post‐course survey. The data revealed that learners utilize online resources to support different learning agendas. These agendas, in turn, influence the types of second language (L2) learning strategies students employ while processing richer input like feature film. Implications from this study suggest that design issues of control and manipulation in electronic course supplements are crucial to facilitate the intake necessary for developing higher levels of oral proficiency.

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In response to advances in second language acquisition (SLA) research and the establishment of national standards for foreign language study, considerable experimentation has taken place in the design of third‐year courses during the past five years. However, several practical issues warrant further study and discussion. These include (1) developing courses that facilitate progress toward ACTFL advanced proficiency and (2) redesigning programs to meet the diverse career needs of students. In this article, the author addresses the first issue by discussing a third‐year composition and conversation course designed to increase students' communicative skills and the second issue by suggesting links to other subject matter. Areas for future research on the design of the language course sequence are suggested.

This qualitative study focused on the learning experiences of two intermediate‐level students enrolled in a third‐year, college‐level Spanish composition and conversation course. Writing samples, postcourse surveys, and student interviews provided insights into the impact of learning strategies and authentic texts on the development of second language writing skills. Implications for instructional practice are discussed.