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School teachers are normally provided with a curriculum that forms the basis of the subject matter they will cover with their students in the classroom. Sometimes teachers can select these curricula. Often curricula are already in place within the school system or mandated by some higher authority. Time may erode the value of a curriculum due to new understandings in regard to subject matter or cognitive or pedagogical issues. Other factors may also reduce the effectiveness of a curriculum. School districts may be unable to replace a curriculum currently in use. Furthermore, it is not reasonable to expect a single curriculum to address all the issues involved in teaching any subject. Therefore, teachers need to be able to evaluate curricula and adapt them to meet their needs. This qualitative analysis features standards developed by the American Council on the Teaching of Foreign Languages (ACTFL). These standards are discussed and a qualitative analysis conducted to determine ways these standards may be identified using the elements included in the Spanish language curriculum. A curriculum evaluation instrument used by the State of Indiana is also used in this analysis.

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Eduardo M. Valerio, PhD is a full professor at Lock Haven University of Pennsylvania where he has served for the past 13 years. Dr. Valerio makes regular contributions in support of language education within professional associations and is involved in course development and assessment. He lives in Lock Haven with his wife and three children.

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