This week, we finalized the project and reviewed the information in the presentation slides . We added the tag line for the project: “an interactive dictionary of common lunfardo terms in contemporary use in Argentina”.

Aaron added the last pictures to the commentaries and started to refine minor details across the site to ensure consistency in how each page is presented.

I reached out to two professors and received valuable feedback. They suggested moving key sections, such as definition, methodology and objectives, closer to the top of the page, directly under the title, to improve visibility. They also recommended incorporating English translations for difficult parts of the narratives to enhance clarity. We can possibly do this via tooltips as we did with the word “afanar”. I found these suggestions very useful and positive. But most importantly, I felt encouraged by the level of interest the site has generated. One of my colleagues mentioned she can use if in her class of Conversation where they study the variety of the language and registers.

In the coming days, we will begin revising the site to improve the final product. But for now, we are ready for the presentation!

This week, we made significant progress on our project. I revised the start page to clarify for the user not only what “lunfardo” is, but also what they can expect when clicking on the available terms and how to navigate the site. I made the language of this section simpler, adapted for students of intermediate level. I explained that they could choose any term based on their personal interest since there is no specific order to follow. By doing so, they would be able to listen to tango songs that show the historical use of each term, along with more recent examples to see its evolution. And then I invited them to start the journey and try the activities.

Aaron added a link to our personal blogs with the idea of offering users more insight into the project’s development and the thought process behind our choices. This would allow users to understand more the ideas behind the decoration and the logo (what “filete porteño” is and the suggestions implied in the “Milonga” font).

I am currently adding more terms. Also, for all terms, I am adding a line that explains the most common use of each term in Argentina and an example of a common phrase that can be heard there. This should help users see the term in context. We also discussed the idea of incorporating audio, so that users can hear a native speaker pronounce the phrases in Spanish. This would enhance the learning experience and provide a more authentic touch.

Aaron is currently working on the slides for the presentation, and I will continue adding more terms to complete the list by the end of next week. Our goal is to have everything ready for the final stages of the project.

The first phase of our work plan ended yesterday, March 26. During the first phase, the team met on Wednesdays in one-hour long Zoom meetings, as agreed. The group finalized the system selection and completed the compilation of terms, as planned. Aaron procured the domain and hosting, which later had to be moved to a cheaper plan, and he installed and configured the system, which leverages DokuWiki to provide robust and low compute content management. Aaron prepared a preliminary interface design, as planned.  He also managed to include some beautiful decorations in the style of “filete porteño” and also he included the colors of Argentinian flag and a beautiful font very appropriate for the site called Milonga. 

Natalia started to write the narrative of the first term “afanar”. We were supposed to have the narratives for all terms at this point (we  are behind in this respect). At the weekly Zoom meetings, the team discussed the progress on the interface and the narrative of the first term. The group also discussed how to add interactivity via DokuWiki plugins  for the quiz section. They also added explanations of some of the lunfardo terms included in the narrative section. This is very useful since it helps clarify the meaning of some difficult words that may appear. The group also started conducting initial outreach and contacted people that could spread the project among Spanish instructors and students. 

I think that the group met the expectations for this first phase. Even if the team should have by now all narratives already written, the compilation of examples and links has been finished, and I am sure that the group can complete both the narration of the commentaries and the entry of all the elements in the pages during the second phase (from today to April 16). This is the plan for the Spring break. In addition, Natalia will be designing the interactive activities for the remaining terms, while Aaron will be spending time drawing our logo, refining the design of the pages, and trying different forms of interactivity.  Overall, everything looks good; our goals have been fulfilled, even if the coming weeks will be fundamental to get closer to the completion of our project.

The interactive dictionary of lunfardo is designed to reach college students studying Spanish at the intermediate (B2) level, students preparing to study abroad in Buenos Aires, international students in Buenos Aires, and instructors teaching Intermediate Spanish as well as courses on conversation and composition. By focusing on fifteen commonly used lunfardo terms, the project introduces learners to everyday language used in Argentina, helping them better understand local culture and communication practices.

The primary audience consists of undergraduate Spanish learners who may travel to Buenos Aires through study-abroad programs. For these students, the dictionary provides an accessible introduction to colloquial vocabulary that is not included in traditional textbooks. The resource will also serve instructors teaching intermediate Spanish courses at college level by offering a digital tool that can be incorporated into classroom activities focused on cultural competence, and linguistic variation in Spanish. The team has already contacted professors at local universities who may implement the tool in their classes and in Departmental websites.

In addition, the project is intended for international students currently studying in Buenos Aires who may encounter lunfardo expressions in daily interactions with other students, host families, and local communities. By providing contextualized examples and interactive activities, the dictionary supports students’ linguistic adaptation to the city and its local language uses. The team will contact the offices of international studies at universities in Buenos Aires that offer Spanish classes to the international students that arrive to study there. The team will also contact Spanish Schools in Buenos Aires, which offer Spanish classes to tourists and students visiting and living in Buenos Aires.

The project will be hosted on a publicly available website created with the DokuWiki platform. In this way, the project will easily be shared via email through academic and education communities. Outreach efforts will also include presentations at conferences, such as the one organized by the Association for Computers and the Humanities (ACH 2026), to which the team has already submitted an abstract. Conferences and workshops organized by the Modern Language Association and the American Association of Teachers of Spanish and Portuguese will also be an option. Finally, the project will be distributed through teaching communities in social media. These strategies aim to encourage the adoption of the resource in intermediate Spanish courses and to support students preparing for study abroad experiences in Buenos Aires.

This project will proceed in three phases. Participants will meet every Wednesday through Zoom meetings. Phase 1 will last three weeks (March 5-26). In this phase, the members of the team will finalize the system selection and installation. They will complete the collection of terms and develop the narratives corresponding to each term. In phase 2 (April 2-16), the members will create term pages and prepare brief biographical profiles. Finally, in phase 3 (April 23-May 7), the participants will start a preliminary outreach, revise and customize the site, and conduct  a full project rehearsal. On May 14, the team will present the project at the GD Digital showcase.

Phase 1 (March 5-26)

During the first phase, the team will meet on Wednesdays in one-hour long Zoom meetings. By March 5, the group will finalize the system selection and complete the compilation of terms. By March 12, Aaron will procure system hosting and prepare a preliminary interface design, while Natalia will write the narratives of seven terms.  By March 19, Natalia will conclude the term narratives, while Aaron will install and configure the system. At the weekly Zoom meetings, the team will discuss the progress on the interface and the narratives. Aaron will provide feedback on the narratives; Natalia will provide feedback on the interface. By March 26, Aaron will review the system configuration, while Natalia will revise and edit the term narratives. They will both start conducting initial outreach.

Phase 2 (April 2-16)

During this phase, the team will enter term pages and write their biographical narratives. They will continue holding weekly Zoom meetings during which participants will review details and offer feedback on project progress. By April 2, 5 term pages will be completed and entered into the system. By April 9, the group will enter five additional terms. Finally, by April 16, the team will complete the entry of all terms as well as the biographical narratives. 

Phase 3 (April 23-May 7)

During the last phase, the group will continue meeting via Zoom. The participants will focus on outreach activities. The week of April 23, the team will continue with outreach of the provisional site. Aaron will revise the system, while Natalia will revise the narratives. By April 30, the team will start outreach of the final site, while Aaron will focus on customization, with particular attention to the site’s visual design and user interface. Finally, by May 7 the group will conduct a full project rehearsal. On May 14, the project will be presented at the GC Digital Showcase.