In terms of foundational considerations, SPSP-CDA should be clearly defined, even if provisionally, and the need for it, justified. Building on Doyle's original coinage of the term (2017), SPSP-CDA is an ongoing process-and-results oriented curriculum and leadership development activism in humanities-based Spanish language and cultural pedagogy on behalf of the legitimate and evolving needs of society and of the real-world professional, employment, career, and other specific needs of the learner (see Bok and Gilley on the needs of society). It responds to the continuously evolving needs of those who make the investment to learn Spanish in order to be able to use it effectively on the job, in the work they do, and in their professions and careers, or for other specific purposes (consider, for example, Nuessel's educational materials in Spanish for restaurant owners and managers, for office and factory workers, or for pharmacists and pharmacist assistants, and Zeller and Velázquez-Castillo's "Spanish for Animal Health and Care"). It is characterized by a constructivist methodology and contextual pedagogy and andragogy, which issue from and reinforce learner motivation (Doyle 2018). As implied by the word activism, needs-based SPSP-CDA requires attentive, responsive, and vigorous engagement with the curricular goal, and its attendant educational policy implications, of developing, maintaining, and improving courses and programs in Spanish for the Professions and Specific Purposes. CDA is essential for responsiveness to the legitimate needs of society and the learner via LPSP. Since "[a] most compelling curricular narrative is one that evolves with the times and remains needs-based," SPSP-CDA functions to continually rebalance the curricular portfolio in order "to ensure its relevance and therefore its centrality" (Doyle 2017: 99). It exemplifies Nuessel's exhortation that "[a] curriculum should be dynamic and not static" (2018: 513).