This flexible, activity-based language text builds upon the knowledge and skills that home speakers of Spanish bring to the classroom. It presents and practices language in an interesting and lively manner, using a thematic approach that highlights Hispanic cultures within and beyond the United States. Entre Mundo is unique in its attention to the development of listening of listening, speaking, reading and writing.
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Deana Alonso-Lyrintsis was born and raised in Mexico City. After graduating from high school and studying for a year at the Universidad Autónoma de México (UNAM), her family moved to the United States. She earned a Bachelor of Arts Degree in Mathematics and a Master’s Degree in Spanish from San Diego State University. She also holds a Master’s Degree in Teaching English to Speakers of Other Languages from California State University, Los Angeles. She served for four years as consultant and teacher leader at the Los Angeles area site of the California Foreign Language Project. In addition, Deana co-authored several texts for teaching Spanish to non natives. Deana taught for five years at Citrus College. She is currently Professor of Spanish as Southwestern College. She has traveled extensively throughout Europe and Latin America.
Brandon Zaslow was born and educated in the United States. He holds graduate degrees in Spanish and Education from the University of California, Los Angeles where he was a University Distinguished Scholar and from California State University, Los Angeles. From 1990 to 1995, he held a teaching position in UCLA’s Graduate School of Education where he taught Methods of Foreign Language Instruction and Primary and English Language Development. Since 1995, he serves as Director of the Los Angeles Area Site of the California Foreign Language Project, which is funded by the legislature through the Office of the President of the University of California to improve K-16 foreign, second and heritage language programs. In addition to serving on a team that authored a program for Spanish for non native speakers, Brandon worked to develop California’s Classroom Oral Competency Interview (COCI), Classroom Writing Competency Assessment (CWCA), and Classroom Receptive Competency Matrix (CRCM) and was a contributor and consultant to the current Foreign Language Framework for California Public Schools. Recently, Brandon was honored by his colleagues being named California’s Language Teacher of the Year.Excerpt. © Reprinted by permission. All rights reserved.:
The second edition of Entre mundos retains its innovative four-skills approach in order to meet the 21st century needs of heritage speakers of Spanish. Unlike many texts for heritage speakers that limit instruction to the remediation of errors through practice with spelling and grammar, Entre mundos, Second Edition builds on the knowledge, skills, and experiences that students bring to the Spanish classroom. The program provides language-use experiences that expand the content areas in which students are able to function and prepares them to use language for real-world and academic purposes in culturally appropriate ways. Systematic support is provided to increase student control of formal language necessary to function in the broadest range of situations.
Entre mundos, Second Edition presents language in an interesting and lively manner using a thematic approach that highlights Hispanic cultures within and beyond the United States. Authentic materials expose students to a variety of content areas and situations that prepare them to use Spanish in the world beyond the classroom. Topics are chosen in order to foster a strong sense of identity and a high level of self-esteem as students develop the broadest possible world view and begin to see themselves in professional roles in an increasingly interdependent technological world.
NEW to Entre mundos, Second Edition
Highlights of the Program
The text is unique in its attention to the development of the four language skills: listening, reading, speaking and writing while exposing students to interesting topics carefully selected to engage them with contemporary issues of the world in which they live.
Listening. Entre mundos exposes heritage speakers of Spanish to listening-only selections, and supports them with pre-listening and post-listening activities. The selections offer a wide range of genres: from poetry and short stories to newspaper articles and editorials. This highly motivating approach provides students with ample input to stimulate their expression in speaking and writing.
Reading. Thought-provoking readings engage students with issues of universal interest, stimulate intellectual discussions and promote personal reflection. Treatment of current topics raise student awareness and challenge them to analyze their environment, explore possibilities and reflect on choices and consequences.
Speaking. When speaking on formal topics, students' speech does not usually hold together in oral paragraphs, but rather, ideas are expressed through strings of sentences. Entre mundos provides learners with support to link their ideas into oral paragraphs when carrying out tasks tied to the content of listening and reading selections and in similar open ended contexts. The practice of grammar derived from the selections supports student monitoring of their speech and results in higher accuracy in oral production.
Writing. Entre mundos exposes students to a great number of real-world tasks, which encourages them to imagine themselves in professional roles by providing realistic, stimulating contexts for using their writing skills.
Focus on Form. Grammar is consistently integrated with the content of the readings. Prior to integrating this knowledge in speech and writing, learners are provided with meaningful and personalized activities, which motivate them to improve the quality of the language they produce.
Entre mundos is based on an instructional framework derived from the American Council on the Teaching of Foreign Languages (ACTFL) Guidelines. These guidelines have helped to redefine the goals of the language teaching profession. They underscore the need to subordinate the mastery of formal features of language in order to emphasize the development of communicative ability. In a proficiency-based program, students are expected to use language to perform culturally authentic tasks in realworld settings. The following components of proficiency respond to the professional awareness that the development of accuracy is only one of a number of instructional elements:
Implications of this shift from emphasis on form to developing communicative skills entail, among other things, a change in the objectives and the sequence for presenting materials. Other changes include an enhanced awareness of varying performance profiles across the skill areas, the role of linguistic accuracy in developing the ability to communicate, an integrated approach to the development of language, cultural and higher level thinking skills, and a greater variety of activities.
The second edition is unique in its approach to developing each of the four language skills (listening, speaking, reading, writing). The program enables students to function in an ever expanding range of situations and enhances the overall quality of receptive (listening and reading) and productive (speaking and writing) performance. To this end, the program presents short articles, literary selections and other authentic texts all intended for native speakers of Spanish in the United States and other countries. Selections from the readings that have proved highly motivating are contained on an accompanying CD, which serves to bridge the heritage speaker's oral experience with the written text and introduce the major regional varieties of Spanish.
The majority of students in programs for heritage speakers of Spanish fall into three categories:
Heritage speakers in the first two groups are able to function in most informal and some formal settings. When listening, students can understand the main ideas and most supporting details on informal topics. Often, they have difficulty comprehending in formal situations. Their reading ability is substantially below their performance in listening since written language is processed with more stumbling and hesitation. When speaking on informal topics, these learners can ask and answer questions as well as narrate, describe and explain. Their speech, however, does not hold together in oral paragraphs, but rather, ideas are coordinated through strings of sentences. Student writing proficiency mirrors their speech although limited control of the spelling system makes early messages less intelligible.
The third group of learners can function in informal and many formal settings. When listening and reading about formal academic topics, they can understand the main ideas and most supporting details. They are not able to understand oral or written essays on abstract or technical topics. When speaking on formal topics, learners in the third group are able to produce series of oral paragraphs with some detail although they have some difficulty supporting opinions. Their written language is comprehensible since their production demonstrates increasing control of less common structures and more precise vocabulary. Communication is principally through strings of written paragraphs.
Learners are provided language-use activities that enable them to:
Entre mundos, Second Edition is divided into eighteen chapters.
Chapters 1-3: —Theme–help students explore the nature and potential of being between worlds. Chapters 4-6: —Theme–move students beyond themselves and highlight the interpersonal world of family in which they function with facility. Chapters 7-9: —Theme–link community, school and the professions bridging the informal settings of the home/neighborhood with the formal world of education, careers and the job market. Chapters 10-13: —Theme–place students well within the external world where they explore the realities of Hispanics in the United States. Chapters 14-18: —Theme–use short contemporary literary works to present abstract concepts that highlight current issues of universal interest.
Chapter Organization and Instructional Sequence
Entre mundos uses the Standards for Foreign Language Learning in the 21st Century to create activities that develop competence in each of the areas captured in the SC's. Students are provided opportunities to:
Instructors begin each chapter by identifying the tasks student will be able to perform upon its completion. They establish three sets of objectives: for knowledge, for communication, and for control of vocabulary and structure.
Exploraciones (Exploratory Activities) are designed to spark learner interest in the themes developed, to tap into student knowledge of the topics presented, and to familiarize them with the concepts necessary for the comprehension and production of messages. Exploraciones consist of a variety of interactive formats in which the students and the instructor generate the information necessary to participate in subsequent activities. Representative structures include: personalized questions, completions, quick-writes, clusters, surveys, interviews, and vocabulary expansion/academic resource activities.
Listening only selections, a new feature of Entre mundos is designed to develop student ability to understand the main ideas and supporting details in a variety of formal texts, to further student comprehension of the content of the chapter and to stimulate discussion of the topics.
Lecturas Entre mundos exposes students to a wide variety of readings that include personal reflexions, newspaper articles, essays, poems, short stories and dramas. Readings serve to develop receptive proficiency (the ability to understand the content of the lesson). Input is made comprehensible in early readings through the selection of content that reflects the world of the learner. Initially, students are assisted in identifying the main ideas and supporting details in informal/personal texts. Over time, formal texts treating more abstract concepts are introduced. With all texts, learners are guided through the reading process by means of personalized, analytic and synthetic questions that model the higher level thinking skills necessary for independent academic purposes. Closure activities require students to reflect on and apply in personal ways the lessons learned from the readings' themes.
En su diario, a new feature of Entre mundos, is a reflective writing strand developed to enhance student processing of texts by supporting student discovery of meaning through writing.
Analizar y descubrir (Analyze and Discover) focuses on the development of accuracy necessary for high quality comprehension and production of messages. An inductive process is used to generate the rules that govern Spanish language behavior. Learner knowledge of Spanish is validated when students are asked to produce examples using their intuitions and innate linguistic competence. Knowledge that learners do not yet possess (exceptions to rules, standard variations and grammatical terms) is taught interactively using a programmed approach. In addition, student attention is focused on lexical and syntactic interference from English. Meaningful and personalized guided practice activities provide students the support they need to monitor their production and thus lead to higher quality messages when students ultimately integrate, apply and extend their language when carrying out real-world tasks.
El poder de las palabras, a new feature of Entre mundos, is devoted to difficult translations and language usage problems common to bilingual speakers. It clarifies areas of difficulty/confusion that result from learner use of Spanish and English by focusing on lexical or structural transfer between the two languages. <...
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Descripción Prentice Hall, 1995. Paperback. Estado de conservación: New. Never used!. Nº de ref. de la librería P110131483471
Descripción Prentice Hall, 1995. Paperback. Estado de conservación: New. book. Nº de ref. de la librería M0131483471