BRIEF CONTENTS VOLUME 1
1 En la universidad
2 Mis amigos y yo
3 El tiempo libre
4 En familia
5 Mi casa es su casa
APPENDIX 1 Stress and written accents in Spanish
Word formation in Spanish
APPENDIX 2 Verb Charts
APPENDIX 3 Spanish-English Vocabulary
APPENDIX 4 English-Spanish Vocabulary
· NEW-Each grammar section is now introduced with a language sample to provide context for the upcoming grammar explanations.
· NEW-Grammar section is now called Funciones y formas highlighting the consistent focus on grammatical function and the authors’ belief that grammar serves as a tool for meaningful communication.
· UPDATED-The instructor-favorite Situaciones boxes now consistently include 2 activities, many of which are brand-new for this edition.
· NEW-Brand-new video, Diarios de bicicleta, brings vocabulary and grammar to life through entertaining sitcom-like episodes providing visual context of the language for students.
· UPDATED-Streamlined Mosaicos section now has one strategy and activity sequence per skill allowing for more focused practice of the 4-skills.
· NEW design is clearer and more appealing, enhancing the pedagogy of the text.
· NEW-the Enfoque cultural section now includes a more substantial cultural reading related chapter theme and/or the target country to deepen cultural understanding.
· NEW- Paperback Splits: Volume 1 (Preliminary chapter plus chapters 1-5), Volume 2 (chapters 5-10) and Volume 3 (chapters 10-15) for maximum flexibility and value.
While building on the strengths of earlier editions, the 5th edition of Mosaicos incorporates many new and remarkable features. With its focus on learning strategies and communicative functions, it provides students and instructors with more tools than ever before to enhance and enrich the learning experience.
VOCABULARY IN CONTEXT
GRAMMAR AS FUNCTION AND MEANING
Grammar is presented as a means to effective communication in the aptly named Funciones y formas (Functions and Forms) grammar section.
Visuals and brief language samples are now used consistently to introduce new structures in meaningful contexts. New structures are bolded within the samples.
Short comprehension-based activities (called Piénselo, all new to this edition) draw students’ attention to the connection between meaning and linguistic form.
The bulleted explanations -- clear, concise, and easy to understand -- are designed to be studied at home, but are easily accessed as reference during communicative classroom practice.
A carefully designed sequence of communicative activities (many new or revised for this edition) follow the bulleted grammatical explanations.
All activities require students to process meaning as well as form so that they develop confidence in speaking and skill in using their linguistic knowledge to compile information, answer questions, and resolve problems.
A large number of open-ended Situaciones activities (many new or revised for this edition) prompt students to integrate relevant grammatical structures with contexts drawn from the chapter theme. There are 2 Situaciones per grammar topic.
The video segment for each chapter (the engaging, new Diarios de bicicleta) includes short excerpts that highlight the language functions introduced in the Funciones y formas section of the text.
Each chapter focuses on a specific country or region, and numerous references to that country or region appear in the chapter’s language samples, photos, maps, and realia. Related cultural content is interwoven throughout the activities and readings.
A newly designed two-page spread at the very beginning of each chapter highlights the country or region that is the focus of the chapter.
It includes a relevant work of art as well as maps and photos. A new warm-up activity (called A vista de pájaro, Bird's- Eye View) encourages students to process the visually presented information while accessing relevant prior knowledge.
The Enfoque cultural section of each chapter has new readings and activities. A final activity asks students to use the reading as a point of departure for expanding and sharing their knowledge.
Brief Cultura boxes found throughout each chapter explain cultural products, practices, and perspectives, making the cultural contexts of the vocabulary and grammatical activities meaningful and accessible to students.
A FOUR-SKILLS SYNTHESIS
Like its predecessors, the fifth edition devotes a prominent section of each chapter (the Mosaicos section) to the development and practice of communication skills. This section provides students witha unique opportunity to bring together the chapter’s thematic content and vocabulary with its linguistic structures, and cultural focus.
Specific strategies are now presented in each chapter for each of the four skills (listening, speaking, reading, and writing).
The strategies build on each other within and across chapters.
Activities are designed so that students systematically practice implementing the strategies presented.
Elizabeth E. Guzmán is the Director of the Elementary and Intermediate Spanish Language Program at the University of Iowa. Previously, she served as Language Coordinator at St. John’s University/College of St. Benedict, Director of the Spanish Program at Yale University, and Coordinator and Co-Director of the Elementary and Intermediate Language Program at The University of Michigan. In her native Chile, she supervised instructors of English as a Foreign Language. Ms. Guzmán received her B.A in English from Universidad de Santiago (Chile) and her M.A. in English as a Second Language from West Virginia University, and then pursued doctoral studies at the University of Pittsburgh. She is a co-author of Prentice-Hall’s Identidades and several earlier editions of Mosaicos.
Paloma Lapuerta holds the title ofProfessor of Spanish at Central Connecticut State University, where she teaches courses in Spanish language, culture, and literature. She has over twenty years of teaching experience at higher institutions around the world, including Spain, Switzerland, South Africa, and the United States, where she has taught at the University of Michigan, Dartmouth College, and the Middlebury College Spanish School. She completed her Licenciatura in Spanish Philology at the University of Salamanca, and she holds a Ph.D. in Spanish literature from the University of Geneva, Switzerland. She has published numerous articles and a book on Spanish culture and literature. She is a co-author of Identidades, La escritura paso a paso, and earlier editions of Mosaicos, all published by Prentice Hall.
Judith E. Liskin-Gasparro is a professor of Spanish at the University of Iowa, where she teaches courses in second language acquisition, pedagogy, and Spanish language. She is the co-director of FLARE (Foreign Language Acquisition Research and Education), which offers an interdisciplinary doctoral program in Second Language Acquisition, and she was formerly the Director of the Elementary and Intermediate Spanish Language Program. Previously, she taught at Middlebury College and worked as a test development consultant at Educational Testing Service. She received her A.B. in Spanish from Bryn Mawr College, her M.A. from Princeton University and her Ph.D. from the University of Texas at Austin in Foreign Language Education. She has published articles and books on language learning and teaching and has led many workshops for language teachers. She is a co-author of Identidades, published by Prentice Hall.