Mosaicos, Volume 1 (5e)

The 5^th edition of Mosaicos: Spanish as a World Language provides a fresh, 21st-century perspective on language teaching and learning in the context of a dynamic introduction to the Hispanic world and its people. Rich contextualization of vocabulary combined with contextualized, functional grammatical instruction gives students an authentic, communicative introduction to the Spanish language.  Deeply integrated culture and detailed listening, speaking, reading and writing practice bring all the pieces together for today’s students.  Volume 1 is a paperback split of the Preliminary Chapter through Chapter 5. 

BRIEF CONTENTS VOLUME 1

 

   P  Bienvenidos

  1   En la universidad 

  2   Mis amigos y yo 

  3   El tiempo libre 

  4   En familia 

  5   Mi casa es su casa 

      

    Expansión gramatical

      

       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 
 

       INDEX

 

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

• The Mosaicos program features a culturally and communicatively rich format for presenting and practicing new vocabulary.
  • Through the two-page spread at the beginning of each chapter and in the A primera vista section that follows, students encounter new words in appropriate linguistic and cultural contexts.
  • In the A primera vista section, new vocabulary is presented in contexts that reflect the chapter theme in various ways.
  • Language samples, photos, line drawings, and realia are used instead of word lists and translations to present new material.
  • Active vocabulary is bolded within the language sample. 

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.

INTEGRATED CULTURE

• 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

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.