Eduardo J. Zayas-Bazan
Eduardo J. Zayas-Bazán
Susan Bacon, Emerita, University of Cincinnati
Holly J. Nibert, The Ohio State University
©2012 | Pearson
| Format | Paper | |
| ISBN-13: | 9780205740376 | |
| Online purchase price | $249.67 | |
| Net price | Instructors, sign in here to see net price | $187.25 (what’s this?) |
| Availability |
This title is out of print.
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For courses in introductory Spanish.
The January, 2015 release of this best-selling program includes a new, interactive eBook, a new cultural video, online vocabulary tutorials, dynamic study modules, and instant real-time classroom analytics made possible by Learning Catalytics.
There are many ways to be a highly successful instructor of Spanish. ¡Arriba! not only recognizes this fact but it informs an integral aspect of its approach: a rich, complete, and highly flexible communicative language program that provides latitude for individual instructors to teach the course in different ways within a wide variety of academic settings. Each instructor can "speak" in their own voice—their own unique style—and be certain that with ¡Arriba! students will have a successful and rewarding learning experience.
It is hard, if not impossible, to be reductive when talking about a program as rich and complete as ¡Arriba!, however, if we were to name a second aspect of ¡Arriba!, now in its Sixth Edition, that has contributed to making it an undisputed best seller, it would be the clarity and strength of its grammar presentations combined with activities that develop cultural insight and strong communication skills. The end result: a supremely solid approach that is easy to use and implement.
Flexible and easy-to-use in a wide variety of course settings.
Instructors and learners consistently praise ¡Arriba! for its flexibility and ease of use for both instructors and learners because of its consistent, easily navigable organizational structure. The authors present essential communicative functions and structures along with basic cultural information about the countries that make up the Hispanic world in fifteen thematically organized chapters. Content is divided into three distinct sections:Primera parte, Segunda parte, and Nuestro mundo.
Guided, meaningful activities facilitate use and retention of new vocabulary.
Primera parte and Segunda parte begin with ¡Así lo decimos!, which presents vocabulary in practical, functional groups to facilitate retention. ¡Así es la vida! provides lively conversations that set the stage for the communicative functions and culture to be presented formally later in the chapter. A wide variety of practice activities, ranging from more guided to more open-ended activities, as well as audio recordings, online visual tutorials, and flashcards are available in the text and in MySpanishLab.
Communication is bolstered by providing a solid grounding in grammar.
If you had to learn Spanish all on your own,¡Arriba! would be the program to do it with—it is that clear. The grammar explanations are clear and concise with short, bulleted points followed immediately by examples enlivened with illustrations. A wide variety of practice activities is provided for each grammatical topic and are carefully sequenced, moving from form-focused to meaning-focused to more open-ended communicative activities.
A focus on communicative objectives and self-assessment ensures learners don’t lose their way.
Learners always know what their communicative objectives are and can check to see how they are doing before they potentially fall behind—so important for the cumulative nature of language learning. ¿Cuanto saben? boxes at the end of each part serve to remind learners of the communicative objectives laid out in the Chapter Opener as well as assist them in determining how well they have mastered the material. The Situación sections in these boxes can also be used by instructors to assess Learning Outcomes and determine whether learners can perform the communicative objectives. ¿Cuanto saben? boxes help in identifying outcomes that coincide with ACTFL standards.
Perfiles: An emphasis on authentic culture, personalized experiences, and cross cultural comparisons.
Just one of the many cultural aspects of the¡Arriba! program (including authentic literature),Perfiles is a two-page cultural spread divided into two sections: Mi experiencia and Mi música.
Written in the first person, Mi experiencia is a personal account—in the form of postings on blogs, message boards, and so on—of a young person's experience in the culture and country in focus, always in a context that is relevant to students. Para ti questions invite students to reflect on their experiences within their own culture, while the En tu opinión activities encourage them to discuss topics further in small groups.
Mi músicaselections reflect the preferences of the person featured in Mi experiencia and provide students with a current sampling of music from across the Spanish-speaking world.
Culture is integrated throughout every chapter in ¡Arriba! For example, the profile of Alejandro Sanz in the Mi música section referenced above is expanded upon in the grammar section for the imperfect subjunctive (p. 426). Students read a real interview with Sanz and identify his use of the imperfect subjunctive. Never has the imperfect subjunctive taken on such a new and appealing aspect!
For Fall, 2015, and based on the overwhelmingly positive feedback we’ve received from students and instructors using ¡Arriba!, we’ll be releasing a remarkable suite of digital resources that will enrich the program and excite current users..
The 2015 release is ten ways better!
1. A new synchronized voice-recording tool is now available in MySpanishLab and the platform is now java-free!
2. The new interactive eBook will include activities or self-checks to assess if a student has learned the vocabulary and grammar presented before they move on to more communicative practice. Recycling activities will also be added to the eText to guide students as they build upon previously learned materials.
3. A new cultural video program shot on location throughout the Spanish speaking world will introduce students to the 21 Spanish-speaking countries.
4. The Amplifire Online Dynamic Study Modules, which have been so popular with students using Mosaicos and Unidos will be added to the MySpanish Lab course for ¡Arriba! They are designed to improve learning and long-term retention of vocabulary and grammar via an application based on the latest research in neuroscience and cognitive psychology on how we learn best. Students master critical course concepts within Amplifire resulting in the classroom become livelier and centered on communication.
5. Learning catalytics, a “bring your own device” learner engagement, assessment, and classroom intelligence system first developed at Harvard, will be available with content specific to ¡Arriba!. It is a platform that allows instructors to create a variety of activities that promote interaction and communication, deliver them ot learners via mobile devices and receive feedback in real time! Many language instructors have been successfully implementing pair and group work for years, but they've had difficulties maintaining a focus on the task, monitoring progress, and measuring outcomes of such work. Learning Catalytics makes it easy for instructors to divide classes according to several criteria into pairs or groups based on learners' response patterns or the instructor’slearning goals. Learners with greater proficiency help motivate other learners while allowing instructors time to provide individualized and focused attention to learners who will benefit from it. Learning Catalytics goes way beyond other typical student response systems, (clickers) enabling language instructors to create more dynamic and more engaging language learning experiences that result in greater success.
Other things current users and members of our Advisory Board members are excited about:
6. A mobile app will be available to practice vocabulary and grammar on the go!
7. Vocabulary presentations will include visuals allowing visual learners to learn vocabulary in context.
8. Vocabulary tutorials will be updated in MySpanishLab.
9. MediaShare, Pearson’s one-stop media share tool available in MySpanishLab, will include activities specific to ¡Arriba!. MediaShare is a comprehensive file-upload tool that allows language learners to create and to post video assignments, role plays, group projects, and more in a variety of formats including video, Word, PowerPoint, and Excel. Structured much like a social networking site, MediaShare helps promote a sense of community among learners. Instructors can create and post assignments – or copy and use pre-loaded assignments for ¡Arriba! – and then evaluate and comment on learners' submissions online. Integrated video capture functionality allows language learners to record video directly from a webcam to their assignments, and enables instructors to record videos via webcam and tag them to a specific learner and/or assignment
10. The electronic Student Activities Manual in MySpanishLab will be enhanced to include interactive activity types that further engage students in the learning process.
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Eduardo Zayas-Bazán
is a native of Camaguey, Cuba. He holds an M.S. in foreign languages from Kansas State Teachers College, Emporia, KS, and a Doctor en Derecho degree from Universidad Nacional José Martí, Havana, Cuba. He is a Professor Emeritus in Foreign Languages from East Tennessee State University, where he was chair of the Foreign Language Department from 1973 to 1993. Over the course of his distinguished career, Zayas-Bazán has received numerous awards in recognition of his professional achievements and has held noteworthy positions within many organizations dedicated to teaching Spanish. In addition to writing numerous articles in regional and national journals, he is the co-author, co-editor, and translator of seventeen books, including ¡Arriba! Comunicación y cultura and Conexiones , published by Pearson Prentice Hall.
Susan M. Bacon
(Ph. D. Ohio State University) is Professor Emerita of Spanish at the University of Cincinnati and former Director of UC International Programs where she promoted and supervised all education abroad for the University. In the Department of Romance Languages she served at various times as Director of the Basic Spanish Program, Undergraduate Director, Graduate Director, and Assistant Department Head. In addition to her administrative duties, she taught Spanish language and culture, teaching methodology, and second-language acquisition. Her research interests include child and adult second-language acquisition, and the processing of authentic input. She is recipient of the prestigious Paul Pimsleur Award for Research in Education. She was Project Director for a four-year grant from the National Endowment for the Humanities in Mexico, and a Fulbright-Robles Scholar in Mexico. She is primary researcher for a considerable number of empirical studies, and has co-authored several elementary and intermediate-level Spanish texts including ¡Arriba! Comunicación y cultura , Conexiones , and Leyendas del mundo hispano , all published by Pearson-Prentice Hall.
Holly J. Nibert earned her Ph.D. in Spanish Linguistics from the University of Illinois at Urbana-Champaign in 2000. She studied abroad at the Universidad de Barcelona and the Universidad Complutense de Madrid. She has twenty-two years of experience teaching Spanish language and linguistics at various institutions, including UIUC, Penn State University at University Park, Western Michigan University, and the Universidad Autónoma de Querétaro (Mexico). Presently, she is Associate Professor of Spanish Linguistics and Director of the First-Year Spanish Language Program and TA Training at WMU. She also has taught English as a Second Language to adolescents and adults in both Spain and the U.S. Nibert has published various articles on Spanish phonology and phonetics (on intonation in particular) and the use of technology in teaching Spanish.
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