This title is out of print.
María J. de la Fuente, George Washington University
Ernesto J. Martín
The April, 2015 release of this best-selling task-based program includes synchronous voice and video recording capability for students working in pairs or groups of up to six students, a new, interactive eBook, dynamic study modules, and instant real-time classroom analytics made possible by Learning Catalytics.
¿We all learn better by doing.
Imagine trying to learn to play golf, swim, cook, computer skills–almost anything–through explanation “about” rather than immersion in the actual experience. When we learn any new skill, we need lots of structured input at the beginning as we begin to try out our fledging abilities. As we become better at it, we produce more (output) and benefit from continued input (but less of it) as we refine our ability to do the task¿at hand. With Gente, students achieve a high level of oral proficiency as they¿learn by doing¿through a task-based approach. With¿Gente, students can point to and identify concrete things they can now¿do¿and¿talk¿about–in Spanish!
Students collaborate and communicate in Spanish from the very first day.
With task-based language learning, students become active users of the language who participate in the learning process. Students who have experience with task-based learning report that they gain confidence in speaking and interacting soon after beginning a task-based course; they can cope with natural spontaneous speech quite easily and tackle tough reading texts in an appropriate way. Most importantly, they become independent learners. Independent learners never stop learning!
Easy to implement at large programs with inexperienced graduate teaching assistants and adjuncts.
Auburn University. University of Washington. University of Minnesota. University of Maryland. Fordham University. Western Kentucky University. High Point University. Southern Connecticut State University. University of Massachusetts. Washington State University. These are just some of the large programs across the United States who are implementing Gente successfully. Pearson’s Faculty Development Network and intensive face-to-face or online workshops on implementing the task-based approach effectively are available to adopting institutions, as requested.
Consistent learning sequence supports language development.
The instructional sequence of each chapter progresses from a focus on input to a focus on output (contextualized-input, to guided output, to free output, to the global/integrative task). All chapter activities are designed to give students the language that they need to successfully complete the task. This learner-centered program has a single, overarching goal: to provide resources for use in a dynamic, communicatively oriented classroom.
Tasks offer global practice of all skills.
Tasks are collaborative projects that integrate speaking, listening, reading and writing. To complete them students use the four skills cohesively, as they would when communicating in real life. To plan a trip, they write down potential destinations, read about vacation spots, talk with their classmates about the different places to decide the best location for the trip, vote for the best spot for their group and present their choice to the rest of the class.Negotiating meaning, listening to others, expressing opinions… all part of communicating in daily life!
Approach to grammar involves more than the study of grammar forms.
Every activity encourages learners to establish connections between forms and meanings, as well as the use of those forms in context. This gives learners a true understanding of the Spanish language and fosters awareness and discovery, by promoting attention to and noticing of grammar and other sociolinguistic aspects of the language.
Intrinsic role of culture develops a critical understanding of the cultures of Spanish-speaking countries.
Each chapter is content based and culturally oriented because it revolves around a specific Spanish-speaking country. The Nuestra gente section, found in each chapter, encourages learners to make comparisons within the Hispanic world in order to develop an increased cross-cultural awareness.
For Fall, 2015, and based on the overwhelmingly positive feedback we’ve received from students and instructors using Gente, we’ll be releasing a remarkable suite of digital resources that will enrich the program and excite current users..
The 2015 release is seven ways better!
1. A new recordable, synchronous voice-recording tool is now available in MySpanishLab and the platform is now java-free!
2. The new interactive eBook will include an additional video activity based on a new cultural video, activities or self-checks to assess if a student has learned the vocabulary presented before they move on to more communicative practice.
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 Gente 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 Gente. 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.
6. MediaShare, Pearson’s one-stop media share tool available in MySpanishLab, will include activities specific to Gente. 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 Gente — 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
7.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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María J. de la Fuente graduated from Georgetown University in 1998 with a PhD in Spanish and Second Language Acquisition. She is currently an Associate Professor of Spanish at George Washington University, and has taught at Georgetown University, Duke University, and Vanderbilt University. Her research interests include the role of interaction in second/foreign language (L2) vocabulary acquisition, and the role of emerging technologies in language learning. The results of her research in these areas have appeared in refereed journals such as Studies in Second Language Acquisition , Computer Assisted Language Learning (CALL), and Language Teaching Research . Her current research focuses on the construct of task-based language learning. Prof. de la Fuente was the recipient of a 2008 Bender Teaching Award.
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