[Book Cover]

Leyendas del mundo hispano, 1/e

Susan M. Bacon, University of Cincinnati
Nancy Humbach, Miami University
Aitor Bikandi-Mejias, Colby College
Gregg Courtad, Mt. Union College

Coming December, 1999 by Prentice Hall Humanities/Social Science

Copyright 2000, 190 pp.
Paper
ISBN 0-13-010010-2


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Summary

A reader for intermediate-level Spanish courses or a text for courses in Composition and Conversation, and Civilization. Perhaps no other story is as compelling, as universal, or conveys so much about a culture as a legend. Recognizing this, Leyendas del mundo hispano offers 10 Hispanic legends from Mexico, Columbia, El Salvador, Spain, Puerto Rico, Argentina, Paraguay, and the United States. These stories illustrate the blending of cultures (Spanish, Indigenous, Mestizo), the creation of new legends, as well as the evolution of legends. The five National Standards of communication, cultures, connections, comparisons, and communities inform the philosophy and rich pedagogy of the text.

Features


The National Standards in Foreign Language Education Project (1996)—Integrates the five standards throughout.

  • Helps students develop in the areas of communication, cultures, connections, comparisons, and communities.
Interesting, accessible readings—With universal themes that connect to students' own reality—e.g., questions of money, power, honor, and revenge; fidelity and courage; star-crossed lovers; good and evil; friendship and good will; the futility of the search for imagined treasure. The legends represent a mix of the blending of cultures (Spanish, Indigenous, Mestizo), the creation of new legends, and the retention of old traditions (e.g., the legend of the La Llorona is known throughout the Spanish-speaking world, and the versions have a different message depending on the era and region in which they were popular).
  • Students will be highly motivated to read the legends, and will likely be eager and prepared for class. They will examine their own culture to see how it compares to the Hispanic cultures and will begin to see the connections. Taped, “told” versions of the legends—Because legend is originally an oral tradition, the text captures the original essence and dynamics of each legend by supplying on CD a “told” version of the legend (not a verbatim version).
  • Enables students to hear the musicality and drama of the stories.
Vocabulary building—At least one activity in every chapter. Activities help students enrich their vocabulary and practice important functions of language, such as reporting, convincing, apologizing, etc. Low-frequency vocabulary is glossed when it is not transparent from the context of the legend and not included in the pre-reading activities.
  • Students will begin to see the relationships among word families, recognize, and use vocabulary in context. They will be more confident as readers; more expressive as speakers and writers.
Pre-reading activities—In every chapter. Supplies advance organizers and questions to help guide students through the reading.
  • Instructors do not have to walk students through each reading. Students will learn to be independent readers. Content-area connections (El contexto cultural)—In every chapter. Helps students situate the legend within its historical and cultural context and encourages them to recall their studies in other courses and to make connections to previous knowledge.
  • Gives students ideas about associated issues and themes, and hints on where to find additional information. Helps them make connections between different fields of study, such as geography, psychology, sociology, art, etc.
Post-reading critical thinking and writing and activities—Progresses from convergent Comprensión activities to divergent Expansión activities. Comprensión activities vary from chapter to chapter, including “Who might have said ... ?” to “Order the events and retell the story.” Expansión activities include further investigation, mini-drama, debate, and guided writing, such as a letter, newspaper article, petition, apology.
  • Involves students in activities that requires them to think about and discuss causes and consequences, and that guide them through the composition process as they practice a variety of functions of writing.
Opportunity for creativity—The final chapter invites students to ask someone outside of class to relate a legend, which they must then retell to the class.
  • Gives students the opportunity to bring all their newly learned skills and knowledge together as they work on a single, highly creative project.


Table of Contents
    Capítulo 1: «La casa de los muñecos» (México).
    Capítulo 2: «El Dorado» (Colombia).
    Capítulo 3: «La leyenda de los cadejos» (El Salvador).
    Capítulo 4: «Los amantes de Teruel» (España).
    Capítulo 5: «Los novios» (México).
    Capítulo 6: «Las once mil vírgenes» (Puerto Rico).
    Capítulo 7: «La leyenda de, la yerba mate» (Argentina/Paraguay).
    Capítulo 8: «El ñandutí» (Paraguay).
    Capítulo 9: «La Llorona» (México: versión colonial).
    Capítulo 10:«La Llorona» (Estados Unidos: versión moderna).
    Glosario español/inglés.
    Glosario inglés/español.


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