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.
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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.
The National Standards in Foreign Language Education
Project (1996)Integrates the five standards throughout.
Interesting, accessible readingsWith universal
themes that connect to students' own realitye.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).
- Helps students develop in the areas of communication,
cultures, connections, comparisons, and communities.
Vocabulary buildingAt 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
- 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 legendsBecause
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
Pre-reading activitiesIn every chapter. Supplies
advance organizers and questions to help guide students through the
- 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.
Post-reading critical thinking and writing and activitiesProgresses
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.
- 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.
Opportunity for creativityThe final chapter invites
students to ask someone outside of class to relate a legend, which
they must then retell to the class.
- 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
- Gives students the opportunity to bring all their newly
learned skills and knowledge together as they work on a single, highly
Capítulo 1: «La casa de los muñecos» (México).
Capítulo 2: «El Dorado» (Colombia).
Capítulo 3: «La leyenda de los cadejos» (El
Capítulo 4: «Los amantes de Teruel» (España).
Capítulo 5: «Los novios» (México).
Capítulo 6: «Las once mil vírgenes» (Puerto
Capítulo 7: «La leyenda de, la yerba mate» (Argentina/Paraguay).
Capítulo 8: «El ñandutí» (Paraguay).
Capítulo 9: «La Llorona» (México: versión
Capítulo 10:«La Llorona» (Estados Unidos: versión