Synopsis
This innovative beginning Spanish text is both task-based and content-based, giving students the opportunity to practice and improve their language skills by completing specific tasks or goals, and to learn about various topics through engaging readings from a variety of disciplines.
About the Authors
James F. Lee is the Head of the Department of Spanish and Latin American Studies at the University of New South Wales, Sydney, Australia. His research interests are in the areas of second language reading comprehension, input processing, and exploring the relationship between the two. His research has appeared in a number of scholarly journals and publications, including the co-authored books with Alessandro Benati Second Language Processing: Theory, Problems and Possible Solutions (2007, Continuum) and Delivering Processing Instruction in Classrooms and Virtual Contexts (2007, Equinox). Other publications include the book Tasks and Communicating in Language Classrooms (2000, McGraw-Hill) and the co-authored book Making Communicative Language Teaching Happen, Second Edition (2003, McGraw-Hill). He has also co-authored secveral textbooks, including ¿Sabias que…? Beginning Spanish, Vistazos, ¿Qué te parece?, and Ideas: Lecturas, estrategias, actividades y composiciones. He and Bill VanPatten are series editors for the McGraw-Hill Second Language Professional Series.
Terry L. Ballman is Professor of Spanish and original faculty member and chair of Spanish/Languages at California State University, Channel Islands. Her teaching experience includes Spanish language and linguistics courses as well as methods courses for foreign language, ESL, and bilingual teachers. She has also coordinated lower-division language programs and supervised student teachers. A recipient of several teaching awards, Dr. Ballman is a frequent presenter of workshops and papers. She has published articles in research volumes and journals. She is a co-author of The Communicative Classroom, a volume of the American association of Teachers of Spanish and Portuguese Professional Development Series for K-16 Teachers.
Andrew P. Farley is Associate Professor of Applied Linguistics at Texas Tech University. He received his Ph.D. in Second Language Acquisition and Teacher Education (SLATE) from the University of Illinois at Urbana-Champaign. His areas of research are input processing in second language acquisition, the effects of instruction on second language acquisition, lexical access in early bilinguals, and the acquisition of second language morphology. He has taught a variety of courses ranging from beginning Spanish language courses to graduate seminars on applied linguistics and second language acquisition. He has authored and co-authored numerous articles and book chapters and is the author of Structured Input: Grammar Instruction for the Acquisition Oriented Classroom (2005, McGraw-Hill), a book in the McGraw-Hill Second Language Professional Series.
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