Interacciones, 5th Edition

  • includes Audio CD
  • Emily Spinelli University of Michigan - Dearborn
  • Carmen García Arizona State University
  • Carol E. Galvin Flood Bloomfield Hills Schools
  • ISBN-10: 1413008739
  • ISBN-13: 9781413008739
  • 560 Pages Paperback 
  • Previous Editions: 2002, 1998
  • © 2006 | Published
 

About The Solution

Overview

INTERACCIONES is an all-inclusive intermediate-level text that allows the student to build on their prior knowledge of Spanish language and encourages them to progress beyond what they have already mastered. While focusing on the four-skills of language learning, INTERACCIONES also teaches the student to function within Hispanic culture by providing many opportunities to practice using the language in real contexts.


Additional Product Information

Features/Benefits

  • Interactive activities and exercises thoroughly incorporate all cultural material so that students learn about culture as they learn to function within it.
  • Numerous communicative and integrative exercises, activities, and role-plays simulate the language tasks performed by native speakers and promote real communication.
  • The use of authentic materials and language models provide students with the same type of listening and reading materials that native speakers hear and read.
  • Students develop advanced-level proficiency through practice of communicative functions such as creating with language within a variety of contexts; asking and answering questions; initiating, sustaining, and closing a conversation; and learning to respond to a predictable situation in the target culture.
  • The cross-cultural comparisons and contrasts help students develop a sensitivity to and appreciation for Spanish-speaking culture as well as a deeper understanding of their own culture. Information on people, art, architecture, and literature give students insight into the cultural achievements of Spanish-speaking peoples.
  • The four skills of listening, speaking, reading, and writing are taught and practiced independently and in combination in order to develop the three communicative modes: interpersonal, interpretive, and presentational.
  • Terminology that focuses on communicative functions is used to present vocabulary, grammar, and expressions so that students see the relationship between the grammatical and linguistic structures and their communicative uses.

What's New

  • A new QUIA Online Workbook/Lab Manual offers all the content of a print manual in an interactive, self-correcting format that includes feedback, games, and integrated audio.
  • The dialogs from "Así se habla" are now available on the Text Audio CD, giving the student further opportunity to hear authentic Spanish spoken in real-life situations.
  • The Instructor's Resource Manual and the Annotated Instructor's Edition offer abundant instructor support. The annotations help simplify lesson planning and preparation. The Instructor's Resource Manual contains detailed suggestions for using the student textbook, sample syllabi, and a complete testing program on CD-ROM with two versions of each examination as well as the answer key and audio transcript.
  • All cultural information has been expanded and updated. The subjects of the "Lectura cultural" reflect more modern trends, and mini-biographies on historical and contemporary figures represent more current areas such as literature, sports, politics, and entertainment.
  • New strategies for reading and listening employ exercises to be completed before, during, and after completion of the passage, encouraging step-by-step learning and critical thinking.
  • Students learn a new strategy for developing a composition related to the chapter topic, grammar, and functions and then utilize that strategy through pre-writing "Antes de escribir," exercises. The students then use the pre-writing exercises to create the "A escribir" compositions, and end with post-writing ("Después de escribir") exercises designed to help students correct and revise. Writing activities are correlated to Atajo 4.0 Writing Assistant for Spanish.
  • A new Answer Key with Audio Script component for professor and student use contains answers to all exercises in the Workbook/Lab Manual and the script for the listening portions of the Lab Manual.
  • The Heinle Overhead Transparency Bank accompanies the instructor package provided to all adopters. The IAE contains marginal annotations directing instructors to the appropriate transparency for vocabulary, grammar, and culture presentations and exercises.
  • New student annotations have been placed in the margins of the student textbook. These new student annotations provide supplemental vocabulary, regional variations of the vocabulary, as well as additional grammar explanations and examples.

Best Buy Packages

Other Popular Packages

Choose the textbook packaged with the resources that best meet your course and student needs. Contact your Cengage Learning representative for more information.


Bundle: Text + Workbook/Lab Manual
ISBN-10: 1413072755  | ISBN-13: 9781413072754


Bundle: Text + Printed Access Card (QUIA™ Online Workbook/Lab Manual)
ISBN-10:  1413072844 | ISBN-13:  9781413072846


Table of Contents

P. Un autorretrato.
Presentación: ¿Quién soy yo?. Así se habla: Finding out about others. Estructuras: Expressing small quantities: Numbers; Discussing when things happen: Telling time; Providing basic information: Present tense of regular verbs. ¿Qué oyó Ud.?: Using background knowledge. Perspectivas: Addressing other people in the Spanish speaking world.
Part I: BIENVENIDOS A ESPAÑA.
1. La vida de todos los días.
1ra Situación. Presentación: Un día típico. Así se habla: Expressing frequency and sequence of actions. Estructuras: Discussing daily activities: Present tense of irregular verbs; Talking about other activities: Present tense of stem changing verbs. 2da Situación. Presentación: La rutina diaria. Así se habla: Expressing lack of comprehension. Estructuras: Describing daily routine: Reflexive verbs; Asking questions: Question formation. ¿Que oyó Ud.?: Listening for the gist. 3ra Situación. Perspectivas: El horario hispano. Panorama cultural: Los cibercafés. Para leer bien: Predicting and guessing content. Lectura cultural: España está de moda. Así se escribe: Writing personal letters and e-mail messages. Interacciones.
2. De vacaciones.
1ra Situación. Presentación: En el complejo turístico. Así se habla: Making a personal phone call. Estructuras: Talking about past activities: Preterite of regular verbs; Discussing other past activities: Preterite of irregular verbs; Discussing when things happened: Expressing dates. 2da Situación. Presentación: Diversiones nocturnas. Así se habla: Circumlocuting. Estructuras: Discussing past actions: Preterite of stem changing verbs; Distinguishing between people and things: Personal a; Avoiding repetition of nouns: Direct object pronouns. ¿Qué oyó Ud.?: Using visual aids. 3ra Situación. Perspectivas: Celebrando las fiestas de verano. Panorama cultural: El baile flamenco. Para leer bien: Using the sub-titles of a reading to predict and understand content. Lectura cultural: 24 horas: De vacaciones en Benidorm. Así se escribe. Sequencing events. Interacciones. Herencia cultural: España. Personalidades: El Cid Campeador, Fernando e Isabel, Pedro Almodóvar, Antonio Banderas, La Familia Real Española, Sergio García. Arte y arquitectura: Los grandes maestros del Prado: El Greco, Velázquez y Goya. Para leer bien: Reading literature. Lectura literaria: Ana María Matute: El niño al que se le murió el amigo; Gustavo Adolfo Bécquer: Tres rimas.
Part II: BIENVENIDOS A MÉXICO.
3. En familia.
1ra Situación. Presentación: Los domingos en familia. Así se habla: Greetings and leave-takings. Estructuras: Describing what life used to be like: Imperfect tense; Describing people: Formation and agreement of adjectives; Expressing endearment: Diminutives. 2da Situación. Presentación: La boda de Luisa María. Así se habla: Extending, accepting, and declining an invitation. Estructuras: Discussing conditions, characteristics, and existence: Uses of ser, estar, and haber; Indicating ownership: Possessive adjectives and pronouns. ¿Qué oyó Ud.?: Focusing on specific information. 3ra Situación. Perspectivas: Los apellidos en el mundo hispano. Panorama cultural: La vida de una familia. Para leer bien: Scanning and skimming. Lectura cultural: El estupendo metro de México. Así se escribe: Extending and replying to a written invitation. Interacciones.
4. En el restaurante.
1ra Situación. Presentación: Me encantan las enchiladas. Así se habla: Ordering in a restaurant. Estructuras: Indicating to whom and for whom actions are done: Indirect object pronouns; Expressing likes and dislikes: Verbs like gustar; Refusing, finding out and meeting: Verbs that change English meaning in the preterite. 2da Situación. Presentación: Fuimos a un buen restaurante. Así se habla: Making introductions. Estructuras: Narrating in the past: Imperfect versus preterite; Talking about people and events in a series: Ordinal numbers. ¿Qué oyó Ud.?: Remembering key details and paraphrasing. 3ra Situación. Perspectivas: Los menús en el mundo hispano. Panorama cultural: El chocolate en la cocina mexicana. Para leer bien: Recognizing cognates. Lectura cultural: México y su riqueza culinaria. Así se escribe: Improving Accuracy. Interacciones. Herencia cultural: México. Personalidades: Cuahtémoc, Sor Juana Inés de la Cruz, Gael García Bernal, Salma Hayek, Carlos Fuentes, Thalía. Arte y arquitectura: Unos artistas del siglo XX: Rivera, Orozco, Siqueiros y Kahlo. Para leer bien: Elements of a short story. Lectura literaria: Elena Poniatowski: El recado.
Part III: BIENVENIDOS A CENTROAMERICA, A COLOMBIA Y A VENEZUELA.
5. En la universidad.
1ra Situación. Presentación: ¿Dónde está la Facultad de Ingeniería?. Así se habla: Classroom expressions. Estructuras: Indicating location, purpose, and time: Some prepositions; por versus para; Indicating the recipient of something: Prepositional pronouns. 2da Situación. Presentación: Mis clases del semestre pasado. Así se habla: Talking about the weather. Estructuras: Expressing hopes, desires, and requests: Present subjunctive after expressions of wishing, hoping, commanding and requesting; Making comparisons: Comparisons of inequality. ¿Qué oyó Ud.?: The setting of a conversation. 3ra Situación. Perspectivas: La vida estudiantil. Panorama cultural: El sistema educativo español. Para leer bien: Locating Main Ideas and Supporting Elements. Lectura cultural: De una torre de radar a un albuergue ecológico. Así se escribe: Improving accuracy. Interacciones.
6. En casa.
1ra Situación. Presentación: Lava los platos y saca la basura. Así se habla: Enlisting help. Estructuras: Telling others what to do: Familiar commands; Comparing people and things with equal qualities: Comparisons of equality; Pointing out people and things: Demonstrative adjectives and pronouns. 2da Situación. Presentación: Los programas de la tele. Así se habla: Expressing polite dismissal. Estructuras: Expressing judgment, doubt and uncertainty: Subjunctive after expressions of emotion, judgment, and doubt; Talking about things and people: More about gender and number of nouns. ¿Qué oyó Ud.?: The main idea and supporting details. 3ra Situación. Perspectivas: La vivienda en el mundo hispano. Panorama cultural: Nina Pacari, una mujer indígena. Para leer bien: Background knowledge: Geographical references. Lectura cultural: El techo de Venezuela. Así se escribe: Preparing to write. Interacciones. Herencia cultural: Centroamérica, Colombia y Venezuela. Personalidades: Simón Bolívar, Rubén Darío, Carolina Herrera, Ernesto Cardenal, Rubén Blades, Shakira. Arte y arquitectura: Unos artistas modernos: Botero y Soto. Para leer bien: Applying journalistic reading techniques to literature. Lectura literaria: Gabriel García Márquez: Un día de estos.
Part IV: BIENVENIDOS A LOS PAISES ANDINOS: Bolivia, Ecuador, Perú.
7. De compras.
1ra Situación. Presentación: En un centro comercial. Así se habla: Making routine purchases. Estructuras: Expressing actions in progress: Progressive tenses. Making comparisons: Superlative forms of adjectives; Talking about people and things: Uses of the definite article. 2da Situación. Presentación: Esta blusa no me queda bien. Así se habla: Complaining. Estructuras: Denying and contradicting: Indefinite and negative expressions; Avoiding repetition of previously mentioned people and things: Double object pronouns; Linking ideas: y - e; o - u. ¿Qué oyó Ud.?: Making inferences. 3ra Situación. Perspectivas: De compras en el mundo hispano. Panorama cultural: De compras en Madrid. Para leer bien: Identifying the core of a sentence. Lectura cultural: La Guayabera: Cómoda, fresca y elegante. Así se escribe: Letters of complaint. Interacciones.
8. En la ciudad.
1ra Situación. Presentación: ¿Dónde está el museo?. Así se habla: Asking for, understanding, and giving directions. Estructuras: Telling others what to do: Formal commands; Asking for and giving information: Passive se and third person plural passive; Talking about other people: Uses of the indefinite article. 2da Situación. Presentación: ¿Qué vamos a hacer hoy?. Así se habla: Persuading. Estructuras: Discussing future activities: Future tense; Expressing probability: Future of probability; Suggesting group activities: Nosotros commands. ¿Qué oyó Ud.?: Taking notes. 3ra Situación. Perspectivas: Las ciudades hispanas. Panorama cultural: En la ciudad de Madrid. Para leer bien: Background knowledge: Historical references. Lectura cultural: El retorno de los balcones de Lima. Así se escribe: Keeping a journal. Interacciones. Herencia cultural: Los países andinos. Personalidades: José de San Martín, Antonio José de Sucre, Susana Baca, Jaime Escalante, Mario Vargas Llosa, Graciela Rodo Boulanger. Arte y arquitectura: La arquitectura colonial del Perú. Para leer bien: Identifying literary themes. Lectura literaria: Ricardo Palma: La camisa de Margarita.
Part V: BIENVENIDOS A LA COMUNIDAD HISPANA EN LOS EE.UU.
9. En la agencia de empleos.
1ra Situación. Presentación: ¿Dónde trabajaría Ud.?. Así se habla: Changing directions in a conversation. Estructuras: Explaining what you would do under certain conditions: Conditional tense; Describing how actions are done: Adverb formation; Indicating quantity: Adjectives of quantity. 2da Situación. Presentación: Necesito una secretaria. Así se habla: Double checking comprehension. Estructuras: Talking about unknown or nonexistent people and things: Subjunctive in adjective clauses; Explaining what you want others to do: Indirect commands; Expressing exceptional qualities: Absolute superlative. ¿Qué oyó Ud.?: Summarizing. 3ra Situación. Perspectivas: Cómo se busca trabajo. Panorama cultural: El uso del español en el trabajo. Para leer bien: Identifying point of view. Lectura cultural: El español: Un idioma emergente. Así se escribe: Filling out an application. Interacciones.
10. En la empresa multinacional.
1ra Situación. Presentación: Quisiera hablar con el jefe. Así se habla: Making a business phone call. Estructuras: Discussing completed past actions: Present perfect tense; Explaining what you hope has happened: Present perfect subjunctive; Discussing reciprocal actions: Reciprocal nos and se. 2da Situación. Presentación: En el banco. Así se habla: Doing the banking. Estructuras: Talking about actions completed before other actions: Past perfect tense. Explaining duration of actions: Hace and llevar in time expressions; Expressing quantity: Using numbers. ¿Qué oyó Ud.?: Reporting what was said. 3ra Situación. Perspectivas: Las comunidades hispanas. Panorama cultural: Volkswagen de México. Para leer bien: Using the dictionary. Lectura cultural: Homenaje al triunfo de la mujer hispana. Así se escribe: Writing a business letter. Interacciones. Herencia cultural: La comunidad hispana en los EE.UU. Personalidades: César Chávez, Celia Cruz, Rita Moreno, Bill Richardson, Alex Rodríguez, Julia Álvarez. Arte y arquitectura: El legado hispano dentro de los EE.UU. Para leer bien: Identifying point of view in literature. Lectura literaria: Esmeralda Santiago: Casi una mujer.
Part VI: BIENVENIDOS AL CONO SUR: ARGENTINA, CHILE, PARAGUAY Y URUGUAY.
11. De viaje.
1ra Situación. Presentación: En el aeropuerto. Así se habla: Buying a ticket and boarding a plane. Estructuras: Describing previous wants, advice, and doubts: Imperfect subjunctive; Making polite requests: Other uses of the imperfect subjunctive; Discussing contrary to fact situations: If clauses with the imperfect subjunctive and the conditional. 2da Situación. Presentación: Una habitación doble, por favor. Así se habla: Getting a hotel room. Estructuras: Explaining when future actions will take place: Subjunctive in adverbial clauses. Describing future actions that will take place before other future actions: Future perfect tense. ¿Qué oyó Ud.?: Identifying the main topic. 3ra Situación. Perspectivas: El transporte en el mundo hispano. Panorama cultural: El metro de México. Para leer bien: Cross-referencing. Lectura cultural: Chile: Un mundo de contrastes sorprendentes. Así se escribe. Explaining and hypothesizing. Interacciones.
12. Los deportes.
1ra Situación. Presentación: ¿Fuiste al partido del domingo?. Así se habla: Discussing sports and games. Estructuras: Explaining what you would have done under certain circumstances: Conditional perfect tense; Discussing what you hoped would have happened: Past perfect subjunctive; Discussing contrary to fact situations: If clauses with the conditional perfect and the past perfect subjunctive. 2da Situación. Presentación: En el consultorio del medico. Así se habla: Expressing sympathy and good wishes. Estructuras: Discussing unexpected events: Reflexives for unplanned occurrences; Linking ideas: Relative pronouns: que and quien; Linking ideas: Forms of el que, el cual and cuyo. ¿Qué oyó Ud.?: Identifying levels of politeness. 3ra Situación. Perspectivas: Las farmacias hispanas. Panorama cultural: La charreada. Para leer bien: Responding to a reading. Lectura cultural: La Argentina deportiva. Así se escribe: Writing personal notes and messages. Interacciones. Herencia cultural: Chile y Argentina. Personalidades: Domingo Faustino Sarmiento, Carlos Gardel, Natalia Oreiro, Agusto Roa Bastos, Isabel Allende, Gabriel Batistuta. Arte y arquitectura: Buenos Aires: Una ciudad cosmopolita y artística. Para leer bien: Elements of poetry. Lectura literaria: Pablo Neruda: Poema 20; Oda a unas flores amarillas.
Appendix A: Alternate Version of drawings for Information Gap Activities.
Appendix B: Vocabulary at a glance.
Appendix C: Metric units of measurement.
Appendix D: The writing and spelling system.
Appendix E: Verb conjugations.
Spanish-English Vocabulary.
Index.
Credits.

Supplements

Instructor Supplements

Instructor Supplements

All supplements have been updated in coordination with the main title. Select the main title’s "About the Solution" tab, then select "What's New" for updates specific to title's edition. For more information about these supplements, or to obtain them, contact your Learning Consultant.

Workbook/Lab Manual Answer Key (with Audioscript)  (ISBN-10: 1413008747 | ISBN-13: 9781413008746)

New to this edition, instructors can decide if they want to make this available to their students. This resource contains the answers to the Workbook/Lab Manual as well as a complete transcription of all the lab audio material.


Video on DVD  (ISBN-10: 1413008658 | ISBN-13: 9781413008654)

The video program was filmed on location in several countries of the Spanish-speaking world and is composed of real-life situations that reflect the vocabulary, grammar, communicative functions and/or culture presented in chapters 1 to 12 of the text. The exercises for the video segments are located in the "Panorama cultural" section of the textbook while the Instructor's Resource Manual contains suggestions for using the video program. This DVD format also includes a running transcript of the spoken language in the video.


Video on VHS  (ISBN-10: 1413008666 | ISBN-13: 9781413008661)

The video program was filmed on location in several countries of the Spanish-speaking world and is composed of real-life situations that reflect the vocabulary, grammar, communicative functions and/or culture presented in chapters 1 to 12 of the text. The exercises for the video segments are located in the "Panorama cultural" section of the textbook while the Instructor's Resource Manual contains suggestions for using the video program.


Lab Audio CD's (6)  (ISBN-10: 1413008674 | ISBN-13: 9781413008678)

This component is available for purchase by the student, but can also be used in a media center or language laboratory. The CDs are to be used in conjunction with the listening portions of the laboratory manual section of the Workbook/Lab Manual.


Instructor's Resource Manual (with Testbank CD)  (ISBN-10: 1413008763 | ISBN-13: 9781413008760)

The Instructor's Resource Manual (IRM) contains many different elements designed to assist the instructor with daily lesson planning, testing, and evaluation. It includes a guide for the use of the textbook, Workbook/Lab Manual, the Video Program and the Testing Program, sample course outlines and syllabi, sample lesson plans, as well as tips for teaching to the National Standards, and for teaching Heritage learners. Additionally, a chart correlating each chapter of INTERACCIONES with the "Topics and Situations for Oral Evaluation" is provided. Packaged with the Instructor's Resource Manual is the audio-enhanced testing program CD-ROM which includes two versions of the following items: a quiz for the "Capítulo preliminar," tests for each of the twelve chapters, and a comprehensive final examination. A new final examination has also been added after Chapter 6. The CD-ROM also contains the answer key for the individual quizzes and exams and the audio transcript for their listening comprehension sections. Each of the tests and the final examination include an authentic reading passage taken from magazines and newspapers of the Spanish-speaking world. An audio CD containing listening comprehension materials for the chapter tests and final examination is also provided.


Annotated Instructor's Edition (with Audio CD)  (ISBN-10: 1413008712 | ISBN-13: 9781413008715)

The Annotated Instructor's Edition is an expanded version of the student textbook and contains detailed suggestions for using the various components of the INTERACCIONES program as well as a transcription of the "¿Qué oyó Ud.?" dialogs. Instructor's annotations provide supplemental vocabulary and grammar, material for varying and expanding the textbook exercises, answers to the textbook exercises, and additional cultural information. The Text Audio CD is included with this component.


Student Supplements

Student Supplements

All supplements have been updated in coordination with the main title. Select the main title’s "About the Solution" tab, then select "What's New" for updates specific to title's edition. For more information about these supplements, or to obtain them, contact your Learning Consultant.

Workbook/Lab Manual Answer Key (with Audioscript)  (ISBN-10: 1413008747 | ISBN-13: 9781413008746)

New to this edition, instructors can decide if they want to make this available to their students. This resource contains the answers to the Workbook/Lab Manual as well as a complete transcription of all the lab audio material.


QUIA™ Online Workbook/Lab Manual Printed Access Card  (ISBN-10: 1413008895 | ISBN-13: 9781413008890)

Designed specifically for world language and English educators, QUIA is an advanced and easy-to-use e-learning platform for delivering activities to students over the Web. Focus on giving your students the individual feedback they need by saving time on grading workbook and lab manual assignments, customizing activities and questions, and setting up your course in a few simple steps. A complete online text, workbook, and homework package with interactive exercises and weblinks, QUIA is also an integrated course management system that automatically grades many types of exercises-and then sends the results straight to a versatile, cross-platform electronic grade book that allows you to track the results for individual students and your entire class. QUIA even has a floating accent bar for world languages! Learn more at http://quia.heinle.com.


Workbook/Lab Manual  (ISBN-10: 1413008682 | ISBN-13: 9781413008685)

The "Cuaderno de actividades" is composed of exercises designed to develop the writing skill and consists of contextualized exercises practicing vocabulary and grammar structures, exercises on geographical and cultural information, and numerous exercises and activities designed to improve the descriptive and narrative functions as well as writing for academic, social and professional situations. Each chapter of the "Cuaderno" concludes with a special section entitled "Expansión de vocabulario" which contains exercises to help students select the correct vocabulary item and to recognize cognates. The laboratory portion of the program includes sections that specifically emphasize the development of the listening skill in mechanical and communicative exercises related to the chapter situation. The Lab Manual also includes listening comprehension strategies with applications, pronunciation exercises, oral exercises for practicing vocabulary and grammar, and other activities that are designed to improve the listening comprehension skill.


Student Multimedia CD-ROM  (ISBN-10: 1413008631 | ISBN-13: 9781413008630)

This dual-platform CD-ROM contains all new exercises for practicing the vocabulary and grammar for each chapter of the textbook as well as video, reading, culture and writing activities.


Video on DVD  (ISBN-10: 1413008658 | ISBN-13: 9781413008654)


Video on VHS  (ISBN-10: 1413008666 | ISBN-13: 9781413008661)


Audio CD (Stand Alone Version)  (ISBN-10: 1413014445 | ISBN-13: 9781413014440)

This CD provides the audio for the listening portions from the text. The dialogs from "Así se habla" are now also available on the Text Audio CD, giving the student further opportunity to hear authentic Spanish spoken in real-life situations.


Bundle: Text + Workbook/Lab Manual + Lab Audio CD's (6)  (ISBN-10: 1413072763 | ISBN-13: 9781413072761)


Bundle: Text + Workbook/Lab Manual  (ISBN-10: 1413072755 | ISBN-13: 9781413072754)


Bundle: Text + Video on VHS  (ISBN-10: 1413072771 | ISBN-13: 9781413072778)


Bundle: Text + Video on DVD  (ISBN-10: 141307278X | ISBN-13: 9781413072785)


Bundle: Text + Student Multimedia CD-ROM  (ISBN-10: 1413075657 | ISBN-13: 9781413075656)


Bundle: Interacciones (with Audio CD), 5th + Sonidos, sabores y palabras (with Nuevo Latino Music CD)  (ISBN-10: 1413052150 | ISBN-13: 9781413052152)


Bundle: Text + Printed Access Card (QUIA™ Online Workbook/Lab Manual)  (ISBN-10: 1413072844 | ISBN-13: 9781413072846)


Meet the Author

About the Author

Emily Spinelli

Emily Spinelli received her Ph.D. in Spanish from Ohio State University, where she studied Spanish language and Hispanic literature and culture as well as foreign language education and second language acquisition theory. Currently, she is Executive Director of the American Association of Teachers of Spanish and Portuguese (AATSP) and Professor Emerita of Spanish at the University of Michigan-Dearborn, where she taught courses in all levels of Spanish language, literature, language of business, and culture and civilization. Professor Spinelli also coordinated the foreign language teaching-certification program and taught courses in foreign language methodology. In addition to several textbooks, Professor Spinelli has also published many articles and reviews in scholarly journals. She is a frequent speaker and presenter at state, national, and international conferences and has consulted with school districts and universities throughout the country on issues related to foreign language education and methodology. Through the years, Professor Spinelli has been very active in professional organizations. She has served on the Executive Council of the American Council on the Teaching of Foreign Languages (ACTFL) and is a past president of that organization. She has also served as editor of FOREIGN LANGUAGE ANNALS, the official journal of ACTFL, and as the president of the AATSP.

Carmen García

Carmen García, a native of Lima, Perú, received her Ph.D. from Georgetown University in linguistics. She is currently Professor of Spanish Pragmatics and Applied Linguistics, Director of the Undergraduate Spanish Language Program, and Director of the Spanish Linguistics Program at Arizona State University. Professor García is author or co-author of several college-level Spanish textbooks. She has also published numerous articles in national and international journals on Spanish pragmatics and intracultural and cross-cultural communication. In addition, she is co-editor of RESEARCH ON POLITENESS IN THE SPANISH SPEAKING WORLD and a special issue in ORALIA on SMALL TALK IN SPANISH. She is a frequent speaker and presenter at national and international meetings and conferences and a member of many national and international linguistics organizations. Professor García also serves as associate editor of STUDIES IN HISPANICS AND LUSOPHONE LINGUISTICS.

Carol E. Galvin Flood

Carol E. Galvin Flood has an M.A. degree in foreign language education from the University of Michigan as well as an M.A. degree in Spanish language and literature from Wayne State University (Detroit). She retired from the Bloomfield Hills (Michigan) school district, where she taught Spanish and helped develop and implement a program to prepare high school students for the Advanced Placement Spanish Language Exam. Throughout her career she has taught Spanish at many levels ranging from early elementary bilingual-bicultural classes to university advanced composition and conversation. She has also been active in professional organizations such as the AATSP and ACTFL throughout her teaching career. Currently Flood is serving as Coordinator for Classroom Resources for the AATSP website.