0073385220 INSTRUCTORS EDITION. Exact same content as the student version only may include ALL ANSWERS and/or TEACHING NOTES in margins. DOES NOT include supplements such as CDs ...or access codes. Orders ship within 1-2 business days w/ free trackingRead moreShow Less
New York, NY 2009 Hard cover 3rd edition. Instructor's Annotated edittion. Same contents New. NEW, 3rd edition. Instructor's Annotated edittion. Same contents Text in English, ...Spanish. Glued binding. Paper over boards. 350 p. Contains: Illustrations, color. Audience: General/trade. NEW, 3rd edition. Instructor's Annotated edittion. Same contentsRead moreShow Less
This brief version of the successful ¿Sabías que…? is perfectly designed for Beginning Spanish programs that are interested in an innovative task-based approach but whose curriculum necessitates a more concise text program. Accompanied by an outstanding ancillary package, Vistazos represents the practical application of the theories and research presented in Lee and VanPatten’s methods text, Making Communicative Language Teaching Happen. With this new edition the authors have worked on a group of select text activities that are available in an optional online format through Quia™ available at CENTRO which is a portal learning management system through which a variety of digital components are delivered. This McGraw-Hill exclusive system offers a single log-in authentication for students and a single gradebook for instructors. The online delivery of these activities makes Vistazos an ideal textbook for instructors who want to place more focus on communicative interaction in the classroom.
Learn more at the Online Learning Center at www.mhhe.com/vistazos3e or at CENTRO - www.mhcentro.com
Bill VanPatten is Professor and Director of Applied Linguistics and Second Language Studies at Texas Tech University. His areas of research are input and input processing in second language acquisition and the effects of formal instruction on acquisitional processes. He has published widely in the fields of second language acquisition and language teaching and is a frequent conference speaker and presenter. His publications include Making Communicative Language Teaching Happen (with James F. Lee, 2003,McGraw-Hill), From Input to Output: A Teacher’s Guide to Second Language Acquisition (2003, McGraw-Hill), Processing Instruction: Theory, Research, and Practice (2004, Lawrence Erlbaum Associates) and most recently, Theories in Second Language Acquisition: An Introduction (with Jessica Williams, 2007, Lawrence Erlbaum Associates). He is the lead author of Vistazos, ¿Sabías que...?, Destinos and Sol y viento.
Dr. VanPatten is the 2007 recipient of the Anthony Papalia Award for Excellence in Teacher Education, awarded jointly by ACTFL and NYSAFLT.
When not engaged in academic activities, he writes fiction and performs stand-up comedy. He has recently published his first work of fiction, a collection of short stories titled Chicago Tales, published by Outskirts Press (2007).
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.
William R. Glass is the Publisher for World Languages at McGraw-Hill Higher Education.
He received his Ph.D. from the University of Illinois at Urbana-Champaign in Spanish
Applied Linguistics with a concentration in Second Language Acquisition and Teacher Education
(SLATE). He was previously Assistant Professor of Spanish at The Pennsylvania
State University where he was also Director of the Language Program in Spanish. He has
published numerous articles and edited books on issues related to second language instruction