Mosaicos Spanish as a World Language

For courses in Elementary Spanish

A communicative program that places culture front and center
Mosaicos: Spanish as a World Language offers instructors the truly communicative, deeply culture-focused approach they seek while providing the guidance and tools students need to be successful using a program with highly communicative goals. With Mosaicos, there is no need to compromise. Recognizing the importance of the relationship between culture and language, the authors place culture front and center throughout, creating for students a multifaceted experience of the intricate mosaic of the Spanish language and its cultures. The 7th Edition offers new Integrated Performance Assessments that make measuring learning outcomes easier than ever.

Also available with MyLab Spanish
MyLab™ is the teaching and learning platform that empowers you to reach every student. By combining trusted author content with digital tools and a flexible platform, MyLab personalizes the learning experience and improves results for each student.
Note: This loose-leaf, three-hole punched version of the textbook gives you the flexibility to take only what you need to class and add your own notes — all at an affordable price. For loose-leaf editions that include MyLab™ or Mastering™, several versions may exist for each title and registrations are not transferable. You may need a Course ID, provided by your instructor, to register for and use MyLab or Mastering products.

A native of Chile,  Elizabeth Guzmán recently retired after a long teaching and administrative career. She directed Spanish language programs at several universities in the United States and supervised teachers of English in her country. Throughout her career, she designed face-to-face and flipped courses where Mosaicos, Unidos, and Identidades were used, in addition to overseeing the design and implementation of online Spanish courses. She trained and mentored graduate teaching assistants and has served as a consultant to Spanish programs that were making the transition from face-to-face to flipped models of teaching. Teaching and learning have been at the center of her academic life, and she has shared her energy, passion, and experience with undergraduates and graduate students. Teaching Spanish as a tool for communication to undergraduates taking Spanish courses to fulfill a requirement was one of the challenges that she undertook with love, understanding, and determination during her career.
 
Dr. Paloma Lapuerta is from the Mediterranean city of Castellón, Spain. She holds a Licenciatura and a master’s degree in Spanish Philology from the University of Salamanca, Spain, and a Ph.D. in Literature from the University of Geneva, Switzerland. She has taught at the universities of Geneva, Kwua-Zulu Natal, in Durban, South Africa, and Central Connecticut State University, where she is currently Professor of Spanish. She has also been invited to teach at the Middlebury College Spanish School, the University of Michigan, and Dartmouth College. Her research interests focus on 19th and 20th century literature, and she has multiple publications on poetry and novels that deal with social and cultural issues. In addition to Mosaicos, Dr. Lapuerta is the co-author of Unidos, Identidades, La escritura paso a paso, and the author of Cortos en curso, all published by Pearson.
 
Judith Liskin-Gasparro (M.A. Princeton University; Ph.D., University of Texas—Austin) is Associate Professor Emerita at the University of Iowa, where she directed the Spanish language program and co-directed the doctoral program in Second Language Acquisition. She taught courses in second language acquisition, applied linguistics and pedagogy, and Spanish language. Her publications and presentations deal with the development of speaking skills, oral proficiency assessment, and program evaluation and outcomes assessment. She is the co-author of Unidos and Identidades, in addition to Mosaicos, and she was the co-editor of Pearson’s Theory and Practice in Second Language Classroom Instruction series. She was also a faculty member at Middlebury College, as well as the Middlebury College School of Spanish. While working at Educational Testing Service, she participated in the development of the ACTFL Proficiency Guidelines. She also designed and led the first oral proficiency interview workshops in the early 1980s, and she was principally responsible for training the first generation of OPI testers and trainers in Spanish.

See the complete scope & sequence

Preliminar: Bienvenidos
1. ¿Qué estudias?
2. ¿Quiénes son tus amigos?
3. ¿Qué hacen para divertirse?
4. ¿Cómo es tu familia?
5. ¿Dónde vives?
6. ¿Qué te gusta comprar?
7. ¿Cuál es tu deporte favorito?
8. ¿Cuáles son tus tradiciones?
9. ¿Dónde trabajas?
10. ¿Cuál es tu comida preferida?
11. ¿Cómo te sientes?
12. ¿Te gusta viajar?
13. ¿Qué es arte para ti?
14. ¿Cómo vivimos los cambios sociales?
15. ¿Qué nos trae el futuro?
Appendix 1: Stress and Written Accents in Spanish
Appendix 2: Verb Charts
Appendix 3: Spanish–English Glossary
Appendix 4: English–Spanish Glossary