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Read more about Trayectos 1: Mi vida en la universidad 1

Trayectos 1: Mi vida en la universidad 1

(1 review)

Gabriela C. Zapata, Nottingham, England

Copyright Year: 2021

Publisher: Center for Open Educational Resources and Language Learning (COERLL)

Language: English

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CC BY-SA

Reviews

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Reviewed by Carmel Carr, Instructor, Northeastern Illinois University on 5/14/23

This text covers many of the vocabulary and grammar topics expected to be seen in a first semester beginning Spanish course. There are a few important omissions though including focus on forms and usage of the verb estar (to be), the verb ir (to... read more

Table of Contents

  • Publishing & Licensing Information
  • Table of Contents
  • About the Project
  • Program Features
  • Theoretical and Pedagogical Framework
  • Module Components and Organization
  • Icons
  • Introducción
  • Módulo introductorio: Interacciones
  • Módulo 1: Somos estudiantes universitarios
  • Módulo 2: Mi vida fuera de la universidad: Mi familia
  • Módulo 3: Mi vida fuera de la universidad: Mi hogra

Ancillary Material

  • Center for Open Educational Resources and Language Learning (COERLL)
  • About the Book

    Trayectos is an open curriculum for beginning second language (L2) learners of Spanish. The textbook offers the following features to L2 Spanish students and instructors:

    • Learner-centered fresh, multimodal content, based on Learning by Design, a pedagogy inspired by the Multiliteracies movement (Kalantzis et al., 2005, 2016, 2019; Zapata, 2022). The four modules in Volume I connect the life worlds of learners with the life worlds of diverse Spanish speakers.
    • Instruction incorporating the following features:
      1. Multimodal texts (e.g., readings, videos, posters) based on a variety of textual genres that contextualize topics about the lives of real university students;
      2. Communicative activities that bind language form to cultural meaning within real-life contexts, and offer students opportunities to discover how to use new Spanish vocabulary and grammar in diverse sociocultural situations;
      3. Critical thinking and language awareness tasks that showcase different varieties of Spanish, including those spoken in the United States, and help learners explore the Spanish-speaking world, including local Hispanic/Latinx communities; and
      4. Culminating tasks that oblige learners to synthesize their new linguistic and cultural knowledge into a personal, multimodal text.
    • Supplementary digital resources that provide students with opportunities to practice the content learned through self-correcting activities (Práctica individual) and to use Spanish to broaden their knowledge of and critically analyze issues related to diversity, equity, and inclusion in the Spanish-speaking world (Voces de nuestro mundo; available at http://bit.ly/VocesMundo).
    • An open copyright license (Creative Commons license) that gives all users the right to adapt the textbook and to share their new content with others, and digital how-to sections for instructors to answer their students’ unique needs.

    About the Contributors

    Author

    Gabriela C. Zapata, School of Education, University of Nottingham

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