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Use the English you already know to quickly learn the basics of Spanish with this unique, accessible guide featuring original illustrations by Andy Warhol—from one of America’s most prominent language teachers. Read, write, and speak Spanish in only a few short weeks! Even the most reluctant learner will be astonished at the ease and effectiveness of Margarita Madrigal’s unique method of teaching a foreign language. Completely eliminating rote memorization and painfully boring drills, Madrigal’s Magic Key to Spanish is guaranteed to help you: • Learn to speak, read, and write Spanish quickly and easily • Convert English into Spanish in an instant • Start forming sentences after the very first lesson • Identify thousands of Spanish words within a few weeks of study • Travel to Spanish-speaking countries with confidence and comfort • Develop perfect pronunciation, thanks to a handy pronunciation key With original black-and-white illustration by Andy Warhol, Madrigal’s Magic Key to Spanish will provide readers with a solid foundation upon which to build their language skills.
"Bite sized weekly lessons designed to get you and your family speaking Spanish today!"--Cover.
The right tool for the task of speaking Spanish, minimizing the fluff and filler When you want to get a job done right, you do it yourself. With DIY Spanish, you can build your Spanish language skills on your own without the distraction of minor details. This part-workbook/part-reference gets straight to the point, offering useful structures, model sentences, essential vocabulary and grammar to get you communicating in a basic, functional manner. Your Spanish language-learning toolbox includes: Power Tools Focuses on how to communicate basic wants, desires, future plans, likes & dislikes, and needs Hand Tools Essential for describing and identifying your surroundings and yourself Nuts & Bolts Covers common structures like commands and past tenses The Tool Shed A comprehensive reference and review of the important tenses, telling time, possession, irregular verb charts, and 13 theme-based vocabulary sections with the essential “fill-in” words, common verbs, cognates, and adjectives
This handbook presents a state-of-the-art overview of dual language bilingual education (DLBE) research, programs, pedagogy, and practice. Organized around four sections—theoretical foundations; key issues and trends; school-based practices; and teacher and administrator preparation—the volume comprehensively addresses major and emerging topics in the field. With contributions from expert scholars, the handbook highlights programs that honor the assets of language-minoritized and marginalized students and provides empirically grounded guidance for asset-based instruction. Chapters cover historical and policy considerations, leadership, family relations, professional development, community partnerships, race, class, gender, and more. Synthesizing major issues, discussing central themes and advancing policy and practice, this handbook is a seminal volume and definitive reference text in bilingual/second language education.
This introduction will help plan for attracting this rapidly growing Spanish-speaking population into the library and library services, a major challenge to librarians in small public libraries who have no Spanish-speaking staff. Providing services to Spanish speakers is both an honor and a challenge. Before public institutions venture into reaching out to the Spanish-speaking community, they need to become familiar with their cultural competency so that their decisions and initiatives are not at risk.
The notion of citizenship is complex; it can be at once an identity; a set of rights, privileges, and responsibilities; an elevated and exclusionary status, a relationship between individual and state, and more. In recent decades citizenship has attracted interdisciplinary attention, particularly with the transnational growth of Western capitalism. Yet citizenship's relationship to gender has gone relatively unexplored--despite the globally pervasive denial of citizenship to women, historically and in many places, ongoing today. This highly interdisciplinary volume explores the political and cultural dimensions of citizenship and their relevance to women and gender. Containing essays by a well-known group of scholars, including Iris Marion Young, Alison Jaggar, Martha Nussbaum, and Sandra Bartky, this book examines the conceptual issues and strategies at play in the feminist quest to give women full citizenship status. The contributors take a fresh look at the issues, going beyond conventional critiques, and examine problems in the political and social arrangements, practices, and conditions that diminish women's citizenship in various parts of the world.
First published in 1990. The Hmong people, with a total population of about 5 million, have a long history of statelessness and migration. During the last century, groups of Hmong moved from southern China into Indochina and, as war refugees, about 90,000 have come to America in the last thirteen years. This book examines the alienation and cultural conflicts faced at school by the children of a small group of Hmong who have settled in La Playa, California. The education process for these children is an example of cultural conflict and adjustment patterns which may be found in many other populations in the world. The implications for educators of immigrant populations, who face and resolve cultural conflict as they learn to respect and appreciate their culture, is far-reaching and an important contribution in a highly mobile world.
After being off the public agenda for a decade, the subject of bilingual education is once again at the center of public debate. Assumptions about the values of cultural pluralism and the rise of the "unmeltable ethnics" so dominant for the last twenty years have met a renewed public affirmation of the value of assimilation. In the United States "bilingual education" refers to programs that emphasize students' home languages and culture; teach academic subject matter in students' home languages; and introduce English into the curriculum at a deliberate pace. Students in such programs are generally members of immigrant groups and racial and ethnic minorities, and they usually come from lower-class economic backgrounds. Over the years, a number of different objectives have been advanced for bilingual education programs. In the 1960s and early 1970s, educators believed that these programs should be evaluated by students' linguistic proficiency and progress on standardized tests. More recently, advocates have promoted more subjective measures, such as students' enhanced sense of well-being and self-esteem. And yet others argue that the real goals of bilingual education should be social change and economic redistribution, and that programs should be evaluated by these long-range goals. The conference that gave rise to the essays in this volume was the first national symposium at which advocates and critics of bilingual education confronted each other's arguments face-to-face. These essays address the objectives by which bilingual education should be evaluated; the administrative practices by which programs are run; and the latest research findings on the effectiveness of bilingual education. Authors include Henry Trueba, Rudolph Troike, James Banks, Joshua Fishman, and Christine Rossell. "Learning in Two Languages "will interest educators and policy researchers, students of ethnic relations, and others concerned about the future direction of U.S. educational policies in this controversial area.