Building superior Spanish language proficiency through critical engagement with global challenges Mastering Spanish through Global Debate is a one-semester textbook designed for students with Advanced-level Spanish language skills, moving toward Superior. Over the course of each chapter, students gain linguistic and rhetorical skills as they prepare to debate on broad, timely topics, including environmental consciousness, immigration, wealth distribution, surveillance and privacy, cultural diversity, and education. Discussion of compelling issues promotes not only linguistic proficiency but social responsibility through critical engagement with complex global challenges. Each chapter includes topic-specific reading texts and position papers by writers from various Spanish-speaking countries. In addition to pre- and post-reading activities, students benefit from lexical development exercises, rhetorical methods sections, and listening exercises with audio available on the Press website. An online instructor's manual provides pedagogical recommendations and an answer key.
Nieves Knapp is teaching professor of Spanish and Portuguese at Brigham Young University. Krishauna Hines-Gaither has taught Spanish since 1999.Currently, she is the Vice President for Equity, Diversity & Justice at Mount Saint Mary's University-Los Angeles. She is the Past President of the Foreign Language Association of NC, and has chaired committees with the American Council on the Teaching of Foreign Languages, including the African-American Student Special Interest Group. Morella Ruscitti-Tovar is assistant teacher professor of Spanish at the Pennsylvania State University.
ContenidoPrefacio | Agradecimientos | Introduccion | Recursos en linea | Termas1. Medio ambiente y economia - Una economia en colores Antes de la lectura | Estudiando el tema |Dominio del vocabulario | Construccion del discurso critico | Comprension auditiva | Construyendo el argumento: el proceso escrito | Construyendo el argumento: el proceso oral | Reflexion | 2. Intervencionismo o aislamiento - El dilema de la democracia y el intervencionismo: la historia se repiteAntes de la lectura | Estudiando el tema | Dominio del vocabulario | Construccion del discurso critico | Comprension auditiva | Construyendo el argumento: el proceso escrito | Construyendo el argumento: el proceso oral | Reflexion | 3. Redistribucion de la riqueza o autosuficiencia - La brecha economica: ?es posible una redistribucion justa de la riqueza?Antes de la lectura | Estudiando el tema | Dominio del vocabulario | Construccion del discurso critico | Comprension auditiva | Construyendo el argumento: el proceso escrito | Construyendo el argumento: el proceso oral | Reflexion | 4. Conservacion cultural o diversidad - Inmigracion: ?amenaza o pluralidad?Antes de la lectura | Estudiando el tema | Dominio del vocabulario | Construccion del discurso critico | Comprension auditiva | Construyendo el argumento: el proceso escrito | Construyendo el argumento: el proceso oral | Reflexion | 5. Seguridad nacional o libertad personal - Si vis pacem, para bellumAntes de la lectura | Estudiando el tema |Dominio del vocabulario | Construccion del discurso critico | Comprension auditiva | Construyendo el argumento: el proceso escrito | Construyendo el argumento: el proceso oral |Reflexion | 6. Educacion formal o experiencia profesional - Claves del exito: Educacion o experiencia profesionalAntes de la lectura | Estudiando el tema | Dominio del vocabulario | Construccion del discurso critico | Comprension auditiva | Construyendo el argumento: el proceso escrito | Construyendo el argumento: el proceso oral | Reflexion | Apendice A: Structuring a Debate | 165Apendice B: Rubric for Writing and Speaking | 169
