Interacciones (AP® Edition)

  • AUTHORS: Emily Spinelli; Carmen García; Carol E. Galvin Flood
  • ISBN-13: 9781111830175 
  • Grade(s): 9 | 10 | 11 | 12
  • 496 Pages  Hardcover 
  • 7th Edition
  • ©2013     Published
  • Prices are valid only in the respective region


About The Product

This newly revised edition of INTERACCIONES bridges the gap between first- and second-year Spanish through a broad focus on useful grammar structures, practical vocabulary, and an overview of culture that is both extensive and detailed. Along with it is a new video program containing six award-winning short films, all delivered within an intuitive and understandable unit organization. INTERACCIONES employs a tried-and-true pedagogical approach with special attention to the use of language in context and the National Standards for Foreign Language Learning.


  • Bienvenidos. Each two-chapter unit of the student textbook begins with the Bienvenidos section, which introduces students to the country or region under study by providing basic information about its geography, climate, population, important cities, government, and economy. A photo and an exercise on the information are also included. The second part of the Bienvenidos section is entitled Cortometrajes, and comprises a short film that correlates with the unit theme. Pre-viewing and post-viewing exercises on the film round out the Bienvenidos section.
  • The first two situaciones of each chapter begin with a Presentación that teaches the vocabulary necessary for describing a situation and communicating within it. Capítulo 7, for example, is titled "De compras." The Presentación of the Primera situación teaches vocabulary for the variety of stores and/or merchandise typically found in a shopping center. The Segunda situación expands on clothing vocabulary as well as fabric type, color, and design.
  • Each Presentación opens with an illustration of the place, situation, or event under study. Students first name the people and objects depicted in the illustration, using the new vocabulary. Other contextualized vocabulary acquisition exercises follow. These exercises end with Creación, an exercise in which students must describe what is happening in the illustration. The Creación serves to develop narration skills in the present, past, and future, facilitating students' progression from mechanical vocabulary drills to communicative exercises involving the new vocabulary.
  • Approximately forty vocabulary items are listed at the end of each Presentación. The items are grouped semantically in categorized lists for ease of learning. The vocabulary has been selected keeping in mind the regional diversity of the Hispanic language as well as the varying ability levels of intermediate students.
  • Así se habla. The Así se habla sections of the first two situaciones contain the routines, patterns, and gambits of normal discourse. The phrases listed expand on the vocabulary of the Presentación and allow the student to perform additional linguistic functions pertaining to the situation of the chapter. The Así se habla section begins with a photo that illustrates the brief printed dialogue that contextualizes the functional phrases of the situación.
  • The printed dialogue is followed by Perspectivas lingüísticas, a segment that explains the cultural significance of material contained in the dialogues. The phrases and expressions for the linguistic function under consideration follow and are grouped according to their purpose. Students complete these activities in pairs or small groups.
  • Estructuras. The grammar structures of the situaciones are related to the communicative theme of the chapter. One problem with the grammar explanations of many traditional textbooks is that the explanation fails to tell students when and where the structure can be used; such explanations contain little meaning for learners. In INTERACCIONES, care has been taken not only to relate the grammar structures to the situation of the chapter but also to link each structure to a linguistic function so that students see the relationship between the grammar structure and its meaning.
  • Many of the other intermediate texts do not take into account the fact that intermediate students will have full control of certain structures, partial control of others, and only conceptual control of difficult items. In many existing texts, all grammar structures are generally treated in the same fashion and practiced to the same extent. In INTERACCIONES, we have attempted to eliminate some of these problems of scope and sequence by giving cursory review to items that should be under full control and more explanation and practice to items that are in the conceptual or partial control phase.
  • Another salient feature of a communicative textbook is spiral grammar sequencing; that is, the more difficult grammar structures are presented in small doses and reentered, recombined, and reviewed throughout the textbook so that students can progress naturally from conceptual control to partial control to full control of the various grammar structures. In INTERACCIONES, only one aspect of difficult grammar structures is presented per situación. In this way, there remains ample opportunity for reentry and constant review of the grammar.
  • Within each Estructura, there are five or six subsections; each subsection treats one grammar point, which is explained with the aid of charts and examples. Care has been taken to provide only those rules and examples that are necessary for the communicative goal under study.
  • The Tercera situación engages students in activities and tasks that use language for real-world purposes. Students will practice and use all four language skills--listening comprehension, speaking, reading, and writing--in the three communicative modes--interpersonal, interpretive, and presentational. Diálogos en video allows students to study the functional vocabulary and phrases and the grammatical structures of the entire chapter prior to utilizing them in integrated activities. The Perspectivas section consists of a cultural reading that is related to the cultural theme of the chapter.
  • Así se escribe. The Así se escribe section helps develop the writing skill and consists of several process-oriented segments and activities. Students are given general writing techniques (such as information on preparing to write, improving accuracy, or using a dictionary) as well as the expressions and techniques for writing for specific situations (extending and replying to an invitation, filling out an application, and writing personal and business letters).
  • Each Para escribir bien section is followed by two or three exercises in the Antes de escribir section. These exercises help students put the writing strategy into practice and link to the composition topics that follow. Students are asked to brainstorm lists of vocabulary items and/or phrases that will be needed to complete a composition, provide the opening sentences for a composition topic, and respond to writing prompts.The section concludes with a series of questions that help students revise and edit their composition after writing it and prior to handing it in to the instructor.
  • Each two-chapter unit concludes with a section titled Herencia cultural; it is designed to introduce the student to the achievements of the Hispanic peoples and their visual and literary arts. Personalidades provides information on three contemporary figures that represent the countries under study. El arte y la arquitectura provides information about art or architecture; photos and comprehension exercises accompany the explanations. The Lectura literaria is composed of short stories, memoirs, and poetry by authors from the country or region represented in the two-chapter unit.
  • The Interacciones section allows the students to use the language in interesting and entertaining ways. The activities of this section combine the vocabulary, grammar, linguistic functions, and cultural information of the entire chapter in new communicative patterns. Many activities are task-oriented and involve the students in realistic tasks such as those encountered in the target culture. Telephone conversations, oral presentations, role-plays, surveys, and panel discussions are some of the activity types used throughout this section.

About the Contributor

  • Emily Spinelli

    Emily Spinelli received her Ph.D. in Spanish from Ohio State University, where she studied Spanish language and Hispanic literature and culture, as well as foreign language education and second language acquisition theory. Currently, she is executive director of the American Association of Teachers of Spanish and Portuguese (AATSP) and professor emerita of Spanish at the University of Michigan-Dearborn, where she taught courses in all levels of Spanish language, literature, language of business, and culture and civilization. Professor Spinelli also coordinated the foreign language teaching-certification program and taught courses in foreign language methodology. In addition to several textbooks, Professor Spinelli has also published many articles and reviews in scholarly journals. She is a frequent speaker and presenter at state, national, and international conferences, and she has consulted with school districts and universities throughout the country on issues related to foreign language education and methodology. Through the years, Professor Spinelli has been very active in professional organizations. She has served on the Executive Council of the American Council on the Teaching of Foreign Languages (ACTFL) and is a past president of that organization. She also has served as editor of Foreign Language Annals, the official journal of ACTFL, and as the president of the AATSP.

  • Carmen García

    Carmen García, a native of Lima, Perú, received her Ph.D. from Georgetown University in linguistics. She is professor of Spanish Pragmatics and Applied Linguistics, director of the Undergraduate Spanish Language Program, and director of the Spanish Linguistics Program at Arizona State University. Professor García is author or co-author of several college-level Spanish textbooks. She also has published numerous articles in national and international journals on Spanish pragmatics and intracultural and cross-cultural communication. In addition, she is co-editor of Research on Politeness in the Spanish Speaking World and a special issue in Oralia on Small Talk in Spanish. She is a frequent speaker and presenter at national and international meetings and conferences, and a member of many national and international linguistics organizations. Professor García also serves as associate editor of Studies in Hispanics and Lusophone Linguistics.

  • Carol E. Galvin Flood

    Carol E. Galvin Flood has an M.A. in foreign language education from the University of Michigan as well as an M.A. in Spanish language and literature from Wayne State University (Detroit). She retired from the Bloomfield Hills school district, where she taught Spanish and helped develop and implement a program to prepare high-school students for the Advanced Placement Spanish Language Exam. Throughout her career she has taught Spanish at many levels, ranging from early elementary bilingual-bicultural classes to university advanced composition and conversation. She also has been active in professional organizations such as the AATSP and ACTFL throughout her teaching career. Flood currently is serving as Coordinator for Classroom Resources for the AATSP website.

New to this Edition

  • A new chapter organization has been established that strengthens the progression from skill-building exercises and activities to task-based activities that emphasize the integration of language and culture. The Primera situación and Segunda situación now focus exclusively on the acquisition of vocabulary, linguistic functions, and grammatical structures, while the Tercera situación now focuses on using the newly learned vocabulary and structures in task-based situations that teach and practice strategies for listening and viewing, reading, writing, and speaking.
  • A new video program has been created for this edition of INTERACCIONES. The video segments are located in a section entitled Diálogos en video that is designed to teach oral and visual literacy. The video segments are textbook specific and use native speakers from the countries or regions under consideration in each of the chapters. Through these videos students are exposed to authentic language and culture and can practice their listening, viewing, and interpretive skills.
  • New listening and viewing strategies and activities accompany the new INTERACCIONES video and are placed in the Diálogos en video sections of the student textbook. The strategies help students focus their attention on the most relevant language, actions, objects, and background items found in the video. The strategies are followed by activities that proceed sequentially from the pre-viewing exercises of Antes de ver y escuchar through the viewing activities of Al ver y escuchar and the post-viewing comprehension activities of Después de ver y escuchar.
  • Short films that correlate with the unit theme, communicative goals, and the country or region under study have been added to each Bienvenidos section. These cortometrajes provide students with authentic cultural experiences that are entertaining and linguistically beneficial.
  • Enhanced and expanded cross-cultural information has been incorporated into several sections of this new edition of INTERACCIONES. The readings of the Perspectivas sections have been updated and lengthened; they concentrate on contemporary cultural issues and topics that relate to the chapter theme. The Así se habla sections now include a Perspectivas lingüísticas element that compares and contrasts Spanish and English linguistic information. This updated and new information allows students to gain greater cultural sensitivity and appreciation, make comparisons with their own cultures, and learn how to function in Hispanic culture.
  • Improved reading selections are found in each chapter. The Perspectivas section has been moved into the Tercera situación so that the section now functions as the main reading of the chapter. New activities that accompany the reading focus on reading comprehension while simultaneously developing cultural competence.
  • Updated cultural information on famous contemporary personalities from the countries or regions of the Spanish-speaking world has been added to the Herencia cultural sections. These famous persons represent a wide variety of cultural areas such as music, entertainment, sports, politics, finance, and literature. The outline information on the countries and regions of the Bienvenidos section has also been updated.
  • New illustrations that introduce the Presentación section provide more current images of Hispanic culture and provide students with better visuals for practicing the vocabulary in context.
  • New photos and authentic materials are located throughout this edition of INTERACCIONES offering students numerous opportunities to view scenes of contemporary culture and use the same materials that native speakers use on a daily basis.
  • Expanded writing strategies and improved writing activities guide students through the writing process in incremental steps that focus on organization, development, and self-correction.
  • An improved Interacciones section helps students prepare the speaking activities by providing information on the type of task involved and specific suggestions for items to review.
  • Additional teaching annotations and models have been placed in the margins of the Annotated Instructor's Edition. These teaching annotations as well as answers to exercises have been placed in the margins of the AIE in order to simplify lesson planning and preparation.
  • The newly organized Student Activities Manual has been redesigned to include Actividades escritas and Actividades orales. Students will have many opportunities to develop all language skills, improve their accuracy, and practice with cultural and geographical information. The majority of the exercises in the online version of the Student Activities Manual are computer-gradable thus offering students the benefit of immediate feedback after completing the activities.