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Cinema
for Spanish Conversation |
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2010 • 978-1-58510-374-4 • paper • 296 pages • 8 x 10 • $54.95 | About the Authors | Contents | Ancillaries | Preface | |
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The third edition of Cinema for Spanish Conversation includes the same stimulating exercises and conversation materials that have made the first two editions successful among students and instructors alike. The text is designed to be used in courses in which outstanding films from the Spanish-speaking world are used as springboards for classroom Spanish-language discussion. Using high-interest feature films, students hear Spanish as it is spoken in different countries and in a wide variety of situations and are encouraged to listen to and converse about the social and cultural aspects of Spanish-speaking countries around the world. Changes in the Third Edition - Five new films: La misma luna, Arráncame la vida, Machuca, Flores de otro mundo, and Volver. - Five new readings with activities in the section Más allá de la pantalla for the five new films. - Introductory information about each film, its actors and directors, has been updated. - The exercises and activities have been re-assessed throughout and in some cases revised.
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Mary McVey Gill is the co-author of ¡De película! with Focus Publishing in addition to Cinema for Spanish Conversation. She has co-authored about a dozen books in Spanish. She lives in Stanford, California. Deana Smalley has taught at the University of Wisconsin-Madison, Santa Clara University and Stanford University. In addition to Cinema for Spanish Conversation, she has co-authored ¡De película! with Focus Publishing. She has also translated a number of history and social sciences titles for Teachers’ Curriculum Institute. She lives in Redwood City, California. María-Paz Haro (Valencia, Spain) is Professor of Spanish (Emerita) at Stanford University where she has taught several courses on Spanish and Spanish American Cinema including "Spanish Society Through the Eye of the Camera", "The Films of Pedro Almodovar", "Women in Film and Film by Women", and "Cinema of the Southern Cone". She participates in Film Conferences and publishes on Spanish Cinema.
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(Clicking on the title below will take you to the Amazon.com page where you can purchase the film.) For purchasing or renting the films: Information for finding the films to rent or purchase can be found here. Be sure to search for the films under the Spanish title, or the English translation of the title, as some films are listed either way.
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Instructor's Manual Instructor’s Manual/Key: The IM/Key for this text is not available for sale and cannot be purchased. It is available only to instructors who have adopted this text for their courses, and whose schools have purchased the books for their students. A copy of the IM/Key is included gratis with any book order of 5 or more copies for the students. If you are copying portions of the text for use in class, you must pay for copyright permission even for academic use and even if you do not charge students for the copies. Photocopy permissions can be obtained and paid for online for $0.05 per page via www.copyright.com. With a proof of purchase from copyright.com (sent to us via fax 978-462-9035) or email (orders@pullins.com), you may request the corresponding chapters in the TM to be sent to you gratis. |
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There are many reasons: Movies appeal to students of all ages. There have been numerous studies showing that authentic language is the best "comprehensible input." Cinema offers natural language in context. Movies provide a context in history and culture, as well as language, on which a course can build. Videos and DVDs are highly versatile teaching tools. Students can watch them in or out of class. Instructors can use film clips in class or include them on exams. DVDs can also be programmed. The sixteen movies in this book present a wide variety of themes, genres, and cultural experiences. Students who watch the movies chosen for this book will learn not only about "Big C" culture (e.g., the Mexican Revolution in Como agua para chocolate, life in Castro’s Cuba in Guantanamera, Chile during the military coup of 1973 in Machuca, or the era of the Spanish Republic in Belle Epoque). They will also see daily-life culture in a wide variety of settings. How do people in the Hispanic world eat, cook, travel, play, get married, raise their children, spend their free time? What non-verbal communication do they use, how much distance is normal between people in different situations, how do they greet each other or express affection? It’s impossible to watch these movies and not learn about culture through this engaging medium. Changes in the Third Edition There are five new films: La misma luna, Arráncame la vida, Machuca, Flores de otro mundo, and Volver. To accompany the new films are five new readings with activities in the section Más allá de la pantalla. Introductory information about each film, its actors and directors, has been updated. The exercises and activities have been re-assessed throughout and in some cases revised. Choice of Films Choosing the films was extremely difficult, since there are so many wonderful movies in Spanish. The movies were chosen for quality, cultural and historical content, and appeal to students; however, the choice also depended heavily on availability. Many excellent films are simply too hard to get in the United States or Canada. We did not choose films primarily to have a balance in countries of origin. (Some countries have very highly developed cinematic industries with a long history of production and excellent distributing and marketing so that the films reach a global audience, but not all do.) Difficulty was another factor: some films are simply too complicated to be used successfully or the pronunciation is hard to understand. Another important criterion was that we did not want to expose students to excessive violence, and a large number of very high-quality films were excluded because of this factor. We did include some films that are R-rated for language and/or sex. See the chart following the preface for ratings and other information about each film. If R-rated movies are not appropriate for your students, these can simply be excluded. Organization of the Book and Teaching Suggestions The book requires students to have intermediate Spanish skills and can be used most successfully at high intermediate or advanced levels. It can be a primary or secondary text for a course. Subtitles can provide flexibility—they should be used unless the students are advanced. As with any real-world experience, students will not understand every word—a certain tolerance for ambiguity must be cultivated—but they will be highly motivated to understand material that they know was created for native speakers of Spanish. While students will not all be able to spend time in a Spanish-speaking country, they can travel through the eyes of filmmakers to many parts of the Hispanic world. We expect that this highly motivating context will work well for students wherever the book is used, especially in classes where listening comprehension and conversation are emphasized. |
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Cinema
for Spanish Conversation, Third Edition
