Courtney Thompson

4/26/14

READ 440

Textbook Analysis

Dr. Dredger

Textbook Analysis

READING LEVEL

This textbook, ¡Exprésate!, weighs in on the Frye readability graph (data shown in

following table).....

Page No. 16-17 112-113 372-373 Average

Syllables 468 346 393

Sentences 19 18 20

Result: Directly on the line separating the 8th and 9th grade reading level segments, inside

the curve

TEXTBOOK

Harcourt Education Company. (2006). ¡Exprésate!. (Spanish 1 ed.) Austin: Holt,

Rinehart and Winston.

EVALUATION

In order to successfully evaluate the text I assessed this book based on content,

format, utility and style. I have conducted this textbook analysis in order to

effectively meet the diverse learning needs of my future students. It is important to

evaluate a textbook on more than the number of sentences or amount of syllables

for the teacher to validate if a textbook is suitable for their students.

Content: This textbook focuses on the implementation of culture in foreign

language instruction. In this text each chapter has a main topic and a Spanish

speaking country or state that guides the content. The main topics of this text

include “¡Empecemos!” (Introduction), “A conocernos” (People Descriptions), “¿Qué

te gusta hacer?” (Interests, Likes and Dislikes), “La vida escolar” (School), “En casa

con la familia” (Family and Home), “¡A comer!” (Food), “Cuerpo sano, mente sana”

(Mind and Body), “Vamos de compras” (The Store and Shopping), “¡Festejemos!

(Parties), and “¡A viajar!” (Traveling and Transportation). The sates and countries

that are represented in this text include Spain, Puerto Rico, Texas, Costa Rica, Chile,

Mexico, Argentina, Florida, The Dominican Republic, and Peru. Despite only nine of

the twenty-one official Spanish-speaking countries are represented in this book, it

provides valuable information. It features people who are natives of Spanish

speaking countries, and culturally authentic realia such as images, historical

geographical facts, holidays, architecture and art. Overall, culture, is consistent from

chapter to chapter and essential knowledge is presented throughout the textbook in

order for learners to understand the Spanish language.

Format: The format is created so that each chapter the reader enters into a new

country or state. The chapters begin with “Geocultura,” which the direct translation

is geo-culture. The term “geocultura” is a concept that refers to the habitat and a

perspective that is conditioned in a certain area (Langón 1). The geo-culture helps

students develop background knowledge of the country or state that the chapter

will be centered around. The objectives and expectations of the chapter follow the

geo-culture section. Then the chapter is broken down into seven sections, which

include vocabulary, grammar, culture, additional vocabulary, addiction grammar,

short story, and reading and then a reading and writing segment. The chapter

concludes with review questions of the content that was displayed in the chapter.

This book also contains a table of content in the front and additional vocabulary,

grammar review, an expressions glossary, and vocabulary glossaries in the back.

One Spanish to English and one English to Spanish glossary is provided, which is

helpful for students to use in their production and recognition of words in Spanish.

Utility: Throughout ¡Exprésate!, there is a DVD symbols that and the word

“Interactive Tutor that appears on specific pages. The DVD is equipped with videos,

mini lessons, games and interactive activities. The DVD can be simply played in a

classroom DVD player and projected through a classroom projector. The DVD if used

properly can strengthen foreign learning and allow students to further explore the

content with their peers. One feature throughout the book is the communication

questions. There are communication questions in Chapter Two in the second

vocabulary section. The questions as the students to work in pairs where they will

find out what their classmate likes or dislikes the six objects provided. The

communication activity also includes a model conversation in order to guide the

students in their question and answer production. Another aspect featured is that

some pages contain questions on the bottom of the short story section that ask the

student to make conclusions using context clues. Developing the skills to reach

educated conclusions is an important facet to everyday life. Experiencing the

process of reaching educated conclusions helps student reach a higher level of

understanding foreign language content. The questions at the end of the short story

segment specifically encourage students to build meaning from the short story they

read and watched. In the review section that concludes the chapters students are

asked to demonstrate skills such as explanation, recall, conjugating, and listening to

a recording and explaining what occurred in the scenario. For instance students are

asked to listen to Martha’s interview with Paco on an article she is writing and then

list the days of the week and write what Paco does during the week. This book is

deigned to be a cultural experience for the students who are reading the text with all

of the different images, activities and scenarios that supplement the text well. The

weight of the book is very minimal for a Spanish book and could easily be placed in a

standard sized backpack without being overwhelming for students’ backs. The

textbook is also partnered with a teacher’s version and workbook. Unfortunately I

was not able to access the teacher’s edition but I was able to view the exercises the

workbook provides. The workbook complements the text book very well, it reviews

concepts in from the book and gives students the opportunity to apply these

concepts.

Style: The style of the text is very graphically entertaining, clear, legible, and the font

size varies from 32 to 14. Crucial phrases, vocabulary words, or instructions are bolded.

Words or phrases that are difficult to understand in Spanish are followed by the

translation in English. The syntax of the textbook is suitable for 8th grade students

because it displays details, appropriate sentence lengths and supporting facts in presented

in the culture sections. Interesting facts are written in the geo-culture sections specifically

but they are also provided throughout the entire book. All of the pages are neatly

organized but contain a lot of information and content. Both stimulating pictures and text

are integrated in the content. The text is aligned to the left side of the page, is single

spaced within the paragraphs and double-spaced between paragraphs. The spacing is

supported by the size of the font, which helps students reading in Spanish with more ease.

EVALUATION SUMMARY with rationale for each of the 3 strengths/3 weaknesses

Strengths:

Each chapter begins with a clear set of objectives and skills the students will

utilize within the chapter. This element is beneficial for both the students and

teachers because it helps teachers organize their lesson plans and helps students

understand the expectations of each unit. The DVD and the workbook are

complementary tools that reinforce the concepts, objectives and expectations that

the book sets for the students. The additional vocabulary, grammatical review,

vocabulary and expression glossaries are tools that can help students further their

literacy in the foreign language. These tools also help students achieve a functional

level of Spanish proficiency. These tools develop students’ use of vocabulary,

grammar and use of target language expressions, which will help students

communicate in a wide range of situations.

Weaknesses:

In my practicum placement I spoke with my host teacher, Mrs. Spangler, and we

discussed the weaknesses of this textbook. One weakness of the weaknesses we

agreed upon was the order of the textbook. We both felt as though there were some

concepts that should be introduced earlier in the book. For instance the clothing is

not introduced until the 8th chapter. Mrs. Spangler and I both thought that clothing

should be one of the first things learned in a foreign language. ¡Exprésate! also has

English explanations for Spanish content within the culture sections. For instance on

page 16 students are introduced how different Spanish speakers great each other.

On this page only the titles are in Spanish and the explanations are in English. This

aspect takes away the cultural authenticity of the greeting practices in different

Spanish speaking countries. When cultural practices are translated cultural

references can become lost in translation. Toward the end of the book the culture

sections are completely in Spanish but the use of the target language should be

consistent throughout the entire textbook. This book relies a lot on direct

translation. There are many instances in the book where Spanish words or phrases

are provided in Spanish but have the direct translation in English. This aspect does

not give students the opportunity to learn Spanish through the use of Spanish

instead they look to English to clarify misunderstandings, which diminishes their

growth in their Spanish literacy skills.

ADAPTING TEXT FOR STUDENTS

One way this textbook can be adapted is I would teach the lessons different

from the order that is presented in the book. The sequence of my chapters would be

as follows: Introduction, People Descriptions, Family and Home, Interest and

Dislikes, The Store, Food, Mind and Body, School, Parties, and Traveling. I believe

this order provides students with a stronger foundation in the target language

because the information they will need to survive in a cultural authentic situation is

established in the beginning of the semester. A second way I would adapt this

textbook is extract the initial cultural segments that are in English and re-write

them in Spanish. I would use the Spanish explanations of these cultural practices to

teach my students instead of the English version that is provided in the book. I

would make sure to guide my students in understanding the cultural practices

without English translation. I would do this by using the total physical response

method. This method uses gestures, facial expressions and movement to convey

meaning from specific content. In order to adapt the text form heavily translation

dependent to target language dependent I would create pdf file and photo copied

version of the pages that have the direct translation of words on them. I would begin

this process by copying pages from the book that I want to implement in my

instruction. I would white out the English translations then copy that page again. I

would then make enough copies for all of my students. I would then scan the same

document to create a pdf for my electronic files.

5 SUPPLEMENTAL TRADE BOOKS

Text 1: Juegos Tradicionales by María Angélica Ovalle 

Ovalle, M. A., & Valdivia, P. (2011). Juegos tradicionales (Primera ed.). Santiago, Chile: Editorial Amanuta.

Juegos Tradicionales is a compilation of 34 of the most popular games played in Latin America by children.  This book gives students a chance to compare their own leisure activities with the leisure activities of Latin American children. This text would be implemented in order to enhance Chapter 3 of ¡Exprésate! Chapter 3 talks about leisure activities and sports but the activities are very limited. With the implementation of Juegos Tradicionales in addition to Chapter 3 students will have the opportunity to expand their knowledge of traditional Spanish activities and exchange simple experiences with the experiences of others within the Spanish culture.

Readability Level: 8

Text 2: ¡Gol de Federico! By Hans Wilhelm

Wilhelm, H. (1996). Gol de Federico! (1a. ed.). Barcelona: Andrés Bello.

This book describes how the game of soccer brings a family together. With this text students will be able to make the connections between sports and culture. Students will be able to have the opportunity to question how sports affect culture. This text

is suitable for a family and a sports unit. This book would also help review and build background knowledge on Chapter 3 and introducing family in Chapter 5.

Readability Level: 8.7

Text 3: Mi Casa Está Viva by Douglas Wright

Wright, D. (2010, December 8). El Jardín de Douglas: Mi Casa Está Viva. Retrieve from http://eljardindedouglas.blogspot.com/2010/12/mi-casa-esta-

viva.html

This poem and song personifies the object "la casa" or house in English. This poem brings vocabulary to life, which helps students connect with the vocabulary on a different and deeper level. This poem gives students the opportunity to explore

something familiar like the concept of home. This poem would support Chapter 5 but bringing vocabulary to life instead of 2 dimension pictures in the book. It could

be supplemented with a pop up house activity. Students would create a pop up paper house labeling each room and piece of furniture their home. The students would then place each one of their family members in the house and they have

would have to describe what each person likes to do in each room of their house.

Readability Level: 9

Text 4: Lugares en la Escuela

L. L. (2002). Lugares en la escuela: Spanish Song Lyrics and Sound Clip. Songs for Teaching: Using Music to Promote Learning. Retrieved from http://www.songsforteaching.com/langleaders/spanish-

lugaresenlaescuela.htm

¿Adónde va Davíd?   Va a la cafeteria.  

¿Qué hace?   Come.  

¿Adónde vas tú?   Voy al salón de la clase.

¿Qué haces?   Estudio.  

Que bueno.

Ésta es la cafetería   La cafetería, la cafetería  

Ésta es la cafetería   Come aquí

La escuela, la escuela, los lugares   La escuela, la escuela, los lugares   La escuela, la escuela, los lugares   La escuela, la escuela, los lugares

Éste es el jardín   El jardín, el jardín  

Éste es el jardín   Juega aquí

La escuela, la escuela, los lugares   La escuela, la escuela, los lugares   La escuela, la escuela, los lugares   La escuela, la escuela, los lugares  

Ésta es la biblioteca   La biblioteca, la biblioteca  

Ésta es la biblioteca   Lee aquí

La escuela, la escuela, los lugares   La escuela, la escuela, los lugares   La escuela, la escuela, los lugares   La escuela, la escuela, los lugares  

Éste es el salón de la clase   Salón de la clase, salón de la clase  

Éste es el salón de la clase  

Estudia aquí

La escuela, la escuela, los lugares   La escuela, la escuela, los lugares   La escuela, la escuela, los lugares   La escuela, la escuela, los lugares  

Éste es el gimnasio   El gimnasio, el gimnasio  

Éste es el gimnasio   Juega aquí

La escuela, la escuela, los lugares   La escuela, la escuela, los lugares   La escuela, la escuela, los lugares   La escuela, la escuela, los lugares  

Ésta es la sala de arte   La sala de arte, la sala de arte  

Ésta es la sala de arte   Pinta aquí

This poem introduces the vocabulary of different places within a school. This poem that gives students the opportunity to get further exposed to the present tense uses of the verb “estar.” With this text students have the opportunity to exchange written information like a familiar topic such as school. This poem also supports Chapter 4,

which talks about the school supplies and the school environment.

Readability: 7

Video

Text 1: ¿Qué Tienes en la Mochilla?

Rap Qué tienes en la mochila. (2012, September 1). YouTube. Retrieved from http://www.youtube.com/watch?v=1EOMCVH2mkQ

This is a video from YouTube. This video is a rap song that introduces classroom

objects and vocabulary words. This video would be used at the beginning of a lesson to get students acclimated to the new vocabulary words in an auditory manner. This

text appeals to learners who are visual and who enjoy learning through songs and music. This text prompts students to ask questions and provide responses about

school supplies, which pertains to the content standards. The questions presented in the video would help student understand the content at a higher level of thinking.

Readability Level: 7.7

Appendix of Text SampleThe following shots are various pictures extracted from ¡Exprésate! The

images were taken using my phone, which may have distorted the clarity.

Works Cited

Langón, M. (2005, January 1). Líber Falco Invitación . Uruguayeduca.edu. Retrieved April 22, 2014, from http://www.readanybook.com/lber-falco-invitacin-pdf-i139022