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Each chapter of Nuevos mundos contains a brief «warm up», Para entrar en onda, followed by five sections: Conversación y cultura, Lectura, Mundos hispanos, El arte de ser bilingüe, and Unos pasos más: fuentes y recursos. Conversación y cultura is a short, easy-to-understand essay that introduces the chapter theme and offers some activities for class conversation and small-group work. The Lectura section presents students with a selection of readings including poetry, short stories, selections from novels, autobiographies and biographies, and journalistic pieces. Mundos hispanos is a short section about a particular person or a topic of interest related to the reading selections or the chapter theme. El arte de ser bilingüe provides an extended activity requiring that students use their communication skills, either orally or in writing, or both. Sample activities include writing a short autobiographical composition, translating a short narrative, roleplaying, writing an editorial for a newspaper, preparing a resumé, and preparing for a job interview.

Finally, Unos pasos más should be thought of as a brief resource section providing a starting point for further full-class, small-group, or individual activities that may be given as supplementary or extra-credit assignments and practice. This section provides projects based on film review and interpretation, out-of-class readings, library research, community involvement (conducting interviews in Spanish, for example), reporting, and exploration and research through Web sites easily found via links in the Nuevos mundos home page (www.wiley.com/college/nuevosmundos). The text also offers useful appendixes. These include maps, a list of dictionaries, cultural and media resources (films, video, slides, recordings), and useful Web sites in Spanish and English.

It is my hope that instructors will be creative and flexible in using this text, and will incorporate a variety of pedagogical strategies and techniques. There are several models or approaches that I think go well with these materials.Among these are (1) content-based language instruction, also known as integrated language instruction; (2) the theme-based approach (sections evolve around carefully selected topics that should be interesting and relevant to the target audience); and (3) language across the curriculum, since an effort has been made to include subject matter that directly relates to other fields of study, such as political science, history, feminism, anthropology, communications, computer science, and literature.

Cooperative learning, involving group work and interpersonal communication skills, sharing information, and working as a team, is an integral part of the text. Strategies that emphasize meaningful communication (for example, exchanging information, explaining and defending opinions, debating a point or a position, defending one’s stance on an issue in a formal or informal context, writing reading-response journal entries) would be worth experimenting with in multiple ways.

In the last decade we have seen a proliferation of articles and books on theories, approaches, strategies, and techniques, mostly aimed at the second-language learner. And while we have also made significant progress

with regard to teaching Spanish as a heritage language, we still have much to explore both as classroom practitioners and researchers in developing bilingual literacy.1 It is my sincere wish that you find this textbook useful and enjoyable as a starting point from which your students can learn about their cultural and literary heritage, while expanding their bilingual range and their interest in the Spanish language itself.

Ana Roca Department of Modern Languages

Florida International University Miami, Florida 33199

Rocaa@fiu.edu

1For recommended readings on teaching Spanish to bilingual students, see Apéndice D.

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To the Student

Welcome to Nuevos mundos, where to read is to enter new worlds and whereSpanish is your visa.

If you learned Spanish at home—perhaps because that was the only language you could use to communicate with your grandparents, or perhaps because your parents insisted on speaking to you in Spanish (just as you may have sometimes insisted on responding to them in English)— then this might be among the first formal courses that you will take in Spanish.Or perhaps you and your family immigrated to the UnitedStates, andSpanish is your mother tongue. Indeed, some of your schooling may have been in Spanish when you were young, and you may now want to brush up on the skills you learned in grade school. In any of these cases, while you probably understand and speak Spanish, you likely have not had an opportunity to develop your academic skills in this language on a par with your academic skills in English.

Your class, if it is like many Spanish classes for native speakers, consists of students with a wide range of language abilities and life experiences. You and your classmates may also believe that certain types of Spanish are somehow «better» than others, or that you don’t really know how to speak Spanish because you sometimes mix English words into your own speech. Well, this is simply not true. Linguists, the scientists who study language, will tell you that all languages are created equal and that the mixing of languages has likely taken place since human beings first began speaking them.

Whether you are a Hispanic bilingual student or an advanced nonnative speaker of Spanish, this text is designed to provide you with opportunities to develop your academic and communicative skills. In one-to-one conversations with peers, in small discussion groups, as well as in interactions with your instructor and with the entire class, you will practice using and building on your interpersonal language skills. You will also practice writing, as well as prepare for and present formal class presentations in Spanish. Finally, you will discuss films, literature, ideas, and current events and issues, so that you can convey and defend your point of view, and perhaps even win more than an argument or two in

Spanish. This exposure to and practice with more formal registers of Spanish will give you new abilities and confidence with the language, honing a very marketable skill that may come in handy in your chosen career or profession.

Building and maintaining such mastery takes time and study—indeed, it is a lifelong task. As a bilingual speaker, you should congratulate yourself on how far you have already come. The purpose of expanding your bilingual repertoire and cultural horizons is to help you to communicate more effectively and with more confidence with others—be they from Spain, Latin America, or the United States. I hope that this text will help you to do just that, and that you enjoy your journey into new worlds through literature, culture, films, discussion, and an exploration of the vast territories of the Spanish-language Internet. I hope, too, that it will encourage you to explore and observe other corners or your own community, and perhaps to see your own world in a different light.

Acknowledgments First Edition

The work of the following scholars has been a beacon for me as I developed the ideas about bilingualism, pedagogy, and heritage language learners that guided me in writing this text: Guadalupe Valdés, Stephen Krashen,Richard V. Teschner, Frances Aparicio, and John M. Lipski.

I am particularly grateful to the colleagues and friends who gave me advice and offered their ideas at various stages of this book’s development: Cecilia Colombi, Isabel Campoy, Librada Hernández, SandyGuadano, Lucía Caycedo Garner, Claire Martin, María Carreira, NoraErro-Peralta, Margaret Haun, ReinaldoSánchez, and Isabel Castellanos. I must also thank my students at Florida InternationalUniversity, who unfailingly provided me with a realistic gauge for registering interest level in the many topics and readings I considered for inclusion in this text.

I am delighted to have had the opportunity to work with the eminently professional and capable staff at John Wiley and Sons: my editor, Lyn McLean, assistant editor Valerie Dumova, photo editor Hilary Newman, photo researcher Ramón Rivera Moret, Karin Holms and the staff in the permissions department, senior production editor Christine Cervoni, copy editor Luz Garcés-Galante, and last, but by no means least, developmental editor Madela Ezcurra, whose dedication, creativity, and eye for detail were invaluable.

I am indebted also to my former graduate assistant, EloyE. Merino, for his contributions and his assistance with most of the preliminary version of the manuscript. My most heartfelt gratitude goes to Helena Alonso, not only for her work on the text, but for serving as my sounding board and rock of Gibraltar throughout the book’s development.

I would also like to express my sincere thanks to the following colleagues who served as anonymous reviewers, offering valuable and constructive suggestions that I have tried to incorporate in the final version: Gabriel Blanco, La Salle University; Maria Cecilia Colombi, University of California at Davis; María C. Dominicis, St. John’s University; Nora Erro-Peralta, Florida Atlantic University; Barbara Gonzalez Pino, University of Texas at San Antonio; Librada Hernández, Los Angeles Valley College; Lillian Manzor,University of Miami; Ximena Moors, University of Florida; Cheryl L. Phelps, University of Texas at Brownsville; and Lourdes Torres, University of Kentucky.

Finally, to my mother, María Luisa Roca, who gave me the gift of Spanish and made sure that I valued, developed, and preserved it, un millón de gracias.

About the Third Edition

Much has happened in the Spanish teaching profession in both heritage and second-language learning at the intermediate and advanced levels of instruction since the publication of the second edition of Nuevos mundos. The teaching of Spanish as a heritage language, for example, has become more visible in our nation’s secondary schools, colleges, and universities as the U.S. Hispanic population also increased significantly since the last Census.

We can point to many endeavors demonstrating how the field has grown, notably: the addition of more academic tracks or programs of Spanish for native speaker courses at many campuses; many more conference presentations at major professional meetings, on topics related to advanced levels of L2 development and heritage instruction pedagogies; a steady and significant number of publications in recognized linguistic and pedagogical journals; special sessions, national surveys, and teacher training activities and institutes, be these through the Center for Applied Linguistics, conferences, or the AATSP, or through publisher professional development workshops, like those John Wiley & Sons organizes for language faculty.

In this third edition, we attempt to take in and implement as much as possible what we have been learning about best practices in the teaching ofSpanish to U.S.Latino students, keeping in mind that both students and instructors need to find and select strategies to become even more engaged in the learning and teaching process itself, and in becoming even better at integrating a content-based approach that works well for both L2 learners and heritage students.

New readings selections and activities in the third edition continue to encourage students to explore, describe, analyze, interpret ideas, debate, and convince another person of a different point of view, doing this in a manner that is informed through considered exercises and activities, class discussions, and suggested resources in Spanish about chapter topics. Content-based instruction and cooperative learning, in a student-centered environment where a classroom community is nurtured and developed during the semester, works best with the ideas behind Nuevos mundos. In sum, in this new edition, more than ever, we hope that the material, and instructors as facilitators, will encourage students to learn to enjoy their new journey, examining aspects of Spanish and Hispanic cultures. In this way, we hope they will read for pleasure and enjoy the power and satisfaction that come with their own expansion of their bilingual range through familiarity with a number of topics related to Hispanic cultures. Through readings, resources, and class activities, we continue to emphasize that students learn while forming and voicing their own opinions in Spanish, on topics that are close to them. Those topics in Chapters 1–4 deal with U.S. Latinos. In Chapters 5–8 we have selected and updated high-interest topics that deal with a wide variety of issues such as the women’s movement, violation of human rights, the environment, refugees and mass immigrations, and

cruelty to animals, as well as language, bilingualism and crossover bilingual artists—and the hope for a better world in future nuevos mundos.

Introductory essays have been updated where necessary, as have the resource materials at the end of each chapter, called Unos pasos más: Fuentes y recursos. This feature serves as a reference tool for both instructors and students within and outside the classroom. We have added an intergenerational individual and class project that students can work on during the first half of the book: In The Abuelos/Abuelas Project, students prepare and conduct an interview of one of their grandparents—or if their own grandfather or grandmother is not available for the multifaceted interview assignment, they «borrow» a senior citizen from a senior activity center, a nursing home, or through a friend or neighbor. New exercises and activities have of course been created for all new reading selections for this edition.

We have replaced many photos and also updated the Apéndices. The same general format and structure for the book have been maintained since it has worked well for the previous editions. We feel that sometimes new editions are changed so much that the book doesn’t seem like the same book anymore. We wanted to maintain the essence of a text that has worked well and enables instructors to use the material in a flexible and creative manner.

I would like to thank my editor, Magali Iglesias, as well as Pepe del Valle, project manager and developmental editor, Lisha Pérez and Leslie Baez, assistant editors, Elena Herrero, our senior developmental editor, MaryAnn Price, my photo editor, Lisa Passmore, for the photo research and everyone else at Wiley associated with the development and production of the third edition. Thanks to Assunta Petrone and the whole Preparé team for their hard work. Thank you also to José Ángel Gonzalo García, of Punto y coma magazine who was so helpful in finding interesting articles for this edition; many thanks to the reviewers who offered their thoughtful comments and suggestions: Ana Ameal-Guerra, University of California, Berkeley; Mónica Cabrera, Loyola Marymount University; Mónica Cantero-Exojo, Drew University; Anne Lombardi Cantu, Tufts University; Roxanne Dávila, Brandeis University; Héctor Enríquez, University of Texas at El Paso; Ronna Feit, Nassau Community College, The State University of New York; Elena García Frazier, University of Massachusetts, Amherst; María Gillman, University of Washington, Seattle; Elena González-Muntaner, University of Wisconsin, Oshkosh; Ornella L. Mazzuca, Dutchess Community College, The State University of New York; Mercedes Palomino, Florida Atlantic University; Rosa Alicia Ramos, Hunter College, The City University of New York; Lourdes Torres, DePaul University; and Celinés Villalba-Rosado, Rutgers University, New Brunswick. I also want to take this oportunity to thank María Carreira, of California State University-Long Beach, and M. Cecilia Colombi, of the University of California, Davis, for everyting they have taught me throughout the years, and for their continued support.

I always welcome ideas, thoughts, corrections, and suggestions from both students and instructors, to take into consideration for future editions. So please feel free to write to me at: rocaa@fiu.edu. Many, many thanks, and enjoy discovering new worlds in Spanish and bilingually!

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Índice

Capítulo Uno

La presencia hispana en los Estados Unidos, 1

Para entrar en onda, 2

I.Conversación y cultura, 3

Hispanos en los Estados Unidos, 3

II. Lectura, 9

En un barrio de Los Ángeles, Francisco X. Alarcón, 10

La hispanidad norteamericana, de El espejo enterrado: Reflexiones sobre España y elNuevo Mundo, Carlos Fuentes, 14

Mi nombre, Sandra Cisneros, 22

Un sándwich de arroz, Sandra Cisneros, 23

Ritmo al éxito: Cómo un inmigrante hizo su propio sueño americano, EmilioEstefan, 27

El futuro del español en Estados Unidos, Jorge Ramos, 35

III.Mundos hispanos, 37

Celia Cruz: ¡Azúcar!, 37

Latinos en Estados Unidos, Titti Sotto, 39

La latinización de Estados Unidos, Jorge Ramos, 42

IV. El arte de ser bilingüe, 45

Composición autobiográfica dirigida, 45

El arte de hacer una entrevista, 45

V. Unos pasos más: fuentes y recursos, 47

Capítulo Dos

Los mexicanoamericanos, 53

Para entrar en onda, 54

I.Conversación y cultura, 55

Las raíces de los mexicanoamericanos, 55

II. Lectura, 58

Se arremangó las mangas, RosauraSánchez, 59

Mi acento (Living with an Accent), Jorge Ramos, 65

Homenaje a los padres chicanos, AbelardoDelgado, 75

Mareo escolar, José AntonioBurciaga, 77

México Cinema: Chiles rojos picantes, RuedaDuque, 81

III.Mundos hispanos, 85

César Chávez, 85

Edward James Olmos, 85

Gael García Bernal, 86

IV. El arte de ser bilingüe, 87

Leer en inglés e interpretar en español, 87

Interpretar en inglés y en español, 88

V. Unos pasos más: fuentes y recursos, 89

Capítulo Tres

Los puertorriqueños, 95

Para entrar en onda, 96

I.Conversación y cultura, 97

Los puertorriqueños de aquí y de allá, 97

II. Lectura, 104

La carta, JoséLuisGonzález, 105

A José Martí, Julia de Burgos, 107

Prólogo: cómo se come una guayaba, de Cuando era puertorriqueña, EsmeraldaSantiago, 109

Ni te lo imagines, de Cuando era puertorriqueña, Esmeralda Santiago, 111

Un, dos, tres: Ricky Martin, Francisco M. Rodríguez, 115

III.Mundos hispanos, 118

Recordando a Raúl Juliá, actor de teatro y cine, 118

La plena: Linda música puertorriqueña, 120

La primera mujer puertorriqueña elegida al congreso, Nydia M. Velázquez, 121

Sonia Sotomayor: el sueño americano,Santos Jiménez, 121

IV. El arte de ser bilingüe, 124

¿Debe ser el inglés el idioma oficial de los Estados Unidos?, 124

V. Unos pasos más: fuentes y recursos, 126

CapítuloCuatro

Los cubanos y los cubanoamericanos, 131

Para entrar en onda, 132

I.Conversación y cultura, 133

Los cubanos y cubanoamericanos, 133

II. Lectura, 139

Mi raza, José Martí, 140

Balada de los dos abuelos, NicolásGuillén, 142

Selecciones de Antes que anochezca, Reinaldo Arenas

La cosecha, 145

El mar, 145

Mariel, 146 Introducción. El fin, 148

Daína Chaviano: Al principio fue la fantasía…, ReinaldoEscobar, 152

III.Mundos hispanos, 156

Pedro Zamora, 156

Pedro José Greer, 159

Yoani Sánchez, 161

IV. El arte de ser bilingüe, 164

Opinión editorial: La Torre de Babel, Belkis Cuza Malé, 164

Espanglish o spanglish: Producto de una nueva realidad, Clara de la Flor, 166

V. Unos pasos más: fuentes y recursos, 170

CapítuloCinco

La herencia multicultural de España, 177

Para entrar en onda, 178

I.Conversación y cultura, 179

España ayer y hoy, 179

II. Lectura, 189

Calés y payos, Juan de DiosRamírez Heredia, 189 Ay, torito bueno: La abolición de los toros a debate, Lázaro Echegaray, 193

Pamplona, Hemingway y PETA, José AngelGonzalo, 196

“Poema XXIX” de Proverbios y cantares, Antonio Machado, 200

La guitarra, Federico GarcíaLorca, 202

Canción del jinete, Federico GarcíaLorca, 202

III.Mundos hispanos, 204

El flamenco, 204

IV. El arte de ser bilingüe, 210

La traducción y la interpretación, 210

V. Unos pasos más: fuentes y recursos, 213

CapítuloSeis

Los derechos humanos, 219

Para entrar en onda, 220

I.Conversación y cultura, 221

Violaciones de los derechos humanos en Latinoamérica: Violencia e injusticia, 221

II. Lectura, 225

Esperanza, ArielDorfman, 226

Pastel de choclo, ArielDorfman, 228

Dos más dos, ArielDorfman, 229

Esa tristeza que nos inunda, Ángel Cuadra Landrove, 230

Canción del presidio político, Ángel Cuadra Landrove, 231

Cuba y los derechos humanos, 231

La escuelita de Bahía Blanca, AliciaPartnoy, 239 Busco a mi hermano, AstridRiehn, 248

Los mejor calzados, Luisa Valenzuela, 252

Espuma y nada más, Hernando Téllez, 254

La ruta de la muerte, Aroa Moreno, 258

III.Mundos hispanos, 263

Caña amarga: Explotación infantil en México, Samuel Mayo, 263

Javier de Nicoló: Padre que ayuda a los gamines de Bogotá, 267

La pobreza y las más de 4,000 maquiladoras en la frontera, 268

IV. El arte de ser bilingüe, 270

La Argentina y el matrimonio homosexual: Una sociedad más igualitaria, Luciana Ferrando, 270

Proclama sobre los derechos humanos, 272

V. Unos pasos más: fuentes y recursos, 274

CapítuloSiete

La mujer y la cultura, 279

Para entrar en onda, 280

I.Conversación y cultura, 281

La mujer y la sociedad en el mundo hispano, 281

II. Lectura, 283

¿Iguales o diferentes? El feminismo que viene, AmandaPaltrinieri, 283

La revolución inacabada, SusanaSantolaria, 288

Nosotras, RosaOlivares, 291

Redondillas, Sor Juana Inés de la Cruz, 295

Selecciones de El dulce daño,AlfonsinaStorni

Tú me quieres blanca, 297

Peso ancestral, 298

Hombre pequeñito, 299

Kinsey Report No. 6, Rosario Castellanos, 300

Mujer y literatura en América Latina (fragmento), Elena Poniatowska, 302

La mujer y los libros, Mercedes Ballesteros, 308

Entrevista: Rosa Montero, Carmen Aguirre y José Ángel Gonzalo, 310

III.Mundos hispanos, 313

Michelle Bachelet, 313

Mercedes Sosa, 316

IV.El arte de ser bilingüe, 318

Breves representaciones teatrales, 318

V.Unos pasos más: fuentes y recursos, 320

Capítulo Ocho

Cruzando puentes: El poder de la palabra, la imagen y la música, 327

Para entrar en onda, 328

I.Conversación y cultura, 329

¡Extra! ¡Palabras, imágenes y música por el Internet!, 329

II.Lectura, 331

Biografía: Chayanne, 332

El futuro del periodismo, John Virtue, 335

Vive tu vida al rojo vivo (fragmento), María Celeste Arrarás, 340

Dos palabras, Isabelle Allende, 347

Botella al mar para el dios de las palabras, Gabriel García Márquez, 355

La lengua común, Mario Vargas Llosa, 357

III.Mundos hispanos, 363

Música sin fronteras, 363

¡Cristina! Confidencias de una rubia, Cristina Saralegui, 366

IV.El arte de ser bilingüe, 368

Cómo preparar una hoja de vida en español, 368

Las librerías y las bibliotecas de su comunidad, 370

V.Unos pasos más: fuentes y recursos, 371

Apéndices

Apéndice A: Recursos del español para profesores y estudiantes, 375

Apéndice B: La red en español y otras direcciones útiles, 379

Apéndice C: Otros recursos: películas, videos y audiovisuales, 381

Apéndice D: Teaching Spanish as a Heritage Language: Recommended Readings, 383

Mapas, 387

Créditos de fotos, 391

Créditos, 393

Índice, 397

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