2019

DIFUSIÓN USA

Difusión was born in 1988 as a response to demands from educators and

researchers for more communicative practice in Spanish-language classes. When
this small publishing house first opened its doors in Madrid, its instructional
materials and innovative ideas brought a breath of fresh air into Spanish-language
classrooms.
Since then, Difusión has become an internationally recognized publisher of Spanish
language educational materials. Today we have an in-house staff of 60-plus
people working with more than 200 contributors from around the world, and our
catalog offers more than 200 titles covering a wide range of educational materials
for K-12 and higher education programs.
Throughout the years, we have worked with thousands of educators and students of Spanish around the
world. Our goals have been to understand the needs and challenges of educators and learners, and to
provide them with tools that are useful, effective, and up to date. In 2018 alone we’ve trained more than
15,000 educators in our professional development seminars, both online and in person, in the United
States and around the world.
In recent years, as a result of our research and market development efforts, we’ve been in touch with
many educators working in a wide variety of educational contexts in the U.S. They have told us about
their needs and those of their students and have asked for innovative materials that respond to the
new challenges of teaching Spanish in the U.S. We’ve explored ideas about learning, communication,
and culture, and about recognizing the value of Spanish and U.S. Hispanics.
As a result, we have learned a lot about what it means to teach Spanish in the U.S. today. This is why we
are proud to present two new programs designed directly for that market:
• Alba y Gael, a course for children aged 7-11 years.
• Proyectos, an introductory and intermediate Spanish course for students in higher education.
Both programs are based on the ACTFL Proficiency Guidelines, with clearly stated goals and outcomes
by level. The materials include Can-Do Statements for language and Can-Do Statements for
intercultural communication to help students develop both communicative and cultural competency.
We are indebted to the generous and expert guidance and authorship of the educators in the United
States whose talent, experience, vision, and professional knowledge has gone into the crafting of these
materials.
Thanks to all of you!
Katia Coppola, CEO

www.difusion.us
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DIFUSIÓN
MISSION STATEMENT

ABOUT US
Real Spanish. Real culture. Real communication.
We offer engaging educational resources and tools to teach your students to communicate in Spanish and
become global citizens.
We love the Spanish language —in all its varieties— and the cultures of the Spanish-speaking world. Our books
display a rich, open, and modern understanding of this world and these cultures.
We build cross-cultural connections by offering up today and realistic content moving students away from
stereotypes and helping them to think critically, both in and outside of the classroom.

KEY FIGURES

15
Years Staff members
working alongside
faculties, students
and institutions in the
United States
60 with a unique passion for
language materials represent
the core of our mission

Contributors
46 from around the world work
every day to make Difusion
the best language publisher in 200
the world

American Universities
& Colleges 900,000 +
use our programs across the United States minutes viewed last year
on our channel
100 %
of the Institutos Cervantes 35,000 +
use our products in the U.S., followers on Facebook
and most of them
around the world 60,000 +
educators stay
1,000,000 up-to-date with
our newsletters
books sold around the world in 2018

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DIFUSIÓN USA

OUR MISSION
Our mission is to help students learn Spanish they can use in real-life situations. And we do it by creating
engaging and meaningful content that sparks their curiosity and motivates them to learn. We strongly believe
that educators play a key role in language learning, and part of our mission is to support them and give them
opportunities for professional development.

OUR VALUES
Commitment
Because everyone on the Difusión
team has a background in education
and works closely with educators
and students, our commitment
goes far beyond our daily work. We
understand the needs of educators
and students and we are passionate
about looking for solutions and tools
to help them succeed.
Affordability
We are committed to providing
high-quality print and digital
content and to offering affordable
prices to all those who want to
learn a language. We guarantee
lower prices for high-quality
content and for simple and easy-
to-use technology.
Communication
We view languages as tools for
communication and action. To learn
a language and build authentic
communicative competency, we need
a realistic context, a true need to
communicate, a focus on meaning,
and the right linguistic resources.
And that’s what we provide in our
materials.

Innovation Educators Students

Our educational materials focus
on the most current pedagogical
methodology. We work hard to
create materials that follow the ACTFL
Guidelines for Proficiency, include
Can-Do statements, and assimilate the
5 Cs. Our digital resources focus on
original content via a simple
and easy-to-use platform.
We see educators from around
the world as our partners, and the
core of our mission is to support
them by providing professional
development opportunities, high-
quality documents and activities,
and instructor resources in an
easily accessible format.
Our content is created to help
students learn Spanish fully so they
can communicate and interact with
other communities and cultures,
both in the United States and
abroad. We help students become
global citizens by developing their
intercultural and critical thinking skills.

PABLO GARRIDO
JESÚS HERRERA Editor in Chief MARTA JAIME SALA
Chief of CORRETGER SARA ZUCCONI
Pedagogical AGNÈS BERJA CFO Editor
Chief of Digital Product
Support Editor

JUAN MANUEL CLARA SERFATY AGUSTÍN KATIA COPPOLA IÑAKI CALVO

VICENTE Editor GARMENDIA CEO Head of Online
Marketing & Publishing Director Marketing
Communications DIFUSIÓN USA 3
specialist
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DIFUSIÓN
PROFESSIONAL DEVELOPMENT

COMMITMENT
Our partners, instructors, and students are at the center of our mission.
We know that by helping them reach their goals, together we are taking language learning to the next level.
We offer multiple opportunities throughout the year for instructors to join us via webinars, teaching
conferences, and professional development sessions at schools that use our products on their premises.
Language educators, we are here for you!

Would you like updated information

about what we have planned?
www.difusion.us
spanish@difusion.us

ON DEMAND TRAINING
Our users have the opportunity to request on-site training related to our teaching materials, online
components, and teaching tips for our products, as well as professional development workshops related to
teaching and learning Spanish.

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DIFUSIÓN USA

TEACHING CONFERENCES
One of our core goals is attend language learning conferences in Spain, Europe, and elsewhere around the
world. Now you can meet us at the major teacher conferences in the United States.

NECTFL - NorthEast NECTFL - NorthEast

2020
2019

Conference on the Teaching Conference on the Teaching

of Foreign Language of Foreign Language
Midtown, New York City Midtown New York NY
February 7–9, 2019 February 13–15, 2020

101st Annual AATSP Confe- 102st Annual AATSP

rence Conference
San Diego, California San Juan, Puerto Rico
July 8-11, 2019 July 9–12, 2020

ACTFL Annual Convention ACTFL Annual Convention

and World Languages Expo and World Languages Expo
American Council on the Teaching American Council on the Teaching
of Foreign Languages (ACTFL), of Foreign Languages (ACTFL),
Washinghton DC San Antonio, TX
November 22-24, 2019 November 20-22, 2020

Learning Practice Interaction Experiences

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DIFUSIÓN
PROFESSIONAL DEVELOPMENT

MATERIALS FOR YOUR CLASSES

We want to support your educational training outside the classroom as well as your day-to-day life within it.
That’s why we offer a variety of complementary teacher materials for your classes.
Just contact us at spanish@difusion.us.

Posters

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DIFUSIÓN USA

Planner

Calendars

Comic
strips

BOOKS ON METHODOLOGY
Do you want to get the best pedagogical books for
your classes? Go to page 31 of this catalogue for
more information.

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DIFUSIÓN
PROFESSIONAL DEVELOPMENT

WEBINARS

In our Webinars, you can find ideas to work culture and intercultural competence into your Spanish
classroom, techniques to manage your groups, and techniques to analyze the interaction between you
and your students. You will also find ideas to better explain difficult grammar points like the articles,
the past tense, how to incorporate videos into your classroom, and much more!
Access all the content from past webinars directly from campus.difusion.com.

Free open webinars Customized webinars

We give you the opportunity to join us, free of For learning centers that wish to incorporate our
charge, from anywhere in the world for: materials, or those that are already using them, we
offer online workshops so you can find out more
•p
 edagogic workshops on a wide range of topics
about our materials and implement them in your
related to teaching and learning Spanish.
classroom.
•p
 resentations and teaching tips for our materials.

NEW
Upcoming webinars
for US educators
2019
We offer you a new series of webinars
especially designed for the United
States in association with AATSP that
will cover the following topics:
•P
 rofessional Spanish
•S
 panish inheritance
•S
 ocial justice
•T
 eaching cultures

To know more, contact us at:

spanish@difusion.us

More than 10,000 teachers around the

world participate in our webinars

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DIFUSIÓN USA

INTERNATIONAL PLATFORM

Resources for students and educators

Prepare your classes in a fast simple way with the digital tools and the enriched
materials on our online platform

3 GOOD REASONS FOR USING OUR PLATFORM

1  Save time 3  Continue your

Ready-to-go professional development
quality resources Seminars and ideas for classes
and digital training

2  Motivate your students

Attractive real-life, interactive,
and innovative content

130,000 +users worldwide

Try it free! Create your account at
campus.difusion.com and find out about the
resources and tools our platform has to offer.

Hundreds of videos New content Thousands of Two sections

with exercises every month interactive activities of latest news

Offline Access Download all the resources you need and use them offline

From All Your Devices Connect from your computer, tablet or phone

Any questions? Contact us at campus@difusion.com

DIFUSIÓN USA 9
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DIFUSIÓN
NEW RELEASES
ELEMENTARY SCHOOL
ALBA Y GAEL
A new Spanish course for children
ALBA Y GAEL is a three-volume program for children between the ages of seven and
eleven that teaches Spanish in a simple and fun way. Each volume of ALBA Y GAEL
consists of seven units, a mini dictionary, and an appendix with cut-out-materials.
This curriculum was designed to follow ACTFL
World-Readiness Standards for Learning
Languages:
•C
 ommunicate in Spanish: Communication
is at the heart of ALBA Y GAEL ’s
pedagogical approach. The ultimate goal is for
students to acquire communication skills, and
ALBA Y GAEL exposes students to real-life
experiences to practice the three modes of
communication: interpersonal, interpretative and
presentational.
•G
 ain Knowledge and Understanding of Other
Cultures: Culture is present throughout all units.
The main characters are a girl from Spain: Alba,
and a boy from Mexico: Gael.
They share stories and experiences from their
own cultures and come across other cultures
as well.
•C
 onnect with Other Disciplines and Acquire
Information: Connection is a key element
in ALBA Y GAEL . Students establish
connections with other disciplines and
reinforce what they have already learned.
Mathematics, arts, music, social studies, science
among other subjects and topics, are part of
children’s experiences who learn Spanish with
ALBA Y GAEL .
•D
 evelop Insight into the Nature of Language
and Culture: ALBA Y GAEL ’ s family and
friends introduce children to the diversity of the
Spanish-speaking world. In this way, children
10 DIFUSIÓN USA
begin to have a deeper understanding into their
own culture and language while learning to value
different Spanish-speaking cultures and varieties
within the Spanish language.
•P
 articipate in Multilingual Communities at
Home & Around the World: ALBA Y GAEL
has been created for learners who will be part of
multilingual and multicultural communities in a
global society. For this reason, ALBA Y GAEL
offers activities that connect language learners
with the world outside the classroom.
• How does ALBA Y GAEL accomplish
all of this?
- Providing a Spanish language curriculum
designed exclusively for children’s Spanish
language learning.
- Exploring different topics of interest for
children, that engage them in a deeper and
more meaningful way.
- Introducing hands-on activities and musical
experiences from an intercultural perspective.
- Proposing motivating activities that foster
learning, creativity, and cooperation.
- Presenting materials like posters, text, audios,
and videos of excellent quality to attract
students’ attention.
- Scaffolding students’ learning by offering
numerous lexical and grammatical support from
simple to complex.
- Incorporating Visual Grammar, a new didactic
approach to learning grammar.
 2019
DIFUSIÓN USA

TITLE STUDENT’S BOOK WORKBOOK TEACHER’S GUIDE

+ DOWNLOADABLE MP3 + DOWNLOADABLE MP3
Alba y Gael Level 1 978-84-17710-04-0 978-84-17710-05-7 978-84-17710-06-4

Alba y Gael Level 2 978-84-17710-08-8 978-84-17710-09-5 978-84-17710-10-1

Alba y Gael Level 3 978-84-17710-12-5 978-84-17710-13-2 978-84-17710-14-9

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NEW RELEASES

Alba y Gael Level 1 Chapter Sample

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Alba y Gael Level 1 Section Con lupa 2

Alba y Gael Level 1 Section Mis palabras y Gramática visual

Each unit offers dynamic activities, vocabulary and grammar sections, and a fun final project to continue the
learning and playing. ALBA Y GAEL incorporates a new visual grammar concept so that students learn
more naturally.
Each volume of ALBA Y GAEL has a workbook with downloadable audio, a teacher’s guide with valuable
instructors’ lesson plans and teaching suggestions, and a full set of downloadable teacher resources. In
addition, we offer a special digital learning platform for teachers and students.

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DIFUSIÓN
NEW RELEASES

Reviewers
We want our materials to respond to the new challenges of teaching Spanish in the U.S.
With that in mind, we worked with teachers from many different educational contexts in
the U.S. to create this program. Many thanks to all of our reviewers!

Karina Bustamante Diana Chery-Ramírez

International School of Brooklyn (NY) Trinity School (NY)
Reviewer and pedagogical advisor of ALBA Y GAEL Linguistic advisor of ALBA Y GAEL

“Alba y Gael opens the door to cultural
diversity and offers themes that
motivate children to learn more about
the Spanish-speaking world in a creative
and interdisciplinary way.”
“With Alba y Gael, even the youngest
students will see a window into a
universe of infinite possibilities for
communication, fun, and empathy
with Spanish and Spanish speakers.”

Beatriz Aguilar Hebles Wendy Guardado

Lincoln School (RI) Dual Language Middle School (NY)

Adrián Arias Palomo Ana Gutiérrez

Veazie Community School (ME) The Chapin School (NY)

Raquel Avilés Torres Lori Langer de Ramírez, Ed. D.

Edmonton Catholic School Distric (CAN) The Dalton School (NY)

Rosario Bernabeu Fernández Marta Llath Barrera

Far Hills Country Day School (NJ) Riverdale Country School (NY)

Judy Chmiel Myrna Maldonado

Profesora particular (FL) Grace School (TX)

Luis Elías Ruiz Cristina Martino

Trinity School (NY) Vineyard Montessori School (MA)

Rosalba Esparragoza Ellys Mattos

Davidson College (NC) E Cubed Academy (RI)

Fabián González Ana Palacios

Instituto Cervantes (NY) New Rochelle Primary School (NY)

Rebeca Madrigal Óscar Pau

Dos Puentes Elementary School (NY) International School of Brooklyn (NY)

Eric Meza María Sanz

Profesor particular (NY) Renascence School International Orange County (CA)

Mónica Monzón Susana Solorza

New Springs Schools (FL) Holy Name of Jesus Catholic School (KY)

Laura Múrtula-Montanyà Linda Villadoniga

Brooklyn Friends School (NY) Ẅorld Language Consultant (FL)

Clara Gorman Marjorie Vera

Ethical Culture Fieldston School (NY) Bay Ridge Prep (NY)

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DIFUSIÓN USA

Our digital environment

for ALBA Y GAEL

With ease of use and affordability in mind, Difusión has chosen BlinkLearning, an educational technology
company with more than 1.5 million users in over 40 countries, to power The Spanish Hub, where all digital
content and resources for ALBA Y GAEL will be available.

As more and more schools move into the digital world, it is important for us to offer digital content in an
interface that is intuitive and straightforward for all types of users, as well as compatible with all smartphones
and tablets via an application that allows teachers and students to work both offline and online at any time and
from any location.

Technology that is affordable, intuitive, mobile and accessible to all!

For Teachers For Students

• A fully functional Learning Management • Interactive digital version of the
System (LMS) that helps you make the student’s book and workbook
most of your classes with a gradebook
• Self-correcting activities
as well as analytics data that tracks your
students’ class performance. • Audio program
• Master classes, easy-to-copy sections, and • Songs
customizable lessons plans. • Games
• Interactive self-correcting activities. • Cut-out material
• Gradebook, messaging, and analytics data
to evaluate student performance.

Besides all the tools available on our platform, we also offer an e-book enriched with audio and videos.

DIFUSIÓN USA 15
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DIFUSIÓN
NEW RELEASES

HIGHER EDUCATION

PROYECTOS
An introductory and intermediate
Spanish course
Teaching and learning Spanish with PROYECTOS is an exciting cultural and personal
experience, a way to open yourself up to the diverse world of the globe’s Spanish-
speaking people and cultures.

WHY PROYECTOS?

• Because it allows for great flexibility in its pedagogical approach, it is is ideal for communicative
courses or content-based courses, and can be used equally well in face-to-face, hybrid, or online
learning environments

• Because of its truly innovative treatment of vocabulary. The vocabulary that students need to
interpret, understand, and present is introduced organically via authentic cultural products and
highlighted in yellow to facilitate learning in context.

• Because of its attractive and meaningful treatment of Hispanic cultures. In PROYECTOS culture
and cultural products (painting, literature, film, urban art, photography, etc.) are always presented
organically and are connected to chapter content. It’s a treatment that is based in a recognition of
diversity and in wonder at its richness.

• Because it brings to the classroom the real-life problems that help educate global citizens with
critical thinking skills (environment, identity, stereotypes, time management, consumerism,
feminism, etc.). PROYECTOS prepares students to converse in Spanish about modern-day
problems and to tackle the challenges of a global world.

• Because PROYECTOS facilitates differentiated instruction and the individual work of the learner
by the use of:
- an attractive graphic interface
- a contextualized visual presentation of vocabulary
- activities that guide students to observe linguistic phenomena and that encourage active learning.

In short, because PROYECTOS facilitates real immersion in Spanish and Hispanic cultures.

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DIFUSIÓN USA

TITLE STUDENT’S BOOK

Proyectos 978-84-17710-00-2

DIFUSIÓN USA 17
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DIFUSIÓN
NEW RELEASES

What makes PROYECTOS  unique? DOCUMENTOS PARA DESCUBRIR

CONSUMO RESPONSABLE

At the beginning of each chapter, the Para Empezar and Documentos para descubrirsections introduce its theme
18. ¿Sabes qué es el consumo responsable? ¿Con
PREPÁRATE

to students in a contextualized presentation, thanks to different authentic cultural content.qué lo asocias? Escríbelo aquí.
CAPÍT ULO
19. Antes de 14
leer el texto, di si los siguientes
hábitos son propios del consumo responsable
o no.
VIDEO: POR SU CUENTA
PARA EMPEZAR CAPÍTULO 5 1.  Evitar comprar productos con
CAPÍTULO 5
envoltorio de plástico.
IMÁGENES DEL MUNDO HISPANO
¿Q
IMÁGENES
2.  Usar objetos de un solo uso (platos,
 PREPÁRATE vasos, cubiertos).
En este
a uno de estos conceptos
capítulo vas a presentar
? ¿Por qué?
1. Lee estas cuatro afirmaciones sobre los estereotipos del mundo hispano.
Relaciona cada una con la imagen que la desmiente.
3.  Consumir frutas y verduras de

una imagen diversa e inclusiva de 1. Mucha gente cree que la familia en Latinoamérica es muy tradicional. productores locales.
el turismo.
2. Muchas personas piensan que en Costa Rica la única actividad económica es

CO
3. Mucha gente cree que en Latinoamérica solo se baila salsa. 4.  Cambiar de celular una vez al año.
una región hispanohablante. 4. Muchas personas creen que en Latinoamérica siempre hace calor. 5.  Reparar los electrodomésticos y
aparatos averiados.
B

5
A
6.  No comprar aparatos si no los vas a
usar más de 4 veces por año.
PROYECTOS helps
RE
7.  Tirar la ropa usada a la basura
8.  Comer mucha carne.
Spanish
20. Lee el students improve
texto. ¿Antes de comprar algo te haces

their alguna
language-production
texto?
de las preguntas que aparecen en el
¿Cuáles?

skills not
21. Lee onlysobre
los textos through
las iniciativas de
consumo responsable y responde.
COSTA RICA
ARGENTINA

D
models, but through
• ¿Es fácil vivir como Laura, Patri y Fer?
meaningful chunks of
C

• ¿Podrías vivir así?

 PREPÁRATE
• ¿Qué aspectos de la vida diaria serían más
8. Antes de ver el cortometraje, averigua el significad
o de las siguientes palabras.
conceptos ? Escríbelo.
language, difíciles?highlighted in
¿Qué relación causa-efecto puede haber entre estos • ¿Reparas tus objetos o los tiras
queja blue,
actividadthat helpotros them
` LANGUAGE STRUCTURES SOUNDS
LEARNING OUTCOMES
Stem-changing verbs Diphthongs y compras
agrícola nuevos?
` Talk about daily routines ` `
sequía aljibe petróleo petrolera exploración petrolífera
` Express likes, interests, ie and ue • ¿Te gustaría aprender a reparar objetos?
acquire new objetosgrammatical
CULTURE
and preferences ` The verbs gustar, encantar,
¿Qué querrías poder reparar?
El con
Surprising data in Panama
and interesar
`
pozo petrolero recursos naturales
VOCABULARY
` Images of Spain in art actividad ganadera
` Reflexive verbs
`
`
Stereotypes and clichés
Habits
` Tener que + infinitive

ORAL AND WRITTEN TEXTS

PROJECTS
` Group: Prepare a
9. Pon el video, pero cierra los ojos hasta que oigas
el primer diálogo. Concéntrate en losforms.
sonidos queIn this way their
22.tiene
En parejas,
lugar? compartan sus respuestas a las consu
` The academic calendar presentation about a imaginas el lugar? ¿En qué país crees que
 escuchas. ¿Qué sonidos escuchas? ¿Cómo te
anxiety about unknown
Organizing information CUBA

y sost
`
` Ordinal numbers 1-10 PERÚ

` Weather and climate

` Contrasting arguments
` Months and seasons
` Making a poster
` Individual: Write a text
place in a Spanish.-
1
 actividades 12, 13 y 14.
speaking country
fundamental se representa?
Lee las siguientes afirmaciones. ¿A qué país se refiere cada una?
10. Ve el vídeo hasta el minuto 4.00. ¿Qué problema
2.
about an important day
in your community forms is reduced and
23. En grupos, discutan sobre las cuestiones
1. Fue el primer país del continente americano en legalizar el matrimonio entre personas
la radio. Señala si las siguientes afirmacion
2. El 40 % de sus exportaciones es de alta tecnología. es son
del mismo sexo.

 planteadas en la actividad 15. tener

11. A partir del minuto 4.06, se da una noticia en
hace mucho frío:
3. Tiene varias ciudades a más de 4000 metros de altitud. Allí, durante todo el año,

verdaderas o falsas.
incluso menos de 0 oC (32o Fahrenheit).
4. Tiene uno de los ballets más famosos del mundo. classroom communication
V ¤F — Para mí, sería difícil encontrar productos
vida y
3. En parejas, comparen sus respuestas a las actividades 1 y 2.
1. El programa de
 exploración petrolífera va con retraso. is made easier.
  de limpieza en envases que no sean de
  plástico…
medio
124
las obras.
2. Falta dinero público para concretar
3. El gobierno ha decidido limitar la exploración
petrolífera.
125
 — Pues para mí lo difícil es reparar objetos… derech
avisan
4. Las quejas de los gremios, la alcaldía y el consejo 24. En pequeños grupos, busquen iniciativas similares
del deterioro del medioamb iente.
 queconozcan y expónganlas a los demás. Comprar
5. El gobierno defiende a los dueños de los terrenos.   justo y ela
6. Se ha descubierto un pozo petrolero muy grande.
El cohousing es/son… un hábito
consiste/n en… medioam
recibir un aviso de la compañía
12. Ve desde el minuto 6.00 hasta 14.12. ¿Qué significa es/son una forma de… de forma
¿Cómo reacciona Santiago?
petrolífera? ¿Qué noticia le da a Santiago su empleado? deberíam
¿Cómo se siente y qué medidas toma? ¤ — Yo he buscado información
¿Qué información contiene ese video? sobre los bancos cooperativos… ¿Lo neces
13. Ve desde el minuto 14.30. ¿Qué le pide la pareja? ¿Podría p
La Cafetería: an original resource that poses para Santiago?
¿Qué hace Santiago con él?
qué mate
hecho? ¿E
vidad 5.  LA CAFETERÍA 16.38. ¿Qué noticia da la radio sobre el video? ¿Qué
significa eso

¿Cómo influye nuestra themes and14.questions that “break” the walls of the ¿Lleva alg
o social?
an sus
manera de consumir en el
medioambiente?
classroom15.and elicit
En grupos, weightier
comparen sus respuestasdiscussions. This
a las actividades 8 a 14.
362

is a tool that inquién
16. ¿En many cases
está basado takes
el personaje on a linguistic
de Santiago?

¿Qué hábitos cotidianos compañías petroleras,

riana.
ayudan a protegerlo? character, but
17. in others
En pequeños its main goal isetc.the
grupos, comenten lo que saben sobre otras grandes
dónde trabajan, cómo afectan al medioambiente,
¿Qué otras grandes empresas afectan
luchan contra ellas?
developmental medioamb
of persuasive and critical thinking
iente? ¿Conocen a personas que
361

skills, as well as showing the connections between

learned content and real life outside the classroom.

PARA EMPEZAR
IMÁGENES
 PREPÁRATE

The PROYECTOS videos: These 20 videos, carefully selected 5. Mira las imágenes.
1. Consumismo
¿Cuáles relacionas
con cada uno de
estos conceptos?
¿Por qué?
VIDEO: POR SU
CUENTA
CAPÍTULO 14

and produced, belong to diverse genres: real-life, documentary,

2. Consumo respo
nsable

fiction, interview, publicity, etc. They were designed to help

immerse students in Spanish and its variations as well as to help
them understand diverse Hispanic cultures, encouraging their
comprehension of the perspectives, practices, and products of
these cultures.  PREPÁRATE
8. Antes de ver el cortom
etraje, averigua
¿Qué relación causa el significado de
-efecto puede haber las siguientes palab
entre estos conce ras.
sequía ptos? Escríbelo.
aljibe petróleo petrolera exploración petrol
actividad ganad ífera queja
era pozo petrolero actividad agríco
la
recursos naturales
9. Pon el video, pero
cierra
 escuchas. ¿Qué sonido los ojos hasta que oigas el prime
1 s escuchas? ¿Cóm r diálogo. Concéntrate
o te imaginas el en los sonidos que
lugar? ¿En qué país
10. Ve el vídeo hasta crees que tiene lugar?
18 DIFUSIÓN USA el minuto 4.00. ¿Qué
problema fundamenta
l se representa?
11. A partir del minut
o 4.06, se da una
verdaderas o falsas noticia en la radio.
. Señala si las siguie
ntes afirmacione
s son
1. El programa de
exploración petrol
2. Falta dinero públic ífera va con retras V F
o para concretar o.
3. El gobierno ha las obras.  
decidido limitar
4. Las quejas de la exploración petrol  
l ífe
 2019
DIFUSIÓN USA

Each chapter includes CAPÍTULO 5

a group project and an PROYECTOS

PROYECTO INDIVIDUAL
PROYECTO EN GRUPO
individual project. Both help Un día importante
connect students to the real Un lugar de habla
hispana en mi comunidad
world and take their learning diversa y plural de un Vas a escribir un texto sobre un día importante
Vamos a crear un cartel para presentar una visión para tu comunidad.
outside the classroom. To país de habla hispana.
A. Piensa en un día importante o significativo en tu
entorno (en tu país, tu estado, tu ciudad,
hispanohablante que quieran presentar. tu comunidad, etc.) y escribe esta información.

complete them, students

A. En grupos, escojan un país, una ciudad o una región

ese lugar e investiguen en internet para encontrar
B. Piensen en diferentes aspectos interesantes de • Día del año
datos e imágenes. Pueden incluir: • Nombre del día o del evento

must research, create, and

• Lugar de celebración
de ese país o estado y una frase para explicarla.
• una imagen que muestre un aspecto poco conocido • Por qué es importante
estaciones del año, etc. (puede tener
• una breve descripción del clima: lluvias, temperaturas, aspectos.
imágenes y diagramas). B. Escribe cómo se celebra ese día. Piensa en los siguientes

prepare presentations o evento de ese país o estado con sus datos más importantes:
• una imagen de una celebración
nombre, lugar y día(s) en el que se celebra, breve descripción. • Qué actividades tienen lugar
etc.) que muestre o hable de ese lugar con los
• una obra de arte (pintura, fotografía, película, canción, y a qué hora.
datos más importantes: título, autor, año de realización.
Expliquen por qué les gusta. • Qué haces tú durante ese día. DÍA DEL AÑO:

about interesting and C. Presenten su póster o cartel a la clase. ¿Qué país

o estado les gustaría visitar? ¿Por qué?
• Cómo participan otras personas.
• ¿Te gusta ese día?
¿Cómo te sientes durante ese día?
un sábado de
agosto

varied themes, ones that Puerto Rico Clima

C. Busca imágenes o
un video corto para
acompañar tu documento.
NOMBRE DEL
DÍA O DEL
EVENTO:

are culturally relevant and Tiene un clima tropical y

la temperatura media es
D. Comparte tu documento
con tus compañeros/as.
¿Qué día les parece más
Austin Bat
Fest – Festival
de 19,4 oC (66,9 oF). de los murciélagos

related to their community. interesante? ¿Quieren

participar en ese evento
el año próximo?
de Austin
Todos los años, en verano, un sábado de

By so doing, they activate Muchas de las calles del Viejo San Juan
tienen adoquines azules que están hechos
¡En julio y agosto
hace mucho calor!
agosto, se celebra el Austin Bat Fest -
Festival de los murciélagos de Austin.
Es un evento muy impresionante porque,
con los desechos de la fundición de hierro.

and increase their acquired LUGAR DE

al final de la tarde, más de un millón de
murciélagos salen del puente de Congress

Olga Albi zu
Avenue. Hay varias actividades: un concurso
CELEBRACIÓN:
knowledge and develop Grito de Lares en el puente de
Congress Avenue
de disfraces de murciélago, una zona
especial para niños y música, sobre todo
rock.
de Austin
competency by practicing all POR QUÉ ES
Yo voy todos los años porque los grupos de
rock son bastante buenos y porque me gusta
ver los murciélagos. Normalmente voy a las

modes of communication.
IMPORTANTE:
8 p.m., pero las personas que tienen hijos
1,5 millones
van antes y muchos participan en el concurso
de murciélagos
23 de septiembre salen del puente
de disfraces. ¡Es muy divertido!
Marca el nacimiento de
Pionera del expresionismo y vuelan por el
la nación puertorriqueña.
abstracto en Puerto Rico cielo de Austin.

143

142

The Recursos lingüísticos section offers a summary of the grammar covered in each chapter
and can be complemented by Tutoriales de Gramática, created specifically for this program
and available online.

RECURSOS LINGÜÍSTICOS
GRAMMAR CAPÍTULO 5
3
COHESION
VOCABULARY
TALKING ABOUT QUANTITY

uWith verbs SEQUENCING INFORMATION RUTINAS (ROUTINE ACTIONS)

verb + poco/suficiente/mucho/demasiado Primero (First)

Después (Then)
Luis habla poco. Yo primero desayuno y después miro
internet un rato.
Estoy muy cansado. Creo que no duermo
suficiente. Antes (Before)
En época de exámenes estudio mucho.
Marta, creo que trabajas demasiado. Los sábados como a las dos, pero
antes juego al tenis
con un amigo.
uWith nouns

poco/a/os/as + noun
después de + infinitive The Vocabulary section
presents lexical items
Después de desayunar, leo un rato.
Estos días tengo poco trabajo. despertarse
levantarse
En verano hay poca gente en el campus. antes de + infinitive (To wake up) preparar el desayuno
(To get up)
Tengo pocos amigos. (To make breakfast)

logically and visually,

De lunes a viernes duermo pocas horas. Antes de desayunar, miro internet
un rato.

suficiente/s + noun

Tengo suficiente papel para imprimir

el trabajo.
No tengo suficiente tinta para imprimir
¿Tenemos suficientes recursos para
el trabajo.
hacer el trabajo?
and by putting special
emphasis on frequent
Mario, no duermes suficientes horas.

mucho/a/os/as + noun

word combinations. This

Estos días tengo mucho trabajo. desayunar
llegar
Hoy hay mucha gente en el campus. (To eat breakfast) comer
¿Qué pasa? (To arrive)
Tengo muchos amigos argentinos. (To eat)
Los fines de semana duermo muchas

presentation brings learning

horas.
demasiado/a/os/as + noun

Estos días tengo demasiado trabajo.

En esta ciudad hay demasiada contaminaci
Tengo demasiados trabajos para esta
Tengo que hacer demasiadas cosas
ón.
semana.
hoy.
closer to that which
masculino singular femenino singular cenar
ducharse
happens in an immersion
environment and, in
poco papel (To eat dinner) acostarse
poca lluvia (To have a shower)
(To go to bed)
suficiente papel/lluvia
NÚMEROS ORDINALES (ORDINAL
NUMBERS)
mucho papel mucha lluvia
1.º/1.ª primero/a*
demasiado papel

masculino plural
demasiada lluvia
2.º/2.ª segundo/a
6.º/6.ª
7.º/7.ª
sexto/a
séptimo/a
addition, facilitates learning
femenino plural
3.º/3.ª tercero/a*
pocos días
suficientes días/horas
pocas horas
4.º/4.ª cuarto/a
8.º/8.ª
9.º/9.ª
octavo/a
noveno/a
via graphic organizers,
muchos días
5.º/5.ª quinto/a
mental mapping, images,
muchas horas
demasiados días demasiadas horas 10.º/10.ª décimo/a


outlines, etc.
Before masculine nouns, the forms
primer and tercer are used:
el primer día/mes/trimestre…
el tercer día/mes/trimestre…

146

147

DIFUSIÓN USA 19
 20
19
DIFUSIÓN
NEW RELEASES
Interview with authors
Fernando Contreras
Carleton College,
Northfield, Minnesota
Co-author of PROYECTOS
Javier Pérez Zapatero
Barnard College, Columbia University
New York
Co-author of PROYECTOS
Francisco Rosales Varo
Columbia University
New York
Co-author of PROYECTOS
What are the main new challenges in teaching Spanish in
colleges in the United States?
J. P.: Spanish in the United States is not a foreign language
anymore. Traditional Spanish courses were focused
almost exclusively in gaining linguistic and communicative
competence. I believe that new Spanish curricula should
include communicative and sociocultural competence as
well as academic competence to develop skills that will
allow learners to delve into further fields of knowledge.
PROYECTOS adopts this principle because it’s based
on language and content integration, one of the biggest
challenges in the teaching of L2.
Do you think that instructional materials meet these new
teaching needs in the United States?
F. R.: Our college students are increasingly demanding
and expect a more personalized learning experience. For
this reason, materials and cultural components must be
attractive for our diverse students which often includes
heritage speakers. The traditional concept of instructional
materials or courses is in crisis and subject to a thorough
revision. Didactic tools are increasingly versatile. We need
more accessible teaching aids, more diverse classrooms,
and more receptive instructors. With all this in mind,
PROYECTOS comes to life, with the purpose of offering
options to learn without being imposed a rigid model.
What are the main advantages and disadvantages in the
use of new technologies in the teaching of Spanish L2?
J. P.: A piece of chalk or a computer can be equally
effective or useless, it all depends on the goal. Sometimes
we are tempted to overuse technology and we may end
up overlooking its real value. In my understanding, digital
tools are beneficial as long as they help create knowledge.
If we limit their use just to consume knowledge the
potential technology will be wasted. Project-based
20 DIFUSIÓN USA
instruction in PROYECTOS, is a good example of a wise
use of these technologies.
What do you enjoy the most about teaching culture in
your Spanish classes?
F.C.: Using the language as a means to share the richness
of my culture and heritage, and in turn, learning about
the cultural customs of my students. Why don’t they
kiss on the cheek when they greet each other? Why are
they so strict with their time? Or why do we show more
affection when we greet each other, or why are we so
relaxed when it comes to time schedules? Because of
this interconnectedness, teaching a foreign language
fosters a wider perspective on the world on the learners;
PROYECTOS is a course that offers students insights
which reach beyond the classroom walls. Teaching to speak
a new language also means teaching to behave in another
language. It means fostering an appreciation of difference.
With all the distractions of college life, how can we
possibly capture our students’ attention?
F. R.: If our students are actively participating and feeling
challenged, they will more likely be interested in the lesson.
Taking that into account, PROYECTOS provides many
self-discovery activities. For example, it gives students
some target language in context;then, students in small
groups identify the grammar phenomena and decipher
the rules. Once they grasp the concept, they practice by
creating their own personal examples, so as to solidify
their understanding. In this way, lessons are very student-
centered; the students themselves uncover the grammar
rules and lead the discussions, rather than the instructor
lecturing the entire class period.¡
Before we finish, any recommendation for instructors of
Spanish who read this interview?
F. R.: First thing I would recommend is to be on the side of
the learner. Positioning ourselves as educators beyond our
own interests or our institution’s interests is a very healthy
practice. Sometimes we are controlled by routine and
beliefs without reflecting on what we do in our classes and
why we do it. Continuous education and reflection on our
own teaching experiences are crucial.
F. C.: As language instructors, we have the responsibility of
creating citizens of the world, not just a competent Spanish
speaker. We should tackle a wide variety of issues in our
classrooms—from international stereotypes to regional
culinary delights—to stimulate our students’ curiosity about
life outside their town, state or college. If we are able to
touch our students’ lives in this way, it makes it worth all
the effort and energy we put into our teaching.
 2019
DIFUSIÓN USA

Our digital environment

for PROYECTOS

With ease of use and affordability in mind, Difusión has chosen BlinkLearning, an educational technology
company with more than 1.5 million users in over 40 countries, to power The Spanish Hub, where all digital
content and resources for PROYECTOS will be available.
As more and more schools move into the digital world, it is important for us to offer digital content in an
interface that is intuitive and straightforward for all types of users, as well as compatible with all smartphones
and tablets via an application that allows teachers and students to work both offline and online at any time
and from any location.

Technology that is affordable, intuitive, mobile and accessible to all!

For Instructors For Students

• A fully functional Learning Management
System (LMS) that helps you make the
most of your classes with a gradebook
as well as analytics data that tracks your
students’ class performance.
• Master classes, easy-to-copy sections, and
customizable lessons plans.
• Interactive self-correcting activities.
• Gradebook, messaging, and analytics data
to evaluate student performance.
• Assessment solutions and quizzes.
• Interactive digital version of the student’s book
• Online Student Activities Manual
• Self-correcting activities
• Grammar tutorials
• Audio program
• All of the student book reading texts in four
different varieties of spoken Spanish
• Mapped texts: a version of the reading texts
which highlights lexical bundles
and the use of preopositions.
• And MUCH more!

Besides all the tools available on our platform, we also offer an e-book enriched with audio and videos.

DIFUSIÓN USA 21
 20
19
DIFUSIÓN
OTHER PUBLICATIONS / PRE K-12

METHODS

Above all, students learn languages when they

are doing interesting and fun things with them.

• It offers a new progression that encourages language

acquisition and consolidation of the content.
• It offers a variety of vocabulary and grammar aids and
formal practice activities in the unit.
• There is a skills assessment at the end of each unit.
• It takes into account the CEFR guidelines and the PCIC
reference levels.

22 DIFUSIÓN USA
 2019
DIFUSIÓN USA

TITLE STUDENT'S BOOK WORKBOOK TEACHER'S BOOK USB STICK

+ DOWNLOADABLE MP3 WITH DIGITAL BOOK
Gente joven 1 Nueva edición A1.1 978-84-15620-75-4 978-84-15620-76-1 978-84-15640-04-2 978-84-17249-29-8

Gente joven 2 Nueva edición A1-A2 978-84-15620-87-7 978-84-15620-88-4 978-84-15620-93-8 978-84-17249-30-4

Gente joven 3 Nueva edición A2+ 978-84-15846-31-4 978-84-15846-32-1 978-84-15846-25-3 978-84-17249-31-1

Gente joven 4 Nueva edición B1.1 978-84-16057-21-4 978-84-16057-22-1 978-84-16057-23-8 978-84-17249-32-8

DIFUSIÓN USA 23
 20
19
DIFUSIÓN
OTHER PUBLICATIONS / PRE K-12

GRADED READERS

Los jóvenes mexicanos

CULTURE
Mexico is a country of young people: there are 36 million Mexicans aged
between 12 and 29. Los jóvenes mexicanos explores the challenges they
face in finding a job and expressing their individuality; and they tell us about
their political views and their plans and ideas to create a fairer country.

The text is accompanied with photographs, footnotes, a glossary in several

languages at the end of the book, plus a variety of activities. Lastly, there is a
CD with a reading of the text and a video.

TITLE LIBRO
+ CD/DOWNLOADABLE MP3 E-BOOK (AMAZON)
Los jóvenes mexicanos A2-B1 978-84-8443-865-6 978-84-15620-71-6

Los jóvenes españoles

CULTURE
Spain is going through a period of great social, political and economic change.
These changes are affecting the lives of young people, their outlook on life
and their plans for the future. Los jóvenes españoles talks about how they
are some of the happiest in the world; they explore their relationships and
interests and their ability to use technology as a tool for social change.

The text is accompanied with photographs, a footnote Spanish glossary, and

another glossary in several languages at the end of the book, plus a variety of
activities. Lastly, ther is a CD with the full text and a video.

TITLE LIBRO
+ CD/DOWNLOADABLE MP3 E-BOOK (AMAZON)
Los jóvenes españoles A2-B1 978-84-8443-862-5 978-84-15620-74-7

24 DIFUSIÓN USA
 2019
DIFUSIÓN USA

GRADED READERS

CULTURE
The narrated stories in Aventura joven describe the
exciting, surprising adventures of Laura, Sergio, Mónica,
Guille, and Martín, five inseparable friends.

TITLE LIBRO
+ CD/DOWNLOADABLE MP3 E-BOOK (AMAZON)
Aventura en La Habana A1 978-84-16057-27-6 978-84-16347-29-2

¿Dónde está Emiliano Fuentes? A1 978-84-8443-764-2 978-84-15620-24-2

Misterio en las Alpujarras A1 978-84-8443-271-5 978-84-15620-23-5

Objetivo: Barcelona A1 978-84-16057-26-9 978-84-16347-30-8

Perdidos en el Camino del Inca A1 978-84-8443-544-0 978-84-15620-25-9

Persecución en Madrid A1 978-84-8443-272-2 978-84-15620-22-8

El fantasma del instituto A2 978-84-8443-273-9 978-84-15620-26-6

El monstruo del rock A2 978-84-8443-274-6 978-84-15620-27-3

La chica de Mar del Plata A2 978-84-8443-543-3 978-84-15620-28-0

Trimestre maldito A2 978-84-8443-765-9 978-84-15620-29-7

DIFUSIÓN USA 25
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DIFUSIÓN
OTHER PUBLICATIONS / HIGHER EDUCATION

METHODS

The text as a trigger for learning

Learning and teaching with C de C1 means:

• Having a modern, complete manual which takes into
account the opinions of thousands of instructors with
experience at this level.
• Using real documents with a wide variety of text types
(from literature to Facebook messages) in class.
• Showing students different geographical and
sociolinguistic varieties of Spanish.
• Dealing with current, general-interest subjects in class.
• Working with samples of real language.
• Tackling a wide range of grammar, vocabulary, discursive,
and pragmatic content.
• Focusing on personal, in-depth, and dynamic learning; the
focus on vocabulary is one of the manual's main areas, as
are developing strategies, multilingual skills, and attention
to form.
• Assessing and training critical skills.
• Being able to work with units flexibly and, when so desired,
putting flipped classroom techniques into practice.

TITLE STUDENT'S BOOK WORKBOOK USB STICK

+ DOWNLOADABLE MP3 + DOWNLOADABLE MP3 WITH DIGITAL BOOK
C de C1 978-84-16273-48-5 978-84-16657-02-5 978-84-17249-50-2

26 DIFUSIÓN USA
 2019
DIFUSIÓN USA

METHODS

Culture and civilization course that

deconstructs stereotypes
Objectives of the book:
• To ensure students gain sociocultural
knowledge about the Hispanic world,
seeking to show them the cultural and
linguistic diversity in it.
• To aid the development of the students'
intercultural skills through activities that
cause them to question their own values and
cultural reference points.
• To stress the relationship between culture
and language so that students are aware of
how they mutually influence one another.
• To allow the development of basic
communication skills: reading
comprehension, listening comprehension,
written expression, oral expression and
interaction.
• To learn how to use the language in specific
cultural contexts.

TITLE STUDENT'S BOOK TEACHER'S BOOK

+ CD/DOWNLOADABLE MP3 + DVD
Todas las voces A1-A2 978-84-8443-754-3 campus.difusion.com

Todas las voces B1 978-84-8443-722-2 campus.difusion.com

DIFUSIÓN USA 27
 20
19
DIFUSIÓN
OTHER PUBLICATIONS / HIGHER EDUCATION

GRADED READERS
24 horas en español series CULTURE

Spanish reader for beginners

NEW 24 h
en español NEW • Stories set in different
NUEVA cities in the U.S.
2019 YORK 2019
CULTURA  CONVIVENCIA
LENGUA  HERENCIA
• A modern, cliché-free
vision of Hispanic culture
in the U.S.
BOOK BOOK
978-84-17260-74-3 978-84-17260-72-9 • A reflection of a rich and
E-BOOK (AMAZON) E-BOOK (AMAZON) diverse sociocultural
978-84-17710-40-8
novel_ele_24h_ny_cover_new_pab15_ok_katia.indd 1 28/9/18 13:31
978-84-17710-39-2 heritage

América latina series CULTURE

TITLE READER + CD/ E-BOOK

DOWNLOADABLE MP3 (AMAZON)
Los espejuelos de Lennon A1 978-84-16057-28-3 978-84-16347-26-1

Ojalá que te vaya bonito A1-A2 978-84-16057-29-0 978-84-16347-27-8

Con Frida en el altiplano A1-A2 978-84-8443-479-5 978-84-15620-14-3

Guantanameras A1-A2 978-84-8443-402-3 978-84-15620-15-0

Pisco significa pájaro A1-A2 978-84-8443-480-1 978-84-15620-17-4

Dos semanas con los ticos A1-A2 978-84-8443-473-3 978-84-15620-16-7

Las nietas de Mayo A2-B1 978-84-16057-30-6 978-84-16347-28-5

Taxi a Coyoacán B1 978-84-8443-405-4 978-84-15620-19-8

La vida es un tango B1 978-84-8443-453-5 978-84-15620-20-4

Más conchas que un galápago B1 978-84-8443-481-8 978-84-15620-18-1

Mirta y el viejo señor B1 978-84-8443-482-5 978-84-15620-21-1

Marca España series CULTURE El camino de CULTURE Cocina CULTURE

las estrellas mexicana

TITLE BOOK + CD E-BOOK

(MP3 + VIDEO) (AMAZON) BOOK
978-84-8443-703-1 BOOK
Cocina A2 978-84-8443-730-7 978-84-15620-08-2 978-84-8443-866-3
E-BOOK (AMAZON)
Flamenco A2 978-84-8443-729-1 978-84-15620-10-5 978-84-15620-35-8 E-BOOK (AMAZON)
978-84-15620-72-3
Empresas B1 978-84-8443-731-4 978-84-15620-19-9

28 DIFUSIÓN USA
 2019
DIFUSIÓN USA

GRADED READERS
Un día en... series CULTURE Aires de CULTURE
fiesta latina
TITLE READER + CD/ E-BOOK
DOWNLOADABLE MP3 (AMAZON)
Un día en Bogotá A1 978-84-17260-71-2 978-84-17710-38-5

Un día en Valencia A1 978-84-17249-64-9 978-84-17260-29-3

Un día en Sevilla A1 978-84-17249-63-2 978-84-17260-30-9

Un día en Barcelona A1 978-84-16273-49-2 978-84-16657-88-9

Un día en Madrid A1 978-84-16273-50-8 978-84-16657-90-2

Un día en Málaga A1 978-84-16273-52-2 978-84-16657-89-6

BOOK
Un día en Salamanca A1 978-84-16273-51-5 978-84-16657-91-9 978-84-8443-427-6

Un día en C. de México A1 978-84-16657-45-2 978-84-17260-08-8

Un día en Buenos Aires A1 978-84-16657-44-5 978-84-17260-07-1

Un día en La Habana A1 978-84-16657-43-8 978-84-17260-06-4

Grandes personajes series BIOGRAPHY

TITLE READER + CD/ E-BOOK

DOWNLOADABLE MP3 (AMAZON)
Picasso. Las mujeres de un genio A2 978-84-8443-735-2 978-84-15620-07-5

Dalí. El pintor de sueños A2 978-84-16057-33-7 978-84-16347-24-7

García Márquez. Una realidad mágica A2 978-84-16057-34-4 978-84-16347-25-4

Che. Geografías del Che B1 978-84-8443-767-3 978-84-15620-04-4

Frida Kahlo. Viva la vida B1 978-84-8443-736-9 978-84-15620-05-1

Lorca. La valiente alegría B1 978-84-8443-737-6 978-84-15620-06-8

Lola lago series MYSTERY Gael series GRAPHIC NOVELS

TITLE READER + CD/ E-BOOK

DOWNLOADABLE MP3 (AMAZON)
Vacaciones al
978-84-8443-128-2 978-84-15620-40-2
sol A1
Una nota falsa
978-84-8443-129-9 978-84-15620-41-9
A2
Poderoso
978-84-8443-130-5 978-84-15620-43-3
caballero A2
Por amor al
978-84-8443-131-2 978-84-15620-42-6 978-84-8443-742-0 978-84-16657-59-9 978-84-17249-62-5
arte A2
La llamada de
978-84-8443-132-9 978-84-15620-45-7
La Habana A2-B1
Lejos de casa
978-84-8443-133-6 978-84-15620-44-0
A2-B1
¿Eres tú, Ma-
978-84-8443-134-3 978-84-15620-46-4
ría? B1

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OTHER PUBLICATIONS

GRAMMAR

Visual material to understand,

practice, and explain grammar
• It is designed for independent learning by
the student, or to supplement language
courses.
• It provides clear, precise, and accurate
explanations in simple, comprehensible
language.
• It contains more than 470 illustrations that
help you understand the grammar aspects
presented.
• It has more than 370 exercises to
understand and learn grammatical forms
and avoid the most common mistakes.
• It has language samples and representative
examples of real-life communicative use of
Spanish as well as a wide variety of texts.

TITLE SPANISH EDITION ENGLISH EDITION

Gramática básica del estudiante de español A1-B1 978-84-8443-726-0 978-84-8443-437-5

30 DIFUSIÓN USA
 2019
DIFUSIÓN USA

RESEARCH ON METHODOLOGY

Specific articles on updated

methodology for Spanish teachers
• This is the ideal content for Spanish
language instructors who want
to learn independently, as well as
for institutions that offer Master’s
degrees and teacher training courses.
• It contains articles by renowned ELE
authors and scholars.
• Easy-to-use volumes with a modern
design
• Volumes dedicated to teacher
training, to the teaching of children
and adolescents, and to vocabulary
and grammar
• Available in print or as e-books
• The series is edited by Neus Sans y
Francisco Herrera.

TITLE BOOK E-BOOK (AMAZON)

La didáctica de lenguas de par en par. Diálogo entre teoría y práctica 978-84-17710-82-8 978-84-17710-97-2

La formación del profesorado de español. Innovación y reto 978-84-16347-98-8 978-84-16943-55-5

Enseñar español a niños y adolescentes. Enfoques y tendencias 978-84-16657-42-1 978-84-16943-56-2

Enseñar léxico en el aula de español. El poder de las palabras 978-84-16943-88-3 978-84-17260-31-6

Enseñar gramática en el aula de español. Nuevas perspectivas y propuestas 978-84-16943-89-0 978-84-17260-32-3

DIFUSIÓN USA 31
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Distribution

WHERE TO BUY OUR BOOKS?

Main distributor Other distributors

COLORADO NEW YORK
CONTINENTAL BOOK CO. IDEAL FOREIGN BOOKS
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