Mylab Spanish with Pearson Etext -- Access Card -- For Unidos (LB) | Released: 11 Oct 2019

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This access card provides online access to MyLab Spanish with Pearson eText.

The best learning program to support the flipped classroom
Unidos: An Interactive Approach lets instructors flip what typically takes place inside and outside the classroom, enabling valuable class time to be focused on applying knowledge rather than on instruction. The program is closely integrated with MyLab Spanish to enable students to learn key Spanish communication skills outside of class and then to apply what they've learned in the communicative environment of the classroom. By increasing the communicative nature of the course, Unidos frees the classroom to be a space for social interaction -- in Spanish. In order to better support learners, the 3rd Edition offers new Infografía features, thoroughly updated cultural content, and engaging fresh visuals.

Personalize learning with MyLab Spanish
By combining trusted author content with digital tools and a flexible platform, MyLab personalizes the learning experience and improves results for each student.

About the Author: A native of Chile, Elizabeth Guzmán recently retired after a long teaching and administrative career. She directed Spanish language programs at several universities in the United States and supervised teachers of English in her country. Throughout her career, she designed face-to-face and flipped courses where Mosaicos, Unidos, and Identidades were used, in addition to overseeing the design and implementation of online Spanish courses. She trained and mentored graduate teaching assistants and has served as a consultant to Spanish programs that were making the transition from face-to-face to flipped models of teaching. Teaching and learning have been at the center of her academic life, and she has shared her energy, passion, and experience with undergraduates and graduate students. Teaching Spanish as a tool for communication to undergraduates taking Spanish courses to fulfill a requirement was one of the challenges that she undertook with love, understanding, and determination during her career.

Dr. Paloma Lapuerta is from the Mediterranean city of Castellón, Spain. She holds a Licenciatura and a master's degree in Spanish Philology from the University of Salamanca, Spain, and a Ph.D. in Literature (Doctorat ès Lettres) from the University of Geneva, Switzerland. She has taught at the Universities of Geneva, Kwua-Zulu Natal, in Durban, South Africa, and Central Connecticut State University, where she is currently Professor of Spanish. She has also been invited to teach at the Middlebury College Spanish School, the University of Michigan, and Dartmouth College. Her research interests focus on nineteenth- and twentieth-century literature, and she has multiple publications on cultural and literary issues. In addition to Unidos, Dr. Lapuerta is the co-author of Mosaicos, Identidades, La escritura paso a paso, and the author of Cortos en curso, all published by Pearson.

Judith Liskin-Gasparro (M.A., Princeton University; Ph.D., University of Texas-Austin) is Associate Professor Emerita at the University of Iowa, where she directed the Spanish language program and co-directed the interdisciplinary doctoral program in Second Language Acquisition. She taught courses in second language acquisition, applied linguistics and pedagogy, and Spanish language. Her publications and presentations deal with the development of speaking skills, oral proficiency assessment, and program evaluation and outcomes assessment. She is the co-author of Mosaicos and Identidades, in addition to Unidos, and she was the co-editor of Pearson's Theory and Practice in Second Language Classroom Instruction series. She was also a faculty member at Middlebury College, as well as the Middlebury College School of Spanish. While working at Educational Testing Service, she participated in the development of the ACTFL Proficiency Guidelines. She also designed and led the first oral proficiency interview workshops in the early 1980s, and she was principally responsible for training the first generation of OPI testers and trainers in Spanish.