You will need to ask a Mexican, but I think "tu madre," even in this context, is not used much (if at all).

I suggest putting the verbs in alphabetical order.

Fix this spacing

video (no accent), two instances Comments on the questions: a) to eliminate the common elements in the options, you can make this an incomplete statement: Según Diego, la educación bilingüe tendrá una influencia en la...

• tecnología
• salud etc. OR you can leave as is but delete periods at end of each option. b) delete periods at ends of options

shouldn't this be convencerle (indirect object)?

no need for the subjunctive here. para ser

I suggest: en el futuro. Also, I have to say that this is a pretty unrealistic conversation. How is it that Laura hasn't gotten her act together sooner than a week before the deadline when it is such an important decision, and that as a native or heritage speaker herself, she doesn't already have an opinion on the topic.

I don't think it is the students who demonstrate this, but the research (which uses students, of course). I suggest: Hay cada vez más investigación que demuestra que...

If the answer is te arrepentirás, then you have a grammar problem, because it needs to be te lo arrepentirás. I am not sure what to suggest, other than putting te lo in the text and making the verb only arrepentir in the word bank (which is not really grammatical either).

If the answer is afectará, I don't think you want this a

I would use será

I suggest putting the verbs in alphabetical order.

a continuación

Changes may be needed here if you change imagen to a different word.

a continuación (or delete). Also, I am not sure that you can call this una imagen, since it is more words than visuals, and the visuals are not all that obvious as transmitters of meaning.

The layout of these incomplete statements is very strange. I don't think the impersonal expressions should be stretched out across a whole line.

This is problematic, because there is no place where they write their opinion before watching the video. There is no way to make a comparison without a "before watching the video" articulation of their opinions on this topic.

Questions: a) delete periods after each option. Also, note that you have squares, not circles. b) Delete repeated elements in options by doing this:

• Los distritos escolares deben buscar becas federales...
• Los educadores necesitan trabajar juntos///
• Las escuelas deben ayudar a los estudiantes a obtener documentación (e.g., visa, tarjeta verde) para que puedan...

delete accent mark

Also, I just noticed a typo in all of the videos, where you have the title of your book: Intermediate Spanish for Educational professionals. You need initial upper case Professionals. I assume it is too late and too much trouble to fix this, which maybe only I will notice :)

delete

video

video (no accent). Also, contestar a vs. contestar. Delete "de abajo"

delete period (you don't use end punctuation in other places like this

Maybe I am missing something, but didn't they use the information in the video to fill out the table? They have no other source of information to compare it to.

delete. Also, accent mark in video

delete accent mark Also, in the portada of the video, "Challenges Immigrant Students" should be something like Challenges for Immigrant Students

delete

• no accent in video
• delete los before Estados Unidos

I suggest this rewording: Escribe en tus propias palabras en español la definición de las siguientes palabras, que vas a encontrar en el video. Consulta un diccionario si hace falta.

I would replace these two words with the single word provocar or causar, both here and in #2.

video (no accent) Comments about questions after the video: c) I learned in my test development work that it is not good practice to make negative sentences false (like this one), because it requires unnecessary mental gymnastics to get the right answer, even if the test taker has understood the text. Here you could say: La diversidad lingüística provoca cambios peligrosos en el cerebro de una persona.

delete

Why not make it a pair activity from the beginning: En parejas, revisen la lista de países y luego respondan a las preguntas. Pueden buscar información en línea si hace falta.

I would replace these two verbs with decidan. Also, at the end of the DL, I would say (singular) ... mito o realidad

• Put the options in the same order each time. Otherwise it can be confusing for students, who naturally expect the options to be in the same order throughout the activity. b) "débiles habilidades de lenguaje" sounds strange to me. How about this: ... de ambas lenguas nunca van a separar las dos lenguas en el cerebro

español (initial lower case)

This seems like overuse of the subject pronoun. I would delete both instances of Yo. Also, make paraguayas lower case.

delete

Accent needed: Iván, unless you want to show that he is pronouncing it in English. In that case, I suggest a different name (one that has no counterpart in Spanish, like Scott or Eric or Tyler).

I would say ...y hablen sobre...

[These are great images!]

I would rephrase this question: En su opinión, ¿cuál fue su mayor logro? (or su logro más importante) Also, note that the ¿ is on a different line from cuál

delete this phrase? (It seems obvious -- civil rights are always of others, not oneself as an individual)

accent mark needed. Also, lower case for internet.

Accent mark (twice). Also, it sounds a bit anglicized to me to say Diego considera a César Chávez su mentor. Is it okay? Should it be como su mentor, or maybe better a rephrasing of the sentence: Diego dice que César Chávez es su mentor. Also, note in the print on the portada of the video that accent marks are missing in César and Chávez. Question: Accent marks needed in César and Chávez. Also, note that you have squares, rather than the customary circles.

not clear what the comparison is with -- más elaborada than what? Also, if this is based on listening comprehension, I think the suggestion should be to listen to the part of the video where he talks about his profession several times if needed, not to go to the internet. If they look it up, they will be translating a definition they find in English into Spanish, which never goes well.

accent mark Also, I suggest mentioning his name in the first question (it seems more polite)

delete accent marks in video. Also, note that here you have contestar preguntas, not contestar a. Note that unlike other places, questions do not have letters a), b), etc. Here are my comments:

• First question: to put the common elements in the stem, you could do one of two things:

1. Just delete the preposition from the options. (Also, change the first one to Estados Unidos.)
2. Make the stem an incomplete statement: Nuestra estrella creció en...

• Estados Unidos
• Chile, etc. Second question: Same problem about repeated element in options, but here it doesn't bother me as much. If you want to eliminate it, you can make the question an incomplete statement: Su talento secreto es el...
• paracaidisimo, etc. Third question: This one has many repeated elements in the options. I think you can simplify all of them this way:
• Maestro de matemáticas
• Enfermero
• Psicólogo
• Superintendente Note, however, that this is a throw-away question, since students know from the portada of the video what his profession is. There is no listening comprehension skill needed to respond.

Same comments about video and deletion of Nuestra estrella prefiere in the header. Also, I don't think you can fix this, but Fernando's voice asking the questions is almost inaudible. a) put common element in the stem: Nuestra estrella prefiere el fútbol...

• europeo
• americano c) la and el in options should be initial lower case d) to be consistent with José section, it should be: Nuestra estrella prefiere la...
• montaña
• playa e) change El Carnaval to el Carnaval f) should be all initial lower case words in both options. No need for mayúsculas since these are not proper nouns. Also, he does not give a reason, so no way for students to address the porque... h) spelling: Ernest Hemingway. Also, he doesn't give a reason so students will not be able to say porque...

This is awkward phrasing that students will find hard to understand. Suggest simplifying: Sus grandes obras literarias pertenecen a dos géneros: la literatura filosófica y la literatura fantástica.

Slight rephrasing: ... obras más conocidas, considerada una de las mejores... en español, es el poemario...

This is just an aesthetic thing, but I think it would look better if the second line (and following lines) of each statement started under the text of the previous line, not flush left under the blank.

He mentions them, does not talk about them. I would change the verb to mencionar. Also, change internet to lower case. (I also like how you omitted the article here :)

Change in font. I have mentioned this several times in this chapter, but I don't remember it in the first chapter.

1. Delete accent marks in video (2 places)
2. Accent needed in José Culture in portada of the video.
3. I would delete Nuestra estrella prefiere in header, since it is included in all of the questions after the video.
4. a) It is customary in multiple-choice question writing (I learned this as a test developer when I worked at ETS in the remote past) is to include as much of the wording as possible in the stem. So here I would say: Nuestra estrella prefiere el fútbol...

• europeo
• americano b) change the format to make it clearer what is being asked. ¿Qué equipo prefiere nuestra estrella?
• América
• Tigres
• Ninguno de los dos c) put el in the stem: Nuestra estrella prefiere el...
• tequila
• café d) Same: ...prefiere la...
• montaña
• playa e) Here you need a change in capitalization of the options:
• el Día de los Muertos
• Halloween (I think it can be shortened like this) g) You need a third option, since he says "los dos". Also, note that you have squares, not circles:
• Diego Rivera
• Frida Kahlo
• los dos

3 comments:

1. default masc compañero okay?
2. Simplify: ... compañero/a por qué piensas así.
3. Simplify, Puedes buscar información in internet (note initial lower case)

In b), how are they supposed to answer this question? Maybe they will remember from the front matter, but that seems like too much to ask. Also, I suggest changing the tenses: ¿Cuál es la relación... Then in all three bullets use Fue rather than Ha sido. Fue is Latin American, Ha sido is Peninsular.

delete

What you could do is have the blue badge people talk to two representantes in Paso 3, and then in Paso 4 write their paragraph to compare the two schools and decide which one is better for their children. Here you say tu hijo, but above you want them to have three children. So you need to decide which you want -- one, two, or three children per blue badge person.

I am sorry to say this, but this activity has to be reworked completely. It will not function well in its current form. What I suggest is the following:

• It should be the school district that organizes this event. Representatives of the city will not have the information the parents need.
• The red badge people should be Representante de __ (and students should make up the name of an imaginary school). The blue badge people are the parents. It will work best if you limit the schools to elementary, as you will see as I walk you through my idea.
• The blue badge people will fill out the table in Paso 1 (but make sure that the ages of the children are between 5 and 11, so they can all be in elementary school).
• The red badge people need a table to fill out to create the profile of their specific (imaginary) elementary school. There should be entries for all of the topics that the parents are going to ask about, so the school representative can answer the questions.
• Then in Paso 3, you should have questions for both blue badge and red badge people to ask. The partner will answer according to the information in his/her table.
• If you are going to have a segunda parte (change of roles), then you will have to start over again so that each student can create a new profile for his/her family or school. I suggest deleting the segunda parte because it will make the activity too long.

The children have to be close in age for there to be only one school the parent has to choose (in DL). Maybe this will not be a problem in the activity, but I thought it worth mentioning.

I suggest escoger rather than decidir

This question is worded in such an awkward way that I am not sure what it is asking. I think you are trying to ask whether fear of being monolingual is a motivation for students to try to achieve the seal. If so, it is not clear at all! Can you simplify?

The questions here are in a different font.

responden a, or contesten

delete this word? Also, here are my comments about the questions:

b) The second option is a throw-away, since we already know that the seals exist in at least three states. I suggest this revision to the item: En su opinión, estos sellos existen en...

• solamente 3 estados
• menos de 10 estados
• más de 30 estados
• todos los estados Note that it should refer to ustedes/su, since it is a pair activity. c) Suggest this rephrasing of the stem: ¿Cuál es el propósito principal de estos sellos? Then start each option as follows (to avoid unnecessary repetition of sellos):
• Demuestran...
• Reconocen... Also, I suggest at the end: ... estadounidense hablan solo inglés
• Reconocen...

delete

It is most common in activities like this for the verbs to be in alphabetical order. I should have said this earlier, but it would be good if you went back to fix all of your word banks.

I suggest deleting these three words

Here you have a singular verb. In the last sentence it is a plural verb. If it is a pair activity, you should say that in the DL and change the first verb accordingly. Also, this is not a speaking activity, since it has space for writing and is about grammar.

Comments about the activity: a) delete los before Estados Unidos b) I suggest tenido rather than obtenido c) I suggest: ...un aumento en el número de programas bilingües

Delete here and elsewhere in this activity. Here are my comments about this activity:

• Header: ... en EEUU; center title if possible
• first blank: If the answer is de actualidad, then it is strange and redundant to say "un tema de actualidad en los últimos años." Can you change the answer to something else, like importante?
• line 4: I suggest Indiana, Ohio, Wisconsin
• first line of second paragraph: Is there a way to avoid apoyo/apoyaban in the same line? How about this: El apoyo de la sociedad estadounidense por (de?) la educación bilingüe ha variado...
• Next line: rather than dependiendo de, how about según
• Second paragraph: Can you avoid irlandeses as an example, since they were English speakers? It is more logical to use los italianos. I also suggest listing them with a comma, not o in between.
• Last blank in second paragraph: This is sanitized language. The programs did not disappear; they were eliminated. The teaching of German was prohibited by law in 21 states during this period. Can you change the answer to prohibición. Since German is the most outstanding example in the WWI period, I would change the text to read: ... y la Primera Guerra Mundial en el siglo XX tuvo como consecuecia la [prohibición[] de la enseñanza del alemán.
• third paragraph: I think it is too bad that you do not mention Lau v. Nichols (1974), the Supreme Court decision (arising from a court case in the San Francisco School District) that mandated instruction in the L1 for immigrant students. It was a key moment in the history of bilingual education. At the very least you should include San Francisco, where the case that opened up bilingual education was located.
• Last paragraph, line 2: apoyadas should be apoyado (to agree with crecimiento). But I wonder if a better verb would be motivado
• last paragraph, line 4: Why do you mention the south, when most programs were in California and New York? Also, there is a Hispanic/Spanish bias in this paragraph, which I think runs counter to the theme of the reading, which is bilingual education in general. The Lau case was about Chinese immigrant children, for example; also, I assume that most of the Haitian Creole bilingual programs are in Florida, so it is not just Spanish programs "en el sur." You could say: Ahora no es necesario vivir en las zonas de Estados Unidos donde viven el mayor número de inmigrantes para tener acceso a programas de educación bilingüe, ya que están disponibles en lugares con menos presencia __ de estas poblaciones.

delete

delete? I don't think these words are needed. Actually, now that I read the whole question, I suggest: ¿Cuáles son las ventajas de desarrollar la competencia (or la habilidad or la capacidad) en dos lenguas al mismo tiempo mientras se estudia...

contestar a? Also, note the different font.

Do you think anyone would actually say this? It would be much clearer in natural speech to make it affirmative: Es evidente que los programas...no ___ igualmente importantes...

I assume that the answer is implementación, and it sounds strange to me, maybe even anglicized. I suggest changing the answer to implementar and rephrasing here: ...para __ programas duales con esas lenguas

delete here and in b) and c) also

o del indicative? Also, note that the font of this activity is different from the rest of the text.

delete?

en paréntesis or entre paréntesis?

delete. Not needed.

Also, here are my comments about the questions: a) delete los before Estados Unidos. Delete periods in options. b) ...con el mayor número...? You have the article in the header of the second infographic. Also, delete periods in options. c) The font of this question is different from the others. Also, I don't think you need "de nacimiento." Let students decide what state they identify with -- where they live now, where they were born, etc.

Why are these four lines in a different color?

note that you have contestar without the a.

delete los. Additional comments ab out the infographic:

• Top image, header: I think it should be programas de educación dual. Doesn't dual refer to educación? Note that you have dual in the header of the infographic that follows
• japonés needs an accent mark
• I don't know that this can be fixed, but I really hate the entry idioma nativo americano, which combines all such programs into one box, even though they are probably in 12 different (and disparate) languages.

Do you want Pasos 2 and 3 to also be done in pairs? If so, change the DL to Identifiquen in both pasos.

You use this phrase a lot in this activity, whereas it is (I think) more common to say Es bueno que... I have not gotten to the grammar section yet to see what phrase you teach there, but if you teach Es bueno que, then all the more reason to use it here.

This is a pair activity, so I think the DL should be: ...necesita su ayuda. Also, I prefer escribe to está escribiendo.

Not clear to me what the comparison is. More interesting to learn in another language than in English? Also, I think there needs to be a ¿Por qué? at the end.

I am not sure why you are using this phrase. I think it would be clearer if you said (in both 1 and 2): en la escuela primaria o secundaria

This is an individual activity, so I suggest one of the following two options:

• En tu opinión, ¿cuáles son las lenguas más populares...
• ¿Cuáles son las lenguas más populares...

Same suggestions for #3. Also, delete los before Estados Unidos in this question and the following one.

Comments on activity in the text box: Header: Same comment as earlier: delete period, center if possible. b) I should have commented on this earlier, but I don't like the use of desarrollar as a transitive verb here. I don't think a class develops anything; teachers teach subject matter, students learn subject matter, and los conocimientos se desarrollan. If you agree, you will need to check throughout and revise as needed. Otherwise, just ignore this comment :) d) Similarly, I don't think classes teach anything. Teachers teach, and students learn, and the class is the site for these things to take place. f) I think history teachers would not agree with their characterization of their field. They would say that learning names and dates is a tiny part of what they do. Here is a quote I lifted from a Google search: The high school world history curriculum covers all the major events that have impacted the history of the world. The curriculum encourages students to think historically and make connections between various events. Students get to learn about the past through a cross-cultural and comparative perspective.

I can't use the annotation function for the questions, so here are my comments: a) delete periods after the three options b) delete periods and use initial lower case because they end the sentence c) Since the options are all full sentences, I suggest changing the stem to make it a question: ¿Cuál es la diferencia principal entre los programas duales unidireccionales y bidireccionales? Also, if you can figure out a way to ask this so that it is singular (el or un programa...), that would be even better. d) delete periods e) delete periods in the first three options.

spelling: video (2 places)

delete. Why give goals for only two programs of the four?

replace with: para que

delete

su clase (since addressed the the pareja, who are in the same class. And shouldn't it be hablen?

delete this word

sus respectivas escuelas primarias o secundarias. I have to say that I went to a very large high school (close to 1000 in my graduating class) and there is no way I could answer the second question. The answer is yes, because I had friends who were Spanish and French speakers, but I am sure there were speakers of other languages also. Also, it is not clear whether you mean bilingual speakers in this activity, or people who may have studied more than one language in high school.

I just now thought that maybe you were using tu in these two bullets because you intend each member of the pair to ask these exact questions when interviewing each other. If so, the directions need to be revised, something like this: Hagan a su compañero/a las siguientes preguntas.

contesten o contesten a?

Not needed. It is the obvious imagen :)

I can't annotate the infographic, so my comment is here: ...inglés en EEUU

Awkward phrasing. I suggest: En clase harán su presentación. Recuerden...

This is not student-friendly language. I suggest: El contenido que presenten los miembros del grupo tiene que formar un secuencia lógica

juntos (since this is addressed to both members of the pair)

Since this appears to be a pair activity, change to Preparen su presentación (I think preparar is better than crear)

Either this question should go before the previous two, or you can delete it because it is covered by the previous two.

Same comment as the one for the previous question.

Rather than eligieron, I suggest: ... que van a crear. In the next sentence, it should be plural: Identifiquen, expliquen. For expliquen, I would say: expliquen por qué son ventajas. Or (if it is not too hard) Identifiquen al menos tres ventajas y justifíquenlas.

This assumes that the school will have more than one building. Is this necessary?

This is a pair activity, so it should be la escuela or su escuela, and then Busquen, dibujen. In the next apartado, again it should be la escuela or su escuela.

delete tipo de?

Not sure what to do about this, but you are right that celebración should be initial lower case. But in the infographic, it is Semana de Celebración 2020.

I always thought it was siglas, as in the common expression "por sus siglas en inglés," but I now realize that both each letter and the word formed by the letters are sigla. So the plural siglas in "por sus siglas en inglés" refers to each of the letters that together form the sigla. Thanks for the lesson!

lower case: internet

My understanding is that above and below to refer to textual orientation are now dispreferred. You can say instead a continuación

Comments about the activity (in a text box, so I can't annotate):

• header: delete final period, center if possible. Change the wording to focus on content, not "words": Los niveles escolares a) Do you need "de gestión"? You could delete it with no loss of meaning. Students will not know this word, and it is not a cognate. c) Why not say ...claves para la alfabetización... It is shorter and clearer. d) I suggest deleting "el concepto de 'escuela media'" because it gives away the answer and because it is just as clear without that phrase.

suggest replacing highlighted words with: components or elements

delete

Various cosas:

1. There is no video.
2. Suggest rephrasing: vas a ver cuándo se usa el pretérito y cuándo se usa el imperfecto para referirse al pasado en español. Revisa los diferentes contextos de uso de los dos en el siguiente video.

I think you should use the Latin American spelling for this word (video, no accent mark) here and everywhere else it occurs (in all three parts of this module). Also, I am not going to watch the videos, since I know it is too late to change anything, but I did notice that within the first 30 seconds Megan says that the preterite is a tense. I also see that you spell it preterite in the videos. This means that you should change all instances of preterit in the printed text to preterite (and hope the spelling is consistent in the videos).

delete the gloss

See my earlier comment. I suggest deleting the gloss.

See earlier comment. You could say this: ... se enfoca en una perspectiva sobre eventos que tienen lugar en el pasado.

As I commented elsewhere, preterit is not a tense; it expresses perfective aspect within the past tense. There are three tenses in Spanish: past, present, and future. Also, you should check to be sure throughout that you are consistent with spelling in English: preterite or preterit. I suggest deleting the gloss, since students in Intermediate Spanish II have studied the preterite at least twice in previous courses. [later] I now see that what you teach in this module is preterite and imperfect. I suggest that you create a general heading for this module called "El pasado" and then not translate pretérito or imperfecto, which don't mean much to students in English anyway.

typo -- should be close

I don't think you need this gloss.

Unless there is a reason for this that I am not aware of, I suggest deleting, since the x is far more common throughout the Spanish-speaking world.

I don't think you need this gloss.

This "technically" is a minimizer in English, which downplays the significance of PR being something other than a country. For many Puerto Ricans, it is a not a "technical" matter, but one of great importance. Also, the "although" doesn't seem logical to me. I suggest this: Puerto Rico is an unincorporated U.S. territory (officially, the Commonwealth of Puerto Rico, or Estado Libre Asociado de Puerto Rico). Approximately 95% of its population are native Spanish speakers. [I got the info from Wikipedia. Notice also that you had an error about the official name of the island -- Commonwealth of PR.]

I don't think you need this gloss.

el/la indocumentado/a would make it consistent with what you have elsewhere.

With nouns like this one, would it be clearer to students to do it this way: el ciudadano/la ciudadana I think textbooks don't do it this way because they don't have physical space on the page, but you have room to do this here and elsewhere in this list if you like the idea.

I would change the order of these two words, since alphabetically visa comes before visado.

you have been offering m/f options for nouns in this list. Why not this one also?

Should you have this as a verb also? It seems very useful in the context of talking about increases in Hispanic population in the U.S.

diferida

I don't think you need this gloss. It is totally comprehensible in Spanish.

Here you use plural van with singular subject grupo. You could fix this by saying ustedes van a presentar... In the next sentence, I suggest rephrasing: Los estudiantes que escuchan debe escribir un breve comentario sobre lo que sus compañeros han explicado.

I don't think you should be aiming for consensus within the group, or "respuestas" to questions that are more "cuestiones" or "temas" than preguntas. The purpose here is not to have a group decide anything, but to discuss the various aspects of a complex topic like cultural and linguistic assimilation and the role of schooling in that process.

I have not mentioned this before, but the verb discutir has connotations of argument that are stronger than the English discuss. I have suggested other changes, so I won't suggest rewording here. But as you revise, I suggest using hablar de, comparen sus ideas, and similar phrases to replace some of the instances of discutan.

discusión

This is the first time in this chapter that you have not used the masculine as the default. Also, how does this become an individual activity? The groups of 4 have written 6 questions in Paso 1. I think it makes more sense in Paso 2 for them to pick the two they like the most and write them on the board. That way you end up with twice the number of questions as groups in the class. Also, if there are as many questions on the board as students in the class, Paso 3 will take an entire class period to do. I think you need question reduction!

Debate and discussion are different, and I think you want to orient towards interpretation and discussion. I suggest this rephrasing: No deben ser preguntas de comprensión, sino preguntas de expansión que puedan iniciar una discusión.

Which sounds better to you, habla or hablan? Grammatically both are correct, but I think it is more natural to make the verb agree with the subject that is closer.

I think the cause and effect here is not quite correct. Becoming monolingual is not an effect of cultural assimilation; it is part of the cultural assimilation. Some tweaking of the wording is needed (assuming you agree with my reasoning).

Does the term officially use both duales and bidireccionales, or just one? In question #2, you say only duales.

Sorry to be so picky, but for consistency you need to delete the space before the puntos suspensivos.

You have not said yet that there are any programas bilingües. Maybe what you need to make clearer is that you are describing three models: ESL, sheltered instruction, and immersion. You have not explained what happens in the ESL model to students' content learning: How are they supposed to learn content if they don't know much English yet? Is it sink or swim, as opposed to sheltered instruction, which teaches language and content at the same time? In other words, you need a framework for presenting your three models that explains the important features: how do the students learn English? How do they learn grade-level content? Are you going to mention one-way immersion? I think it may be at least as common as two-way immersion (it is the model in use in much of the state of Utah, for example).

I suggest this instead: ...y alfabetizados (literate) en dos idiomas.

I don't understand what you mean by this. You need to clarify. For students who are unaware of this whole topic, it needs to be very simple language.

I suggest a rewording: ... diferentes programas, todos diseñados para que los estudiantes aprendan inglés lo antes posible,

en or de?

This is a rather negative word for a process that is common to all immigrant communities in the U.S. We don't say that people with the surname Miller have "lost" their German or that people with the last name Liskin have "lost" their Yiddish :). Also, unfortunately in the U.S. most people are monolingual if they are the grandchildren (or more distant descendants) of immigrants who spoke a language other than English. Also, what immediately precedes this word is a bit confusing. I suggest: La lengua es un indicador de asimilación cultural de todos los grupos de inmigrantes. Los hispanos, como los otros muchos grupos de inmigrantes, ya hablan solo inglés en apenas un par de generaciones, aunque....

I suggest lower-case censo

I suggest: el censo de 2020

Here is what the Diccionario Panamericano de Dudas says about articles with years: https://www.rae.es/espanol-al-dia/de-2007-o-del-2007 In my experience, there is a tendency to omit the article when the year immediately follows. If you look at publications (e.g., Wikipedia.es, El País), you will see the article omitted most of the time

same comment as earlier

el papel de las lenguas (would be fewer words and say the same thing)

delete

I don't know the rules for breaking up words across lines of text in Spanish, but it seems odd to me to make the break in the middle of a syllable.

If you ask for both city and country in the instructions, why only country here? Also, in third bullet, EEUU

If you liked my suggestions above, you will need to make the changes here also.

Also, in the last sentence of Primera parte, contestar or contestar a?

I wonder if this word is more common if you have to study past high school (that is the opinion expressed by some posters to wordreference.com. The entry "profesión/oficio" on a form is supposed to cover both professional and non-professional occupations. Would it be better to use Trabajo (or Trabajos, since there are two parents) here and in the next one?

a EEUU (here and below)

default masc. form okay?

Several times already you have used Aliento with no quotation marks. I suggest deleting them here.

Not exactly right, since respaldar is only "back up" with respect to an argument. Here I suggest: endorse, support

delete this word

Same point as earlier. I suggest: contribute

Again, I think a gloss should be for the form that appears in the text, not for the infinitive. So in this case: brings

Shouldn't this be ayudar?

The RAE no longer uses a tilde in this word.

a better gloss for the word enraizados is "rooted, based"

I think you need commas before and after Aliento

This is a bit strange, since la tarea is done outside of class. Maybe better to say this: y lo necesita para terminar la tarea para la clase.

la hoja

The context for this option is high school, and the book is aimed at college students. I think it would be better to create a context where the protagonist is a college student.

1. d) visión negativa de su vida sounds kind of Anglicized to me. perspectiva negativa sobre su vida?

tus respuestas

This is a very difficult activity, way beyond Intermediate II. Her uses of preterite and imperfect require an understanding of form/meaning beyond the rules that students learn in Intermediate Spanish. For example, this sentence: Cuando cursaba el último año de primaria, por ejemplo, algo tan simple como inscribirme para matrícula doble significó tener que pagar tres veces más que cualquiera de mis compañeros de clase, ya que no disponía de número de seguridad social. Her use of significó will be very hard for students to grasp.

del imperfecto

What are these three titles? If there is supposed to be an activity where they choose a title? If so, you have not written the activity.

Why did the interviewer say indocumentado when she is a woman (and she uses indocumentada in her response)? I suggest changing it.

The RAE has said we no longer need an accent mark on this word :)

She is una soñadora, no?

b) see my earlier comment about these being better as minúsculas. c) ditto. Also, pepper is pimentón in South America (e.g., Colombia). I don't know what word is used in Mexico, but that is the word you should use here. c) I know Rafael used the singular, but is it more common to use frijoles, tomates, etc.?

The question assumes that the problems were superado, which is not always the case. Sometimes it gets better only because you leave a school (your parents find a way for you to change schools, or you graduate). Grammatically, if the problems have been overcome, shouldn't this be ayudaron? Also, there is an assumption here that students got support from a family member. Sadly, in many situations, this is not the case.

This question treads on delicate ground. Students could have had all kinds of traumatic experiences in elementary school, from severe bullying to the death of a parent or sibling, to homelessness, domestic violence, and other terrible things. In high school it could also be sexual or homophobic harassment. I don't think you want to ask anyone to share things like that, and students at this level are not good at lying in the L2 -- the cognitive load is too great.

I think you are treading on delicate ground here. What will happen when students are not aware that they responded based on stereotypes? The most truthful way to respond to this question for most of them would be to say "No tengo idea, mi experiencia es demasiado limitada", but I don't think many of them will be self-aware enough to do that.

I think you need to reconsider this activity. In its current form, it invites students to write stereotyped statements, since very few will have understanding of/experience with both cultures. Even Rafael is talking in terms of his own experience. It is true that the pace of life is faster in the U.S. and that there is an acceptance of work being at the center of life. However, there are millions of people who don't have jobs like that -- mostly non-professional jobs. If you are a cashier at Hy-Vee or a receptionist at a medical practice (for example), you work your work hours only, and otherwise are free. There is no expectation that you will work or think about work outside of your 40 hours/week. Those people have much more work-life balance (similar to what Rafael says about Mexico) than people like us (college faculty with no expectation of a 40 hour work week). Also, I don't see how el clima and el trabajo will relate well to this question. The U.S. is a very large country, part of which has a climate very similar to parts of Mexico.

I suggest rephrasing: Rafael menciona dos diferencias en el estilo de vida entre México y Estados Unidos. En parejas, completen la siguiente tabla.

Diferencias en el estilo de vida, según Rafael Also (e importante), shouldn't these be blank since the students are going to fill in the information?

To be consistent, I suggest: en la Universidad de Iowa en Iowa City.

Should be: la Universidad de Colorado en Boulder.

• See my earlier comments about video vs. vídeo, Estados Unidos, EEUU.
• When Rafael says that he didn't know Spanish either, what does he mean? That he was a baby (pre-verbal)? That his parents spoke an indigenous language and that was the language he know as a young child? You don't have a question about this, but you might have one that asks students to consider the options, just as I have done here.

I understand the intention of this question, but students' school experiences are very different according to the type of community. In a big city like New York or Houston, you can move within the city and lose contact with friends because you are now in different schools and don't have easy ways to see each other. If you move from one small town to another, you might still be in the same school district for high school but different elementary school. If you live in Hills, IA, for example, you stay in Hills for elementary school but then go to high school in IC where a lot of those students know each other but you know barely anyone, even though you continue to live in the same house. My point is that many students won't be able to relate to this activity because neither of the two options fits their experience.

This is not the normal experience in the U.S. If students live in the same house while growing up, they might stay in the same distrito escolar (school district), but never in the same school. It is normal to go to elementary school, middle school, and high school (at least).

Would it sound better to use singular (su rutina diaria) since each person in the pair will talk about only one)?

No se olviden de usar? Or just: Usen verbos en imperfecto

Many heritage speakers were born in the U.S. The immigrant in the family might well be the abuelos, not even the parents. Also, note los Estados Unidos here, but Estados Unidos in #2.

Same issue. Most of the famous people I can quickly think of are either native speakers (i.e., immigrants) or they were born here. Also (and this refers to #1 also), if they are Puerto Rican, they did not come from another country.