Acceso Digital Learning Environment (review)

Abstract

Reviewed by: Acceso Digital Learning Environment Deborah Gill Acceso Digital Learning Environment. The University of Kansas Collaborative Digital Spanish Project. http://www2.ku.edu/~spanish/acceso/ Platform: Both PC (Windows XP, Windows Vista, or Windows 7 with Internet Explorer 7.0 or higher) or MAC (OSX 10.6+ [Snow Leopard] and Safari 5.0+) needed for MySpanishLab component Acceso is a free, open-access intermediate Spanish language and culture program provided by the University of Kansas as a standalone program to replace commercial textbooks and to provide materials that help students meet learning outcomes crucial to successful language study. The Home Page for Acceso contains rotating images representing the Spanish speaking world. It is enticing and provides a plethora of information, starting with links on the upper right-hand side, which provide detailed information about the project, its staff and how to contact them, the goals and objectives (“About Acceso”), and a link to the Instructor Resource page. Links to the eight units (geographical regions)—the United States, Spain, the Caribbean, Mexico, Central America, South America I, South America II, and South America III—are listed across the page, along with grammar and vocabulary sections which can be accessed there or within each of the separate geographical regions. Acceso is divided into two parts. The first is for students (as well as the public at large). It is made up of the eight units, each divided into six sections. The first is “Aperturas,” the starting point for each unit. Here, the student will find interesting themes, grammar, and active vocabulary used in that particular unit. The “Aperturas” section of each unit may include a reading and/or listening activity with multiple choice questions (e.g., the United States and Mexico), while others consist of clickable maps of different countries to include specific information about that country (e.g., the Caribbean and the three South American units). The next section, entitled “Voces,” contains short video clips and/or perspectives of different speakers from the country (countries) which are the focus of each unit, as well as a final link which provides information about characteristics of the Spanish of the region(s) being studied. Each video includes comprehension questions and there is a notation that transcripts will be provided in the future. The third section is called “Almanaque,” and includes a number of current cultural themes related to the everyday life, language, and demography of each region. Included here are readings and/or videos with multiple choice questions and, in many instances, a final part with questions that students can research to bring information to class for oral discussions. Although Acceso is intended for intermediate Spanish courses, many of the videos and links included are in English, with the questions appearing in Spanish. The next section is entitled “Sucesos.” Within this section, past events and successes that have helped to shape the countries in that unit are presented through numerous video clips and/or articles, generally accompanied by multiple choice questions. The fifth section is “Un paso más,” in which students are provided an opportunity to look more in-depth at cultural issues which have been presented within the unit. The final section, “Perspectivas,” provides thought-provoking short videos and/or readings (with comprehension questions) on different themes related to the unit (for example, under “United States,” the “Perspectivas” section studies immigration). The videos and readings found within each of the sections are interesting, with clear pronunciation from around the Spanish-speaking world. The comprehension questions are well thought out and provide an excellent opportunity for students to check their understanding of the material being presented, as well as stretch their language skills through critical thinking. [End Page 365] Each unit is also accompanied by relevant grammar explanations and vocabulary. The grammar explanations are presented in English, with examples provided in Spanish with an English translation. In some instances, a practice exercise is included; in others, links to more explanations are provided or a reference to practice exercises in MySpanishLab (discussed below) is given. Finally, a set of “active vocabulary” words are presented for each chapter. The vocabulary word is given, with its function, a definition, related words, and an audio...