EntreCulturas 2nd Edition 1 ©2026
Core Code Alignment
Foreign Language
Spanish for Spanish speakers
03080000015: Spanish/Spanish first year- Honors
Spanish for Spanish speakers
03080000015: Spanish/Spanish first year- Honors
Recommendation
Recommended Teacher Resource
Evaluation
The navigation was manageable overall, but it could be improved. While the book includes good notes and helpful content, it was sometimes difficult to locate specific information. I often had to switch back and forth between the FlexText and the Content Explorer, which made the experience less efficient and a bit confusing at times. The Level 1 Spanish book is appropriately structured for beginner learners and aligns well with the Utah World Language Core Standards, particularly in the areas of interpretive and interpersonal communication. The content scaffolds vocabulary, grammar, and cultural understanding effectively, helping students build foundational proficiency in the target language book works well for beginner students. Still, the additional book reader seems too simple and not suitable for secondary-level learners. The additional book could be used at the teacher´s discretion.
Educators Using These Materials
No educators found.
Material Categories
Comprehensive
Rubric : World Languages 2025
Compliance with State Law (Required)
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Sensitive Materials and Prohibited Submission 53G-10-103, R277-628 | Does Not Violate Law | NA | NA | May Violate Law | ||
| The material is adequate and does not contain sensitive materials. Educators and students can use this material. The content is good for this level of student. The material is appropriate and suitable for classroom use. It does not contain any sensitive, controversial, or inappropriate content, making it a safe resource for both educators and students. The instructional materials support language development and cultural understanding in a manner that aligns with educational standards and age-appropriate learning goals. | ||||||
| Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 | Does Not Violate Law | NA | NA | May Violate Law | ||
| These materials are free from advertising, e-commerce, or political interest. While some of the topics might contain political views, the topics are approached from a neutral ground. While some topics naturally touch upon political or cultural themes as part of authentic language learning, they are presented from an educational and neutral perspective. The content encourages students to explore diverse viewpoints and cultural contexts respectfully, supporting critical thinking and global awareness without promoting any specific ideology or agenda. | ||||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | Does Not Violate Law | NA | NA | May Violate Law | ||
| While some topics naturally touch upon political or cultural themes as part of authentic language learning, they are presented from an educational and neutral perspective. The content encourages students to explore diverse viewpoints and cultural contexts respectfully, supporting critical thinking and global awareness without promoting any specific ideology or agenda. The materials encourage students to explore diverse viewpoints, traditions, and cultural practices respectfully. Overall, the content supports a balanced and inclusive learning environment that aligns with educational best practices and state standards. | ||||||
| Free from advertising, e-commerce, or political interest | Does not violate law | NA | NA | May violate law | ||
| These materials are free from advertising, e-commerce, or political interest. While some of the topics might contain political views, the topics are approached from a neutral ground. here are no commercial promotions, brand placements, or links to external purchasing sites within the content. While some topics may naturally touch upon political or cultural issues as part of authentic language learning, these are presented objectively and from a neutral standpoint. | ||||||
Content
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Alignment | Material aligns with Utah World Languages Core Standards across all levels of language and intercultural competencies. Includes specific references to ACTFL-aligned performance benchmarks (e.g., IL, IR, IC, PS, PW, CPP, CP, CIA). | Material aligns with most Utah World Languages Core Standards and references several core competencies. | Material aligns with a few standards but lacks comprehensiveness or clarity in standards application. | Content does not align with the Utah World Languages Core Standards. | ||
| These materials align well with the Utah World Languages Core Standards. They include ACTFL-aligned performance benchmarks and are a good preparatory material for students planning to move the next proficiency level. hey incorporate ACTFL-aligned performance benchmarks, helping both teachers and students monitor language proficiency growth across interpretive, interpersonal, and presentational modes. The content is structured to scaffold learning effectively, making it an excellent preparatory resource for students who plan to advance to the next proficiency level | ||||||
| Navigation | Educators and students can navigate the material independently. Instructions are clear and understandable. The material is well organized | The material contains understandable instructions. Students may need some educator support. | The material is only usable with direct educator support. | Instructions are unclear, and navigation is difficult. | ||
| The navigation was not overly difficult. The book had good notes but it was hard to find certain things. Having to switch between the FlexText and the Content Explorer occasionally made it difficult to find materials. Additionally, the need to switch between the FlexText and the Content Explorer occasionally disrupted workflow, making it less efficient to find materials quickly. Streamlining access to content or improving cross-referencing between these two components could enhance usability for both teachers and students. | ||||||
| Instructional Support | Material includes instruction aligned to World Language Core "I Can" statements. Uses integrated performance assessments (IPAs), learning targets, and scaffolds for intercultural and language proficiency growth. | Includes support such as lesson plans, differentiated instruction, and examples of experiential learning. | Contains limited instructional support or misaligned strategies. | Provides no instructional support. | ||
| The materials include instructional supports like learning targets, integrated performance assessments, and scaffolds for intercultural and language proficiency growth. By offering structured guidance and opportunities for formative assessment, the materials help teachers monitor student progress, differentiate instruction, and ensure that learners develop skills in all language modes—listening, speaking, reading, and writing—while also gaining meaningful cultural understanding. | ||||||
| Assessments | Material includes IPAs and formative/summative assessments aligned to World Language Core. Provides culturally authentic contexts and tasks aligned to proficiency indicators. | Contains summative assessments aligned to World Language Core but lacks IPA tasks or cultural relevance. | Includes assessments with limited feedback or real-world relevance. | Does not provide any assessment material. | ||
| The assessments were geared towards helping students become familiar with how some of the tasks will be for the AP test. The assessments were aligned to the World Language core and allowed for a variety of means of assessment in speaking, reading, writing, and listening. For beginner students, the assessments emphasize foundational skills, including vocabulary recognition, basic sentence construction, comprehension of short texts, and simple conversational exchanges. Many assessments include scaffolds and guided practice to support learners as they apply new concepts, ensuring that students can demonstrate growth without becoming overwhelmed. | ||||||
Material Characteristics (Total Points:9)
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Physical Characteristics | High-quality instructional materials for world languages incorporate culturally authentic images and multimedia resources presented in the target language. These visuals should be interactive, up-to-date, and captivating, drawing directly from genuine cultural environments. The inclusion of such resources serves to enhance student engagement and provide a more immersive and relevant learning experience, fostering a deeper understanding of the target culture alongside language acquisition. | Includes images or audio/visual examples in target language. | The material offers limited or low-quality audio-visual and tactile experiences for students, but it is reusable. | The content either has low audio-visual quality or is not intended for reuse. No visual support. | ||
| The materials include great visuals that captured our attention and should capture students' attention as well. The multimedia resources were presented in Spanish and had several activities that would enhance student engagement and provide a relevant learning experience. The multimedia resources are presented entirely in Spanish, providing authentic exposure to the target language. These resources include interactive activities, audio recordings, and video content that enhance student engagement, reinforce language skills, and provide meaningful, context-rich learning experiences. | ||||||
| Technical Standards | Accessibility, Privacy, and Practicality. The instructional materials adhere to established accessibility standards, ensuring usability for individuals with diverse needs. Furthermore, the materials incorporate robust data privacy assurances, safeguarding sensitive information. Practical considerations extend to ease of access and installation, streamlining the implementation process. The materials demonstrate clear alignment with the American Council on the Teaching of Foreign Languages (ACTFL) standards, reflecting best practices in language education. Finally, transparent licensing terms are provided, clarifying usage rights and permissions. | The materials meet all the requirements of federal and state laws, as well as accepted technical standards such as ISTE Standards and VPAT Compliance. Additional technical specifications and limitations, including hardware requirements, bandwidth demands, and software/web access restrictions, are clearly outlined in the description. The design of the materials allows for error-free installation or access without the need to purchase additional components. | The material is constrained by specifications that require additional materials, technical assistance, hardware, software, or infrastructure. Access to resources within the material expires after a trial period. | Student data privacy is at risk or lacks accessibility compliance. | ||
| These materials meet the technical standards for privacy and accessibility because students must log in to view the materials. The materials are aligned with ACTFL standards. These materials meet current technical standards for privacy and accessibility. Access requires student login credentials, ensuring that student data is protected and that only authorized users can view the content. | ||||||
| Adaptability | Designed with World Language proficiency pathways (Novice to Advanced) in mind. Can be customized for varied learner levels and intercultural objectives. | Educators or students can utilize the material, but it may not be customizable for the needs of diverse learners. Usable across multiple levels, with basic adaptability. | The material has limited options to address adaptability for the needs of diverse learners. | The material is not suitable for different educational settings with diverse learners. | ||
| The textbook is thoughtfully aligned with World Language proficiency pathways, supporting learners as they progress from Novice to Advanced levels. Its flexible structure allows educators to adapt lessons and cultural objectives to meet the unique needs of diverse learners. This adaptability ensures that all students—regardless of background or proficiency—can meaningfully engage with the content and continue developing both their language skills and intercultural awareness at an appropriate pace. | ||||||
Ethnic Studies and Shared Values and Characte
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Ethnic Studies (Ethnic studies in core standards and curriculum should be a narrowly tailored incorporation of age-appropriate opportunities that naturally arise through education without pretextual effort in courses, programs, or activities where ethnic studies is not a primary focus. The material should incorporate a curriculum of people and cultures that reflect the state’s various demographics without commentary that seeks to violate the neutrality standard established in codes: 53B-1-118, 53G-2-103, 53G-2-104, 53G-2-105, 67-27-107, | Instructional materials should integrate opportunities for students to investigate global cultural products (e.g., tools, music, art), practices (e.g., social interactions, communication styles, traditions), and perspectives (e.g., values, beliefs, attitudes) in a manner that directly aligns with established intercultural standards, specifically CPP (Cultural Products and Practices), CP (Cultural Perspectives), and CIA (Culture in Comparison and Interconnection). The materials should actively foster the development of intercultural competence by encouraging students to move beyond their own cultural frame of reference and engage with diverse worldviews. Furthermore, the instructional resources must explicitly demonstrate respect for the richness and complexity of diverse cultures, ensuring that this respect is evident in both content and pedagogical approaches. This demonstration of respect should also align with Utah's demographic representation, reflecting the diverse cultural backgrounds of students within the state and promoting inclusivity in the learning environment. | The instructional materials reflect a global perspective by incorporating some attention to the diverse cultures represented in the target language. This includes explicit references and opportunities for students to engage in cultural comparisons between their own culture(s) and those associated with the language they are learning. | The material has limited themes of social and cultural histories within the United States and globally. The material provides limited examples of inclusive or cultural real-life experiences and does not include diverse characters. | The material does not meet the requirements within the ethnic studies core standards and curriculum requirements. (53E-4-204.1). | ||
| Each unit includes real-life scenarios that encourage learners to step into the shoes of people from the target culture—comparing traditions, communication styles, and everyday experiences with their own. As they do so, students consider values like respect, empathy, and what it truly means to be a global citizen. Authentic texts, images, and media are woven throughout the lessons, offering windows into the lived experiences of native speakers. These materials not only build language skills but also help students practice appropriate and culturally informed communication. In this way, the textbook goes beyond vocabulary and grammar, guiding learners toward deeper intercultural understanding and helping them develop confidence in navigating diverse communities around the world. | ||||||
| Shared Values and Character Traits | This section of the rubric emphasizes the integration of intercultural competence within world language instruction. It mandates the inclusion of realistic intercultural scenarios designed to encourage students to engage in comparative cultural analysis. Through these scenarios, students not only identify similarities and differences between their own culture and the target culture(s) but also critically reflect upon fundamental character values such as respect, empathy, and the principles of global citizenship. The materials should actively foster meaningful interaction by showcasing and promoting culturally appropriate communication strategies and behaviors. Furthermore, the incorporation of authentic materials, derived from real-world cultural contexts, is crucial for providing students with genuine exposure to the target language and its associated cultures, thereby enhancing their overall intercultural understanding and communicative abilities. | The material focuses on the shared values of diverse people and communities, the common elements that unite Utahns, and displays some character traits in its imagery and content. It aims to cultivate character traits in students, such as courage, leadership, intelligence, integrity, honesty, respect, morality, civility, duty, honor, and service, along with principles found in the Constitution. Addresses character traits and civic virtues with limited application to language and culture. | The material lacks a sense of shared values or common elements that unite Utahns. Furthermore, the material has limited resources addressing civic and character education. | The material does not meet the requirements within the ethnic studies core standards and curriculum requirements (53E-4-204.1) and civic and character education. (53G-10-204) | ||
| Each unit thoughtfully incorporates realistic cultural scenarios that push students to analyze and compare their own cultural perspectives with those of the target culture. These activities not only highlight similarities and differences but also prompt meaningful reflection on respect, empathy, and global citizenship. The materials consistently promote authentic interaction by modeling and encouraging culturally appropriate communication practices. Students are exposed to a wide range of real-world resources—articles, videos, interviews, and other authentic materials—that immerse them in the language as it is used by native speakers today. As a result, the textbook provides a rich, engaging environment where learners build strong communicative skills while deepening their understanding of the diverse cultural contexts in which the language exists. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807