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EntreCulturas 2nd Edition 3 ©2026

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Core Code Alignment

Foreign Language
Spanish for Spanish speakers
03080000035: Spanish/Spanish third Year - Honors

Recommendation

Reviewed, Not Recommended

Evaluation

While the book includes historical references to protests and social unrest, these topics may not be suitable for younger students. Without appropriate context or teacher guidance, the content could cause confusion or inadvertently encourage attitudes of defiance or political bias. Although the text contains valuable literary qualities and meaningful social themes, certain activities appear unsuitable for secondary students. The way some of these tasks are presented could unintentionally lead to negative behaviors or inappropriate attitudes, particularly if students interpret them literally.

At this stage of education, it is crucial to safeguard students’ emotional and ethical development by avoiding activities that might normalize violence, purposeless rebellion, or risky behavior. It is recommended to adapt these lessons to promote reflection, critical thinking, and symbolic interpretation of the text, ensuring a constructive and balanced learning experience

Educators Using These Materials

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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
Although the text presents valuable literary elements and meaningful social themes, some of the proposed activities are not appropriate for secondary school students. The content or the way these activities are framed could lead to negative behaviors or inappropriate attitudes, especially if interpreted literally or without proper teacher guidance. At this educational stage, it is essential to protect students’ emotional and ethical development, avoiding activities that may normalize violence, purposeless rebellion, or risky behaviors. It is recommended instead to adapt these activities toward a more reflective approach, encouraging critical thinking and symbolic analysis of the text, without promoting imitation or impulsive actions.
Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107	Does Not Violate Law	NA	NA	May Violate Law
While the book includes themes such as the desire for justice, resistance, and criticism of government actions, as well as historical references to protests and social unrest, these topics may not be suitable for younger students. The content could lead to confusion or encourage attitudes of defiance or political bias if not addressed with proper guidance. For this reason, it is recommended that the material be reviewed carefully before being used at the secondary level, or that it be presented only under the supervision of a teacher who can provide the necessary context and promote a balanced, reflective discussion.
Maintaining constitutional freedom in the public schools. 53G-10-202	Does Not Violate Law	NA	NA	May Violate Law
Some of the points of view can be controversial.
Free from advertising, e-commerce, or political interest	Does not violate law	NA	NA	May violate law
Although the book is not pornographic or explicitly sexual, it includes themes such as justice, resistance, government protests, and symbolic forms of violence (“blood-sucking,” “neck piercing”). These elements could be interpreted as content that may encourage or normalize acts of protest or resistance without proper guidance, which would place it under the category of “subjective sensitive material” for review purposes. In addition, the book includes activities written in English, requiring students to read and respond in English. Teachers should be aware that bilingual materials are not always fully in Spanish, which may affect their use depending on the students’ language proficiency and could limit accessibility for learners who need stronger language support

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.
This material mostly aligns with Utah World Languages Core Standards.
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 book has the same pattern as former editions, which may be difficult for some students to access without educator support.
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.
There are different types of resources for the students to learn and practice what they are learning. At the same time, teachers need to choose carefully what activities are proper for their classroom.
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 book contains different types of assessments to determine the Spanish proficiency of the students.

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 promote different backgrounds in Hispanic culture. It also shows different traditions from different countries.
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.
The materials meet the requirements of state and federal laws.
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.
While the material can be used by both students and educators, it is not easily customizable to meet the needs of diverse learners. It lacks clear differentiation, representation, and flexibility for varied learning styles or student backgrounds. According to the rubric, a level 3 requires materials that are both relevant and adaptable, allowing customization for diverse needs. Since this material does not meet that standard, a rating of 2 is the most accurate assessment.

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).
The material does not include people with disabilities in its examples or perspectives. According to Utah Code §53E-4-204.1, Ethnic Studies materials must honor and represent distinct sociocultural identities. The state review rubric further specifies that inclusion of people with disabilities is a key factor in determining whether a resource is rated ‘adequate’ or higher. Therefore, this material cannot receive a level 3 rating, as it does not meet the minimum inclusion requirements established by the Utah Ethnic Studies standards.
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)
Some themes and vocabulary in the material do not align with the shared values of Utah. The content tends to emphasize negative perspectives. As educators, it is important to highlight the positive aspects of all cultures, ensuring a balanced and constructive approach rather than focusing primarily on the negatives.

UTAH STATE BOARD OF EDUCATION

250 East 500 South

Salt Lake City, UT 84111-3204

Phone: 801.538.7807