Más que hablar

Cortometrajes para la comunicación

Paloma LapuertaCentral Connecticut State University

Series Editor, LingroHub for Advanced Spanish: Judith Liskin-Gasparro, University of Iowa, Emerita

A first! New, fully digital Más que hablar takes students’ communication skills from intermediate to advanced levels through discussion and analysis of short films.

One Semester Digital Code: $65.00

Featured Films

112  Spain             Camino del agua Colombia             Casitas Spain            Cloe Spain           Matilde Mexico         La ventana abierta Argentina              Leidi Colombia 

El día de la familia Uruguay            El trastero Spain             En las nubes Argentina      Una vez Spain                Los aviones que se caen Cuba


Written by an educator with decades of experience motivating students in the classroom, Más que hablar will help students to improve their speaking, writing, and listening skills while engaging with authentic films representing the cultural richness of the Spanish-speaking world.


The short films, or cortometrajes, often abbreviated as cortos, have been carefully selected for their quality, cultural interest, and the range of regional varieties of Spanish they feature. The films, many of them award winners, highlight topics that are current, engaging, and thought-provoking. The twelve films represent a variety of countries of the Spanish-speaking world giving students a unique look at the language and culture of each location. 


A multi-stage process of familiarization, comprehension, analysis, interpretation, and application engages students in active collaboration in several ways:

  • their involvement in the recognition of audiovisual cues
  • their critical approach to the linguistic, cultural, and contextual features of the cortos
  • their capacity to re-contextualize and create new meanings that relate to their own life experiences

  • A set of carefully sequenced activities accompanies each corto. These activities introduce students to the thematic and linguistic context of the films, guide them as they view these linguistically and culturally rich audiovisual texts, focus their attention on themes and discourse as they analyze and interpret them, and then extend and apply their knowledge beyond the context of the films.
  • Students begin with activities designed for out-of-class preparation. These online, self-correcting activities are organized into two types: previewing and post viewing. They call on skills such as activating vocabulary, making predictions, defining words and concepts, recalling information, and identifying cinematic features.
  • For in-class discussion, instructors have the flexibility to choose activities that will best suit the level of the students in their class. The open-ended in-class activities deal primarily with understanding concepts and ideas. They ask students to do such things as draw connections between images and dialogue, identify cultural differences, explore different perspectives, analyze short film clips, interpret the words and actions of the characters, act out, and perform scenes.
  • Students ultimately complete a series of activities after class to develop further their critical thinking skills and their ability to make connections. Students are asked to summarize, describe, appraise, critique, argue, demonstrate, interpret, sketch, reflect, and create.