Marinelli, Patti and Lizette Mujica Laughlin. Puentes. Spanish for Intensive and High-Beginner Courses, Heinle Cengage Learning, 2014 (Sixth edition) plus iLrn (ISBN: 978010133095878-9)
Bilingual Visual Spanish-English Dictionary. New York: DK Publishing, 2015.
A Spanish-English Dictionary of your choice (Larousse Concise or Oxford recommended).
A. Tulane University Department of Spanish and Portuguese Basic Language Program Objectives:
The main objectives guiding the program are to:
B. Course Goals:
Spanish 1120 is a fast-paced review course for High Beginners (students who have some background in Spanish but do not have mastery of the basics).
Following the American Council on the Teaching of Foreign Languages’ (ACTFL) Proficiency Guidelines 2012, Spanish 1120 seeks to increase students’ Spanish-speaking ability to a novice high to intermediate low proficiency level via the Course Objectives listed below.
The course focuses on what students CAN DO, framed in practical communicative terms. People with Intermediate Low proficiency can understand the main idea in short texts (written and aural) on familiar topics, actively participate in conversations including asking and answering questions, and describe their regular activities and topics of personal interest (in written and oral forms). The NCSSFL-ACTFL Can Do Statements provide more precise details in regards to what students will be able to do when they have reached this proficiency level.
For additional details of what this entails refer to the Proficiency Objectives section of the BLP website.
Over the course of the semester, students will engage in on-line preparatory work, in class communicative activities and targeted production-based assessments to demonstrate their progress from beginning language student toward competent user of the language across all skill sets.
The following objectives are based on ACTFL’s Can Do Statements, framed in terms of proficiency levels that progress in difficulty level as students learn more vocabulary and grammatical structures through real world practice.
Students will develop abilities in the following modes and skills:
These modes of communication and various skills will be framed within ACTFL's 5Cs: Communication, Cultures, Communities, Comparisons and Connections. The program materials are framed with these 5Cs in mind and students should consider how different assessments and in class activities are targeting these and developing their ability to communicate in Spanish.
Based upon ACTFL’s National Standards for Foreign Language Learning students will activate the 5Cs over the course of the semester as follows:
A. Communication: the use of Spanish.
Communication is front and center. Students should expect to practice their interpersonal communication skills during every class session via regular small and large group activities. The in class work is designed for students to apply what they have learned in a communicative framework. Students will review and/or learn how to:
B. Cultures: gain knowledge and understanding of Hispanic cultures.
Cultures are explored throughout the program both in comparison to a U.S. context and individually and in comparison with each other.
C. Communities: participate in a community of language learners and in a multilingual world.
The development of a community of language learners is at the core of classroom work. Students are also being prepared to interact with the real world community of Spanish speakers through various focused role plays embedded in the program.
D. Comparisons: make informed comparisons between English and Spanish and between themselves and others.
Comparisons will be made by considering how cultural practices in the U.S. are similar to or different from cultural practices in Spanish-speaking parts of the world, as well as by listening to Spanish speakers discuss their life and families.
E. Connections: the ability to connect this course to other courses and self to others.
Students will make connections between what they are studying in this class to other academic disciplines, with particular emphasis on the ideas presented in the interviews that the students watch.
Students will demonstrate that they have met the...
A. Grades are based on the standard 10-point scale:
B. Grade Breakdown. Your grade will be determined according to the following criteria:
C. Expectations for each category are as follows. Students will demonstrate that they have met the Objectives stated above by successful completion of these assignments. See calendar for due dates.
Preparation (10%): 1-2 hours of advanced preparation for every class session is expected and required for successful completion of this intensive course. Online activities will be assigned using the iLrn online program.
Class Participation (10%): As as student-centered, practice-based course, active participation and regular attendance is crucial to the learning of a language. The participation grade is based both on the quantity and the quality of a student’s participation, with quality being determined by active, on-task participation in class, group and pair activities, volunteerism in class, use of Spanish in class, and overall preparedness. Excessive absenteeism will result in a substantial drop in this grade, as will tardiness. Cell phone use during class time will negatively affect your participation grade.
Assessments (35%): There will be 8 assessments over the course of the semester, distributed across the three modes and four skills (Interpretive Reading, Interpretive Listening, Interpersonal Speaking, Presentational Writing and Presentational Speaking). Makeups will be administered only with advanced instructor approval.
Diario de escritura (15%): Students will maintain a personal diary that enables them to apply what they are studying for personal communication. At least seven entries will be completed over the course of the semester, although individual instructors might assign additional entries to practice discrete skills or vocabulary as warranted by their students' needs. Diarios will be graded holistically, considering quality of communicative effort and development of productive skills over the course of the semester.
USING TRANSLATION PROGRAMS OR HAVING ANOTHER PERSON DO THIS WRITING ASSIGNMENT CONSTITUTE CHEATING AND ARE CLEAR VIOLATIONS OF THE HONOR CODE.
Unit Exams (20%): There will be 2 communicative, essay-based exams, each worth 10% of the final grade. Language learning is inherently cumulative: each exam will focus upon the material of study for that unit, with the assumption that all previously studied material will be utilized as needed. Each exam will focus on interpretive and presentational modes of communication as well as intercultural competencies. Students can expect exams to include short readings, essays and reflective questions.
Final Exam (10%): The final exam will be similar in format to the written exams, with short readings, essays and reflective questions, but it will also include a listening comprehension portion. The vocabulary and cultural information will primarily be drawn from the last chapters studied; however, the entire range of grammatical material studied throughout the semester is expected to be utilized.
Tulane University, Spanish & Portuguese Dept., 304 Newcomb Hall, New Orleans, LA 70118 504-865-5518 firstname.lastname@example.org