Blanco, José and C. Cecilia Tocaimaza-Hatch. Enlaces. Nivel intermedio. Curso intensivo. Boston: Vista
Higher Learning, 2014.(Plus accompanying Student Activities Manual (WEB-SAM) Access Code).
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:
Following the American Council on the Teaching of Foreign Languages’ (ACTFL) Proficiency Guidelines 2012, Spanish 2030 seeks to increase students’ Spanish-speaking ability to an intermediate-low to intermediate-mid range proficiency level via the Course Objectives outlined below.
People with intermediate level proficiency can understand the main idea of texts and presentations (both written and aural) related to everyday life and personal interests and studies as well as handle social interactions in everyday situations including asking and answering questions. Students at this level can also present topics they have learned or researched and begin to state their viewpoint of topics of 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 high 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:
In addition to the Proficiency Objectives detailed on the Basic Language Program’s website for this level, the course maintains the following objectives, based upon ACTFL’s National Standards for Foreign Language Learning:
A. Communication. The use of Spanish:
in order to:
utilizing, with moderate control:
B. Cultures: gain knowledge and understanding of Hispanic cultures.
Short films and literary and cultural readings from throughout the Hispanic World will aid the student in this goal. Particular attention will be paid to the United States, Mexico, the Caribbean, Central America, Colombia, Ecuador, Venezuela and Spain.
C. Communities: participate in a community of language learners and in a multilingual world.
Through group and class work, a sense of community will be developed as students practice their communicative skills, thereby preparing themselves to use Spanish throughout their lives. As a group, students will explore their own notion of community as this compares to this concept in the Hispanic world.
D. Comparisons: make informed comparisons between English and Spanish and themselves and others.
Via written work and in-class discussions, students will be encouraged to make comparisons between their own known reality and the Hispanic world. Students will also compare ideas with each other in pair and group work such as the conexión personal, comunicación, and opinión activities, based upon the conversational goals of each chapter. Students will reflect on how the structures of Spanish compare to the structures of English and other languages they know.
E. Connections: the ability to connect this course to other courses and self to others.
The different themes explored in each unit will inform students in such a way that they can make connections between their own cultural traditions and those of some members of the Hispanic world, with particular emphasis on developing ideas through oral and written activities.
Students will demonstrate that they have met the...
Your grade will be determined according to the following criteria:
Participation and preparation (10%): Active participation and regular attendance is crucial to the learning of a language. Students are expected to come to class fully prepared to engage in the day's conversational activities, including reading assigned texts, previewing assigned short films (cortometrajes), reviewing grammatical structures or new vocabulary and completing comprehension activities as assigned or warranted. 1-2 hours of advanced preparation is expected and assumed for every class period, including online activities as necessary. 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, obvious preparation of homework, volunteerism in class and overall preparedness. Excessive absenteeism will result in a substantial drop in this grade, as will tardiness. The unauthorized use of a cell phone during class time will result in a participation grade of ZERO for that day.
vhlcentral.com: This website includes streaming video links for the accompanying cortometrajes which must be viewed outside of class, and activities for every section of every lección (chapter). To access the materials, go to vhlcentral.com, log in using the WEB-SAM code you purchased (required due to copyright restrictions on the media pieces), select the lección with which you wish to work, and scroll down to the relevant section. If you are having a difficult time with any particular section, be sure to see if the additional material available there is helpful to you. Students should expect to spend 1-2 hours preparing for every class session. Your instructor may require you to complete specific activities and may require that you turn in a written copy of specific exercises for a grade. Students should note that a direct correlation has been observed between final grade in the course and regular completion of the online exercises, with students who work regularly on the online activities generally attaining higher grades in the course.
Unit Exams (20%): 2 communicative, essay-based exams, worth 10% each, will be administered during the semester. Each exam will include interpretive and presentational modes such as a reading comprehension activity, based on vocabulary and cultural materials related to that unit of study, and one to two writing exercises. Because language learning is inherently a cumulative process, each exam will focus upon the material of study for that period while building on all previously studied material.
Final Exam (10%): The final exam will be similar in format to the written exams, with interpretive and presentational modes incorporated via a reading comprehension exercise and one to two written essays. 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 will be expected to be utilized.
Diario (15%): Students will maintain a diary over the course of the semester using targeted vocabulary and grammar skills in order to actively use the materials of study. Your instructor will indicate whether they prefer this to be an electronic or a hand-written diary. In either case, it is essential that students complete their posts on their own and without the help of tutors or peers in order to clarify areas which need particular attention—perfection is not required; effort is. Cheating through the use of translation programs or consultation with others will not be tolerated and violations of the Code of Academic Conduct will be brought before the Honor Board.
Literary Production (10%): Through a series of guided steps, all students will complete an original creative work, modeled on the short story <<La intrusa>> written by Pedro Orgambide. Students to follow a process-based approach to writing with a series of guided steps for in and out of class work required. Additional details will be presented in a separate handout closer to the assignment date.
Assessments (15%): There will be 6 assessments over the course of the semester, distributed across different skills (reading, writing, speaking and listening) and modes (interpretive, interpersonal, presentational) of communication. 2 interpretive mode listening assessments, 2 interpersonal mode oral assessments and 2 interpretive/presentational assessments focusing on reading comprehension and written production will be completed over the course of the semester.
Semester Project (20%): All students will present one Semester Project, which will have a significant written and oral component, as outlined below. Students will also participate in active class discussions based upon the oral presentations given by their classmates. Additional details will be provided separately, but the basic format is as follows:
Tulane University, Spanish & Portuguese Dept., 304 Newcomb Hall, New Orleans, LA 70118 504-865-5518 email@example.com