The main objective of this course is to improve oral and written expression and experience the world of work in Spain and Latin America. In order to achieve this goal, students participate in group projects (performances, debates, and oral presentations) and other activities for to expand knowledge of Spanish language and culture. The course also delves into the vocabulary of the workplace and Spanish daily life. At the end of the course the student will have a better understanding of our everyday culture and the world of business, and will speak more fluently and with greater security.
Research has demonstrated that study abroad can enhance every aspect of language ability. One of the most important general findings of this research is, however, that study abroad is most beneficial for the development of abilities related to social interaction Students who go abroad are able to learn how to produce language in a variety of situations, such as the making of requests, the use of compliments, and apologies, and they also may develop skills to interpret such interactions within the local cultural context. In short, and logically, study abroad has been shown to enhance the aspects of communicative competence that are most difficult to foster in classroom settings (IES Abroad MAP for Language and Intercultural Communication, p. 6).
Prerequisites:
Proficiency at a level equivalent to IES Abroad's Novice Abroad, as determined by placement test.
Attendance policy:
Attendance is mandatory for all IES Abroad classes, including field studies. Any exams, tests, presentations, or other work missed due to student absences can only be rescheduled in cases of documented medical or family emergencies. If a student misses more than three classes in any course half a letter grade will be deducted from the final grade for every additional absence. Seven absences in any course will result in a failing grade.
Learning outcomes:
Students who are placed in this level should be capable of achieving the outcomes in the Novice Abroad level as defined by the IES Abroad MAP for Language and Intercultural Communication.
By the end of the course, students will be able to achieve some of the outcomes for the Emerging Independent Abroad level as defined by the MAP for Language and Intercultural Communication. The key learning outcomes from the MAP are summarized below:
I. Intercultural Communication
A. Students will be able to solve some troublesome daily business situations and meet needs with limited help.
B. Students will be able to make some informed comparisons between the host culture and the students’ home cultures within a business context.
C. Students will be able to distinguish between verbal and non verbal communication that reflects politeness, formality, or informality within a business context.
D. Students will be able to recognize simple patterns of intonation and their meaning.
II. Listening
A. Students will be able to understand some interaction (media, speeches, conversations, etc.), especially if the speaker is used to interacting with non-native speakers.
B. Students will be able to understand direct requests, questions, and simple conversations on business topics covered in class.
III. Speaking
A. Students will be able to talk to a limited extent about persons and things in their immediate environment, as well as their plans and their experiences.
B. Students will be able to explain moderately complicated situations involving business subjects.
C. Students will be able to describing plans and business projects
D. Students will be able to describing companies and products.
E. Students will be able to participate and respond actively in a variety of business interactions: negotiations, presentations, business lunch, meetings.
IV. Reading
A. Students will be able to comprehend critical business papers.
B. Students will be able to understand financial information and argumentation.
C. Students will be able to support their understanding of texts through the use of context, visual aids, dictionaries, or with the assistance of others in order to facilitate comprehension.
V. Writing
A. Students will be able to communicate with limited effectiveness through notes, emails, and simple online discussions and chats.
B. Students will be able to write short essays on concrete topics of limited levels of complexity, although with reliance on the communicative patterns of their native language.
Method of presentation:
CLASS DISCUSSION: The aim of class discussions is to provide the student with a more holistic view. They offer the student the opportunity to argue their views and hear the perspective of other students on selected topics.
GUEST SPEAKERS: Students have the opportunity to hear firsthand from practitioners in the field.
CLASS DEBATE: The debate provides a lively forum for exchange of views on a prepared topic.
STUDENT PRESENTATIONS: Presentations provide the student presenting with the opportunity to develop oral presentation skills and to receive constructive feedback from their peers and professor on their approach.
HOMEWORK AND DAILY PARTICIPATION: Students will work individually and in groups in order to systematize and to practice orally all the grammatical concepts learned in class, with the opportunity to clarify doubts.
FIELD STUDIES: First hand appreciation of Spanish language. Students have the opportunity to know better specific aspects of the Spanish business culture, and to know how the stock market works or how the banking system works. We are going to visit different places in Barcelona: Banco de España, Stock Market, and a Spanish business.
ROLE PLAYS: Real-life business situations: job interview, sales pitch, etc.
At the end of the course there will be a Final Research Project: Create your own business in Spain.
Required work and form of assessment:
Midterm: 10%; Final Exam: 20%; Oral Exams (2 exams): 10%; Quizzes (6 quizzes minimum on listening, speaking, reading, writing, intercultural communication): 15%; Video/Oral presentation: 10%; Compositions: 15%; Field studies: 10%; Class participation: 10%.
content:
Week
Content
Assignments
Corresponding Learning Outcome(s)
Week 1
(Unit 1, Al Día Intermedio)
La responsabilidad empresarial
1. Functional: Expressing daily routine, describing basic information about companies.
2.Grammatical: Present tense, ser/estar
3.Vocabulary:Vocabulary related to companies
4. Culture: Spanish companies vs EEUU companies
P. 10-21
Composition1: Routine in my job
Describing companies and a professional daily routine
1.Functional:Preparing the final oral presentation “Mi propio negocio”
2.Grammatical: Review
3.Vocabulary:Review
4.Culture: Review
Final Exam
Oral presentations
I.A., I.B, II.B, III.A., III.E., IV.A.,IV.B.,V.B
Required readings:
Prost, Gisèle, Noriega, Alfredo (2010). Al Dí@. Curso intermedio de español para los negocios. Barcelona, SGEL-Educación.
Recommended readings:
Interviews with business professionals.
Business newspaper articles.
Business news.
Brief Biography of Instructor:
Iolanda Nieves de la Vega was born in Barcelona, where she earned a degree in Spanish Philology and Catalan Philology at the University of Barcelona (UB). Since 2003, she has been a professor of Business Spanish for Communication at the IESE Spanish Business School where she has taken part in designing syllabi and curricula and has collaborated in the creation and development of specific materials for teaching/learning of Spanish for Business. She has taught at University of Bocconi (Milan), teaching Business Spanish and general courses to different teachers, and at IESE Business School in New York, teaching Spanish for Specific Purposes and online courses. In her role as a teacher trainer, she has taught courses for “Teachers of Spanish and foreign languages” since 2010; she has been professor of the course "Teaching Spanish for specific purposes: business, tourism, health and legal” (2010), “Teaching Spanish for specific purposes: negotiating in Spanish” (2011) at Universidad Internacional Menéndez Pelayo (UIMP), and “Spanish for Business: Specific methodology” (2011) at Fundación Comillas,(Centro Internacional de Estudios del Español). She has been teaching general and Business Spanish at IES Abroad since 2006.
Josep-Maria Contreras was born and raised in Barcelona. He earned a degree in Spanish Language and Literature at the University of Barcelona, where he specialized in Spanish as a Second Language. He has a special interest in the use of Neuro-Linguistic Programming as a teaching tool and creating original teaching material. He has been to the U.S. on seven occasions, collaborating in workshops with educators from Casa Hispana in San Francisco, CA. Also, over the years, he has worked with international companies and he has taught Spanish and Catalan for foreign business students. In order to explore different learning approaches, he has studied Scriptwriting and Film Directing and he has integrated this knowledge into his Spanish classes. In addition, he has written and directed short films as well as a short play, in a course for new actors held at Sala Beckett, a Catalan independent theatre.
Business Spanish: Emerging Independent Abroad I
The main objective of this course is to improve oral and written expression and experience the world of work in Spain and Latin America. In order to achieve this goal, students participate in group projects (performances, debates, and oral presentations) and other activities for to expand knowledge of Spanish language and culture. The course also delves into the vocabulary of the workplace and Spanish daily life. At the end of the course the student will have a better understanding of our everyday culture and the world of business, and will speak more fluently and with greater security.
Research has demonstrated that study abroad can enhance every aspect of language ability. One of the most important general findings of this research is, however, that study abroad is most beneficial for the development of abilities related to social interaction Students who go abroad are able to learn how to produce language in a variety of situations, such as the making of requests, the use of compliments, and apologies, and they also may develop skills to interpret such interactions within the local cultural context. In short, and logically, study abroad has been shown to enhance the aspects of communicative competence that are most difficult to foster in classroom settings (IES Abroad MAP for Language and Intercultural Communication, p. 6).
Proficiency at a level equivalent to IES Abroad's Novice Abroad, as determined by placement test.
Attendance is mandatory for all IES Abroad classes, including field studies. Any exams, tests, presentations, or other work missed due to student absences can only be rescheduled in cases of documented medical or family emergencies. If a student misses more than three classes in any course half a letter grade will be deducted from the final grade for every additional absence. Seven absences in any course will result in a failing grade.
Students who are placed in this level should be capable of achieving the outcomes in the Novice Abroad level as defined by the IES Abroad MAP for Language and Intercultural Communication.
By the end of the course, students will be able to achieve some of the outcomes for the Emerging Independent Abroad level as defined by the MAP for Language and Intercultural Communication. The key learning outcomes from the MAP are summarized below:
I. Intercultural Communication
A. Students will be able to solve some troublesome daily business situations and meet needs with limited help.
B. Students will be able to make some informed comparisons between the host culture and the students’ home cultures within a business context.
C. Students will be able to distinguish between verbal and non verbal communication that reflects politeness, formality, or informality within a business context.
D. Students will be able to recognize simple patterns of intonation and their meaning.
II. Listening
A. Students will be able to understand some interaction (media, speeches, conversations, etc.), especially if the speaker is used to interacting with non-native speakers.
B. Students will be able to understand direct requests, questions, and simple conversations on business topics covered in class.
III. Speaking
A. Students will be able to talk to a limited extent about persons and things in their immediate environment, as well as their plans and their experiences.
B. Students will be able to explain moderately complicated situations involving business subjects.
C. Students will be able to describing plans and business projects
D. Students will be able to describing companies and products.
E. Students will be able to participate and respond actively in a variety of business interactions: negotiations, presentations, business lunch, meetings.
IV. Reading
A. Students will be able to comprehend critical business papers.
B. Students will be able to understand financial information and argumentation.
C. Students will be able to support their understanding of texts through the use of context, visual aids, dictionaries, or with the assistance of others in order to facilitate comprehension.
V. Writing
A. Students will be able to communicate with limited effectiveness through notes, emails, and simple online discussions and chats.
B. Students will be able to write short essays on concrete topics of limited levels of complexity, although with reliance on the communicative patterns of their native language.
CLASS DISCUSSION: The aim of class discussions is to provide the student with a more holistic view. They offer the student the opportunity to argue their views and hear the perspective of other students on selected topics.
GUEST SPEAKERS: Students have the opportunity to hear firsthand from practitioners in the field.
CLASS DEBATE: The debate provides a lively forum for exchange of views on a prepared topic.
STUDENT PRESENTATIONS: Presentations provide the student presenting with the opportunity to develop oral presentation skills and to receive constructive feedback from their peers and professor on their approach.
HOMEWORK AND DAILY PARTICIPATION: Students will work individually and in groups in order to systematize and to practice orally all the grammatical concepts learned in class, with the opportunity to clarify doubts.
FIELD STUDIES: First hand appreciation of Spanish language. Students have the opportunity to know better specific aspects of the Spanish business culture, and to know how the stock market works or how the banking system works. We are going to visit different places in Barcelona: Banco de España, Stock Market, and a Spanish business.
ROLE PLAYS: Real-life business situations: job interview, sales pitch, etc.
At the end of the course there will be a Final Research Project: Create your own business in Spain.
Midterm: 10%; Final Exam: 20%; Oral Exams (2 exams): 10%; Quizzes (6 quizzes minimum on listening, speaking, reading, writing, intercultural communication): 15%; Video/Oral presentation: 10%; Compositions: 15%; Field studies: 10%; Class participation: 10%.
Week
Content
Assignments
Corresponding Learning Outcome(s)
Week 1
(Unit 1, Al Día Intermedio)
La responsabilidad empresarial
1. Functional: Expressing daily routine, describing basic information about companies.
2.Grammatical: Present tense, ser/estar
3.Vocabulary:Vocabulary related to companies
4. Culture: Spanish companies vs EEUU companies
P. 10-21
Composition1: Routine in my job
Describing companies and a professional daily routine
I.A., I.B, II.A, II.B, III.B, IV.C.,V.A. V.B.
Week 2
(Unit 1, Al Día Intermedio)
La responsabilidad empresarial
1.Functional: Expressing experiences, giving instructions
2.Grammatical:Past Tense: Present Perfect, (hay que/ tener que)
3.Vocabulary:Vocabulary related to positions and responsibilities
4.Culture:Working in Spain
P. 10-21
Giving instructions in a Department
I.A., I.B, II.A, II.B, III.A., III.B, IV.C.,V.B.
Week 3
(Unit 2, Al Día Intermedio)
El desarrollo sostenible
1.Functional: Express plans in the future and predict, expressing real conditions
2.Grammatical:Future tense, 1 conditional si + present tense+ future
3.Vocabulary: Vocabulary related to environment
4.Culture: environmental policies, Spain vs. EEUU
P. 22-33
Composition 2:
What will I do after I graduate?
Field Study 1: Spanish companies
I.A., I.B, II.A, II.B, III.A., III.B, III.C., IV.C.,V.B.
Week 4
(Unit 2, Al Día Intermedio)
El desarrollo sostenible
1.Functional: Making comparisons, preparing a presentation of a “bio- product”, expressing needs and wishes:
2.Grammatical: Subjunctive (I) Morphology and uses
3.Vocabulary: Vocabulary related to the automotive and “bio” sector
4.Culture: The environment - Spain vs USA
P. 34-35
Comparing different products.
I.A., I.B, II.A, II.B, III.A., III.B, III.E., IV.C.,V.B.
Week 5
(Unit 3, Al Día Intermedio)
En los mercados exteriores
1.Functional: Explaining the history of a company: Iberia, Danone, describing great inventions
2.Grammatical: Past tenses: Preterite Imperfect / “Indefinido”/ pluscuamperfect.
3.Vocabulary: Vocabulary related to past events and past experiences
4.Culture: Historical background
P. 36-47
Exam 1
Explaining the history of a Chupa-Chups
I.A., I.B, II.A, II.B, III.A., III.B, III.E., IV.C.,V.B.
Week 6
(Unit 3, Al Día Intermedio)
En los mercados exteriores
1.Functional: An interview for a Spanish company, describing past experiences
2.Grammatical: Contrast of past tenses
3.Vocabulary: Vocabulary related to education, CV, and past experiences
4.Culture: The best candidate for a new job
P. 36-47
Composition 3:
My professional experience, looking for a job.
Explaining a biography
I.A., I.B, I.C., II.A, II.B, III.A., III.C., III.E., IV.C.,V.B.
Week 7
(Unit 4, Al Día Intermedio)
Empresas y globalización
1.Functional: Advising people, creating rules for a company
2.Grammatical: Imperative affirmative and negative, solving problems
3.Vocabulary: Vocabulary related to intercultural management
4.Culture: negotiation in different cultures
P. 48-59
Field Study 2:
Vinçon, a new design concept and utility of the products
Giving recommendations for good intercultural negotiations
I.A., I.B, I.C., II.A, II.B, III.A., III.E., IV.A.,V.A.,V.B.
Week 8
(Unit 5, Al Día Intermedio)
Liderando empresas
1. Functional: Solving problems, participating in a Business Fair, expressing probability
2.Grammatical: Conditional tense
3.Vocabulary: Vocabulary related to products, qualities, “El stand”: description and vocabulary
4.Culture: International Fairs
P. 60-61
Making decisions and recommendations about a Fair
I.A., I.B, II.B, III.A., III.C., III.D., III.E., IV.A.,V.B.
Week 9
(Unit 5, Al Día Intermedio)
Liderando empresas
1. Functional: Creating a trademark and a symbol, giving advising and recommendations, expressing wishes
2.Grammatical: Conditional tense, para/ por, prepositions
3. Vocabulary: Vocabulary related to leadership, consumers, brands.
4.Culture: Leaderships
P. 62-73
Exam 2
Composition 4:
Problems and Solutions
Creating and describing a new brand
I.A., I.B, II.B, III.A., III.B., III.E.,IV.A.,IV.BV.A.
Week 10
(Unit 6, Al Día Intermedio)
Liderando empresas
1.Functional: describing, suggesting and comparing products, expressing conditions
2.Grammatical: Conditional clauses (1, 2 conditionals)
3. Vocabulary: Vocabulary related to consumers, the language of advertising
4. Culture: Commercials in TV, tourism in Spain.
P. 74-85
Field Study 3: Visit to a Spanish company
Analyzing Spanish commercials
I.A., I.B, I.C., II.B, III.A., III.B., III.D., III.E., IV.A.,IV.B.,V.B.
Week 11
(Unit 7, Al Día Intermedio)
Cada día más experiencia
1. Functional: Expressing wishes, giving messages.
2.Grammatical: Subjunctive, Indirect Speech
3.Vocabulary: Vocabulary related to entrepreneurs, success, strategies
4.Culture: The Latino music market in the U.S.
P. 88-99
Composition 5:
A Spanish company in which I would like to work
Role-play
I.A., I.B, I.C., II.B, III.A., III.C., III.D., IV.A.,IV.B.,V.B
Week 12
1.Functional:Preparing the final oral presentation “Mi propio negocio”
2.Grammatical: Review
3.Vocabulary:Review
4.Culture: Review
Final Exam
Oral presentations
I.A., I.B, II.B, III.A., III.E., IV.A.,IV.B.,V.B
Prost, Gisèle, Noriega, Alfredo (2010). Al Dí@. Curso intermedio de español para los negocios. Barcelona, SGEL-Educación.
Interviews with business professionals.
Business newspaper articles.
Business news.
Iolanda Nieves de la Vega was born in Barcelona, where she earned a degree in Spanish Philology and Catalan Philology at the University of Barcelona (UB). Since 2003, she has been a professor of Business Spanish for Communication at the IESE Spanish Business School where she has taken part in designing syllabi and curricula and has collaborated in the creation and development of specific materials for teaching/learning of Spanish for Business. She has taught at University of Bocconi (Milan), teaching Business Spanish and general courses to different teachers, and at IESE Business School in New York, teaching Spanish for Specific Purposes and online courses. In her role as a teacher trainer, she has taught courses for “Teachers of Spanish and foreign languages” since 2010; she has been professor of the course "Teaching Spanish for specific purposes: business, tourism, health and legal” (2010), “Teaching Spanish for specific purposes: negotiating in Spanish” (2011) at Universidad Internacional Menéndez Pelayo (UIMP), and “Spanish for Business: Specific methodology” (2011) at Fundación Comillas,(Centro Internacional de Estudios del Español). She has been teaching general and Business Spanish at IES Abroad since 2006.
Josep-Maria Contreras was born and raised in Barcelona. He earned a degree in Spanish Language and Literature at the University of Barcelona, where he specialized in Spanish as a Second Language. He has a special interest in the use of Neuro-Linguistic Programming as a teaching tool and creating original teaching material. He has been to the U.S. on seven occasions, collaborating in workshops with educators from Casa Hispana in San Francisco, CA. Also, over the years, he has worked with international companies and he has taught Spanish and Catalan for foreign business students. In order to explore different learning approaches, he has studied Scriptwriting and Film Directing and he has integrated this knowledge into his Spanish classes. In addition, he has written and directed short films as well as a short play, in a course for new actors held at Sala Beckett, a Catalan independent theatre.