This course is designed for bilingual students. It focuses principally on the correction of possible errors in written expression. The goal of the course is to broaden vocabulary, grammatical precision, and spelling. Students should also develop reading strategies to be able to read authentic texts about Barcelona and Spanish Culture. Students will complete a final project about Barcelona, the city of the three novels of the course.
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 Independent 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 Independent 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 Competent 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 begin to recognize and describe key host cultures, subcultures, habits, norms, and behaviors in a variety of settings, and they will be aware of the risk that generalizations can lead to stereotypes.
B. Students will be able to reflect on and discuss the validity of their own cultural beliefs, behaviors, and values by contrasting and comparing them with the host cultures.
C. Students will demonstrate openness toward different beliefs and styles even when they do not agree with them.
D. Students will accept responsibility for their own learning by defining their linguistic goals and demonstrating independence in their exploration of the culture
II. Listening
A. Students will be able to identify a range of social and cultural dialects of the spoken language.
B. Students will be able to understand a variety of native speakers and non-native experts and comprehend an array of moderately complex interactions.
III. Speaking
A. Students will participate reasonably well in most academic and social interactions using when appropriate complex language including slang, colloquial expressions, double meaning, and humor with increasing confidence.
B. Students will be able to make arguments and form opinions on almost any topic of their interest.
IV. Reading
A. Students will be able to read and understand textbooks and academic articles for classes taught in the host language as well as some popular texts for enjoyment.
B. Students will be able to read and understand authentic materials including newspapers, advertisements, brochures, instruction manuals, etc. on abstract topics with some assistance at times.
V. Writing
A. Students will be able to write for certain native audiences and express themselves somewhat clearly and effectively.
B. Students will be able to write essays for classes incorporating aspects of appropriate academic style with some assistance at times.
Method of presentation:
This course focuses principally on the correction (and the concept of linguistic correctness itself) of the written and reading understanding of the students:
Journal: testimonial “logbook” that gathers the students’ experience in relation to the main events in the city during the semester.
Homework: readings of the textual models that will be worked in class; presentation of a story assigned based on the Hispanic cultural and linguistic affinity of the student.
Field-studies: reading of the city through natives’ artistic productions (perception of both cultures through three Spanish writers, expanding knowledge of the Hispanic world, looking at similarities and differences, opinions about reality and the variety of the Hispanic world and the style of life in Barcelona, the city the student during the course)
Field work final project: Barcelona a través de la literatura. The project consists of the accomplishment, transcription, analysis, and interpretation of different points of view of different writers about Barcelona and his/her personal perception of the city.
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
Presentation of the course
1. Functional:
Speaking about personal experiences in the past.
Comparing activities and things.
2. Grammatical:
Contrast between Ser and estar (uses and misuses).
Past Tenses (Pretérito Perfecto, Indefinido, Imperfecto and Pluscuamperfecto).
3. Vocabulary:
Expressions using ser and estar.
Expresiones de tiempo .
4. Culture:
Spanish newspapers and magazines.
Looking for articles in Spanish newspapers.
Starting reading: Chapters of Nada, by Carmen Laforet.
I.A, II.A, III. A,
IV. B, V. A
Week 2
1. Functional:
Speaking emotions, likes, dislikes and doubts.
2. Grammatical:
Present of Subjunctive.
3. Vocabulary:
Places descriptions and emotions.
4. Culture:
Discovering Spanish style of life.
Barcelona, city of literature: From Carmen Laforet to Carlos Ruiz Zafón.
Looking for the places in the first reading of the course.
Chapters of Nada, by Carmen Laforet.
Composition 1.
Quiz 1.
I.D, II.B, III. B,
IV. B, V. A
Week 3
1. Functional:
Speaking about personal opinions and making arguments to support hypotheses.
2. Grammatical:
More uses of Present of Subjunctive.
Prepositions.
3. Vocabulary:
Expressions about emotions and hypotheses.
Human body and health.
4. Culture:
Differences about traditions and local history: Past and present (I).
Field Study 1: Barcelona en la literatura (1).
Debate about Field Study 1.
Chapters of Nada, by Carmen Laforet.
I.B, II.B, III. B,
IV. B, V. A
Week 4
1. Functional:
Speaking about personal opinions and making arguments to support hypotheses about reading material.
2. Grammatical:
Present of Subjunctive.
Present Perfect of Subjunctive.
Prepositions: por and para.
3. Vocabulary:
Expressions about emotions and hypotheses.
Human body and health.
4. Culture:
Differences about traditions and local history: Past and present (II).
Ending Nada, by Carmen Laforet.
Starting second reading: Marina, by Carlos Ruiz Zafón.
Composition 2.
Quiz 2.
I.B, II.B, III. B,
IV. B, V. A
Week 5
1. Functional:
Speaking about the future and conditions.
Opinions based in different texts.
2. Grammatical:
Future and Conditional
3. Vocabulary:
Shopping and leisure.
4. Culture:
Catalan and Spanish traditions.
Oral Exam 1: Feedback about first reading.
Midterm Exam 1.
Chapters of Marina, by Carlos Ruiz Zafón.
I.B, II.B, III. B,
IV. B, V. A
Week 6
1. Functional:
Making hypothetic conditions and speaking about emotions in the past.
2. Grammatical:
Imperfect of Subjunctive.
3. Vocabulary:
Speech connectors.
Home and work.
4. Culture:
Districts of Barcelona: Different places to describe.
Field Study 2: Barcelona en la literatura (2).
Chapters of Marina, by Carlos Ruiz Zafón.
Composition 3.
I.B, II.B, III. B,
IV. B, V. A
Week 7
1. Functional:
Making hypothetic conditions in the future and in the past.
2. Grammatical:
More uses of Imperfect of Subjunctive:
Phrases with “si” conditional.
3. Vocabulary:
Transports: Differences between Spain and Latino America.
4. Culture:
From Nada to Marina: Changes in Spain between 40’s and 80’s.
Chapters of Marina, by Carlos Ruiz Zafón.
Composition 4.
Quiz 3.
I.B, II.B, III. B,
IV. B, V. B
Week 8
1. Functional:
Expressing argumentations with different points of view.
2. Grammatical:
Conditional structures (review).
Pronouns: Different meanings.
3. Vocabulary:
Forming words: Nouns and adjectives.
4. Culture:
From Marina to La Sombra del Viento: The characters of Ruiz Zafón.
Field Study 3: Barcelona en la literatura (3).
Ending Marina, by C. Ruiz Zafón.
Starting final reading: La Sombra del Viento, by Carlos Ruiz Zafón.
I.B, II.B, III. B,
IV. B, V. B
Week 9
1.Functional:
Expressing argumentations with different points of view.
Talking about abstract topics.
2.Grammatical:
Contrast between Indicative and Subjunctive Mode.
3.Vocabulary:
Forming words: Verbs with preposition.
4.Culture:
Places of the city: Creating a story.
Oral Exam 2: Feedback about second reading.
Midterm Exam 2.
Chapters of La Sombra del Viento, by Carlos Ruiz Zafón.
I.B, II.B, III. B,
IV. B, V. A
Week 10
1.Functional:
Analyzing and stressing one’s point.
Using written styles with accuracy.
2. Grammatical:
Orthographic rules.
3. Vocabulary:
Words structure: Different expressions and different meanings.
Colloquial expressions.
4. Culture:
Rhythm of senses: Creating experiences.
Chapters of La Sombra del Viento, by Carlos Ruiz Zafón.
Composition 5.
Quiz 4.
I.D, II.B, III. B,
IV. B, V. B
Week 11
1. Functional:
Expressing agreement and disagreement about people opinions.
2. Grammatical:
Estilo Indirecto .
Orthographic rules: Accents.
3. Vocabulary:
Expressions about opinions.
4. Culture:
Rites, superstitions and traditions.
Field Study 4: Barcelona en la literatura (4).
Chapters of La Sombra del Viento, by Carlos Ruiz Zafón. Quiz 5.
I.D, II.B, III. B,
IV. B, V. B
Week 12
1. Functional:
Speaking about people opinions.
Expressing relief, surprise, needs and preferences about people opinions.
Making a speech about topics of the readings.
2. Grammatical:
Estilo Indirecto .
More orthographic rules: Punctuation.
Review of topics and speech connectors.
3. Vocabulary:
Colloquial expressions.
Review of expressions.
4.Culture:
Impressions about Barcelona and the three readings of this course.
Final impressions: Spain and Barcelona through the literature.
Ending LaSombra del Viento, by Carlos Ruiz Zafón.
Final Oral Presentation.
Composition 6.
Final Exam
I.D, II.B, III. B,
IV. B, V. B
Required readings:
Laforet, Carmen (1944). Nada. Ediciones Destino, colección Austral (2010)
Ruiz Zafón, Carlos (1999). Marina. Editorial Planeta, colección Booket (2009)
Ruiz Zafón, Carlos (2001). La Sombra del Viento. Ed. Planeta, colección Booket (2010)
Recommended readings:
Cassany, D. (1993). Reparar la escritura. Barcelona, Graó.
Gómez Torrego, L. (1992). Manual del español correcto. Madrid, Arco libros.
Matte Bon, F. (1992). Gramática comunicativa del español. Madrid, Edelsa.
Ortega, G. (1995). Dificultades del español. Barcelona, Ariel.
Seco, Manuel. (1986). Diccionario de dudas y dificultades de la lengua española. Madrid, Espasa Calpe.
Brief Biography of Instructor:
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.
Spanish Language in Context: Emerging Competent Abroad I
This course is designed for bilingual students. It focuses principally on the correction of possible errors in written expression. The goal of the course is to broaden vocabulary, grammatical precision, and spelling. Students should also develop reading strategies to be able to read authentic texts about Barcelona and Spanish Culture. Students will complete a final project about Barcelona, the city of the three novels of the course.
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 Independent 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 Independent 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 Competent 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 begin to recognize and describe key host cultures, subcultures, habits, norms, and behaviors in a variety of settings, and they will be aware of the risk that generalizations can lead to stereotypes.
B. Students will be able to reflect on and discuss the validity of their own cultural beliefs, behaviors, and values by contrasting and comparing them with the host cultures.
C. Students will demonstrate openness toward different beliefs and styles even when they do not agree with them.
D. Students will accept responsibility for their own learning by defining their linguistic goals and demonstrating independence in their exploration of the culture
II. Listening
A. Students will be able to identify a range of social and cultural dialects of the spoken language.
B. Students will be able to understand a variety of native speakers and non-native experts and comprehend an array of moderately complex interactions.
III. Speaking
A. Students will participate reasonably well in most academic and social interactions using when appropriate complex language including slang, colloquial expressions, double meaning, and humor with increasing confidence.
B. Students will be able to make arguments and form opinions on almost any topic of their interest.
IV. Reading
A. Students will be able to read and understand textbooks and academic articles for classes taught in the host language as well as some popular texts for enjoyment.
B. Students will be able to read and understand authentic materials including newspapers, advertisements, brochures, instruction manuals, etc. on abstract topics with some assistance at times.
V. Writing
A. Students will be able to write for certain native audiences and express themselves somewhat clearly and effectively.
B. Students will be able to write essays for classes incorporating aspects of appropriate academic style with some assistance at times.
This course focuses principally on the correction (and the concept of linguistic correctness itself) of the written and reading understanding of the students:
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
Presentation of the course
1. Functional:
Speaking about personal experiences in the past.
Comparing activities and things.
2. Grammatical:
Contrast between Ser and estar (uses and misuses).
Past Tenses (Pretérito Perfecto, Indefinido, Imperfecto and Pluscuamperfecto).
3. Vocabulary:
Expressions using ser and estar.
Expresiones de tiempo .
4. Culture:
Spanish newspapers and magazines.
Looking for articles in Spanish newspapers.
Starting reading: Chapters of Nada, by Carmen Laforet.
I.A, II.A, III. A,
IV. B, V. A
Week 2
1. Functional:
Speaking emotions, likes, dislikes and doubts.
2. Grammatical:
Present of Subjunctive.
3. Vocabulary:
Places descriptions and emotions.
4. Culture:
Discovering Spanish style of life.
Barcelona, city of literature: From Carmen Laforet to Carlos Ruiz Zafón.
Looking for the places in the first reading of the course.
Chapters of Nada, by Carmen Laforet.
Composition 1.
Quiz 1.
I.D, II.B, III. B,
IV. B, V. A
Week 3
1. Functional:
Speaking about personal opinions and making arguments to support hypotheses.
2. Grammatical:
More uses of Present of Subjunctive.
Prepositions.
3. Vocabulary:
Expressions about emotions and hypotheses.
Human body and health.
4. Culture:
Differences about traditions and local history: Past and present (I).
Field Study 1: Barcelona en la literatura (1).
Debate about Field Study 1.
Chapters of Nada, by Carmen Laforet.
I.B, II.B, III. B,
IV. B, V. A
Week 4
1. Functional:
Speaking about personal opinions and making arguments to support hypotheses about reading material.
2. Grammatical:
Present of Subjunctive.
Present Perfect of Subjunctive.
Prepositions: por and para.
3. Vocabulary:
Expressions about emotions and hypotheses.
Human body and health.
4. Culture:
Differences about traditions and local history: Past and present (II).
Ending Nada, by Carmen Laforet.
Starting second reading: Marina, by Carlos Ruiz Zafón.
Composition 2.
Quiz 2.
I.B, II.B, III. B,
IV. B, V. A
Week 5
1. Functional:
Speaking about the future and conditions.
Opinions based in different texts.
2. Grammatical:
Future and Conditional
3. Vocabulary:
Shopping and leisure.
4. Culture:
Catalan and Spanish traditions.
Oral Exam 1: Feedback about first reading.
Midterm Exam 1.
Chapters of Marina, by Carlos Ruiz Zafón.
I.B, II.B, III. B,
IV. B, V. A
Week 6
1. Functional:
Making hypothetic conditions and speaking about emotions in the past.
2. Grammatical:
Imperfect of Subjunctive.
3. Vocabulary:
Speech connectors.
Home and work.
4. Culture:
Districts of Barcelona: Different places to describe.
Field Study 2: Barcelona en la literatura (2).
Chapters of Marina, by Carlos Ruiz Zafón.
Composition 3.
I.B, II.B, III. B,
IV. B, V. A
Week 7
1. Functional:
Making hypothetic conditions in the future and in the past.
2. Grammatical:
More uses of Imperfect of Subjunctive:
Phrases with “si” conditional.
3. Vocabulary:
Transports: Differences between Spain and Latino America.
4. Culture:
From Nada to Marina: Changes in Spain between 40’s and 80’s.
Chapters of Marina, by Carlos Ruiz Zafón.
Composition 4.
Quiz 3.
I.B, II.B, III. B,
IV. B, V. B
Week 8
1. Functional:
Expressing argumentations with different points of view.
2. Grammatical:
Conditional structures (review).
Pronouns: Different meanings.
3. Vocabulary:
Forming words: Nouns and adjectives.
4. Culture:
From Marina to La Sombra del Viento: The characters of Ruiz Zafón.
Field Study 3: Barcelona en la literatura (3).
Ending Marina, by C. Ruiz Zafón.
Starting final reading: La Sombra del Viento, by Carlos Ruiz Zafón.
I.B, II.B, III. B,
IV. B, V. B
Week 9
1.Functional:
Expressing argumentations with different points of view.
Talking about abstract topics.
2.Grammatical:
Contrast between Indicative and Subjunctive Mode.
3.Vocabulary:
Forming words: Verbs with preposition.
4.Culture:
Places of the city: Creating a story.
Oral Exam 2: Feedback about second reading.
Midterm Exam 2.
Chapters of La Sombra del Viento, by Carlos Ruiz Zafón.
I.B, II.B, III. B,
IV. B, V. A
Week 10
1.Functional:
Analyzing and stressing one’s point.
Using written styles with accuracy.
2. Grammatical:
Orthographic rules.
3. Vocabulary:
Words structure: Different expressions and different meanings.
Colloquial expressions.
4. Culture:
Rhythm of senses: Creating experiences.
Chapters of La Sombra del Viento, by Carlos Ruiz Zafón.
Composition 5.
Quiz 4.
I.D, II.B, III. B,
IV. B, V. B
Week 11
1. Functional:
Expressing agreement and disagreement about people opinions.
2. Grammatical:
Estilo Indirecto .
Orthographic rules: Accents.
3. Vocabulary:
Expressions about opinions.
4. Culture:
Rites, superstitions and traditions.
Field Study 4: Barcelona en la literatura (4).
Chapters of La Sombra del Viento, by Carlos Ruiz Zafón. Quiz 5.
I.D, II.B, III. B,
IV. B, V. B
Week 12
1. Functional:
Speaking about people opinions.
Expressing relief, surprise, needs and preferences about people opinions.
Making a speech about topics of the readings.
2. Grammatical:
Estilo Indirecto .
More orthographic rules: Punctuation.
Review of topics and speech connectors.
3. Vocabulary:
Colloquial expressions.
Review of expressions.
4.Culture:
Impressions about Barcelona and the three readings of this course.
Final impressions: Spain and Barcelona through the literature.
Ending La Sombra del Viento, by Carlos Ruiz Zafón.
Final Oral Presentation.
Composition 6.
Final Exam
I.D, II.B, III. B,
IV. B, V. B
Laforet, Carmen (1944). Nada. Ediciones Destino, colección Austral (2010)
Ruiz Zafón, Carlos (1999). Marina. Editorial Planeta, colección Booket (2009)
Ruiz Zafón, Carlos (2001). La Sombra del Viento. Ed. Planeta, colección Booket (2010)
Cassany, D. (1993). Reparar la escritura. Barcelona, Graó.
Gómez Torrego, L. (1992). Manual del español correcto. Madrid, Arco libros.
Matte Bon, F. (1992). Gramática comunicativa del español. Madrid, Edelsa.
Ortega, G. (1995). Dificultades del español. Barcelona, Ariel.
Seco, Manuel. (1986). Diccionario de dudas y dificultades de la lengua española. Madrid, Espasa Calpe.
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.