This course is designed for students with an advanced Spanish level in order to improve written expression, taking advantage of linguistic and cultural immersion. The central project of the class is a magazine created by the students, which will be published monthly on the webpage. Each student will be responsible for a section of the magazine and will write a monthly article, following the lexical and grammatical steps reviewed in class. Students will also critique works and work in teams, in addition to their reading strategies.
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).
Student Profile
This course builds upon the skills introduced in Emerging Competent Abroad II. Students who enter this course will have mastered most of the outcomes of the Independent Abroad level as defined by the IES Abroad MAP for Language and Intercultural Communication, as well as selected outcomes defined in Emerging Competent Abroad. Among other characteristics, these students are able to converse at a rate of speed approaching normal conversation. They are creative, spontaneous and self-reliant as they solve problems, interpret texts, negotiate, express their opinions, likes and dislikes in the culture. Although they still make errors and experience communication breakdowns, these students tend to resolve these challenges on their own. Students who enter this level can already understand a variety of colloquial expressions and slang, and are also able to understand a wider variety of native speakers from different backgrounds. They should have certain native speaker competencies such as oral competencies and a certain bias towards a dialect.
Students entering this level can succeed in a range of moderately complex university courses designed for native speakers. Before registering, they should consult with the appropriate IES Abroad academic adviser on course selection.
By the end of this course, students will have started to acquire the subtlety of expression and control of complex structures that characterize Competent Abroad learners. However, Emerging Competent Abroad learners have only partial mastery of these structures and quite often resort to simpler and more direct modes of expression, particularly when negotiating linguistically difficult or unfamiliar situations. Emerging Competent Abroad speakers understand local cultural attitudes, values, beliefs, and behavior patterns well enough to make an informed choice about which cultural features they would like to adopt or need to adopt in order to live harmoniously in the local culture. They lack some of the depth of understanding and sophistication of those who have spent more time living and working in the local context.
Prerequisites:
Completion of IES Abroad’s Emerging Competent I outcomes, 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 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 describe and analyze 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 analyze the validity of their own cultural beliefs, behaviors, and norms by contrasting and comparing them with the host culture.
C. Students will demonstrate openness and acceptance of different beliefs and styles even when they do not agree with them.
D. Students will assume 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 wide range of social and cultural dialects of the spoken language.
B. Students will be able to understand most native speakers and non-native experts and comprehend a wide array of moderately complex interactions.
III. Speaking
A. Students will be able to participate fully 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 to support hypotheses and opinions on topics of their interest.
C. Students will talk about abstract topics, but only if they are topics previously studied or which they are personally familiar.
D. Students will be able to understand different levels of formality.
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 a wide range of 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 limited assistance.
C. Students will take responsibility for the selection of their reading materials based on their own interests.
V. Writing
A. Students will be able to write for a wide range of native audiences and express themselves quite clearly and effectively.
B. Students will be able to write essays for classes incorporating aspects of appropriate academic style with limited assistance.
C. Students will be able to use a variety of formal written styles with accuracy.
Method of presentation:
This course focuses principally on the correction of students’ written production and reading comprehension:
Articles for the magazine: Different articles written following lexical and grammatical steps reviewed in class.
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 studied in class.
Field-studies: reading of the city through native oral testimonies and artistic productions.
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:
Ser and estar (uses and misuses).
Past Tenses (Pretérito Perfecto, Indefinido, Imperfecto and Pluscuamperfecto).
3. Vocabulary:
Expressions using ser and estar.
Expressions of time (ayer, hoy, ese día…).
Comparing structures.
4. Culture:
Spanish newspapers and magazines.
Interviews and witness statements.
Composition 1. Producing an agenda for the magazine publication.
Looking for Spanish articles and reading interviews.
Quiz 1.
I.A, II.A, III.A IV.B, V.A
Week 2
1. Functional:
Writing about different elements of a biography.
Talking about emotions, likes, dislikes and doubts.
2. Grammatical:
Imperative and Present Subjunctive.
Questions and expressions.
3. Vocabulary:
Emotions.
Synonyms and antonyms.
4. Culture:
Discovering Spanish style of life.
Biography of a city: Barcelona.
Creating a biography and making questions.
Looking for interesting places and ideas for the articles.
I.B, II.A, 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 Subjunctive.
Prepositions.
3. Vocabulary:
Expressions about emotions and hypotheses.
Human body and health.
4. Culture:
Differences in traditions and local history.
Field Study 1: Visit to Vinçon.
Article about Field Study 1.
Making a survey/an opinion poll about likes and dislikes.
I.C, II.B, III.C IV.C, V.B
Week 4
1. Functional:
Speaking about the future and conditional.
Opinions based on different texts.
2. Grammatical:
Future and Conditional
Prepositions: por and para.
3. Vocabulary:
Shopping and leisure.
4. Culture:
Differences between Catalan and Spanish traditions.
Composition 2.
Quiz 2.
Making a critical essay.
I.C, II.B, III.C IV.B, V.B
Week 5
1. Functional:
Using hypothetic conditional and speaking about emotions in the past.
2. Grammatical:
Imperfect Subjunctive.
3. Vocabulary:
Speech connectors.
Home and work.
4. Culture:
Latin emotions and feelings.
Composition 3.
Midterm Exam 1.
I.B, II.A, III.B IV.B, V.A
Week 6
1. Functional:
Using hypothetic conditional in the future and in the past.
2. Grammatical:
More uses of Imperfect Subjunctive:
Phrases with “si”.
3. Vocabulary:
Transports: Differences between Spain and Latin America.
4. Culture:
Spanish style of life. Sports and tradition.
FC Barcelona.
Magazine editorial meeting: Article 1.
Composition 5.
Quiz 3.
I.D, II.B, III.B IV.C, V.C
Week 7
1. Functional:
Speaking and writing about causal and concessive clauses.
2. Grammatical:
Contrast between Indicative and Subjunctive Mode.
3. Vocabulary:
Verbal periphrases.
4. Culture:
Walking and Shopping in Spanish markets.
Field Study 2: Visit to Els Encants Vells de Barcelona.
Article about Field Study 2.
I.C, II.B, III.B IV.B, V.C
Week 8
1. Functional:
Expressing different points of view in an argument.
2. Grammatical:
Contrast between Indicative and Subjunctive mode.
3. Vocabulary:
Word structure: Idioms and metaphors.
Forming words: Nouns and adjectives.
4. Culture:
Cultural stereotypes between Spain and Latino America.
Quiz 4.
I.C, II.A, III.B IV.B, V.B
Week 9
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.
Spanish Cinema: Three film directors: Trueba, Amenábar and Almodóvar.
Connecting Cultures: Chico y Rita, a film of Fernando Trueba.
Midterm Exam 2.
Making a script for a role-play.
I.B, II.A, III.C, IV.B, V.A
Week 10
1. Functional:
Talking and writing about different opinions. Making allowances.
2. Grammatical:
Pronouns.
Orthographic rules.
3. Vocabulary:
Using pronouns: Different meanings.
4. Culture:
Volver, a film byPedro Almodóvar.
Field Study 3: One Spanish movie.
Article about Field Study 3.
Magazine editorial meeting: Article 2.
I.C, II.B, III.C IV.B, V.C
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 and traditions.
Barcelona through the five senses.
Magazine editorial meeting: Final edition presentation. Composition 6.
I.B, II.B, III.B IV.B, V.A
Week 12
1. Functional:
Speaking about people’s opinions.
Expressing relief, surprise, needs and preferences about people opinions.
Martínez de Sousa, J. (2000). Manual de estilo de la lengua española. Gijón, Trea.
Gómez Torrego, L. (1992). Manual del español correcto. Madrid, Arco libros.
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 for Heritage Speakers
This course is designed for students with an advanced Spanish level in order to improve written expression, taking advantage of linguistic and cultural immersion. The central project of the class is a magazine created by the students, which will be published monthly on the webpage. Each student will be responsible for a section of the magazine and will write a monthly article, following the lexical and grammatical steps reviewed in class. Students will also critique works and work in teams, in addition to their reading strategies.
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).
Student Profile
This course builds upon the skills introduced in Emerging Competent Abroad II. Students who enter this course will have mastered most of the outcomes of the Independent Abroad level as defined by the IES Abroad MAP for Language and Intercultural Communication, as well as selected outcomes defined in Emerging Competent Abroad. Among other characteristics, these students are able to converse at a rate of speed approaching normal conversation. They are creative, spontaneous and self-reliant as they solve problems, interpret texts, negotiate, express their opinions, likes and dislikes in the culture. Although they still make errors and experience communication breakdowns, these students tend to resolve these challenges on their own. Students who enter this level can already understand a variety of colloquial expressions and slang, and are also able to understand a wider variety of native speakers from different backgrounds. They should have certain native speaker competencies such as oral competencies and a certain bias towards a dialect.
Students entering this level can succeed in a range of moderately complex university courses designed for native speakers. Before registering, they should consult with the appropriate IES Abroad academic adviser on course selection.
By the end of this course, students will have started to acquire the subtlety of expression and control of complex structures that characterize Competent Abroad learners. However, Emerging Competent Abroad learners have only partial mastery of these structures and quite often resort to simpler and more direct modes of expression, particularly when negotiating linguistically difficult or unfamiliar situations. Emerging Competent Abroad speakers understand local cultural attitudes, values, beliefs, and behavior patterns well enough to make an informed choice about which cultural features they would like to adopt or need to adopt in order to live harmoniously in the local culture. They lack some of the depth of understanding and sophistication of those who have spent more time living and working in the local context.
Completion of IES Abroad’s Emerging Competent I outcomes, 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 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 describe and analyze 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 analyze the validity of their own cultural beliefs, behaviors, and norms by contrasting and comparing them with the host culture.
C. Students will demonstrate openness and acceptance of different beliefs and styles even when they do not agree with them.
D. Students will assume 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 wide range of social and cultural dialects of the spoken language.
B. Students will be able to understand most native speakers and non-native experts and comprehend a wide array of moderately complex interactions.
III. Speaking
A. Students will be able to participate fully 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 to support hypotheses and opinions on topics of their interest.
C. Students will talk about abstract topics, but only if they are topics previously studied or which they are personally familiar.
D. Students will be able to understand different levels of formality.
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 a wide range of 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 limited assistance.
C. Students will take responsibility for the selection of their reading materials based on their own interests.
V. Writing
A. Students will be able to write for a wide range of native audiences and express themselves quite clearly and effectively.
B. Students will be able to write essays for classes incorporating aspects of appropriate academic style with limited assistance.
C. Students will be able to use a variety of formal written styles with accuracy.
This course focuses principally on the correction of students’ written production and reading comprehension:
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:
Ser and estar (uses and misuses).
Past Tenses (Pretérito Perfecto, Indefinido, Imperfecto and Pluscuamperfecto).
3. Vocabulary:
Expressions using ser and estar.
Expressions of time (ayer, hoy, ese día…).
Comparing structures.
4. Culture:
Spanish newspapers and magazines.
Interviews and witness statements.
Composition 1. Producing an agenda for the magazine publication.
Looking for Spanish articles and reading interviews.
Quiz 1.
I.A, II.A, III.A IV.B, V.A
Week 2
1. Functional:
Writing about different elements of a biography.
Talking about emotions, likes, dislikes and doubts.
2. Grammatical:
Imperative and Present Subjunctive.
Questions and expressions.
3. Vocabulary:
Emotions.
Synonyms and antonyms.
4. Culture:
Discovering Spanish style of life.
Biography of a city: Barcelona.
Creating a biography and making questions.
Looking for interesting places and ideas for the articles.
I.B, II.A, 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 Subjunctive.
Prepositions.
3. Vocabulary:
Expressions about emotions and hypotheses.
Human body and health.
4. Culture:
Differences in traditions and local history.
Field Study 1: Visit to Vinçon.
Article about Field Study 1.
Making a survey/an opinion poll about likes and dislikes.
I.C, II.B, III.C IV.C, V.B
Week 4
1. Functional:
Speaking about the future and conditional.
Opinions based on different texts.
2. Grammatical:
Future and Conditional
Prepositions: por and para.
3. Vocabulary:
Shopping and leisure.
4. Culture:
Differences between Catalan and Spanish traditions.
Composition 2.
Quiz 2.
Making a critical essay.
I.C, II.B, III.C IV.B, V.B
Week 5
1. Functional:
Using hypothetic conditional and speaking about emotions in the past.
2. Grammatical:
Imperfect Subjunctive.
3. Vocabulary:
Speech connectors.
Home and work.
4. Culture:
Latin emotions and feelings.
Composition 3.
Midterm Exam 1.
I.B, II.A, III.B IV.B, V.A
Week 6
1. Functional:
Using hypothetic conditional in the future and in the past.
2. Grammatical:
More uses of Imperfect Subjunctive:
Phrases with “si”.
3. Vocabulary:
Transports: Differences between Spain and Latin America.
4. Culture:
Spanish style of life. Sports and tradition.
FC Barcelona.
Magazine editorial meeting: Article 1.
Composition 5.
Quiz 3.
I.D, II.B, III.B IV.C, V.C
Week 7
1. Functional:
Speaking and writing about causal and concessive clauses.
2. Grammatical:
Contrast between Indicative and Subjunctive Mode.
3. Vocabulary:
Verbal periphrases.
4. Culture:
Walking and Shopping in Spanish markets.
Field Study 2: Visit to Els Encants Vells de Barcelona.
Article about Field Study 2.
I.C, II.B, III.B IV.B, V.C
Week 8
1. Functional:
Expressing different points of view in an argument.
2. Grammatical:
Contrast between Indicative and Subjunctive mode.
3. Vocabulary:
Word structure: Idioms and metaphors.
Forming words: Nouns and adjectives.
4. Culture:
Cultural stereotypes between Spain and Latino America.
Quiz 4.
I.C, II.A, III.B IV.B, V.B
Week 9
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.
Spanish Cinema: Three film directors: Trueba, Amenábar and Almodóvar.
Connecting Cultures: Chico y Rita, a film of Fernando Trueba.
Midterm Exam 2.
Making a script for a role-play.
I.B, II.A, III.C, IV.B, V.A
Week 10
1. Functional:
Talking and writing about different opinions. Making allowances.
2. Grammatical:
Pronouns.
Orthographic rules.
3. Vocabulary:
Using pronouns: Different meanings.
4. Culture:
Volver, a film byPedro Almodóvar.
Field Study 3: One Spanish movie.
Article about Field Study 3.
Magazine editorial meeting: Article 2.
I.C, II.B, III.C IV.B, V.C
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 and traditions.
Barcelona through the five senses.
Magazine editorial meeting: Final edition presentation. Composition 6.
I.B, II.B, III.B IV.B, V.A
Week 12
1. Functional:
Speaking about people’s opinions.
Expressing relief, surprise, needs and preferences about people opinions.
Making a speech about personal experiences.
2. Grammatical:
Estilo Indirecto.
More orthographic rules: Punctuation.
3. Vocabulary:
Colloquial expressions.
4.Culture:
Poetry: Born in the Mediterranean Sea.
Impressions about living abroad.
Memories of living abroad.
Creating a poem with a song.
Final Oral Presentation.
Final Exam.
I.D, II.B, III.D IV.B, V.C
Castro Viúdez, Francisca. Díaz Ballesteros, Pilar (2006). Aprende Gramática y Vocabulario 3. SGEL.
Martínez de Sousa, J. (2000). Manual de estilo de la lengua española. Gijón, Trea.
Gómez Torrego, L. (1992). Manual del español correcto. Madrid, Arco libros.
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.