By the end of the course, the successful student will develop a basic foundation in the five skills: intercultural communication, reading, writing, listening and speaking to accomplish a variety of basic everyday needs in the host culture as described in the learning outcomes below.
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 can learn to do things with words, such as requesting, apologizing, or offering compliments, and they may also learn to interpret situations calling on such speech acts in ways that local people do… 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 is designed for students with little or no prior knowledge of Spanish.
Attendance policy:
Attendance is mandatory for all IES 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:
By the end of the course, students will be able to achieve some of the outcomes for the Novice 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
Students will be able to meet basic everyday needs using verbal communication, they will be able to use compensatory strategies when they do not know the word or expression (repetition, body language, etc.), and they will be able to identify some basic non-verbal communication strategies.
Students can recognize basic appropriate and inappropriate expressions and behaviors in the host language.
Students will be able to distinguish between basic representations of formality and informality in the language.
Students will understand that there may be differences between cultural stereotypes and generalizations between the home culture and host culture.
II. Listening
Students will be able to understand basic statements, requests, descriptions, and questions in specific cultural context relevant to them (hosts’ interactions, Center interactions, studying, shopping, transportation, meals).
Students will be able to use context to understand the gist of some basic spoken language they overhear, including the media, conversations between others, and announcements.
III. Speaking
Students will be able to use some basic phrases appropriately in some everyday situations (home, the IES Abroad Center, and the community).
Students will be able to express some basic needs by asking questions, and get what they need in uncomplicated, everyday situations.
Students will be able to make basic transactions in a daily life basis such as buying, asking for basic information or addresses.
IV. Reading
Students will be able to identify and understand basic sentences.
Students will be able to interpret main ideas in short passages and news headlines, but their understanding is often limited to the words or groups of words that they have seen in class.
V. Writing
With limited accuracy, students will be able to write short sentences and short paragraphs about basic and concrete topics they have studied, such as themselves, their families, their friends, their likes and dislikes, and their daily routines.
Students will be able to send basic emails, text messages, and fill out some basic forms.
Method of presentation:
The course contents will be delivered by applying a communicative student-centered methodology. The first approximation to the contents will be through texts (written and oral). Students will work individually and in groups in order to acquire and to practice (written and orally) the new structures and vocabulary. Also, homework will be assigned so that the students can systematize, practice, and clarify doubts.
There will be special assignments related to field study trips. The city of Heredia and its people are the perfect scenario for practicing the target language and learning about the ways people live. Therefore, we will draw on this setting to collect pieces of information for our class discussions and to develop a firsthand appreciation of Spanish language. Information and communication technology will be very present in the classroom. Some assignments will involve Internet research; others will involve blog posts, a podcast or twitter. The e-learning module Moodle will provide instructions, assignments, and ancillary materials and activities.
Required work and form of assessment:
Compositions: 20% (10% each)
Midterm: 15%
Final Exam: 20%
Oral Exam: 15%
Quizzes: 10%
Field Studies: 10%
Homework and Class Participation: 10%
content:
Week
Content
Assignments
Corresponding Learning Outcome(s)
Week 1
1. Functional: Talking about personal identity. Useful class language.
Interviewing classmates in order to know each other.
I.A, I.C, II.A, III.A, IV.A.
2. Grammatical: Sounds and letters. Present tense: ser, tener, llamarse. Personal pronouns. Basic conjunctions: Y, o, también. Q words (Qué, quién, cómo…).
Asking and giving the motivations to study Spanish.
II.A, III.A.
3. Vocabulary: Nationalities. Class activities and house hold actiivities: (leer, estudiar, traducir, comer, hablar, preguntar, ordenar…)
Oral presentation about a Spanish speaking country.
III.A, IV.A, V.A.
4. Culture: Spanish speaking countries. Ways of addressing to people according to their age, social status, etc.
Short interview to a family member of their host family.
Week 2
1. Functional: Talking about shopping. Asking for prices.
Field trip: Shopping in San José, Buying a gift for a classmate.
III. A, IV.A, IV.B.
2. Grammatical: Articles (genre and number). Nouns (genre and number). Preposition de. Valer, more verbs for practical and basic conversation about daily life.
Composition 1: A day in my favorite Hispanic celebrity life.
III.B, V.A.
3. Vocabulary: Numerals (0-100), some shopping items, shops (zapatería, panadería…).
I.A, I.B, I.C, I.D, II.A, III.A, III.B,
4. Culture: Shopping in Costa Rica.
Midterm Exam
Week 3
1. Functional: Talking about personal relationships and family. Describing people’s appearance.
Filling out a form with personal information and interviewing a classmate.
II.A, III.A.
2. Grammatical: Adjectives (genre and number). Possessives: mi, tu, su.
Presenting student’s family to the class.
III.A.
3. Vocabulary: Personal and familiar relationships. Occupations. Physical description (verbs ser, estar to express conditions and tener.)
Composition 2: My favorite animal
V.A
4. Culture: Immigration in Costa Rica. Stereotypes about people.
Oral Exam
Week 4
Review of the contents from weeks 1 to 3.
Comparing Costa Rican names and last names with Americans.
I.B, I.C, I.D.
1. Functional: Describing and locating places
Roleplay: A dialogue in a restaurant or in a bar.
II.A, III.A.
2. Grammatical: Reasons and finalities: por qué, porque, para, y, pero. Verb estar to express location
Looking for travel deals on the internet, choosing one and presenting it to the rest of the class.
Describing and comparing their house (USA vrs. CR)
3. Vocabulary: Qualifying adjectives. Household (bonito, bueno…). Ir a/en/de. Jugar/tocar/hacer. Leisure and hobbies. Internet. Language to describe cities.
4. Culture: From agriculture to high-tech in Costa Rica.
Final Exam
Required readings:
Course Reader SP 201 (2013). Heredia, IES Costa Rica.
Dictionary
Recommended readings:
Diez De La Cortina, R. (1943). Cortina's Spanish in Twenty Lessons (140 ed.). New York: R. D. Cortina CO., INC.
Jarvis, A. C., & Lebredo, R. (2011). Basic Spanish for Getting Along (2 ed.). Boston: Cengage Learning.
Olivella Castells, M., Guzman, E. E., Lapuerta, P., & Liskin Gasparro, J. E. (2009). Student Activities Manual for Mosaicos: Spanish as a World Language (5 ed.). New Jersey: Prentice Hall.
Brief Biography of Instructor:
Professor Fonseca: Matilde obtained a Master’s Degree in Education with concentration on University Teaching from UNA in 2009. She also holds a “licenciatura” on Education Sciences with concentration on teaching from UNED, obtained in 2000. In addition, she studied at the University of Costa Rica, where she obtained a Bachelor’s degree on Spanish Philology in 1991 and a “licenciatura” on Linguistics in 1994. She has many years of experience teaching both Spanish as a second language and Spanish for Spanish speaking students in public and private institutions.
Spanish Language in Context: Novice Abroad
By the end of the course, the successful student will develop a basic foundation in the five skills: intercultural communication, reading, writing, listening and speaking to accomplish a variety of basic everyday needs in the host culture as described in the learning outcomes below.
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 can learn to do things with words, such as requesting, apologizing, or offering compliments, and they may also learn to interpret situations calling on such speech acts in ways that local people do… 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 is designed for students with little or no prior knowledge of Spanish.
Attendance is mandatory for all IES 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.
By the end of the course, students will be able to achieve some of the outcomes for the Novice 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
Students will be able to meet basic everyday needs using verbal communication, they will be able to use compensatory strategies when they do not know the word or expression (repetition, body language, etc.), and they will be able to identify some basic non-verbal communication strategies.
Students can recognize basic appropriate and inappropriate expressions and behaviors in the host language.
Students will be able to distinguish between basic representations of formality and informality in the language.
Students will understand that there may be differences between cultural stereotypes and generalizations between the home culture and host culture.
II. Listening
Students will be able to understand basic statements, requests, descriptions, and questions in specific cultural context relevant to them (hosts’ interactions, Center interactions, studying, shopping, transportation, meals).
Students will be able to use context to understand the gist of some basic spoken language they overhear, including the media, conversations between others, and announcements.
III. Speaking
Students will be able to use some basic phrases appropriately in some everyday situations (home, the IES Abroad Center, and the community).
Students will be able to express some basic needs by asking questions, and get what they need in uncomplicated, everyday situations.
Students will be able to make basic transactions in a daily life basis such as buying, asking for basic information or addresses.
IV. Reading
Students will be able to identify and understand basic sentences.
Students will be able to interpret main ideas in short passages and news headlines, but their understanding is often limited to the words or groups of words that they have seen in class.
V. Writing
With limited accuracy, students will be able to write short sentences and short paragraphs about basic and concrete topics they have studied, such as themselves, their families, their friends, their likes and dislikes, and their daily routines.
Students will be able to send basic emails, text messages, and fill out some basic forms.
The course contents will be delivered by applying a communicative student-centered methodology. The first approximation to the contents will be through texts (written and oral). Students will work individually and in groups in order to acquire and to practice (written and orally) the new structures and vocabulary. Also, homework will be assigned so that the students can systematize, practice, and clarify doubts.
There will be special assignments related to field study trips. The city of Heredia and its people are the perfect scenario for practicing the target language and learning about the ways people live. Therefore, we will draw on this setting to collect pieces of information for our class discussions and to develop a firsthand appreciation of Spanish language. Information and communication technology will be very present in the classroom. Some assignments will involve Internet research; others will involve blog posts, a podcast or twitter. The e-learning module Moodle will provide instructions, assignments, and ancillary materials and activities.
Week
Content
Assignments
Corresponding Learning Outcome(s)
Week 1
1. Functional: Talking about personal identity. Useful class language.
Interviewing classmates in order to know each other.
I.A, I.C, II.A, III.A, IV.A.
2. Grammatical: Sounds and letters. Present tense: ser, tener, llamarse. Personal pronouns. Basic conjunctions: Y, o, también. Q words (Qué, quién, cómo…).
Asking and giving the motivations to study Spanish.
II.A, III.A.
3. Vocabulary: Nationalities. Class activities and house hold actiivities: (leer, estudiar, traducir, comer, hablar, preguntar, ordenar…)
Oral presentation about a Spanish speaking country.
III.A, IV.A, V.A.
4. Culture: Spanish speaking countries. Ways of addressing to people according to their age, social status, etc.
Short interview to a family member of their host family.
Week 2
1. Functional: Talking about shopping. Asking for prices.
Field trip: Shopping in San José, Buying a gift for a classmate.
III. A, IV.A, IV.B.
2. Grammatical: Articles (genre and number). Nouns (genre and number). Preposition de. Valer, more verbs for practical and basic conversation about daily life.
Composition 1: A day in my favorite Hispanic celebrity life.
III.B, V.A.
3. Vocabulary: Numerals (0-100), some shopping items, shops (zapatería, panadería…).
I.A, I.B, I.C, I.D, II.A, III.A, III.B,
4. Culture: Shopping in Costa Rica.
Midterm Exam
Week 3
1. Functional: Talking about personal relationships and family. Describing people’s appearance.
Filling out a form with personal information and interviewing a classmate.
II.A, III.A.
2. Grammatical: Adjectives (genre and number). Possessives: mi, tu, su.
Presenting student’s family to the class.
III.A.
3. Vocabulary: Personal and familiar relationships. Occupations. Physical description (verbs ser, estar to express conditions and tener.)
Composition 2: My favorite animal
V.A
4. Culture: Immigration in Costa Rica. Stereotypes about people.
Oral Exam
Week 4
Review of the contents from weeks 1 to 3.
Comparing Costa Rican names and last names with Americans.
I.B, I.C, I.D.
1. Functional: Describing and locating places
Roleplay: A dialogue in a restaurant or in a bar.
II.A, III.A.
2. Grammatical: Reasons and finalities: por qué, porque, para, y, pero. Verb estar to express location
Looking for travel deals on the internet, choosing one and presenting it to the rest of the class.
Describing and comparing their house (USA vrs. CR)
3. Vocabulary: Qualifying adjectives. Household (bonito, bueno…). Ir a/en/de. Jugar/tocar/hacer. Leisure and hobbies. Internet. Language to describe cities.
4. Culture: From agriculture to high-tech in Costa Rica.
Final Exam
Course Reader SP 201 (2013). Heredia, IES Costa Rica.
Dictionary
Diez De La Cortina, R. (1943). Cortina's Spanish in Twenty Lessons (140 ed.). New York: R. D. Cortina CO., INC.
Jarvis, A. C., & Lebredo, R. (2011). Basic Spanish for Getting Along (2 ed.). Boston: Cengage Learning.
Olivella Castells, M., Guzman, E. E., Lapuerta, P., & Liskin Gasparro, J. E. (2009). Student Activities Manual for Mosaicos: Spanish as a World Language (5 ed.). New Jersey: Prentice Hall.
Professor Fonseca: Matilde obtained a Master’s Degree in Education with concentration on University Teaching from UNA in 2009. She also holds a “licenciatura” on Education Sciences with concentration on teaching from UNED, obtained in 2000. In addition, she studied at the University of Costa Rica, where she obtained a Bachelor’s degree on Spanish Philology in 1991 and a “licenciatura” on Linguistics in 1994. She has many years of experience teaching both Spanish as a second language and Spanish for Spanish speaking students in public and private institutions.