Lorena Albert Ferrando, Sandra Becerril Balín, Núria Silvestre Ortiz, Daniel Rodríguez Solàs.
Description:
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 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:
None
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
A. 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.
B. Students can recognize basic appropriate and inappropriate expressions and behaviors in the host language.
C. Students will be able to distinguish between basic representations of formality and informality in the language.
D. Students will understand that there may be differences between cultural stereotypes and generalizations between the home culture and host culture.
II. Listening
A. 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).
B. 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
A. Students will be able to use some basic phrases appropriately in some everyday situations (home, the IES Abroad Center, and the community).
B. Students will be able to express some basic needs by asking questions, and get what they need in uncomplicated, everyday situations.
IV. Reading
A. Students will be able to identify and understand basic sentences.
B. 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
A. 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.
B. 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 Barcelona 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:
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 0 and 1)
1. Functional: Talking about personal identity. Useful class language.
2. Grammatical: Sounds and letters. Present tense: ser, tener, llamarse. Personal pronouns. Por qué, porque, para. Y, o, también. Interrogatives (Qué, quién, cómo…).
3. Vocabulary: Nationalities. Class activities: (leer, estudiar, traducir…)
4. Culture: Spanish speaking countries.
Interviewing classmates in order to know each other.
Asking and giving the motivations to study Spanish.
Oral presentation about a Spanish speaking country.
I.A, I.C, II.A, III.A, IV.A.
II.A, III.A.
III.A, IV.A, V.A.
Week 2
(Unit 2)
1. Functional: Talking about shopping. Asking for prices.
2. Grammatical: Articles (genre and number). Nouns (genre and number). Preposition de.
3. Vocabulary: Numerals (0-100), some shopping items, shops (zapatería, panadería…).
4. Culture: Shopping in Spain.
Internet research and oral presentation about Spanish brands.
Making a shop catalogue with prices.
Field trip: Shopping in Barcelona. Buying a gift for a classmate.
III. A, IV.A, IV.B.
III.B, V.A.
I.A, I.B, I.C, I.D, II.A, III.A, III.B,
Week 3
(Unit 3)
1. Functional: Talking about personal relationships and family. Describing people’s appearance.
2. Grammatical: Adjectives (genre and number). Possessives: mi, tu, su.
3. Vocabulary: Personal and familiar relationships. Occupations. Physical description (verbs ser and tener.)
4. Culture: Cultural Hispanic celebrities.
Filling out a form with personal information and interviewing a classmate.
Presenting student’s family to the class.
Composition 1: My favourite hispanic celebrity.
II.A, III.A.
III.A.
V.A
Week 4
(Unit 4)
Review of the contents from weeks 1 to 3.
1. Functional: Giving personal information.
2. Grammatical: Reasons and finalities: por qué, porque, para, y, pero.
3. Vocabulary: Numerals (100-…). Quantities (todos, la mitad, la mayoría…).
4. Culture: Migration in Spain. Names and last names in Spanish. Addressing forms (señor, señora, don…).
Comparing Spanish names and last names with Americans.
Sharing personal information and interests and deciding a group name.
Midterm Exam 1
I.B, I.C, I.D.
II.A, III.A.
Week 5
(Unit 5)
1. Functional: Talking about daily activities. Asking and saying the time. Talking about schedules.
2. Grammatical: The three conjugations. Present tense: regular and irregular verbs. Reflexive verbs. Se impersonal.
3. Vocabulary: Times and parts of the day. Daily activities. Dormir/dormirse. Verb tomar.
4. Culture: La siesta. Spanish schedules.
Interviewing a classmate peer about his schedules.
Writing a guide about United States schedules.
Comparing Spanish and American schedules.
Composition 2 or
short film: The daily life of an American student in Barcelona.
II.A, III.A.
V.A.
I.D, I.E, III.A.
I.B, I.D, III.A, V. A.
Week 6
(Unit 6)
1. Functional: Expressing likes and preferences about leisure time.
3. Vocabulary: Verbs with preposition (empezar a, salir de…) Ir/irse. Words to talk about people (la gente, todo el mundo, las personas mayores, …) Times and day parts (desde, hasta, entre…) Days and frequency ( de lunes a jueves, todos los días…) Language about a healthy living.
4. Culture:
Interviewing a classmate and finding common daily habits.
Writing a guide to avoid stress.
Midterm Exam 2
II.A, III.A.
IV.B, V.A.
Week 9
(Unit 9)
1. Functional: Expressing location. Talking about cities. Comparing. Talking about climate.
2. Grammatical: Superlatives and comparatives (más/menos … que). Hay/está.
3. Vocabulary: Climate and seasons. Language to describe cities. Cerca de, lejos, de, en… Al norte, al sur…
4. Culture: Spanish cities: Córdoba and San Sebastián. Special cities: Ushuaia, Potosí and Mexico DF.
Comparing Barcelona with the student city.
Digital and oral presentation about a Barcelona’s neighborhood.
Lorena Albert Ferrando earned her BA in Spanish Philology at the University of Zaragoza (Spain) and in 2002 moved into New York in order to pursue a PhD in Hispanic and Luso-Brazilian Languages and Literatures. Between 2002 and 2010, she worked at several institutions such as Hunter College, New York University, Columbia University, and Princeton University. She moved back to Spain in 2010 to earn a Master’s in Teaching Spanish as a Second Language and is currently writing her thesis on Pedagogic Grammar. She continues to work for the "Princeton in Spain" program in the summer.
Sandra Becerril Balín was earned her BA in Spanish Philology at Universitat de Barcelona and she was granted an Erasmus scholarship to study one academic year in Torino (Italy). Returning to Barcelona, she specialized in teaching Spanish as a Second Language and worked as instructor and teacher trainer in several institutions (International House, Leonardo Program from EU, Universitat Pompeu Fabra). She also worked one year for Interarts, a Cultural Co-operation Agency as a communications manager. In 2003 she moved to Boston (U.S.) where she spent three years. There, she was a Spanish teacher at the Masconomet Regional High School and also worked for Spanish Publishing Group, a company specialized in Spanish as a Second Language. She moved back to Barcelona in 2005, and has since worked as a writer and a project coordinator for Difusión, the leading Spanish Second Language publisher in Spain. She has been a teacher at IES Abroad Barcelona since January, 2011.
Núria Silvestre Ortiz is a native of Barcelona and studied Education at the University of Barcelona. After earning her degree, she started working as a teacher and continued studying, attending courses and workshops. In 2002, she taught Spanish in Berlin on a project co-financed by the Berlin Senate. In 2005, she completed a postgraduate program on teaching languages to adults. She has taught Spanish Language for foreigners at various American study abroad programs in Barcelona and to multicultural students at Centro Humboldt in Barcelona. She taught Spanish and Catalan to high-level employees of European and U.S. corporations and designed and developed Spanish courses for special purposes. She also designed and developed programs and exercises for use online and trained future examiners for the TELC exam. She was evaluator for the DELE exams. Núria speaks Spanish, Catalan and English.
Daniel Rodríguez Solás earned a degree in Spanish Language and Literature and a Teaching Spanish as a Foreign Language M.A. at the University of Granada. His final research project was titled “How to connect what is happening inside and outside class: Task based Teaching”. Daniel has worked as Head of Studies and Teacher Trainer while he continued his research work where he had the opportunity to apply his knowledge in task based teaching through Social Networking. After a decade in Granada, he moved to Barcelona and began teaching at Barcelona’s Universitat Pompeu Fabra, where he started applying ODL. At IES Abroad Barcelona, he applies social media channels (twitter) and blogging (tumblr) to his class. He presented his teaching experience in Social Networking at the International House’s “XX Encuentro Práctico de Profesores de Español” in Barcelona.
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 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).
None
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
A. 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.
B. Students can recognize basic appropriate and inappropriate expressions and behaviors in the host language.
C. Students will be able to distinguish between basic representations of formality and informality in the language.
D. Students will understand that there may be differences between cultural stereotypes and generalizations between the home culture and host culture.
II. Listening
A. 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).
B. 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
A. Students will be able to use some basic phrases appropriately in some everyday situations (home, the IES Abroad Center, and the community).
B. Students will be able to express some basic needs by asking questions, and get what they need in uncomplicated, everyday situations.
IV. Reading
A. Students will be able to identify and understand basic sentences.
B. 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
A. 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.
B. 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 Barcelona 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.
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 0 and 1)
1. Functional: Talking about personal identity. Useful class language.
2. Grammatical: Sounds and letters. Present tense: ser, tener, llamarse. Personal pronouns. Por qué, porque, para. Y, o, también. Interrogatives (Qué, quién, cómo…).
3. Vocabulary: Nationalities. Class activities: (leer, estudiar, traducir…)
4. Culture: Spanish speaking countries.
Interviewing classmates in order to know each other.
Asking and giving the motivations to study Spanish.
Oral presentation about a Spanish speaking country.
I.A, I.C, II.A, III.A, IV.A.
II.A, III.A.
III.A, IV.A, V.A.
Week 2
(Unit 2)
1. Functional: Talking about shopping. Asking for prices.
2. Grammatical: Articles (genre and number). Nouns (genre and number). Preposition de.
3. Vocabulary: Numerals (0-100), some shopping items, shops (zapatería, panadería…).
4. Culture: Shopping in Spain.
Internet research and oral presentation about Spanish brands.
Making a shop catalogue with prices.
Field trip: Shopping in Barcelona. Buying a gift for a classmate.
III. A, IV.A, IV.B.
III.B, V.A.
I.A, I.B, I.C, I.D, II.A, III.A, III.B,
Week 3
(Unit 3)
1. Functional: Talking about personal relationships and family. Describing people’s appearance.
2. Grammatical: Adjectives (genre and number). Possessives: mi, tu, su.
3. Vocabulary: Personal and familiar relationships. Occupations. Physical description (verbs ser and tener.)
4. Culture: Cultural Hispanic celebrities.
Filling out a form with personal information and interviewing a classmate.
Presenting student’s family to the class.
Composition 1: My favourite hispanic celebrity.
II.A, III.A.
III.A.
V.A
Week 4
(Unit 4)
Review of the contents from weeks 1 to 3.
1. Functional: Giving personal information.
2. Grammatical: Reasons and finalities: por qué, porque, para, y, pero.
3. Vocabulary: Numerals (100-…). Quantities (todos, la mitad, la mayoría…).
4. Culture: Migration in Spain. Names and last names in Spanish. Addressing forms (señor, señora, don…).
Comparing Spanish names and last names with Americans.
Sharing personal information and interests and deciding a group name.
Midterm Exam 1
I.B, I.C, I.D.
II.A, III.A.
Week 5
(Unit 5)
1. Functional: Talking about daily activities. Asking and saying the time. Talking about schedules.
2. Grammatical: The three conjugations. Present tense: regular and irregular verbs. Reflexive verbs. Se impersonal.
3. Vocabulary: Times and parts of the day. Daily activities. Dormir/dormirse. Verb tomar.
4. Culture: La siesta. Spanish schedules.
Interviewing a classmate peer about his schedules.
Writing a guide about United States schedules.
Comparing Spanish and American schedules.
Composition 2 or
short film: The daily life of an American student in Barcelona.
II.A, III.A.
V.A.
I.D, I.E, III.A.
I.B, I.D, III.A, V. A.
Week 6
(Unit 6)
1. Functional: Expressing likes and preferences about leisure time.
2. Grammatical: Verbs gustar and interesar. También/tampoco. Hay/no hay/está. Ningún, ninguna.
3. Vocabulary: Qualifying adjectives (bonito, bueno…). Ir a/en/de. Jugar/tocar/hacer. Leisure and hobbies. Internet. Language to describe cities.
4. Culture: Spanish language cities (Madrid, Barcelona and others).
Writing a guide about places to go in Barcelona.
Interviewing a person outside the classroom about his leisure time.
Planning a day in a Spanish language city and presenting it to the class.
I.D, V.A.
I.A, II.A, III.A.
III. A, IV. A, V.A.
Week 7
(Unit 7)
1. Functional: Talking about food and eating habits. Asking in a bar and restaurant. Asking about products and ingredients.
2. Grammatical: Gustar mucho/ bastante/ nada… Demasiado, mucho, poco, bastante, nada +Verb. Otro/a. Esto, eso, aquello. Present Tense.
3. Vocabulary: Food. Meals and ingredients. Daily meals. Food habits. Comer, beber and tomar.
4. Culture: Las tapas. Latin American food. Menus and meals in Spain.
Role play: A dialogue in a restaurant or in a bar.
Internet research and oral presentation about a typical Spanish dish.
Deciding if the student follows a healthy diet.
Field study: A Barcelona’s food market (la Boquería, Santa Caterina…). Writing a menu for a Barcelona restaurant.
I.A, I.B, I.C, II.A, III.B.
III.A, IV.A, IV.B, V.A.
II.A, III.A, IV.A.
I.A, I.B, I.C, I.D, I.E, II.A, III.A, III.B.
Week 8
(Unit 8)
Review of the contents from weeks 5 to 7.
1. Functional: Talking about daily activities.
2. Grammatical: Me gustaría+Infinitive. Demasiado, mucho, poco, bastante, nada + noun/adjective.
3. Vocabulary: Verbs with preposition (empezar a, salir de…) Ir/irse. Words to talk about people (la gente, todo el mundo, las personas mayores, …) Times and day parts (desde, hasta, entre…) Days and frequency ( de lunes a jueves, todos los días…) Language about a healthy living.
4. Culture:
Interviewing a classmate and finding common daily habits.
Writing a guide to avoid stress.
Midterm Exam 2
II.A, III.A.
IV.B, V.A.
Week 9
(Unit 9)
1. Functional: Expressing location. Talking about cities. Comparing. Talking about climate.
2. Grammatical: Superlatives and comparatives (más/menos … que). Hay/está.
3. Vocabulary: Climate and seasons. Language to describe cities. Cerca de, lejos, de, en… Al norte, al sur…
4. Culture: Spanish cities: Córdoba and San Sebastián. Special cities: Ushuaia, Potosí and Mexico DF.
Comparing Barcelona with the student city.
Digital and oral presentation about a Barcelona’s neighborhood.
Composition 3: Your city or town.
I.E.
III.A, IV.B, V.A.
V.A
Week 10
(Unit 10)
1. Functional: Expressing opinion (Yo creo que…) Expressing traveling movements. Expressing obligation. Expressing recommendations.
2. Grammatical: Tener que + infinitive. Poder + infinitive. Past Perfect. Past participles.
3. Vocabulary: Language of travelling and holidays. Transports. Weather. Ir a/desde/hasta, pasar por…
4. Culture: El Camino de Santiago. Costa Rica.
Writing an e-mail and making suggestions to a friend who is visiting the student’s country.
Deciding if a peer is suited to do the Camino de Santiago.
Looking for travel deals on the internet, choosing one and presenting it to the rest of the class.
V.B.
II. A, II.B, III.A, IV.B.
II.A, III.A, IV.B.
Week 11
(Unit 11)
1. Functional: Shopping for clothes and shoes.
2. Grammatical: Demonstratives (este/ese/aquel…).
3. Vocabulary: Colors. Language of economical activities. Clothes.
4. Culture: Companies in the Spanish speaking world.
Role play: a dialogue in a shop.
Internet research about a Spanish company and presenting the information to the class.
Composition 4: The economy of the student’s country or state.
I.C, I.B, II.A, III.B.
IV.A, V.A.
IV.B, V.A.
Week 12
(Unit 12)
Review of the contents from weeks 9 to 11.
1. Functional: Describing and locating places.
2. Grammatical: Irregular Past Participle. Interrogative sentences. Superlative (el mejor/el peor…). Muy/bastante/no muy/un poco + adjectives.
3. Vocabulary: Ir/venir. Language about accommodations.
4. Culture: Holidays places in Latin America and Spain.
Course review.
Looking for a rural cottage on the internet to spend some holidays and presenting it to the rest of the class.
Oral presentation
Final Exam
I.D, I.E, III.A, IV.B.
N. Sans, E. Martín Peris, A. Garmendia y E. Conejo. (2011). Bitácora 1: Libro del alumno. Barcelona: Difusión. [ISBN: 9788484437468]
P. Martínez y Mª D. Chamorro. (2011). Bitácora 1: Cuaderno de ejercicios. Barcelona: Difusión. [ISBN: 9788484437475]
English-Spanish/Spanish-English Dictionary. Recommended dictionaries:
Lorena Albert Ferrando earned her BA in Spanish Philology at the University of Zaragoza (Spain) and in 2002 moved into New York in order to pursue a PhD in Hispanic and Luso-Brazilian Languages and Literatures. Between 2002 and 2010, she worked at several institutions such as Hunter College, New York University, Columbia University, and Princeton University. She moved back to Spain in 2010 to earn a Master’s in Teaching Spanish as a Second Language and is currently writing her thesis on Pedagogic Grammar. She continues to work for the "Princeton in Spain" program in the summer.
Sandra Becerril Balín was earned her BA in Spanish Philology at Universitat de Barcelona and she was granted an Erasmus scholarship to study one academic year in Torino (Italy). Returning to Barcelona, she specialized in teaching Spanish as a Second Language and worked as instructor and teacher trainer in several institutions (International House, Leonardo Program from EU, Universitat Pompeu Fabra). She also worked one year for Interarts, a Cultural Co-operation Agency as a communications manager. In 2003 she moved to Boston (U.S.) where she spent three years. There, she was a Spanish teacher at the Masconomet Regional High School and also worked for Spanish Publishing Group, a company specialized in Spanish as a Second Language. She moved back to Barcelona in 2005, and has since worked as a writer and a project coordinator for Difusión, the leading Spanish Second Language publisher in Spain. She has been a teacher at IES Abroad Barcelona since January, 2011.
Núria Silvestre Ortiz is a native of Barcelona and studied Education at the University of Barcelona. After earning her degree, she started working as a teacher and continued studying, attending courses and workshops. In 2002, she taught Spanish in Berlin on a project co-financed by the Berlin Senate. In 2005, she completed a postgraduate program on teaching languages to adults. She has taught Spanish Language for foreigners at various American study abroad programs in Barcelona and to multicultural students at Centro Humboldt in Barcelona. She taught Spanish and Catalan to high-level employees of European and U.S. corporations and designed and developed Spanish courses for special purposes. She also designed and developed programs and exercises for use online and trained future examiners for the TELC exam. She was evaluator for the DELE exams. Núria speaks Spanish, Catalan and English.
Daniel Rodríguez Solás earned a degree in Spanish Language and Literature and a Teaching Spanish as a Foreign Language M.A. at the University of Granada. His final research project was titled “How to connect what is happening inside and outside class: Task based Teaching”. Daniel has worked as Head of Studies and Teacher Trainer while he continued his research work where he had the opportunity to apply his knowledge in task based teaching through Social Networking. After a decade in Granada, he moved to Barcelona and began teaching at Barcelona’s Universitat Pompeu Fabra, where he started applying ODL. At IES Abroad Barcelona, he applies social media channels (twitter) and blogging (tumblr) to his class. He presented his teaching experience in Social Networking at the International House’s “XX Encuentro Práctico de Profesores de Español” in Barcelona.