GENERAL STUDENT PROFILE:
Students entering this level must be able to fulfill most of the learning outcomes of the Novice Abroad level, as defined by the IES Abroad MAP for Language and Intercultural Communication. Specifically, they should already be able to express themselves on a variety of concrete, everyday topics and meet their basic needs in the language. Students who enter this level may be more proficient in reading and writing skills than oral communication, especially if they have never traveled or studied abroad previously. Although students may have been exposed previously to certain competencies taught at this level, they need additional practice and instruction to move toward mastery of these competencies. Students at this level may succeed in partner university courses as long as such courses are primarily designed for international students and/or require passive student linguistic participation (art studios, dance).
As students gain more self-awareness and self-confidence, they will attempt more in the community. Paradoxically, this means they may also experience more miscommunications and frustration. Reading and writing require effort, and many students will need to make a special effort in this regard. Students will also develop cultural awareness and skills to work through the challenges of adaptation in the local culture and learn to celebrate their successes. They will begin to appreciate the value of these language and intercultural skills.
By the end of the course, the successful student will have developed enough self-confidence, language, and cultural skills to attempt more complex tasks in Spanish as described in the learning outcomes below.
Prerequisites:
Completion of the Novice Abroad outcomes in the MAP for Language & Intercultural Communication, as determined by placement test.
Attendance policy:
90%
Learning outcomes:
Students who are placed in this level should be capable of achieving the outcomes defined by the Novice
Abroad level as defined by the IES Abroad MAP for Language and Intercultural Communication.
By the end of the course students will be able to achieve the outcomes for Emerging Independent Abroad level as defined by the IES Abroad MAP for language and Intercultural Communication. The key learning outcomes from the MAP are summarized below:
I. Intercultural Communication
A. Students will be able to solve most daily troublesome situations and meet needs with limited help.
B. Students will be able to make informed comparisons between the host culture and the students’ home cultures.
C. Students will be able to distinguish and to imitate verbal and non-verbal communication that reflects politeness, formality, or informality.
D. Students will be able to recognize patterns of intonation, their meaning, and cultural implications.
II. Listening
A. Students will be able understand some interactions of moderate complexity (media, speeches, music, conversations, etc.), especially if the speaker is used to interacting with non-native speakers.
B. Students will be able to understand direct requests, questions, and basic conversations on familiar and concrete topics.
III. Speaking
A. Students will be able to talk about persons and things in their immediate environment, as well as their plans and their experiences, and they can provide a limited amount of supporting details. B. Students will be able to resolve moderately complicated situations involving familiar subjects.
IV. Reading
A. Students will be able to read passages and short texts (newspapers, short stories, etc.) and understand overall meaning.
B. Students will be able to support their understanding of texts through the use of context, dictionaries, or with the assistance of others at times.
V. Writing
A. Students will be able to communicate with increasing effectiveness through notes, emails, and chats, and simple online discussions.
B. Students will be able to write short essays on concrete topics of limited levels of complexity and with less reliance on the communicative patterns of their native language.
Method of presentation:
Individual and group work in presentations, assigned readings, class discussions, debate, role playing, films, and listening activities.
Required work and form of assessment:
Oral activities: 20%
Written assignments: 20%
Midterm test: 20%
Oral Exam: 20%
Written Exam: 20%
content:
Week
Content
Assignments
Corresponding
Learning
Outcome(s)
Week 1
1.Functional:
- Introducing oneself and meeting new people
- Expressing feelings and emotions
- Describing similarities and differences
- Listening comprehension
2.Grammatical:
- Forming Questions
- Review of Present Simple and - Progressive tenses
- Review of ser/estar/haber
3.Vocabulary:
- Words/Expressions used when getting to know new people
- Words/Expressions used to express feelings, emotions, likes, dislikes
4.Culture:
- What makes Chile different from other
Latin-American countries?
-Inappropriate and appropriate customs in Chile.
Submission of written
assignment:
MI VIAJE A CHILE
-Spelling rules
Punctuation rules
-Task assigned in the course workbook
I. A II. A
III. A
Week 2
1.Functional:
- Leaving voice messages
- Discussing the validity of facts
- Expressing certainty and uncertainty
- Expressing probability
- Listening comprehension
2.Grammatical:
- Gender
- Preterit and imperfect tenses
3.Vocabulary:
- Telephone etiquette
4.Culture:
- Learning about the Spanish language
- Learning about the origins of some
Spanish words
- “Chilean” Spanish
- Formal and informal register in conversation.
Submission of written
assignment:
-Topics and instructions provided
in the course workbook
-Grammar exercises as in the workbook appendix.
I. A II. A
III. A
V. A
Week 3
1.Functional:
- Narrating
- Reporting
- Arguing viewpoints
- Writing short texts to be exchanged and corrected among students.
2.Grammatical:
- Subjunctive Mood (1)
- Conditional Tense (1)
3.Vocabulary:
- Travelling (Latin-American countries)
4.Culture:
- Talking about the nuclear and extended families in USA and Chile.
- Talking about experiences in Spanish
speaking countries.
-Tasks assigned in the course workbook
- Grammar exercises as in the workbook appendix
I. A, B III. A, B V. A, B
Week 4
Cultural workshop:
-Students can assess and enrich their knowledge of Chilean culture.
1.Functional:
- Talking about cultural differences
- Contrasting and comparing
2.Grammatical:
- Subjunctive Mood (2)
- Conditional Tense (2)
3.Vocabulary:
- Relevant to National holidays and celebrations
4.Culture:
- Traditional Chilean dances and food
- Grammar exercises as in the workbook appendix
I. A, B II. A
III. A
Week 5
1.Functional:
- Describing places
- Expressing opinions
- Arguing/rebutting
- Talking about cultural tourism
- Discussing and analyzing opinions
2.Grammatical:
- Review of verb tenses
3.Vocabulary:
- Words/Expressions associated with travelling
4.Culture:
-Getting to know neighboring countries:
geography, history, places of interest, culture.
- Listening to Chilean/Latin-American
songs
Oral presentation:
-Oral report (10’) on assigned Latin- American countries (Pair work)
Instructions to be found in the course workbook
- Grammar exercises as in the work book appendix
I. A III. B
IV. A, B
V. B
Week 6
1.Functional:
- Comparing local news/ information provided by various newspapers
- Comparing local mass media to
American media
- Assessing information
- Recognizing biased reporting
- Writing short articles as for newspapers
2.Grammatical:
- Present Perfect
- Past Perfect
3.Vocabulary:
- Characteristic words and expressions in local journalism
4.Culture:
- Newspapers’ format in Chile
- The language of newspapers
Submission of written
assignment: Topics and instructions provided
in the course workbook
I. A, B II. A, B
III. A, B V. A, B
Week 7
1.Functional:
- Stating and supporting opinions
- Describing
- Reporting
- Comparing
- Expressing surprise, interest
2.Grammatical:
- Review of common oral/written mistakes.
- Review Punctuation and Spelling
3.Vocabulary:
- Cognate/False Cognate words
4.Culture:
- What do we understand by culture
- Cultural Quiz
- Culture contest (Spain)
- Culture contest (Chile)
Grammar exercises as in the work book
appendix
I. A, B II. A, B
III. A
IV. A V. B
Week 8
FIELD TRIP:
Visit to the National Cemetery
-Getting to know a cemetery from a historical, economic, political and social perspective.
- Understanding some important aspects of local idiosyncrasies.
MID TERM TEST
-Assessment of all content covered during the first part of the course.
I. A, B, C II. A
III. A, B
V. A, B
Week 9
1.Functional:
- Describing “Realismo mágico”
- Comparing “Realismo mágico” to other genres.
- Commenting on the short stories
presented.
- Making hypotheses (alternative endings)
- Making presuppositions as to the stories
2.Grammatical:
- Grammar present in the short stories
3.Vocabulary:
- Present in two short stories by Gabriel
García Marquez and Isabel Allende
4.Culture:
- Learning more about Latin-American peoples
Submission of written
assignment:
National Cemetery
Instructions provided in the course workbook
I. B III. B
IV. A, B
V. B
Week 10
1.Functional:
- Stating opinions
- Arguing and rebutting
- Comparing
- Reporting facts
- Analyzing events
2.Grammatical:
- Use of all grammatical items studied during the course
3.Vocabulary:
- That relevant to a debate
- That used in a formal presentation
4.Culture:
- Topics presented in individual oral presentations concerning local politics
education, health, environment, among others.
- Debate on a topic chosen by students
Group activity: Debate: Students choose a topic of their interest
Instructions provided in the course workbook
I. A, B, C, D III. B
Week 11
1.Functional:
- Presenting
- Comparing
- Contrasting
- Analyzing
2.Grammatical:
- Those used in individual presentations and oral field trip reports
3.Vocabulary:
- That used in a formal presentation
- That used in oral reports (field trips)
4.Culture:
- Topics presented in individual oral presentations concerning local politics, education, health, environment, among others
- Oral field trip reports on cultural local activities: drama, films, concerts, opera, exhibitions
I. A, B, C, D III. B
Week 12
AUDIOVISUAL ACTIVITY
CHILEAN MOVIE: MACHUCA
- Understanding spoken Chilean Spanish
- Understanding colloquial Chilean slang expressions as used by youth
- Learning about historical/political events presented in the movie
- Learning about socio-economic segregation from the movie
- Self-assessing listening- comprehension through the movie
I. A, B, C II. A, B III. A, B
V. B
Week 13
DRAMA
CHILEAN PLAY: EL CEPILLO DE DIENTES Group performances of students’
adaptations of the play
1.Functional:
- Expressing a wide range of feelings and emotions.
- Performing own scripts
2.Grammatical:
- That used in students’ scripts
3.Vocabulary:
- That used in students’ scripts
4.Culture:
- Performing in Spanish
- Theatrical communication of daily cultural events
I. A, B, C, D
Week 14
ORAL EXAM
Review of contents for the written exam
Week 15
WRITTEN EXAM
- Reflection upon initial promise:
dedicate oneself to course work and class expectations.
-Evaluation in terms of the adaptation to a new culture, the interaction with a second language, acclimatizing to Chilean family environment, among others.
NOTE: Every class begins with a discussion of current local or international news, host family anecdotes, local curiosities, trips, etc.
Required readings:
Course workbook (designed and compiled by the course instructor).
Brief Biography of Instructor:
Education:
M.A., English Linguistics (University of Chile)
B.A., English
Certified Teacher of English as a Foreign Language. University of Chile.
Experience:
2002-present - Spanish Instructor. IES Program in Chile.
2008 - Spanish Instructor for Stanford University. Santiago, Chile.
2007 - Spanish Instructor for SIT Abroad Program (School for International Training), Santiago, Chile.
1992-1996 Spanish Instructor Department of Linguistics. Facultad de Filosofía y Humanidades. Universidad de Chile
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 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).
GENERAL STUDENT PROFILE:
Students entering this level must be able to fulfill most of the learning outcomes of the Novice Abroad level, as defined by the IES Abroad MAP for Language and Intercultural Communication. Specifically, they should already be able to express themselves on a variety of concrete, everyday topics and meet their basic needs in the language. Students who enter this level may be more proficient in reading and writing skills than oral communication, especially if they have never traveled or studied abroad previously. Although students may have been exposed previously to certain competencies taught at this level, they need additional practice and instruction to move toward mastery of these competencies. Students at this level may succeed in partner university courses as long as such courses are primarily designed for international students and/or require passive student linguistic participation (art studios, dance).
As students gain more self-awareness and self-confidence, they will attempt more in the community. Paradoxically, this means they may also experience more miscommunications and frustration. Reading and writing require effort, and many students will need to make a special effort in this regard. Students will also develop cultural awareness and skills to work through the challenges of adaptation in the local culture and learn to celebrate their successes. They will begin to appreciate the value of these language and intercultural skills.
By the end of the course, the successful student will have developed enough self-confidence, language, and cultural skills to attempt more complex tasks in Spanish as described in the learning outcomes below.
Completion of the Novice Abroad outcomes in the MAP for Language & Intercultural Communication, as determined by placement test.
90%
Students who are placed in this level should be capable of achieving the outcomes defined by the Novice
Abroad level as defined by the IES Abroad MAP for Language and Intercultural Communication.
By the end of the course students will be able to achieve the outcomes for Emerging Independent Abroad level as defined by the IES Abroad MAP for language and Intercultural Communication. The key learning outcomes from the MAP are summarized below:
I. Intercultural Communication
A. Students will be able to solve most daily troublesome situations and meet needs with limited help.
B. Students will be able to make informed comparisons between the host culture and the students’ home cultures.
C. Students will be able to distinguish and to imitate verbal and non-verbal communication that reflects politeness, formality, or informality.
D. Students will be able to recognize patterns of intonation, their meaning, and cultural implications.
II. Listening
A. Students will be able understand some interactions of moderate complexity (media, speeches, music, conversations, etc.), especially if the speaker is used to interacting with non-native speakers.
B. Students will be able to understand direct requests, questions, and basic conversations on familiar and concrete topics.
III. Speaking
A. Students will be able to talk about persons and things in their immediate environment, as well as their plans and their experiences, and they can provide a limited amount of supporting details. B. Students will be able to resolve moderately complicated situations involving familiar subjects.
IV. Reading
A. Students will be able to read passages and short texts (newspapers, short stories, etc.) and understand overall meaning.
B. Students will be able to support their understanding of texts through the use of context, dictionaries, or with the assistance of others at times.
V. Writing
A. Students will be able to communicate with increasing effectiveness through notes, emails, and chats, and simple online discussions.
B. Students will be able to write short essays on concrete topics of limited levels of complexity and with less reliance on the communicative patterns of their native language.
Individual and group work in presentations, assigned readings, class discussions, debate, role playing, films, and listening activities.
Week
Content
Assignments
Corresponding
Learning
Outcome(s)
Week 1
1.Functional:
- Introducing oneself and meeting new people
- Expressing feelings and emotions
- Describing similarities and differences
- Listening comprehension
2.Grammatical:
- Forming Questions
- Review of Present Simple and - Progressive tenses
- Review of ser/estar/haber
3.Vocabulary:
- Words/Expressions used when getting to know new people
- Words/Expressions used to express feelings, emotions, likes, dislikes
4.Culture:
- What makes Chile different from other
Latin-American countries?
-Inappropriate and appropriate customs in Chile.
Submission of written
assignment:
MI VIAJE A CHILE
-Spelling rules
Punctuation rules
-Task assigned in the course workbook
I. A II. A
III. A
Week 2
1.Functional:
- Leaving voice messages
- Discussing the validity of facts
- Expressing certainty and uncertainty
- Expressing probability
- Listening comprehension
2.Grammatical:
- Gender
- Preterit and imperfect tenses
3.Vocabulary:
- Telephone etiquette
4.Culture:
- Learning about the Spanish language
- Learning about the origins of some
Spanish words
- “Chilean” Spanish
- Formal and informal register in conversation.
Submission of written
assignment:
-Topics and instructions provided
in the course workbook
-Grammar exercises as in the workbook appendix.
I. A II. A
III. A
V. A
Week 3
1.Functional:
- Narrating
- Reporting
- Arguing viewpoints
- Writing short texts to be exchanged and corrected among students.
2.Grammatical:
- Subjunctive Mood (1)
- Conditional Tense (1)
3.Vocabulary:
- Travelling (Latin-American countries)
4.Culture:
- Talking about the nuclear and extended families in USA and Chile.
- Talking about experiences in Spanish
speaking countries.
-Tasks assigned in the course workbook
- Grammar exercises as in the workbook appendix
I. A, B III. A, B V. A, B
Week 4
Cultural workshop:
-Students can assess and enrich their knowledge of Chilean culture.
1.Functional:
- Talking about cultural differences
- Contrasting and comparing
2.Grammatical:
- Subjunctive Mood (2)
- Conditional Tense (2)
3.Vocabulary:
- Relevant to National holidays and celebrations
4.Culture:
- Traditional Chilean dances and food
- Grammar exercises as in the workbook appendix
I. A, B II. A
III. A
Week 5
1.Functional:
- Describing places
- Expressing opinions
- Arguing/rebutting
- Talking about cultural tourism
- Discussing and analyzing opinions
2.Grammatical:
- Review of verb tenses
3.Vocabulary:
- Words/Expressions associated with travelling
4.Culture:
-Getting to know neighboring countries:
geography, history, places of interest, culture.
- Listening to Chilean/Latin-American
songs
Oral presentation:
-Oral report (10’) on assigned Latin- American countries (Pair work)
Instructions to be found in the course workbook
- Grammar exercises as in the work book appendix
I. A III. B
IV. A, B
V. B
Week 6
1.Functional:
- Comparing local news/ information provided by various newspapers
- Comparing local mass media to
American media
- Assessing information
- Recognizing biased reporting
- Writing short articles as for newspapers
2.Grammatical:
- Present Perfect
- Past Perfect
3.Vocabulary:
- Characteristic words and expressions in local journalism
4.Culture:
- Newspapers’ format in Chile
- The language of newspapers
Submission of written
assignment: Topics and instructions provided
in the course workbook
I. A, B II. A, B
III. A, B V. A, B
Week 7
1.Functional:
- Stating and supporting opinions
- Describing
- Reporting
- Comparing
- Expressing surprise, interest
2.Grammatical:
- Review of common oral/written mistakes.
- Review Punctuation and Spelling
3.Vocabulary:
- Cognate/False Cognate words
4.Culture:
- What do we understand by culture
- Cultural Quiz
- Culture contest (Spain)
- Culture contest (Chile)
Grammar exercises as in the work book
appendix
I. A, B II. A, B
III. A
IV. A V. B
Week 8
FIELD TRIP:
Visit to the National Cemetery
-Getting to know a cemetery from a historical, economic, political and social perspective.
- Understanding some important aspects of local idiosyncrasies.
MID TERM TEST
-Assessment of all content covered during the first part of the course.
I. A, B, C II. A
III. A, B
V. A, B
Week 9
1.Functional:
- Describing “Realismo mágico”
- Comparing “Realismo mágico” to other genres.
- Commenting on the short stories
presented.
- Making hypotheses (alternative endings)
- Making presuppositions as to the stories
2.Grammatical:
- Grammar present in the short stories
3.Vocabulary:
- Present in two short stories by Gabriel
García Marquez and Isabel Allende
4.Culture:
- Learning more about Latin-American peoples
Submission of written
assignment:
National Cemetery
Instructions provided in the course workbook
I. B III. B
IV. A, B
V. B
Week 10
1.Functional:
- Stating opinions
- Arguing and rebutting
- Comparing
- Reporting facts
- Analyzing events
2.Grammatical:
- Use of all grammatical items studied during the course
3.Vocabulary:
- That relevant to a debate
- That used in a formal presentation
4.Culture:
- Topics presented in individual oral presentations concerning local politics
education, health, environment, among others.
- Debate on a topic chosen by students
Group activity: Debate: Students choose a topic of their interest
Instructions provided in the course workbook
I. A, B, C, D III. B
Week 11
1.Functional:
- Presenting
- Comparing
- Contrasting
- Analyzing
2.Grammatical:
- Those used in individual presentations and oral field trip reports
3.Vocabulary:
- That used in a formal presentation
- That used in oral reports (field trips)
4.Culture:
- Topics presented in individual oral presentations concerning local politics, education, health, environment, among others
- Oral field trip reports on cultural local activities: drama, films, concerts, opera, exhibitions
I. A, B, C, D III. B
Week 12
AUDIOVISUAL ACTIVITY
CHILEAN MOVIE: MACHUCA
- Understanding spoken Chilean Spanish
- Understanding colloquial Chilean slang expressions as used by youth
- Learning about historical/political events presented in the movie
- Learning about socio-economic segregation from the movie
- Self-assessing listening- comprehension through the movie
I. A, B, C II. A, B III. A, B
V. B
Week 13
DRAMA
CHILEAN PLAY: EL CEPILLO DE DIENTES Group performances of students’
adaptations of the play
1.Functional:
- Expressing a wide range of feelings and emotions.
- Performing own scripts
2.Grammatical:
- That used in students’ scripts
3.Vocabulary:
- That used in students’ scripts
4.Culture:
- Performing in Spanish
- Theatrical communication of daily cultural events
I. A, B, C, D
Week 14
ORAL EXAM
Review of contents for the written exam
Week 15
WRITTEN EXAM
- Reflection upon initial promise:
dedicate oneself to course work and class expectations.
-Evaluation in terms of the adaptation to a new culture, the interaction with a second language, acclimatizing to Chilean family environment, among others.
NOTE: Every class begins with a discussion of current local or international news, host family anecdotes, local curiosities, trips, etc.
Course workbook (designed and compiled by the course instructor).
Education:
M.A., English Linguistics (University of Chile)
B.A., English
Certified Teacher of English as a Foreign Language. University of Chile.
Experience:
2002-present - Spanish Instructor. IES Program in Chile.
2008 - Spanish Instructor for Stanford University. Santiago, Chile.
2007 - Spanish Instructor for SIT Abroad Program (School for International Training), Santiago, Chile.
1992-1996 Spanish Instructor Department of Linguistics. Facultad de Filosofía y Humanidades. Universidad de Chile