Spanish Language in Context: Emerging Competent Abroad III
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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).
The student, as a social agent, is expected to be able to complete activities and tasks that entail interpreting texts that are related to the fields in which they organize their social lives (personal, public, educational, professional) and that require the development of a high level of communicative competency. This level of communication allows the student to differentiate between linguistic uses and to select the most appropriate one in each situation according to context, the speaker’s intention, and the characteristics of the speakers.
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.
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 advisor on course selection.
By the end of this course, students will have started to acquire the subtlety of expressions and control 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.
Attendance is mandatory for all IES Abroad classes, including course-related excursions. 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 two 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:
- Intercultural Communication
- 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.
- Students will be able to analyze the validity of their own cultural beliefs, behaviors, and norms by contrasting and comparing them with the host cultures.
- Students will demonstrate openness and acceptance of different beliefs and styles even when they do not agree with them.
- Students will assume responsibility for their own learning by defining their linguistic goals and demonstrating independence in their exploration of the culture.
- Listening
- Students will be able to identify a wide range of social and cultural dialects of the spoken language.
- Students will be able to understand most native speakers and non-native experts and comprehend a wide array of moderately complex interactions.
- Speaking
- 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.
- Students will be able to make arguments to support hypotheses and opinions on topics of their interest.
- Students will talk about abstract topics, but only if they are topics previously studied or which they are personally familiar.
- Students will be able to understand different levels of formality.
- Reading
- 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.
- Students will be able to read and understand authentic materials including newspapers, advertisements, brochures, instruction manuals etc. on abstract topics with limited assistance.
- Students will take responsibility for the selection of their reading materials based on their own interests.
- Writing
- Students will be able to write for a wide range of native audiences and express themselves quite clearly and effectively.
- Students will be able to write essays for classes incorporating aspects of appropriate academic style with limited assistance.
- Students will be able to use a variety of formal written styles with accuracy.
- Readings: Through in depth study of authentic texts from different genres, students will be expected to interpret the explicit and implicit meanings of a text, recognize grammatical and discursive structures, analyze vocabulary and context, and engage in discussions or debates about current topics.
- Vocabulary: Lexicon development from many perspectives (context, proportional relationships, groups, layout, dictionary, games). The uses and nuances of lexical units.
- Grammar: Review of grammatical structures according to the necessities of an individual or group. Incorporating new structures with a higher level of complexity. Description of and practice with grammatical uses.
- Essays: Producing clear and well structured texts about topics related to the Spanish reality. Practice with structures and vocabulary in context. Use of different forms of cohesion. Use of different genres of written communication.
- Debates: Moderating a debate based on a previously selected article by the moderator. Group participation (required). Practice with written comprehension (grammar, functions, lexicon, and contextual phrases).
- Field study: Research, reflection, and presentations about sociocultural topics. Interaction with the Spanish and with foreigners through interviews and conversations with family, friends, etc. about the topic chosen in small groups.
- Out of classroom activities: Integration of linguistic and cultural aspects while observing and analyzing behavior, especially interaction between the Spanish and foreigners. Pre- and post-activities to enhance the students’ socioculural awareness.
- Moodle: Comment on the forums regarding cultural topics covered in class.
On the second week of the course, groups of 2 or 3 will be organized and the topic for the field study will be discussed. The students will have direct contact with different aspects of Spanish life through field study, which promotes group work and practicing Spanish language in contexts outside of formal education. The instructor, along with the students, will establish the calendar for the presentation.
The instructor will evaluate the following aspects:
- Information contributed for the explanation of the topic
- Interviews
- Presentation method
- Execution of surveys and its conclusions
- The students’ ability to communicate; students shouldn’t read their parts, but be able to explain to others their findings and what they have learned with their research. The research will be part of the oral skills evaluation of the student.
Students can present all the difficulties they may find in the realization of the work to the professor.
- Homework and written assignments (10%): All homework and written assignments required by the instructor must be handed in on time.
- Activities outside the classroom (10%): Students will have the opportunity to participate in several activities outside the classroom. Your instructor is allowed to plan an activity for the group if such activity is considered necessary. You can also take part in activities organized by IES. Preparation and further reflection on this event will be worked in the classroom.
- Debate (10%): Each student should select an article to be read by the rest of the class. He/she will explain the unknown words/expressions in context and debate on the chosen topic.
- Participation (10%): Participation involves a number of variables, including, but not limited to the following: Use of Spanish in the classroom; willingness to participate in all class activities; cooperation during group- and pair- work; respect and attitude toward your peers and toward the instructor.
- Field study (20%)
- Midterm exam + Quiz I (20%)
- Final Exam + Quiz II (20%): On contents covered in class along the semester (specific contents tested in the midterm exam will not be included).
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Week |
Content |
Assignments |
Corresponding Learning Outcome(s) |
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Week 1 |
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Escuchar varios diálogos entre compañeros de universidad (prestar atención a las funciones y al lenguaje juvenil) Escuchar conversación telefónica informal Práctica y consolidación de la gramática, léxico y funciones. Ejercicios Manual. Escribir un diálogo entre amigos usando funciones, gramática y léxico de la unidad. Preparar escenificación del diálogo. Rellenar una instancia solicitando una beca de estudios (encabezamiento, cuerpo, pie) Buscar información en la Red sobre cómo ven los jóvenes su futuro (foro) Comentar con españoles (familia, amigos…) (foro) Debate 1 basado en un artículo de actualidad seleccionado por el alumno moderador (comprensión escrita, interacción y expresión escrita) |
II.A, II.B II.A V.A V.C IV.A, IV.B III.A, III.B, I.A, I.B II.B III.A, III.B IV.B, IV.C V.A, V.B |
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Week 2 |
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Práctica de la gramática, léxico y funciones Escuchar la entrevista de radio al famoso dibujante argentino Quino. Analizar contenidos Completar la ficha del manual sobre esta entrevista Escribir una historia sobre la viñeta de Quino: ‘La pareja’ (estructuras/léxico de las unidades 1,2) Explotación didáctica de un relato de Juan José Millás, El móvil Leer, observar y reflexionar sobre los recursos usados por el autor para la presentación de los personajes y la creación de las distintas voces narrativas. Imaginar y escribir otro posible final del relato Producir un texto narrativo sobre Un sueño que recuerdes Debate |
II.A, II.B V.A, V.B IV.A, IV.B V.A, V.C V.A, V.C I.A, I.B II.B III.A, III.B IV.B, IV.C V.A, V.C |
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Week 3 |
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Práctica Pronombres Completar texto narrativo en manual Completar cuestionario sobre hábitos de consumo Conseguir folleto publicitario de un supermercado/almacenes con ofertas. Comentar productos y ofertas con españoles y comparar con el país de origen Actividad fuera del aula 1-(en grupos) ‘Vamos a quedar para dar una vuelta por la Gran Vía’ Conocer la ciudad y mezclarse con sus gentes Reconocer los aspectos comunes/distintos entre una ciudad en el país de origen y una ciudad española Observar y comentar un anuncio en una valla publicitaria, autobús, metro… Hacer preguntas en la calle Preparar la presentación (en grupos) Escribir sobre la experiencia (Recopilar estructuras, léxico… anteriores) Debate Repaso Prueba I Prueba 1 |
IV.B IV.B IV.B III.A, III.B I.A, I.B, I.C II.B IV.B I.A, I.B, I.C IV.B III.B III.A, III.B V.A I.A, I.B, I.C II.B III.A, III.B IV.B, IV.C V.A, V.C |
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Week 4 |
Functional: Expresar sentimientos y sensaciones. Dar una orden o instrucción. Responder. Pedir un favor. Expresar posibilidad, escepticismo… Expresar obligación. Expresar miedo, preocupación, ansiedad. Expresar valoración. Expresar certeza. Pedir permiso. Dar/denegar permiso. Prohibir. Advertir. Amenazar. Agradecer/Disculparse. Expresar arrepentimiento/Responder Grammatical: INDICATIVO/SUBJUNTIVO. Contraste. (I) Revisión oraciones independientes, pseudoindependientes, impersonales. (II) Oraciones subordinadas sustantivas con sentimientos, estados de ánimo, con verbos de ruego, petición, con expresiones que indican valoración, expresiones de certeza… carta formal/carta informal (e-mail) Vocabulary: Verbos relacionados con las actitudes y comportamientos familiares (sobreproteger, manipular, malcriar, consentir…) (enfrentarse, contradecir, oponerse a los padres..). Verbos relacionados con las relaciones sociales (iniciar, mantener, enfriarse, cortar con/acabar con una relación…). Expresiones y frases hechas. Culture: Relaciones interpersonales. |
Práctica gramatical y léxica Leer un fragmento de un artículo de prensa sobre ‘el niño dictador’ Contestar a las preguntas Completar dos cartas al director usando marcadores discursivos Escribir carta al director del periódico como reacción al artículo. Escuchar las conversaciones entre padres e hijos y completar los diálogos Leer texto informativo sobre la figura del Defensor del Menor. Ampliar en linea Completar preguntas de comprensión y Comentar con familia, compañeros piso, amigos… españoles Comparar con el país de origen (foro) Debate |
IV.B I.A, I.B IV.B; V.A IV.A; V.A V.C II.A, II.B IV.A, IV.B IV.B III.A, III.B I.A, I.B I.A, I.B, I.C II.B III.A, III.B IV.B, IV.C V.A, V.C |
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Week 5 |
Functional: Preguntar y expresar gustos personales (¿Te gusta,/te apetece?- No me apetece nada. No me llama la atención…). Pedir opinión/Dar opinión. Pedir valoración/Valorar(no me parece bien lo que…). Desconocimiento personas, lugares, cosas (No conozco a nadie/un lugar/ que… Expresar comparación ( es mas interesante que el que…) Grammatical: INDICATIVO/SUBJUNTIVO - Contraste (III) Oraciones de relativo. Conectores. Construcciones especiales. Estructuras superpuestas, discontinuas, coordinadas Oraciones comparativas: deigualdad, superioridad, inferioridad, de modo (Es tan guapo que, Es más listo que el, que… . Come tanto como . Come a lo bestia. Cual una modelo, paseaba por las calles…). Conectores Vocabulary: Verbos relacionados con la comida (picar, saborear, paladear, atragantarse…). Alimentos de la dieta mediterránea. Alimentos de la cocina internacional. Expresiones comida y salud (ser la pera, ser un choriizo, estar como un fideo/estar en los huesos, estar como una vaca, perder el apetito/ganas de comer, estar hasta arriba, ponerse morado…) Culture: La dieta mediterránea. Cambios de los hábitos alimenticios. Conciencia alimentaria. Trastornos. Tradiciones gastronómicas en América |
Práctica gramatical y léxica Relacionar verbos y palabras con la definición. Averiguar significado de expresiones en contexto Escuchar la conversación en un restaurante y completar los diálogos Leer los siguientes textos informativos : Dieta mediterránea y la salud. La conciencia alimentaria (2) Slow food vs comida rápida Escuchar fragmento programa de radio(3) sobre la dieta sana Resumir(1)(2)y(3), comentar con españoles y comparar con país de origen (foro) Debate |
II.A, II.B V.A IV.B II.A, II.B V.A, V.C III.A, III.B I.A, I.B, I.C I.A, I.B, I.C II.B; III.A, III.B IV.B, IV.C; V.A, V.C |
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Week 6 |
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Ejercicios de repaso para el examen parcial. Leer comentarios de estudiantes extranjeros y el extracto del diario de una estudiante estadounidense. Contestar a las preguntas sobre sus experiencias Comparar con país de origen (foro) Debate Examen parcial |
IV.A, IV.B V.A III.A, III.B I.A, I.B, I.C I.A, I.B, I.C II.B III.A, III.B IV.B, IV.C V.A, V.C |
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Week 7 |
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Práctica gramatical, léxica y funcional Reformular oraciones Completar textos con conectores Completar texto con palabras relacionadas con creencias y tradiciones Reaccionar ante situaciones de compromiso social Leer texto informativo Tradiciones relacionadas con las bodas en distintos países. Escuchar encuesta sobre las bodas en España y Responder al cuestionario y comparar con el país de origen (foro) Actividad fuera del aula 2-(en grupos): Disfruta de una fiesta por las calles de Madrid(pautas en Moodle). Buscar información previa (en la Red, familia, amigos…) Disfrutar de la fiesta Compartirla con asistentes de otras nacionalidades Preparar presentación Escribir sobre la experiencia (pautas en Moodle) Debate |
IV.B II.A, II.B V.A I.A, I.B, I.C IV.A, IV.B III.A I.A, I.B, I.C III.A, III.B V.A I.A, I.B, I.C II.B; III.A, III.B IV.B, IV.C, V.A, V.C |
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Week 8 |
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Práctica gramatical y léxica Escuchar una información sobre las emisoras de radio y cadenas de televisión españolas. Completar la tabla Leer la información sobre periódicos hispanoamericanos y completar cuestionario con vocabulario específico Escuchar la entrevista a una socióloga sobre la influencia de los medios. Contestar a las preguntas. Comentar con españoles y comparar con país de origen (usar verbos precisos) Completar con la palabra adecuada el texto: ’¿Telebasura? No, gracias’ Escribir un resumen Comentar con españoles y comentar con compañeros (foro) Debate |
II.A, II.B IV.B II.A, II.B III.A, III.B, III.D I.A, I.B IV.B V.A I.A, I.B I.A, I.B, II.B III.A, III.B, IV.B, IV.C V.A, V.C |
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Week 9 |
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Escuchar la conversación entre amigos en la que uno se encuentra enfermo. Práctica léxico y funciones: Completar los diálogos Relacionar las partes del cuerpo con el especialista Conseguir información en la Red, familia, amigos… sobre las donaciones y trasplantes en España Leer editorial del Diario Médico sobre la relación médico- paciente a través de Internet y de las herramientas de la Web Escribir composición resumiendo toda información y dando opinión personal. Comentar el tema con españoles. Autoevaluación Marcar opción correcta. Subjuntivo/Indicativo marcar opción correcta Vocabulario y expresiones Repaso Prueba II Debate |
II.A, II.B IV.B, V.A IV.A III.A IV.A, IV.B III.A IV.A, IV.B I.A, I.B, I.C V.A, V.C III.A, III.B I.A, I.B II.B III.A, III.B, III.C IV.B, IV.C V.A, V.C |
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Week 10 |
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Práctica gramatical y léxica A- Leer algunas de las medidas de conciliación laboral y personal en Ecuador, Colombia y México (manual) Escuchar un fragmento de un programa de radio que trata de la conciliación laboral y contesta a las preguntas. Leer (1) el texto sobre ‘el síndrome de Ulises en inmigrantes’;escuchar(2), después, una voz inmigrante Completar texto con información de 1 y 2 Comparar con país de origen y comentar con españoles. Actividad global fuera del aula-3 (en grupos) ‘Visita a un barrio multicultural’ (seguir pautas colgadas en Moodle) Debate |
IV.A, IV.B I.A, I.B, I.C II.A, II.B V.A IV.A, IV.B II.A, II.B V.A I.A, I.B, I.C IV.A, IV.B V.A, IV.B, IV.C I.A, I.B, I.C III.A, III.B II.A, II.B I.A, I.B, II.B III.A, III.B, IV.B, IV.C V.A, V.B, V.C |
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Week 11 |
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Práctica gramatical, léxica y semántica Explotación didáctica de la película ‘TAPAS’ Actividad previa: buscar información sobre los directores, personajes, sinopsis. ¿Por qué el nombre de Tapas? Leer crítica de la película (Google –Tapas- crítica cinematográfica) Visionado de la película Escuchar entrevista en la cadena SER a José Corbacho, uno de los directores (Intenet) Escribir composición analizando la película y dando opinión personal (Revisar y usar contenidos de las unidades anteriores) Debate |
I,A, I.B, I.C IV.A, IV.B, IV.C IV.A, IV.B II.A, II.B II.A, II.B V.A, V.B I.A, I.B, I.C II.B III.A, III.B IV.B, IV.C V.A, V.B |
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Week 12 |
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Práctica léxica Preparar la presentación del trabajo de campo (en grupos) Trabajo de campo Comentar los temas culturales de los trabajos de campo (foro) Debate |
I.A, I.B, I.C II.B III.A, III.B IV.B, IV.C V.A, V.B |
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Week 13 |
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Repaso de los contenidos estudiados. Practicar con modelo de exámenes previos Examen final |
- (2008) Español lengua viva 4 (libro del alumno). Editorial Santillana, Madrid
- Todos los materiales propios entregados como apoyo o ampliación serán considerados obligatorios.
- AA.VV. Diccionario avanzado de sinónimos y antónimos de la lengua española. Barcelona. Vox, 1997
- AA.VV. (1997) :La Gramática de la lengua española. Larousse Editorial.
- Sarmiento, R. Manual de corrección gramatical y de estilo, nivel superior. Madrid. SGEL, 1997
- V-León (1998): Diccionario de argot español. Alianza Editorial, Madrid
- M. Seco (1998): Diccionario de dudas y dificultades de la lengua española. Espasa Calpe, Madrid
- M.Seco y M. Hernández (1999): Guía práctica del español actual. Espasa Calpe, Madrid
- A. Buitrago (1999): Diccionario de dichos y frases hechas. Espasa, Madrid
- AA.VV.(2002) Diccionario de español para extranjeros. Ediciones SM. Madrid
- AA.VV. (2010) Nueva gramática de la lengua española (manual).Real Academia Española. Espasa Libros,S.L.,Madrid
