Spanish Language in Context: Independent 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 purpose of this course is to further develop linguistic and communicative competences through the effective use of linguistic resources (grammatical, lexical, and communicative) that we cover in class (see Contents). We have three goals: practice and strengthen what students have learned in previous levels, help students attain more advanced discursive abilities, and encourage oral and written fluency.
Another course objective is to start giving students diverse resources to assist in their independent leaning, keeping in mind that in later levels, it is important that students continue to learn their second language outside of the classroom. Emphasis will be given giving students resources that will help them independently learn new vocabulary, with the goal of significantly expanding their lexicon.
Finally, taking advantage of the context of linguistic immersion, the student’s intercultural competence will grow through two main methods: incorporating, on one hand, authentic materials like magazine and newspaper articles about politics, culture, Spanish societies, as well as artistic materials like movies, songs adapted to their language level that reflects the reality of the country and promosted, on the other hand, activities that get the students to interact with their environment.
STUDENT PROFILE:
Students who enter this level are able to accomplish everyday needs required to live in a new culture. In this course, students will develop independence and autonomy so that, when communication does break down, they have enough tools at their disposal to resolve these challenges on their own. Students should welcome correction and guidance from their instructors, hosts, and others in the community as they progress. They will also begin to recognize their own and their peers’ errors.
By the end of this course, students will begin to converse at a rate of speed approaching normal conversation. They will be creative, spontaneous and self-reliant as they solve problems, interpret texts, negotiate, express their opinions, likes and dislikes in the culture. Although students will still make errors and experience communication breakdowns, they are much more likely to resolve these on their own. Students will understand a variety of colloquial expressions and slang, and will be able to understand a wider variety of native speakers from different backgrounds. By the end of this level, students will be capable of achieving the learning outcomes outlined below.
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 Emerging 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 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 identify and describe at a basic level 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 discuss the validity of their own cultural beliefs, behaviors, and values by contrasting and comparing them with the host cultures.
- Students will be able to interpret gestures and body language, and they will integrate some of those non-verbal actions into their interactions with native speakers.
- Students will know how to conform to socio-cultural norms in almost any transactional event.
- Listening
- Students will be able to understand most spoken communications of moderate complexity (media, speeches, music, conversations, etc.) on a wide range of concrete everyday topics as well as abstract topics covered in classes.
- Students will be able to understand native speakers from a variety of backgrounds and limited experience with non-native speakers, and they will comprehend common colloquial expressions and slang.
- Speaking
- Students will be able to speak on and discuss a wide range of concrete everyday and personal topics, abstract topics covered in classes, as well as other topics of particular interest to them.
- Students will be able to participate, initiate, and respond actively in a wide variety of interactions.
- Students will be able to narrate sequences of events with some degree of accuracy.
- Reading
- Students will be able to read and understand a wide variety of articles, stories, and online texts using background knowledge to aid their comprehension.
- Students will be able to read and understand academic texts with assistance.
- Writing
- Students will be able to meet their everyday writing needs (notes, text messages, letters, emails, chats, and online forums).
- Students will be able to write brief essays for class that narrate, describe, report, compare, contrast, and summarize on a wide range of topics.
- Students will be able to edit their own and their peers’ writing.
This course focuses on expanding students’ knowledge of Spanish through a series of units with well defined functional, grammatical, lexical, and cultural objectives. The learning process will be conducted with an emphasis on the various written and oral comprehension. In addition, production skills will promote the development of the student’s communicative competence at all levels. Students work in groups and pair work, they will be asked to prepare individual and group oral presentations, to work with intensive and extensive reading, listening activities, and to participate class discussions and forums in Moodle and audiovisual activities.
It is expected that the students have a direct contact with diverse aspects of Spanish life, promoting group work and the practice of Spanish language outside formal education. On the second week of the course, groups will be organized that consist of 2 or 3 students and the topics will be discussed. 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
- 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 - 20%
- Participation - 15%
- Activity Outside the Classroom - 5%
- Field Study - 20%
- Midterm Exam - 20%
- Final Exam - 20%
Homework and Written Assignments
All homework and written assignments required by the instructor must be handed in on time.
Participation
Your participation involves a number of variables, including, but not limited to the following: Your use of Spanish in the classroom; your willingness to participate in all class activities; your cooperation during group- and pair- work; your respect and attitude toward your peers and toward your instructor.
Activity Outside the Classroom
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 Abroad. Preparation and further reflection on this event will be worked in the classroom.
Session |
Content |
Assignments |
Corresponding Learning Outcome(s) |
Session 1 |
Presentación general del curso
|
Oral: Presentarse a los compañeros de clase. Tipología textual: Conversación telefónica Resumen de un artículo de periódico y opinión personal Escribe un diálogo con tu compañero: Hace tiempo que no os veis, os encontráis en la calle, hacéis planes para veros y concertáis una cita. (En clase se representa el diálogo) Oral: Presentación en clase de la noticia seleccionada por cada estudiante |
I.A, II.B, III.A, IV.A, V.B |
Session 2 |
|
Vocabulario y ejercicios gramaticales de la unidad Tipología textual: Descripción de un itinerario. Resumen y opinión personal de un artículo de periódico Oral: Dar consejos a los problemas que te plantean tus compañeros Exposición y debate de los artículos de periódico Listening: Canción Pronunciación y prosodia: Enlace de los sonidos en el grupo fónico (se trabaja en la canción) |
I.A, I.B, II.A, II.B, III.A, IV.A, V.A, V.B |
Session 3 |
|
Vocabulario y ejercicios gramaticales de la unidad. Texto narrativo Texto descriptivo Escribir un relato breve sobre un acontecimiento personal importante del pasado Exposición y debate de los artículos de periódico Listening: Canción Pronunciación y prosodia: Enlace de los sonidos en el grupo fónico (se trabaja en la canción) |
I.A, II.A, II.B, III.B, III.C, IV.A, V.B, V.C |
Session 4 |
|
Vocabulario y ejercicios gramaticales de la unidad. Lectura y comprensión lectora del cuento de Manuel Rivas, La Lengua de las mariposas. Composición: Escribir sobre algún maestro importante de la infancia Exposición y debate de los artículos de periódico |
I.C, I.D, II.A, II.B, III.C, IV.A, IV.B, V.B, V.C |
Session 5 |
|
Vocabulario y ejercicios gramaticales de la unidad. Comprensión lectora de la unidad: La vida contra reloj Escribe un artículo de opinión sobre la lectura. Escribe una carta que acompañe al CV Exposición y debate de los artículos de periódico |
I.A, I.B, II.A, III.A, III.B, IV.A, V.A, V.B |
Session 6 Examen parcial |
Examen parcial |
Vocabulario y ejercicios gramaticales de la unidad. Ejercicios para repasar los contenidos del examen parcial |
I.A, I.B, II.A, III.A, III.B, IV.A, IV.B, V.A, V.B |
Session 7 |
|
Ejercicios y vocabulario de la unidad Redactar una denuncia Visionado de la película: La lengua de las mariposas de José Luis Cuerda. Escribir una composición comparando la película La lengua de las mariposas de J.L. Cuerda con los cuentos de Manuel Rivas |
I.A, I.C, II.A, II.B, III.A, III.C, IV.A, V.B, V.C |
Session 8 |
|
Ejercicios y vocabulario de la unidad Describe a una persona que sea importante para ti (descripción física y de carácter) Realizar una entrevista a españoles: ¿Qué estereotipos conoces de Estados Unidos? Exposición y debate de los artículos de periódico |
I.A, I.C, II.A, III.B, III.C, IV.A, V.A, V.B |
Session 9 |
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Ejercicios y vocabulario de la unidad. Moodle: Foro Busca información sobre el Sistema Sanitario en España. ORAL: El Sistema Sanitario en Estados Unidos. Los seguros médicos. Exposición y debate de los artículos de periódico relacionado con la Sanidad y la Salud |
I.A, I.B, II.A, III.A, III.B, III.C, IV.A, V.B |
Session 10 |
|
Vocabulario y ejercicios gramaticales de la unidad. Escribir una reseña de una película española que hayas visto recientemente Leer texto sobre el doblaje en el cine español del libro FORO en Moodle: Haz una entrevista a españoles: ¿Qué opinas sobre el doblaje de las películas? ¿Crees que puede dificultar el aprendizaje de otros idiomas? |
I.B, I.C, II.A, III.A, III.B, IV.A, IV.B, V.A, V.B |
Session 11 Exposición trabajos de campo |
Trabajos de campo |
Presentación de los Trabajos de Campo Debate al final de cada exposición Moodle: Foro ¿Qué te han parecido las exposiciones de los Trabajos de Campo? ¿Han sido útiles para comprender mejor algunos aspectos de la cultura en España? |
I.A, I.B, I.D, II.A, III.A, III.B, III.C, IV.A, V.A |
Session 12 |
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Vocabulario y ejercicios gramaticales de la unidad. Buscar noticias de periódico relacionadas con los jóvenes y la vivienda. Debate: Compara la situación de los jóvenes en España y en Estados Unidos |
I.A, I.B, II.A, II.B, III.A, III.B, IV.A, V.B, V.C |
Session 13 Examen final |
Examen final |
Repaso y preparación del examen final |
- VV.AA (2007): Español lengua viva 3. Libro del alumno. Madrid, Santillana en coedición con Ediciones de la Universidad de Salamanca.
- Lectura de los cuentos: La lengua de las mariposas, un saxo en la niebla y Carmiña del libro ¿Qué me quieres amor? de Manuel Rivas.
- Lectura de un artículo de periódico español cada semana.
- Material extra preparado por el profesor para practicar las explicaciones de gramática.
- VV. AA (2011) Gramática Básica del estudiante de español. Ed. Difusión, Barcelona.
- Medina Montero C. (2001) Sin duda. Usos del español Teoría y práctica comunicativa. SGEL. Madrid.
- Cortes, Maximiano (2003), Guía de usos y costumbres de España, Edelsa, Madrid.