Spanish Language in Context: Emerging Competent Abroad I

Course Information

Program(s):

Madrid Summer

Discipline(s):

Spanish

Terms offered:

Summer

Credits:

Language of instruction:

Spanish

Contact Hours:

Prerequisites:

Completion of IES Abroad’s SP 353 Spanish Language In Context: Independent Abroad III outcomes from the MAP for Language and Intercultural Communication, determined by placement test

Description:

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:

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. 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 adviser on course selection.

By the end of this course, students will have started to acquire the subtlety of expression and control of 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. Students at this level begin to understand some local cultural attitudes, values, beliefs, and behavior patterns. However, there will be numerous gaps and inconsistencies in their knowledge, and they lack the depth of understanding and sophistication of those who have spent more time living and working in the local context.

Attendance policy:

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.

Learning outcomes:

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 some of the outcomes for the Emerging Competent Abroad level as defined by the MAP for Language and Intercultural Communication. The key learning outcomes from the MAP are summarized below:

Intercultural Communication
1. Students will begin to recognize and describe 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
2. Students will be able to reflect on and discuss the validity of their own cultural beliefs, behaviors, and values by contrasting and comparing them with the host cultures.
3. Students will demonstrate openness toward different beliefs and styles even when they do not agree with them.
4. Students will accept responsibility for their own learning by defining their linguistic goals and demonstrating independence in their exploration of the culture
Listening
1. Students will be able to identify a range of social and cultural dialects of the spoken language.
2. Students will be able to understand a variety of native speakers and non-native experts and comprehend an array of moderately complex interactions.
Speaking
1. Students will participate reasonably well in most academic and social interactions using when appropriate complex language including slang, colloquial expressions, double meaning, and humor with increasing confidence.
2. Students will be able to make arguments and form opinions on almost any topic of their interest.
Reading
1. Students will be able to read and understand textbooks and academic articles for classes taught in the host language as well as some popular texts for enjoyment.
2. Students will be able to read and understand authentic materials including newspapers, advertisements, brochures, instruction manuals, etc. on abstract topics with some assistance at times.
Writing
1. Students will be able to write for certain native audiences and express themselves somewhat clearly and effectively.
2. Students will be able to write essays for classes incorporating aspects of appropriate academic style with some assistance at times.

Method of presentation:

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: Group participation (required). Practice with written comprehension (grammar, functions, lexicon, and contextual phrases).

Field study: Research, reflection, and presentations about sociocultural topics. Interaction with Spanish speaking people through interviews, and conversations about the investigated topic with family, friends, students, etc.

Out of classroom activity: Integration of linguistic and cultural aspects while observing and analyzing behaviour, especially interaction between Spaniards and foreigners. Pre- and post- activities to enhance students’ sociocultural awareness.

Moodle: Comments on the forums concerning cultural topics covered in class.

Field study:

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.

Required work and form of assessment:

Homework and Written Assignments - 20%
Field Study - 20%
Activity Outside the Classroom - 5%
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.

Field Study

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.

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. Preparation and further reflection on this event will be worked in the classroom.

content:

Week

Content

Assignments

Corresponding Learning Outcome(s)

Week 1

Unit 1

Functional: Speaking about feelings, character and personality. Giving a piece of advice and making proposals. Expressing conditions. Expressing wills.
Grammatical: Imperfect subjuntive Conditional. Correlation of verbal tenses in relative clauses. Time markers. Prepositional verbs. Por/para
Vocabulary: Concerning people and things’ qualities, relations and emotions
Culture: Intercultural shock. Reflection on generalizations

Designing a paradise to live

Reading of the article “Gúrbez se va de viaje” (Gúrbez goes on a trip) for further discussing

I.A, I.B, I.C, II.A, III.A, III.B

II.A, II.B, III.A, III.B, IV.B

Week 2

Units 2 & 3

Functional: Understanding and relating past events. Trasmission of requests, warnings, and invitations. Giving opinion, arguments and counter-arguments
Grammatical: Time clauses. Imperfect indicative and subjunctive uses. Combining past tenses. Gerund uses. Location of the adjective. Indicative and subjunctive in opinion.
Vocabulary: Related to the media
Culture: El País Semanal

Writing a report for a newspaper

Compilation of TV news to report in class

Writing a review on an newspaper article

V.B, V.C

II.A, II.B, III.A, III.B

IV.A, V.B, III.B

Week 3

Unit 4

Functional: Expressing impersonality. Conditions and requirements for an official announcement. Distinguishing oral versus written style.
Grammatical: Present perfect subjunctive. Passive voice. Se in impersonality. Relative clauses.
Vocabulary: Concerning official announcements and art.
Culture: Museums Madrid.

Out of classroom activity: visiting a museum in Madrid for further discussion in Moodle: foro

I.A, I.B, IV.A, V.A

Week 4

Unit 5 & 6

Functional: Describing with adjectives, gerunds y adverbs. Depicting movement and location Portraying states of mind. Expressing finality. Timing two events. Referring to promises. Expressing unwillingness. Expressing intentionality.
Grammatical: Phrasal verbs. Pronominal verbs. Uses of poner and quedar. Final clauses. Time clauses. Reported speech. Se for unwillingness. Cause clauses. Adjectives with prefix
Vocabulary: Related to dramatic arts and daily life. Concerning TV.
Culture: Spanish movie Hable con ella (Talk to her) by Pedro Almodóvar. Newspaper article “Viva la televisión” by the writer and journalist Manuel Rivas.

Acting a theater play in class

Writing a storyboard

Watching Hable con ella by Pedro Almodóvar for further reflection

I.C, II.A

V.A

II.A, II.B, III.B

Week 5

Unit 7 & 8

Functional: Describing and commenting on cities. Talking about expectations. Expressing time.
Grammatical: Other relative pronouns. Participle in relative clauses. Perception verbs in past tense. Time clauses. Nominalization.
Vocabulary: On cities. On journeys. On environment.
Culture: Latin-American literature

Analyzing tourist brochures

Reading of the short story Ficción by Sergi Pamies in Moodle for further discussion

Moodle: foro -Experiencing immersion

Reading of the newspaper article “Remedios para volar” (Remedies for flying) by Gabriel García Márquez for reading comprehension

IV.A, III.A, III.B

I.A, V.B, V.C

V.A, IV.A

IV.A, V.B

Week 6

Units 9 & 10

Functional: Expressing concession. Reformulating. Exemplifying. Cohesion and coherence. Expressing conditions. Expressing cause and reason. Expressing consequence.
Grammatical: Concessive clauses. Discourse markers. Conditional clauses. Past perfect subjunctive. Conditional perfect. Cause markers. Consequence markers.
Vocabulary: Concerning the work sphere.
Culture: Working conditions in Spain.

Writing a business letter to answer a job vacancy

Reading of the newspaper article “Nimileuristas” for analysis and reflection

IV.A, V.B, III.B

IV.A, II.A, II.B, III.A, III.B

Required readings: