COURSE NUMBER: SPA 101, 102


			Text only

SPA 101,102

I. TITLE: ELEMENTARY SPANISH

II. CATALOG DESCRIPTION:
An introduction to the basic skills of speaking, understanding, reading and writing Spanish. . The course description for 102 is the same as it is for 101 but a continuation of 101. Both courses are of one design and differ only in that 102 is a continuation of 101. Therefore, the proposals for 101 and 102 are being offered together.

III. PURPOSE:
To equip students with a basic knowledge and communicative competency in Spanish . The courses also cultivate “Characteristics of the Murray State Graduate:”
A. encourage student independent thought and effective expression of that thought in oral and written communication:

1. Students learn about structures of language, including their own; by doing so, they refine their own means of expressing thought effectively through oral and written communication.
2. The course itself focuses on oral and written communication; thus students learn not only to communicate in a foreign language, but also to communicate in English more clearly, with less slang and more direct means of expression.

B have the students apply sound standards of analysis and evaluation to reach logical decisions:

Students analyze and evaluate standard vocabulary and basic language structures to synthesize and formulate more complex forms of speech communication, thus reaching logical decisions in language.

C. encourage the understanding of the role and applications of technology to solve the problems of a changing world:

Students use the Iinternet to access information about the countries they are studying: geography, culture, people, systems, etc.

D. teach critical understanding of the world’s historical, literary, philosophical, and artistic traditions:

By including culture of the countries studied, students learn about historical, literary, philosophical, and artistic traditions beyond those of the United States.

E. teach understanding of the dynamics of cultural diversity:

1. Students learn about languages, people, and cultures different from theirs as an integral part of the course.
2. They begin to compare and contrast our culture with the varied cultures of the peoples studied and to understand the dynamics of one culture interacting with another.
3. They learn more about our own cultural heritage as a result of the influence other cultures have on our culture.

IV. COURSE OBJECTIVES: The objectives of the first year of Spanish language study are
a) to have a solid foundation in the elementary grammatical structures of the Spanish language,
b) to possess an active vocabulary for basic speech production in real-life situations as well as passive knowledge of additional vocabulary;
c) to be able to understand simple spoken Spanish;
d) to be able to express him/herself in writing simple sentences in Spanish;
e) to be able to read a variety of simplified elementary texts in Spanish;
f) to be able to speak with appropriate pronunciation and intonation for the Novice Level*;
g) to improve students’ understanding of the grammar, structure, and vocabulary of English;
h) to improve all interpersonal communication skills, whether in English or Spanish.
i) to acquire an understanding and appreciation of Spanish-speaking peoples and their cultures.
*Please refer to the American Council on the Teaching of Foreign Languages Guidelines for specific criteria of “Novice Level.”

The courses also
A. introduce students to fundamental concepts and ways of knowing:

Students learn the fundamental concepts involved in language study: They learn the vocabulary (grammar and syntax terms), the methods of learning a language and how languages work, and the function and structure of language. Students also increase their knowledge of the English language.

B. promote interdisciplinary understanding by clarifying how the content and methods of foreign language learning contribute to an understanding of its function in society:

1. Students learn how to communicate on a wide variety of topics in a foreign language.
2. They learn how to approach a wide variety of texts not translated into English; it facilitates their ability to make a mature approach to foreign texts. This prepares students going into many different disciplines, e.g., music students to understand songs and music in Spanish, journalism students to comprehend articles and reports in Spanish; students of the sciences to understand research documents in Spanish; business students to engage in basic professional dialogue; history students to interpret historical texts and better grasp historical contexts; etc.
3. Students learn to compare another language and its structure to the English language; they make linguistic comparisons with English.
4. They learn the interrelationship of language and culture/society and how a language contributes to the formation of a society’s world view and visa versa.
5. By studying cultures--not just the culture of the language being learned--students begin to compare and contrast other cultures with their own.

C. emphasize international perspectives:

1. International perspectives are emphasized on a daily basis as an inherent part of language and culture learning;
2. besides class discussions and readings in the text materials that introduce students to international perspectives, students are encouraged to attend a wide variety of international cultural events that further enhance their knowledge of international perspectives.

V. CONTENT OUTLINE: In Spanish 101 we shall cover Chapters 1-11 in the textbook; in 102 Chapters 12-24.

VI. INSTRUCTIONAL ACTIVITIES:
The conversational and grammar exercises will be based on the text. Students are expected to spend at least two hours preparing for every class period. ***Grammar assignments are to be read and studied before class. Any grammar explanations given in class will be very brief and will presuppose a knowledge of the material based on preparation outside of class. All exercises assigned in the textbook are to be practiced thoroughly outside of class. Written homework is to be done before class and in the most complete form possible (i.e., in complete sentences). It and the workbook/lab manual assignments must be handed in on time. ***Late assignments cannot be accepted except by prior arrangement. No credit will be given for assignments turned in late. The courses also
A. promote student engagement in and responsibility for learning through the use of active learning methodologies:

1. As stated above as a regular part of the syllabus: “Students are expected to spend at least two hours preparing for every class period. ***Grammar assignments are to be read and studied before class. Any grammar explanations given in class will be very brief and will presuppose a knowledge of the material based on preparation outside of class. All exercises assigned in the textbook are to be practiced thoroughly outside of class. Written homework is to be done before class and in the most complete form possible (i.e., in complete sentences).”
2. communicative teaching, is an approach which focuses on maximizing the four communicative skills as opposed to the traditional grammar-translation method. It includes the use of the target language in class. Students prepare grammar assignments outside of class and are prepared to implement them in class in given situation involving students sharing information, asking questions to elicit information, answering questions, asking and receiving directions and instructions, exchanging information, etc. Communicative teaching elicits production of language from students in writing and speaking; students learn the language more than learn about the language.
3. student-centered learning, , which involves communicative interaction (see above) in the form
of group-work and partner-work, problem-solving, role play, short skits, and other interactive activities.
4. group discussions,
5. partner- and teamwork,
6. frequent role play situations, etc.
and as demonstrated in the communicative assessment at the end of each semester and formally at the end of the first & second years of instruction as well as part of the entire language program.
The course also focuses on problem solving:
7. students employ problem-solving techniques as part of the foreign language learning process:
Students are expected to study grammar at home, figure out rules, apply them, and come to class prepared to begin immediate application. Students learn to take a given grammatical, lexical, or syntactic rule and see how it may be applied to other instances.

Examples of significant problems are rules of conjugation and their variations, rules of word order, and the differences and similarities between the native language and the target language. Thus, students learn to solve language problems without having to learn every word as an isolated instance.

B. require a significant amount of speaking, writing, and critical thinking, as well as reading within the limitations of their first year reading skills in a foreign language:

1. Students have daily written homework assignments;
2. speaking is heavily emphasized every day in class;
3. students learn to read and decipher a variety of elementary texts; and
4. students learn critical thinking as it applies to both languages (the language being learned and English) and cultures (a foreign culture and our own culture).

C. promote the use of computer technology to solve the problems of a changing world through:

1. student creative writing assignments using a word processor
2. student homework assignments using the World Wide Web and the Internet to access information about the counties they are studying: geography, culture, people, systems, etc.;
3. faculty who teach in the multi-media classroom employing the Internet to show students cultural information
4. student use of e-mail to contact the instructor and the occasional submission of assignments through e-mail; and faculty use of e-mail to contact students to disseminate information to them and to aid in explanations.
5. the use by some faculty members who have access to the multi-media room to use PowerPoint to demonstrate or illustrate a grammatical, communicative, or cultural point to the students; and
6. the use of the instructor’s web page to access information and data more efficiently. A growing number of faculty have web pages, and the use of the web page increases every semester. Eight of the 10 faculty members have learned how to develop a web page as of January 1998.

VII. FIELD and CLINICAL EXPERIENCES: See VIII. Resources.

VIII.RESOURCES:
Resources include the Language and Culture Lab (Room 403) and related resources. Students are expected to obtain a copy of each listening section as assigned. Listen to the tapes often and practice aloud. Students are strongly urged to take part in conversations outside of class and to attend Spanish and other foreign films shown in the course of the semester. Students should consider joining the Foreign Language Club and participating in other cultural activities that may be planned from time to time.

IX. GRADING PROCEDURES:
In Spanish 101/102 the course grade will be comprised of:
Exams/quizzes …………………400
Oral exams 200
Homework/participation………. 200
Final exam ……………………...200
Total …………………………..1000

(exact percentages vary according to the instructor teaching the course)

Exams/quizzes. Exams and quizzes are in the form of listening comprehension, short answer, reading comprehension, sections on learned cultural awareness, and extensive writing in the target language; written sections of exams are meant not only to have the students demonstrate what they have learned in the language, and thus what they can produce and communicate in the target language. Every language textbook contains cultural information. Acquired knowledge of the target culture(s) is tested on every exam, either in separate sections dealing only with culture or in sections integrated into other parts of the exam but for which cultural awareness is necessary to attain a correct answer.

Oral exams. Oral exams are held outside of class-time. Students must answer questions about specific situations provided by each instructor and cultural information obtained from the textbook, and any other sources of information that they can use. Oral exams are composed and evaluated in accordance with ACTF guidelines.

Written assignments and participation. Written homework is required daily; class time is used for extensive oral work. Written homework is required daily; further student written homework assignments include independent creative writing beginning at two to three paragraphs and later a page in length during the course of the semester. The work is graded on correctness and successful communication skills and evaluated according to the ACTFL standards. Students are also evaluated on their reading skills. each chapter in the textbook includes a reading text that increase in length with each chapter. Reading is a component of most major exams and the Final Proficiency Exam. Emphasis is placed on reading strategies rather than on just isolated linguistic elements. Critical thinking is evaluated by student demonstration of understanding the connection and relationship between the native and target language, the application of rules, the questioning why both languages function the way they do. Evaluation takes place on the homework assignments, in class discussion, and on the exams. The predominant component of the language courses is speaking. While there is variation instructor to instructor, evaluation of speaking skills takes place on a regular basis, and this evaluation is based on the ACTFL standards. Class time is used for extensive oral work for which students receive an “Active Oral Participation” Grade. Also, as stated in the regular syllabus, students are “also required to participate in and write a report on two approved cultural experiences.”

Final/Proficiency Exams. The Final Achievement Exam is comprehensive. The Proficiency Exams include sections covering the four skills: There are speaking, writing, listening, and reading sections of the exam.

Participation on the student’s part is assumed to be an integral component of a language course and consists of completing homework assignments and workbook/lab manual on time and demonstrating evidence of preparedness and willingness to take part in class activities.

There will be no make-ups of quizzes. There will also be no make-ups of exams except in the most extreme cases and only at the instructor’s discretion; if consent is given, the make-up must be arranged in advance of the regularly scheduled exam.

High academic standards are maintained through extensive testing methods and rigorous grading procedures. . There are no ACTFL specific descriptors that establish proficiency levels for receiving certain grades. The grades we assign are based on performance within each course.

X. ATTENDANCE POLICY:
Attendance is mandatory. Absences will affect your grade. Up to three documented absences are allowed for illness and family emergencies only. Final letter grades will be lowered by one percent of the final average for every unexcused absence over three. Three tardies to class is equivalent to one class absence. Furthermore, if you miss one fourth of the class meetings for any reason (excused or unexcused), you will not pass this course.
If you are late or must be absent, it is your responsibility to find out and do the homework assignment before the next class period and to come to my office to get any handouts.

XI. ACADEMIC INTEGRITY POLICY:
1. It is the responsibility of every student to be informed about the collegiate Academic Integrity Policy. Cheating in whatever form constitutes academic dishonesty.
2. Copies of the policy are available in: CIV workbooks, Classroom bulletin boards, Department of Foreign Language Office, Dean of Humanistic Studies Office, College of Humanistic Studies Home Page.
3. Your signature on every assignment, quiz, and exam represents a pledge that you have adhered to this policy.
4. I expect students to abide by the highest ethical standards.

XII. TEXT AND REFERENCES:
Destinos, Van Patten, Marks, Teschner; Destinos Workbook/Study Guide, Accompanying Audio Tapes; One new, good quality 90 minute cassette tape - Normal bias

XIII. PREREQUISITES: none for 101; 101 or equivalent on the Placement Test is a prerequisite for 102

Last updated February 14, 2000. Designed and maintained by Kyosung Koo