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SPA 201, 202

I.   TITLE: INTERMEDIATE SPANISH

II. CATALOG DESCRIPTION:
 Intensive grammar review with emphasis on communication skills.  Includes further practice in listening, conversation, reading and writing.  Taught in Spanish. The course description for 202 is the same as it is for 201 but a continuation of 201.  Both courses are of one design and differ only in that 202 is a continuation of 201.  Therefore, the proposals for 201 and 202 are being offered together.

III. PURPOSE:
To equip students with an Intermediate* level 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.

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

Students use the Internet  to access information about the countries they are studying: geography, culture, people, systems, etc.  Students are encouraged to attend a wide variety of international cultural events that further enhance their knowledge of international perspectives.

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

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 second year of Spanish language study are to:
a)  have a solid foundation in all major structures of the Spanish language;
b)  possess an active vocabulary for Intermediate? speech production as well as expanded passive knowledge of additional vocabulary for listening and reading comprehension;
c)  be able to understand Intermediate? level spoken Spanish at normal conversational speed;
d)  be able to express him/herself in writing complete sentences in Spanish;
e)  be able to read and understand a variety of Intermediate? level texts, including some authentic texts (i.e., texts written by a native speaker for a native speaker audience);
f)  be able to speak with appropriate pronunciation and intonation for the Intermediate? level;
g)  to improve students’ understanding of the grammar, structure, and vocabulary of English;
h)  to improve interpersonal communication skills, whether English or Spanish;
i)  and to increase and refine students’ awareness and appreciation of Spanish-speaking peoples and their cultures.

 *Please refer to the American Council on the Teaching of Foreign Languages Proficiency Guidelines for specific criteria for “Intermediate 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.

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.

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 global perspectives.

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.  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.  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 courses also focus 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.

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 intermediate  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).

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. Access to a variety of software installed in the Language and Culture Lab.
4. faculty who teach in the multi-media classroom employing the Internet to show students cultural information
5. 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.
6. 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
7. 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.

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 at the Spanish Table 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 201 and 202 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 are tested and evaluated according the ACTFL guidelines and standards.

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.

Final: Achievement and Proficiency Exams.  The Final Achievement Exam is comprehensive.  The Proficiency Exams include sections covering the four skills: There are speaking (oral), 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 hours.  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, and the College of the Humanistic Studies Web 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;
One new, good quality 90 minute cassette tape - Normal bias

XIII. PREREQUISITES: For Spanish 201:  Spanish 102 or Placement Test equivalent.  For Spanish 202:  Spanish 201 or Placement Test equivalent.

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