Potowski, Kim, Silvia Sobral and Laila Dawson. Dicho y hecho. En vivo edition. Hoboken: Wiley, 2013. Plus accompanying WileyPlus (online manual) and En vivo (online language coach) access.
Bilingual Visual Spanish-English Dictionary. New York: DK Publishing, 2005.
A Spanish-English dictionary of your choice (Larousse Concise or Oxford recommended).
A. Tulane University Department of Spanish and Portuguese Basic Language Program Objectives:
The main objectives guiding the program are to:
B. Course Goals: Following the American Council on the Teaching of Foreign Languages’ (ACTFL) Proficiency Guidelines 2012, Spanish 1010 seeks to increase students’ Spanish-speaking ability to a novice mid-novice high proficiency level via the Course Objectives listed below. For an extended explanation see http://actflproficiencyguidelines2012.org/
The course focuses on what students CAN DO, framed in practical communicative terms. In general terms, a Novice High speaker can understand familiar words, phrases and simple sentences related to everyday life, both read and heard, and handle short social interactions in everyday situations, including asking and answering simple questions and writing about their daily life and interests. Students will build these skills throughout the semester. The NCSSFL-ACTFL Can Do Statements provide more precise details in regards to what students will be able to do when they have reached this proficiency level.
Dicho y hecho. En vivo edition includes access to an online language coach with whom students will have the opportunity to practice their developing oral skills in a supportive, non-judgmental environment. Furthermore, students will have the opportunity to develop their written skills through a semester-long Diario de escritura. Both the oral and written components of the course are designed with the beginning language student in mind.
Based upon the National Standards for Foreign Language Learning, the course objectives are centered around the 5Cs of:
A. Communication: the use of Spanish.
Students will learn how to:
To do the above, students will use, with some control:
B. Cultures: gain knowledge and understanding of Hispanic cultures.
Through the accompanying readings and videos as well as through their work with their language coach, students will learn about a range of peoples and cultures from Latin America and Spain.
C. Communities: participate in a community of language learners and in a multilingual world.
Through group and class work as well as during coaching sessions, students will participate in a community of language learners, preparing themselves to use Spanish throughout their lives. As a group, students will explore their own notion of community as this compares to this concept in the Hispanic world.
D. Comparisons: make informed comparisons between English and Spanish and between themselves and others.
Students will compare ideas with each other in pair and group work in class and during coaching sessions, all based upon the conversational goals of each chapter. Students will compare their own life with that of their language coach and other people presented in the textbook. In linguistic terms, students will reflect on how the structures of Spanish compare to the structures of English and other languages they know.
E. Connections: the ability to connect this course to other courses and self to others.
The different themes explored in each chapter will allow students to make connections between their own cultural traditions and those of some members of the Hispanic world, with particular emphasis on the ideas presented in the interviews that the students watch and read.
Students will demonstrate that they have met the...
A. Communication Objectives via their ability to produce the vocabulary and structural forms necessary for the stated topics in written (exams, diario entries, quizzes, on-line assignments) and oral (oral exams, skits, presentation, coaching sessions, participation) work.
B. Cultures Objectives via their ability to discuss these points during in-class discussions as well as reflectively in the writing exercises and exams.
C. Community Objectives via their oral work in class and during coaching sessions.
D. Comparisons Objectives via their class participation and coaching sessions and written work.
E. Connections Objectives via their class participation and coaching sessions work and through their written work.
A. Grades are based on the standard 10-point scale:
B. Grade Breakdown: Your grade will be determined according to the following criteria:
20% Unit Exams (2)
10% Final Exam
10% Quizzes (including 2 Listening Comprehension Quizzes)
10% Oral exams (2)
15% Diario de escritura
5% Skit OR Mini-Presentation (1)
10% Class Participation
5% Online manual and homework
5% En vivo online coaching sessions
10% Final biography (oral and written components--based on En vivo sessions)
C. Expectations for each category are as follows. Students will demonstrate that they have met the Objectives stated above by successful completion of these assignments. See calendar for assignment due dates.
Unit Exams (20%): There will be 2 communicative, essay-based exams, each worth 10% of the final grade. Language learning is inherently cumulative: each exam will focus upon the material of study for that unit, with the assumption that all previously studied material will be utilized as needed. Each exam will focus on interpretive, interpersonal and presentational modes of communication as well as intercultural competencies. Students can expect exams to include short readings, essays and reflective questions.
Final Exam (10%): The final exam will be similar in format to the written exams, with short readings, essays and reflective questions, but it will also include a listening comprehension portion. The vocabulary and cultural information will primarily be drawn from the last chapters studied; however, the entire range of grammatical material studied throughout the semester is expected to be utilized.
Quizzes (10%): Short announced and unannounced quizzes will be administered regularly over the course of the semester. Quizzes may cover any of the course materials including grammar, culture and vocabulary. No make-ups will be given; however, at your instructor’s discretion, the lowest grade may be dropped.
All students will also complete two short listening comprehension quizzes. The format of the quizzes will vary and may include listening to short anecdotes read by the instructor, after which the student would respond to discrete questions about it, or listening to a series of questions posited by the instructor, with the student expected to write their responses to the questions in Spanish. Listening quizzes are both interpretive and interpersonal in nature.
Oral Exams (10%): At two points in the semester, students will engage in a conversation about their personal interests that includes the instructor and a classmate (5% each). Students will be graded individually, based upon their accuracy and the content and fluidity of their side of the conversation.
Diario de escritura (15%): Students will complete a series of short writing assignments based upon activities in the textbook. Diarios will be graded holistically, considering quality of communicative effort and development of productive skills over the course of the semester.
USING TRANSLATION PROGRAMS OR HAVING ANOTHER PERSON DO THIS WRITING ASSIGNMENT CONSTITUTE CHEATING AND ARE CLEAR VIOLATIONS OF THE HONOR CODE.
Skit or Mini-Presentation (5%): All students will complete either a short group skit or an individual presentation during the food unit. If students opt for the skit, they will demonstrate their ability to order food in a restaurant. If students opt for the presentation, they will demonstrate their ability to give directions by relating instructions for preparing a favorite dish. Students should plan to hand in written documentation of their skit or presentation. All students will complete one (1) skit or mini-presentation for a grade.
Class Participation (10%): Active participation and regular attendance is crucial to the learning of a language. The participation grade is based both on the quantity and the quality of a student’s participation, with quality being determined by active, on-task participation in class, group and pair activities, obvious preparation of homework, volunteerism, use of Spanish in class, and overall preparedness. Excessive absenteeism will result in a substantial drop in this grade, as will tardiness. Inappropriate use of technology during class will negatively affect this grade.
Online Manual and homework (5%): While the instructor may assign additional exercises, homework consists primarily of regular completion of online Wileyplus activities. All students should plan to complete at least 10 on-line exercises per chapter. At the instructor's discretion, specific exercises may be indicated or students may be asked to select based upon their individual needs. Students should note that a direct correlation has been observed between final grade in the course and regular completion of the manual exercises, with students who work regularly on the manual generally attaining higher grades in the course, in all grading categories.
En vivo Online Coaching Sessions (5%): Student performance in the En vivo online coaching sessions is an obligatory part of the course and will be graded based upon completion. 12 sessions are scheduled for the semester. The language coach will send reports to the Course Instructor in regards to student attendance AND participation during the sessions. Performance is not evaluated for accuracy and students should not worry about making mistakes. Points for participation will be awarded as follows, although students should note that lack of effort or reticence in sessions may result in further deductions in this category.:
11-12 sessions: 10 points 8 sessions: 7 points 5 sessions: 4 points 2 sessions: 2 points
10 sessions: 9 points 7 sessions: 6 points 4 sessions: 3.5 points 1 sessions: 1 point
9 sessions: 8 points 6 sessions: 5 points 3 sessions: 3 points
Final Biography (based on En vivo sessions) (10%): At the end of the semester, all students will be asked to present a brief report focused on a particular theme related to the language coach with whom they worked. Students are encouraged to take notes about what is discussed during their sessions over the course of the semester and return to these notes to prepare their final presentations. Students are welcome to focus on a particular topic that interests them and discuss this in comparative or reflective fashion. Cultural comparisons are particularly encouraged. More details will be presented in a separate handout.
Tulane University, Spanish & Portuguese Dept., 304 Newcomb Hall, New Orleans, LA 70118 504-865-5518 firstname.lastname@example.org