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AA/AS Degree /MODESTO JUNIOR COLLEGE
/ Date Originally Submitted: / 11/22/2005Non-Degree /
COURSE OUTLINE
/ Date Updated:Noncredit
I. / DIVISION: / Literature and Language Arts /
DIV./DEPT. NO:
/ 816000PREFIX/NO.: / SPAN 109 /
COURSE TITLE:
/ Spanish for Spanish Speakers: FundamentalsFormerly listed as: / / Date Changed:
II. / ALSO OFFERED AS:
Div: / Ag/Env. SciencesAllied HealthArts/Human/CommBusiness/B&SSCounselingFamily/Cons. Sci.Public SafetySci/Math/Eng.Technical EdLearning ResourcesLiterature/Lang ArtsPE/Health/Rec.Community EdInterdisciplinaryWorkForce Training / Prefix/No.: / Title:
Div: / Allied HealthArts/Human/CommAg/Env. SciencesBusiness/B&SSPublic SafetySci/Math/Eng.Family/Con. Sci.Technical EdLiterature/Lan. ArtsPE/Health/Rec.CounselingCommunity EdLearning ResourcesInterdiscipilinaryWorkForce Training / Prefix/No.: / Title:
III. / COURSE INFORMATION:
Units: 4 or Variable Units: X=1/2 unit A=1 unit B=2 units C=3 units D=4 units
Total Hours: Lecture: 87.5 Lab: Other:
Explain Other hours:
Transfer Credit: CSU – UC – CAN –
General Ed: (Proposed)(Approved) AA/AS Area: GuidanceActivitiesNatural SciencesSocial/Beh SciencesHumanitiesEngl.Comp.Comm.&Analytical ThinkingHealth Ed CSU GE Area: A.1A.2A.3B.1B.2B.3B.4C.1C.2D.0D.1D.2D.3D.4D.5D.6D.7D.8D.9EUS Hist&Gov (a)US Hist&Gov (b)US Hist&Gov (c) IGETC Area: 1A1B1C23A3B45A5BOther LangUS Hist,Const&Am.Ideals
Offered Only: Fall – Spring – Summer – Eve – Not offered every semester –
IV. / PREREQUISITE(S)/COREQUISITE(S)/RECOMMENDED FOR SUCCESS:
(Please check all that apply and list below. Also attach appropriate documentation forms)
Prerequisite (P) – Corequisite (C) – Recommended for Success (R) – Limitation on Enrollment (L) –
Recommended for Success: Near native ability to speak and understand Spanish, but little or no formal academic training in the language. Determined by test.
V. / CATALOG DESCRIPTION:
Fundamentals of spoken and written standard Spanish for Spanish speakers with little or no academic study of Spanish. Includes major elements of Spanish grammar and focuses on improving oral and written communication skills. Taught in Spanish.
VI. / FIELD TRIPS REQUIRED? / Yes / No / Maybe
VII. / GRADING: / A-F Only / CR/NC Only / CR/NC Option / Non-Graded
VIII. / REPEAT PROCEDURES: / Credit: / No / *Yes / Maximum Completions: / Maximum Units:
Non-Credit: / No / Yes / Maximum Completions:
*(If course is repeatable ,attach a memo with the appropriate justification )
IX. / EXPLAIN FEE REQUIRED:
* = Multi-cultural objective or content item Rev 5/2002
4
SPAN 109 Spanish for Spanish Speakers: Fundamentals
X. / PREREQUISITE SKILLSBefore entering the course, the student will be able to:
* = Multi-cultural objective or content item Rev 5/2002
4
XI.
/ OBJECTIVES (Expected outcomes for students)Upon successful completion of the course, the student will be able to:
A. identify which verb forms and vocabulary words belong to:
1. standard Spanish, common to Spanish speakers with formal academic training
2. colloquial Spanish, common to Spanish speakers with little or no formal training in the language
3. regional colloquial Spanish, heavily influenced in lexicon and syntax by English and common to Spanish speakers without formal training
B. name and write with correct spelling the principal parts and conjugations of regular and irregular verbs encountered in this course.
C. write sentences in Spanish using correct punctuation and capitalization.
D. write words in Spanish using correctly the written accents and tilde.
E. use monolingual and bilingual dictionaries.
F. improve listening comprehension of spoken Spanish heard on television, radio, and recorded selections, and demonstrate understanding through appropriate action, response, or translation to English.
G. read with improved comprehension short annotated readings as found, for example, in anthologies of newspaper and magazine articles, essays, short stories, and poetry written by Spanish, Latin American, or Chicano writers.
H. speak standard Spanish with greater precision using varied grammatical patterns and enriched vocabulary.
I. write short essays in Spanish with increasing precision, using varied grammatical patterns and enriched vocabulary.
J. identify people, places, and events of historical or cultural importance in the Spanish-speaking world. *
K. analyze from personal experience, knowledge, and reading, aspects of Latino culture that differ significantly from contemporary United States culture, and demonstrate this analysis by drawing conclusions and making generalizations in writing or in class discussion. *
XII. / CONTENT
A. Standard Spanish equivalents for common linguistic transformations commonly used in regional colloquial Spanish: archaic expressions, anglicisms and false cognates, words with letters omitted (almoada = almohada), words with letters added (afigurarse = figurarse), words with inverted letters (treato = teatro), commonly mispronounced words, commonly misspelled words, slang expressions
B. Spelling rules in Spanish
1. phonetic letters alone and in groups
2. non-phonetic letters that alter pronunciation (c-qu, g-j, g-gu)
3. commonly confused letters (h, v-b, s-z-c, g-j, ll-y)
4. fusion of identical vowel sounds (va a haber- vahaber)
C. Mechanics of writing: capitalization, punctuation, rules of accentuation
D. Cognates
SPAN 109 Spanish for Spanish Speakers: Fundamentals
E. Suffixes and prefixesF. Articles: number and gender of nouns
G. Adjectives: correct placement
H. Adverbs
I. Pronouns: indirect, direct, and reflective object pronouns
J. Verbs: Infinitive, gerund, and past participle forms
K. Indicative mood verb tenses: present, imperfect, preterit, future, conditional
L. Subjunctive mood verb tenses: present, imperfect
M. Reflexive verbs
N. Conjunctions and sentence structure: simple, compound, and complex
O. Readings about Spanish speaking countries and important people and events *
P. Introduction to annotated readings of essays, shorts stories, poetry, or plays by Spanish, Latin American, or Chicano authors *
Q. Essay structure:
1. Introduction with thesis statement
2. Body paragraphs with topic sentences adequately developed
3. Ways to conclude
R. Expository writing assignments to develop writing skills
1. Description and narration
2. Opinion
3. Interpretative summary
XIII. / TEACHING METHODS
A. / Methods to achieve course objectives:
Students will participate in
1. oral drills of grammatical structures to be learned or reviewed.
2. listening comprehension exercises.
3. reading newspapers, magazines, essays, short stories, and poetry written in Spanish.
4. discussions (written or oral) based on assigned readings.
5. written exercises for study and review of grammatical structures and vocabulary in standard Spanish.
6. lectures or discussions in Spanish of aspects of Latino culture, making comparisons and contrasts with contemporary United States culture.
7. written exercises in translation and dictation.
8. oral presentations.
9. quizzes, compositions, and examinations.
SPAN 109 Spanish for Spanish Speakers: Fundamentals
B. / Typical assignments used in achieving learner independence and critical thinking:In the course of class discussion and other exercises, students will be called upon to:
1. analyze their own experience identifying aspects of Latino or Chicano culture that differ from those of contemporary United States culture, and draw conclusions based on their analysis.
2. evaluate the accuracy and appropriateness of their own conclusions and generalizations or those of other people.
XIV. /
TEXTBOOKS AND OTHER READINGS (Typical)
A. / Required texts (examples):Burunat (2002). El español y su estructura. New Orleans: UP South.
Kanellos, Nicolás, ed., et al. (2002). En otra voz: antología de literature hispana en los Estados Unidos. Houston: Arte Público Press.
Márquez, S. (2004). La lengua que heredamos. New Jersey: Wiley.
Santillana, ed. (2000). Nuevo diccionario esencial de la lengua española. Madrid: Santillana.
Valdés, G. & Teschner, B. (2003). Español escrito: curso para hispanohablantes bilingues. New Jersey: Prentice Hall
B. / Other readings:
Instructor generated readers composed of articles, essays, short stories, or poems written in Spanish.
XV. /
SPECIAL STUDENT MATERIALS (i.e., protective eyewear, aprons, etc.)
XVI.
/METHODS OF EVALUATING STUDENT PROGRESS
Evaluation of the students' achievement of the course objectives may be based on1. oral proficiency in standard Spanish demonstrated in class recitation and other exercises.
2. written proficiency demonstrated in written homework or class exercises.
3. essays reflecting insights into Latino, Chicano, and contemporary United States culture.
4. oral and written quizzes and examinations of their command of standard Spanish grammatical structures and vocabulary.
* = Multi-cultural objective or content item Rev 5/2002