Core Course Review Documentation
Component Area Option: Cultural and Global Understanding (4 hours)
Proposed Course: SPAN 1234 Elementary Spanish II
Credit Hours: 4 hours
Proposed by: Foreign Language Department
Date: February 12, 2013
SPAN 1234 Elementary Spanish II is a continuation of SPAN 1134 Elementary Spanish I.
Thus the content, skills, core objectives and their assessment will be very similar to, if not
the same as, those for SPAN 1134. The outcomes will be either development of skills begun
in 1134 or new concepts and vocabulary introduced in this continuation course.
1. Content: The language teaching community agrees that learning language and culture are
inextricably connected. Thus, this course focuses on developing students’ Spanish-language
proficiency through modes of communication that reflect real life communication in the
varied cultures of the Spanish-speaking world. By employing interpersonal, interpretive and
presentational communicative modes in the target language, students will explore the
ideas, values, beliefs and other cultural aspects of Spanish-speaking peoples across the
world and how these aspects work together to affect human experience.
Examples of specific content areas students may explore:










Linguistic Diversity in the Spanish-speaking world
The Role of the Family, Education, Inequality of Educational Opportunities
Racial and Ethnic Diversity, Politics of Race and Ethnicity
Celebrations, Cuisine, Dietary Issues
Geographical Diversity and Climate differences
Transportation Concerns
Economics of Tourism and Environmental Concerns
Bilingualism and Careers
Immigration and Migration, Economic Gaps, Globalization and Living Standards
Drug Trafficking
2. Skills: This course involves the development of specific grammar, vocabulary and idiomatic
usage in the context of the varied cultures of the Spanish-speaking world for the purpose of
exploring ideas that foster aesthetic and intellectual creation in order that students may
understand the human condition across cultures. The following are examples of studentcentered learning activities and experiences that foster the development of required
language skills and simultaneously foster aesthetic and intellectual creation and cross-
Core Course Review Documentation-SPAN1234
1
rev 02/18/2013
culture understanding. The following are based on examples from Partnership for 21st
Century Skills, www.P21.org, published 03/11:







Students use communicative strategies, such as circumlocution, with volunteers
from the local Spanish-speaking community in an informal monthly conversation
hour (language table).
Students team with students in a Spanish-speaking country to collaborate on a blog
focusing discussion on one of the content areas for the course.
Students create a presentation to communicate the ideas shared on the blog,
comparing and contrasting the native Spanish-speaking students’ perspectives with
their own.
Students analyze a graphic visualization of Spanish-language text (poem, song,
rhyme, fable) and predict main theme, ideas or key concepts.
Students use a word cloud generator (wordle.net) to create a graphic visualization of
a Spanish-language text.
Students compare news headlines in Spanish-speaking countries and those from
their own community to determine what events are considered important. Students
classify the headlines, discuss similarities and differences.
Students engage in e-pal exchanges with students in Spanish-speaking countries
comparing how much time students spend on homework, leisure activities and
earning income. Students compile the results and make comparisons across
cultures.
3. Assessment of Core Objectives: The core objectives for the Language, Philosophy and
Culture Foundational Component Area are addressed in this course according to the
following descriptions. A global assessment tool that incorporates all required core
objectives is used for assessment rather than objective specific assessment tools. This global
assessment tool is called a Portafolio Cultural (Cultural Portfolio) and will be completed by
students over the length of the course. Please see the attached description of the Portafolio
Cultural assessment tool.

Critical Thinking:
o Students will respond in the target language orally and in writing to questions
and/or topics based upon in-class readings, presentations, and/or out-of-class
assignments that require students to extract information, analyze and evaluate
information and draw conclusions and/or form opinions on the topic.
o Students will inquire, analyze, evaluate and synthesize information from various
resources available in the target language on a cultural topic of his/her choosing
to be presented in a variety of modes to the instructor and/or class (e.g. art
work, presentations, theatrical works, essays, music)
Core Course Review Documentation-SPAN1234
2
rev 02/18/2013

Communication Skills:
o Students will demonstrate ability to effectively use memorized vocabulary, highfrequency expressions, accurate grammatical usage and idiomatic expressions in
the target language to effectively develop, interpret and express ideas orally and
in writing with culturally appropriate sensitivity.
o Students will demonstrate effective interpretation of memorized vocabulary,
high-frequency expressions, grammatical usage and idiomatic expression in the
target language both aurally and in print through the use of culturally-bound
print and multi-media.

Personal Responsibility
o Students will demonstrate the ability to connect choices, actions and
consequences to ethical-decision making by writing a personal reflection essay
on a specific cultural topic that presents an ethical dilemma or issue for
resolution.
o In their personal reflection essays, students will identify their core beliefs and
the origins of those core beliefs, recognize complex ethical issues and
relationships between issues, state a position on an ethical issue and connect
their position to implied actions and consequences.1

Social Responsibility
o Students will demonstrate intercultural competence and knowledge of civic
responsibility as demonstrated in the connections or comparisons made by the
student between his/her own culture and the target culture
o Alternatively and/or additionally, students will demonstrate intercultural
competence and knowledge of civic responsibility by engaging in four (4)
volunteer hours in the local, regional, national or global Spanish-speaking
community through the service projects of the Spanish Club, another campus or
community organization and/or through an alternative Spring Break option.
4. Additional Information:

1
Outcomes: Students will develop specific grammar, vocabulary and idiomatic usage
in the context of the varied cultures of the Spanish-speaking world. They will also
continue to develop awareness of and practice the use of appropriate cultural
norms in the Spanish-speaking world for formality, informality, personal space and
gestures. Furthermore, students will continue developing language in the context
and manner it is used in the Spanish-speaking cultures and recognize how these
uses are different from those of English-speakers. By the end of the semester,
students will be able to:
Modified from AACU Ethical Responsibility VALUE Rubric.
Core Course Review Documentation-SPAN1234
3
rev 02/18/2013












Make reservations for travel, inquire about hotel amenities, order in a restaurant,
shop for food and clothing, follow or give instructions for recipes.
Engage in simple question/answer conversations using memorized and/or highfrequency expressions indicating cultural sensitivity and awareness to talk about
pastimes, hobbies, holidays, celebrations and daily chores.
Provide and request basic information (continued development).
Give and receive instructions and directions (continued development).
Express ongoing actions, routine actions, future actions and past actions in the
context and manner these are used in the Spanish-speaking cultures and recognize
how these uses are different from those of English-speakers (continued
development).
Express preferences and comparisons.
Describe the state of objects and people (continued development).
Express doubt, uncertainty and emotional reactions to events.
Discuss hypothetical situations.
Narrate events that happened prior to other events in the past.
Describe and illustrate aspects of the cultures of Spanish-speaking countries and
make comparisons between these cultures and their own culture(s) using basic
linguistic structures and vocabulary in the target language.
Evaluate their own values, behaviors and worldviews on the socio-cultural topics
presented and compare these to those of Spanish-speakers.
Core Course Review Documentation-SPAN1234
4
rev 02/18/2013