COVER SHEET FOR PROPOSALS
To:
From:
Date:
Subject:
I.
Barbara A. Baird, Chair, College Curriculum Committee
Lois P. Mignone, Chair, Foreign Languages/ESL
March 21, 2001
Course Proposal: “Spanish for Spanish Speakers”
Nature of Proposal (check all that apply)
A.
Curriculum Proposals:
1. New Curriculum
( )
2. Curriculum Revision(s)
a. Course addition(s)
b. Course deletion(s)
c. Course substitution(s)
d. Course rearrangement(s)
e. Credit distribution changes
(
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2. Course Revision(s)
a. Change of description
(
b. Change of title
(
c. Change of catalog number
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d. Change of faculty contact hours (
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)
f. Other changes (specify)
B.
Course Proposals:
1. New Course(s)
a. Addition(s)
b. Deletion(s)
c. Substitution(s)
e. Other changes (specify)
II.
Votes and Recommendations (please attach or sign below)
A. Dean of Faculty: (attach response to letter of intent)
B. Vote of Department:
Date:
(vote in numbers)
C. Department Head:
(signature)
Date:
D. Other Departments/Campuses Affected: (attach notification(s) and
responses)
E. Class Size Committee: (attach notification and response)
Revised: 11/19/98
Suffolk County Community College
College Curriculum Committee
Letters of Intent
Proposer__Lois P. Mignone______________
(name)
Campus: A__X__
Title Academic Chair/Associate Professor of Italian/Spanish
E_____
Address
W_____
Islip I-E
Department/Area Foreign Languages/ESL
Telephone 451-4587____________
E-mail
mignonl@sunysuffolk.edu
Type of Curriculum Proposals (Brief descriptions should be attached)
Courses
Programs
New
Spanish for Spanish Speakers
A.A.________________________________
Adoption_____________________________
A.S.________________________________
A.A.S.______________________________
Certificate___________________________
Changes to an existing course_____________
Changes to an existing program__________
The proposal impacts:
__X___college
_____one campus;
Recommendations:
This proposal requires the following approval(s)
Campus _____
College_____
Approved: Yes_____ No_____
Approved: Yes_____ No_____
______________________________________________________________________________
Campus Dean of Faculty (signature)
______________________________________________________________________________
Vice President for Academic and Campus Affairs (signature)
copies to: Proposer
Chairs of Campus Curriculum Committees
Department/Area Administrators
Deans of Faculty
Chair of College Curriculum Committee
Revised 2/8/99
FORMAT FOR NEW COURSE/CURRICULUM PROPOSALS
OR COURSE/CURRICULUM MODIFICATION
ORIGINATING CAMPUS:
( X ) Ammerman
( ) Eastern
( ) Western
To meet the ideals of Suffolk County Community College, new courses/curriculum
should, if appropriate, consider issues arising from elements of cultural diversity.1
Among the areas in which this can be realized are: textbook choice, selection of
library and audio-visual materials, and teaching methodology.
Guidelines:
Not every item in this format is applicable to every course proposal. Responses of
NOT APPLICABLE are acceptable in such instances.
The Counseling Office and Library of each campus have materials which can help
locate answers about transferability (II d.) and other colleges that offer similar
courses (VI a. and b.).
Information about offerings at other colleges does not require complete listings where
such offerings are numerous. A summary or sampling will suffice.
AREA/DIVISION: Humanities
DEPARTMENT: Foreign Languages/ESL
TITLE: Spanish for Spanish Speakers
CATALOG DESCRIPTION:
This course is designed to meet the special linguistic needs of native or
near native speakers of Spanish who would benefit from formal language
instruction in Spanish. All four language skills – comprehension, speaking,
reading, and writing – are highlighted with emphasis given to reading,
writing, and vocabulary. Cultural awareness is also stressed with the
inclusion of historical, social and literary insights of the Hispanic world.
I.
STATEMENT OF OBJECTIVES
At the end of this course the student should be able to:
*improve his/her command of spoken Spanish by correcting those
errors common to bilingual students
*write Spanish more coherently using correct patterns of standard
grammar and syntax
*read Spanish with improved comprehension
*expand the depth and breadth of vocabulary in Spanish
*enhance his/her comprehension and appreciation of the diversity
and commonality of the Hispanic heritage from historic, social,
political, and literary points of view.
II.
RELATIONSHIP TO STUDENTS
A.
B.
C.
D.
Eligibility – any student with native or near native fluency in Spanish
Credit – 3 credits
Required/Elective - Elective
Transferability – this course can be transferred as a language course
or a humanities/liberal arts elective
E. Proposed cycle for offering (e.g. Fall, Spring, and Summer) – Fall and/or
Spring
F. Estimate of student enrollment - 28
G. Prerequisites and/or corequisites – native or near native fluency in
Spanish or permission of the department
1
Cultural diversity includes, but is not limited to, societal sex-roles, race, ethnicity, geographical origin,
religious background, current religious practice, family composition, ethical style, political stance, socioeconomic background, and socio-economic expectation.
ORIGINATING CAMPUS:
III.
( X ) Ammerman
( ) Eastern
( ) Western
RELATIONSHIP TO FACULTY
A. Number of current faculty available to teach proposed course and number of
additional faculty required. – Presently there is one instructor at the
Ammerman Campus and one instructor at the Western Campus who
are available to teach this course. If offered at the Eastern Campus,
an instructor would be needed.
B. Number of other staff positions required. – None required
C. Discipline(s) required and/or minimum preparation in order to teach the
course. – The instructor for this course should have an advanced
degree in Spanish and have native proficiency in the language. It
would be preferable if the instructor were a native speaker of
Spanish.
IV.
RELATIONSHIP TO LIBRARY
A. Books, periodicals, and audio-visual materials now available in Library.
I have reviewed the library holdings of Spanish/Latin American
literary materials. They are adequate for the present time.
However, the course instructor eventually may want to add other
texts, especially of contemporary Hispanic authors.
B. List audio-visual equipment required. Is this equipment available?
VCRs, tape recorders, computers. All are available.
C. List additional books, periodicals, and resource material to be used in
teaching this course.
Spanish language periodicals, Internet materials.
D. List additional audio-visual instructional material to be used in teaching the
course.
Videos, full length films, CD Roms.
V.
RELATIONSHIP TO EXISITING CURRICULUM AND/OR COURSES
A. Is this course a substitution for an existing course or an addition? – This
course is an addition to the present course offerings in Spanish
B. How is this course different from existing courses? – For years studies on
linguistic theories of language have continued to show that the
learning and teaching process of first language acquisition (L ) and
second language acquisition (L ) are not the same; consequently
they require different methodologies. Since native or near native
speakers of a language have already “acquired” the basic oral-aural
communicative skills, what they often lack are “learned” skills,
specifically reading comprehension and the ability to correctly
express thoughts and ideas in personal writing and to organize
materials for precise expository writing. This Spanish language
course for fluent speakers concentrates on the development of those
“learned” skills. At Suffolk Community College we have many native
speakers of Spanish enrolled in Spanish language courses designed
for the second language learner. We believe that as foreign
language educators, we do these fluent speakers a disservice by not
providing them with reading and writing levels appropriate to their
linguistic ability and which would enhance their formal structural
knowledge of Spanish.
C. Effect on curriculum offerings of the College. – This course could serve
as a humanities or foreign language elective.
D. If the course is an elective or required course in the General Studies
program, how does it meet the generic requirements of critical thinking,
computer proficiency, writing-across-the-curriculum, library/information
literacy, and integrated knowledge? (It is understood that not every course
will meet all five requirements.)
This course could serve as an elective course in the General Studies
program. It will meet generic requirements in the following:
Critical Thinking
Students, through their cultural readings, will be able to analyze,
discuss and evaluate the diversity as well as commonality of
Hispanic perspectives on a variety of topics (historic, social,
literary). They will be able to form their own ideas/arguments, both
orally and in writing, as well as acknowledge and evaluate those of
others.
Computer Proficiency
Students will be able to use research techniques to find
information pertaining to assigned topics/assignments. They will be
able to evaluate and glean information for class purposes.
Writing-Across-The Curriculum
Since this course deals with the development of writing
proficiency (not unlike an English composition course), students will
be able to write expository texts using standard Spanish
grammatical forms.
Integrated Knowledge
The readings in this course deal primarily with topics of Hispanic
culture which cover, but not are limited to, history, social issues,
literature and civilization.
VI.
RELATIONSHIP TO OTHER COLLEGES AND/OR CAREER GOALS
A. List other two-year colleges that offer this course.
Bronx Community College
Fashion Institute of Technology
LaGuardia Community College
Manhattan Community College
Queensborough Community College
B. List four-year colleges in New York State that offer this course.
SUNY University Centers
Albany
Binghamton
Buffalo
Stony Brook
SUNY University Colleges
Brockport
Buffalo State
Farmingdale
New Paltz
Old Westbury
Oneonta
CUNY Colleges and Universities
Baruch College
Brooklyn College
City College
VII.
Medgar Evers College
Hunter College
Queens College
College of Staten Island
York College
Other Colleges
Molloy College
New York University
C. State rationale for offering this course at the freshman-sophomore level.
The course content is aimed at an intermediate Spanish level. It is
hoped that the student will be encouraged to continue Spanish at a
higher level (culture, literature).
D. Application to career objectives.
Demographic studies indicate that the number of immigrants from
Spanish speaking countries is steadily increasing. Local newspapers
have recently published articles which state the need for bilinguals
in the area of business, law enforcement, the court system, health
care, education, local enterprises, social services, banking, etc.
SCCC students who are already speakers of Spanish would improve
their literacy with the proposed course and, as such, would be quite
“marketable” in any field.
ADDITIONAL COSTS
List additional costs and space requirements that have not already been
recorded in the document. – There are no additional costs or space
requirements for the inclusion of this course in the Foreign Langauge
Department offerings.
VIII. COURSE OUTLINE
Include course outline following prescribed format from the Faculty Handbook.
(See Attachment I)
ORIGINATING CAMPUS:
IX.
( X ) Ammerman
( ) Eastern
( ) Western
VOTES AND RECOMMENDATION CHECKLIST (CHECK AS APPROPRIATE TO
YOUR CAMPUS AND INDICATE DATE.)
( ) Consultation with Campus Head Librarian
( ) Signature of Campus Head Librarian:
( ) Notification of other departments/campuses affected
( ) Notification of Class Size Committee
( ) Letter of Intent Response from Dean of Faculty
( ) Vote of Department: For:
Circle one: APPROVED
Against:
DISAPPROVED Date of Vote:
( ) Signature of Department Head:
( ) Signature of Divisional Chairperson/Area Dean:
(Assistant Dean of Instruction)
( ) Vote of Curriculum Committee (Academic Affairs)
Circle one: APPROVED
DISAPPROVED Date of Vote:
( ) Vote of full Faculty Senate/Assembly/Congress
Circle one: APPROVED
DISAPPROVED Date of Vote:
( ) Class Size Committee
cc:
Vice President for Academic and Campus Affairs
Deans of Faculty
Chairs of Curriculum Committee
Campus Head Librarian
ATTACHMENT I
COURSE OUTLINE (see Appendix D of Faculty Handbook for details)
NB – This outline will be written in Spanish for the students enrolled in the
course.
CATALOG NUMBER: SP (?)
COURSE TITLE: Spanish for Spanish Speakers
INSTRUCTOR: TBA
SEMESTER: TBA
YEAR: TBA
1. OBJECTIVES OF THE COURSE:
At the end of the this course the student should be able to:
- improve his/her command of spoken Spanish by correcting
those errors common to bilingual students
- write Spanish more coherently using correct patterns of
standard grammar and syntax
- read Spanish with improved comprehension
- expand the depth and breadth of vocabulary in Spanish
- enhance his/her comprehension and appreciation of the diversity
and commonality of the Hispanic heritage from historic, social,
political, and literary points of view
2. PROCEDURES FOR ACCOMPLISHING THESE OBJECTIVES:
The main focus in this course will be on developing the communication
skills of the heritage learner or the fluent speaker of Spanish as well as
oral skills will be targeted by correcting those errors common to bilingual
students. Particular emphasis will be given to reading and writing skills.
The following teaching procedures/methods will be employed during the
course: interactive student exercises, group discussions, oral recitations,
writing assignments and projects, media use (videos, films, computer
programs). The class will be conducted entirely in Spanish.
3. STUDENT REQUIREMENTS FOR COMPLETION OF THE COURSE:
Students are required to:
- come to class prepared with all assigned homework completed
- to participate in class activities involving the development of
listening, speaking, reading, and writing skills
- to participate in discussions/projects pertaining to Hispanic life
- to pass the following types of evaluation: announced quizzes;
announced tests; all evaluations contain several types of questions:
objective (short answer, multiple-choice, true-false) and subjective
(short answer, essay)
4. GRADING PRACTICES:
Quizzes @ 5%
Tests @ 15%
Project
Class Participation
20%
45%
15%
30%
5. RULES CONCERNING STUDENT ABSENCE AND LATENESS:
All students are expected to attend every class session. If work is
missed, it is the student’s responsibility to communicate with the
instructor or classmates to find out class assignments. The student
will be asked to drop the course after three unexcused absences. Every
three instances of tardiness (entering after class has begun) will be
equivalent to a day’s absence.
6. TEXTBOOK:
Marques, Sarah. La lengua que heredamos: Curso de espanol para
bilingues. 3rd Ed. New York: John Wiley & Sons, 1996.
7. WEEKLY OUTLINE TOPICS TO BE COVERED: (Tentative)
Week 1: Reading: Spain and its Linguistical Formation. p. 16
Grammar: The language’s phonetic. The uses of C, S and Z.
Week 2:
Reading: Mexico and the Mexicanamericans. p. 36
Grammar: Simple, compound and derivated words. The uses
of –sion and –xion. Sufixes and prefixes.
Week 3:
Reading: Other Hispanic Groups in the United States. p. 74
Grammar: Articles, nouns, and adjectives. Homophones of
of C and S.
Week 4:
Reading: Guanina (Puerto Rico). p. 95
Grammar: Acentuation. Homophones of S and Z.
Week 5:
Review – First Exam
Reading: The Cubans in the United States.
Week 6:
Reading: Quisqueya (Dominican Republic) p. 137
Grammar: Words significance according to their articles.
Uses of the b and the v.
Week 7:
Grammar:
Week 8:
Reading: The Land of the Quetzal (Guatemala). p. 153
Grammar: Punctuation.
Week 9:
Reading: El Salvador: Small Land, Great Suffering.
Grammar: Verb Conjugations.
Week 10: Review –
Reading:
Pronouns. Direct and Indirect Complements.
Uses of the d.
Second Exam
Copan, Mayan City of Honduras. p. 187
Week 11: Reading: Three heroes (Venezuela). p. 224
Grammar: The sentence structures. Uses of the h.
Week 12: Reading: The treasures of Potosi (Bolivia) p. 329
Grammar: Direct, Indirect and Personal Commands.
of the 11.
Uses
Week 13: Reading: The Sonnets of Death (Chile) p. 345
Grammar: Present and Past Participles. Uses of the r and rr.
Week 14: Reading: The history of a dream (Argentina) p. 396
Grammar: Prepositions. Uses of the y.
Week 15: Review – Third Exam
8. AUDIO-VISUAL MATERIALS TO BE USED:
-videotapes (in class)
-maps (in class)
-Spanish langual periodicals (in class and at home)
-films (in class and at home)
-chalkboard (in class)
9. LIST OF SUPPLENTAL READINGS:
Readings from contemporary Spanish language periodicals and volumes
containing cultural materials will be assigned by the instructor. In
addition, Internet sources will be utilized.
FOREIGN LANGUAGES/ESL DEPARTMENT
CURRICULUM PROPOSAL: NEW COURSE
The proposed course for fluent speakers of Spanish is designed to meet the
special linguistic needs of students of Hispanic background, born or educated in the
United States, who speak Spanish at home and want to improve their formal
knowledge of the language. In addition to improving students’ command of Spanish,
the course also aims to provide those students with cultural insights/materials about
the diverse Hispanic world that is part of their heritage. However, it should be noted
that this course could also be open to students of other nationalities who are very
fluent in Spanish resulting from circumstances that include, but are not limited to the
following: time lived or spent in a Spanish speaking country, extensive use of Spanish
in personal and/or professional situations.
Clearly there is a need for courses designed to educate the bilingual students of
Spanish in their own language. According to preliminary Census Bureau estimates,
the Hispanic population grew to about 35.3 million Hispanics in the United States,
outpacing predictions by 2.5 million in the 2000 census. By the year 2050, about one
in five U.S. residents will be ethnically Hispanic.
The Foreign Language/ESL Department feels that we do the fluent/bilingual
students a disservice by including them, albeit with very different linguistic needs, in
general language courses geared for the non-native speaker of Spanish. We hope,
along with increasing numbers of other post-secondary institutions, to be able to offer
the heritage Spanish students of Suffolk Community College the opportunity to be
truly bilingual and, thus, be an integral part of our country and region’s valuable
resources.