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General Information

Course ID (CB01A and CB01B)
SPAND002.
Course Title (CB02)
Elementary Spanish (Second Quarter)
Course Credit Status
Credit - Degree Applicable
Effective Term
Fall 2023
Course Description
This course focuses on the development of elementary language skills for oral and written communication using language structures and functions targeted for the second-level of elementary Spanish. Spanish is the primary language of instruction. Speaking, listening, reading and writing skills at the second-level of elementary Spanish will be developed within the framework of language as a fundamental expression of culture, with a continued presence of the cultures of Spanish-speaking world areas. Language laboratory practice and/or assignments at home and/or in the language lab, are an integral part of instruction supporting the development of language skills in the areas of pronunciation, structure, syntax, and oral communication.
Faculty Requirements
Course Family
Not Applicable

Course Justification

This course fulfills a general education requirement for De Anza, CSU, and UC. It belongs on the A.A. Degree in Global Studies at De Anza. It is a major preparation requirement in the discipline of Spanish for at least one CSU or UC. It is the second third of the beginning-level Spanish series. It continues the development of language production and processing skills that are necessary to enable communication with a focus on culture.

Foothill Equivalency

Does the course have a Foothill equivalent?
No
Foothill Course ID

Course Philosophy

Formerly Statement

Course Development Options

Basic Skill Status (CB08)
Course is not a basic skills course.
Grade Options
  • Letter Grade
  • Pass/No Pass
Repeat Limit
0

Transferability & Gen. Ed. Options

Transferability
Transferable to both UC and CSU
De Anza GEArea(s)StatusDetails
2GC2De Anza GE Area C2 - HumanitiesApproved
CSU GEArea(s)StatusDetails
CGC2CSU GE Area C2 - HumanitiesApproved
IGETCArea(s)StatusDetails
IG6XIGETC Area 6 - Language Other Than EnglishApproved
C-IDArea(s)StatusDetails
SPANSpanishApprovedSPAN D001. & SPAN D002. required for C-ID SPAN 100 SPAN D002. & SPAN D003. required for C-ID SPAN 110

Units and Hours

Summary

Minimum Credit Units
5.0
Maximum Credit Units
5.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours5.010.0
Laboratory Hours0.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
60.0
Laboratory
0.0
Total
60.0
Course Out-of-Class Hours
Lecture
120.0
Laboratory
0.0
NA
0.0
Total
120.0

Prerequisite(s)

SPAN D001. (equivalent to one year of high school Spanish) or equivalent

Corequisite(s)

Advisory(ies)

ESL D272. and ESL D273., or ESL D472. and ESL D473., or eligibility for EWRT D001A or EWRT D01AH or ESL D005.

Limitation(s) on Enrollment

Entrance Skill(s)

General Course Statement(s)

(See general education pages for the requirements this course meets.)

Methods of Instruction

Lecture and visual aids (including Powerpoint)

Discussion of assigned readings and listening texts

In-class exploration of internet sources

Homework and extended projects

Quiz and examination review performed in class or on Canvas

Guest speakers

Collaborative learning and small group exercises

Collaborative projects

In-class essays

Online discussions in Canvas

Assignments

  1. Grammar and vocabulary assignments from the textbook, companion website, and Canvas support the development of appropriate language functions and structures at the mid-elementary level.
  2. Assigned textbook and additional reading passages from online sources feature mid-elementary level language functions and structures and foster the development of reading strategies (e.g. cognates, context-supported guesses).
  3. Paragraph-level writing assignments (from textbook and/or instructor designed) require the student to demonstrate appropriate use of mid-elementary language structures and functions.
  4. Oral and listening communication activities (textbook, online, Canvas, and/or in class) require the student to demonstrate acceptable pronunciation, comprehension, and conversational proficiency at the mid-elementary level.
  5. Textbook and online readings provide sources of information on cultural, political and economic topics about Spanish-speaking world areas.

Methods of Evaluation

  1. Grammar and/or vocabulary assignments are routinely checked for each student, shared with peers, and/or reviewed in class, and are evaluated in terms of the student's command of essential vocabulary and language structures to request and transmit an increasing range of high frequency information at the mid-elementary level.
  2. Reading comprehension exercises on quizzes, chapter tests, and final exam evaluate how meaning (e.g., gist, increasing amount of details) is derived at the mid-elementary level, using various testing formats (true/false, multiple choice, fill-in-the-blank, and short answers).
  3. Writing skills are evaluated in terms of comprehensibility and a greater working command of vocabulary and language structures at the mid-elementary level, through stand-alone mini-essays and/or a writing component on quizzes, chapter tests, and final exam.
  4. Oral production and listening skills are evaluated in terms of comprehensibility (e.g., pronunciation) and use/comprehension of vocabulary and language structures at the mid-elementary level, through at least two of the following: (1) participation in communication activities in class; (2) quizzes, chapter tests, and final exam: exercises of true/false, multiple choice, fill-in-the-blank, and/or short answer format; (3) face-to-face interview; (4) in-class oral presentations.
  5. Evaluation of cultural grasp of social protocols and cultural contributions through hands-on participation in activities (e.g., games, music, movies, attendance to cultural events), through research (e.g., cultural presentations in class), and through written, analytical reflections of cross-cultural focus.

Essential Student Materials/Essential College Facilities

Essential Student Materials: 
  • None.
Essential College Facilities:
  • None.

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
Castells, M., Guzmán, E., Lapuerta, P. & Liskin-Gasparro, J. (2020) 7th ed. Mosaicos: Spanish as a World Language. Boston: Pearson Education, Inc. In Spanish 2 students cover Capítulo 5 - Capítulo 9.
MySpanishLab: This is the textbook's companion website. It includes contextualized listening practice, pronunciation practice, cultural videos, grammar exercises with immediate corrective feedback, grammar tutorials, and grammar and vocabulary study aids, and practice tests with study plans. (http://www.pearsonmylabandmastering.com/northamerica/mylanguagelabs/)

Examples of Supporting Texts and References

AuthorTitlePublisher
Blitt, Mary Ann and Margarita Casas. "Exploraciones," 2nd ed. Heinle, 2015.
Caycedo Garner, Lucia, Debbie Rusch, and Marcela Domínguez, "¡Claro que sí!," 7th ed. Heinle Cengage: 2013.
Dorwick, Thalia, Ana María Pérez-Gironés, and Anne Becher, "Puntos de partida", 10th ed. McGraw-Hill Education, 2017.
Dozier, Eleanor and Zulma Iguina. "Manual de gramática: Grammar Reference for Students of Spanish," 6th ed. Boston: Cengage Learning, 2016.
Jarvis, Ana, Raquel Lebredo, and Francisco Mena-Ayllén, "¡Hola, amigos!," 8th ed. Heinle Cengage Learning: 2014.
Jarvis, Ana, Raquel Lebredo, and Francisco Mena-Ayllén. "¿Cémo se dice?," 10th ed. Heinle Cengage: 2009.
Marinelli, Patti J. and Lizette Mujica Laughlin, "Puentes", 6th ed. Heinle, Cengage Learning: 2013.
Martínez-Lage,Ana, John R. Gutiérrez, and Harry L. Rosser. "¡Tú dirás!," 4th ed. Thomson Heinle: 2007.
Online language resources and general reference tools: iTunes Latino, newspapers, NotesinSpanish.com (podcast), Quizlet.com, Spanishdict.com, Wikipedia, World Factbook (CIA), xe.com (currency converter), You Tube.
Potowski, Kim, Silvia Sobral, and Laila Dawson, "Dicho y hecho," 10th ed. Wiley, 2015.
Spinelli, Emily and Jacqueline Norton. "English Grammar for Students of Spanish," 7th ed. USA: Olivia & Hill Press, 2012.
Zayas-Bazán, Eduardo J., and Susan Bacon. "¡Arriba!," 6th ed. Prentice Hall: 2012.

Learning Outcomes and Objectives

Course Objectives

  • Demonstrate an understanding of language as a fundamental expression of culture:
  • Recognize, construct, and formulate language structures and functions at the second level of elementary Spanish, and demonstrate the ability to communicate at this level through listening, speaking, reading and writing assignments and evaluations.
  • Explore the geographical diversity of Spanish-speaking world areas. Geographic foci (content includes major public figures, popular culture, important monuments, the natural world)
  • Examine the cultural, historical, and regional diversity of Spanish-speaking peoples and cultures.
  • Engage in a critical analysis and comparison of cultural and ethnic values.

CSLOs

  • Understand the gist and some supporting details of simple aural / written texts adapted for learners on familiar topics, although comprehension may be uneven.

  • Perform with increasing ease a variety of communicative tasks dealing with basic routines and day-to-day social situations in the present. Produce comprehensible sentences of increasing complexity related to personal experiences, with some references to past experiences. Both orally and in writing, errors may still impede full comprehensibility.

  • Engage critically with constructions of cultural and social differences while examining their own cultural positionings and assumptions as expressed through language.

Outline

  1. Demonstrate an understanding of language as a fundamental expression of culture:
    1. Continue to explore the presence and influence of a variety of languages in the evolution of Spanish, to examine and understand the regional and cultural diversity of Spanish language forms within Spain and throughout Hispanic America, and the influence of non-Spanish-speaking cultures on this linguistic diversity.
    2. Recognize the connections between language, thought patterns, and culture
  2. Recognize, construct, and formulate language structures and functions at the second level of elementary Spanish, and demonstrate the ability to communicate at this level through listening, speaking, reading and writing assignments and evaluations.
    1. Language structures:
      1. preterit and imperfect tenses of regular and irregular verbs
      2. "gustar" and other verbs of similar construction
      3. expressions with "tener" to refer to emotional and physical states
      4. direct and indirect object pronouns in affirmative and negative statements and questions
      5. present progressive
      6. demonstrative adjectives and pronouns
      7. comparisons and superlatives
    2. Language functions (focus is on the past tense)
      1. talk about and describe past experiences
      2. make comparisons of people, places and objects
      3. incorporate object pronouns to avoid redundancy in writing and in speaking
      4. describe ongoing actions in the present
      5. express likes and dislikes in the present and in the past
      6. formulate questions and answers of greater detail and complexity
      7. use lexical forms of greater complexity
      8. understand and formulate idiomatic expressions of greater complexity
      9. achieve greater accuracy in appropriate pronunciation
      10. develop reading strategies for the comprehension of authentic texts of increasing detail and complexity
      11. write effectively within the framework of learned grammar and voacabulary
    3. Topics of communication
      1. housing and furniture and household responsibilities
      2. clothing and shopping
      3. sports
      4. celebrations and cultural traditions
      5. work and occupations
  3. Explore the geographical diversity of Spanish-speaking world areas. Geographic foci (content includes major public figures, popular culture, important monuments, the natural world)
    1. Nicaragua, El Salvador, and Honduras
    2. Socioeconomic and cultural contexts:
    3. Venezuela
    4. Argentina and Uruguay
    5. Mexico
    6. Guatemala
  4. Examine the cultural, historical, and regional diversity of Spanish-speaking peoples and cultures.
    1. Understand a broad historical outline of Spain and Hispanic America
    2. Examine the forces that have shaped the political and social developments in Spain and Hispanic America with regard to the development of regional dialects of Spanish.
    3. Assess the social, intellectual, and artistic contributions of various ethnic and cultural groups in Spain and Hispanic America.
    4. Explore a range of significant representative examples of these contributions through texts and media sources.
    5. Examine traditional and evolving gender roles in Spanish-speaking societies, and explore the cultural and social contributions of women.
  5. Engage in a critical analysis and comparison of cultural and ethnic values.
    1. Explore the student's own values and assumption and contrast them with the values and assumptions of Spanish-speaking peoples and cultures.
    2. Analyze the historical consequences of cultural assumptions in Spain and Hispanic America.
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