1 Gillian Lord University of Florida Is Rose%a Stone the future of language learning?
2 A(n important) side note The study reported here was conducted with Rose3a Stone s knowledge and technical support. They were not involved in the design, data collec<on or analysis. The Rose3a Stone licenses were purchased at regular price.
3 Why this study? Omnipresent and powerful marke9ng * makes Rose<a Stone En7cing to the average language learner Temp7ng to administrators Appealing to educators? The best known language program on the market * RoseBa Stone spent $98.5 million on adver7sing in 2011, up from $70.5 million in 2010, according to Kantar Media stone- ads- emphasize- fun- not- efficiency.html
4 What do reviews academic of reviews Rosetta Stone of say? Rosetta Stone say? Lafford, Lafford & Sykes (2010) Evaluate if programs provide the tools necessary for effec7ve language learning, based on features that research has shown to be important (interac7on, relevant contextualiza7on of language, etc.) these products do not incorporate a number of the [necessary] research- based insights (e.g., the need for culturally authen7c, task- based ac7vi7es) that informed SLA scholars might have given them. Santos (2011) Lack of context General inability to respond to spontaneous student speech What Rose3a Stone calls interac7on is a rather poor and limited version of what one would encounter in a real- life conversa7on DeWaard (2013) Not a viable replacement of current instruc7on at the postsecondary level Based on personal experience, professional reac7ons
5 What do empirical studies show? Vesselinov (2009) commissioned by RoseBa Stone; RS beginning users demonstrated increased knowledge of the language afer 55 hours of use Nielson (2011) self- study programs in workplace; some success but remarkable abri7on; lack of community (e.g., Rovai, 2002) Stevenson & Liu (2010) lack of ability to engage learners in true interac7on; users do not take advantage of Web 2.0 tools to network This study Phase 1 of analysis indicated that first- semester gains in some areas are comparable between RS users and a classroom control.
6 Participants Par7cipants were University of Florida students enrolled in Beginning Spanish 1 (avg. age = 20) L1 English No other L2 proficiency (beyond h.s. requirement) Course designed for those with NO prior Spanish instruc<on Par7cipants belonged to one of 3 environments: Classroom (C): N=4 Original popula7on had par7cipants in each of the three groups. Rose3a Stone (RS): N=4 Classroom+Rose3a Stone (RS+C): N=4
7 Participants Control (Classroom) group (C) In- tact sec7on of Beginning Spanish Followed regular syllabus with standard materials Carried out standard classroom assessment materials Met with researcher 3x during semester
8 Participants RoseBa Stone group (RS) Self- selected (required by IRB) Not required to abend any regular class Used Rose3a Stone package ( Conversa7onal Spanish ): 16- week course designed to cover material comparable to a face- to- face beginning class 6 units of Rose3a Stone Version 4 TOTALe Spanish, each has 4 lessons [Level 1, half of Level 2] Minimum of 6 RoseBa Studio TM sessions Minimum of 8 hours in RoseBa World TM Monitoring of program access and 7me on task Followed predetermined deadlines in progressing through the material Met with researcher 3x during semester
9 Participants Classroom + RoseBa Stone group (RS+C) In- tact sec7on of Beginning Spanish class Same instructor as control group Used Rose3a Stone materials as their textbook (including all features described for RS group) Met with researcher 3x during semester
10 Data collected General oral and wri<en proficiency and skills January, March, May Par9al CLEP test (30 items) May Versant Automated proficiency test May Assessment of aytudes January, May Discussion of experiences January, March, May
11 Phase 1 Results: CLEP test Average scores (converted to %) p = Classroom RoseBa Stone RS+class
12 Phase 1 Results: Versant test Average scores (converted to %) p = Classroom RoseBa Stone RS + Class
13 PHASE 2 ANALYSIS
14 Final interview - Classroom INTERVIEWER: Cuéntame, qué te gusta hacer en tu 7empo libre, o los fines de semana? SL: Repitas, please. INTERVIEWER: Qué te gusta hacer? SL: Qué te gusta hacer INTERVIEWER: Te gusta ir a películas? Te gusta escuchar música? SL: Uh, fin de semana? INTERVIEWER: Sí. SL: Uh, sí. En fin de semana, yo yo estudio, uh, mucho. INTERVIEWER: Sí? SL: Uh, para mis exámenes. Sí. Yo tengo muchos examines en química orgánica, biología, y laboratorio. Uh, sí. Mucho, uh no, muy ocupado. So, no películas, no, uh, deportes. INTERVIEWER: Cuál fue la úl7ma película que viste? SL: Cuál te INTERVIEWER: La úl7ma vez, the last 7me, que viste una película. SL: Phew Hmm. Let s see dos menses. INTERVIEWER: Meses, mhm. SL: Meses. Ago. Cómo se dice ago? INTERVIEWER: Hace. Hace dos meses. SL: Hace, sí. INTERVIEWER: Wow. SL: Yo no yo no veo muchas películas en Gainesville. INTERVIEWER: Qué película fue esa, hace dos meses? Cómo se llamaba? SL: Uh, el pelí la película cómo se dice was? INTERVIEWER: Era, o fue. SL: Era. La película era INTERVIEWER: No te acuerdas? SL: Yo no sí.
15 Final interview Rosetta Stone INTERVIEWER: Mhm, y qué haces en Gainesville? SH: Um you re going to have to forgive me, my mind s like blown Um, yo estoy estudiar. INTERVIEWER: Tú estudias? Y qué más? SH: Yo trabajo en un restaurante de Dragonfly. INTERVIEWER: Y, con mucha frecuencia, vas de compras? SH: Yo no entendí, repe7rlo, por favor. INTERVIEWER: Con mucha frecuencia, vas de compras? Ir de compras significa go shopping. SH: All right, say that one more 7me, please. INTERVIEWER: Con mucha frecuencia, vas de compras? SH: Uh, no, uh, no voy a what did you, how did you say to go shopping? INTERVIEWER: Ir de compras. SH: No voy de compras. INTERVIEWER: Y, qué vas a hacer este verano? SH: Este verano, yo voy a visitar Brazil. INTERVIEWER: Vas a visitar Brazil, y vas a estudiar en Brazil? SH: No, um, yo voy a trabajar en Brazil. INTERVIEWER: Y, em, qué más vas a hacer en Brazil? Vas a leer, vas a jugar deportes? SH: What am I going to do in Brazil? I thought I just answered that. INTERVIEWER: Solo trabajar? SH: I don t know, I m going on a missions trip, I don t know how to express that in Spanish, but INTERVIEWER: Pues, buena suerte, muchas gracias.
16 Fluency analysis All interviews 3 groups x 4 par7cipants = 12 par7cipants x 3 interviews = 36 Transcribed and analyzed for fluency measures Fluency Total number of words spoken Number of Spanish words; Number of English words Number of dysfluencies Lexical density (number of unique Spanish words) Number of fillers/non- lexical items
17 General observations GROUP Total # words # Spanish words # Fillers Repe99ons/ false starts #Unique words Classroom Average RS+C Average RS Average
18 Ratio of L1/L2 words 1.00 Ra9o of English- to- Spanish words used, by group Control Classroom Average Average RS + class Average RoseBa Stone Average = no English words produced 1 = 1 English word produced for every Spanish word
19 Assistance requests 3.50 Average # of clarifica9on / assistance requests by group # Clarifica7on requests in Spanish # Clarifica7on requests in English Control Average RS + class Average RoseBa Stone Average
20 Assistance requests 3.50 Average # of clarifica9on / assistance requests by group # Clarifica7on requests in Spanish # Clarifica7on requests in English Control Average RS + class Average RoseBa Stone Average
21 Other considerations (1) Language learning motivation All learners indicated that their primary mo7va7on was to fulfill their language requirement One third (4/12) reported that they chose Spanish, specifically, as a language that would be useful in their par7cular careers RS volunteers par7cipated out of curiosity or convenience, but shared same degree of language learning mo7va7on.
22 Motivation Classroom Group Group High school language Why Spanish? background Classroom No Spanish French 3 I am required to take a language for my major. Classroom No Spanish La7n 3 Language requirement and for myself since I feel Spanish is a good asset as a physician. Classroom No Spanish Fulfill [college requirement]. Classroom No Spanish La7n AP I am going to Panama on a service trip. I believe formal classes would help me gain a beber grasp of the language than picking it up on my own.
23 Motivation RS+C Group Group High school language Why Spanish? background Rose<a Stone + Class No Spanish I am taking Spanish because I feel like it will be beneficial later on in life. Rose<a Stone + Class No Spanish As a requirement and to benefit my future jobwise. Rose<a Stone + Class No Spanish French 2 I need two semesters of a foreign language to Rose<a Stone + Class No Spanish French 4 graduate. College requirement.
24 Motivation RS Group Group High school language background Why Spanish? Rose<a Stone No Spanish Foreign language requirement. Rose<a Stone Rose<a Stone Rose<a Stone No Spanish La7n 3 No Spanish French 2 No Spanish ASL 3 CLAS requirement Required for major. Spanish is useful in my state/needed FL requirement. Why volunteer for RS? Heard a lot of good things about RoseBa Stone so decided to try it. Can beber manage my 7me and schedule and move more at my own pace without dealing with class. Sounded beneficial. I was going to use my own to supplement educa7on anyway.
25 Other considerations (2) Time on task GROUP Comple9on Rate Average Score Total Course Usage (hours) Total Class Time (hours) Classroom 96.99% 90.77% RS+C 93.67% 98.63% RS 97.67% 95.88% NA
26 Other considerations (3) Attitude survey Few changes (pre- post) in any group Significant changes (RS+C, C) on item #3: I am enjoying my Spanish- learning experience this semester. Significant changes (RS) on item #11: Interac<ng via chat or telephone is comparable to interac<ng face- to- face. Changes (RS, RS+C) on item #19: I would prefer to learn a language on my own <me and at my own pace than in a group or classroom sehng.
27 Conclusions Across environments Comparable outcomes on some measures Different development of conversa7onal skills, discourse strategies Skep7cism is jus7fied More research (always!) needed Larger, more varied sample size Different proficiency levels Broader student group More sensi7ve/appropriate tes7ng measures Assess cultural awareness and competence
28 Thank you. Special thanks to: UF College of Liberal Arts and Sciences UF Humani7es Scholarship Enhancement fund Carlos Enrique Ibarra (sta7s7cs) Caroline Reist, Keegan Storrs, Diana Wade (RA) Laura Bradley (RoseBa Stone) QR code here
29 Works Cited Bley- Vroman, R. (1988). The fundamental character of foreign language learning. In W. Rutherford & M. Sharwood Smith (Eds.), Grammar and second language teaching (pp ). Rowley, MA: Newbury House. Bley- Vroman, R. (2009). The evolving context of the Fundamental Difference Hypothesis. Studies in Second Language Acquisi<on 31(2), DeWaard, L. (2013). Is RoseBa Stone a viable op7on for L2 learning? Forthcoming in ADFL Bulle<n. Godwin- Jones, R. (2007). Emerging technologies; Tools and trends in self- paced language instruc7on. Language Learning and Technology, 11(2), Retrieved 26 September 2012 from hbp://llt.msu.edu/vol11num2/emerging/ Godwin- Jones, R. (2009). Emerging technologies: Speech tools and technologies. Language Learning and Technology, 13(3), Retrieved 26 September 2012 from hbp://llt.msu.edu/vol13num3/emerging.pdf Krashen, S. D. & Terrell, T. D. (1983). The Natural Approach: Language acquisi<on in the classroom. Hayward, CA: Alemany Press. Lafford, B., Lafford, P. & Sykes, J. (2007). Entre dicho y hecho : An assessment of the applica7on of research from second language acquisi7on and related fields to the crea7on of Spanish CALL materials for lexical acquisi7on. CALICO Journal, 24(3), Nielson, K. B. (2011). Self- study with language learning sofware in the workplace. Language Learning and Technology, 15(3), Retrieved 26 September 2012 from hbp://llt.msu.edu/issues/october2011/nielson.pdf Rovai, A. P. (2002). Development of an instrument to measure classroom community. The Internet and Higher Educa<on, 5, Santos, V. (2011). Review of Rose3a Stone Portuguese (Brazil) levels 1, 2, & 3. CALICO Journal, 29(1), Stevenson, M. P. & Liu, M. (2010). Learning a language with web 2.0: Exploring the use of social networking features of foreign language learning websites. CALICO Journal, 27(2), Vesselinov, Roumen. Measuring the Effec<veness of RoseBa Stone. hbp://resources.rosebastone.com/cdn/us/pdfs/measuring_the_effec7veness_rs- 5.pdf.
Exemplar for Internal Achievement Standard Spanish Level 1 This exemplar supports assessment against: Achievement Standard 90910 Interact using spoken Spanish to communicate personal information, ideas
Spanish III Honors Summer Assignment Práctica Español durante el verano! Disfrútalo, mejóralo, y documéntalo! Exposure to foreign language outside of the classroom is critical. The purpose of this assignment
CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the October/November 2012 series 0530 SPANISH (FOREIGN LANGUAGE) 0530/22 Paper 2 (Reading and
Sentence Match Quiz for Category: hacer_make_do_1 1) Nosotros hacemos todo lo posible para proporcionar un buen servicio. - A: We do our best to provide good service. - B: These chores are done each time.
www.radiolingua.com In this edition: talking about what you do at the weekend and learning about the present tense Lesson 41 Notes Qué haces durante el fin de semana? Learning about the present tense Programme
Sra. Morales Be courteous and respectful - treat others the way you would like to be treated. Be prepared and on time - not only in class but with your assignments as well. Be a team player - help those
90 HOURS PROGRAMME LEVEL A1 GENERAL AIMS On completing this course, students should be able to: be familiar with the Spanish alphabet letters and signs and relate them to the corresponding sounds. recognise
Bexley City School World Language Program Overview Communication express needs, feelings, and opinions. provide and obtain information. understand spoken and written language. function in authentic situations.
Department of Modern Languages SYLLABUS COURSE: SPN 1130, SPANISH I FOR NON HERITAGE LEARNERS MODALITY: Homework based TERM: Spring 2015 DAYS: Monday, Wednesday, Friday CREDIT: 5 semester hours PREREQUISITE:
AQA Level 1/2 Certificate June 2014 Spanish 8695/S Paper 3 Speaking Test Teacher s Booklet To be conducted by the teacher-examiner between 24 April and 15 May 2014 Time allowed: 11 minutes (including 2
December 09, 2006 Lesson 08 Notes In this edition: talking about your likes and dislikes. Me gusta la música. Lesson 08 Programme Notes Welcome to Coffee Break Spanish, the podcast aimed at independent
Spanish I: Youtube End of Year Review Youtube Review Lesson Plan 1. This assignment will require computers with access to Youtube and headphones. If there are not enough headphones to go around, students
Germanna Community College - Part A of the Syllabus Semester: Spring 2015 Class Info: SPA 202 Location/Room: Online Class Name: Intermediate Spanish II Class Days/Times: online Class Credits: 3 Instructor:
Gustar If you're a beginner, chances are most of the Spanish sentences you've been using as examples are ones that follow roughly the same word order as we use in English, with the verb following the subject.
Masconomet Regional High School Curriculum Guide Course Title: Spanish II CP Course Number: 4311 Department: Foreign Languages Grade Level and Phase: 9 College Prep Length of Course: Year Course Description:
Week 1 Week 2 Capítulo Preliminar 1. Intro to Spanish speaking world/nombres en Espanol 2. Frases útiles/ los cognados 3. El Alfabeto 4. Los Colores 5. Los números (0-30) and 1.3 Students present information,
FOR TEACHERS ONLY The University of the State of New York REGENTS HIGH SCHOOL EXAMINATION S COMPREHENSIVE EXAMINATION IN SPANISH Wednesday, January 24, 2007 9:15 a.m. to 12:15 p.m., only SCORING KEY Updated
Welcome to Descubre el español con Santillana! This year, your child will be learning Spanish by exploring the culture of eight Spanish-speaking countries. Please join us as we travel through each of the
Complementos Directos (Direct Objects) Complementos Directos explanation of direct object pronouns in English direct object pronouns in English and Spanish placement of direct object pronouns in Spanish
AP SPANISH LANGUAGE 2012 INTERPERSONAL WRITING SCORING GUIDELINES SCORE DESCRIPTION TASK COMPLETION/TOPIC DEVELOPMENT LANGUAGE USE 5 excellence 4 command 3 competence 2 Suggests lack of competence 1 lack
1 Spanish 1512.253 (TR 9:30 10:50) Course Calendar Spring 2015 U: Unidos etext: Electronic Textbook (See MySpanishLab at http://myspanishlab.com/) Audio for the activities in the hardcopy of the Classroom
Plan for: Preliminary Lessons Spanish Señora Franco Pass Communication Standard 1.1: Interpersonal, 1.2: Interpretive, 1.3: Presentational Culture Standard 2.1, 2.2 Connection Standard 3.1, 3.2 Comparison
Frequently Asked Questions IF I TOOK A FOREIGN LANGUAGE IN HIGH SCHOOL, WHAT LEVEL SHOULD I TAKE AT PCC? PCC offers placement tests in Spanish and French in order to determine which level students should
Shortcut to Informal Spanish Conversations Level 2 Lesson 1 These lessons extend on the ideas from Shortcut to Informal Spanish Conversations Level 1 http://www.informalspanish.com and Shortcut to Spanish
DEPARTMENT OF HISPANIC STUDIES TEXAS A & M UNIVERSITY BEGINNING SPANISH I (SPAN 101) Fall 2015 Instructor: Inti Yanes Office: ACAD 208 Office hours: MIDTERM E-mail: email@example.com FINAL EXAM Placement:
Pág.: 1 de 11 1.-Subject details Código Asignatura Créditos Idioma P NP Total 29107 2.4 3.6 6 Inglés Titulación Carácter Curso Semestre Estudios Grado en Turismo FB 1º 1º Grado FB: Formación básica FOb:Formación
Student Learning Outcomes in Hybrid and Face-to-Face Beginning Spanish Language Courses Casilde A. Isabelli University of Nevada, (United States of America) Isabelli@unr.edu Abstract This study investigates
Johnson County Community College 2016-2017 1 Foreign Language (FL) Courses FL 110 Elementary Ancient Greek (5 Hours) In this course, students will learn the basic vocabulary, grammar, and syntax of Classical
TUFTS UNIVERSITY DEPARTMENT OF ROMANCE LANGUAGES SPANISH 001 Online course The Department of Romance Languages is committed to educating students in the corresponding languages and cultures, both at home
Bienvenidos a la clase de Español Honores! THS 2013-2014 Your summer goal: To practice what you have been learning in Spanish and learn more about the Spanish language and Spanish-speaking cultures. REQUIRED
Youngstown State University Department of Foreign Languages and Literatures Syllabus Summer Session I 2015 Course: SPAN 1550 Instructor: Dr. Servio Becerra CRN: 30327 E-Mail: firstname.lastname@example.org MTWR: 8:00-10:15
Prepárate Lane Community College offers classes for students to establish a foundation for a successful transition to college. The classes below are recommended for students as resources for a successful
Spanish II Summer Assignment Práctica Español durante el verano! Disfrútalo, mejóralo, y documéntalo! Exposure to foreign language outside of the classroom is critical. The purpose of this assignment is
General Certificate of Secondary Education 2006 Spanish Paper 2 Speaking Tests Role-playing Situations (Foundation and Higher Tiers) [G9102] [G9106] G9102G9106EB TEACHER S BOOKLET, ALL SESSIONS TEACHER
Division of Arts, Humanities & Wellness Department of World Languages and Cultures Course Syllabus SPANISH II LAN 230 Semester and Year: Spring 2014 Course and Section number: 230- Meeting Times: Location:
91148 911480 2SUPERVISOR S Level 2 Spanish, 2012 91148 Demonstrate understanding of a variety of spoken Spanish texts on familiar matters 2.00 pm Tuesday 20 November 2012 Credits: Five Achievement Achievement
AP SPANISH LANGUAGE 2010 INTERPERSONAL WRITING SCORING GUIDELINES SCORE DESCRIPTION TASK COMPLETION / TOPIC DEVELOPMENT LANGUAGE USE 5 HIGH Fully addresses and completes the task with a relevant, thorough
Course Title: Spanish III Course Number: NM 112545101 RISD 08311 Open to grades: 9-12 Credit: One unit Prerequisite: Successful completion of Spanish I and II with a grade of 80% or above or a significant
SUMMER WORK AP SPANISH LANGUAGE & CULTURE Bienvenidos a la clase de Español AP! To truly learn a language you have to use it as much as possible. The AP Exam focuses on the four communication skills: speaking,
AP SPANISH LANGUAGE AND CULTURE EXAM 2015 SCORING GUIDELINES Identical to Scoring Guidelines used for French, German, and Italian Language and Culture Exams Interpersonal Writing: E-mail Reply 5: STRONG
Department of Modern Languages SYLLABUS COURSE: SPN 2200, INTERMEDIATE SPANISH I FOR NON-HERITAGE LEARNERS TERM: Spring 2015 DAYS: Monday, Wednesday, Friday CREDIT: 3 semester hours PREREQUISITE: SPN 1131
AP SPANISH LANGUAGE 2011 PRESENTATIONAL WRITING SCORING GUIDELINES SCORE DESCRIPTION TASK COMPLETION TOPIC DEVELOPMENT LANGUAGE USE 5 Demonstrates excellence 4 Demonstrates command 3 Demonstrates competence
ARSMA-II-Scala 1 1 (5) Muchísimo o casi todo el tiempo (4) Mucho o muy frequente (3) Moderado (2) Un poquito o a veces (1) Nada 1. Yo hablo Español. (1) (2) (3) (4) (5) 2. Yo hablo Inglés (1) (2) (3) (4)
BtoB MKT Trends El Escenario Online Luciana Sario Gerente de Marketing IDC Latin America 2009 IDC W W W. I D C. C O M / G M S 1 Audio Test Estamos haciendo un Audio Test y estoy hablando en este momento
Finanza Toolbox Materials What is a Bank Loan? Borrowing money from the bank is called a bank loan. People borrow money from the bank for many reasons. One reason to get a bank loan might be to buy a car.
Pretest/Posttest Teacher Version Spanish Version Table of Contents Directions for Test dministration... iii Domain: Listening... Domain: Speaking... 6 Domain: Reading... 9 Domain: Writing... nswer Key...
August September 1 st nd 3rd week 4 6 31 SPAN 113 Intermediate Spanish Schedule The University of Oklahoma Department of Modern Languages, Literatures, and Linguistics Fall 015 MW PM Class Abbreviations:
GCSE (9 1) Spanish J722/03, 05 Speaking (Foundation Tier) Sample Question Paper F 10 April 15 May ROLE PLAY CARD 1 This candidate card is to be handed to the candidate at the beginning of the preparation
Spanish 1A Course Outline (Tentative) 1 **** Note: All dates and assignments are subject to change. I will announce the changes in class. Remember that if you miss class, your best bet for a quick response
SECOND LANGUAGE PROF. SPANISH The University of the State of New York SECOND LANGUAGE PROFICIENCY EXAMINATION SPANISH Monday, June 21, 2004 9:15 a.m. This booklet contains Parts 2 through 4 of the examination.
Syllabus for Spanish 1 Fall Semester 2009 General Description: Bienvenidos! This is an introductory course to both the Spanish language and the cultures where the Spanish language is spoken. This course
First Year Spanish I SPAN 111 Summer 2015 MTWR Instructor: Office: Office Hours: Email: Phone Number: Overview Bienvenidos! Welcome to Spanish 111, the first semester in UNR s Basic Spanish Language Program
Welcome to Descubre el español con Santillana! This year, your child will be learning Spanish by exploring the culture of eight Spanish-speaking countries. Please join us as we travel through each of the
Northwest College email@example.com Spanish 1412 Please allow at least one full business day (Monday Friday) respond to e-mail and/or voice messages. for the instructor to EO2 primary mode for
Verbs + INFINITIVE (to + verb) I. Advise Beg Encourage Invite Persuade Remind Volunteer Afford Care Expect Learn Plan See Wait Agree Choose Fail Manage Prepare Struggle Want Appear Claim Help Mean Pretend
Spanish 402: Elementary Spanish Fall 2013 Course Outline Folsom Lake College Professor: Carlos J. López Phone: (530) 642-5618 e-mail: firstname.lastname@example.org http://www.flc.losrios.edu/~lopez Office hours:
Year Three SE Grant ED PACE Educational Development for Planning and Conducting Evaluations Goals Provide empirical data on student achievement in virtual foreign language courses using a quasiexperimental
YASAR UNIVERSITY SCHOOL OF FOREIGN LANGUAGES COURSE SYLLABUS SPANISH I Course Code : SOFL 041 Course Title : Spanish I Academic Year : 2010-2011 Semester : Winter Course Language : Spanish Course Material
Study Center in Monteverde, Costa Rica Course name: Beginning Spanish Language III Course number: SPAN 1003 MTVE Programs offering course: Sustainability and the Environment Language of instruction: Spanish
Prepare to speak Spanish Out There Aim: Of course a lot of us travel with a map, but sometimes we need the help of the locals for directions to the best-kept secrets. What we are going to learn in this
APEC Online Consumer Checklist for English Language Programs The APEC Online Consumer Checklist For English Language Programs will serve the training needs of government officials, businesspeople, students,
Language Learning & Technology http://llt.msu.edu/issues/october2011/nielson.pdf October 2011, Volume 15, Number 3 pp. 110 129 SELF-STUDY WITH LANGUAGE LEARNING SOFTWARE IN THE WORKPLACE: WHAT HAPPENS?
Spanish Survival Phrases 1 Catherine Fortin, Copyright 2008 You need to say and use the following phrases, The Dirty Dozen, just to get by. Memorize the Dirty Dozen (la docena sucia) with the following
SPAN 295 SPANISH IN THE WORKPLACE Spring 2016 Instructor Information: Instructor: Dr. Rafael Cabañas Alamán Email: email@example.com Phone: 91-533-5935 Ext. 134 Office: Humanities & Social Sciences /
www.spanish-4-you.com 310-994-0964 111 W. Ocean Blvd. Suite 409 Long Beach, CA 90802 310-994-0964 firstname.lastname@example.org Spanish Workbook IA Adult Program (free Preliminary lesson) Please read Introduction
CURRICULUM MAPPING Subject: Spanish C Grade: 2 nd, 3 rd, 4 th Content/Essential Questions for all Units Students will participate in general conversation in Spanish Language Students will demonstrate knowledge
Masconomet Regional High School Curriculum Guide Course Title: Spanish III CP Course Number: 4321 Department: Foreign Language Grade Level and Phase: 10 College Prep Length of Course: Year See also Spanish
GENERAL OVERVIEW STATEMENT OF THE PROBLEM 1 LITERATURE REVIEW 2 METHODOLOGY 3 FINDINGS 4 RESEARCH AND PEDAGOGICAL IMPLICATIONS 5 LIMITATIONS 6 CONCLUSIONS 7 STATEMENT OF THE PROBLEM United Nations Development
REVISTTA ELLECTTRÓNI ICA INTTERNACI I IONALL ISSN I 11557766- -77880099 EVALUATING A FOREIGN LANGUAGE IN PRIMARY EDUCATION Plácido Bazo University of La Laguna email@example.com Marcos Peñate University
DOCUMENT RESUME ED 318 301 FL 800 119 AUTHOR Spener, David TITLE Setting an Agenda for Study in Home-Based ESL r.lasses with Native Speakers of Spanish. PUB DATE 90 NOTE 7p. PUB TYPE Guides - Classroom
LEARNING MASTERS Explore the Northeast Explore the Northeast BUILD BACKGROUND Reading Expeditions: Language, Literacy & Vocabulary Five Regions Map Use the information on page 4 of Explore the Northeast
Enhancing Technology College Students English Listening Comprehension by Listening Journals Jung-chuan Chen* Department of Applied Foreign Languages, Nanya Institute of Technology Chung-Li, Taiwan, 32034
UNIVERSITY OF CALIFORNIA Employee feedback on the DORN On-site pain treatment Program Life changing!! Great job!! Jason was wonderful to work with. He really knows what hi s doing. Thank you! Great job!!
Subject SPANISH ADVANCED Year 10/13 Preparation to AS examination Week Unit Title Aims 1 My world My country, My family and Genealogical tree. Vocabulary: relatives Spanish tradition La romeria del Rocio
REY PERALES MEMORIAL SCHOLARSHIP On August 6th, 2007, the National Plasterers Council lost a great friend and respected colleague in REYMONDO Rey PERALES. REYMUNDO "Rey" PERALES was born October 14, 1951
The New Forest Small School Spanish For Children Aged 11 to 16 OCR GCSE in Spanish J732 AIMS AND OBJECTIVES To provide: A meaningful and enjoyable educational experience Known and achievable but challenging
Spanish Textbooks/Books Edition Copies Level Arriba Comunicaciόn Y Cultura 3rd 1 Arriba Comunicaciόn Y Cultura Annotated Instructor's Ed. 3rd 1 Arriba Comunicaciόn Y Cultura Workbook 3rd 1 Arriba Comunicaciόn
Tema Week Dates: Theme/Grammar/Unit/Chapter(s) 1 September 4-5 1 2 day week 2 September 8-12 En la clase Con mis amigos Introducción al curso & presentaciones/evaluaciones preliminares Intro: Hola, Qué
Karen's Linguistics Issues, June 2001 This Month's Articles Previous Months Computer-Assisted Language Learning (Call) And The Internet by Solange Moras Cultura Inglesa de São Carlos, Brazil, June 2001
1 SPAN 1002 A3: Elementary Spanish II Summer 2015 Department of English and Foreign Languages http://www.gru.edu/colleges/pamplin/efl/ Georgia Regents University http://facebook.com/fl.gruaugusta Class
The Mighty Echar One verb, how many meanings?! www.notesinspanish.com Ben Curtis and Marina Diez 1 www.notesinspanish.com Somewhere south of the Retiro Park, Madrid Hola! Just how many things can one verb
Dartmouth College Department of Spanish and Portuguese Spanish 3 INTERMEDIATE SPANISH II Fall 2014 Professor:... Office:... Office hours:... C0NNECTPLUS ACCESS CARD ONLY AUTHOR Thalia Dorwick, Ana Maria