Syllabus [TULSA COMMUNITY COLLEGE, SOUTHEAST CAMPUS] Roberto Maduro, Instructor. I_SPAN_1213_390_22175_201120: Spanish II.

Transcription

1 Syllabus 2011 Roberto Maduro, Instructor [TULSA COMMUNITY COLLEGE, SOUTHEAST CAMPUS] I_SPAN_1213_390_22175_201120: Spanish II Spring

2 INDEX INDEX R. Maduro SPA 1213 Call No General Info GO 2. Course and Program Description GO 3. Textbooks and supplies GO 4. Course Objectives GO 5. Teaching Methods GO 6. Technical Requirements GO 7. Computer Resources GO 8. Tentative Schedule GO 9. Language Labs GO 10. Transferability GO 11. Communications GO 12. General Education Goals GO 13. Special Needs GO 14. Academic Integrity GO 15. Institutional Statement GO Spring 11 2

3 SYLLABUS Tulsa Community College, Southeast Campus Spring 2011 Course: SPA 1213, Spanish II Section #: 390 Call #: Days(s) & Time(s): Online class. For office hours (in person, by Skype, phone, or Wimba Classroom, make appointment via or phone. Start and End Dates: 1/10/11 5/06/11 Course Delivery Method: Online Instructor: Roberto E. Maduro Course Format: 3 credits - 16 weeks Office Hrs: M F, 8:00 A.M. 5:00 P.M. (appointment needed) Office roberto_maduro@mail.tulsacc.edu Office Phone: (918) Office Location: Southeast Campus Room 1120 Skype name: roberto.maduro TO CONTACT ACADEMIC AND CAMPUS SERVICES: Director: Ann Craig Office: Southeast Campus Room 2202 Phone: (918) TO CONTACT THE DIVISION OFFICE: Division Name: Communications Division Associate Dean: Judy Leeds Division Office Location: SE 1202 Division Phone Number: (918) COURSE PREREQUISITE Spanish I COURSE DESCRIPTION A course in understanding, speaking, reading, and writing Spanish, the second in a sequence of four related courses. This course covers Chapter 4 through Chapter 7 of the textbook. (Approximately 40% of class conducted in Spanish.) PROGRAM DESCRIPTION The growing need for multi-language skills has reached a critical point. More and more degrees and career paths require applicants with sufficient competency to communicate with a native speaker of the designated language. This program is designed for students who wish to acquire oral and written language proficiency, an awareness of the Spanish-speaking culture, and who have plans to transfer to a four-year university. TCC instructional methods infuse technology into the learning process. NEXT COURSE IN SEQUENCE SPA 1313, Spanish III. Spring 11 3

4 TEXTBOOKS, SUPPLIES, & OTHER SOURCES If you used Puntos de Partida in Spanish 1 OR do not own any Spanish textbooks used at TCC, the following are the materials you need for this class. Puntos de Partida (Textbook, Digital Edition) Title Edition Author Publisher 8 th Knorre, Dorwick, Pérez- McGraw-Hill Gironés, and Villarreal Puntos de Partida Online Laboratory Manual Puntos de Partida Online Workbook 8 th QUIA 8 th QUIA If you used Plazas products in Spanish 1 and you do not wish to buy a new package, you can still use them in this course. The following is the information for the Plazas alternative. Title Edition Author Publisher Plazas: Lugares de 3 rd Herschberger, Navey- Heinle Learning Center Encuentros (ebook) Davis, and Borrás Plazas Workbook/Lab Manual 3 rd QUIA IMPORTANT NOTICE: Students who used the Plazas textbook and QUIA in Spanish 1, can keep using Plazas in this course. Although this class is built around Puntos with regard to the general course structure, all learning activities and homework are also referenced to Plazas, 3rd. edition, so that users of that textbook and its corresponding online resources are not forced to buy a new set of materials. In other words, this course accommodates both Puntos and Plazas users, although, for the latter product, the topic sequence had to be altered to follow the former's. COURSE OBJECTIVES The main course objective for this class is: To develop oral proficiency in Spanish so that students can be used this language effectively in the real world This course aims at preparing students to perform whole tasks in authentic contexts. In general, this course s main task is practical communication and socialization in Spanish, which involves knowledge of basic content (vocabulary and grammar) and specific skills (conversation and comprehension). Authentic contexts refer to real-life situations. Consequently, transfer of knowledge and skills from the classroom to the workplace and everyday life is an essential goal of the instructional model used in Spanish 2. Specifically, at the end of the semester, students should be able to converse, informally, with a native Spanish speaker, in Spanish only, for at least ten minutes, with the degree of flow expected for level 2, covering the basic topics (house, weather, food, and travel) and using the grammatical tools (reflexives, ser/estar, comparisons, object pronouns, saber/conocer, past tense, etc.) introduced in class. Related goals for Spanish 2 are: At least 95% of participating students should exit even the second level of language at TCC with a measurable oral proficiency which is understandable to a native speaker of the target language. At least 95% of participating students will develop proficiency in the four skills (listening, speaking, reading, and writing) in the target language appropriate to the level of the course. Spring 11 4

5 At least 95% of participating students will be able to understand the target language within the vocabulary and structure limitations of the appropriate level when spoken by a native speaker at a normal rate of speed. At least 25% of the grade will be based on the student s ability to write in Spanish without the aid of other devices. Students will have opportunities to acquire awareness and appreciation of the people who use the target language and their culture. In this course, the Oral Proficiency Guidelines published by ACTFL (American Council for the Teaching of Foreign Languages) are used as references to determine the functional level of students at different points throughout the semester. In general it is expected that students will be able to perform at the Intermediate-Low level in the aforementioned scale. In the area of language production (speaking), ACTFL describes that level as follows: Speakers at the Intermediate-Low level are able to handle successfully a limited number of uncomplicated communicative tasks by creating with the language in straightforward social situations. Conversation is restricted to some of the concrete exchanges and predictable topics necessary for survival in the target language culture. These topics relate to basic personal information covering, for example, self and family, some daily activities and personal preferences, as well as to some immediate needs, such as ordering food and making simple purchases. At the Intermediate-Low level, speakers are primarily reactive and struggle to answer direct questions or requests for information, but they are also able to ask a few appropriate questions. Intermediate-Low speakers express personal meaning by combining and recombining into short statements what they know and what they hear from their interlocutors. Their utterances are often filled with hesitancy and inaccuracies as they search for appropriate linguistic forms and vocabulary while attempting to give form to the message. Their speech is characterized by frequent pauses, ineffective reformulations and self-corrections. Their pronunciation, vocabulary and syntax are strongly influenced by their first language but, in spite of frequent misunderstandings that require repetition or rephrasing, Intermediate-Low speakers can generally be understood by sympathetic interlocutors, particularly by those accustomed to dealing with non-natives. Degree Application: Spanish Associate of Arts, International Language Studies Certificate or Associate of Liberal Arts (Spanish Option), International Studies Associate (Americas Option), and others. TEACHING METHODS This course is conducted online but live conversations (including two general conversations) with the instructor and classmates throughout the entire course are required. Three basic methods are used to develop language skills in this course: Knowledge construction students are encouraged to process the information received and to react to the stimuli provided in class to generate their own conclusions and take ownership of their learning. In other words, through knowledge construction, students will turn the inputs received in class into their own outputs. Repetition drills these exercises pursue the automation of basic tasks (for instance, vocabulary acquisition, verb conjugation, and noun-adjective agreement) and the development of conversational reflexes. Behavior modeling students are encouraged to learn from observation as the instructor and fellow learners solve the various communicative problems (or tasks) presented throughout the course. Instructional strategies include: Use of online study and homework resources (the Textbook, Digital Edition or ebook, which is the main reference resource and contains a variety of graded recording activities, the Spring 11 5

6 R. Maduro SPA 1213 Call No online Workbook, which includes reading and writing exercises, and the online Lab Manual, which provides listening comprehension practice through audio materials) Text-based lectures Audio presentations, including lectures, pronunciation segments, and conversations for listening comprehension Video presentations (with audio) with the same objectives as the audio materials with the addition of non-verbal communication and settings PowerPoint presentations and other multimedia products, narrated or non-narrated Use of discussion boards Use of blogs, through an utility built into Blackboard Internet links and searches The Chat-Lab, which consists of weekly on-campus meetings intended to foster learnerinstructor and learner-learner interaction with emphasis on oral skill development. Consultation and tutoring through traditional phone calls, use of the Wimba Classroom application (built into Blackboard) or in person TECHNICAL SKILL REQUIREMENTS Students should be comfortable with the following operations: Sending with attachments Participating in threaded text-based discussions Accessing internet resources and conducting searches Recording their voice to a computer and posting or ing the resulting audio clips Performing basic word tasks creating, saving and attaching documents. Downloading, opening and viewing multimedia materials from a website (audio and video) Opening and viewing PowerPoint presentations Participating in real-time interactive environments, similar to chat rooms but enhanced with web-conferencing features, including audio/video transmission Blogging Following a written set of technical directions COMPUTER-BASED RESOURCES For Plazas users, click on the arrow to see note above Students must purchase the three digital components for Puntos de Partida, 8 th Edition: a BOOK KEY for the CENTRO Digital Textbook Edition (e-book), the CENTRO Online Workbook, and the CENTRO Online Laboratory Manual. With a single log-in authentication through CENTRO < students can access these three digital components. Students will need a Course Code when registering their Book Keys in CENTRO. In addition, students have free access to the Online Learning Center (OLC) Website < (Student Edition) and other resources, which provides them with a wealth of supplementary exercises and activities specially created for use with Puntos de Partida. Online exercises benefit students with self-scoring activities and instant feedback. Students are expected to have a basic level of computer proficiency to use Blackboard < Digital Textbook (ebook), Online Workbook & Laboratory Manual. REFERENCE To find the CENTRO or QUIA course code for this class, please go to the 13.2 Registering to Use Online Resources item on this course s Blackboard site. Spring 11 6

7 TENTATIVE SCHEDULE OF ACTIVITIES, AGENDA, AND/OR COURSE OUTLINE The instructor may change the activity schedule AT ANY TIME with notification by or through an announcement posted in the ANUNCIOS section of the Blackboard class site. A general schedule of activities is posted under (2) Course Info on the Blackboard class site. However, the most detailed sources of information for specific activities are the weekly OVERVIEWS posted under each Capítulo (chapter) section on Blackboard. These overviews and the items contained in every chapter section provide the final word regarding due dates and schedule changes. Often, but not necessarily always, announcements will direct students to the weekly overviews. LANGUAGE LABORATORIES Students can use the language labs located at Tulsa Community College s four campuses at their convenience (day or evening) and in accordance with course assignments. Many computer-based resources as well as DVDs, videotapes, books and magazines are available for students. At the Southeast Campus Language Lab, students can also receive one-on-one free tutoring (by appointment) or join the Chat Lab to practice conversation. To locate a language lab or contact its staff, use the following table: CAMPUS ROOM PHONE Metro MC430A Northeast Southeast West TRANSFERABILITY Students should verify transferability of this course with the college or university to which the credits are to be transferred. In general, this is a standard course in the language department at most universities through the nation. COMMUNICATIONS All TCC students receive a designated MyTCC address (ex: jane_doe@mail.tulsacc.edu). All communications to you about TCC and course assignments will be sent to your MyTCC address; and you must use MyTCC to send to, and receive from, the instructor regarding this course. Inclement Weather: Although this is an online class, campus-based activities such as lab sessions and tutoring may be impacted by weather. However, TCC rarely closes. If extreme weather conditions or emergency situations arise, TCC always gives cancellation notices to radio and television stations. This information is also posted on the TCC website ( In most cases when the campus is closed due to weather, onsite lab sessions will be changed to an all-online format via the Wimba Classroom tool embedded in Blackboard. GENERAL EDUCATION GOALS General Education courses at TCC ensure that our graduates gain skills, knowledge, and abilities that comprise a common foundation for their higher education and a backdrop for their work and personal lives. TCC s General Education goals are: Critical Thinking, Effective Communication, Engaged Learning, and Technological Proficiency. STUDENTS WITH SPECIAL NEEDS Students with documented disabilities are provided academic accommodations through the disabled Student Resource Center ( ) or Resource Center for the Deaf and Hard of Hearing ( Spring 11 7

8 7428), TDD-TTY ( ). If any student is in need of academic accommodations from either office, it is the student s responsibility to advise the instructor so an appropriate referral can be made no later than the first week of class. Students may also contact the disabled Student Services Offices directly at the telephone numbers indicated. ACADEMIC ACCOMMODATION WILL NOT BE PROVIDED UNLESS APPROPRIATE DOCUMENTATION IS PROVIDED TO THE DISABLED STUDENT SERVICES OFFICES TO SUPPORT THE NEED. ACADEMIC INTEGRITY - PLAGIARISM The cornerstone for intellectual achievement is academic integrity. Tulsa Community College recognizes that academic honesty is the vital key to a learner's true intellectual growth and ultimate personal satisfaction and success. Academic dishonesty (cheating) is defined as the deception of others about one s own work or about the work of another. Plagiarism is a specific type of academic dishonesty. It is claiming, indicating, or implying that the ideas, sentences, or words of another are your own; it includes having another person do work claimed to be your own, copying the work of another and presenting it as your own, or following the work of another as a guide to ideas and expressions that are then presented as your own. Academic dishonesty or misconduct is not condoned or tolerated at campuses within the Tulsa Community College system. Tulsa Community College adopts a policy delegating certain forms of authority for disciplinary action to the faculty. Such disciplinary actions delegated to the faculty include, but are not limited to, the dismissal of disrespectful or disorderly students from classes. In the case of academic dishonesty a faculty member may: Require the student to redo an assignment or test, or require the student to complete a substitute assignment or test; Record a "zero" for the assignment or test in question; Recommend to the student that the student withdraw from the class, or administratively withdraw the student from the class; Record a grade of "F" for the student at the end of the semester. Faculty may request that disciplinary action be taken against a student at the administrative level by submitting such a request to the Dean of Student Services. INSTITUTIONAL STATEMENT Each student is responsible for being aware of the information contained in the TCC Catalog, TCC Student Handbook, TCC Student Code of Conduct Policy Handbook, and semester information listed in the Class Schedule. All information may be viewed on the TCC website: Spring 11 8