Christine Gonzales 2013 post Tenure Review Table of Contents

Christine Gonzales 
 Post- Tenure Review 2010 - 2013 Table of Contents

Dr. Paul Allen, Humanities Department Chair

Professor Suzanne Jacobs

Professor Connie Spanton-Jex

This document constitutes an annotated list and narrative of my activities during 2010 – 2013 which are of interest to the post-tenure committee.  I have labelled the supporting documents in brown.  These documents are located in the right-hand column as a drop-down menu. 

Here are the five categories of my portfolio:

001 TEACHING

002 PROFESSIONAL ACTIVITY

      002.A. PROFESSIONAL DEVELOPMENT

      002.B. ORGANIZATIONAL PARTICIPATION

003 SERVICE-COLLEGE AND COMMUNITY

     003.A. COLLEGE SERVICE

     003.B. PARTNERSHIPS & COMMUNITY SERVICE

Some of the documents also contain links to additional pertinent entries in pdf form.

001 TEACHING

001.A Sub-role #1: Instructional Delivery

001.A.01 Uses appropriate pedagogy for discipline and instructional task

[See ‘001' entries three entries named 001.A.01 & then named for D1010, D1020 or Spanish 1010]

2010 to 2013: Learning has shifted from acquiring oral proficiency to acquiring Advanced-Low (C1) oral proficiency---in every class, topic by topic, week by week---by aiming every learning activity towards learning to converse about it on the C1 level. From 1010 to 2020, students ask and answer questions about each individual topic on the C1 level. As they progress throught the four semesters, they gradually learn to converse on more and more topics, until by the end of 2020 they can converse on the C1 level on more-or-less any topic. Thus, students make few utterances on the A or B levels: we use those levels for in-class brainstorming. ACTFL professor Chantal Thompson teaches this (ACTFL Webinar 2011).

1. 2010: I offered extra credit which involved a combination of conversing and writing short paragraphs in the target language.
2. 2012: Students now have a significant number of assignments which involve them speaking & conversing in the target language. We spend class time with them learning & practicing:

1. How to ask simple questions in an artificial role-play situation with students’ fluent friends (such as convincing one’s German grandma to allow one to ask her what her name is);
2. How to talk to onesself. How to transition from repeating verb conjugations to repeating them in a simple, pithy, obvious sentence, then to use the sentence to have one’s right hand ask the left hand questions and elicit answers from that hand,continuing the queries until all of the verb paradigm has been practiced. Example: RH: Spielst du Fußball: LH: Ja, ich spiele Fußball. RH: spielt Obama Fußball? LH: Ja, er spielt Fußball. Etc. This is called der Verbentanz of La danza de los verbos. It is essential in European languages, and it is essential to contextualize the verb dance immediately. Thus, the student begins making an utterance on the Novice (A1) level but within c. 1/2 hour transitions that utterance to the (admittedly lame) Advanced (C1) level.

3. 2011 – 2013: The only extra credit ever offered is to complete more of the oral conversation assignments: filmed conversations placed in the Canvas website. All of these, whether assigned or EC, must be totally audible, clear and interesting to he peers. A few notes are allowed, but no conversations may be read. (Anecdotally) students react very positively to viewing themselves and their peers actually conversing in the target language only 1-2 weeks after the semester has begun
4. Students in all of my courses are required to post a video conversation (plus reflection artifact) as a signature assignment in their ePortfolios. In Fall 2011 this was rather successful; however, since the ePortfolio might not be completely private, students in Spring 2013 are assigned to either ensure that their ePortfolio is closed to the public, or to create a video conversing which does not show their face but has them using cartoons or other paraphanelia.

001.A.02 Effectively integrates appropriate technology into the classroom

1. 2010 Maintained Blackboard website: I only handed out an information sheet & phonetic system; students downloaded the rest from the course website. I posted syllabus & calendar, files & video links, music & art work, discussions including shared student work, exams, feedback, announcements.
2. 2011 Expanded use of Blackboard but used an electronic gradekeeper which students had to view in appointments with me
3. 2012 Transitioned to Canvas: I post syllabus & calendar, files and video links, music & art work, shared student work, extensive and immediate feedback, typed in simple German or Spanish with any necessary glosses. My most-immediate goals and best accomplishments of 2013:

1. All students are now assigned to create 7 – 12 videos per semester of themselves conversing. They use Canvas software and post them in Canvas, so their videos are shared, appreciated and encouraging to others.
2. The Canvas gradekeeper is up and running, so my students can access and track their grades anytime online; [it has a very bad problem: the cumulative raw score and percentage are at the far right, but hopefully Canvas will on day move this to the far left columns—immediately after the students’ names.]

001.A.03 Explains concepts clearly to students

[See ‘001' entries three entries named 001.A.01 & then named for D1010, D1020 or Spanish 1010]

1. With linguistic credentials and proficiency in five languages, I am able to explain pretty-much any structure to students. The challenge is to combine this with immediate and appropriate oral practice and then to spiral into C1 level paired oral tasks instead of giving too much linguistic detail.
2. I use a lot of color (one for each of the four German noun cases and six to conjugate verbs); multiple intelligences, especially the bodily-kinesthetic intelligence and material organized into easily-useable tables to make certain structures accessible to students (viewable inside of my syllabus / calendar files): German noun ‘jobs’, case identification and endings ‘placed’ on the left and right hands to aid in gender and ending memorization; four ditties including sample sentences for the four types of prepositions; colored pronoun charts and mnemonic ditties; organization of the 11-odd German noun jobs; a German word order table with iconsl and longs ditty for the possessive adjectives and the relative pronouns. All of these provide practice and mastery with simple contextualized examples.
3. In Spanish there are colored verb paradigms, contextualized practice called la danza de los verbos; a song for the possessive adjectives, and conextualized practice for dative verbs with la mano de gustar, which ends reminding students that the fingers open up ‘like Spock.’ [This hand also works for dative verbs in German or any other European language.]

001.A.06 Seeks and uses feedback to improve teaching

1. I monitor myself constantly, ask students for feedback and consult with colleagues: mainly with the two Spanish faculty; the Japanese instructor; some Spanish, the Italian and the Tongan adjunct.
2. Constant feedback is crucial to ensure that I instruct and that students learn well. Millennial students need to communicate their status and feelings often.
3. The languages use online Student Activities Manuals and websites which give access to other didactic materials, such as learning videos, tutorials, etc. Only constant feedback from students ensures that these websites run correctly and that there are never difficulties to prevent student practice. I have close contact with the technicians and representatives of these companies to ensure rapid conflict resolution.

001.B Sub-role #2: Instructional Design and Assessment

The teacher:

001.B.01 Revises curriculum on a regular basis, using student, peer, PAC, outcomes assessment, and transfer institution feedback

1. My membership in the Utah AATG and Utah German Task Force makes me immediately privy to all of the proficiency goals in transfer institutions as well as those of feed institutions to SLCC. Of concern is Weber State’s move to reduce intro language courses to three credit hours and their goal for students only to reach Intermediate level (B) after two years (instead of C level). I support SLCC continuing to aim for five credit hours during first year and four during second year, reaching Advanced-Low (C1) by exit 2020 (the more difficult languages, such as as Arabic, Chinese and Japanese, should offer second-year courses of five credit hours).

001.B.02 Assesses course and College learning outcomes

[See ‘001' entries three entries named 001.A.01 & then named for D1010, D1020 or Spanish 1010]

1. Language learning outcomes remain the five Cs: communication, cultures, connections, comparisons, communities. These are complementary to but broader than the SLCC learning outcomes: substantive, employable knowledge; effective communication; quantative literacies; critical thinking; civic engagement and teamwork. Reason: Using a target language on every level means developing one’s ability in all five of the SLCC areas plus many more areas by conversing and writing in the new language. Since students in the first two years of language-learning can communicate and discuss much less in Spanish and German than in their own language, their accomplishments in the SLCC learning outcomes have a lot of breadth but not necessarity much depth: this is most notable in their lessened ability to alucidate critical thinking. In quantative literacy; however, they can complete many of the algebraic equations in Spanish or German, so students are freer to engage in target-languge math than they would be in a conventional Humanities course: there is virtually no limit to what students are encouraged to explore using the target language. Anything goes.
2. My main interest, beyond the topics and themes typical of introductory language courses, is for students to use German and Spanish to explore diversity and sustainability. Contemporary German learning already includes these topics; Spanish courses include cultural diversity and are beginning to touch on sustainability.
3. Through language learning students create a new personal reality, and this process begins during the first two introductory years. They create and gain a new picture of their world (or a new world in which to exist), they also create a new self; they become a different person, or perhaps an expanded person, in the target language. Eventually the new language and the ond one kind-of meld into one, but in another sense they remain gloriously separate. Fluent speakers find themselves using one to think about one idea, then they flow into another to think about another idea; or, they mix two languages to think about one idea.

001.B.03 Prepares appropriate assessment tools for class

[See ‘001' entries three entries named 001.A.01 & then named for D1010, D1020 or Spanish 1010]

1. Formative assessment: Each class begins with a short, quick 5-point quiz which I use to take roll, to check studying of that days’ assignment and to review the previous day’s instruction.
2. Assessment of students’ progress and engagement is constant before, during and after class. I call/text of email them (via Canvas); I also use the SLCC Early Alert.
3. My main summative assessment tools are written composition and oral conversation tests. New this semester: I ask students to include 1-2 statements about the culture studied in the current chapter. Example: GER 1020, CH 6 deals with housing. I assigned students to view and prepare simple report on naturist and architect Friedensreich Hundertwasser. I asked them to mention any of his philosophies in their oral and written compositions, and some of them conversed about liking the differently-shaped windows, growing trees in their living rooms or avoiding straight lines, etc.

001.B.04. Designs effective learning activities and assignments

[See ‘001' Entry named 001.A.01 & then named for D1020 ]

1. I like to give students the freedom to create their own assignments with certain parameters given. Example: I used the Friedensreich Hundertwasser German-language videos and students’ short reports to make a structure quiz of the A-wohin and D-wo prepositions. Thus, I used their own writing to create my quiz questions. We very successfully reviewed the videos and material they had learned about Hundertwasser, practiced and discussed certain structures and how to talk about his philosophies in simple German. This made the students more prepared to discuss him freely in their CH 6 oral and written tests.
2. I use Multiple Intelligences in students’ assignments and test preparation:

1. Their test prompt usually includes them bringing personal pictures or drawings of chapter discussion topics to use when writing and conversing.
2. At times students create a poem or poster and hang it on the wall for others to view.
3. Students have to stand up to change role-play partners every 5 -7 minutes. We talk about this and how to utilize their bodily-kinesthetic intelligence when learning outside of class. They learn that many ‘nervous tics’ are actually a strong bodily-kinesthetic intelligence helping one to learn.
4. Between 2010 and 2013 I have steadily increased the use of the musical intelligence in language learning,since it has played such a large part in my own language acquisition. In my language textbooks, each chapter has a song related to the main theses, with didactic materials designed to increase cultural and listening proficiency. I arrange for the students to get the maximum listening value out of the songs (without looking at the lyrics, then I have them listen again to the songs with the lyrics; they sing along, dance to them, converse with them, restate them differently, etc. Students are expected to listen to the songs during free time every day, to choose which elements will become active language and which will remain passive vocabulary.
5. Since I am a musician, I would just as soon have an unrealistic amount of music. In German, I would like to have in each chapter one folk song, one classical art song or operatic aria and one popular song, because all of these are such powerful purveyors of German culture and since it is so much easier to pronounce sung language than spoken. I have a goal to actually find three songs for each chapter by 2016: they will have to complement the chapter themes and the chapter structures. I will have to figure out a way to make them not too intrusive into the students learning.

6. During 2010 and 2011, students in first-year German found the songs: Each student found several and made / hung simple posters about them. They then choose a favorite song, prepared (and corrected) a German-language powerpoint presentation about it, scheduled a time to present it and answer questions in German about it, and posted all of this on the website, because it was included on the following chapter test. Students were never allowed to read the total presentation, but the powerpoint was their notes and also a study guide for the rest of the class.
7. During the years I have taught second year the use of songs was expanded. In GER 2020 students were given some parameters to find six different songs: one of sociopolitical importance, one historical song, one folksong, one classical song, one about diversity or sustainability, one popular song. They found some amazing songs! They presented all of them (in German only) with powerpoints; we all explored and discussed their topics more deeply; we also used the lyrics and our disucssion utterances and writings to generate vocabulary and structure points which needed to be studied and practiced. Much of the GER 2020 learning was based on these songs and other research which students initiated and completed.

3. [see Entry 001.A.1 LIVING TRADITIONS] 2012 DREAMERs visited our Spanish class. A unique experience for my class. Undocumented activists who were walking across the USA to inform about desired immigration reform visited our class and explained their situation. Our students then completed related activities in simple Spanish.

001.B.05 Designs effective online class activities and assignments

[view online at http://www.dw.de and http://www.dw.de/jojo]

1. Germany has a website called Deutsche Welle at http://www.dw.de. It has a never-ending wealth of free materiala prepared by the German government for all levels for German-learners and also native-speakers. Among the materials I have used so far (in GER 2020) are

1. the placement test (levels, A, B or C)
2. the Telenovela Jojo sucht das Glück, Staffel 1: 30 episodes about Jojo, a Brazilian studying in Köln, viewable with(out) German subtitles. Students viewed it, completed listening, structure and short essay-writing exercises created both by DW and myself comparing Jojo’s experiences to their own lives; we then discussed these issues in German during class. Issues included University experiences, social interaction (including online friendship, dating and same-sex acctraction), speculation about Jojo’s and the students’ futures, etc. Staffel 2 is now complete. A future goal for 2016 will be to consider using these videos in GER 1010,1020 and 2010, since those levels have their own learning videos associated with their text. Jojo also has her own Facebook page, although she does not actually exist.
3. DW has articles, videos, some with didactic exercises, some for native-speakers, about current events, history, sustainablity, culture, social justice and contemporary issues, etc. We used much of their material for learning units in GER 2010 and a little of it in other classes which had its own text. Thought for 2016: The plethora of valuable sites and videos for all aspects of German learning hints at the possibility of reducing language-learning textbooks and online learning systems---to what? They could become much less-expensive if their color pictures and online learning systems were removed in favor of using material from DW and other such sites from Germany, Switzerland and Austria. Virtually everything else could also be removed and coursexs could simply use the free material in DW to learn. Some such skeletal texts are now located in Creative Commons.....

001.B.06 Develops new courses

1. I have not developed any new courses. However, between 2010 and 2012 all of the courses I teach have changed to new textbooks---in both German and Spanish, in order to avoid using the online ‘Connect’ learning system---and because all of the books used went into new editions.
2. My overriding goal of student proficiency and retention causes that I make substantive changes every semester to most aspects of each course.

001.C Sub-role #3: Field/Discipline Knowledge applied to teaching

The teacher

001.C.01 Prepares syllabi, assignments, and course content in keeping with current research in the field and in keeping with relevant College and department learning outcomes

[See ‘001' entries three entries named 001.A.01 & then named for D1010, D1020 or Spanish 1010]

1. Spanish 1010 Spring 2013 syllabus and calendar file:

• One month before class starts I post and email the required text and ancillary materials information to the students and request that they have it ready by the first day of class
• The syllabus and calendar are in one file. The first four pages are the information pages, test dates calendar, CH 1 calendar and pronunciation guide, handed out the first day of class.
• The syllabus section is the next 10+ pages. Students are advised to read it but not to print it.
• The last section is the rest of the calendar and certain course notes (c. 14 pages). These are updated to accomodate any sudden inclusions and posted a few days before their chapter begins.

2. The German courses follow the same model.

001.D…Sub-role #4: Course Management

The teacher

001.D.01 Gives timely response to student work [via email or discussion board Added 5/08]

I give timely responses to student work, often via email or Canvas discussion boards, usually in simple German or Spanish.

001.D.02 Submits, in a timely manner, grades and other paperwork related to teaching/students

I keep an electronic gradekeeper, viewable in Canvas since Spring 2013, and submit my final grades on time.

001.D.03 Maintains published office hours for student advising*

[*“advising,” broadly defined, means any assistance given or offered to students]

I maintain more than my published hours, usually in the language lab, and I encourage students to also have tutors present, so that tutors will become part of students’ support group.

001.D.04 Provides an accurate syllabus/schedule

[See ‘001' entries three entries named 001.A.01 & then named for D1010, D1020 or Spanish 1010]

1. One month before the ocurse tarts I email and post the required text and ancillary materials to the students and ask them to have these ready by the first day of class.
2. On the first day of class I hand out an information sheet including essential syllabus details, testbook information already emailed and the first unit’s calendar. The syllabus is left online, and we go over it in class.
3. Shortly before each chapter or unit begins I post that unit’s study guide and annotated calendar online.

002 PROFESSIONAL ACTIVITY

002.A. Sub-role #1: Maintaining or developing one’s field knowledge, credentials, etc.

NOTE: Since one of the suggestions in my 2010 Port-Tenure Review was that my proficiency in toher languages needed to be better supported, this omission is addressed, starting in this section, with pertinent annotations pertaining to my language proficiency being written in those languages, in order to correct the mistaken perception of 2010..

The teacher

002.A.01 Attends workshops, conferences, conventions

1. [See folders 002 PROFESSIONAL ACTIVITY and 002.A. PROFESSIONAL DEVELOPMENT. Entry 002.A.01.01 2010 3 ACTFL COMMUNICATION WEBINARS 2010] Three ACTFL Communication Webinars: 4.5 hours
2. [See folders 002 PROFESSIONAL ACTIVITY and 002.A. PROFESSIONAL DEVELOPMENT. Entry 002.A.01.02. 2010 AATG GERMAN IMMERSION WEEKEND] Lesestufen A und B: 1.5 days
3. [See folders 002 PROFESSIONAL ACTIVITY and 002.A. PROFESSIONAL DEVELOPMENT. Entry 002.A.01.03. 2010 UFLA] November, 2010, Weber State University. 1 day
4. [See folders 002 PROFESSIONAL ACTIVITY and 002.A. PROFESSIONAL DEVELOPMENT. Entry 002.A.01.04 2010 World Languages Assessment Training], 5 days Wir haben gelernt, wie man Prüfungen in allen Sprachbereichen vorbereitet. Ich habe auf Deutsch, Spanisch und Französisch daran teilgenommen. Paricipé en tres idiomas.
5. [See folders 002 PROFESSIONAL ACTIVITY and 002.A. PROFESSIONAL DEVELOPMENT. Entry 002.A.01.05 & 06. 2011 TWO ACTFL ASSESSMENT WEBINARS] Determining Where our Students are on the ACTFL Scale (ACTFL Webinar about asessment and placement by Chantal Thompson): 1.2 hours
6. [See folders 002 PROFESSIONAL ACTIVITY and 002.A. PROFESSIONAL DEVELOPMENT. Entry 002.A.01.05 & 06. 2011 TWO ACTFL ASSESSMENT WEBINARS] Moving Students from Novice to Intermediate (ACTFL Webinar about oral proficiency by Chantal Thompson): 1.5 hours---valuable methodology in which students expand one idea by working on various levels (Novice, Intermediate & Advanced-Low) during the same class period.
7. [See folders 002 PROFESSIONAL ACTIVITY and 002.A. PROFESSIONAL DEVELOPMENT. Entry 002.A.01.07 AATG Podcast & Berlin Immersion] 2011 AATG GERMAN IMMERSION Day Untertricht mit Berfliner Kultur und Musik 1.5 hours Wir haben kurze Filme gesehen, besprochen, und Lehreinheiten vorbereitet.
8. [See folders 002 PROFESSIONAL ACTIVITY and 002.A. PROFESSIONAL DEVELOPMENT. Entry 002.A.01.08 2012 AATG IMMERSION WEEKEND]. 1.5 Days Wir haben die Erzählung Donauwetter studiert, haben über die neue Website ‘Step into German’; und deren didaktische Anwendung gelernt, wir haben Lieder der Musikgruppe ‘Madsen’ gelernt, und wir haben das Fußball Program und Stupendium des Goethe-Instituts studiert. Wir wollen das in Utah anwenden.

9. 2012 UFLA November 8, 2012, Weber State University. Both Weber State (Dr. Cheryl Hansen) and the U of U (Dr. Francisco Rubio) are piloting Integrated Proficiency Assessments (IPAs) in various languages during Spring 2013. These two-week-long assessments ae based on using material learned in the reading / listening assessment to have the student create the written / oral assessments (presenting an interview of a native speaker). I already follow this concept of various aspects of the assessment being related to each other. What the IPA additionally does is have each section of the assessment corrected and mastered before students proceed to the next part. Our language sub-department should schedule IPA training with Dr. Rubio, who is in charge of this.
10. [See folders 002 PROFESSIONAL ACTIVITY and 002.A. PROFESSIONAL DEVELOPMENT. Entry 002.A.01.10 2011 iTESOL at SLCC]
11. [See folders 002 PROFESSIONAL ACTIVITY and 002.A. PROFESSIONAL DEVELOPMENT. Entry 002.A.01.11. 2012 ACTFL WEBINARS]

a) Informationen über Rückwärtsplanung (backwards planning) bei deutschen Filmstudien.

b) Deutsche Musik im Unterrricht.

c) Kulturelle Informationen über die Schweiz

12. [See folders 002 PROFESSIONAL ACTIVITY and 002.A. PROFESSIONAL DEVELOPMENT. Entry 002.A.01.12 2012 February 10 World Languages workshop]

13. [See folders 002 PROFESSIONAL ACTIVITY and 002.A. PROFESSIONAL DEVELOPMENT. Entry 002.A.01.13 2012 UTAH INTERNATIONAL HIGHER EDUCATION SUMMIT 9NOV] SLCC has a short course in International Entrepeneurship; we should work with them obtain a committment to include foreign language in their curriculum.

002.A.02 Takes additional courses

1. [See folders 002 PROFESSIONAL ACTIVITY and 002.A. PROFESSIONAL DEVELOPMENT. Entry 002.A.02.1 2010 Deutsche Erzählungen] 5-day German-language summer course at U wir redeten nur auf Deutsch den ganzen Tag lang, während der ganzen Woche: über viele Erzählungen von allen Literaturperioden. Dann lernten wir über die Kunst und Filme des Expressionismus und das Niebelungenlied und Wien zur Zeit des Mittelalters.
2. [See folders 002 PROFESSIONAL ACTIVITY and 002.A. PROFESSIONAL DEVELOPMENT. Entry 002.A.02.2 2011 Deutsche Kultur durch Film 5-day German-language summer course at U Wir sahen mehrere deutsche Filme und studierten die Kunst der neuen Türkisch-Deutschen, besprachen die Vielfalt udn gewisse Probleme der Minderheiten im heutigen Deutschland.
3. [See folders 002 PROFESSIONAL ACTIVITY and 002.A. PROFESSIONAL DEVELOPMENT. Entry 002.A.02.3. 2012 Deutsche, Schweizer und Österreische kurze Geschichten]. 5-day German-language summer course at U Wir befassten uns mit mehreren Kunstwerken von Kafka und anderen Autoren der 19.-20. Jahrhundertwende, auch mit kurzen Geschichten der Nachkriegeszeit, mit dem Holocaust, usw.

002.A.03 Works in industry

I do volunteer work only consisting mainly of oral interpretation of presentations, mainly from English into Spanish, generally in summer festivals. Interpreto oralmente presentaciones relacionadas (entre otros temas) al cáncer del seno, a la concientización para padres de hijos en las escuelas primarias y secundarias o para presentaciones sobre cómo alentar a los hijos a tener éxito en la escuela, a graduarse y a entrar en la unviersidad. A veces interpreto para personas en visitas a una clínica, al banco, etc.

002.A.04 Develops or improving one’s pedagogical abilities, including developing expertise with instructional technologies

1. 2010-2011 Training in the use of Blackboard
2. [See folders 002 PROFESSIONAL ACTIVITY and 002.A. PROFESSIONAL DEVELOPMENT. Entry 002.A.01.7 AATG Podcast & Berlin Immersion] 2011 Training in using Moviemaker to have students make short movies 3 hours (AATG immersion meeting) wir haben ein kurzes Video gemacht, das ein Mini-Krimi war, und dann haben die Utah-Schüler an einem Krimi-Wettbewerb an der Uni von Utah teilgenommen.
3. 2011-2012 Training in the use of MySpanishLab, iLrn (German) and Canvas.
4. 2010 – 2012 Training in the use of ePortfolios

002.A.05 Does appropriate research

1. [See folders 002 PROFESSIONAL ACTIVITY and 002.A. PROFESSIONAL DEVELOPMENT. Entry 002.A.05.1 2010 WORKSHOPWAY & ‘TEACHER’] http://www.workshopway.org (explores supportive, comfortable learning environment, especially for minorities)
2. [See folders 002 PROFESSIONAL ACTIVITY and 002.A. PROFESSIONAL DEVELOPMENT. Entry 002.A.05.2 2011. Parker J. Palmer, Conflict Resolution]
3. [See folders 002 PROFESSIONAL ACTIVITY and 002.A. PROFESSIONAL DEVELOPMENT. Entry 002.A.05.1 2010 WORKSHOPWAY & ‘TEACHER’] 2012 Teacher by Sylvia Ashton Warner: (concept of key vocabulary = matching learning to student needs—one of my most-valued teaching concepts)
4. Reading in German literature in order to find short quotes to use in first-year teaching (in addition to the readings during university courses):

1. Also sprach Zarathustra von Friedrich Nietzsche, (im Gutenbergprojekt: http://gutenberg.spiegel.de/buch/3248/3) die ersten drei Kapitel des ersten Teiles. Grund: ich wolte gute und einfache Zitaten finden die im Unterricht nutzlich wären. Ich habe das gefungen:  »Sollte es denn möglich sein! Dieser alte Heilige hat in seinem Walde noch Nichts davon gehört, dass Gott todt ist!«  So ein Zitat gehört wohl i Deutsch 1020, Kapitel 7 (viele Strukturen, einschließlich: das Kicken, A-wohin/D-wo, usw.)
2. Faust I, von Goethe. http://gutenberg.spiegel.de/buch/3664/10 Zitate für den Unterricht (D 1010):

1. Wie Faust Margarete zum ersten Mal anspricht

Faust: Mein schönes Fräulein, darf ich wagen,
Meinen Arm und Geleit Ihr anzutragen?

2. Was Faust gleich danach dem1 Mephistopheles sagt: Hör, du musst mir die Dirne schaffen!

002.A.06 Does creative work relevant to field

My oral conversational activities in other languages:

1. Deutsch: Ich rede jede Woche für ugf. eine Stunde auf Deutsch mit Edith Rauh und manchmal auch mit Werner Rauh und anderen Bekannten.
2. Deutsch: Ich singe jede Woche für zwei Stunden Lieder auf Deutsch in der Chorprobe.
3. Español: Converso cada día durante 3-4 horas con mi esposo y nuestros amigos en español.
4. Español: converso un máximo de una hora cada día con los colegas: profesores y tutoras de español. Esta actividad es muy importante no solamente para ayudarme a mejorar mi dominio del español, sino también para mantener y mejorar la colaboración profesional entre nosotros---una de mis metas más importantes de 2012 a 2013.
5. Français: Parfois je parle un peu avec Jeanine Alesch o les précepteuses. Pendant un semestre j’ai causé une fois par semaine avec Jeanine. Le français m’aide à expliquer des structures ou du vocabulaire aux étudiants qui le parlent, pour qu’ils puissent apprendre plus facilement l’allemand ou l’espagnol.
6. Italian: Posso parlare anche in italiano--colle precettrici o per spiegare qualisiasi cosa agli due studenti italiani de questo semestre--ma non lo parlo molto bene.

002.B Sub-role #2: Participation in Professional Organizations/Endeavors

The teacher

002.B.01 Maintains membership in professional organizations

1. American Association of Teachers of Languages (ACTFL)
2. American Association of Teachers of German (AATG)
3. Utah Foreign-Language Association (UFLA)
4. [See folders 002 PROFESSIONAL ACTIVITY and 002.B. ORGANIZATIONAL PARTICIPATION. Entry 002.B.01.4. 2010 – 2012 Utah German Task Force] We consider virtually all German progams in Utah at risk and try to keep them going; we came close to starting German dual Immersion in a Utah elementary school; we convinced a new HS in Draper to offer German; we supported the U with their German Day in 2011 (my SLCC German students participated, created graphic novels in German and conversed with the HS German students); among oru current projects are a summer camp in Utah County ad increased activities with the local German organizations.

002.B.02 Reads relevant professional journals or other publications

1. [See folders 002 PROFESSIONAL ACTIVITY and 002.A. PROFESSIONAL DEVELOPMENT. Entry 002.B.02.1. 2012 AATG Newsletter DEC 2012] (a wide range of information including a) Die Telenovela Jojo sucht das Glück www.dw.de/jojo; professional development for instructors; study abroad for students; an assessment Manual aligning Frameworks of Reference in Language Testing; two DVDs with didactic materials: Berlin als multukultureller Text and One Germany: the other Side of the Wall; German band ARTIG; Goethe-Institut USA InfoBlatt; www.deutsch-portal.com für DaF Lehrer und Professoren (Artikel, Arbeitsblätter, Foren und Facebook);
2. [See folders 002 PROFESSIONAL ACTIVITY and 002.A. PROFESSIONAL DEVELOPMENT. Entry 002.B.02.2 UFLA NEWSLETTERS] These arrive quarterly.
3. ACTFL Smartbrief http://r.smartbrief.com and ACTFL CONNECTIONS arrive weekly in members’ email, contain a wide variety of articles and website links. I read most of the articles. Of considerable interest to me was a recent report that children evidently begin to learn their native language(s) in their mother’s womb.
4. AATG Unterrichtspraxis Es enthält Artikel über das Deutschlernen, Literatur, Kultur, usw. Ich bekomme und lese sie viermal im Jahr.

5. [See folders 002 PROFESSIONAL ACTIVITY and 002.A. PROFESSIONAL DEVELOPMENT. entries 002.B.02.5] Other articles of interest include the 002.B.02.5.2011SLCC Assessment Plan Five years, 002.B.02.5.Gen Ed Assessment Report Dave Hubert, 002.B.02.5.Assessment Article in JAF, 002.B.02.5.Diversity and Critical Thinking Study, 002.B.02.5.The National Teaching & Learning Forum (courtesy of Dr, Allen), 002.B.02.5.2012 Podcast Graphic Syllabus, 002.B.02.5,Todo Alemán AATG Website; 002.B.02.5.Planning for Learning Outcomes & Assessment (chart made by Dr. Allen); 002.B.02.5.Assessment as Subversive Activity JAF, 002.B.02.5.Neukölln DW-Artikel, 002.B.02.5.Quellenmaterial von Johanna Watzinger-Tharpe, 002.B.02.5 002.B.02.5 002.B.02.5.The Moral Philosophy of Emmanual Levinas; 002.B.02.5.Wayfinders Wade Davis (I spent hours reading his articles and viewing his video Interviews, thinking about them & comparing them to my own experiences. They are profoundly affecting what I want to learn ahd hope my students are learning, 002.B.02.5.The Philosophical Novel (courtesy of Dr, Allen), 002.B.02.5. 002.B.02.5. 002.B.02.5.
6. 1491: New Revelations of the Americas before Colombus, Charles C. Mann – un libro esencial para cualqueir profesor de español. Habla de la población ya las grandes ciudades en lugares desconocidos como las cuencas de los ríos de Norteamérica, de la manera en que los indígenas cuidaban la selva---que no era ningún Urwald---del cuenca del Amazonas y las enormes ciudades que antes existían allí. Todos los americanos debemos leer este libro.
7. 2012 Language Subcommittee Report This extraordinary document prepared by SLCC language faculty colleagues gives us plans for improvement in many areas, including pedagogy, standardizing the curriculum and assessment, placement, adjunct and tutor manuals.

002.B.10 Reviews textbooks or articles for publication

Mc Graw-Hill had me write an extensive survey / review of Experience Spanish, Connect and

Learnsmart, for which they promised a $100 honorarium (it never arrived).

003 SERVICE

003 A COLLEGE SERVICE: I believe I qualify for level 5

• because I received the 2012 NASPA-Utah outstanding Faculty Award (one of three recipients);

• because of manning and shilling at tables to recruit in unique ways for language-learning and for sustainability;
• because I played the piano for SLCC on numerous occasions, and even represented our department as a background-music pianist in the Philosophy Conference luncheon; the Austrian Consul (Herr Doktor Franz Kolb) thanked me for the German and Austrian numbers which I played;
• and because I try to draw us language faculty closer together as I mentor any who wish. I stepped in and with the help of Dr. Allen managed to get the Spanish faculty to replace their faulty Spanish 1010/1020 online Student website ‘Connect’

The teacher

003.A.01 Does departmental service—committees, department meetings, tenure committees, program-level curriculum and course development

1. [See folders 003 SERVICE and 003.A. COLLEGE SERVICE. Entry 003.A.01.1. 2011 Language Program Review Rubio] I participated in the Language Program Review featuring Dr. Francisco Rubio of the U
2. [See folders 003 SERVICE and 003.A. COLLEGE SERVICE. Entry 003.A.01.2. 2012 Correction of ‘Connect’ Mistakes] 2011-2012 Reported & Tracked 60+ ‘Connect’ malfunctions and errors (online SAM for Spanish 1010 & 1020 text Experience Spanish )
3. 2011-2012 Worked with Spanish Faculty, adjuncts and students to solve numerous ‘Connect’ problems
4. 2012 Chaired committee to replace Experience Spanish with SPN 1010/1020 text ‘Arriba’ (difficult because department chair wanted new text chosen in one meeting but faculty colleague required adjunct committee members to prepare long, expensive text reviews. Faculty then ignored adjuncts’ recommendations and chose a different book!)
5. [See folders 003 SERVICE and 003.A. COLLEGE SERVICE. Entry 003.A.01.2.5. Int’l folklore Festival Nov]. SLCC students Simón Nicolía & his group chose me to be their faculty mentor for the Student-sponsored International Folk Festival. I participated in planning, budeting, information tables, performances, etc.
6. [See folders 003 SERVICE and 003.A. COLLEGE SERVICE. Entry 003.A.01.2.6. 2012 Spanish Faculty Training] 2012-2013 Ongoing Spanish faculty- and adjunct-mentor to make transition to new text, arrange training meetings in MyLanguageLab use, etc. (the whole ‘Connect’ versus Arriba experience taught us to be more cautious when choosing computer websites, but it was also reminiscent of the ‘Bad money drives out good’ principle.)
7. 2012 – 2013 I assist some Spanish full- and part-time faculty colleagues to set up and navigate their MySpanishLab websites, inluding giving extensive help in Spanish courses which I do not teach (SPN 1020, SPN 1020 and SPN 2020 ---Other Spanish faculty colleagues also assist me).
8. [See folders 003 SERVICE and 003.A. COLLEGE SERVICE. Entry 003.A.01.2.8. SLCC Search Committees. I am usually the ADA representative. I keep records on Excell.
9. [See folders 003 SERVICE and 003.A. COLLEGE SERVICE. Entry 003.A.01.2.9 2012 German 1010, 1020, 2010 Book search]

003.A.05 Participates in College-level committee work

[See folders 003 SERVICE and 003.A. COLLEGE SERVICE. Entry 003.A.05. 2011-2012 Sustainability Committee] 2011 – 2012 Member of Sustainability Committee. I attend meetings, create and man a recycling booth for Earth Day, man sustainability booths at other events.

003.A.06 Works with part-time faculty

1. [See folders 003 SERVICE and 003.A. COLLEGE SERVICE. Entry 003.A.06.1. 2012: Spanish Instructors’ wiki. Por recomendación del departamento de humanidades, creé un wiki paa los profesores de español. Sin embargo, preferimos contactarnos y compartir documents y pedagogia por medio de otras vías.
2. [See folders 003 SERVICE and 003.A. COLLEGE SERVICE. Entry 003.A.06.2. class Visit to Lin Chen, Nov] 2012: A Chinese professor had me visit his class and give him written feedback.
3. In constant professional contact with as many full- and part-time faculty as possible.

003.A.08 Mentors new faculty

[See folders 003 SERVICE and 003.A. COLLEGE SERVICE. Entry 003.A.08 2012 Email Re Heritage Spakers, and Entry: 003.A.08 2012 faculty QUERY ABBIBA 16TH CH] I do this informally. Faculty, especially Spanish and Italian faculty, email or call, me with questions. Here are two samples of emails .

003.A.11 Writes letters of recommendation for students

[See folders 003 SERVICE and 003.A. COLLEGE SERVICE. Entry 003.A.11 2012 Letter for Tobias Tholen] I have written several. Here is an example of a slightly different type of letter for a student.

003.A.12 Does program-level advising

1. [See folders 003 SERVICE and 003.A. COLLEGE SERVICE. Entry 003.A.12.1 2012 NASPA Award] 2012 Recipient of NASPA-Utah Outstanding faculty Award (one of three recipients this year) : "A faculty member in a related field who has demonstrated commitment to and who has supported students at an institution of higher education in furthering student affairs objectives will be selected based on the following criteria: Outstanding and demonstrated commitment to supporting student growth outside of the classroom and related to student affairs objectives, innovative or creative efforts in working with students or impact on students. ….”
2. I recruit especially Hispanic students of all ages and conditions to attend SLCC or another institution of higher education.

003.A.13 Gives service to SLCC (including service related to one’s profession)

1. 2011: in the Humanities Fair, used language booth space to recruit (shill) for language-learning: presented programs such as the International Diplomacy Program (Study Abroad)
2. [See folders 003 SERVICE and 003.A. COLLEGE SERVICE. Entry 003.A.13.2.International Opprtunities Fair] 2011: Manned a language-recruiting table at the SLCC International Opportunities Fair
3. [See folders 003 SERVICE and 003.A. COLLEGE SERVICE. Entry 003.A.13.3. 2012 Earth Day] 2012: On Earth Day, as a member of the Sustainability Committee, created and manned (shilled in) a booth in which visitors learned about and practiced recycling in German or Spanish
4. [See folders 003 SERVICE and 003.A. COLLEGE SERVICE. Entry 003.A.13.4. 2010 – 2012 I have played the piano as background music at numerous SLCC events:

1. 2012, Oct: President’s and Dean’s List Reception (Several of my students saw and greeted me there)
2. 2012: NASPA Award luncheon (I was also an award recipient)
3. 2012: Utah International Higher Education Summit. Ich spielte Klavier während ihrer „Poster Presentations & Networking“, und da mein Spielen multikulturell war, wirkte es as ob ich selbst ein Poster gemacht hätte. Der österreische Konsul, Herr Doktor Franz Kolb, dankte mir für mein Spielen. Ich spielte auch während der Mahlzeit, was auch das Ende der Philosophsichen Konferenz war. Daher habe ich einen Dienst besonders für unsere Geisteswissenschaftenabteilung geleistet.

5. [See folders 003 SERVICE and 003.A. COLLEGE SERVICE. Entry 003.A.13.5. 2012 Humanities Fair] 2012: Humanities Fair. I manned (shilled at) a language-recruiting able with activities based on matching activities with the five Cs and writing messages in any foreign language
6. [See folders 003 SERVICE and 003.A. COLLEGE SERVICE. Entry 003.A.13.6. Cookies and Conversation] 2012: Cookies and Conversation—Humanities recruitment. I manned (shilled at) a table which had quotations about the value of learning a second language in most of the languages we instruct here.

003 B PARTNERSHIPS & COMMUNITY SERVICE. I should be considered for level 4 or 5 because I am recognized for rendering unique help in the local Hispanic community. I was even interviewed and quoted in a Spanish-language newspaper as a key (although non-Hispanic) figure in preserving Latin music and culture.

The teacher

003.B.03 Gives service to the community related to one’s profession

1. 2012-2013 As a member of the German Chorus Harmonie music committee, I did extensive research in the web music library http://imslp.org to find new music for the choir to sing. Ich habe mehr als 1000 Lieder- und Choralpartituren gefunden. Sie mussten in vier Stimmen komponiert worden sein, die Liedtext mussten zum Chor geeignet sein, in moderener Schrift (nicht Fraktur), und am besten, waren die Soprannoten nicht höher als f. Wegen meines Studiums waren ich sehr geeignet, diese Forschungen zu machen. Die haben dem Chor sehr geholfen und mir wurde dafür gedankt.
2. In demselben Chor spiele ich manchmal Klavier für die Chorproben.
3. Wenn neue Volkslieder zun singen vorgebracht werden, bin ich manchmal diejenige, die ihre Geschichte am besten kennt. Beispiele davon:

1. Wir singen der alte Barbarossa, und ich habe den Chormitgliedern die Legende von ihm in der Kyffhäuserhöhle erzählt.
2. Am Brunnen vor dem Tore Ich erzählte dass von Heimatfilm desselben Namens. Er findet in Dinkelsbühl statt, und ich erzählte auch die Geschichte der Dinkelsbühler Kinderzeche, die man auch im Film findet.

4. I have played background music on the piano, usually during lunchtime, at various conferences: TESOL 2011 and 2012. I play as a representative of the SLCC language faculty, and my music is recognizeably multi-cultural.
5. [See folders 003 SERVICE and 003.B.03 PARTNERSHIPS AND COMMUNITY SERVICE. Entry 003.B.03.5 29 September 2012 Newspaper Tribute to Cristina Gonzales] 2012: In the Spanish-language Newspaper ‘Tributo hispano’, I was interviewed and quoted in an article celebrating three musicians who ae key to the local Hispanic legacy (I was proud to be the only non-Hispanic so recognized): “Cristina Pratt Gonzales.....Nació en California pero de corazón hawaiano, muy joven decidió ir a Bolivia para aprender de su cultura. Se enamora del folclor de los Andes y conoce a su esposo Mario. En 1966 organiza la noche Latina en Provo con gran éxito y poco después una Tuna. Nunca ha desistido de promover la música hispana en Utah,

Para ella “la hispanidad enriquece a la cultura europea-americana del estado. La hispanidad sigue significando que todos somos iguales ante el Creador, que todos debemos tener alimentos, albergue y oportunidades de buscar la felicidad y de poder enriquecer la vida de otros con nuestra escolaridad.” Su opinión es que “el anglosajón aprende a apreciar así el sacrificio de sus antepasados inmigrantes. Hispanidad significa igualdad y la oportunidad de enriquecer la vida de otros y en especial la de ella”.

001.A.1.1 2013 Spring Espanol 1010 Calendario

NOTE for Post-Tenure Review Committee members:

• One month before class starts I post and email the required text and ancillary materials information to the students and request that they have it ready by the first day of class
• The syllabus and calendar are in one file. The first four pages are the information pages, test dates calendar, CH 1 calendar and pronunciation guide, handed out the first day of class.
• The syllabus section is the next 10+ pages. Students are advised to read it but not to print it.
• The last section is the rest of the calendar and certain course notes (c. 14 pages). These are updated to accomodate any sudden inclusions and posted a few days before their chapter begins.

Español 1010-003 Information Sheet, Syllabus and Calendario Spring 2013 Wed & Fri 7:30 to 8:40 and 8:50 to 9:50 (Pausa: 8:40 to 8:50) Attendance is taken twice a day TB 429 CRN 20999

Spanish 1010-003 (Spring 2013, C. Gonzales, oficina TB 404-406, 801 957-4158.

Appointments in lab: TB 418, 801 957-3855) ESSENTIAL MATERIALS AND URLS

Required by first day: TEXT and personal access code to online Student Activities Manual (SAM), aka MySpanishLab = MSL: Arriba, 6th ed. Volume 1: ISBN-10: 1256968463; ISBN-13: 9781256968467 (other editions not allowed), purchaseable in the SLCC Bookstore: (loose-leaf text & code)) Purchasing MSL includes an eBook. You need two access codes to register in MSL. Our course code:   CRSKLYB-2005895 Go here: www.mylanguagelabs.com or http://mylabs.px.pearsoned.com/Pegasus/frmLogin.aspx?s=3&fso=1 Three MSL registration requirements: Watch video showing how to register in MSL: http://www.youtube.com/watch?v= IJo7Mb5d3JM&feature=youtu.bex Only use INTERNET EXPLORER (no matter what) Do the browser checks for every computer you use. You can also check the instruction file in Canvas You need MSL to complete your daily written/listening homework assignments. You also need daily internet access to our SLCC Canvas website & a computer webcam to make videos of some of your assignments (also available in the Center for Languages ---TB 418, 801 957-3855). You also need to converse weekly with the Center for Languages Spanish tutors and/or friends, relatives.. MSL are listed in the calendar the day before each chapter (CAP) test. See & click a clock on the date. They are due the day before every class period at 11:59 PM.		This is the cover of the customized Arriba, 6th ed vol. 1 Looseleaf book for SPN 1010, purchaseable at the SLCC Bookstore together with your personal MSL access code. ISBN-10: 1256968463; ISBN-13: 9781256968467
		This is the hardcover Arriba 6th ed, which you might find elsewhere (contains vols. 1 &2). You must also purchase your personal MSL access code.
ACTIVITIES FOR SUCCESS Believe you will learn to converse on one more topic in every chapter; by the end of the semester you will have Novice-mid / A2 level proficiency and be able to ‘parrot’ questions and answers in eight basic areas. Commit to this. Prepare for and attend all classes; converse constantly with others and with yourself. Prioritize: train yourself to relax in your free time by practicing interesting Spanish Qs and As. Avoid idleness for relaxation: social media/games max 1 hour per week; Plan: Nip emergencies in the bud: do not agree to be called in to work for an emergency, nor doctor’s appointments nor court appearances during class time; have backups for other potential problems (car maintenance, extra babysitters). Organize: Recognize that 5-credit-hour language classes don't mix with ER, absenteeism, extra-long vacations nor 'catching up.'
ATTENDANCE & DAILY QUIZZES The most valuable Spanish-learning activity is attending every class, on time and being prepared, participating enthusiastically, remaining the whole time; not arriving late and not leaving early. (BTW: no sleeping; turn electronic distractions off – not on ‘vibrate’). Class starts with a 5-point non-make-up-able quiz based on the study assignment for that day plus a review of previous material (vocabulary, structures, culture). The quiz is used for attendance, so late students need to submit a short note with their name and arrival time or send an ‘attendance email’ (via Canvas only) that same week.
LEARNING TOOLS. Arriba vol. 1 has 8 chapters (el capítulo = CAP), so we learn basic vocabulary, structures and culture in 8 areas. PREPARATION Read out loud the daily assignment before class, memorize vocabulary, practice oral exercises, complete assigned written/listening exercises in MSL before 11:59 PM the day before each class.. Also complete the assigned TEXT exercises: this means to practice them orally. It may also mean jotting down answers and having them ready to show at the beginning of class. ASSESSMENT OF PROGRESS Tests come at the end of each CAP 1-2-3-4-5-6-7 plus the final exams, and they can vary between a Structure/Listening test, a written composition and an oral conversation test. Students converse with a partner or with the instructor. Sample Structur/Listening Q: You hear ‘¿Cómo es Michelle Obama?’ You write Ella es alta, simpática y muy inteligente. or maybe you mark some multiple-choice answer. Sample written composition: You prepare to write about a topic given at the beginning of the CAP, such as ‘Talk about your family’s daily activities.’ You write Mi Papa trabaja en Walmart; mi mamá enseña yoga. Mi hermano estudia en Westminster....’ Sample oral conversation test: You and a partner get together outside of class and plan a conversation on the assigned topic. You use little drawings as a memory device to remember your questions and answers. ‘Find out where they go to college and what their major is.’ A: ¿Qué estudias? B: No, estudio en SLCC. ¿Dónde estudias tú? B: Etudio biología. Y tú, ¿qué estudias tú? A: Estudio en Weber. A: Yo estudio Infomática. ¿Estudias en la Universidad de Utah? B: Oh, Weber es fabuloso...
VIDEO ASSIGNMENTS You are assigned to use our Canvas website to make 1 video of yourself conversing in Spanish every 2 weeks (total 7 in the semester). Requirements for all videos this semester: all in Spanish; no English; 2+ minutes each; record them in Canvas DISCUSSIONS; you are allowed to use very few notes, but you are not really allowed to read; gradually have free conversations; ideally converse with someone else or talk alone but ask yourself rhetorical questions; must be totally audible = clear and loud---otherwise no credit; your face must be visible at least a few seconds; avoid vulgarity; you will also post one (or more) of your best videos as your ePortfolio signature assignment. Grading rubric includes following instructions correctly (no reading) , quality, clarity and volume, accuracy, interest

CALENDARIO

7:30 AM	Pages páginas	Class activities QUIZ	Descripción	TEXT Written, oral practice & due shown in class by 7:30 AM	MSL written / listening due by 11:59 PM, the day before class
Wed, miér, 16. enero	Calen-dario, p. 2-5	Intro, CAP 1	*Syllabus, Calendario, prepare for daily quizzes: *pronounciation-handout *Alphabet song		☯
Fri = vier-nes, 18. ene	p. 4-23	quiz	Páginas = p. 2-3 study: Chapter goals and La diversidad del mundo hispano greeting, personal information, spelling, numbers, weekdays, months, seasons, fiestas, festivales perfil de Oscar Ponce Torres, song: Mi corazoncito. http://www.youtube.com/watch?v=fzfk8wtnFos –with lyrics (ritmo de bachata) Vocabulario, cosas (things) en la clase,	*p. 6 1-1: greetings *p. 7. 1-3: pix of greetings 1-4: saludos, read paso 1, practice paso 2 1-5A: practice *p. 9: 1-6, 1-7, 1-8, 1-9A: spelling *p. 11, 1-10, 1-12: numbers *p. 12, 1-13, 1-14: Madrid *p. 15, 1-14, 1-15: fechas, fiestas *p. 16, 16, 17A: estaciones y Meses *p. 19, 1-22, 1-24, listen to ‘Mi corazoncito’ in YouTube *p. 22, 1-27, pasos 1-2: colores *p. 23, 1-30A, 1-31: Necesito, hay, veo; guessing game	How to find these: Click on the clock in 29 Jan Do them before 11:59 PM on 17 Jan Readiness Check Ch01 SAM 01-01 ¡Así es la vida! SAM 01-03 ¿Formal o informal? SAM 01-04 ¡Hola! ¿Qué tal? SAM 01-05 Conversaciones. SAM 01-12 Nombres SAM 01-15 Más matemáticas. SAM 01-16 Números de teléfono. SAM 01-19 Los días de la semana. SAM 01-21 ¿En qué estación es? SAM 01-22 ¿Cuál es la fecha? SAM 01-28 Según Óscar P Torres.

miér, 23. ene	p. 24 – 37	quiz	Verb ‘ser’ = to be; Salvador Dalí & Diego Rivera; nouns & articles (the words ‘the’ and ‘a/an’); noun gender & number masculine/feminine, singular/plural); adjective forms & agreement = LA CONCORDANCIA; video Pura vida, Cosa Rica, los personajes; Panoramas, photos, geocultural infomation; la diversidad del mundo hispano	*p. 25-26, 1-32, pasos 1 y 2 (Dalí, Rivera) *p. 26, 1-33, 1-34: ‘ser’ *p. 29, 1-35, 1-36, 1-37, 1-37: Hay un/una ... *31, 1-39, 1-40, 1-41, 1-42, 1-43 Concordancia *p. 33, 1-44, 1-34, video  Costa Rica *p. 35, 1-47 (mundo hispano)	Due by midnight 22 Jan SAM 01-30 ¡Así es la vida! SAM 01-33 El profesor López. SAM 01-36 Una clase de español. SAM 01-33 El profesor López. SAM 01-36 Una clase de español. SAM 01-38 Los sujetos. SAM 01-39 Manuel Rivera. SAM 01-40 Personalidades. SAM 01-42 El artículo indefinido. SAM 01-45 Los artículos y los adjetivos SAM 01-48 Identidades. SAM 01-49 Objetos y descripciones.
vier, 25. enero	p. 38 - 39.	quiz	Read letter from Susanita. In class, write draft of your own letter	*p. 38, 1-56, read letter and brainstorm lists of adjectives - concordancia	Due by midnight 24 Jan SAM 01-51 ¿Saben el verbo ser? SAM 01-55 ¿Qué pasa? SAM 01-56 Los personajes. SAM 01-57 La acción. SAM 01-58 ¡A informarse!
miér, 30. enero	CAP 1 TEST REQUIREMENTS WRITTEN COMPOSITION TEST 25 pts: Handwrite double-spaced (or no credit) from memory a Spanish-language letter to a new friend such as the p. 38 letter from Susanita. Correct heading, salutation and closing. Minimum 8 sentences. (If you write more than 8, you are graded on your 8 best sentences. Fantasy is fine. Recommended: have simple drawings to remind you of what you wish to write. Ideas of what to say: tell your name, birthdate, phone number; describe yourself. You must include a description of a female person (perhaps youself, mi amiga / mi novia / mi hijta / mi mamá) in order to show that you are learning CONCORDANCIA. tell a little about your life (maybe use ‘tengo, necesito, hay’), tell your favorite color, food, class, etc. Make any comment you like about the cultura of 1 Feel free to include any of the statements & logical questions from your oral conversation. ORAL CONVERSATION TEST 25 pts: Converse with a partner back and forth in Spanish only, no English allowed: 6 questions/answers each. Perhaps find out each other’s name, spelling, phone numbers, other basic questions of CAP 1 including cultural Qs. Perhaps describe some female. CAREFUL: Avoid using advanced structures unless you & your partner both know how to use them. Concentrate on main goals for CAP 1: pronunication of vowels & ‘t, d, j’, knowing basic Qs & As, CONCORDANCIA, verb ‘ser’ TEST PROTOCOL: Students are prepared to write and converse at the beginning of class; there is no class time available for oral test practice. They begin writing their compositions and immediately take turns doing their conversation tests in pairs. Tests must finish by 8:40 AM or can be scheduled for same day between noon and 3:00 PM; otherwise can finish on another day for 1/2 credit.
	TESTS = CAP 1 (composition & oral conversation)
	Cap 2 BEGINS = COMIENZA el CAP 2

THE OTHER CAP TEST DAYS

vier, 8. feb	QUIZ = CAP 2 (composition & oral conversation). COMIENZA CAP 3
miér 20 feb	QUIZ = CAP 3. (structure, culture, listening 1-2-3) COMIENZA CAP 4
vier, 1 marzo	QUIZ = CAP 4. (composition 3-4) COMIENZA CAP 5
miér, 13 mar	QUIZ = CAP 5. (oral conversation 3-4-5) COMIENZA CAP 6
lunes, 18, hasta viernes, 21. Marzo: Vacaciones de primavera: no hay clases esta semana
miér 3. abril	QUIZ = CAP 6. (structure, culture, listening 4-5-6) COMIENZA CAP 7
miér 17. abr	QUIZ = CAP 7. (composition & oral conversation 6-7) COMIENZA CAP 8
miér, 1. mayo	REVIEW & FINAL EXAM #1: CULTURA Y ESTRUCTURA (cumulative; featiuring CAP 8)
miér, 8 mayo	FINAL EXAM #2: FINAL COMPOSITION (cumulative; featiuring CAP 8)
miér, 8 mayo	FINAL EXAM #3: FINAL ORAL CONVERSATION (cumulative; featiuring CAP 8)

Alphabet song tune “Twinkle, Twinkle, Little Star”

a-b-c-d (ah-bey-cey-dey) e-f-g (e-efe-hey)

h-i-j-k (ache-i-jota-ka) l-m-n-ñ-o-p (ele-eme-ene-eñe-o-pey)

q-r-s (qu-ere-ese) t-u-v (te-u-uve)

w-x (doble v)-(equis) y-z (y griega), (zeta)

Ya que sé mi a-b-c (now I know my abc) Leeré y escribiré (le-e-ré y_es-cri-bi-ré: I will read and write)

Pronunciation of Spanish vowels

Letter in Spanish	Somewhat similar English examples	Avoid these English vowel sounds	ADVICE	Spanish examples
A	Father	Animal, tomato, cat	Keep your jaw down.	Animal, tomate, gato, Acapulco, Arizona, gracias, fajitas, Nevada
E	cake	Egg, Texas	Make a wide, insincere smile	huevo, Texas, Los Angeles,
I	eat	Important, divert	Sneer	importante, divertIr, Bolivia, Chile, chimichanga, posible, imposible, Experiencia, Brasil, idea
O	coke	cock, dog, October	Avoid ‘a’ sound.	Coca cola, octubre, progreso, Rosa, Chocolate, Colombia
U	food	Unusual, graduate	Avoid ‘yu’, ‘chu’ sounds.	Unusual, graduado, computadora, universidad, unidad
Y	Eat			y = and. Spelled as ‘e’ in front of words beginning with ‘i-‘ or ‘-hi’

Pronunciation of Spanish Consonants

Letter	Description	Avoid this	examples
b, v	Like English [b] 5% of the time At beginning of phrase, after [n] or [l].	Upper teeth on lower lip	Bueno, Víctor, ¡Ven! Vino, un beso, un vaso
b, v	Two lips 1 mm. apart, air rushes through After vowels, 95% of the time	Upper teeth on lower lip	Es bueno, Es Víctor, mi vino, mi beso, vivo, hablo
D	95% of the time like Eng [th] in ‘this’	Tongue touches gum ridge	Nada, enchilada, Navidad, Madrid, Estados Unidos
D	5% of the time, at phrase beginning, put tongue on teeth	Tongue behind teeth, on gum ridge	donde, don
t	Tongue on teeth and remove puff of air	Tongue on gum ridge	Taco, tengo = I have, importante, también
pa, po, pu	Remove puff of air	No puff of air	Paco, poco, pico,
ca, co, cu	[k] sound, same as in Eng. Remove puff of air	No puff of air	Casa, causa, caso, cosa, cuna
que, qui	[k] sound with no [w] sound remove puff of air	No puff of air Avoid [w] sound	Queso, quince, que
ga, go, gu	95% of the time, a fricative sound because the back of the tongue is not touching the velum	Don’t touch the velum	Abogado, agua, mi gato
gue, gui	[u] is silent		guerra, guía
ge, gi, j	Like Eng [h] sound	Often stronger	gema, agente, general
güe, güi	allows the “u” to be heard		Lingüística, güero
h	Silent		Honesto, hotel, hospital
y, -ll-	At beginning of phrase, like Eng [j]. Otherwise, like strong Eng. [y] sound. many dialectical variaties		¡Llámame!, ella, yo, yodo
-r-	Put tongue on ridge, flap it once	Don’t curve tongue back	Computadora, caro, general, importante
-rr- and r- at word beginning	Put tongue on gum ridge, trill it (make a machine-gun or a car- running noise)	Don’t curve tongue back	Rosa, carro, correr
S, z, ce, ci	Sss sound	Don’t say zzz	Rosa, plaza, mesa,
Z, ce, ci	In Spain = [th] as in ‘thing’	Don’t say zzz or sss	Zapato, gracias, zona
ñ	Similar to [ny] sound	Don’t just say [n]	Cañón, mañana, año

BEGINNING OF SYLLABUS

COURSE OBJECTIVES

Students in Spanish 1010 learn how to ask and answer questions at virtually normal speed with at least 80% accuracy on these topics:

Capítulo (CAP) 1: Exploring who I am + the Spanish-speaking world

CAP 2: Exploring what I do + Spain

CAP 3: Exploring my study plans and interests + México

CAP 4: Exploring my family and friends + Guatemala, Honduras, El Salvador

CAP 5: Evaluating my daily routine + Nicaragua, Costa Rica, Panamá

CAP 6: Exploring food + Chile

CAP 7: Telling what I have done + Cuba, Puerto Rico, La República Dominicana

CAP 8: Describing what I used to do + Ecuador, Perú

Students commit to learning Spanish in SPN 1020, 2010 and 2020. They expand their scope of topics and their breadth of discussion, passing from the parrot stage, through the survivor stage and reaching the storyteller stage by the end of the second year of instruction. They converse with ease and can apply for internships involving Spanish.

Profesora: Señora C. Gonzales, TB 404 / 406 tel: 801 957-4158 email: christine.gonzales@slcc.edu

Office hours (meet in lab, TB 418, tel 801 947-3855): M/W/F: 12:00 to1:30 PM. T/Th 10:00 – 12:00 PM . At other times by appointment.

Course Website Access: use Chrome  www.SLCC.edu  click on ‘Current Students” (top mid)  ‘Online Classes’  scroll down to  Log in.

Also check your email and MSL daily for updates.

Center for Languages [tutoring, computers]: www.slcc.edu/languagelab/ TB 418, (801) 957-3855

GRADES

There are 1000 points per semester. Check your potential grade anytime with the instructor’s gradekeeper. A “C” is required to proceed to the next language course. An incomplete is only given if the student has completed all of the work at a B+ level and has a last-minute emergency. Virtually no excused absences for work or other problems – unrealistic for 5-credit-hour classes.

A : 93% (and +)	A - : 92 – 90%	B+ : 89 – 87%	B : 86 – 83%	B - : 82 – 80%	C+ : 79 – 77%
	C : 76 – 73%	C - : 72 – 70%	D+ : 69 – 67%	D : 66 -63%	E : 62% (and less)

Attendance: preparation, participation Attendance taken at beginning of class. Late students have one week to get themselvesmarked tardy. Virtually no excused absences (24 days)	c. 20 %		Homework: MSL, compositions, Late homework = ½ credit.	c. 10 %
ePortfolio signature assignment & reflection	c. 05 %		6 tests	c. 25 %
			3 Final exams No late credit	c. 40 %
			Total	100 %

Cap 1-2 oral,, composition	25 + 25 = 50
TEST CAPs 1-2-3 structure, listening, cultura	35
CAP 4: COMPOSITION TEST	30
CAPs 4- 5: ORAL TEST	30
TEST CAPs 4-5-6: structure, listening	35
CAP 6-7: ORAL & COMPOSITION TESTS	20 + 20 = 40
EXAMEN FINAL #1 (cultura, estructura, includes CAP 8)	more/100

WITHDRAWING FROM CLASS

The last day students are allowed to withdraw is during the ninth week of the semester

If students do not withdraw, and instead simply stop coming to class, they will receive an E on their transcript and the instructor is required to provide an LDA or Last Date of Attendance for all such students. After that day students would only be permitted to withdraw for extenuating circumstances such as illness that prevents them from completing the course, military service, out-of-state transfers, or the like. Students are not authorized to withdraw from classes after that date simply in order to avoid a failing grade on their transcripts. For legitimate withdrawal reasons the "Appeal to Withdraw" form can be obtained online at:

http://www.slcc.edu/enrollmentservices/docs/Withdraw_Form_06_11_07.pdf

STANDARDS FOR FOREIGN LANGUAGE LEARNING

COMMUNICATION
Communicate in Languages Other Than English

• Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
• Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
• Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

CULTURES
Gain Knowledge and Understanding of Other Cultures

• Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
• Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied

CONNECTIONS
Connect with Other Disciplines and Acquire Information

• Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
• Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures

COMPARISONS
Develop Insight into the Nature of Language and Culture

• Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
• Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

COMMUNITIES
Participate in Multilingual Communities at Home & Around the World

• Standard 5.1: Students use the language both within and beyond the school setting
• Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

Practice typing the special Spanish-language diacritical marks (á, é, í, ó, ú, ñ, ¿, ¡, ü).

This works in the INTERNET (email, etc.): Hold down the ALT key and then type three numbers from the number pad (or, on a laptop, hold down ‘Fn’ and ‘Alt’ & press the numbers on top of certain letters):
á = 160	é = 130	í = 161	ó = 162	ú = 163	0171 «
ñ = 164	Ñ =165	¿ = 168	¡ = 173	ü = 129	0187 »

To insert:	This works in WORD only: Press:
á, é, í, ó, ú	CRTL + ‘ (APOSTROPHE), then lift your fingers, off and then press the desired vowel
ñ, Ñ	CRTL + SHIFT + ~, then lift your fingers off and then press either n or N
¿	CRTL + SHIFT + ALT + ?
¡	CRTL + SHIFT + ALT + !
Ü	CRTL + SHIFT + : (COLON), then lift your fingers off and then press “u”

 

Character	TYPEING WITH A MAC Description
Acute Accent (e.g.Ó)	Type Option+E, then the vowel. For instance, to type á hold down Option+E, then type lowercase A. To type Á, hold down Option+E, then type capital A.
Ñ,ñ	Type Option+N, then either lowercase N for ñ or capital N for Ñ.
Ü, ü	Type Option+U, then either lowercase U for ü or capital U for Ü.
¿	Shift+Option+?
¡	Option+1
º, ª	Option+0 (Masculine Ordinal Number Marker)Option+9 (Feminine Ordinal Number Marker)
«, »	Option+\  Shift+Option+\ (Double Angle Quotes)
€	Shift+Option+2 (may not work for older System 9 fonts)

 

CLASSROOM MANAGEMENT

1. Please always arrange chairs in several rows of semicircles, so that there is a space in the middle. Ideally, change seats daily, so that you have easier access to different partners. When fewer people are present, close the semi-circle.
2. ELECTRONIC PARAPHERNALIA NO cell phones, text messaging nor non languge- course internet use allowed.
3. Laptops must be only for the eBook, course notes. Laptop screens must be visible to instructor.
4. This is a beginning-level course, starting at Level-1-Low, and ending at Level 1-High. Those proficient in Spanish take SPN 1020, 2010 or2020.

DISABILITY ACCOMODATIONS

"Students with medical, psychological, learning or other disabilities desiring accommodations or services under ADA, must contact the Disability Resource Center (DRC ).  The DRC determines eligibility for and authorizes the provision of these accommodations and services for the college."   Please contact the DRC at the Student Center, Suite 244, Redwood Campus, 4600 So. Redwood Rd, 84123.  Phone: (801) 957-4659, TTY:  957-4646, Fax:  957- 4947 or by email:  linda.bennett@slcc.edu"

COURSE DESCRIPTION

This is the first in a series of four courses which focus on all areas of competence in your target language: listening, speaking, reading, writing and culture. We study vocabulary and structure, but the major emphasis is on developing global communication skills and on increasing our awareness of the rich target-language cultures in many countries. We will see the language in a variety of contexts and use different kinds of materials to maximize our exposure to the language and cultural elements.

1010 language courses are designed for students with no background in the new language, so there is no prerequisite. If you have had previous courses and have questions about placement, please see me after class.

COURSE OBJECTIVES

• Comprehend the language in areas of immediate need and on very familiar topics.
• Speak the language well enough to satisfy immediate needs. You will learn to greet others, introduce yourself, handle basic social transactions, and
• talk about a variety of topics of common interest primarily in the present, with some capacity to express past time.
• Read simple texts (whether written for native or non-native speakers) and express in writing your preferences, ideas, opinions, needs, etc.
• Develop cultural awareness and sensitivity about everyday life in Spanish-speaking parts of the world.

ASSESSMENT

Students’ growing proficiency in the target language is assessed often as part of the participation activities during the semester. College language learners commonly go through three levels of language proficiency. Each level also has a Low, Mid and High phase:

Common Writing and Speaking Proficiency Levels

Reading and Listening Levels tend to be one sub-level higher.

USA NAME	EUROPE NAME	NICKNAME	PROFICIENC Y	SLCC class target
NOVICE low-medium-high	A 1-2	Parrot	Words, phrases, memorized sentences	1010, 1020
Intermediate low-medium-high	B 1-2	Survivor	Sentences	1020, 2010
Advanced low-medium-high	C 1-2	Storyteller	Paragraphs (native-speakers in daily life)	2010, 2020

SELF-ASSESSMENT

Please do this immediately if you have a low test score or a low rating on any other assessment:

1) Please do the extra credit work immediately . It is explained in the syllabus
2) Please also go to the SLCC 'Early Alert' helpers - find their phone number in the syllabus - and consult with them about how to be successful in this class.
3) Please let me know the results of your consultation.
4) Please also make any appointments with me that you wish, to go over the same things.
5) One more request from me: please analyze why you made the mistakes. Then, implement correction strategies immediately. As part of the self-analysis; ask yourself:

1. Am I prepared when I arrive at class? Did I study, read out loud and learn the material before class?
2. Do I have my tarea completed well and on time?
3. Do I keep up in SAM?
4. Do I attend class on time, am I engaged during class, and do I stay the whole time?
5. Am I correcting any tarea mistakes in class, and afterward, do I go over it with the tutors?
6. Do I have firm educational goals, good fitness; control of time and stress?

ORAL TEST RUBRIC	Superior completion	Complete	Partial completion	Minimal completion
Task completion	Ideas well-developed & well-organized	Content appropriate; Ideas adequately developed	Content mostly appropriate; ideas undeveloped	Frequently inappropriate task/content
Comprehensibility & flow	Readily comprehensible; almost no pauses	Comprehensible to a sympathetic hearer; few pauses	Mostly comprehensible to a sympathetic hearer; some pauses	Barely comprehensible; many and/or long pauses
Level of discourse	Variety of complete sentences & of cohesive structure	Emerging variety of complete sentences & cohesion	Some repetitive, some cohesive sentences	Repetitive sentences; no cohesive devices
Vocabulary	Rich use of vocabulary	Adequate and accurate	Somewhat inadequate & inaccurate	Inadequate, inaccurate
Language Control	Control of basic language structures	Emerging control of basic structures	Emerging use of basic structures	Inadequate & inaccurate basic language structures

COMPOSITION TEST RUBRIC	Superior completion	Complete	Partial completion	Minimal completion
Task completion	Ideas well-developed & well-organized	Content appropriate; Ideas adequately developed	Content mostly appropriate; ideas undeveloped	Frequently inappropriate task/content
Comprehensibility & mechanics	Readily comprehensible; Few or no errors in spelling, marks, punctuation, capitalization	Comprehensible to a sympathetic reader; mostly accurate spelling, marks, punctuation, capitalization	Mostly comprehensible to a sympathetic reader; somewhat inaccurate spelling, marks, punctuation, capitalization	Barely comprehensible; Inaccurate spelling, diacritical marks, punctuation, capitalization.
Level of discourse	Variety of complete sentences & of cohesive structure	Emerging variety of complete sentences & cohesion	Some repetitive, some cohesive sentences	Repetitive sentences; no cohesive devices
Vocabulary	Rich use of vocabulary	Adequate and accurate	Somewhat inadequate & inaccurate	Inadequate, inaccurate
Language Control	Control of basic language structures	Emerging control of basic structures	Emerging use of basic structures	Inadequate & inaccurate basic language structures

NOTE: Always start working on your essays by brainstorming the new structures & vocabulary; then write using these. Never ever get anyone from your support system to write your essays for you. You friends will know better ways to say things than what we learn in 1010, but you must master the basics before you can tackle what they want to show you. Since your oral and written work are study helps for each other, only use in one what you can handle in the other. Also, remember to use what your conversation partner can understand.

EPORTFOLIO (5% of course grade) and EXTRA CREDIT

General Education ePortfolio—Each student in General Education courses at SLCC maintains a General Education ePortfolio. Instructors in every Gen Ed course will ask you to put at least one assignment from the course into your ePortfolio, and accompany it with reflective writing. It is a requirement in this class for you to add to your ePortfolio, and this syllabus details the assignments and reflections you are to include. Your ePortfolio will allow you to include your educational goals, describe your extracurricular activities, and post your resume. When you finish your time at SLCC, your ePortfolio will then be a multi-media showcase of your educational experience. For detailed information visit http://www.slcc.edu/gened/eportfolio .

After you have picked an ePortfolio platform, go to the corresponding help site to watch the tutorials and look at the examples so you can get started on your own:

https://sites.google.com/site/slcceport

http://slcceportfolio.wordpress.com

http://slcceportfolio.weebly.com

If you would like to start your ePortfolio in a computer lab with a person there to help you, sign up online for one of the free workshops at the Taylorsville-Redwood library: http://libweb.slcc.edu/services/forms/eportfolio. You may also visit an ePortfolio Lab (in the Taylorsville-Redwood Library LIB 047 as well as in HTC 102a on the Jordan Campus) during business hours, and staff will help you without an appointment. Finally, questions regarding the ePortfolio can be directed to eportfolio@slcc.edu.

You are assigned to complete one or two signature assignments this semester; ideally, one after the beginning and one near the end of each semester. At least one of the signature assignments must be a video of you talking or conversing in the target language. Please remember that it is essential for your voice to be very audible and clear in the video. Since ePortfolios are vulnerable to outside access, please protect your privacy by placing blockers or firewalls, or by not showing your face in those videos.

 It is also possible to receive extra credit for additional videos. EC rules are:

it has to involve you speaking the target language correctly; 

it has to be culturally informative, and

it has to be posted / shared with others, so

it has to be audible and clear.   

 The first ePortfolio signature assignment 'you speaking' part can be partly read and partly spontaneous.   The second one for the end of the semester has to be mainly spontaneous speaking, and a little note-reading. Speaking could include reciting a poem, singing a song, conversing with someone.

All ePortfolio signature assignments include a second English-language reflection artifact (c. one page-worth written, spoken=video, both, etc.) sharing

your learning process,

what you accomplished

how it combines with what you learn outside of this foreign-language discipline

1. Earn extra-credit points by making a video recording target-language conversations with tutors and

others & by posting them in the Canvas course website. They are worth 5 points per 5-minute conversation. Rules:

1. Must be a Canvas video recording

It is also possible to receive EC points for a Canvas audio recording, as long as they include some visual, such as powerpoints, cartoons, Screener, etc.). These receive 5 points for a 10-minute audio presentation.

b) all utterances must be very audible (not too soft nor garbled---so do a sound check.); any visuals must be very clear.

c) correct taarget-language (no need perfect, but careful)

d) The student must do most of the speaking and must ask most of the questions. The language level should be natural for the student's level at the time the recording is made (not hard nor complicated).

e) It is also acceptable for the student to spend some time describing/discussing a target-language poem, song, etc., and then to recite (or sing) it.

f) Kindly exclude any obscenities or artifacts in questionable taste from EC work.

2) All students are actually assigned to create one video artifact for their ePortfolios; so the first artifact only receives EC points if it is posted both in the ePortfolio and on Canvas. The rest of the recorded uttterances receive extra-credit points after they are posted on Canvas, and students are encouraged to make as many of these as possible, especially during weekly visits with the tutors.

For your ePortfolio:

• If you make a signature-assignment video with your face visible, protect yourself and your privacy by having the ePortfolio lab aids help you to block outsiders from gaining access to your ePortfolio; or
• If you do not place the privacy blockers on your ePortfolio, then please make videos which do not show your face: perhaps use cartoon characters, sock puppets or other artifacts in front of your face.

FERPA - STUDENT PRIVACY RIGHTS - ANNUAL NOTICE

http://cms.slcc.edu/enrollmentservices/ferpa.aspx

The Family Educational Rights and Privacy Act (FERPA) afford students certain rights with respect to their education records:

• The right to inspect and review your student education records within 45 days of the day the college receives a request for the access. Students should submit written requests to the Registrar identifying the records they wish to inspect. The registrar will make arrangements for access and notify you of the time and place where the records may be inspected. If the records are not maintained by the registrar, he/she shall advise you of the correct official to whom the request should be addressed.
• The right to request the amendment of your student education records that you believe is inaccurate or misleading. Please write the college official responsible for the record, identify the part of the record you want changed, and specify why it is inaccurate or misleading. If the college decides not to amend the record as requested by the student, the college will notify the student of the decision and advise him/her of the right to a hearing regarding the request for amendment. Additional information regarding the hearing procedures will be provided to the student when notified of the right of hearing.
• The right to consent to disclosures of personally identifiable information contained in your student education records, except to the extent that FERPA authorizes disclosure without consent. One exception that permits disclosure without consent is disclosure of school officials with legitimate educational interests. A school official is a person employed by the college in an administrative, supervisory, academic, or support staff position (including law enforcement unit personnel and health staff); a person or company with whom the College has contracted (such as an attorney, auditor, or collection agent); a person serving on the Board of Trustees; or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official in performing his/her interest if the official needs to review an education record to fulfill his/her professional responsibility. Upon request, the college may disclose education records without consent to an official at another school, in which a student seeks or intends to enroll.

Salt Lake Community College has contracted with the National Student Clearinghouse to provide verifications of student enrollment. The National Student Clearinghouse is considered a “school official,” acting with “legitimate educational interests”.

• The right to file a complaint with the U.S. Department of Education concerning alleged failures by Salt Lake Community College to comply with the requirements of FERPA. The name and address of office that administers FERPA is: Family Policy Compliance Office, U.S. Department of Education, 400 Maryland Avenue, S.W., Washington, D.C., 20202-4605.

Personally identifiable information or records relating to a student will not be released to any individual, agency, or organization without the written consent of the student as described in FERPA regulations [i.e., not to parents nor spouses] except “Directory Information,” which may be released upon request unless the student specifically withholds permission to do so. Directory Information includes:

1. Student’s Name
2. Date of birth
3. Major field of study
4. Dates of attendance
5. Enrollment Status
6. Degrees and awards received
7. Most recent previous educational agency/institution
8. Participation in recognized activities/sports
9. E-mail address

Request to Prevent Disclosure of Directory Information form
To prevent directory information from being disclosed, students need to complete a Request to Withhold Information Form in Enrollment Services

END OF SYLLABUS

CALENDARIO, CONTINUED

CAPÍTULO 2 ¿De dónde eres? País de enfoque: España

Looking For Paradise (feat. Alicia Keys) http://www.youtube.com/watch?v=Ric6CrlyeL0 Ivideo official) Everybody say oh oh oh oh Driving in a fast car Trying to get somewhere Don´t know where I´m going But I gotta get there A veces me siento perdido Inquieto, solo y confundido Entonces me ato a las estrellas Y al mundo entero le doy vueltas I'm singing for somebody like you Sorta like me baby Yo canto para alguien como tú Pon la oreja, nena Oh oh oh oh… Estoy buscando ese momento La música, que cuando llega Me llena con su sentimiento Con sentimiento, vida llena Walking down the sideway Looking for innocence Trying to find my way Trying to make some sense Yo canto para alguien como tú Sólo como tú, baby I'm singing for somebody like you What about you I'm singing for someone Someone like you Tú, dime a quién le cantas 'Cause there's something about you there Speaks to my heart Speaks to my soul I'm singing for someone Sorta like you Yo canto para alguien Someone like you, someone like me Sólo como tú, oh, my sister Todo el mundo va buscando ese lugar Looking for paradise Oh oh oh oh… A ese corazón herido La música le da sentido Te damos con la voz tus alas Le damos a tus pies camino Oh, does anybody out there Feel like i feel Trying to find a better way So we can heal I'm singing for somebody like you Sorta like me baby Yo canto para alguien como tú Sólo como tú What about you? Yo canto para ti I'm singing for someone Yo canto para alguien 'Cause there's something about you there Speaks to my heart Speaks to my soul I'm singing for someone I'm singing Sorta like you Yo canto para alguien Someone like you, someone like me Sólo como tú, oh, my sister Todo el mundo va buscando ese lugar Looking for paradise
David Bisbal Bulería http://www.youtube.com/watch?v=wTm-Q43ZQek (video oficial—tiene un poco de violencia) http://www.youtube.com/watch?v=_45oY-9VNhg (tiene la letra; no tiene video) Refrain: Bulería, bulería tan dentro del alma mía. Es la sangre de la tierra en que nací. Bulería, bulería más te quiero cada día. De tí vivo enamorado desde que te ví. Vengo como loco por la vida con el corazón latiendo porque sabe que tú estás. Ay vida, que palpita de alegría que me embriaga el sentimiento con tus besos más y más. Ay tienes el embrujo de la luna, la belleza de una rosa y la tibia sal del mar. Ay eres vino dulce de las uvas donde bebo con tus labios de la fuente para amar.  Refrain: Bulería, bulería, etc. Ganas de vivir aquí a tu lado, a tu cuerpo encadenado hechizado de pasión.  Ay nada, sin tu amor yo no soy nada. Soy un barco a la deriva que naufraga del dolor. El perfume de tu aliento quiero respirar y esa magia que hay en tu mirar. Ser el héroe de tus sueños, todo y mucho más quiero ser tu calma y tempestad. Refrain: Bulería, bulería, etc. [2X Acércate muy lento, déjate sentir. Enciénde ya éste fuego que hay dentro de mí Ay, ay, ay no me dejes sin tu amor. Sin tus besos soy un pobre corazón. Ay, ay, ay no me dejes sin tu amor. A tu lado no hay pesares, no hay dolor. Ay, ay, ay no me dejes sin tu amor. Y tu recuerdo siempre va por donde voy. Ay virgencita del cielo, como la quiero. Y a la luna, y a la luna sin ella muero. De rodillas yo te lo pido, díle que yo la estoy amando, yo no quiero vivir solito dime hasta cuando Refrain: Bulería, bulería, etc. [2X] ¡Bulería, bulería!
REMINDERS: The assigned intext homework is due to be completed before class The daily non-makeupable quizzes are based on the material assigned for that day: you have the quiz before practicing the material in class. All the CAP 2 MSL homework is listed in the MSL calender on 7 February but you are assigned to complete it before various class days, as shown in our calendario here
7:30 AM	Pá-ginas	QUIZ	Descripción	TAREA DEL TEXTO Written, oral practice & due shown in class by 7:30 AM		MSL written / listening due by 11:59 PM, the day before class
vier, 1. feb-rero	Refer to the two song lyrics, above, & watch their videos in You Tube Read, learn pp. 40 - 57	QUIZ	*Set your CAP 2 learning goals; *basic info about Spain & Spaniards; *dialog identifying & describing people (concordancia); *Memorizing vocab w/descriptive words & nationalities; *telling time; *forming yes/no questions; *saying ‘no’; *question words; *Fiesta of Running of the Bulls = los Sanfermines; *Rafael Nadal; *Perfil of Gladys García Sandoval; *2 songs: Looking for Paradise & Bulería	CAP 2 primera parte = 1ST PART p. 40+: Descubre España. Estudie el mapa y lea: Picasso, Quijote, Nadal (study & read out loud) p. 41+: ¿Quiénes son?. Lea, repita el diálogo y memorice el vocabulario p. 46+: telling time: ¿Qué hora es? & ¿A qué hora es.....? Memorize 2 basic time-of-day questions p. 50+: asking yes/no questions. saying no: p. 52+: question words: memorice el vocabulario p. 55: ¿Cuánto sabes?: practique esto para el examen oral p. 56: Perfil de Gladys García Sandoval p. 57: canción Looking for Paradise de Alejandro Sanz. Escúchela y escuche también canción Bulería 8)....During class, receive back your composición for CAP 1, copia 1. Correct any mistakes & use it partly for your CAP 2 composition test.		Readiness Check Ch02 SAM 02-02 Opuestos SAM 02-04 Nacionalidades. SAM 02-06 Horacio y Natalia. SAM 02-08 ¿Qué hora es? SAM 02-10 ¿A qué hora...? SAM 02-11 Información incorrecta. SAM 02-12 ¿No es cierto? SAM 02-15 Confirmar. SAM 02-17 ¿Cuáles son las preguntas? SAM 02-19 ¿Qué o cuál(es)? SAM 02-20 Respuestas lógicas. SAM 02-25 ¿Saben preguntar? SAM 02-29 Asociar datos. SAM 02-30 ¡Así es la vida! SAM 02-33 ¿Qué hacer?
	APUNTES: Don Quijote está en el caballo = idealista. Sancho Panza está en el burro. = realista el autor = Miguel de Cervantes inglés/inglesa galés/galesa sueco hawaiano
Sáb 2 feb	CAP 1 VIDEO DUE IN CANVAS BY 11:59 pm. Please be sure to use Canvas recording software, to make it very audible & clear; and to follow all other instructions---so that your classmates can enjoy it.
7:30 AM	Pá-ginas	QUIZ	Descripción		TAREA DEL TEXTO Written, oral practice & due shown in class by 7:30 AM		MSL written / listening due by 11:59 PM, the day before class
miér, 6. feb	Keep listen-ing to songs, Learn how to do verb dance. See notes below about 2 verbs in 1 sen-tence p. 58 - 73	QUIZ	*Dialog about discussing daily activities; *learning languages & 30+ verbs; *Carnaval (12 feb this year); *Doing the verb dance w/ -ar, -er, -ir verbs. See instructions here and also below; La danza de los verbos: 1) p. 62. Repeat a verb conjugation (8 forms) as you point to each subject. 2) Continue to point to each subject, but do not say the subject pronouns any longer. Also delete the Ud(s) forms and shorten the verb dance to 6 forms. 3) Add 1-2 words to make a short, pithy sentence with your verb & dance it while pointing to each subject. 4) Converse & dance: Have your right and left hands ask each other questions & answers based on your short sentence until you have practiced all the forms.; *learning tener = have * tener que = must; *Video Pura vida; *Panorama; *Pedro Almodóvar *Writing draft of your CAP 2 test coposition, including all 30+ verbs & all 8+ question words		CAP 2 segunda parte = 2ND PART P. 58+: ¿Qué pasa? Lea, repita el diálogo y memorice el vocabulario P. 62+: conjugating –ar verbs. Lea, practique, memorice, haga el verb dance: each verb 5 times a day Do the study tips at bottom of page 62 and in our course notes P. 64+: Conjugation of regular –er and –ir verbs:same as #2 P. 67+: conjugation of tener: same as #2. Remember: ‘Tengo’ means “I have something.” (Tengo dinero). ‘Tengo que ......’ means “I have to...” I must....” “I’ve got to do something” (Tengo que comer.) 5) p. 68: ¿Cuánto saben? practique esto para el examen oral 6) p. 69+: Video Pura vida, 2: lea el artículo sobre España. Vea el video. Haga todos los ejercicios 7) p. 70+: Panoramas. Lea todo en voz alta = read all the Spanish out loud. 8) p. 72+: Entrevista con Pedro Almodóvar. Lea todo en voz alta. 9) p. 74 (also pp. 64, 67, 68). Prepare a TYPED, cuadruple-spaced draft of activity 2-51, as follows: There Are 28 new verbs in this chapter. Use each verb once and write 30 questions in Spanish for an Interview of a new or prospective roommate in Spain: use tener once, tener que once and ser once. Edit and proofread it before class; then bring the paper copy so you can use it to interview a classmate, as explained on p. 74. CAREFUL: Do not have your friends write it for you (you would receive a failing grade); do not write hard sentences beyond the CAP 2 vocabulary and structures; do not let Google translator write it for you (failing grade)		SAM 02-37 ¿Qué hacen? SAM 02-39 Muchas preguntas. SAM 02-40 ¿Qué hacen ahora? SAM 02-41 Mis amigas nuevas. SAM 02-42 ¿Qué actividad? SAM 02-43 Nosotros... SAM 02-46 Conjugar tener. SAM 02-48 ¿Saben conjugar? SAM 02-50 ¿Comprenden bien? SAM 02-53 ¿Qué pasa? SAM 02-54 Los personajes. SAM 02-55 Más información. SAM 02-56 Preferencias. SAM 02-57 ¡A informarse! SAM 02-58 La geografía de España.
TWO VERBS IN ONE SENTENCE Sometimes there are two verbs in one sentence, such as a conjugated form of TENER + que + another verb, which must end in -r . tener is the helping verb = el verbo auxiliar, and the second verb is el verbo principal. Since two verbs in one sentence reminds the instructor of two verbs in one car, the icon for this is: The helping verb is the only one conjugated = the only driver. The main verb sits in the front seat but does not drive = ends with –r . Other helping verbs are desear, aprender a, necesitar, gustar, HOW GUSTAR WORKS: It gives the meaning of = to like to do something. However, the meaning and word order are “Doing something appeals to me.” Or actually: “to me + appeals + to do something. Question: ¿Te gusta comer pizza? ¿Te gusta estudiar? Answer: Sí, me gusta comer pizza. Sí, me gusta estudiar. Therefore, whatever verb/activitiy you like to do must end with an –r (comer, estudiar), NOT with the –ing form.
vier, 8. feb	TEST CAPs 1-2 composition, oral REVIEW AND COMPOSITION PART OF TEST: Bring to class a typed, double-spaced copy of your CAP 1 and CAP 2 composición and entrevista combined as a letter to a new roommate you will have in Spain: Have the correct heading and salutation; Write your basic contact information and a basic description of your personality; Ask your new roommate c. 30 uncomplicated questions, using each of the new verbs once, tener, tener que and ser once each. Intersperse after each question or every so often similar information about yourself. Example: “¿Qué estudias? Pues, yo estudio medicina. ¿Tomas mucha cerveza y bailas en los clubes? Yo bailo mucho, y tomo vino, pero no mucha cerveza. Remember, you are asking questions which the recipient will answer in a later letter. Then, to be polite, you are also sharing similar information about yourself. You are writing a letter, not a dialog. Finish your letter with something like ‘Nos vemos pronto, (your name)’ We will check the letters in class, then take the test. You will write a shorter version of the letter from memory (heading, salutation, 20-25 sentences, ending). As you write, you will meet with the instructor, two by two and hold a short conversation in Spanish, then you will return and finish your written test. ORAL CONVERSATION TEST Role-play with a classmate (or a friend or the instrctor) You are now in Spain, and you and your new roommate are getting to know each other by showing each other photos of you and friends engaging in your common activities back home. Bring real or pretend photos (la foto, drawings, google images—anything with no words) and spread them out in front of your roommate. Greet each other (call each other ‘tú’, not ‘Ud.’) Look at erach other’s pix and start asking each other questions about your common activies (ex: ¿Dónde vives? ¿Trabajas todos los días? ¿Aprendes matemáticas? ¿Qué libros lees? ¿Enseñas yoga a tus amigos? ¿Tienes un carro?) The roommate will answer questions and will also ask some: Maybe the same question back (Sí, tengo un carro. Es un Hyundae. Y tú, ¿tienes tu un carro también o viajas con el bus?), or maybe a different question (Francamente, yo no leo libros. Yo veo películas. Y tú, qué música escuchas?) You will probably converse for about 5 minutes and will probably ask and answer 8-10 questions with c. 8-10 different verbs. End the conversation by remembering something you have to do A: ¡Oh! Yo tengo que estudiar. B: ¿Sí, tienes que estudiar? Bueno, yo tengo que asisti a mi clase de Biología. Ciao A: Nos vemos Good ideas: Get a partner ahead of time and prepare by practicing with your pix outside of class. Use the material you are writing in your carta de introducción and entrevista. Prepare by looking at the ¿Cuánto sabes? sections in CAPs 1 and 2 and by thinking in Spanish, not in English. Things to avoid: You will want to talk about what you have done in the past, what you like to do (using gustar) and about your relatives. You may also want to say, “Here I am eating, drinking, skiing” etc. Please avoid structures and vocabulary you have not yet learned---you will use all of these soon in SPN 1010. Right now you want to concentrate on your pronunciation, forming simple questions by conjugating verbs and using question words, and la concordancia. COMIENZA CAP 3

COURSE NOTES

PRESENT-TENSE VERB CONJUGATIONS

‘O’ IN A VERB IS NOT MASCULINE, BUT RATHER ‘YO FORM

‘A’ IN A VERB IS NOT FEMENINE, BUT RATHER ‘UD., EL, ELLA’ FORM.

‘S’ IN A VERB IS NOT PLURAL, BUT RATHER ‘TÚ’ FORM.

estudiante(s) feliz / felices

ser = to be conjugation short version

SINGULAR				PLURAL
I	yo	soy	1	nosotros	somos	we		soy		somos
You	tú	eres	2	vosotros	sois	you-all		eres		sois
You he she	Ud. (you) él ella	es	2 3	Uds. ellos ellas	son	they		es		son

VERB DANCE. See the verb chart below. Dance to all of the verbs, several times, every day

1. Point to each subject, saying each of the 8 verb forms and eventually each of the 6 verb forms, from singular to plural.
2. Soon, point and say each of the 6 forms with a short, pithy, obvious pattern sentence (Como pizza, comes pizza, etc.)
3. Have your two hands converse by asking/answering questions with all verb forms (¿Comes Pizza? Si, como pizza.)

Conjugations: la danza de los verbos comer

SINGULAR			PLURAL			hablar			como	comemos
yo	hablo	1	nosotros	hablamos		hablo	hablamos		comes	coméis
tú	hablas	2	vosotros	habláis		hablas	habláis		come	comen
Ud.	habla	2	Uds.	hablan		habla	hablan		vivir
Ud. you él ella	habla	2 3	Uds. ellos ellas	hablan					vivo	vivimos
									vives	vivís
									vive	viven

estar conjugation

	SINGULAR			PLURAL
yo	estoy	1	Nosotros	estamos
tú	estás	2	Vosotros	estáis
Ud. You él ella	está	2 3	Uds. ellos ellas	están

ir conjugation

	SINGULAR			PLURAL
yo	voy	1	nosotros	vemos
tú	vas	2	vosotros	vais
Ud. you él ella	va	2 3	Uds. ellos ellas	van

VERBO REFLEXIVO conjugation ir + se >> irse

SINGULAR				PLURAL
yo	me	voy	1	nosotros	Nos	vemos
tú	te	vas	2	vosotros	os	vais
Ud. you él ella	se	Va	2 3	Uds. ellos ellas	se	van

Possessive adjective song - Canción del posesivo (TUNE: “On Top of Old Smoky”)

If you own one thing.....			If you own several things.......
(1) Yo tengo mi pizza; tú tienes tu pan. Ud. tiene su pizza; él tiene su pan.	Nosotros tenemos nuestra pizza_aquí; Y ustedes tienen su pizza allí.		(2) Yo tengo mis tacos; tú tienes tus panes. Ud. tiene sus tacos; ella tiene sus panes.	Nosotros tenemos nuestros tacos aquí; Pero ellos no tienen sus tacos allí.

TWO VERBS IN ONE SENTENCE

NOTA: ir + a + -r is the textbook’s way of saying that sometimes there are two verbs in one sentence,

such as a conjugated form of ir + a + another verb, which must end in -r . ir is the helping verb = el verbo auxiliar, and the second verb is el verbo principal. Since two verbs in one sentence reminds the instructor of two verbs in one car, the icon for this is:

The helping verb is the only one conjugated = the only driver. The main verb sits in the front seat but does not drive = ends with –r .

Other helping verbs are desear, aprender a, necesitar, gustar, (deber, querer, tener que, preferir, pensar, empezar a, volver a )

NOTA: Spanish has two verbs meaning ‘to be:’ ser and estar.

ESTAR			SER
estoy	estamos		soy	somos		The main meaning of estar is that a condition will eventually end: ----|	The main meaning of ser is that something exists permanently. ----------
Estás	estáis		eres	sois
está	están		es	son

NOTA: estar is used for location of places – lugares. Ser is used for location o events.

Mamá, estoy en la catedral, de Notre Dame. La misa es en la catedral de Notre Dame.

La fiesta es en mi casa. Yo estoy en mi casa

CAP 4

Stem-changing verbs

u > ue EX: jugar (ue)
juego	jugamos
juegas	jugáis
juega	juegan

Repites muchas estupideces mensadas

¿Sirve McDonald’s pupusas?

Tú no sirves para nada.

Spanish 1010

The –ar and –er verbs have one vowel listed after them (pensar, ie. Volver, ue). They only change in the present tense. They have two possible changes

e > -ie EX: pensar			o > ue EX: volver
Pienso	pensamos		vuelvo	volvemos
Piensas	pensáis		vuelves	volvéis
Piensa	piensan		vuelve	vuelven

Spanish 1010 CAPs AFTER CAP 4

-ir stem-changers have two vowels (preferir, ie, i. dormir, ue,u. pedir, i, i),

alternating between the original vowel and the first vowel in the present tense. In the preterite plus also in the -ing form, they alternate between the original vowel and the second vowel:

3 –ir stem changes	-ir form	present nosotros	present él	-ing form	preterit él
e > ie, i	hervir	hervimos	hierve	está hirviendo	hirvió
e > i, i	freír	freímos	fríe	está friendo	frió
o > ue, u	dormir	dormimos	duerme	está durmiendo	durmió
	morirse	nos morimos	se muere	está muriéndose	se murió

PRETERITE -ir stem-changers

e > -i EX: hervir			o > u EX: dormir			e > I EX: freír
herví	hervimos		Dormí	dormimos		freí	freímos
herviste	hervisteis		Duermiste	dormisteis		freíste	freísteis
hirvió	hirvieron		durmió	durmieron		frió	frieron

-ir stem-changers have a third vowel change in the –ing form

--r form also Present ------ Present nosotros, vosotros yo, tú, él, ellos \ / -ndo (-ing)

o --- ue \ / U

e --- ie \ / I

e –- i \ / I

--r form also Present nosotros, vosotros also ------------- Present yo, tú, él, ellos Preterite yo, tú, nosotros, vosotros ------------ \ / -ndo (-ing) also Preterite nosotros, vosotros

o --- ue \ / U

e --- ie \ / I

e –- i \ / I

<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

CAP 4

DIRECT OBJECT CHART (Questions and answers. Point to the person you love or food you want)

¿Me quiere mamá? Sí, te quiere. (you) ¿ Te quiere mamá? Sí, me quiere. (you) Sra. Clinton, ¿la quiere mamá? Sí, me quiere. (you) Pres. Obama, ¿ lo quiere mamá? Sí, me quiere. ¿Quiere mamá al perro? Sí, lo quiere. ¿Quiere mamá a la gata? Sí, la quiere. ¿Quiere mamá chocolate? S, lo quiere. ¿Quiere mamá una hamburguesa? Sí, la quiere.

¿Nos quiere mamá? Sí. Nos quiere / ¿Nos quiere mamá? (you) Sí, los/las quiere. (you-all)¿ Os quiere mamá? Sí, nos quiere. (you-all) Señores Obama, ¿Los quiere mamá? Sí, nos quiere. (you-all) Princesas, ¿las quiere mamá? Sí, nos quiere. ¿Quiere mamá a sus hijos? Sí, los quiere. ¿Quiere mamá a sus hijas? Sí, las quiere. ¿Quiere mamá Cheetos? Sí, los quiere. ¿Quiere mamá papas fritas? Sí, las quiere.

.

INDIRECT OBJECT CHART (Questions and answers. Point to the person you love or food you want)
¿Qué me da mamá? Te da dinero. (you) ¿Qué te da mamá? Me da dinero. (you) A Ud., Sra. Clinton, ¿qué le da mamá? Me da dinero. (you) A Ud., Pdte. Obama, ¿qué le da mamá? Me da dinero. ¿qué le da mamá al Pdte. Obama? Le da dinero. ¿qué le da mamá a Michelle? Le da dinero.	¿Qué nos da mamá? Nos da dinero. ¿Qué nos da mamá? Os da dnero. ¿Qué nos da mamá? Les da dinero. (you-all) ¿Qué os da mamá? Nos da dinero. (you-all) A Uds., Pdte. Y Sra. Obama, ¿qué les da mamá? Nos da dinero. ¿qué les da mamá a los Obama? Les da dinero.

POR AND PARA

NOTE re por & para: they are prepositions = their position is in front of a noun. Explanation of drawings: The horizontal line ( the top arrow is is por and the bottom arrow is para. The round circle and round faces represent nouns

The horizontal line passing through a place means ‘through.’ por el túnel It also represents ‘at’ or ‘close to’ an unspecified location por la playa. Also some thing or person someone gets and brings it somewhere else. Va por pan. Va por Claudia Also an unspecified time of day por la tarde,

  represents ‘because of someone’ por mi mamá. also ‘instead of someone’ Trabaja por su amigo enfermo.

Also ‘because of a quality’ Hace eso por (ser) malo. Hace eso por (estar) cansado.

por & noun



 

por is a line moving through a noun, or it is something close to a noun.

PRONUNCIATION AND SPELLING

Unlike vowels in English, Spanish vowels have only one sound, and it is the same as their names. That is why Spanish is called a phonetic language and is so easy to pronounce.

CAPITULOS 2 y 6: La mano de gustar

In English we say “I like to eat. I like eating. I like food.” However, in Spanish, we must use gustar, which means to appeal to; so we say the equivalent of “Eating appeals to me. Food appeals to me”

Therefore, the gustar verb ending must match the activitiy or noun one likes, because that activity / noun is the subject. In Spanish 1010 there are only singular or plural activities/nouns, so there are only two kinds of verb endings in 1010. These can be represented by the Spock hand sign

miér, 13 feb		quiz
vier, 15 feb		quiz
Sáb Feb 16	Video #2 due by 11:59 PM
miér 20 feb	QUIZ = CAP 3. (structure, culture, listening 1-2-3) COMIENZA CAP 4
vier, 22 feb		quiz
miér, 27 feb		quiz
vier, 1 mar-zo	QUIZ = CAP 4. (composition 3-4) COMIENZA CAP 5
miér, 6. mar		quiz
vier, 8. mar		quiz
miér, 13 mar	QUIZ = CAP 5. (oral conversation 3-4-5) COMIENZA CAP 6
vier, 15 mar		quiz
lunes, 18, hasta viernes, 21. Marzo: Vacaciones de primavera: no hay clases esta semana
miér 27. mar		Quiz
vier, 29. mar		quiz
miér 3. abril	QUIZ = CAP 6. (structure, culture, listening 4-5-6) COMIENZA CAP 7
vier, 5. abr		quiz
miér 10. abr		quiz
vier, 12. abr		quiz
miér 17. abr	QUIZ = CAP 7. (composition & oral conversation 6-7) COMIENZA CAP 8
vier, 19. abr		quiz
miér 24. abr		quiz
vier, 26. abr		quiz
miér, 1. mayo	REVIEW & FINAL EXAM #1: CULTURA Y ESTRUCTURA (cumulative; featiuring CAP 8)
miér, 8 mayo	FINAL EXAM #2: FINAL COMPOSITION (cumulative; featiuring CAP 8)
miér, 8 mayo	FINAL EXAM #3: FINAL ORAL CONVERSATION (cumulative; featiuring CAP 8)

GENERAL NOTES

http://www.expressnightout.com/2012/06/speak-the-language/ Posted on June 11, 2012

Speak the Language A State Department staffer reveals his tricks for becoming fluent fast

I never had a French nanny. There were no Chinese-language charter schools when I was growing up in Rhode Island in the ’80s. My family may have come from Russia a century ago, but I heard nary a “do svidanya” from my parents. So how on earth did I learn Russian, French, Chinese and enough Kazakh to translate the news? I ran press conferences in Russian, located lost luggage in Chinese and read Guy de Maupassant in French. There are people out there who speak all of these languages better than I do, but I learned them all — without shortcuts. It wasn’t easy. But, to quote Stephen Colbert: I am America, and so can you. That is to say, I was born and bred in the U.S.A., yet I figured it out – and have some suggestions for you (or for your precocious toddler). Follow these easy steps to get on the fast track to Polyglot City.

Make the commitment.

You didn’t think you could make the varsity basketball team without shooting hundreds of layups, right? As with any skill, languages need to be practiced and honed. You probably won’t be able to put in that kind of practice unless your heart is really in it. Pick a language you love and are motivated to keep studying. ...

If you’re not dreaming of reading Tolstoy in the original, whispering sweet nothings to a Parisian demoiselle, or starting the next Google in Shanghai, it may be time to re-evaluate whether you really want to learn that language, or whether it’s just another half-hearted New Year’s resolution.

 Take a hard class with lots of grammar. [grammar, vocabulary & culture: in context]

Maybe James Bond can arrive in Montenegro and be fluent in Serbo-Croatian within minutes. In the real world, you can only learn to speak a language well if you learn how it’s built.

Words are the bricks, and grammar is the mortar. Without solid grammatical skills, you will lose a lot of native-speaking friends whose patience is tested to the breaking point. Trust me, I know: I barely survived making inadvertent sexual innuendo to my host mother in Moscow when I used the wrong form of the verb “to end.”Take a hard class that really teaches you grammar. If you’re not learning declensions and verb conjugations in your first weeks of Foreign Language 101, you’re wasting your time.

Troops go to boot camp before they deploy. It’s the same deal for languages, except instead of ammo magazines, you’ll need boxes of notecards for vocabulary and verb tenses. If you’re not doing homework and drilling vocabulary nearly every day, you will have a hard time making steady progress. Build at least a few minutes of study into your daily routine. The Metro is a great place to flip through your vocab notecards.

Open your mouth.

In all the language programs I’ve ever been part of — and I’ve sampled quite a few — having the opportunity and gumption to speak regularly is critical.

If you aren’t speaking [conversing] in class, it’s like reading “Juggling for Dummies” without picking up any balls. Force yourself. Not only does speaking give you practice for the real thing, it reinforces the knowledge that you have just acquired, cementing it in your brain. And keep in mind that when your luggage is lost in an airport in remote southwest China, you won’t get it back by telepathy. Trust me — I’ve tried.

Now there are even foreign-language practice websites and channels on YouTube that let you practice speaking, so you can interact and get feedback on your oral skills wherever you are. Try BBC Languages (Bbc.co.uk/languages), LiveMocha (Livemocha.com) or Babbel (Babbel.com).

The very best way to acquire speaking and listening skills quickly is to participate in a summer immersion language program [or to create your own program]. You can go anywhere to do this — in fact, I argue that the best opportunities are often in the U.S. These programs — some of the best-known take place at Indiana University (Indiana.edu), Middlebury College in Vermont (Middlebury.edu/ls) and Middlebury’s Monterey Institute in California (Miis.edu) — help you focus on rapid language acquisition on picturesque college campuses without all of the logistical, cultural, social and safety issues inherent to venturing abroad. These programs are admittedly expensive (sometimes in the range of $10,000 for six to 10 weeks), but a quality program can help you leapfrog entire academic years in a single summer.

Buy a ticket. [or create your target-language reality here]

So you’ve taken a year or two of college-level Spanish (or the Rosetta Stone equivalent). Now what?

Time to test your mettle in real-life situations: Do you know how to ask whether a store in China has shampoo? Or what to say to the customs agent who frisks you at the Russian border? For that kind of fluency, you need in-country immersion, preferably at least four to six months. If you’re a student, a semester or year abroad is ideal. If you’re gainfully employed, there are other options. Take a two-week studycation at a language institute in a warm-weather area of your desired country. Go between jobs. Apply for a scholarship, such as the Fulbright (Fulbright.state.gov) or the Critical Language Scholarship (Clscholarship.org), which are both run by the U.S. State Department. Or find a place to volunteer with native speakers.

Go on a date.

Once abroad, it is critical not to get stuck in the comfortable cocoon of the expatriate community. So why not date?

Granted, if you’re married this one is not advisable. But maybe you’re young, unmarried and possibly even attractive. You’re also probably American, which is better than beer goggles in many foreign countries.

So put on your party shoes and hit the nightlife. A couple of drinks should provide the necessary social lubrication. Dating a native speaker gives you the motivation to learn and brings with it the nonverbal situations, companionship and patient interlocutors that make learning a language fun and survivable over long stretches when you can only express yourself with a first grader’s vocabulary.

My girlfriend in Moscow, Ira, not only tolerated my grammar mistakes, but took me to the coolest indie-rock joints in town. She also nursed me back to health after a nasty bout with mono. Can your Rosetta Stone do that?

If dating is out of the question, find other social activities that provide similar language-learning opportunities — clubs, sports teams, charities — any hangout where informal, friendly interaction is de rigueur.

If you have a soccer ball, you’ll have friends — and language practice — within minutes practically anywhere.

Get a job.

After dating, the next best thing for learning a language is getting a job that requires using it. There’s nothing that concentrates the mind like an assignment with no shortcuts. While studying in Moscow in 2000, I took an internship that required me to cold-call people in Russian. I’ve never looked at a phone with so much horror before or since. (I was comforted to discover the guy who answered the phone at the Korean Embassy had a worse accent in Russian than I did.) I was constantly forced to be on my game. Sure enough, within a couple of years I was giving press conferences in confident Russian. Bonus: Professional-level language skills are a huge leg up in a tough job market.

Don’t lose it.

Some people can go years without practice and pick up where they left off. Not so for others of us, and certainly not for languages that aren’t deeply ingrained. I haven’t spoken Kazakh since 2007, and it’s virtually gone. Solution: Return to Step No. 1. Do not pass Go. Do not collect $200.

Depressing? Sí, un poco. But not letting all your hard work slip away is critical, and perhaps the hardest part of all.

My advice: Call your old friends abroad regularly, meet native speakers at home, watch movies, listen to foreign

music and read the literature [talk back to everything].

My wife, Hannah, calls me an overscheduled child for all my language activities: Chinese class on Wednesdays, Russian happy hour on Thursdays, and on and on. Keep the flame alive, and make sure you remember why you undertook this crazy language quest in the first place. About the Author: Andrew Eil works at the U.S. State Department on international climate change programs and partnerships. He has an A.B. from Harvard in Russian history and literature and a master’s in public and international affairs from Princeton. He has lived in Russia (2000, 2001,2002-3), Kazakhstan (2003-07).

June 17, 2012 · 1:43 pm The Right and Wrong Way to Learn a Foreign Language

Just found an article about how we should be learning foreign languages. From The Washington Post, June 17, 2012, written by linguist Stephen Krashen, professor emeritus at the University of Southern California, is an educational researcher and activist. He has written hundreds of articles and books in the fields of second language acquisition, bilingual education, and reading.

By Stephen Krashen

In a recent issue of the Washington Post Express, Andrew Eil, a staffer who works at the U.S. State Department on international climate change, recommends that foreign language students start with “boot camp:” Study grammar very hard, drill vocabulary every day, and force yourself to talk. This regimen, he claims, put him in a position to develop high levels of competence in several languages; he now speaks Russian and French fluently and can converse in Mandarin and Kazakh.

Most of us who have taken foreign languages classes that emphasize heavy grammar instruction and memorizing vocabulary would disagree with his recommendations, and so does the research.

The results of studies done over the last few decades by a wide variety of researchers and published in scientific journals support this view: We do not master languages by hard study and memorization, or by producing it. Rather, we acquire language when we understand what people tell us and what we read, when we get “comprehensible input.” As we get comprehensible input through listening and reading, we acquire (or “absorb”) the grammar and vocabulary of the second language.

Studies show repeatedly that intensive grammar study and memorizing vocabulary are of limited value: Students in classes that provide lots of comprehensible input (e.g. methods such as TPRS) consistently do better than students in traditional grammar-based classes on tests that involve real communication and do just as well, and often better, on grammar tests. These students have acquired the grammar and vocabulary of the language naturally, and can use what they have acquired in real communicative situations. They are also more likely to continue foreign language study.

Grammar

The complexity of the grammatical system to be mastered makes it highly unlikely that it can be taught and learned: Linguists have not even described the grammatical system of any language completely and many rules are forbiddingly complex, with numerous exceptions.

Even very complex rules, however, can be acquired (or “absorbed”) through comprehensible input, especially through reading. Here is one of many examples from the research: In one study, English speakers who spoke Spanish as a second language were tested on their ability to use the Spanish subjunctive in conversation. The subjunctive is of interest as it is considered a difficult structure to master. Researchers considered a number of predictors of subjunctive proficiency: amount of formal study of Spanish, amount of formal study of the subjunctive, years of residence in a Spanish-speaking country, and the amount of reading done in Spanish. The only significant predictor was reading in Spanish.

Vocabulary

There is a substantial research literature showing that vocabulary knowledge comes largely from comprehensible input, especially reading, in both first and second languages. Many second language speakers acquire enormous vocabularies, and it is highly doubtful that they did it through vocabulary study: In one study, it was reported that speakers of Spanish as a second language who were avid readers in Spanish had larger Spanish vocabularies than native speakers of Spanish who did not do a lot of reading.

Forced speech

Should language students force themselves to talk, as Eil advises? Research informs us that at beginning stages, highly successful second language acquirers often experience a substantial “silent period,” a time when they produce little or no language. The silent period is nearly universal for children acquiring a second language, and there are entire cultures in which second language acquirers are expected to experience a silent period. Also, successful comprehensible-input based methods do not force students to speak.

Forcing language students to speak before they are ready not only makes them extremely uncomfortable but does nothing for language acquisition. Speaking doesn’t cause language acquisition; rather, the ability to speak is the result of comprehensible input.

Comprehensible input at all stages

Andrew Eil has clearly done well in foreign language acquisition, and he acknowledges the value of the experiences he had during his residence in Russia, Kazakhstan, France and China over several years, from the reading he did, the movies he saw, the many conversations he had with others, and other kinds of “informal, friendly interaction.” In other words, he improved thanks to comprehensible input.

Current research strongly suggests that comprehensible input is the way we acquire language at all stages. The kind of “boot camp” Eil recommends is neither necessary nor desirable.