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Introduction

Among the new perspectives that must be considered in an ELE course is the growing interest in the presence of culture in the programs, according to the conviction that learning a language without reference to the community that speaks it is a difficult task and little enriching. The communicative approach, which currently seems to be the most effective in language learning, requires the insertion of the cultural since it is a didactic orientation that takes into account the idea that not only linguistic competence is important, but also also extra-linguistic competition. What we intend is to offer students a program where cultural content serves as a starting point or platform for the presentation of the linguistic system. Even more when the student ventures to learn a language in the target country, he is immersed in a process of personal enrichment in the deepest sense; is interested in the culture of the country and therefore we must provide all the means to understand it. It is a context of total immersion. In the classes within the classroom, from the beginning, essential socio-cultural contents are introduced to satisfy immediate needs in the society in which the students are immersed. These contents also act as conversation topics, in this way it is a forum for socio-cultural debate in a round trip that goes from language to culture and from culture to language. Classes outside the classroom, guided visits to representative elements of the province, both signs of the past and samples of the present, are transformed into a series of tasks with which the student learns to interact with the immediate environment; what you see begins to acquire meaning. The main objective is to make the student an active element, where there is a total connection between the conversation and the culture. So the interest in our culture leads them to use the language as an instrument of work.

goals

The main objective of the course is to increase and strengthen oral skills so that the student progresses in the competences corresponding to the level of the Common European Framework of Reference for Languages. To this end, a communicative method based on the use of functions and of a practical and necessary lexicon will be carried out in order to develop in habitual communicative situations that take place in Hispanic society.

  1. Advance in the acquisition of communicative competence.
  2. Awakening interest in knowledge about people and peoples.
  3. Acquire the four skills in an integrated manner.
  4. Know the multiculturality of the language.
  5. Correct the most common mistakes of Spanish students when it comes to pronouncing the sounds of the Spanish language.
  6. Use oral and written language with correctness and ownership at the corresponding level according to the CEFR.
  7. Participate dynamically in speech acts such as dialogues, interviews, expression of opinions, comments, and others that allow them to develop their oral production.
  8. Exercise written production through a series of individual and team exercises, inside and outside the classroom.
  9. Offer the student the characteristics that make up our identity through aspects of everyday life as well as historical events, great Hispanic figures and some artistic manifestations.
  10. Mastering structures for both comprehension and expression

Contents

Module 1: Spanish Language

The objective of this module is the revision and the exercise of grammatical and lexical contents to reach the communicative goals proposed in the other two modules. It consists of the practice of linguistic functions, as well as the basic contents of the grammar and the lexicon necessary to become able to communicate in Spanish in different situations of real life. The objectives, contents and criteria are adapted to the different levels of the CEFR that will be reflected in the different resulting groups.

Module 2: Spanish Literature through Cinema

The fundamental objectives of this module are three: to bring students closer to Spanish Literature, to contribute to the development of intercultural competence of the learner and to help build and develop their literary competence. To do this, a tour of the most important works of Spanish literature will be offered, from the Cantar de Mío Cid or Don Quijote to the present. Significant learning will be sought at all times.

For this, in the sessions of this module various activities will be carried out:

  • Reading of brief fragments of literary works. The fragments are carefully selected to adapt to the level of linguistic competence of the students and allow them to know the main features of the work studied.
  • Visualization of film fragments, which will facilitate the student's contextualization of the works.
  • For the same purpose, photographs, maps, documentaries and music will also be used.
  • Debates and comments in large group. It will try to connect the ideas present in the texts with the concerns and sensitivity of the students.
  • Dramatization of literary passages for students who want to take a step further in understanding the texts.

And, for the achievement of the objectives outlined above, we consider fundamental understanding and enjoyment of literary works. It is also intended that students discover some of the peculiarities of Spanish culture through literary texts, but also that they recognize the universal ideas that underlie each story, in each poem.

Module 3: Practice of Communication Skills

The Practical module of communication skills will focus on providing students with the necessary tools to improve their interpretive and expressive skills: listening comprehension, reading comprehension, oral expression and written expression. In this module a methodological action oriented action is fundamental, since for the development of communication skills is essential to exercise.

The specific objectives we pursue are:

  • Improve written expression.
  • Know the characteristics and conventions of various types of texts.
  • Proper use of connectors. Organize oral and written speeches correctly.
  • Improve fluency
  • Structuring an oral presentation appropriately.
  • Extract the main and secondary ideas of oral and written texts.
  • Locate specific information in oral and written texts.
  • Adapt oral and written messages to the appropriate speech record depending on the context.
  • Master the pragmatic resources corresponding to your level. Integration of the four communication skills.

Module 4: Spanish Culture

In the learning of a language, the knowledge of the culture of the speech community in which it is integrated is of great interest from a communicative perspective, because a direct relationship exists between the cultural elements and the communicative projection of the language. Thus, it is essential to provide students with a broad and inclusive cultural knowledge base. For this, first, we will present some of the characteristic features of Spanish culture and offer students a description of their geographical, political and economic characteristics, as well as their historical and cultural heritage. However, our ultimate goal is for students to understand how the cultural identity of the community they access is configured through the learning of the language.

Module 5: Spanish for Academic Purposes

In this module, ELE students will be provided with some tools that will help them to successfully complete tasks specific to the university fields, such as:

  • Prepare presentations.
  • Write summaries.
  • Interpret graphs and statistical results.
  • Prepare citations and bibliographical references.

Likewise, attention will be paid to the characteristics of the organization, registration and style on each occasion that the academic discourse has.

Methodology

The communicative method is the fundamental pillar of our program. The students will perform different activities in which the functional and grammatical contents will be harmoniously integrated. Our main objective is to train students for real communication (both oral and written) with other Spanish speakers.

Evaluation

  1. Diagnostic tests: At the beginning of the course, a diagnostic evaluation will take place in order to know the competence profile of the students of the group, and of each student in particular. By means of this classification or level test and / or the co-evaluation with the teaching staff, the groups will be formed by levels according to the CEFR.
  2. To complete this course an individualized formative evaluation will be carried out. It will be necessary to attend at least 80% of the face-to-face sessions and the participation in class and the involvement of the students will be positively valued. The evaluation will consist of a final test.
Program taught in:
Spanish

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Last updated March 2, 2019
This course is Campus based
Start Date
July 1, 2019
Duration
4 weeks
Full-time
Price
1,800 EUR
Deadline
By locations
By date
Start Date
July 1, 2019
End Date
July 25, 2019
Application deadline

July 1, 2019

Location
Application deadline
End Date
July 25, 2019