Second-year Spanish II Syllabus for 2017-2018
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Course

SPAN-2312-DC004 Second-year Spanish II

Prerequisites

Prerequisite: SPAN 2311 or appropriate score on language placement test

Course Description

The consolidation of skills acquired at the introductory level. Further development of proficiency in listening, speaking, reading and writing. Emphasis on comprehension, appreciation and interpretation of the cultures of the Spanish-speaking world.

Student Resources Student Resources Website

Department Expectations

Occupational License Disclaimer

Notice to Students enrolled in an educational program for preparation of issuance of certain occupational licenses:

Students enrolled in an educational program in preparation for obtaining certain occupational licenses are potentially ineligible for such license if the student has been convicted of an offense. For further information, please contact your advisor, the Legal Clinic, or the faculty member in charge of the educational program that you seek to enroll in. The further information you will receive will include notification to you of your right to request a criminal history evaluation letter from the licensing authority in order to clarify your particular situation.

Hours

(3 sem hrs; 3 lec, 1 lab)

Class Type

Dual Credit Course

Syllabus Information

Textbooks

Textbooks:

SPAN 2311 - Vistas, 5th Edition Introducción a la lengua española José A. Blanco, Philip Redwine Donley © 2016 textbook with 12 month online Supersite Plus.

THIS IS THE SAME TEXTBOOK FROM SPANISH 3 (SPAN 1411 / 1412)

SPAN 2312 – Facetas, 4^th Edition Nivel intermedio / Curso breve José A. Blanco © 2016 textbook with 12 month online Supersite Plus. 

You don’t really need 12 months of access for either book.  6 months is enough, but currently only 12 month choices are available from Vistas.

Vistas Information (1^st Semester):

There are several versions of the book available.  Make sure you have the 5^th edition.  It comes in hardcover, loose leaf, and eBook versions.  You also need an access code for Supersite Plus.  There are two different Supersite codes available.  Make sure you get the one for Supersite Plus.  If it doesn’t say Plus, it’s not the right one.  It doesn’t matter to me which format you buy as long as you have access to the textbook in class (either printed or on an iPad) and full access to Supersite Plus.  To help with your decision, here are the most popular options that meet the class requirements: 

If you already have an iPad or laptop (or bought a used textbook without an active Supersite Plus code), the cheapest version is:

Supersite Plus Code (w/ vText + Practice App)

ISBN: 978-1-62680-645-0

$125.00

The cheapest print version is the loose leaf book.  However, the AC bookstore WILL NOT buy back the loose leaf version and they really don’t last longer than a year anyway.

Loose-leaf Student Textbook w/Supersite Plus Code (including WebSAM + vText + Practice App)

ISBN:978-1-62680-682-5

$213.60

The best printed “deal” is the hardcover textbook with Supersite Plus Code.  The bookstore will buy these back, you can sell them online (half.com, amazon.com), or you may donate them to me and I will make sure a less fortunate student gets them next year.

Student Textbook w/Supersite Plus Code (including vText + Practice App)

ISBN:978-1-62680-673-3

$225.60

Facetas Information (2^nd Semester):

There are several versions of the book available.  Make sure you have the 4^th edition.  It comes in paperback, loose leaf, and eBook versions.  You also need an access code for Supersite Plus.  There are two different Supersite codes available.  Make sure you get the one for Supersite Plus.  If it doesn’t say Plus, it’s not the right one.  It doesn’t matter to me which format you buy as long as you have access to the textbook in class (either printed or on an iPad or other device) and full access to Supersite Plus.  To help with your decision, here are the most popular options that meet the class requirements: 

If you already have an iPad or laptop (or bought a used textbook without an active Supersite Plus code), the cheapest version is:

Supersite Plus Code (w/ vText)

ISBN: 978-1-62680-967-3

$95.00

The cheapest print version is the loose leaf book.  However, the AC bookstore WILL NOT buy back the loose leaf version and they really don’t last longer than a year anyway.

Loose-leaf Student Textbook w/Supersite Plus Code (including WebSAM + vText)

ISBN: 978-1-68004-206-1

$150.00

The best printed “deal” is the paperback textbook with Supersite Plus Code.  The bookstore will buy these back, you can sell them online (half.com, amazon.com), or you may donate them to me and I will make sure a less fortunate student gets them next year.

Student Textbook w/Supersite Plus Code (including vText)

ISBN: 978-1-62680-980-2

$162.00

Be careful buying used books that claim to have access to the Supersite Plus Code.  The Supersite Plus access code is only good for 12 months.  If it has already been activated by the previous owner it may run out in the middle of the course or already be expired.

All of these versions may be purchased directly from Vista Higher Learning here:

http://vistahigherlearning.com/students/store/spanish-programs/facetas-4th-edition.html or you may search for better deals online or buy the hardcover package at the AC Bookstore.

Supplies

Student Performance

The course is based on the text listed above. You are responsible for the assignments in each                           chapter and should review the material indicated on or before the due dates.

SPAN 2311: Second-year Spanish I / SPAN 2312: Second-year Spanish II

Reading, Writing, Listening, Speaking, Grammar, and Culture

Learning Outcomes:

This course is based on the Monitor Model as determined by Stephen Krashen and the ACTFL Proficiency Scales.  The basic description of The Monitor Model as well as the goal levels of the ACTFL Proficiency Scale are outlined below.

The five hypotheses that Krashen proposes in The Monitor Model are as follows:

• The input hypothesis. This states that learners progress in their knowledge of the language when they comprehend language input that is slightly more advanced than their current level. Krashen called this level of input "i+1", where "i" is the language input and "+1" is the next stage of language acquisition.
• The acquisition–learning hypothesis claims that there is a strict separation between acquisition and learning; Krashen saw acquisition as a purely subconscious process and learning as a conscious process, and claimed that improvement in language ability was only dependent upon acquisition and never on learning.
• The monitor hypothesis states that consciously learned language can only be used to monitor language output; it can never be the source of spontaneous speech.
• The natural order hypothesis states that language is acquired in a particular order, and that this order does not change between learners, and is not affected by explicit instruction.
• The affective filter hypothesis. This states that learners' ability to acquire language is constrained if they are experiencing negative emotions such as fear or embarrassment. At such times the affective filter is said to be "up".

Goal Levels from the ACTFL Proficiency Scale

Reading (Intermediate High)

At the Intermediate High sublevel, readers are able to understand fully and with ease short, non-complex texts that convey basic information and deal with personal and social topics to which the reader brings personal interest or knowledge. These readers are also able to understand some connected texts featuring description and narration although there will be occasional gaps in understanding due to a limited knowledge of the vocabulary, structures, and writing conventions of the language.

Writing (Intermediate High)

Writers at the Intermediate High sublevel are able to meet all practical writing needs of the Intermediate level. Additionally, they can write compositions and simple summaries related to work and/or school experiences. They can narrate and describe in different time frames when writing about everyday events and situations. These narrations and descriptions are often, but not always, of paragraph length, and they typically contain some evidence of breakdown in one or more features of the Advanced level. For example, these writers may be inconsistent in the use of appropriate major time markers, resulting in a loss of clarity. The vocabulary, grammar and style of Intermediate High writers essentially correspond to those of the spoken language. Intermediate High writing, even with numerous and perhaps significant errors, is generally comprehensible to natives not used to the writing of non-natives, but there are likely to be gaps in comprehension.

Listening (Intermediate High)

At the Intermediate High sublevel, listeners are able to understand, with ease and confidence, simple sentence-length speech in basic personal and social contexts. They can derive substantial meaning from some connected texts typically understood by Advanced-level listeners although there often will be gaps in understanding due to a limited knowledge of the vocabulary and structures of the spoken language.

Speaking (Intermediate High)

Intermediate High speakers are able to converse with ease and confidence when dealing with the routine tasks and social situations of the Intermediate level. They are able to handle successfully uncomplicated tasks and social situations requiring an exchange of basic information related to their work, school, recreation, particular interests, and areas of competence.

Intermediate High speakers can handle a substantial number of tasks associated with the Advanced level, but they are unable to sustain performance of all of these tasks all of the time. Intermediate High speakers can narrate and describe in all major time frames using connected discourse of paragraph length, but not all the time. Typically, when Intermediate High speakers attempt to perform Advanced-level tasks, their speech exhibits one or more features of breakdown, such as the failure to carry out fully the narration or description in the appropriate major time frame, an inability to maintain paragraph-length discourse, or a reduction in breadth and appropriateness of vocabulary.

Intermediate High speakers can generally be understood by native speakers unaccustomed to dealing with non-natives, although interference from another language may be evident (e.g., use of code-switching, false cognates, literal translations), and a pattern of gaps in communication may occur.

http://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012/english

Students Rights and Responsibilities

Student Rights and Responsibilities

Log in using the AC Connect Portal

In order to receive your AC Connect Email, you must log in through AC Connect at https://acconnect.actx.edu .

If you are an active staff or faculty member according to Human Resources, use "Exchange". All other students, use "AC Connect (Google) Email".

Expected Student Behavior

Academic Dishonesty:

Students are responsible for adhering to a certain standard of behavior when it comes to honest and plagiarism.  A student who engages in scholastic dishonesty which includes, but is not limited to cheating, plagiarism, and collusion will receive and "F" for this course.  Academic dishonesty is unacceptable and will not be tolerated.

Grading Criteria

Grading Criteria:

You will be graded on the percentage of correct responses accumulated in this course. All grades will fall into one of four categories. 

20% - Tests

15% - Reading

15% - Writing

15% - Listening

15% - Speaking

10% - Homework

10% - Participation

The exercises that you will be graded on must be completed by a certain date. They are a combination of reading, writing, listening, speaking, homework, participation, and, at the end of each chapter, a comprehensive test. These activities may not be accessed after the date has passed. Again, there are no make ups or extensions for any activities. You may work on them at your own pace but they must be completed by the given date.

For all grading I will use a scale of 90, 80, 70 and 60 for all minimums for letter grades of A, B, C, and D.

**** There is no extra credit in this course.

It will prove very beneficial to work all sections of Práctica as well as the Inténtalo sections. There are many sections not marked for assignment in the content for each chapter. These sections, although some not assigned, will prove extremely helpful if completed by students. The more sections you can do, the better you will understand the concepts as well as spoken Spanish.

There will be no make ups if you miss a due date.

Policies:

Late work policy. No work will be accepted past the due dates on the course calendar. Computer or technical difficulties are no excuse for missing tests, or other assignments.

Attendance

Although I do not check attendance, there are some assignments (Participation) that can only be done in class.  If you are not present, you will miss said assignments and your grade will suffer.  The Participation grade is worth 25% of your grade.  There are no make-ups on missed class assignments.

Calendar

Additional Information