Spanish: SL:Elementary Spanish I

The fundamentals of Spanish grammar through composition, comprehension, pronunciation, speaking, reading, and writing in a cultural context. Classes are conducted in Spanish and students engage in active use of the language. No prior knowledge expected. Cannot be taken for credit after SPAN 1200.

Open to degree and PACE students

https://blog.uvm.edu/hispanic_tales/

SPAN 1100 is the first course in a two-semester sequence of beginning Spanish. It is designed for the student with little or no prior knowledge of the language. The course emphasizes all four skills: speaking, listening, reading, and writing. Upon completion of this course, students will be able to use their newly acquired skills to communicate in Spanish in a realistic and culturally appropriate manner. All classes will be taught in Spanish. This course will have a community-engaged component, where students learning Spanish at UVM can create a video for K-12 kids, based on Indigenous or Afro Hispanic tales. The final goal of Hispanic Tales’ project is to offer a virtual library to School Boards teaching Spanish for Kids in Vermont, a literacy component empowering Spanish proficiency levels for UVM students. Here is our updated web: https://blog.uvm.edu/hispanic_tales/ The University of Vermont respects the Department of Education’s definition of a credit hour. For every hour spent in class, you are expected to spend approximately 2 hours outside of class. Thus, in SPAN 1100, a 4-credit course, you should plan to spend about 8 hours a week outside of the classroom preparing assignments and studying.

Upon completion of this course, the student: 1. Converse with ease, in Spanish, on a non-technical, conversational level, about the six themes included in this course: university life, family activities, pastimes, vacations, shopping habits, daily routines, and nature in Hispanic and Indigenous or Afro Latin American communities. • Methods of Evaluation: Class participation, Speaking assessments, Completion of oral practices. 2. Read and write with ease, in Spanish, about the six themes above, on a non-technical level, and include one Indigenous or Afro Latin American perspective of traditional tales. • Methods of Evaluation: Three journals and portfolio. 3. Narrate in the past, present and future, within the interpersonal and presentational modes of communication, about the six themes above, on a non-technical level. • Methods of Evaluation: Class participation, Speaking assessments, Journals, Online homework, Tests, Final exam. 4. Show in conversation and in writing the ability to understand and share your interests, daily activities at the university and at home, and compare Indigenous or Afro Latin American interest or activities with yours. • Methods of Evaluation: Class participation, Speaking assessments, Journals, Online homework, Tests, Final exam. 5. Use with competence the cultural information studied throughout the semester related to the themes above, presented in the form of short films, poems, page-long literary pieces, and cultural notes in the textbook. • Methods of Evaluation: Class participation, Speaking assessments, Journals, Online homework. Community Outcomes: • Propose a video for a virtual library for Hispanic tales’ project. • Design a creative video for K-12 students about an Indigenous or Afro Latin American tale. • Develop an understandable reading in Spanish for K-12 students. • Introduce Indigenous or Afro Latin American perspectives to K-12 students.

Class participation: 5% Homework (Tarea): 5% Journals (Informes) (3): 30% Exams (Pruebas) (2): 20% • Prueba 1 10% • Prueba 2 10% Speaking Assessments (Exámenes orales) (2): 20% Portfolio (Carpeta) 10% Final Exam (Examen Final): 10% Total 100%