Syllabus: Course Format for Cultural Emphasis and International Relations Tracks
Introduction: Course Goals
The Spanish Language Program at Stanford University has organized its program of study based on current research on second language acquisition and on an understanding of the extraordinary talents and abilities that Stanford students bring to the study of language. The primary focus of our two-year program is to develop students abilities to:
It is our goal to help you develop your proficiency in the language so that at the end of two years of study, you will be able to enroll in courses abroad taught in Spanish for native speakers. You will, of course, also be able to continue developing your Spanish proficiency in upper level Spanish courses here at Stanford including courses in Latin American and Spanish culture, linguistics, and literature.
Each of the quarters of the two-year program has a specific set of objectives that we expect our students to meet. The "Progress Card" with objectives for your course is available on this site by clicking the specific course buttons to your left. You will be expected to assess your own progress on these objectives.
We believe that much classroom time must be spent in helping you to develop abilities to communicate and interact in Spanish. Further, communication and interaction involve two important processes: the ability to produce language to say what you mean and the ability to understand language when others speak to you. In our program, then, we will attend to developing your ability to carry out a number of functions in Spanish (e.g., introduce yourself, apologize, suggest, express opinions), and we will also spend much time giving you the opportunity to understand what others say when they introduce themselves, refuse invitations, describe others, suggest and express opinions.
We believe it is equally important to develop your academic skills in Spanish. We will thus spend classroom time in helping you to comprehend written texts in Spanish, to understand academic presentations in Spanish, and to present information on academic topicsin which you have a special interest.
Finally, we will attend to structure and to form as well. Linguistic knowledge is important. It is not, however, the principal subject matter of language classes in the Stanford Spanish Language Program. We have found that because Stanford students are verycompetent academically, they have little trouble understanding and learning key grammatical rules. Much study of formal grammar is,assigned to be done outside of class. Clarification and practice of structures and form typically take up less than 20% of the class period.
Language Center Policies
Statement on Academic Integrity and Outside Assistance: All students are expected to abide by the Stanford Honor Code with regard to classwork, activities, and assignments related to their language classes. Plagiarism refers to the unattributed, direct copying of language and/or ideas from a source other than yourself. This includes translations of source material into the target language. Plagiarism is strictly forbidden as a part of Stanford's Fundamental Standard.
Assistance on take-home written assignments may take various forms. We expect you to use dictionaries and grammar books in the composition process. Under no circumstances is another person to compose an essay for you or contribute to the ideas or substantive expression of individual assignments. For collaborative or group work, your instructor will issue guidelines on what is appropriate. Your instructor may also ask you to declare the amount of assistance you have received on any written or oral assignment.
We do not discourage assistance in the preparation of oral assignments. It is always helpful to have another person listen to you practice your oral presentations and provide helpful feedback on your manner of expression. Of course, under no circumstances is another person to compose or develop your oral presentation for you or contribute to its ideas or substantive expression. In preparing for oral interviews, it is always helpful to practice conversation with native speakers or someone more knowledgeable in the language. Divulging the content of the interview, as with any exam, is not permitted, as this violates Stanford's Honor Code.
Statement on Electronic Testing: The testing program in the Stanford Language Center meets Stanford's Fundamental Standard. When you log into an examination or diagnostic assessment, whether oral or written, you are indeed bound by Stanford's Honor Code. Our electronic tests are timed tests that are to be taken in the Digital Language Laboratory facility. Ancillary materials (notes, print or online resources) are not be used at any time when you are logged into a test.
Statement on Disabilities: Students who have a learning difference or disability which may necessitate an academic accommodation or the use of auxiliary aids and services in a class must initiate the request with the Office of Accessible Education (OAE). The OAE will evaluate the request with required documentation, recommend appropriate accommodations, and prepare a verification letter dated in the current academic term in which the request is being made. Please contact the Office of Accessible Education as soon as possible; timely notice is needed to arrange for appropriate accommodations. The Office of Accessible Education is located at 563 Salvatierra Walk (phone: 723-1066; TDD: 725-1067).
1. Required texts:
For the Cultural Emphasis Track: Punto y aparte, Second Edition, textbook and interactive CD-Rom. Available at the Stanford Bookstore and on reserve in Green Library.
For the International Relations Track: Consult your instructor.
2. Class format:
Classes in the second-year sequence meet 4 hours per week. Typically, you will spend greater and greater amounts of time per class listening to spoken Spanish, such as news broadcasts, documentary and feature films without subtitles, videos of guest lectures, and live lectures presented by your instructor or by visitors to your class. The purpose of emphasizing these listening activities is to prepare you to study abroad alongside native speakers. Your job when listening will be to focus on deriving as much meaning as you can using all of the cues at your disposal (visual cues, the speakers intonation, your prior knowledge of the topic, etc.). These presentations will be directly connected to the topics we are covering in our class. You will be amazed at how quickly you improve in your understanding of spoken Spanish in a variety of social contexts.
In class, we will also spend a great deal of time learning and practicing increasingly complex vocabulary and phrases, so that you can use Spanish in an ever increasing variety of contexts. Thus, while you began by interacting with friends and family in first-year Spanish courses, you will now be extending your language use to the academic and professional worlds as well.
Although we will address language structure in class, the focus of second-year courses is content, such as culture and international relations. Language structure will therefore be addressed only within the context of much larger course objectives (such as those listed on the Progress Card), with the ultimate twin goals of increasing your sophistication in dealing with the course content and in using Spanish in general.
a. Class attendance: Click here for details.
b. Spanish-speaking conversation partner:
c. Key Pals:
d. Conversation with the Instructor:
f. Oral Presentations: