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UniversityofAlbertaLibrary 1620 1678 2037 lJQtm in 'l&ivi CURRGDHT tX LIBRIS UNIVERSITATIS ALBERTENSIS SPANISH LANGUAGE AND CULTURE 10S-20S-30S INTRODUCTION opportunity to identify, question and challenge one's own cultural assumptions, values and Over 300 million people in the world speak perspectives and contribute positivelyto society. Spanish. it is the official language of the following countries: Argentina, Bolivia, Chile, As well, forthose students who alreadyhave some Colombia, Costa Rica, Cuba, Dominican knowledge of the Spanish language or a family Republic, Ecuador, El Salvador, Equatorial connection to the culture, learning Spanish offers Guinea, Guatemala, Honduras, Mexico, an opportunity to renew contact with their Nicaragua, Panama, Paraguay, Peru, Puerto Rico, language and culture. For some, it may contribute Spain, Uruguay and Venezuela, it is also spoken to maintaining and developing literacy in a first in many other countries in which it is not the language that is not necessarily the majority official language, including the United States of language inthe community. America and the Philippines. It is one ofthe most widely spoken languages in the world. There is also significant evidence to suggest that learning another language contributes to the The value of learning the Spanish language is development ofincreased grammatical abilities in enormous for Alberta society as a whole. Apart the first language and enhances cognitive from the common advantages related to the functioning. Learning a second language learning ofan international language, itpermits an increases the ability to conceptualize and to think insight into the rich and varied cultures developed abstractly, and it fosters more cognitive flexibility, in the Spanish-speaking world and bestows more greater divergent thinking, creativity and opportunity to communicate directly with its metalinguistic competence. people. In addition, the important economic role the Spanish-speaking countries are playing in the In today's global world, the knowledge of a international market and their increasing trading second language and culture in general, and partnership with Alberta are undeniable. Spanish in particular, is an economic advantage for individuals, providing skills that enable them The learning of Spanish, as any other language, to communicate and interact effectively in the develops awareness of and sensitivity to cultural global marketplace and workplace. and linguistic diversity. This fact, in addition to preserving cultural identity, is also a means of The Spanish Language and Culture 10S-20S-30S cultural enrichment and is the best means of program is intended for students who have studied fostering understanding and solidarity among Spanish Language and Culture in junior high peoples and countries. Furthermore, it gives the school. Spanish Language and Culture 10S-20S-30S /l ©AlbertaLearning,Alberta,Canada (Interim2002) ASSUMPTIONS Global Citizenship aims to develop intercultural competence, with a particular focus on cultures of The following statements are assumptions that the Spanish-speakingworld. have guided the development process of the Spanish Language and Culture 10S-20S-30S Strategies help students learn and communicate Program ofStudies. more effectively andmore efficiently. • Language is communication. Each ofthese components is described more fully • All students can be successful learners of at the beginning of the corresponding section of language and culture, although they will learn this program ofstudies. in a variety ofways and acquire proficiency at varied rates. Modes ofCommunication • All languages can be taught and learned. • Learning Spanish as a second language leads Because of the focus on using language to to enhanced learning in both the student's communicate in specific contexts, with a primary language and in related areas of particular purpose or task in mind, three modes of cognitive development and knowledge communication are used to organize some of the acquisition. This is true ofstudents who come specific outcomes. to the class with some knowledge of Spanish and develop literacy skills in that language. It Interaction is most often direct, face-to-face oral is also true for students who have no communication, but it can take the form ofwritten knowledge ofSpanish. communication between individuals, using a medium such as e-mail where the exchange of THE CONCEPTUAL MODEL information is fairly immediate. It is characterized principally by the opportunity to The aim of the Spanish Language and Culture actively negotiate meaning; that is, helping others 10S-20S-30S Program of Studies is the understand and working to understand others. development of communicative competence in Interactive communication generally requires Spanish. more speed but less accuracy than the other two modes. Four Components Interpretation is receptive communication oforal For the purposes of this program of studies, and written messages in contexts where the communicative competence is represented by four listener or reader is not in direct contact with the interrelated and interdependent components. creator of the message. While there is no opportunity to ask for clarification, there is Applications deal with what the students will be sometimes the possibility ofrereading or listening able to do with the language, the functions they again, consulting references, or making the will be able to perform and the contexts in which meaning clearer in other ways. Reading and they will be able to operate. listening will sometimes involve viewing and interpreting visual elements, such as illustrations Language Competence addresses the students' in books or moving images in television and film. knowledge ofthe language and their ability to use Interpretation goes beyond a literal comprehension that knowledge to interpret and produce to include an understanding of some of the meaningful texts appropriate to the situation in unspoken or unwritten meaning intended by the which they are used. speakerorauthor. 2/ Spanish Language and Culture 10S-20S-30S (Interim 2002) ©AlbertaLearning,Alberta,Canada UNIVERSITY LIBRARY UNIVERSITY OF ALBERTA Production is communication oforal and written experience with more text forms,1 contexts and so messages in contexts where the audience is not in on). The spiral also represents how language personal contact with the speaker or writer, or in learning activities are best structured. Particular situations of one-to-many communication; e.g., a areas of experience, learning strategies or lecture or a performance where there is no language functions, for example, are revisited at opportunity for the listener to interact with the different points in the program, but from a speaker. Oral and written presentations will different perspective, in broader contexts or at a sometimes be enhanced by representing the slightly higher level of proficiency each time. meaning visually, using pictures, diagrams, Learning is extended, reinforced and broadened models, drama techniques or other nonverbal with each successivepass. forms of communication. Greater knowledge of Global the language and culture is required to ensure that Language Citizenship Competence communication is successful, since the Applications Strategies participants cannot directlynegotiate meaning. \ Grade12 Areas ofExperience In the Spanish Language and Culture 10S-20S-30S Program of Studies, the following Grade10 areas ofexperience are included: Spanish Spanish Spanish Language and Language and Language and Culture 10S Culture20S Culture30S Grade7 • entertainment • finearts • literature • relationships, • legendsand • futureplans friends myths • careers ORGANIZATION OF THE PROGRAM OF • clubs,activities, • communications, • accommodations STUDIES sports,hobbies technology, • currentissues • celebrations media • history • fashionsand • travel • anyotherareas General Outcomes fads • currentevents thatmeetthe • anyotherareas • anyotherareas needsand thatmeetthe thatmeetthe interestsofthe General outcomes arebroad statements identifying needsand needsand students the knowledge, skills and attitudes that students interestsofthe interestsofthe are expected to achieve in the course of their students students language learning experience. The four general outcomes serve as the foundation for the Spanish A Language and Culture 10S-20S-30S Program of Spiral Progression Studies and are based on the conceptual model outlined above. Language learning is integrative, not merely cumulative. Each new element that is added must Applications be integrated into the whole of what has gone before. The model that best represents the • Students will use Spanish in a variety of students' language learning progress is an situations and foravariety ofpurposes. expanding spiral. Their progression is not only Language Competence vertical (e.g., increased proficiency) but also horizontal (e.g., broader range ofapplications and • Students will use Spanish effectively and competently. 1. Forasamplelistoftextforms,seetheendofthisprogramofstudies. Spanish Language and Culture 10S-20S-30S /3 ©AlbertaLearning,Alberta,Canada (Interim 2002) Global Citizenship • Students will acquire the knowledge, skills and attitudes to be effective global citizens, through the exploration ofthe cultures ofthe Spanish-speakingworld. Strategies • Students will know and use various strategies to maximize the effectiveness oflearning and communication. The order in which the general outcomes are presented in the program of studies does not represent a sequential order, nor does it indicate therelative importance ofeach component. Specific Outcomes Each general outcome is further broken down into specific outcomes that students are to achieve by the end of each course. The specific outcomes are interrelated and interdependent. In most classroom activities, a number of learning outcomes will be dealt with in an integrated manner. The specific outcomes are categorized under cluster headings, which show the scope ofeach of the four general outcomes. These headings are shown as bullets in the chart on the following page. The specific outcomes are further categorized by strands, which show the developmental flow of learning from the beginning to the end of the program. However, an outcome for a particular course will not be dealtwith only inthatparticular year ofthe program. The spiral progression that is part ofthe conceptual model means that activities in the years preceding will prepare the ground for acquisition and in the years following will broaden applications. 4/ Spanish Language and Culture 10S-20S-30S (Interim 2002) ©AlbertaLearning,Alberta,Canada General Outcomes w Applications Language Competence Students will use Spanish in avarietyof Students willuse Spanish effectively and situations and foravariety ofpurposes. competently. • to impart andreceive information • attendto form • to express emotions andpersonalperspectives • interpretand produce texts • to getthings done • applyknowledge ofthe sociocultural context • to form, maintainand change interpersonal • applyknowledge ofhowthe Spanish language relationships is organized, structured and sequenced • to extendtheirknowledge ofthe world • for imaginative purposes andpersonal enjoyment Global Citizenship Strategies Students will acquire theknowledge, skills and Students will know andusevarious strategies to attitudes tobe effective global citizens, through maximize the effectiveness oflearning and the exploration ofthe cultures ofthe Spanish- communication. speakingworld. • language learning • historical andcontemporaryelements of • language use Spanish-speaking cultures • general learning • affirmingdiversity • personal and career opportunities Spanish Language and Culture 10S-20S-30S /5 ©AlbertaLearning,Alberta,Canada (Interim 2002) Guide to Reading the Program ofStudies General Outcome for Applications Students will use Spanish in avariety ofsituations and for avariety ofpurposes. clusterheadingfor' for imaginative purposes and personal enjoyment specificoutcomes Spanish Language and Spanish Language and Spanish Language and Culture 10S Culture 20S Culture 30S Studentswillbeableto: use language forfun use language forfunand use language forfun andto interpretand to interpretandexpress andto interpretand expresshumour; e.g., humour; e.g.,plan and expresshumourina interprethumorous participate inan varietyofsituations cartoons, songs, stories, immersion experience, poems an exchangeora languagecamp use language creatively use language creatively use language creatively andforaesthetic andforaesthetic andforaesthetic purposes; e.g., create purposes; e.g., createa purposes ina varietyof andperforma skit multimediaproduction situations onafamiliartopic use language for use language for use language for personalenjoyment; personalenjoyment; e.g., personalenjoymentina e.g., listentomusic watchfilmsortelevision varietyofsituations programs specific outcomestatements foreachcourse readeachpagehorizontally fordevelopmental flowof outcomes fromcourseto course 6/ Spanish Language and Culture 10S-20S-30S (Interim 2002) ©AlbertaLearning,Alberta,Canada Applications to express emotions and personal perspectives to impart and receive information to get things done Students will use Spanish in a variety of situations and for a variety of purposes. for imaginative purposes to form, maintain and change and personal enjoyment interpersonal relationships to extend their knowledge ofthe world Applications Spanish Language and Culture 10S-20S-30S II ©AlbertaLearning,Alberta,Canada (Interim 2002) APPLICATIONS The level of linguistic, sociolinguistic and discourse competence that students will exhibit The specific outcomes under the heading when carrying out the functions is defined in the Applications deal with what the students will be specific outcomes for Language Competence for able to do with the Spanish language; that is, the each course. To knowhowwell students will be functions they will be able to perform and the able to perform the specific function, the contexts in which they will be able to operate. Applications outcomes must be read in This functional competence, also called actional conjunction with the Language Competence competence,1 is important for a content-based or outcomes. task-based approach to language learning where students are constantly engaged in meaningful tasks. The functions are grouped under six cluster — headings see the illustration on the preceding page. Under each of these headings there are one or more strands, which show the developmental flow of learning from course to course. Each strand, identified by a strand heading at the left end of a row, deals with a specific language function; e.g., share factual information. Students at any grade level will be able to share factual information. Beginning learners will do this in very simple ways; e.g., "This is my dog." As students gain more knowledge and experience, they will broadenthe range of subjects they can deal with, they will learn to share information in writing as well as orally, and they will be able to handle formal and informal situations. Different models ofcommunicative competence have organized language functions in a variety of ways. The organizational structure chosen here reflects the needs and interests of students in a classroom where activities are focused on meaning and are interactive. For example, the strand entitled "manage group actions" has been included to ensure that students acquire the language necessary to function independently in small groups, since this is an effective way of organizing second language classrooms. The strands underthe clusterheading "to extendtheir knowledge of the world" will accommodate a content-based approach to language learning where students learn content from another subjectarea as they learn the Spanish language. 1. Marianne Celce-Murcia, Zoltan Dornyei and Sarah Thurrell, "Communicative Competence: A Pedagogically Motivated ModelwithContentSpecifications,"IssuesinAppliedLinguistics6,2(1995),pp. 5-35. 8/ Spanish Language and Culture 10S-20S-30S Applications (Interim 2002) ©AlbertaLearning,Alberta,Canada