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Viewing: FLS 335 : Spanish for Native and Heritage Speakers

Last approved: Sat, 21 Apr 2018 08:01:10 GMT

Last edit: Mon, 09 Apr 2018 14:42:27 GMT

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FLS (Foreign Language - Spanish)
Dual-Level Course
Cross-listed Course
Spanish for Native and Heritage Speakers
Spanish Native Heritage Spkrs
College of Humanities and Social Sciences
Foreign Languages & Literature (16FL)
Term Offering
Fall Only
Offered Every Year
Fall 2018
Previously taught as Special Topics?
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded with S/U option
Contact Hours
(Per Week)
Component TypeContact Hours
Course Attribute(s)
GEP (Gen Ed)

If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
Inma Navarro

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
R: Native or heritage speaker of Spanish

Is the course required or an elective for a Curriculum?
This course is designed to meet the needs of native and heritage speakers of Spanish whose linguistic level is above that of our 200-level courses. Development of oral and writing skills at the Advanced-Mid through Superior levels of the American Council on the Teaching of Foreign Languages proficiency scale.

We have added the GEP categories of Humanities and Global Knowledge.  The learning objectives and outcomes have been modified to reflect the addition of these components.  


Is this a GEP Course?
GEP Categories
Global Knowledge
Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
Evaluate and Interpret authentic materials, including newspaper articles, literary works, and film that are representative of different Hispanic communities in the Spanish-speaking world and the United States.
Write an essay to reflect on the cultural impact of Latino communities in the United States.

Example prompt: Investigate at least one of the predominantly Hispanic neighborhoods in a large metropolitan area in the United States (e.g., Pilsen in Chicago, Washington Heights in New York City). Describe the demographics/ethnic makeup of the community. Do members of the community maintain the customs of their heritage, and if so, how? That is, are there specific festivals that occur in the neighborhood or community? Alternatively, have customs been altered due to contact and interaction with Hispanics of other regions and/or non-Hispanic residents?
Interpret historical and cultural influences on languages in contact through literary texts, videos, and listening activities, as well as the impact of the Spanish language in the United States.
Various forms of assessment will be employed including quizzes, written essays, unit exams, oral presentations, and a final essay.

Sample quiz question: Examine the following list of words and phrases and then determine if they are borrowings, calques, or semantic extensions. List of words: lonche, colegio, luna de miel, biles, yarda, introducir, escuela alta.
Evaluate and interpret the diversity of the Spanish language, the Hispanic world, and the particular communities in which they live.
Individual oral presentation.

Sample oral presentation prompt: Research your heritage dialect by consulting the texts written by either Lipski (1994) or Canfield (1981). Select three aspects of your dialect (i.e., pronunciation, morphology, syntax, vocabulary) and prepare an oral presentation describing these linguistic traits. Do you and your family members exemplify these traits in your own speech in daily interactions? Can you identify any differences between your language use and that of your parents with respect to the traits you investigated? Is your heritage dialect of Spanish in contact with another, distinct variety of Spanish within our community? How do speakers of different dialects interact and what role does dialect and/or language contact play in establishing community norms?
Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:




Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:




Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:






Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:








Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:






Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:








Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
Examine and evaluate the socio economic situation in different Hispanic countries and regions such as Cuba, Puerto Rico, or Mexico.
Students will take unit tests and write short essays designed to assess student knowledge of the course topics.

Example test/essay question: Describe Puerto Rico's economy both before and after the Second World War. How would you classify the country's economy before WWII, and how did it differ afterwards? Mention at least one cause of the economic shift. How did the changing economic situation in the country influence immigration to the United States?
Please complete at least 1 of the following student objectives.
Analyze, compare, and contrast the different causes of migration among Hispanic countries and regions such as Cuba, Puerto Rico, Mexico, or Central America.
Unit tests and written assignments.

Sample prompt: Describe the different motivations for migration to the United States among Mexicans and Cubans. Describe at least three distinct waves of migration from each country as well as the historical events that influenced the migrations. What similarities and differences do you note between sociopolitical/historical motivations, as well as migratory patterns?




US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.








Requisites and Scheduling
a. If seats are restricted, describe the restrictions being applied.
b. Is this restriction listed in the course catalog description for the course?
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
Restrictive statement: Native or heritage speaker of Spanish.
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
Title and author of any required text or publications.
See syllabus
Major topics to be covered and required readings including laboratory and studio topics.
See syllabus
List any required field trips, out of class activities, and/or guest speakers.
See syllabus
No additional resources required.

This course is designed to expose Spanish speakers who grew up speaking Spanish at home (heritage speakers) to different Hispanic cultures within and beyond the United States. Students will focus on further developing their formal writing, speaking, reading, and listening skills in order to gain more confidence in their linguistic abilities and succeed in professional roles (i.e., formal registers) as well as informal settings. This course encourages students to foster their Hispanic identity and cultural awareness via exposure to language variation within the Spanish-speaking world, including communities within the United States. 

Student Learning Outcomes

1. Discuss with linguistic confidence personal, societal, and global issues in Spanish, using formal and informal language appropriately.

2. Produce written paragraphs and essays that describe, discuss, and support their opinions, using consistent control of orthography, grammatical structures and academic Spanish lexicon.

3. Describe elements of their personal cultural heritage.

4. Identify cultural and regional variances.

5. Describe and discuss the different varieties of Spanish spoken in the U.S as well as the different dialects across the Hispanic world, and the relationship between language and identity.

Evaluation MethodWeighting/Points for EachDetails
Participation10%Preparation and participation in class activities
Homework10%Complete workbook exercises
Short Paper15%Various writing tasks
Oral Presentation25%Oral presentation (and final essay)
Multiple exams20%3 hourly exams
Final Exam20%Final exam
TopicTime Devoted to Each TopicActivity
See syllabusSee syllabusSee syllabus

Key: 6729