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Course
Description | General
Program Goal | Proficiency | Oral
Proficiency Expectations
Spanish I (Novice Level Spanish) Course Description: All Modern Language courses are based on proficiency principles as promulgated by the American Council on the Teaching of Foreign Languages (ACTFL). Textbook: Instructor: Mr.
Milton AlanTurner, NBCT
Students will attain communicative proficiency in language consistent with their level of study. Proficiency is the student's relative ability to function properly in the target language in specific communicative circumstances. Course Goal The student is introduced to basic vocabulary and pronunciation, and gradually builds a foundation in speaking and understanding the target language. Some reading and writing follow in the natural development of the language skills. The student becomes acquainted with the target culture and gains some insight into cultural similarities and differences. Grammar concepts are introduced at this level. Proficiency is a measure of one's ability to use language. Proficiency is assessed by considering content/context, function and accuracy. The proficiency rating generally falls into one of the broad levels of Novice, Intermediate, Advanced or Superior. Novice and Intermediate are further divided into the categories of Low, Mid, and High. Advanced is further divided into Advanced and Advanced High. The proficiency that students attain depends on such factors as time, level of control, and classroom activities. A description of the four major levels (from the 1986 ACTFL Proficiency Guidelines) are below.
Based on the ACTFL Oral Proficiency Guidelines, the following levels can be reached by students in a five-year secondary sequence of classroom instruction. One year is considered 120 hours of actual time on task in the classroom. An occasional very superior student may, of course, reach the next higher level. Expected outcomes are given for both Concept Control and Partial/Full Control. Grades are based concept control. Factors such as type of classroom activity, time, motivation, independent practice, and special opportunities enter into the partial and full control necessary to advance on the ACTFL Oral Proficiency scale. Concept Control Average student
Advanced student
Partial/Full Control Average student
Advanced student
SPANISH: NOVICE LEVEL Full Control Items in this category are those skills that 90% of the students will be able to perform accurately 90% of the time in speaking, listening, reading, or writing the target language. Also, when achievement tests over these items are given, the results should be close to 100% accuracy based on normal classroom grades in grammar. Students will be able to:
Partial Control Items in this category are those skills that 90% of the students will be able to perform accurately approximately 50% of the time (between 20% and 80%) in speaking, listening, reading, and writing in the target language. Achievement tests over these items should result in somewhat higher than normal classroom grades. Also, specific students may have achieved full control of specific examples from this category (i.e. recognize and use soy and estoy when referring to themselves). Students will be able to:
Concept Control Items in this category are those skills that 90% of the students will seldom be able to perform accurately in speaking, listening, reading, and writing in the target language. Achievement tests over these items, however, will result in normal classroom grades on grammar. Also, specific students may have achieved partial or full control of specific examples from this category (i.e., a student may have full control over the gender of one or two words not ending in -o or -a such as el suéter or el béisbol). The student can... Understand the concept of gender with nouns and adjectives that do not end in -o or -a and begin to memorize through use a very few high-frequency nouns (examples: el suéter, la clase, el béisbol, el papel, la televisión). Change regular adjectives from singular to plural by adding -s to vowels and -es to consonants. The student will be exposed to basic linguistic notions such as language families and relatedness, stages of L2 learning, cognates and borrowings. The student will also be introduced to fundamentals of the Arabic language and its contribution to the development of Spanish. This will include an introduction to the Arabic alphabet (one and two-way connectors), basic greetings and leave-taking expressions, classroom vocabulary, and vocabulary borrowed by Spanish.
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