COURSE DESCRIPTION:
Continues to build proficiency as. defined by the. ACTFL Proficiency Guidelines. Content-based instruction develops communicative language skills in listening, speaking, reading, and writing through readings and discussions of authentic Hispanic cultural and literary texts. For students with. two or more years of Spanish or an intermediate level of Spanish language proficiency.
Credit to CSUMB Catalogue.
COURSE NARRATIVE:
This course was taken in Fall 2019 to keep on track for graduating the following semester, Spring 2020. The basis of this course was to create the foundations of thought and research for the capstone project that was initiated during this semester and finalized with a presentation in the Capstone Festival in Spring 2020. The majority of this semester was spent on reading a research process text, to understand the basis for finding an adequate project, this also included deciding between delving into a literature based project or a linguistics based project. Other topics in this text included on finding a balance on how in depth to go into a topic and on deciding the type of questions to bring to our project to create a sound analysis of the two sets of text (since, by that point, we leaned more towards a literature based project) that we were interested in.
Later on in the semester we spent ample time in discussions in large groups as to what kinds of ideas we were all coming up with. This proved to be very helpful as it helped bring different perspectives to light that we had not previously considered.
We also were tasked with becoming more accustomed to the rhythm of having meetings with our advisor and with reading lots of research and (most importantly) thoroughly familiarizing ourselves with the two novels we had selected.
The final aspect of this course was to create presentations on the progress we had made on our projects up until that point. The purpose of this was not only to keep us accountable for the work we were supposed to be doing, but it also served as a practice run of the type of experience we would be having presenting our research and findings to an audience. It showed us that we definitely had our work cut out for us but that (to our relief) we were headed in a good and interesting direction with the texts we had selected. We then were able to watch the presentations of others, allowing us to see the pathways others had decided to undertake. Our final task was to plan for the winter break, with this time we chose to pick out quotes and begin our organization process, since we were very aware that the final semester would pass very swiftly.
Continues to build proficiency as. defined by the. ACTFL Proficiency Guidelines. Content-based instruction develops communicative language skills in listening, speaking, reading, and writing through readings and discussions of authentic Hispanic cultural and literary texts. For students with. two or more years of Spanish or an intermediate level of Spanish language proficiency.
Credit to CSUMB Catalogue.
COURSE NARRATIVE:
This course was taken in Fall 2019 to keep on track for graduating the following semester, Spring 2020. The basis of this course was to create the foundations of thought and research for the capstone project that was initiated during this semester and finalized with a presentation in the Capstone Festival in Spring 2020. The majority of this semester was spent on reading a research process text, to understand the basis for finding an adequate project, this also included deciding between delving into a literature based project or a linguistics based project. Other topics in this text included on finding a balance on how in depth to go into a topic and on deciding the type of questions to bring to our project to create a sound analysis of the two sets of text (since, by that point, we leaned more towards a literature based project) that we were interested in.
Later on in the semester we spent ample time in discussions in large groups as to what kinds of ideas we were all coming up with. This proved to be very helpful as it helped bring different perspectives to light that we had not previously considered.
We also were tasked with becoming more accustomed to the rhythm of having meetings with our advisor and with reading lots of research and (most importantly) thoroughly familiarizing ourselves with the two novels we had selected.
The final aspect of this course was to create presentations on the progress we had made on our projects up until that point. The purpose of this was not only to keep us accountable for the work we were supposed to be doing, but it also served as a practice run of the type of experience we would be having presenting our research and findings to an audience. It showed us that we definitely had our work cut out for us but that (to our relief) we were headed in a good and interesting direction with the texts we had selected. We then were able to watch the presentations of others, allowing us to see the pathways others had decided to undertake. Our final task was to plan for the winter break, with this time we chose to pick out quotes and begin our organization process, since we were very aware that the final semester would pass very swiftly.
Photo used under Creative Commons from Mrs Airwolfhound