Summer Academic Program in Spain: July 4 - August 2,2008

Depending upon their needs and preparation, graduate participants may select from six to nine units of academic coursework from the following four areas: Spanish Peninsular Literature, Latin American Literature, Linguistics, and Hispanic Civilization and Culture. Only two 200-level courses may be taken per summer. First-year students may wish to take only six units as they adapt to intense graduate study their first summer. It is expected that participants will attend all classes and special functions and speak only Spanish throughout the entire program. Due to the intensive nature of the program, students are strongly advised to begin reading for all literature and culture classes several months before the program begins.

Housing and Meals: By prior arrangement, participants will be assigned to private homes upon arrival in Valladolid. Host families normally have room for two (and occasionally three) participants. The price of homestay lodging includes three meals per day and laundry service. Meals that are not specified in the cost of the program during the cultural tour are to be paid for by the participant.

Course Offerings

Click on the course title to view its' syllabus.

Upper Division Courses

Spanish 123: Spanish Peninsular Literature. Topics in literature from Spain offered as needed. Typical topics are: Spanish novel through the Golden Age; 19th and 20th century Spanish novel; Spanish drama from the Middle Ages to the Golden Age; Spanish Contemporary drama. Note: May be repeated for credit provided topic is not repeated. Prerequisite: Spanish 100 (3 units)

Spanish 134: The Short Story in Latin America. The Short Story in Latin America. Development and trends of the short story in Spanish America, beginning with an overview of the genre, its characteristics, and history. Selected readings from main demographic areas of the continent, with emphasis on the twentieth-century canon and new developments among younger, contemporary authors. Prerequisite: Spanish 100 (3 units)

Spanish 152: Civilization and Culture of Spain. Civilization and Culture of Spain. Reading and discussion of Spanish history, geography, anthropology, sociology, political science, economics, folklore, music, art, and dance as these areas relate to Modern Spain. Prerequisite: Spanish 100 (3 units)

Spanish 199: Special Problems. Individual projects or directed reading. Note: Open only to students who appear competent to carry on individual work, and enrollment will be limited to hardship cases. Prerequisite: Approval of the faculty member with whom the work is to be conducted, the advisor, and the Department Chair. (1-3 units)

Graduate Courses

Spanish 201B: History of the Spanish Language. (3 units) Historical evolution of the Spanish language from Vulgar Latin to the present day with special emphasis on the phonetic and morphogical changes involved in this evolution. Some attention will be devoted to Old Spanish readings as well as the differences between Old and Modern Spanish. Knowledge of Latin is helpful, but not required. Prerequisite: Linguistics 130, Spanish 102, Spanish 103; or equivalent.

Spanish 201D: Applied Spanish Linguistics. Application of linguistic theory, principally to the areas of language teaching and learning acquisition. Occasionally the application of linguistics to other fields may be examined. Prerequisite: Linguistics 130, Spanish 102, Spanish 103; or equivalent (3 units)

Valladolid, España

Instructor: Prof. María Mayberry

Email: maria.mayberry@csus.edu

Required background: Graduate standing, Linguistics 130, Spanish 102 and 103, or permission of instructor.

Course text: Lingüística aplicada. Adquisición del español como segunda lengua. Dale A. Koike and Carol A. Klee. John Wiley & Sons, Inc., 2003.

Objectives and description of this course: This course is designed to introduce graduate students of Spanish to Applied Linguistics, a sub-field of linguistics which refers to the practical application of phonetics, phonology, morphology, syntax, semantics, and many other areas of linguistic study to Second Language Acquisition. This course will follow a seminar style in Spanish. This will be done through the study of the textbook, articles, lectures, oral presentations, and class discussions. After examining some current theories of applied linguistics and language acquisition, students will analyze and discuss works in Spanish and English language acquisition. Read the assignments in the text, do all exercises when assigned and be prepared to go over them in class.

Course components:

1. 3 midterm examinations (3 x 20% = 60%) based on textbook readings and class lectures and presentations.
2. Term paper (20%) in Spanish. Due at the beginning of class in the day of your presentation.
3. Oral presentation of the term paper (10%)
4. Attendance, participation and quality of student classroom preparation and discussion of assigned material (10%)

Note: The course will be conducted in Spanish and it is expected that students will use Spanish at all times and familiarize themselves accordingly with linguistic terminology.

Attendance and Participation policy: Student participation will be carefully evaluated and attendance will be taken on each of the 20 class days. Students may miss only TWO classes without affecting their participation grade. Attendance will be taken at the beginning of each class meeting. If you are absent more than twice during the summer, one point will be deducted from your final grade starting with the 3rd absence. For example, if you miss five times, you will lose three points off your attendance grade and final grade.

The grading scale for exams, term paper, presentation, and participation is as follows:

Term Paper (See list of topics at the end of this syllabus) In teams of 2 people (some teams may have 3 people, depending on enrollment) students will write a 3 to 5-page term paper in Spanish. You will submit one paper per team. Everyone in the team is responsible for checking that the paper is error free (grammar, spelling, etc.), since there will be one grade for the whole team. The paper will be graded based on the organization of the ideas (writing); clarity of the ideas (correct use of Spanish grammar and spelling), completeness and precision of information. You will need to submit a hard copy to your instructor and an e-mail attachment.

Class Presentation (See the provisional calendar for the dates of the presentations) Each team will have a 20-minute presentation of the term paper. There will be a group grade and an individual grade. The average of both grades will be your Oral Presentation grade.

The presentation will be graded based on the organization and clarity of the ideas presented; completeness and precision of information, and the quality of handout and presentation. Please provide handouts for your instructor and your classmates.

Midterm exams

The written examinations consist of identifications and short answers and will cover issues and topics from the readings and class discussions and presentations. The exams will be in Spanish and be graded based the organization of the ideas (writing); clarity of the ideas (correct use of Spanish grammar and spelling), completeness and precision of information. For identifications you will usually need to write about 50-70 words; for short answers, you will need from 100-150 words.

*Important writing suggestions (for identifications, short answers and term paper)*

You need to identify the important points of a particular topic you are addressing in your answer. Then, explain each of those points in detail and complete your answer with a lot of examples for each point. The idea is the same regardless of the type of question and the length of the answer (identifications, short answers or essays).

You need to learn to distinguish what is important by limiting the information you include in your response to the information that answers the question. Therefore, include only the information pertinent to each answer. For example, if the question has to do with contrasting the difficulties students have with preterite and imperfect, you do not need to give me all the conjugation models (regular, irregular, stem-changing verbs, etc.) for both tenses. Maybe you will need to mention that the morphology of the preterite-conjugation is more complex than the morphology of the imperfect and provide a couple of examples. Of course, there will be other important points to mention.

Calendario Provisional

LIST of TOPICS FOR TERM PAPER and PRESENTATIONS

1. ¿Cómo aprenden los estudiantes, en tu opinión? ¿Cuál(es) de los varios métodos y de las varias hipótesis te resultan más convincentes como explicaciones sobre cómo se aprende una L2? Explica también tu opinión con respecto a la corrección de errores. (c. 1 y 2)
2. Describe cómo VanPatten (1987) explica el orden de la adquisición de ser y estar por medio de la teoría de la marcadez. (c. 2)
3. Explica lo que postula la hipótesis interaccionista con respecto al ASL en el salón de clase. Compara el aprendizaje en un ambiente "interaccionista" y un ambiente tradicional de enseñanza en que el maestro dirige la clase. Menciona los aspectos positivos y negativos de cada enfoque. (c. 2)
4. Describe en detalle los problemas enfrentados por estudiantes norteamericanos con respecto a los pronombres del español. ¿Qué errores cometen y por qué? Da ejemplos apropiados y menciona unas posibles soluciones para sus profesores. (c. 3)
5. Discute la utilidad de saber que, según el Modelo de comprensión del lenguaje de Anderson, hay varias fases de procesamiento (utilización, parsing, perceptual) del input oral. ¿De qué manera te puede ayudar a preparar ejercicios de comprensión oral para reducir el filtro afectivo en los estudiantes? (c. fonología)
6. Contrasta los usos del presente de indicativo y del presente progresivo en español con los usos de los mismos tiempos del inglés. Describe los errores que suelen cometer los estudiantes y explica por qué los cometen. (c. 4)
7. Contrasta los usos del pretérito y del imperfecto en español en cuanto al aspecto gramatical y al aspecto léxico. ¿De qué manera enseñarías la diferencia aspectual entre pretérito e imperfecto para facilitar la adquisición de estas dos formas verbales? (c. 4)
8. Los estudiantes anglohablantes suelen tener muchos problemas a la hora de aprender el subjuntivo. ¿Qué problemas tienen? ¿A qué se deben estos errores y qué soluciones hay? ¿A qué nivel propones que se enseñe el subjuntivo y qué método(s) usarías y por qué? (c. 5)
9. En vista de que se adquiere la concordancia de número y género con el tiempo, ¿recomendarías corregir la falta de concordancia en el habla de los alumnos del primer año de español? ¿Qué se debe corregir más, los trabajos escritos o la producción oral? Explica tu respuesta. (c. 6)
10. Describe el sistema deíctico del español. ¿Cuántas categorías de deixis hay y cuál le ocasiona más dificultades al estudiante angloparlante? ¿Qué verbos corresponden a la deixis espacial? (c. 7)
11. Describe lo que significa la competencia pragmática con respecto a la cortesía verbal y los actos de habla. ¿De qué manera sugerirías enseñar las pragmática del español como L2 considerando que se requiere un conocimiento lingüístico más avanzado (por ejemplo, se necesita conocer formas como el condicional y los tiempos del subjuntivo)? (c. 7)
12. Valdés (1997) propone que una de las metas para hablantes hispanohablantes en los Estados Unidos debería ser la expansión de la competencia bilingüe a través de la participación en actividades diseñadas especialmente para aumentar la competencia lingüística, pragmática y sociolingüística de los alumnos. ¿Qué tipos de actividades diseñarías para los estudiantes que deseen mejorar sus habilidades orales productivas en español? (c. 8)

Spanish 220B: Spanish Literature in the Golden Age. Specific topic from this period will be chosen for intensive study as announced. Prerequisite: Spanish 100 and an upper division course in Peninsular Literature; or equivalent (3 units)

Spanish 224B: Spanish-American Literature, 1825-1880. (Updated since printed brochure.) Independence (1825) through 1880. Covers the following movements: Romanticism, Realism, and Naturalism, and deals with selected authors. Prerequisite: Spanish 100 and an upper division course in Latin American Literature; or equivalent (3 units)

Spanish 250A: Civilization and Culture of Spain. (Updated since printed brochure.) Seminar examining aspects of the national character and personality of Spain as revealed through Hispanic social and literary studies from prehistory to 1700. Prerequisite: Graduate status with fluency in understanding, speaking, reading and writing contemporary Spanish. (3 units)

Spanish 299: Special Problems. Individual projects or directed reading. Note: Open only to students who have the required number of units in residence and who appear competent to carry on individual work. Enrollment will be limited to hardship cases. Only 3 units of upper division or 3 units of graduate division credit will be accepted for any one degree in Spanish. Prerequisite: Approval of the faculty member with whom the work is to be conducted, the advisor, and the dep+artment chair (1-3 units)

Spanish 500: Culminating Requirement. Completion of a thesis, project or comprehensive examination. Note: Open only to students who have been advanced to candidacy and have secured the permission of the graduate coordinator. (Graded Credit/No Credit, 3-4 units).

Courses will be taught by Dr. Edward Baranowski, Dr. Mario Blanc, Dr. Wilfrido Corral,
Dr. Maria Mayberry, and faculty from the University of Valladolid.

For prerequisites and other requirements, visit www.csus.edu/fl/spanish/welcome.htm
or consult the Sacramento State catalog.

Units: Program fees include 0-6 units of academic credit transferable to most accredited universities. Students may enroll in an additional three units of course work at an additional cost of $225 per unit payable to Sacramento State. A maximum of nine units may be earned overall, but no more than two 200-level courses can be taken in a given summer.

Advancement to Candidacy: Returning students who have completed at least 18 units and a minimum of four seminars must be advanced to candidacy by the Office of Graduate Studies so that the College of Continuing Education can enroll them in Spanish 500 (Culminating Experience) for the summer program. Please fill out the Advancement to Candidacy form available at www.csus.edu/gradstudies/forms.htm and send it to the graduate advisor no later than February 1, 2009. Contact the graduate advisor if you have any questions about how to fill out the form.

Contact

For questions regarding the Master of Arts in Spanish Program, contact:

Dr. Edward Baranowski
Coordinator, Spanish Master’s Program
(916) 278-6336
ebaranowski@csus.edu

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