Notes regarding credits...
TARGET AUDIENCE
This course is oriented toward students who are at the intermediate level of Spanish language proficiency and who would like to attain an advanced level of proficiency within a business-related context.
OBJECTIVE
To develop in the students those communicative abilities that are necessary to express oneself adequately in different situations related to the field of business.
I. SUMMARY
In this course, we propose to develop in the participants the communicative abilities necessary to express themselves efficiently in the business context, in terms of both written and oral language. The participant will concentrate their study of the Spanish language in those structures and vocabulary that permit them to perform, with fluency and correct expression, communicative functions such as presentations, participation in negotiations, the formulation of directions and suggestions, the description of processes, as well as the editing of documents, among other functions that are characteristic of work in business.
II. COMPETENCIES
At the end of the course, the student will have elevated his or her communicative abilities to the advanced level of Spanish language proficiency, especially in those communicative skills required in the context mentioned, by emphasizing the acquisition of correct pronunciation and the use of an ample vocabulary.
III. SKILLS
1. To expression oneself with fluency and correct forms of expression in the following communicative functions:
* Presentations
* Participation in meetings
* Description of functions and responsibilities
* Description of the organization and functioning of a business
* Description of processes and operations
* Formulation of directions
* Formulation of suggestions
* To express agreement and disagreement
* Manage, resolve, and formulate complaints
* Solving problems
* Description of graphics and management of figures
* To coordinate appointments
* Holding telephone conversations
* Requesting information about or referring to bills
* Practicing the social language used in: initiating and sustaining conversations, establishing contacts, trips for work, and social events with partners or visitors.
2. Adequately to prepare documents for work, such as memos, e-mails, and technical reports.
3. To develop a theoretical and practical knowledge of the Spanish phonological system.
IV. CONTENTS
Conceptual contents
1. Learning the principal conjunctions of the Spanish language.
2. Review of the verbs “ser,” “estar,” “saber,” “conocer,” “gustar.”
3. Review the main verbal tenses.
4. Use of the direct and indirect object.
5. Review of the words “mucho” and “poco,” “por” and “para.”
6. The subjunctive: present and past.
7. Use of the conditional.
8. Use of the passive voice.
9. Derivation and formation of adjectives, nouns, and verbal forms.
Procedural components
1. To be able to develop a correct and fluent expression in each of the communicative functions treated, using the grammatical structures reviewed as well as the vocabulary learned in practice.
2. To acquire systematically a specific vocabulary through short readings, or from work with audiovisual materials which are used for the presentation of topics or situations of conflict that require an exchange of ideas to be resolved.
3. The development of business case studies in order to strengthen oral expression and the acquisition of specific vocabulary, as well as to offer participants the closest experience possible to decision-making, the exchange of ideas, etc.
4. To conduct oral presentations, both individual and in groups.
5. To participate in debates and negotiations in order to strengthen their ability to negotiate in Spanish.
6. To develop the ability to edit their own written and oral production in terms of grammar, spelling, and punctuation.
7. To employ the patterns of rhythm and intonation that are correct when expressing oneself in Spanish.
8. To achieve a pronunciation that is as close as possible to the native model of Spanish consonants and vowels.
Attitudinal components
1. The development of personal security to communicate fluidly and correctly in the business setting, through the systematic study of the Spanish language, through the development of communicative functions specific to business.
2. To learn and value the differences between Hispanic culture and Anglo-Saxon culture in order to contribute to the development of satisfactory interpersonal relationships.
V. LEARNING ACTIVITIES
Throughout the course, participants will do the following activities:
1. Discuss business situations.
2. Communicative activities, both in pairs and groups.
3. Oral presentations.
4. Debates.
5. Correcting, in pairs and groups, of paragraphs and documents written by participants, such as memos, e-mails, reports, etc.
VI. TEACHING STRATEGY
In each of the sessions, a communicative method characterized by the following will be employed:
1. The course personalizes the topics from reading and conversation in accordance with the students’ specific interests and needs using supplementary material. In this way, the course will treat topics of interest to the students, developing a learning of the language that has an immediate application to the studies and activities of the participants.
2. It provides the participant with numerous opportunities to practice the Spanish language in real-life situations, which give a practical and concrete application to what is learned.
3. In each lesson, the students should be informed of the objectives to be achieved and of that which is expected of them in terms of learning grammar, the development of skills, and the acquisition of vocabulary.
* Contents previously covered are repeated, providing the student activities of consolidation.
* A constant variety in the use of patterns of interaction is provided. In this way, excessive teacher-student communications are avoided to give way to work in groups and pairs.
* Students receive constant phonetic training.
* There should be an environment that facilitates the wellbeing of the student, making him or her feel at ease, sure of themselves, and appreciated by the teacher.
* The teacher working with this methodology should make intensive use of the teaching techniques that facilitate the students’ language learning.
VII. EVALUATION
Participants will be evaluated as follows:
Class participation 20%
Assignments 10%
Essay 20%
Partial exam 25%
Final Exam 25%
VIII. BIBLIOGRAPHY
1. Samaniego, Blommers y López-Burton
Dímelo Tú , Holt , Rinehart Winston
2. Harvis, Lebredo, Mena-Ayllón
Cómo se dice? , Houghton Mifflin
3. Schmitt , Woodford
Buen Viaje! MacGraw Hill
4. Vicki Hollet y Roger Carter
In at the Deep End, Oxford University Press
5. David Cotton, Sue Robbins
Business Class, Nelson.
1. Isabel Miyashiro
Apuntes de Estudio
Universidad del Pacífico
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