SPA 102 First Year Spanish (4 credits) – Fall 2018 – Face-to-face course

Course Pre-requisite: SPA101

Instructor: Emily Reyes___________________________________________________________

Office and phone: BAA 221; (928) 523-7359______________________________________________
Email: ear347@nau.edu_______________________________________________________________
Office hours: Mondays – Tuesdays 1:50pm – 2:40pm_________________________________________

Academic Catalog Description

Continuation of SPA 101. Letter grade only.

Course Purpose:
Spanish 102 is a continuing Spanish course that assumes prior knowledge or experience with Spanish at
the 101-level. This course aims to develop all five-language skills: listening, speaking, reading, writing
and cultural competence. The goal of the course is to help students develop the ability to communicate in
Spanish, while at the same time introducing them to the Hispanic culture. A strong emphasis is placed on
using the language in practical situations, while also helping students grasp the basics of Spanish
grammatical rules, word order, and word formation. This course teaches the students to see the world as
the other culture sees it. It is also learning to see your own culture from a new perspective. Knowledge of
a foreign language will enable you to compare and contrast cultural concepts among different people.

This course supports the Mission of the Liberal Studies Program because it prepares 21st century
students to live responsible, productive, and creative lives as citizens of a dramatically changing world.
This course supports the efforts of this institution to develop citizens that can interact with people from all
over the world. This course helps students who do not want to be shut out of the dynamics that shape the
world, dynamics that will increasingly become de-centered. The nature of this course emphasizes the
intrinsic connections between language and culture and challenges students to explore the traditions and
legacies that have created the dynamics and tensions that shape the world.

Distribution Block
SPA 102 is in the Cultural Understanding Block because it:
 Enhances students' understanding of different cultures of the world through the study of language,
literature and music.
 Provides students with an experience of diverse cultures different from their own, and an analytic
framework that facilitates awareness of how cultures vary and shape human experience.
 Familiarizes students with cultures of the world and develops an appreciation for the unique
features and perspectives of varied cultural traditions.

Liberal Studies Essential Skills

The oral, reading and writing requirements for this course will foster effective speaking, listening, reading
and writing skills in both English and the target language. The course will cultivate effective writing and
oral communication through essay and oral exams, short papers and other assignments listed below.

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Intended Course Student Learning Outcomes:
Active engagement with the content of this course will allow students to:
1. Understand the main idea and some of the supporting details of spoken Spanish intended for
beginning college students regarding topics related to their daily life and current affairs.
2. Initiate and respond verbally to non-complicated, basic communicative tasks and familiar social
situations with sufficient accuracy in pronunciation and grammar so as to be understood by
persons accustomed to interacting with learners of Spanish.
3. Read simple, edited written material (e.g., articles, novelettes, short stories, etc.) on topics related
to everyday uses of the Spanish language and the Hispanic culture with an understanding of the
main idea and most of the supporting details.
4. Write short, coherent compositions of several paragraphs on familiar topics with sufficient
accuracy in grammar, spelling, punctuation, and vocabulary so as to be understood by persons
accustomed to interacting with learners of Spanish.
5. Understand some significant cultural traits of the Spanish-speaking world (customs, lifestyles,
attitudes, geography, famous people, etc.) so as to be able to function appropriately in typical
social situations.

Please keep in mind that Spanish classes are designed to present the basic tools necessary for learning
Spanish. To be successful in the achievement of the course goals, students should actively participate in
the learning experience in class (e.g., by participating in class discussions, being productive in group
work) and outside class (e.g., Tertulia, seeing movies in Spanish). Students do not automatically become
either fluent or proficient by completing the introductory Spanish courses as language acquisition must
also occur outside of the classroom. Students hoping to become proficient in Spanish are strongly
encouraged to participate in study abroad or an immersion program. Please contact the Department of
Global Languages and Cultures or the NAU Center for International Education for information on such
programs.

Readings and Required Materials:

1. Blanco, J., & Donley, P. (2016). VISTAS. Introducción a la lengua española. 5 th edition. Vista
High Learning – In the NAU bookstore. / Supersite (online materials: http://vhlcentral.com )
2. Passcode to the Supersite (It comes with the textbook) – includes vText with Supersite Code.
Materials (loose-leaf edition of the students book, vtext and supersite code) can also be purchased
at http://www.vistahigherlearning.com/store/nau.htm
3. Spanish lower-division webpage (readings, cultural materials and other resources for students):
https://sites.google.com/a/nau.edu/lower-division-spanish-at-nau/home
4. Class site:

Assessment of Learning Outcomes:

Homework: Your instructor will assign your specific homework assignments, but in all sections students
should complete the online exercises that correspond to each of the book chapters studied in class. In
order to complete these exercises, you need to have an account in Vistas Supersite.
If you just bought the Vistas textbook this semester, you need to:
a) Go to the Vistas webpage: http://vhlcentral.com and Create an Account first (If you do not have
one from Spanish 101).
b) On the code activation screen, enter your Supersite code and click “activate code” (Only if you do
not have one from Spanish 101).
c) Locate your school by typing your school’s name. Select your school from the list.
d) From the list of available classes at your school for your textbook's Supersite, look for Instructor,
for example: "Asencion Delaney, YOURINSTRUCTOR" and the course "SPA102" taught
between Aug. 27 and Dec. 13.

e) Click the radio button for the course section, for example: "SPA102-01: YOURINSTRUCTOR"

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 If more than one class is listed for your Instructor, click the information icons in the class listings
until you locate the section, for example: Location: 23/103 Day(s)/Time(s): MTWTH 9:10-
10am

f) Click Save. You should see a confirmation that you successfully enrolled in your instructor's
course. Now you are ready to see the information for your course. Click on the image of your
textbook. To see these instructions online, see: https://support.vhlcentral.com/hc/en-
us/articles/214388018 // If you have any issue with registration in the Supersite, please go to:
https://support.vhlcentral.com/hc/en-us/articles/215274028-Need-Help-I-am-having-trouble-
redeeming-my-code-

Readings: You will read various texts during the semester, including selections from the textbook, Vistas
supersite reading exercises (on-line), chapters from two Spanish youth novels, and current news
articles on the web.
The weekly extensive reading assignment consists of reading 28 articles during the semester (2 articles 
each week for 14 weeks). In a Word document you will list the title and url of the articles as well as a 
brief comment about what you liked, learned or found interesting in the articles. Upload your assignment 
every Friday into the assignment “Lectura Extensiva” in BBlearn or as post in the class website. If you 
read double the required amount of articles per week you will receive extra credit points.

Compositions: You will have several writing tasks to be completed in class and that follow the prompts in
the VISTAS textbook. Three of the compositions will be written in class and the fourth one is out-of-
class. Your four compositions in Spanish will be graded on content, vocabulary, and the appropriate use of
learned grammar. Your instructor may give you the option of rewriting your composition based on his/her
input.

Portfolio: This portfolio could be presented as a webpage or on paper. It should contain individual pieces
of work. You can start working on your pieces as soon as you want and you can submit your pieces for
correction before presenting the final portfolio or webpage to your instructor. Please be creative, add
pictures, sound, color, etc.
Individual Writing:
a) Information about you (nombre, de dónde es, qué estudia, gustos o pasatiempos, su familia, otros)
b) Description of a typical dress/clothes in a Spanish-speaking country (de dónde es, cómo se llama,
quién lo usa, cuándo se usa, cómo es, de qué está hecho, comparación con un vestido o ropa típica
de su país)
c) A recipe for your favorite dish
d) A comparison of cultural aspects in three movies in Spanish (see instructions provided by
instructor).
e) An anecdote/story about your childhood.

Quizzes: You can expect a quiz (pruebita) every week except when there is an exam or other major
activity. Study and memorize the “vocabulary” list located on the last few pages of each chapter. Key
grammar points may also appear. Your instructor will detail the specific format, content, and date for each
quiz.

Exams:
a) 50-minute exams: There will be two 50-minute tests, all of which will include listening
comprehension, grammar, vocabulary, reading comprehension, and composition. Remember all exams are
cumulative. Information you learn through spaced repetition stays with you longer than information you

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“cram”. Daily study periods of shorter duration are more productive than marathon study sessions just
before an exam.
b) Final exam: The final exam in this course will be comprehensive, testing you on all of the chapters
studied this semester. Details in terms of content will be provided at the appropriate time.
c) Comprehensive listening exam: Because the development of your ability to understand spoken
Spanish is one of our primary goals and because it is essential for success in subsequent courses, you will
complete an exam that assesses your ability to understand the main ideas and supporting details in spoken
discourse. This exam will be given near the end of the semester. In this sense, the exam will be
comprehensive, requiring you to remain acquainted with the vocabulary and structures studied throughout
the semester.
d) Oral assessment: A major assessment of your speaking abilities will be conducted at the end of the
semester, providing you with an opportunity to demonstrate your abilities to communicate about every-
day topics and situations in Spanish. This assessment may be conducted as an interview between you and
the instructor, as role-plays performed between you and a classmate, or as a short presentation about the
topics covered during the semester or cultural aspects of Spanish-speaking countries.

Grading System:
Participation, homework, on-line exercises and extensive reading: 12%
Compositions: 8%
Quizzes: 10%
Portfolio (on-line/web or on paper): 7%
Exams: 25%
Final exam: 20%
Listening exam: 8%
Oral assessment: 10%

Your grade for this course will be based on the following: 100-90 = A; 80-89 = B; 70-79 = C; 60-69 = D;
below 60 = F

Attendance
Students are expected to attend every class session and make up all work missed because of legitimate
absences. Unexcused or unexplained absences will automatically lower a student's grade if they exceed
the equivalent of one week’s worth of class time. For example, in a typical 15 week 4-credit hour course
that meets 4 times a week, this constitutes four class sessions; in a 3-credit hour course that meets 3 times
a week, this constitutes three class sessions; in a 3-credit hour course that meets twice a week, this
constitutes two class sessions, and so on. Missing the equivalent of more than two weeks could result in a
failing grade. An attendance policy for non 15-week classes will be detailed in the course syllabus.

No special arrangements need be made for students who have been absent or have missed assignment
deadlines and/or examinations. Any such arrangements will be left to the instructor’s discretion and
specific make-up policies for missed work will be clearly indicated on the course syllabus.

Problems
Students having specific problems should see their instructor during office hours or ask for an
appointment. If you have a more pressing concern, you may talk with the lower division Spanish
coordinator, Prof. Yuly Asención Delaney (BAA 202- Tel. 523-9631). Tutoring is available through the
Learning Assistance Center (523-5524). You can make appointments for 45 minutes twice a week if you
need them.

Retrocredits
Retrocredit applications should be submitted to the Department of Global Languages and Cultures within
the first four weeks of the semester. Retrocredit signup period for Fall 2018 is from August 27 until

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September 28, 2018. For students to be eligible for retrocredits, "This must be the first course in this
language taken at NAU, or any other university or community college". The fee (non-refundable) is of
$30 to be paid on-line. Information on eligibility, application procedures, policy, and form can be found in
the following webpage: http://nau.edu/CAL/Modern-Languages/Student-Resources/Retrocredit/ If you
have more specific questions about retrocredits, please contact (Alexandria.McConocha@nau.edu).

Tentative Schedule/Course Plan

Week Content, Assignments and Assessment

1: Aug. 27-30 Repaso – Cap. 6
2: Sep. 3*- 6 *Labor Day/Día del trabajador –Cap. 6
3: Sep. 10-13 Cap. 6 - Portfolio draft 1: Information about you (Sep. 11)
4: Sep. 17-20 Cap. 6 Ejercicios en Supersite (Sep. 17)– Composición (Sep. 18) - Portfolio
draft 2: Typical dress (Sep. 20)
5: Sep. 24-27 Cap. 7
6: Oct. 1-4 Cap. 7 Ejercicios en Supersite (Oct. 3)
7: Oct. 8-11 Examen 1 (Oct. 8) Cap. 8 -– Leer “Dos velas para el diablo”
8: Oct. 15-18 Cap. 8 – Portfolio draft 3: Recipe (Oct. 17)
9. Oct. 22-25 Cap. 8 –Ejercicios en Supersite (Oct. 23) – Composición 2 (Oct. 23) Cap. 9
10: Oct. 29-Nov.1 Cap. 9-
11: Nov. 5-8 Cap. 9 - Portfolio draft 4: Cultural comparisons - Movies (Nov. 5)-
Composición 3 (Nov. 6) Ejercicios en Supersite (Nov. 6) - Examen 2 (Nov. 8)
12: Nov. 12*-15 *Veterans’ Day/Día de los Veteranos Cap. 10
13: Nov. 19-22* Cap. 10 Leer “Chicas de Alambre” – Portfolio Draft 5: Childhood story
(Nov. 21) - Asignar composición 4 para la casa (Nov. 21) *Thanksgiving/Día
de Acción de Gracias.
14: Nov. 26-29 Cap. 10, Entregar composición 4 – (Nov. 28) - - Listening exam (Nov. 29)
15: Dec. 3-6 Ejercicios en Supersite (Dec. 3) Oral Assessment, Portfolio – final draft
16: Dec. 10-13 Examen final: Consult the following schedule for the date and time of your
final exam.

Final Examination Schedule – Fall 2018

Course Final Exam –Exact day and time

Time/Day Monday Dec. 10 Tuesday Dec. 11 Wednesday Dec. 12 Thursday Dec. 13
8-8:50 7:30­9:30
9:10-10 7:30­9:30
10:20-11:10 10­12
11:30-12:20 10­12
12:40-1:30 12:30-2:30
1:50-2:40 12:30-2:30
3-3:50 12:30­2:30
4:10-5 3-5
5:20-6:10 5:30-7:30
6:40 – 7:30 8-10 pm

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 Department of Global Languages and Cultures
Pertinent Departmental Policies

Class Attendance: Students are expected to attend every class session and to make up all work missed
because of legitimate absences. Unexcused or unexplained absences will automatically lower a student’s
grade if they exceed five (5) per term in a 5-credict course, four (4) per term in a 4-credit course, and
three (3) per term in a 3-credit course (or 2 in a TTH course). Instructors are under no obligation to make
special arrangements for students who have been absent or who miss assignments deadlines and/or
examinations.
Lab fee: The Department of Global Languages and Cultures assigns a $25.00 lab fee for all lower-
division language courses. These fees cover costs incurred for the use and maintenance of the
department’s Language Learning Center (LLC), for audio-visual materials used in the LLC and in
classrooms, and for the duplication of classroom materials.
Enrollment Caps and Overrides: For sound pedagogical reasons, the department strictly adheres to a
maximum of twenty-five (25) students per section in any language course, and to twenty (20) in any
upper-division listing in culture, civilization, and literature. Overrides are generally not given, but a
petition for an override may be made to the respective instructor offering a particular course. Instructors
are under no obligation to provide overrides regardless of circumstances.
Course Prerequisites and Placement: Enrollment in any course offered by the department requires that
a student obtain a sufficient score on a placement test or satisfy the necessary prerequisites for that course.
The responsibility for proper placement and satisfying of prerequisites rests on the student, and failure to
meet this responsibility could result in a student not receiving credit for a course. The department reserves
the right to cancel a student’s registration in a course in which he/she is inappropriately enrolled. Students
who wish to take a CLEP Exam can contact Counseling and Testing for further information.
Majors and Minors Advising: The faculty of the Department of Global Languages and Cultures is
committed to timely and thorough advising of its majors and minors. For this reason, it is expected that
majors and minors will make at least one appointment per semester with their faculty advisor. Failure to
do so could result in a student being dropped from advising rosters. To be assigned an advisor, inquire in
the department office.
Dropping a Course: The deadline for dropping a course is listed in the Registrar’s Class Schedule
published each semester. It is the student’s responsibility to meet the drop deadline. University policy
states that an officially enrolled student who never attended class or who stopped attending be given and
F should he/she fail to officially drop a course.
(Approved 1/92 and revised 8/98.)

NORTHERN ARIZONA UNIVERSITY

POLICY STATEMENTS FOR COURSE SYLLABI

SAFE WORKING AND LEARNING ENVIRONMENT POLICY

NAU’s Safe Working and Learning Environment Policy (SWALE) prohibits discrimination and
harassment, including sexual harassment, on the basis of sex, race, color, age, national origin, religion,
sexual orientation, gender, gender identity, disability, or veteran status by anyone at this university.
Retaliation of any kind as a result of making a complaint under the policy or participating in an
investigation is also prohibited by SWALE. The Equity and Access Office (EAO) handles complaints of
discrimination and harassment that fall under the SWALE policy and also assists with religious
accommodations. You may obtain a copy of the SWALE policy from the college dean’s office or from the
EAO website nau.edu/diversity/. You may contact EAO for information or to file a complaint at Old
Main, Room 113, PO Box 4083, Flagstaff, AZ 86011, by phone at 928-523-3312, TDD: 928-523-1006
and Fax: 928-523-9977, by email at equityandaccess@nau.edu or through the EAO website at

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nau.edu/diversity/.

TITLE IX

Title IX and NAU prohibit discrimination based on sex or gender in any education program or activity
receiving federal financial assistance. Sex discrimination includes sexual harassment, sexual assault,
relationship violence and stalking. The Title IX Coordinator is EAO Director, Pamela Heinonen. The Title
IX Coordinator has overall responsibility for Title IX compliance, including training, education, and
administration of grievance procedures. She may be reached at Pamela.Heinonen@nau.edu. Director,
Equity and Access Office, Old Main, Room 113, PO Box 4083, Flagstaff, AZ 86011, Phone: 928-523-
3312, Fax: 928-523-9977, TTD: 928-523-1006, by email at Pamela.Heinonen@nau.edu. Important
information on Title IX, reporting requirements, complaint options and student resources is at
http://nau.edu/Equity- and-Access/Title-IX/.

STUDENTS WITH DISABILITIES

If you have a documented disability, you can request accommodations by contacting Disability Resources
(DR) at 523-8773 (voice) or 523-6906 (TTY), dr@nau.edu (e-mail) or 928-523-8747 (fax). Once
eligibility has been determined, students are required to register with DR every semester to activate their
accommodations. Although you may request an accommodation at any time, in order for DR to best meet
your individual needs, you are urged to submit a self-identification form and necessary documentation
(www.nau.edu/dr) at least 4 weeks prior to the time you wish to receive accommodations. DR is strongly
committed to the needs of students with disabilities and the promotion of Universal Design. Concerns or
questions related to the accessibility of programs and facilities at NAU may be brought to the attention of
DR or the Equity and Access Office (523-3312 or equityandaccess@nau.edu). The university ADA/504
Coordinator is DR Director, Jamie Axelrod. He may be reached at Jamie.Axelrod@nau.edu.

ACADEMIC CONTACT HOUR POLICY

Based on the Arizona Board of Regents Academic Contact Hour Policy (ABOR Handbook, 2-224), for
every unit of credit, a student should expect, on average, to do a minimum of three hours of work per
week, including but not limited to class time, preparation, homework, studying.

ACADEMIC INTEGRITY

Integrity is expected of every member of the NAU community in all academic undertakings. Integrity
entails a firm adherence to a set of values, and the values most essential to an academic community are
grounded in honesty with respect to all intellectual efforts of oneself and others. Academic integrity is
expected not only in formal coursework situations, but in all University relationships and interactions
connected to the educational process, including the use of University resources. An NAU student’s
submission of work is an implicit declaration that the work is the student’s own. All outside assistance
should be acknowledged, and the student’s academic contribution truthfully reported at all times. In
addition, NAU students have a right to expect academic integrity from each of their peers.

Individual students and faculty members are responsible for identifying potential violations of the
university’s academic integrity policy. Instances of potential violations are adjudicated using the process
found in the university Academic Integrity Policy.

RESEARCH INTEGRITY

The Responsible Conduct of Research policy is intended to ensure that NAU personnel including NAU
students engaged in research are adequately trained in the basic principles of ethics in research.

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Additionally, this policy assists NAU in meeting the RCR training and compliance requirements of the
National Science Foundation (NSF)-The America COMPETES Act (Creating Opportunities to
Meaningfully Promote Excellence in Technology, Education and Science); 42 U.S.C 18620-1, Section
7009, and the National Institutes of Health (NIH) policy on the instruction of the RCR (NOT-OD-10-019;
“Update on the Requirement for Instruction in the Responsible Conduct of Research”). For more
information on the policy and the training activities required for personnel and students conducting
research, at NAU, visit: http://nau.edu/Research/Compliance/Research-Integrity/

SENSITIVE COURSE MATERIALS

University education aims to expand student understanding and awareness. Thus, it necessarily involves
engagement with a wide range of information, ideas, and creative representations. In the course of college
studies, students can expect to encounter—and critically appraise—materials that may differ from and
perhaps challenge familiar understandings, ideas, and beliefs. Students are encouraged to discuss these
matters with faculty.

CLASSROOM DISRUPTION POLICY

Membership in the academic community places a special obligation on all participants to preserve an
atmosphere conducive to a safe and positive learning environment. Part of that obligation implies the
responsibility of each member of the NAU community to maintain an environment in which the behavior
of any individual is not disruptive. Instructors have the authority and the responsibility to manage their
classes in accordance with University regulations. Instructors have the right and obligation to confront
disruptive behavior thereby promoting and enforcing standards of behavior necessary for maintaining an
atmosphere conducive to teaching and learning. Instructors are responsible for establishing,
communicating, and enforcing reasonable expectations and rules of classroom behavior. These
expectations are to be communicated to students in the syllabus and in class discussions and activities at
the outset of the course. Each student is responsible for behaving in a manner that supports a positive
learning environment and that does not interrupt nor disrupt the delivery of education by instructors or
receipt of education by students, within or outside a class. The complete classroom disruption policy is in
Appendices of NAU’s Student Handbook.

Effective Summer 2016 Approved UCC – 1/28/14 Approved UGC – 2/12/14