NO. OF CREDITS:
3 QUARTER CREDITS
[semester equivalent = 2.00 credits]
|WA CLOCK HRS:
This course is designed to teach important Spanish skills that will allow staff members to gain the trust and confidence of Spanish-speaking students so that these students can feel confident, accepted, and be able to approach staff members with their specific needs and concerns. The ultimate goal is to relate to Spanish-speaking students and their parents through basic communication in their native language. Not only will this assist in building a positive rapport between the staff member and student, but it is also useful in supporting and encouraging the student to not be afraid of learning English.
The initial focus of the course will be on building basic fundamentals of the Spanish language, with an overall goal of learning to say necessary vocabulary and phrases for communicating with Spanish-speaking students and parents. Participants will also learn vital phone conferencing strategies for dealing with a Spanish-speaking parent, learn to use our “Spanish Progress Reports”, and understand how to properly solicit important information from the student and parent.
This course is appropriate for all staff members K-12 with limited or no Spanish language skills.
• $30 fee for the purchase of the course packet, workbook and audio material is payable to the instructor after registration.
• Once the instructor has received registration confirmation, she will email a course packet invoice directly to you.
The Co-Instructor for this course is Isis Tabares, M.A.
LEARNING OUTCOMES: Upon completion of this course, participants will have:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), or Washington State Clock Hours or Oregon PDUs. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours and Oregon PDUs.
UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.
AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head or state education office the acceptability of these credits for your purpose.
ADDITIONAL COURSE INFORMATION
Required 50-page course workbook with audio material that follows the workbook lessons.
None. All reading is online.
• $30 fee for the purchase of the course packet, workbook and audio material is payable to the instructor after registration. • Once the instructor has received registration confirmation, she will email a course packet invoice directly to you.
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Assignment #1: Activities & Practice Tarea #1
Assignment #2: Activities & Practice Tarea #2
Assignment #3: Activities & Practice Tarea #3
Assignment #4: Activities & Practice Tarea #4
Assignment #5: Repaso de Frases
Assignment #6: Crucigramas
Assignment #7: Complete Tarea Exercises
Send to instructor: firstname.lastname@example.org, Subject line to read ‘Habla #7’.
Assignment #8: Writing Scripts
Send to instructor: email@example.com, Subject line to read ‘Habla #8’.
Assignment #9: Event Invites
Send to instructor: firstname.lastname@example.org, Subject line to read ‘Habla #9’.
ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B. LEARNING APPLICATION
In this section you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you are not teaching in a classroom, please contact the instructor for course modifications. If you are a classroom teacher and start or need to complete this course during the summer, please try to apply your ideas when possible with youth from your neighborhood, at a local public library or parks department facility, (they will often be glad to sponsor community-based learning), or with students in another teacher’s summer classroom in session.
Assignment #10: Practice Phrases
Send to instructor: email@example.com, Subject line to read ‘Habla #10’.
Assignment #11: Spanish/English Progress Reports
Send to instructor: firstname.lastname@example.org, Subject line to read ‘Habla #11’.
Assignment #12: Creating a Lesson
Send to instructor: email@example.com, Subject line to read ‘Habla #12-A’.
Send to instructor: firstname.lastname@example.org, Subject line to read ‘Habla #12-B’.
Assignment #13: (500 Level ONLY)
Write a 1-2 page script in Spanish that addresses the following situation:
Send to instructor: email@example.com, Subject line to read ‘Habla #13-A’.
Another assignment of your own design with the instructor’s prior approval
Send to instructor: firstname.lastname@example.org, Subject line to read ‘Habla #13-B’.
C. INTEGRATION PAPER
Assignment #14: (Required for 400 and 500 Level)
SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments)
Send to your instructor at their email address. Subject line to read "(put course name here) Integration Paper"
INSTRUCTOR COMMENTS ON YOUR WORK:
Please indicate by email to the instructor if you would like to receive comments on your assignments.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Deborah Richter, B.A., is an accomplished Spanish Instructor who has been teaching Spanish language since 1991. She holds degrees in Spanish Literature, Education, and Physical Education from Whitman College. Her experience includes two years of instructing Spanish and Latin dance to young children at the YWCA in Walla Walla, ESL (English as a Second Language) at Walla Walla High School, several summers teaching private English in Spain, and ten years teaching beginning through advanced Spanish at Foss High School.
Deborah has spent 9 summers in Spain studying at La Universidad de San Agustin and at Saint Luis University Madrid. Other Spanish-speaking countries that she has visited include Panama, Puerto Rico, Mexico and Venezuela. Deborah & Isis founded La Única Spanish Instruction Center in 2003 and have been teaching Spanish courses there for the past 4 years.
HABLA ESPANOL: Spanish Basics For Educators PT I
Alcorta, Joe H., Essential Spanish for Teachers and Other School Personnel. Marion, 1996
Bermudez, Andrea B. Doing Our Homework: How Schools Can Engage Hispanic Communities. Eric
Clearing House Rural Education and Small Schools, 1994.
Dover. Easy Spanish Phrase Book: Over 770 Basic Phrases for Everyday Use. Dover Pubns, 1994.
Harvey, William C. Spanish for Educators. Barron’s Educational Series, Inc., 1986.
Stein, Gail. Countdown to Spanish : Learn to Communicate in 24 Hours. McGraw-Hill, 2003.
Wald, Susan. Spanish for Dummies. For Dummies; Book and CD edition, 1999