The student will be able to:
A. describe the geography, historical events and cultural aspects of the Spanish-speaking world with emphasis on Colombia, Venezuela, Ecuador, Perú and Bolivia
B. relate the above-mentioned group of countries with the history and current situation of the Latino population in the U.S.
C. express agreement/disagreement in group discussions on various topics and respond with greater accuracy, speed and fluency to a variety of topics with few errors
D. engage in a discussion providing argument to support an opinion
E. demonstrate an increased ability to speak informally and idiomatically about topics studied and related to those studied in class
F. narrate fully and accurately in all time frames while employing communicative strategies, such as rephrasing, circumlocution, and illustration
G. employ increasingly sophisticated vocabulary pertinent to the topic at hand and resorting to illustration or narration when vocabulary is above the student's level
H. employ idioms in culturally appropriate language situations

A. Describe the geography, historical events and cultural aspects of the Spanish-speaking world with emphasis on Colombia, Venezuela, Ecuador, Perú and Bolivia
1. Analyzing and comparing the history of the Spanish-speaking world, with emphasis on Colombia, Venezuela, Ecuador, Perú and Bolivia
B. Relate the above-mentioned group of countries with the history and current situation of the Latino population in the U.S.
1. Discussion of pre-Colombian life and culture, and of the impact of Spain in the New World, with special attention to the above-mentioned regions
C. Express agreement/disagreement in group discussions on various topics and respond with greater accuracy, speed and fluency to a variety of topics with few errors
1. Gaining awareness of current events and particular issues related to these populations and countries
D. Engage in a discussion providing argument to support an opinion
1. Gaining awareness of current events and particular issues related to these populations as they have settled in the U.S.: biculturalism, bilinguism, representation in popular culture, etc.
E. Demonstrate an increased ability to speak informally and idiomatically about topics studied and related to those studied in class
1. Describing cultural manifestations pertaining to literature, art and music
2. Choosing the right register as a cultural choice that is appropriate to the setting and situation
F. Narrate fully and accurately in all time frames while employing communicative strategies, such as rephrasing, circumlocution, and illustration
1. Advanced language functions, such as characterizing people, asking for clarification, reacting appropriately, elaborating, summarizing, reacting to criticism, etc.
2. Rephrasing on-the-spot with occasional pauses and hesitations
3. Interrupting, turn-taking
4. Language usage for formal and informal situations
5. Guessing strategies for comprehension
6. Pronunciation that interferes occasionally with comprehension by native speakers not used to non-native speakers
G. Employ increasingly sophisticated vocabulary pertinent to the topic at hand and resorting to illustration or narration when vocabulary is above the student's level, related to:
1. Social expectations, relationships, conflicts
2. Cultural and ethical values
3. Politics, history, current events
4. Music, literature, art, film
5. Vocabulary building skills, such as recognizing prefixes, suffixes, guessing strategies
H. Employ idioms in culturally appropriate language situations
1. Idioms, colloquial and formal expressions appropriate to the context

Not applicable.

A. Class participation and preparation
B. Oral presentations
C. Oral interviews
D. Laboratory manual and website assignments
E. Final examinations

A. Students will participate in student-centered and teacher-guided conversations.
B. Students will present oral reports on a cultural topic.
C. Students will review, study and practice expressions and vocabulary.
D. Students will practice pronunciation.

Appropriate works as selected by the instructor, such as:
Blanco, José, et al. Revista. Conversación sin barreras. 4th ed. Boston: Vista Higher Learning, 2014.
Dozier, Eleanor, and Zulma Iguina. Manual de gramática: En Español. 1st ed., 3rd ed. Bostin: Heinle & Heinle, 2011.
Iorillo, Nino, et al. Conversación y controversia: tópicos de hoy y de siempre. 4th ed. New Jersey: Prentice Hall, 2011.
Sandstedt, Lynn, et al. Conversación y repaso. 8th ed. Boston: Heinle & Heinle, 2011.
Online dictionaries, such as drae.com, wordreference.com
 

A. Follow weekly blogs, news and opinion pages from newspapers in the Spanish-speaking world.
B. Write reaction pieces to the news and summaries of events.
C. Listen to native speakers talk about an event in their life and write or record themselves doing the same task.
D. Write original compositions in which they analyze the ideas, art and literature presented in class.