Redesigning a Core Course Project to Improve Language Skills and Intercultural Competency

About the Course

SP202: Intermediate Spanish II (.pdf) and SP294: Intermediate Spanish III (.pdf) are second and third semester courses for all Spanish majors and minors. Some students that are not pursuing a major and minor may take it to improve and maintain their Spanish language skills. In these courses students review basic concepts of the language while expanding reading comprehension, writing, and conversation skills. Readings focus on the study of Hispanic cultures. These courses include content-based projects in the target language. The emphasis is on using and enhancing Spanish language skills to achieve a more global understanding of the issues faced by the many unique groups that share Spanish as a common language. Overall, SP202 and SP294 aim to weave together content language learning and interactive information-exchange tasks to enhance the communicative proficiency.

Working on this grant, I have redesigned the core project for the SP202 and SP294. The main goal that led me to re-examine my classroom and prompted me to make these changes was that of improving their speaking and grammar skills along with exposing them to a variety of cultural properties and utilizing technology.

Please note: the first two semesters the participating students were solely Intermediate II and, for the third iteration, there was a combination of Intermediate II and III due to cancellation of Intermediate II.

The Core Learning Outcomes are:

1. Demonstrate the ability to converse on an aspect of culture, society or history of Spain, Spanish America or the United States
2. Writing Competency: Demonstrate use of analytical and expository writing on an advanced level, in Spanish
3. Conceptual Understanding: Demonstrate how literature is embedded in cultural and historical contexts
4. Oral Spanish Competency: Demonstrate the ability to present in Spanish an aspect culture, society or history of Spain, Spanish America or the United States

In additions to the Departmental Outcomes, my personal outcomes for the students are:

• Students ability to produce the vocabulary and structural forms necessary for the stated conversation topics in written and oral work including diary entries, regular class participation and oral exams.
• Reading independently via their completion of short readings including essays, exam prompts and oral exam discussions.
• Listening via their participation in class discussions and oral and written exam prompts related to the cortometrajes.
• Presentational via their semester project work.
• Writing via their performance on the semester project and literary analysis as well as diary entries

Performance Objectives

I modeled my class based on the recent documents of ACTFL and the 21st Century Standards of the 5 Cs.

• Communication Modern Language Learning and Communication
• Cultures Gain Knowledge and Understanding of Other Cultures
• Connections Connect with Other Disciplines and Acquire Information
• Comparisons Develop Insight into the Nature of Language and Culture
• Communities Participate in Multilingual Communities at Home & Around the World

My main goal in both courses is for students to be fluent in Spanish and, to that end, all interactions are expected to be in Spanish. My focus is to create an environment for the students to feel comfortable to speak Spanish without hesitation of being judged if they make mistakes. Before this project, typically students would have grammar exercises and reading comprehensions to do outside of class. I then used that work as the first part of my class, discussing if there were any questions or elucidation needed regarding the passage. Then students worked in small discussion groups (usually in 15 min. increments). The core sssessment project was the production of a skit to present to the class and to other classes. However, using this structure meant that, because of time restraints, I and the students were not able to meet all of my goals.

With this is mind, I decided to apply the “flipped classroom” method. The idea of the flipped classroom is simple: direct instruction occurs through videos or other learning activities that students use individually prior to coming to class. This method shifts the responsibility of the work on the students and allows me to use class time for work that is better done is large group or direct individualized instruction.

Using the online textbook,Enfoques, I would assign a series of grammar exercises to be completed before class. The book also offered engaging media (i.e. an original sitcom and a variety of authentic short films from Spanish-speaking countries), literary and cultural readings, and a Manual de gramática for additional practice. Then, once in class, I would start with small discussion guided activities. After a small group activity, we would review questions and each student had the opportunity to join a whole-class discussion (in Spanish). Repetition is a key element of learning a foreign language. With this in mind, the reading/watching of videos and tutorials outside of classroom helps with the writing skills. The small group discussion helps with practicing the spoken aspect and the whole classroom discussion solidifies the learning process. Finally, the core assessment consists of the students presenting their scripts and video productions, which is the focus on my portfolio.

One of the greatest benefits of flipping is that overall interaction increases: teacher to student and student to student. Since the role of the teacher has changed from presenter of content to learning coach, I find myself spending my time interacting with the students (i.e. answering questions, working with small groups, and guiding the learning of each student individually). I could observe students interact with each other. Walking around the class, I observed students developing their own collaborative groups, helping each other learn instead of relying on me as the sole source of knowledge. They would exchanging phone numbers and contacts without being prompted. It truly is magical to observe. Often I am surprised of how well our students work together and work with one another.

Additionally, during the first phase of the course redesign, I implemented a new core assessment: the Dubbing Project. In small groups, the students would choose one of the cartoons provided, remove the sound, and add their own dialogue. The cartoons, all of which were once popular in Argentina, are about 3 minutes long. These short sequences could not be manipulated or altered. The dialogue had to include vocabulary used in the courses' various lessons and had to be only in Spanish. Music and special sound effects were optional but would add dimension. Each student had to contribute at least 40 seconds of spoken Spanish. The students had two weeks (week 4 and 5) to write the scripts and I gave them opportunities to meet in the language lab to work on scripts while watching the videos. At the end of the semester, the dubbed videos were shared in class (guests invited).

In the second phase of the redesign, I focused on expanding the assessment dubbing activity into two parts: First Episode and Second Episode. However, like almost all sequels, it did not generate the best of results. Students were less than enthusiastic to work on a similar project. In fact, while there was some excitement during Part One, they expressed their frustration during Part Two which resulted in “meet expectation” outcomes.

In the third phase, I learned from the previous iterations. Primarily, I kept it at one activity, and secondly, from the feedback I received from the colleagues on my team during the various CHRP retreats, I worked a bit more on the cultural aspect of the students’ selection.

Overall, it was interesting to see the different interests in each class because each class has its own personality. Students who participated in the new core project were very receptive to the novel approach and were able to write positive feedback with indication of robust work. On the other hand, there were some students whose participation was less than optimal and the production of their core project reflects that.

In the first iteration, the project was well received and the students’ reflections (.pdf) illustrate that. In the second iteration (as you can read in my reflection section), I expanded the single project into two separate projects within the semester, and it had a negative outcome, particularly on class morale. The second project often was basic. This is evident from the students’ reflections (.pdf). For the third iteration (.pdf) (keeping in mind the adverse effect the previous course had), I returned to one video project.

In the examples below, I’ve included a range of student work, from A-level to C-level. See the assignment rubric (.pdf) for more detailed descriptions of project expectations and the core project grades (.pdf) from the spring 2015 and 2016 semesters for more details on grade distribution.

A-level Work - Script (.pdf)

It utilizes the correct timing and full extent of the video. Uses Past Tense in Preterito – Imperfecto – and Past Participles.

 

B-level Work - Script (.pdf)

Presentation was mostly organized however, the timing and material were not sufficient to cover the three minutes. Poor use of grammar – Two or less instances of Past tense.

Course redesigning has made me realize the value of establishing beneficial groundwork for developing students’ activities. Through guided assignments, students were able to develop a greater awareness of how they approached culture and how they processed different kinds of information. While I plan to use this strategy again in the coming semesters, I will be revising this so that students work on a variety of cultural experiences, with each one focusing on a specific component. Teaching in this manner has made me concentrate less on assessment and more on collaboration. I have become more aware and devoted in helping students develop their language skills and engage with the text in ways that are more meaningful. I learned a lot from the feedback received, from colleagues during our meetings/writing retreats, and from the students’ reflections.

I have learned students in general enjoy diversity and novelties. One of the reasons I may be successful in capturing students’ interest is not only because of my genuine enthusiasm, but also because I modify my didactic techniques according to the times. I have been fascinated by incorporating technology ever since I could remember. To that end, I wrote a research thesis on incorporating CALL (computer assisted language learning) since its inception in the late 1980s and early 90s. However, not until now, with the plethora of technological advancement we have available from the web to the online textbooks, do I feel I can successfully modify my pedagogical approach. I am in fact now able to allow my students some autonomy – or “semi-conscious” autonomy – for them to work outside the classroom and enable them to work in class more effectively to reach their linguistic abilities more promptly.

The Dubbing Project

I particularly have noted great feedback from all specifically on group work. Most of my classes have a group work activity at one point or another, which is an ideal time for students to produce language with no pressure.

Three suggestions resonated with me:

1. We should not be afraid of telling the students that they need to decide who are they going to be (in life, in class…) – Leaders or Followers? – and we need to tell them they can tell the weak/slackers to start working.
2. This is a pedagogical experience for those who are working well, as they are “teaching” the weak students. And we (instructors) can redirect this “teaching” moment and reverse the roles in that the weak need to be in charge and the hard working students are to listen.
3. Also, it is important to define “group work” – set clear expectations on the definition of roles within a group. Assign clear roles.

Contact CTE with comments on this portfolio: cte@ku.edu.