Spanish

Program Objectives

Spanish bases its outcomes on the proficiency-based guidelines outlined by the internationally recognized standards of the American Council on the Teaching of Foreign Languages (ACTFL). With upper-division work required in the minor students can expect to develop an intermediate-high to advanced level of proficiency. These goals are integrated into individual courses as well as the program at large.

Learning Outcomes

Content Knowledge: Students acquire linguistic skills as well as cultural knowledge of the countries where the language is spoken. In the beginning language sequence, students learn to use the linguistic system (structure and vocabulary) and acquire new perspectives on everyday habits and daily routines central to life in the countries whose language they are studying. Aspects of everyday life, such as music, education, and social customs are presented in first-year language classes and are elaborated upon in intermediate-level work along with an exploration of other social institutions and historical developments. The foundations of the language system (vocabulary and grammar) are expanded and further developed in the second year, while work in the upper division moves towards more formal competencies, as students read, analyze, and interpret authentic written and visual texts (film and images). Students continue to learn to identify and understand differences in cultural behavior and experience them first-hand and even externalize them through residence abroad opportunities.
Communication: Students can carry out comprehension and expressive functions in the acquired or learned language. At the first-year level students will learn the four communication skills essential to proficiency in any language (reading, writing, listening, and speaking). By the end of the first year, students are expected to communicate at the intermediate-low level. This means that they are moving away from memorized speech and beginning to create with the language. At the second-year level students develop these communicative skills further. By the end of the second year, students are expected to perform at the intermediate-mid level. This means that students can narrate and describe in past and present modalities.
Critical Thinking and Analysis: Students can engage ideas on concrete topics from the culture under study, and delineate reasons and explanations for opinions and positions. Upper-division courses continue with communicative skill-building while incorporating more complex analysis, based on critical thinking, performed in the target language. By the end of the third year, students are expected to perform at the intermediate-high to advanced-low level.
Inquiry: Students can navigate resources in the language under study to carry out life functions as well as deepen their understanding of the culture in countries where the language is used. Students in our program do research on cultural topics of target language countries, engaging in inquiry in areas such as history, politics, geography, literature, the arts, film, social system, and the economy.
Intercultural Competency and Civic Engagement: Students can function in a culture other than their first sufficiently to avoid cultural taboos and be able to explain cultural differences. Through the program and particularly through their study abroad experience, students will acquire intercultural competency which includes an awareness and appreciation of diverse cultures and communities.
Integrated Learning: Students can combine acquired linguistic skills and cultural knowledge and apply them to unfamiliar topics in order to gain new insights and engage in discussion of newly acquired knowledge. Through research, multi-projects, or an approved capstone project, students will bring theoretical and applied learning together in a way that demonstrates integration of learning.

Means of Assessment

At each level of the program (beginning, intermediate, advanced, and content-specific) the six outcomes are assessed using the following tools:

Discreet point testing on quizzes, written tests & oral tests.
Testing of functional benchmarks through written tests, oral tests, role plays, simulations, interviews, essay assignments, research papers and projects, Web-quests, multi-genre projects, and creative products.
State-wide, nationally, and internationally recognized assessments including the Oregon Benchmark IV Oral Assessment, ACTFL Oral Proficiency Interview, European Language Passport Self-Assessment, and Common European Frame of Reference (CERF) Certificate Tests, PRAXIS.

Oral Proficiency Testing

Students who are seeking a minor in Spanish must pass the Oral Proficiency Exam prior to graduation. The exam, which tests linguistic proficiency and intercultural competency required for graduation, is given by arrangement. It is the student’s responsibility to contact the appropriate faculty member to set up the exam. The Oral Proficiency Exam follows the recommendations of ACTFL. In order to demonstrate proficiency for the Spanish minor, students must achieve a rating of Intermediate-High on the ACTFL scale. Students who don’t meet the required level may repeat the exam as needed. All Spanish faculty at EOU are trained in ACTFL testing. Oral proficiency testing assesses the Arts, Humanities & Social Sciences outcomes communication, intercultural competency, and civic engagement.

OPE Pre- and Post-Study Abroad:

An Oral Proficiency Exam for linguistic proficiency and intercultural competency check is administered prior to and upon return from Study Abroad Experience.

Programs

Minor(s)

Spanish Minor