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FLFR 440 FALL 2012

0 Commentsby   |  05.04.12  |  Language Tools

FLFR 440 Advanced French composition and conversation will be offered in the Fall of 2o12 TR 1:30pm – 2:50pm

New French Minor Fall 2012

0 Commentsby   |  05.04.12  |  Language Tools

New French Minor

The Department of Language and Literature  is now offering a French minor.
The French minor requires 12 additional hours of French beyond Intermediate level.
The first advanced French course, FLFR 440, will be offered this fall and will focus on
composition and conversation. It is open to students who have completed FLFR 222 or the equivalent
through testing.

Given the importance of French in the world and on the internet (French is spoken worldwide
by over two hundred and fifty million people and is the second internet language in the world),
this minor is most welcomed. English majors will be interested in this minor as well as foreign language,
art, international business, missions and political science majors. Nursing students wishing to work
in Africa will also find this minor relevant to their career plans.

The instructor for French is Yann Opsitch, a native Frenchman who has lived
most of his life in France and is presently teaching at ACU.  For additional information
or to talk with professor Opsitch write to yjo00a@acu.edu.

FLSP 386 Syllabus Spring 2012

0 Commentsby   |  11.22.11  |  Language Tools

FLSP 386 ADVANCED SPANISH COMPOSITION
Professor: Harland Rall Class: MWF 9 AM
Office: 134 Admin, x2384 Class: Admin 136
Hrs: M/F 3-5 PM
TR 9-11 AM

Text
Bleichmar, Guillermo y Paula Cañón. Taller de escritores, Grammar and Composition for Advanced Spanish, 2012, Vista Higher Learening
Composition Focus
Writing will be required relative to distinctive functions: 1) Description (places, people), 2) Comparison, 3) Narration in Present, 4) Narration in the Past, 5) Opinion Essay, 6) Editorial, 7) Descriptive Editorial, 8) Personal Presentation Letter, et al. Each function requires its appropriate grammar structures. The student is responsible for studying these requirements as needed in the course as they are essential to competent communication. Grammar as support for effective Composition is the essence of each chapter and the student will find ample explanation and exercises as support for the composition assignments. Since we will also use the SuperSite with this text, most of the grammar study will be considered as individual student initiative as we concentrate on the actual production of the writing functions.

Writing Intensive
Writing will be a significant segment of this course and will be required in various formats: informational, persuasive, and analytical. Informational refers to any format of presentation of primary research materials and their basic contents in a summarized form. Analytical refers to an investigation into the validity and usefulness of information relative to a stated problem or need of understanding. Persuasive refers to the presentation of information in any format so as to convince the reader as to a course of action or an adoption of a point of view.
Writing samples will be gathered from each student and analyzed within the ACU program of Writing Across the Curriculum. In participating in this course, you, the student, give your permission to the professor to select some of your writings to be used and evaluated within this program.
ACU Writing Center
They have trained and experienced tutors who will provide feedback. The services are free and should be utilized for all stages of the writing process. 674-4833 Even though this course will be conducted in Spanish (and all writing samples will be in Spanish), the ACU Writing Center is an excellent resource for conversations about textual organization. The Everyday Writer by Andrea Lunsford is also recommended as a resource for orthography.

Writing Competencies (included in this course)
1. Increase your competency in grammatically correct written language while completing the functions listed above.
2. Demonstrate appropriate compositional strategies for proper communication utilizing the functions listed above.
3. Demonstrate an Advanced Low level of linguistic proficiency (or greater) relative to written materials as defined by the American Council of Teachers of Foreign Language (ACTFL) standards.
Measurements (corresponding to the objectives):
1. Each student will complete a portfolio of materials written for class. Each written assignment that is kept in the portfolio should contain the original text, any text editions made by the professor and/or colleagues, and the final text.
Given the fact that most assignments will be aided by the SuperSite, grades for each manuscript will be assigned according to the number of errors (grammatical) found. This measure should depict each student’s progress throughout the semester.
2. Each chapter of the text focuses a set of compositional strategies that will aid the successful completion of the required language function. Through peer editing and class discussions, the original and corrected copies of materials written as class assignments should demonstrate the inclusion of these strategies.
Exams during the semester will require the proper utilization of these strategies and may include one or all of them at any given time. All written exams should be included in the materials within the portfolio.
3. The Final Exam—if passed by the student—will meet this standard. A student who is not able to produce proper written communication in fulfillment of these functions will not perform at the ACTFL Advanced Low level. This level is the indicator for Pass/Fail relative to the class. The actual letter grade assigned to those who pass will be determined by the grading procedure in this syllabus.
Course Structure
Initial class sessions will focus methods, perspectives, structures and strategies for successful written communication. Utilizing textual selections we will detect and analyze successful strategies used by professional authors.

Frequent writing assignments will be assigned that enable students to implement these strategies in their own contexts. Subsequent class periods will allow student groups to peer edit each other and to improve their work.
Grading Structure
1. Numerical grades will be calculated for each original text written for class. 3 x 15 = 45 pts
Grading example: In order to calculate the points earned by each essay: multiply the number of points for the essay by the percentage grade. An essay grade of 80% means that you receive 2.4 points of the 3 points on the essay. The essay grades will NOT be averaged before the calculation of points.
2. There will be one assignment relative to the University Writing Intensive Program. It will be assigned as an out-of-class task and will be 5 points of the Final Grade. These points are assigned as a completion activity.
3. Each original text written for class will be corrected and edited into a final draft. This process will Each chapter will have an out-of-class essay. Each one counts for 7 pts. 7 x 5 = 35 pts
Grading example: In order to calculate the points earned by each essay: multiply the number of points for the essay by the percentage grade. An essay grade of 80% means that you receive 5.6 points of the 7 points on the essay. The essay grades will NOT be averaged before the calculation of points.
4. Class participation and discussion relative to grammar structures, strategies found in authored texts, and peer editing will count for 15 points of the Final Grade.
Based on a point system of 100: 100-90=A, 89=80=B, 79-70=C, 69-60=D, 59->=F
Attendance Policy
You may have up to 6 unexcused absences along the semester. Excused absences are limited to university functions and obligations wherein an official excuse letter is sent from the appropriate Dean. If you accumulate 8 absences your final grade will be lowered one letter grade. 9 absences will cause a second letter grade drop. More than 6 absences will mean that a grade of WF may be processed by your professor in the Registrar’s Office.
Students who are absent from a class must communicate with other students or the professor about materials and assignments for the next class. Out-of-class written assignments are due at the beginning of the class when due. If an assignment is due and you have to be absent either send your assignment with a classmate, drop it by the professor’s office or turn in the assignment before the class that you will miss. Any assignment that is not turned in on time will be considered as late. If turned in on the same day that it is due, the assignment will accrue a penalty of one letter grade or 10 points. It is the professor’s discretion to accept any materials turned in after the day they are due and assess the appropriate grade penalty.
About Course Policies
University and class specific policies: All university-wide policies and regulations contained in the Abilene Christian University Student Guide: Student Code of Behavior and Discipline will be observed in this class.
Academic Integrity Violations of academic integrity and other forms of cheating, as defined in ACU’s Academic Integrity Policy, involve the intention to deceive or mislead or misrepresent, and therefore are a form of lying and represent actions contrary to the behavioral norms that flow from the nature of God. Violations will be addressed as described in the Policy. While the university enforces the Policy, the most powerful motive for integrity and truthfulness comes from one’s desire to imitate Gods’ nature in our lives. Every member of the faculty, staff and student body is responsible for protecting the integrity of learning, scholarship and research. The full Policy is available for review at the Provost’s office web site
(http://www.acu.edu/campusoffices/provost)
and the following offices: provost, college deans, dean of campus life, director of student judicial affairs, director of residential life education and academic departments.
Americans with Disabilities Act
ACU and the First Year Program comply with the Americans with Disabilities Act in making reasonable accommodation for qualified students with a disability. If you have an established disability as defined in the ADA and would like to request accommodation, please see me as soon as possible. You may also contact ACU’s Alpha Academic Services concerning disability accommodations at 674-2667.
Cronograma del curso

Enero 18 Capítulo 1 Lectura inicial—Escrutinio de estructuras
20 Ortografía y puntuación

Enero 23 Taller A escribir en clase
25 Revisión, vocabulario y estructuras
27 Taller B escribir en clase

Enero 30 Revisión, vocabulario y estructuras
Febrero 1 Taller C…escribir en clase
3 revisión Asignar: Una fiesta hispánica

Febrero 6 Capítulo 2 Lectura inicial—Escrutinio de estructuras
8 Vocabulario…Entregar “Una fiesta hispánica”
10 Ortografía y puntuación

Febrero 13 Taller A escribir en clase
15 Revisión, vocabulario, estructuras
17 Taller B escribir en clase

Febrero 20 Revisión, estructuras
22 Taller C escribir en clase
24 revisión, estructuras Asignar: Una anécdota de mi niñez

Febrero 27 Capítulo 3 Lectura inicial—Escrutinio de estructuras
29 Vocabulario, Entregar: “Una anécdota de mi niñez”
Marzo 2 Ortografía y puntuación

Marzo 5 Taller A escribir en clase
7 Revisión, vocabulario, estructuras
9 Taller B escribir en clase

Marzo 12-17 Vacaciones de primavera

Marzo 19 Revisión, estructuras
21 Taller C escribir en clase
23 revisión, estructuras Asignar: “Informe de actualidad”

Marzo 26 Capítulo 4 Lectura inicial—Escrutinio de estructuras
28 Vocabulario, Entregar: “Informe de actualidad”
30 Ortografía y puntuación

Abril 2 Taller A escribir en clase
4 Revisión, vocabulario, estructuras
6 Taller B escribir en clase

Abril 9 Revisión, estructuras
11 Taller C escribir en clase
13 revisión, estructuras Asignar: “Mi reacción personal”

Abril 16 Capítulo 5 Lectura inicial—Escrutinio de estructuras
18 Vocabulario, Entregar: “Mi reacción personal”
20 Ortografía y puntuación

Abril 23 Taller A escribir en clase
25 Revisión, vocabulario, estructuras
27 Taller B escribir en clase

Abril 30 Revisión, estructuras
Mayo 2 Taller C escribir en clase
4 revisión, estructuras Asignar: “Estoy a favor/en contra porque…”

Mayo 8-11 Exámenes finales Entregar: “Estoy a favor/en contra porque..”

Spanish For Teachers–Spring 2012

0 Commentsby   |  11.22.11  |  Language Tools

Koby, Angelica, Veronica and Vitoria:
Here is the basic syllabus for the Practicum/Seminar/Guided Study for the Spring.

FLSP 490 Spanish For Teachers

Professor: Harland Rall Class: Admin 133
Office: Admin 134 Class: TR 4-5:30
Office hrs: M/F 3-5 PM
T/R 9-11 AM
Contact: x2384, rallh@acu.edu, (text: 325-665-4934)

Text: Becoming a Language Teacher, Elaine Kolker Horowitz, 2008, Pearson Publishers

Course Design
Modified practicum in applied pedagogy in relation to the Elementary Spanish Lab taught at Abilene Christian University in the Spring semester or 2012. Students will commit to spending a minimum of 2 hrs per week assisting students in the Elementary Spanish Lab with tutoring, speaking assessment, written assessment, and Blackboard training in grading procedures within the context of Task Based Learning models. One hour per week will be spent in a seminar-based discussion on selected portions of the text (especially chapters 2, 5, 9 and 10). Additional class materials may be required relative to classroom management however these may be supplied through guest lecturers.

Course Evaluation
1. Student Journal. 40% of grade. Students will keep a Weekly Journal written in Spanish about the lab experience. Journal entries should pertain to ascertaining individual student needs and how those needs were met, group needs, speaking assessments, reflections on working within this specific pedagogical model, lab management, writing assessment, and other pertinent aspects of the experience. Journal entries will be evaluated on length (at least 2 pages per week generated by a word processor and double spaced with a font of New Times Roman 12), Spanish structural content, clarity of description of problems addressed and solutions attempted, analysis of assessment mechanisms and personal learning reflections.
2. Seminar Conversations and Journal Entries: 40% of grade. Content presentations and discussions in class and in the journal. Students should write a separate segment of the journal (in English if more comfortable but preferably in Spanish) on meditations on this specific pedagogical model. Reflections should also include some hypothesis relative to how the Guided Study experience might be applied to future teaching contexts.
3. Technology and the classroom. 10% of grade. Students will give at least 2 brief presentations in the Seminar meetings during the semester in which they have explored some application of educational technology relative to the language classroom. Each presentation is worth 5% and will receive a completion grade.
4. Lab Participation: 10%
Final Grade Averages: 100-90 = A; 89-80 = B; 79-70 = C; 60-60 = D; 59-> F
About Course Policies
University and class specific policies: All university-wide policies and regulations contained in the Abilene Christian University Student Guide: Student Code of Behavior and Discipline will be observed in this class.
Academic Integrity Violations of academic integrity and other forms of cheating, as defined in ACU’s Academic Integrity Policy, involve the intention to deceive or mislead or misrepresent, and therefore are a form of lying and represent actions contrary to the behavioral norms that flow from the nature of God. Violations will be addressed as described in the Policy. While the university enforces the Policy, the most powerful motive for integrity and truthfulness comes from one’s desire to imitate Gods’ nature in our lives. Every member of the faculty, staff and student body is responsible for protecting the integrity of learning, scholarship and research. The full Policy is available for review at the Provost’s office web site
(http://www.acu.edu/campusoffices/provost)
and the following offices: provost, college deans, dean of campus life, director of student judicial affairs, director of residential life education and academic departments.
Americans with Disabilities Act
ACU and the First Year Program comply with the Americans with Disabilities Act in making reasonable accommodation for qualified students with a disability. If you have an established disability as defined in the ADA and would like to request accommodation, please see me as soon as possible. You may also contact ACU’s Alpha Academic Services concerning disability accommodations at 674-2667.

Master of Arts Program in International Relations and Cultural Diplomacy

0 Commentsby   |  09.19.11  |  Announcement, French, International Studies Major, Programs, Spanish Majors, Spanish Minors, Study Abroad

The Institute for Cultural Diplomacy in Cooperation with Dubrovnik International University

(Berlin and Dubrovnik, October 11th, 2011) 

(www.icd-masterprogram.orgApplication Form>

 

The Institute for Cultural Diplomacy and Dubrovnik International University (DIU) are pleased to announce the graduate Master of Arts program in International Relations and Cultural Diplomacy. Offered by DIU in partnership with the ICD, the program will combine the traditional academic components of international relations with a new focus on the role of soft power and cultural diplomacy in contemporary global affairs.

 

The Degree
While the study of political science has been a cherished tradition of academia, the developments outlined above demand the identification of entirely new theories and models. An understanding of the challenges faced by the contemporary world requires an interdisciplinary approach; International Relations and Diplomacy should not be understood only as disciplines of Political Science or Political Theory, but also be interpreted from the perspective of art and culture, economics, law, and other social sciences.

 

Further information about the program curriculum is found under: http://www.culturaldiplomacy.org/academy/content/articles/maincd/MA_Cultural_Diplomacy_Curriculum.pdf

 

The Online Degree

In order to provide access to this MA degree to those applicants who are not able to travel to Berlin and Dubrovnik for the MA degree (such as professionals or diplomats with full time jobs) we have developed  an online version of the MA in International Relations and Cultural Diplomacy. This degree would follow the same structure and curriculum of the on-site Masters Degree offered through the two institutions; however would be completely administered online and offered to those who could not physically come to Berlin or Dubrovnik. This program, like the on-site program, will be facilitated in English. For more information about this online degree, please contact us at: academy@culturaldiplomacy.org

 

Admissions

DIU and the ICD do not consider any one element of an application exclusively. Rather, our admissions panel considers academic achievement as well as personal qualities such as strength of character, motivation and the ability and willingness to take on new academic challenges. Additional factors, such as essays, letters of recommendation, and interviews are also a vital part of the admissions process. Our aim is to attract students from a variety of backgrounds and countries that will foster a unique and diverse learning environment.

 

Further information is found under:

http://www.culturaldiplomacy.org/academy/index.php?en_ma_admissions

 

For further information please contact us under academy@culturaldiplomacy.org

 

******

The Institute for Cultural Diplomacy

www.culturaldiplomacy.org

 

The Institute for Cultural Diplomacy is an international, not-for-profit, non-governmental organization with headquarters in Berlin, Germany. The goal of the ICD is to promote global peace and stability by strengthening and supporting intercultural relations at all levels. Over the past decade the ICD has grown to become one of Europe’s largest independent cultural exchange organizations, hosting programs that facilitate interaction among individuals of all cultural, academic, and professional backgrounds, from across the world.

 

Please address any additional queries to academy@culturaldiplomacy.org

 

With warm regards and gratitude,

 

Mark Donfried

Director & Founder

 

Institute for Cultural Diplomacy (ICD)

Ku´damm Karree (3rd Floor/Hochhaus)

Kurfürstendamm 207-8 Berlin, Germany-10719

Phone: 00.49.(0)30.2360-7680

Fax: 00.49.(0)30.2360-76811

www.culturaldiplomacy.org

info@culturaldiplomacy.org

 

Spanish Labs

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0 Commentsby   |  08.22.11  |  Announcement, Spanish Majors, Spanish Minors

We are tentatively looking for three to four people to assist us in FLSP 111 labs. The lab is for Beginning Spanish, and your duties would consist of assisting students with grammar and vocabulary questions, completing online homework, proctoring exams and fulfilling “I Can Do…” speaking activities.

Lab times are tentatively scheduled for TR 3-6pm, but that may change, depending on student’s ability to come at least once a week during these times. Your hours are also negotiable: you don’t have to be able to work the entire time. Also, our budget is not yet set, so we don’t know how many people we can hire, nor for how many hours a week. We hope to get a budget by Friday and be able to sort all this out then.
Email par08b@acu.edu for more information.

NACFLA

0 Commentsby   |  03.29.11  |  Announcement, Chapel, French, International Studies Major, Spanish Majors, Spanish Minors, Study Abroad

The North American Christian Foreign Language Association is holding its annual conference here at ACU. It will be held mostly in the Hunter Welcome Center, from Thursday 4/7 through Saturday 4/9. Things of general interest include:

  • Dr. Susan Felch, from Calvin College, will be the plenary speaker on Thursday evening.
  • Multi-lingual devotionals on Friday and Saturday morning, possibly may get additional Chapel credit (still looking into it).
  • Two sessions devoted to Study Abroad on Saturday morning. Would be of great value for those remotely interested in study abroad.
  • For students in a foreign language class, possible additional credit or replacement of low scores on an assignment for attending a session and completing an activity associated with it (check with your instructor).

See the entire program at http://blogs.acu.edu/nacfla.

Of Gods and Men, French movie coming to the USA

0 Commentsby   |  03.21.11  |  Language Tools

The French movie “Des Dieux et des Hommes” (Of Gods and Men) is coming to the USA with English subtitles. The story
of these monks who sacrificed their lives in Algeria is very moving.
I encourage everyone who can to go and see it or rent it.
Yann Opsitch

Here is a review of the movie by Kenneth Turan of the Los Angeles Time.

Spanish Studies Program @ Instituto Franklin

0 Commentsby   |  02.15.11  |  Announcement, Programs, Spanish Majors, Spanish Minors, Study Abroad

SPANISH STUDIES PROGRAM

FALL 2011

APLICATION DEADLINE: June 30, 2011

PROGRAM DATES: Sep. 1 – Dec. 16, 2011

LOCATION: Alcalá de Henares, Madrid (SPAIN)

The University of Alcalá was founded in 1499 by Cardinal Cisneros. It is one of the oldest universities in Europe. UNESCO granted the University the distinction of World Heritage Site in 1998.

THE PROGRAM INCLUDES:

  • Academic registration: 12-15 credits to choose from the Spanish Studies Program offer and/or regular courses at the University of Alcalá
  • Credits issued by the University of Alcalá
  • Cultural activities in all courses, such as visits to museums, corporate visits, governmental institutions, etc, which provide students with a challenging learning environment
  • University of Alcalá student ID
  • We offer medical, travel and third party damages insurance to requesting students
  • Orientation sessions
  • Guided tour of Alcalá
  • Guided tour of Madrid
  • Transportation to and from the airport
  • University services: computer room, libraries, sport complex and all university services
  • On site coordinator which supervises students´ stay and helps them with any issues which may arise during the program
  • 24h emergency on-call service
  • Homestay with families (including three meals/day and laundry service once a week). Our families have much experience working with students and helping them integrate into Spanish culture
  • Spanish tutor who meets individually with students to help them with language acquisition and questions
  • Volunteering opportunities for interested students throughout the semester

COURSES:

  • Spanish courses for all levels: from beginners to near-native fluency
  • Courses in the areas of international relations, history, culture and civilization, business, literature, and courses for bilingual students
  • The Spanish Studies Program is accredited by the University of Alcalá, and evaluated externally every semester by ICE (Instituto de Ciencias de la Educación) as well as by internal evaluations

For more information: www.institutofranklin.net

rosi.garciabarroso@uah.es

Enter the ACTFL Video Podcast Contest and shine during Discover Languages Month

0 Commentsby   |  11.02.10  |  Announcement, Dialektos, French, International Studies Major, Programs, Spanish Majors, Spanish Minors

$500 prize for contest winner!

This year’s theme of the ACTFL National Video Podcast Contest is “Why I am a 21st Century Learner.” Open to currently enrolled world language students in grades K-16. All entries will be displayed for the world to see. Selected winners can win up to $500 and will be featured on ACTFL’s website and in the February issue of “The Language Educator.” The deadline is Dec. 20. Find out more and check out last year’s winners.