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What is Spanish for Spanish Speakers?
This course is offered to both Heritage speakers of Spanish and Native Speakers of Spanish. What is the difference? Native speakers of Spanish learned Spanish from their families. Spanish is also the main language of the country they live in or have lived most of their lives. On the other hand, Heritage speakers of Spanish have also learned Spanish from their families, but they live in a country whose language is different from the one they speak at home. They have also been taught in an instructional setting most, if not all of their lives in a different language from Spanish as it is English in the U.S. In this course, both Heritage speakers and Native speakers of Spanish will be given opportunities to continue to build and strengthen their language competence.
What will I be able to do in SSS?
According to the Texas Essential Knowledge and Skills for language other than English or TEKS, students in SSS are expected to reach a proficiency level of Intermediate Low to Intermediate Mid, as defined in the ACTFL Proficiency Guidelines 2012 and the ACTFL Performance Descriptors for Language Learners.
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LANGUAGE SKILLS:
Speaking:
Speakers at the Intermediate level are distinguished primarily by their ability to create with the language when talking about familiar topics related to their daily life. They are able to recombine learned material in order to express personal meaning. Intermediate-level speakers can ask simple questions and can handle a straightforward survival situation. They produce sentence-level language, ranging from discrete sentences to strings of sentences, typically in present time. Intermediate-level speakers are understood by interlocutors who are accustomed to dealing with non-native learners of the language.
Writing:
Writers at the Intermediate level are characterized by the ability to meet practical writing needs, such as simple messages and letters, requests for information, and notes. In addition, they can ask and respond to simple questions in writing. These writers can create with the language and communicate simple facts and ideas in a series of loosely connected sentences on topics of personal interest and social needs. They write primarily in present time. At this level, writers use basic vocabulary and structures to express meaning that is comprehensible to those accustomed to the writing of non-natives.
Listening:
At the Intermediate level, listeners can understand information conveyed in simple, sentence-length speech on familiar or everyday topics. They are generally able to comprehend one utterance at a time while engaged in face-to-face conversations or in routine listening tasks such as understanding highly contextualized messages, straightforward announcements, or simple instructions and directions. Listeners rely heavily on redundancy, restatement, paraphrasing, and contextual clues. Intermediate-level listeners understand speech that conveys basic information. This speech is simple, minimally connected, and contains high-frequency vocabulary. They are able to comprehend messages found in highly familiar everyday contexts.
Reading:
At the Intermediate level, readers can understand information conveyed in simple, predictable, loosely connected texts. Readers rely heavily on contextual clues. They can most easily understand information if the format of the text is familiar, such as in a weather report or a social announcement. Intermediate-level readers are able to understand texts that convey basic information such as that found in announcements, notices, and online bulletin boards and forums. These texts are not complex and have a predictable pattern of presentation. The discourse is minimally connected and primarily organized in individual sentences and strings of sentences containing predominantly high-frequency vocabulary. They are able to understand messages found in highly familiar, everyday contexts. At this level, readers may not fully understand texts that are detailed or those texts in which knowledge of language structures is essential in order to understand sequencing, time frame, and chronology.
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The FBISD Spanish for Spanish Speakers (SSS) Curriculum is comprised of four units of up to three concepts each:
SEMESTER 1:
(equals 1-year credit)
Unit 1: ¿Quiénes somos?
- Concept #1: Hispanics in the U.S.
- Concept #2: Hispanic countries
- Concept #3: My own experiences
Unit 2: Mi familia presente y pasada
- Concept #1: Belonging
- Concept #2: Family values
- Concept #3: My heritage
SEMESTER 2:
(equals 1-year credit)
Unit 3: El mundo hispano de hoy: Desafíos y éxitos
- Concept #1: Contributions of Hispanics
- Concept #2: Being Hispanic in today's society
Unit 4: Nuestro mundo
- Concept #1: Careers of the future
- Concept #2: Our future as Hispanics
Follow us @RPHS_World
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Spanish for Spanish Speakers Teacher
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MODES OF COMMUNICATION:
Interpersonal: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.
Presentational: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers
Interpretive: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.