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  • How do we communicate?

    • Since input proceeds output, it is important that students listen and read the target language as much as possible, as long as it is comprehensible. In class, Mr. Day intends to use the target language 90% of the time, and scaffolds language so that students understand if they are engaged and present. 
    • Students should be able to communicate in the target language by being able to handle successfully a limited number of uncomplicated communicative tasks by creating with the language in straightforward social situations. Conversation is restricted to some of the concrete exchanges and predictable topics necessary for survival in the target-language culture. These topics relate to basic personal information; for example, self and family, some daily activities and personal preferences, and some immediate needs, such as ordering food and making simple purchases. At the Intermediate Low sublevel, speakers are primarily reactive and struggle to answer direct questions or requests for information. They are also able to ask a few appropriate questions. Intermediate Low speakers manage to sustain the functions of the Intermediate level, although just barely.

    How do we use culture?

    • Many of our units are designed around cultural topics. For many students, cultural topics can be sensitive, but they are essential to understanding how the language works and how people communicate. 
    • Some cultural topics that are discussed throughout Spanish classes are, but not limited to, the running of the bulls, the day of the dead celebration, the Tomatina, topics of immigration, and Catholic celebrations and observances. 

    How do we connect with other disciplines?

    • One of the main ways students are used to making connections to other disciplines is through English grammar. However, in Spanish II, we focus on literacy skills, historical concepts, geography, math skills, and so much more. 
    • In class, we focus on and discuss appropriate gestures in common interactions, behaviors in a variety of environments, and perspectives related to celebration of traditional religious and national holidays.

    How do we compare the language and the culture?

    • Many times, students will be challenged to reflect on their own culture and describe how it is similar or different to that of the target language. Students will use interpretive skills to learn about the target culture through reading and audio.
    • Students will also compare their language to that of the target language by focusing on formality, syntax, and phonology. 

    How do we incorporate our community?

    • Students will interact using the target language within the classroom and globally by interacting with speakers of the target language in person or virtually.
    • There are also opportunities for students to use the target language beyond the classroom environment by participating in student exchange opportunities locally, globally, or virtually and exploring the internet to find sites of personal interest where they can use the target language.