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Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title Spanish for Teaching Purposes
Module Code SP492 (ITS) / SPA1039 (Banner)
Faculty Humanities & Social Sciences School SALIS
Module Co-ordinatorInmaculada Gómez Soler
Module TeachersElena Lopez
NFQ level 8 Credit Rating 5
Pre-requisite Not Available
Co-requisite Not Available
Compatibles Not Available
Incompatibles Not Available
None
Description

This module is designed to further develop proficiency in Spanish to an exit level of B2.2 with a particular focus on language use in the classroom domain. The aim is to empower the learner to use accurate and appropriate Spanish to develop comprehension, production, interaction and mediation skills in their secondary school pupils. The module also covers the use of Spanish to teach cultural awareness and intercultural competence particularly as it pertains to the Spanish-speaking world, as well as to teach Spanish vocabulary and grammar with a particular emphasis on typically challenging areas for learners including moods, tenses, and lexical combinations.

Learning Outcomes

1. Develop higher intermediate proficiency in Spanish, which includes the ability to communicate with appropriate grammar and lexical resources in a range of unrehearsed situations whether it requires producing and understanding the language, interacting with other speakers or mediating between speakers.
2. Design appropriate activities that foster the development of reception, production, interaction and mediation skills in secondary school pupils.
3. Demonstrate an in-depth understanding of core aspects of Spanish grammar, vocabulary and culture and an ability to explain these through Spanish in a manner that supports learning.
4. Source and create appropriate and accurate Spanish language learning materials both digital and print at a level suitable for the junior cycle and senior cycle curricula.
5. Critically discuss issues related to assessment and feedback within the context of the secondary school level using appropriate terminology both in spoken and written Spanish.
6. Critically reflect on their own teaching and adapt it as needed by the teaching context, students’ profile (e.g., proficiency, age, motivation) and external requirements (e.g., Leaving Cert).



Workload Full-time hours per semester
Type Hours Description
Seminars24Seminars are interactive and learner-centered. Students are expected to actively participate in class discussion with individual contributions to whole-class and small group discussions.
Directed learning48Preparation for class sessions is essential for the success of this class; this includes reading/watching the required materials before the session and completing any assigned activities.
Independent Study28Students are expected to engage autonomously in activities that will foster their understanding of the module&#39;s content. This includes individual work and planned interaction with classmates to review class content or/and complete collaborative tasks.
Assignment Completion25Students will engage in the preparation and completion of 3 CAs throughout the semester.
Total Workload: 125

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Language practice & language pedagogy
Based on the principles of Content & Language Integrated Learning (CLIL), the purpose of this module is two-fold: (i) to improve Spanish language skills and (ii) to develop a better understanding of Spanish language pedagogy. We will cover the following areas: (1) Developing students’ own production, comprehension, interaction and mediation skills as well as designing and engaging others in activities that support these modes of communication. (2) Developing students’ own grammar as well as teaching grammar through accurate and appropriate Spanish (3) Developing students’ own vocabulary as well as teaching vocabulary through accurate and appropriate Spanish (4) Developing students’ own vocabulary as well as teaching intercultural competence through accurate and appropriate Spanish and with a thorough knowledge of cultural differences among different Spanish-speaking countries (5) Developing, adapting and using Spanish materials for and in the classroom (6) Discussing issues related to assessment and feedback. (7) Reflecting and adapting teaching style

Work format
This module includes weekly class meetings. Because the module will follow a flipped approach to instruction, it is essential that students complete the assigned work before each class session in order to be able to participate in class discussions. Coursework involves individual and pair/group work to complete tasks. Students will need to communicate with classmates during class sessions as well as outside our timetabled sessions in order to complete group tasks and assignments. Students will also participate in a virtual exchange with Universidad de León (Spain).

Beyond the classroom
Students are expected to practise their language skills outside the classroom, using all available resources provided by the teacher, SALIS (eg. LanguaCulture Space), the Instituto Cervantes, etc.

Assessment Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
Reflective journalStudents will create a journal to reflect on their contributions to the virtual exchange project, their learning experience and the applicaton of virtual exchange in secondary schools.30%n/a
PresentationStudents will deliver a teaching presentation in Spanish about a specific aspect of Spanish language or culture.40%n/a
Report(s)Students will complete a written assignment in Spanish providing a theoretical rationale for their teaching presentation and a critical analysis supported by lecturer and peer feedback.30%n/a
Indicative Reading List

  • Encina Alonso et al.: 2021, Soy profesor/a. Aprender a enseñar, Edelsa,
  • Rosario Alonso Raya et al.: 2021, Gramática básica del estudiante de español, Difusión,
  • Francisco Jiménez Calderón and Anna Rufat Sánchez: 2019, Manual de formación para profesores de ELE, SGEL,
  • Kim Potowski & Naomi Lapidus-Shin: 2019, Gramática española: Variación social, Routledge,
  • Florencia Henshaw and Maris Hawkins: 2022, Henshaw, Florencia G., and Maris D. Hawkins. Common Ground: Second Language Acquisition Theory Goes to the Classroom., Hackett Publishing,
  • Manel Lacorte and Agustín Reyes Torres: 2021, Didáctica del español como L2 en el siglo XXI, Arco/Libros-La Muralla,
  • Javier de Santiago Guervós y Jesús Fernández González: 2017, Fundamentos para la enseñanza del español como 2/L, Arco/Libros-La Muralla,
  • Sheila Estaire & Sonsoles Fernández: 0, Competencia docente en lenguas extranjeras y formación de profesores, 2013, Edinumen,
  • Alonso Arija et al.: 2016, La formación del profesorado de español. Innovación y reto, Difusión,
  • R. Llopis García, J. M. Real Espinosa y J. P. Ruiz Campillo: 0, Qué gramática enseñar, qué gramática aprender, 2012, Edinumen,
Other Resources

58122, Website, 0, Instituto Cervantes, http://www.cervantes.es, 58123, Website, 0, Marco ELE, https://marcoele.com/, 58124, Website, 0, Todo ELE, http://www.todoele.net/, 58125, Website, 0, Profe de ELE, https://www.profedeele.es/, 58126, Website, 0, Common European Framework of Reference for Languages, https://www.coe.int/en/web/common-european-framework-reference-languages/, 58127, YouTube channel, 0, Unpacking Language Pedagogy, https://www.youtube.com/channel/UC45p8Zozqmog52UYdptpMmg,

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