Spanish 201 and 202
Spanish 201 and 202
Common Course ID:
SPAN 201 - Section 01 (Winter 2020 ; Spring 2020 )
SPAN 202 - Section 01 (Winter 2020 ; Spring 2020 )
CSU Instructor Open Textbook Adoption Portrait
Abstract: This open textbook is being utilized in a Spanish course for intermediate level students by Esther Doménech and Dr. Arturo Fernández-Gibert, at California State University, San Bernardino. The open textbook provides components of the MÁS experience designed to spark curiosity and inspire critical thinking. The main motivation to adopt an open textbook was that it includes all the material students need and is immediately accessible upon registration. Most student access the open textbook in ebook format.
Textbook Title: MAS (3rd edition)
Description: MÁS is an Intermediate Spanish program built on the assumption that students learn best when they are fully engaged. Each component of the MÁS experience is designed to spark curiosity and inspire critical thinking. Through its diverse and lively view of the Spanish-speaking world, MÁS motivates a new generation of students to be inspired to communicate in Spanish.
Authors: Ana María Pérez-Gironés and Virginia Adán-Lifante
Cost savings: The goal of IA is to save money. With the adoption of Más, 3rd edition, students save $139.25.
Accessibility and diversity statement: Textbooks and materials are affordable, and with the adoption, students have immediate access to materials. With an integrative approach, both book and material support culture, ethnic and gender diversity.
Course Number: Spanish Intermediate Level
Description: Spanish 201 and 202 are the first two courses in Spanish at the Intermediate Level designed to review grammar and explore elements of the Hispanic culture through oral communication and writing composition. The main goal of this class is to develop all skills in the Spanish language, while reviewing frequently used grammatical structures. This class will help you to practice what you have learned so far, developing techniques to reach a new level in your Spanish writing. Spanish is the primary language to be used during class.
About Spanish Intermediate level
Spanish at the Intermediate level (second year) is a crucial stage that can be decisive for our students to be inspired so they continue learning Spanish and later pursue a career as Spanish teachers, professional translators/interpreters, international business entrepreneurs, communication and public relations experts, and much more. Second-year Spanish students are very diverse. Most are native or heritage speakers who are interested in their Spanish but are not too sure if they can complete a degree in Spanish and choose is for their careers, but there are others who just want to improve their use of the language, learn more about the Spanish-speaking world, or complete a minor in Spanish to be more marketable. Students at this level usually are fluent but lack well-developed writing and reading skills as well as a cultural awareness of the richness and diversity of th Spanish-speaking world.
Adopting an Immediate Access option in the Affordable Solutions program has dramatically decreased the economic burden from students to enroll and finish their Spanish language courses, have an automatic and easy access to the online platform where they do all homework, assignments, and tests (Connect, by McGraw-Hill), and pass from one term to the next using the same materials for the entire year. Connect offers students the practice of all language skills, incorporating a rich variety of cultural products and practices, including current films, music, and texts from all the Spanish-speaking world.
Learning outcomes: (based on ACTFL’ World-Readiness Standards for Learning Languages:
At the end of the course, students will be able to:
In the goal area of Communication:
- Interact and negotiate meaning in spoken, or written conversations to share information, reactions, feelings, and opinions.
- Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
- 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.
In the goal area of Cultures:
- Use Spanish to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.
- Learners use Spanish to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied.
In the goal area of Connections:
- Build, reinforce, and expand their knowledge of other disciplines while using Spanish to develop critical thinking and to solve problems creatively.
- Access and evaluate information and diverse perspectives that are available through the Spanish and its cultures.
In the goal area of Comparisons:
- Use Spanish to investigate, explain, and reflect on the nature of language through comparisons of the Spanish language and their own.
- Use Spanish to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own.
In the goal area of Communities:
- Use the Spanish both within and beyond the classroom to interact and collaborate in their community and the globalized world.
- Set goals and reflect on their progress in using Spanish for enjoyment, enrichment, and advancement. Students set goals and reflect on their progress in using Spanish for enjoyment, enrichment, and advancement.
Curricular changes: What did you change as part of the OER adoption? Based on the new book and materials, we modified our syllabus and learning activities. Also, found new ways of implementing technological sources to combine with the adoption material.
How and where do students access materials? Students can access the text and resources through Blackboard. They also have the possibility of buying a Loose leaf text directly through Connect or at the University bookstore.
Teaching and learning impacts: Describe effects on teaching and learning that resulted from adopting OER e.g.
- Do you collaborate more with other faculty now or use a broader range of teaching materials and methodologies, etc.? Yes
- Have student grades improved or stayed the same? Not sure
- Did student retention improve? Unable to determine that yet
- Did you experience any unintended results? What were they? Not so far
OER Adoption Process
What was your main motivation for OER adoption? There are 3 reasons for the adoption. One is the book itself. This book includes relevant cultural content, solid review of grammar structures and engaging activities. The book includes all the material students need and is immediately accessible upon registration. Second, and very important, to save money for students. https://www.mheducation.com/highered/product/ms-prez-girons-adn-lifante/M9780077736453.html
How did you find and select OER for this course? It was decided by the Spanish Lower Division coordinator.
Describe any challenges you experienced and how you resolved them. The former textbook was much more costly and the registration process was complicated. Students were confused about the registration process and access to the material.
Student feedback or participation: The new program saves a lot of money to students, however it is problematic for new students who are not used to the process of dropping from IA. Sometimes those students complain and demand a refund. This is a learning process, not only for students but also for instructors, who need to inform and remind students about deadlines for dropping.
Having immediate access to the book and materials are very welcome by all students. Only students who register late and don't yet have a connection to Blackboard, will not be able to access the textbook.
Sharing Best Practices All Spanish faculty teaching this intermediate level (201 and 202 in through Spring 2020 and 2111 and 2112 starting in Fall 2020) in the department use the IA option with this textbook.
Esther Doménech, California State University, San Bernardino
I have been teaching in CSUSB, where I graduated in 2009 with a Masters in Spanish. Since then, I have been teaching introductory, intermediate, and advanced levels of language classes in different universities and colleges. I consider it a privilege to develop professionally by working with a wide variety of students and materials.
Dr. Arturo Fernández-Gibert, California State University, San Bernardino
I have been a professor of Spanish at CSUSB since 2001. My expertise is Historical Sociolinguistics, and in particular, linguistic ideologies of Spanish and English in the making of New Mexico and the quest for statehood. I have taught linguistics and literature, and I enjoy helping my students in the intermediate level grow into the advanced level as they complete their Spanish majors and minors.