Required Teaching Philosophy> The Communicative Teaching Method.
Required Teaching Philosophy> The Communicative Teaching Method.
The Communicative Spanish Teaching Method, also known as Communicative Language Teaching (CLT), is an approach that emphasizes learning Spanish through meaningful communication rather than memorization of grammar rules or isolated vocabulary. Its primary goal is to develop students’ communicative competence by helping them use Spanish effectively in real-life situations, focusing on meaning and fluency before grammatical accuracy. In this method, teachers act as facilitators while students actively participate in using the language through interaction. Common teaching strategies include pair and group work, role-plays and simulations, information-gap activities, and task-based learning, all of which require students to communicate in Spanish to complete meaningful tasks. Teachers also use authentic materials such as menus, videos, music, or articles to expose students to real-world language use, and instruction often focuses on functional language, such as how to ask questions, express opinions, or make requests. Errors are treated as a natural part of language development, with emphasis placed on building confidence and effective communication rather than perfection, making the classroom student-centered, interactive, and focused on practical language use.
Student progress in Communicative Language Teaching (CLT) is assessed by evaluating how well students can use Spanish to communicate meaningfully in real-life contexts, rather than how well they can memorize grammar rules. Assessment is typically ongoing, performance-based, and authentic. Teachers use formative assessments such as classroom observations, participation in pair and group activities, role-plays, and information-gap tasks to monitor students’ ability to express ideas, ask questions, and understand others in Spanish. Speaking and listening assessments—including conversations, presentations, interviews, and simulations—are central, since these reflect real communicative ability. Task-based assessments, such as planning a trip, writing messages, or solving problems collaboratively, allow students to demonstrate language use for a purpose. Teachers often use rubrics that focus on fluency, comprehensibility, vocabulary use, and appropriateness of responses rather than perfect accuracy. Self-assessments and peer assessments are also common, helping students reflect on their communicative growth and build learner autonomy. While grammar and accuracy may still be assessed, they are typically evaluated within context, ensuring that assessment aligns with CLT’s goal of developing confident, functional communicators in Spanish.
Balancing fluency and accuracy in grading within Communicative Language Teaching (CLT) involves evaluating both how effectively students convey meaning in Spanish and how accurately they use language forms, while recognizing that these skills develop at different rates. Teachers should align grading with the purpose of the task, emphasizing fluency, comprehensibility, and interaction during communicative activities such as conversations or role-plays, and placing greater weight on grammatical accuracy during tasks designed to practice specific language structures. Using weighted rubrics helps make expectations clear and ensures that successful communication is not overly penalized for minor errors, especially when meaning remains clear. Rather than correcting every mistake, teachers focus on patterns of errors that interfere with understanding and provide targeted feedback tied to specific goals. Separating low-stakes practice from graded performance tasks encourages risk-taking and language growth, while adjusting accuracy expectations based on proficiency level ensures fairness and supports development. Self-assessment can also be included to help students reflect on both their fluency and accuracy, reinforcing balanced language growth in a communicative classroom.
Self-assessment can be used effectively in Communicative Language Teaching (CLT) by guiding students to reflect intentionally on their ability to communicate meaning rather than simply judging themselves. Teachers should provide clear criteria or checklists aligned with communicative goals, such as fluency, comprehension, vocabulary use, and interaction, so students know what to evaluate. Self-assessment works best when it is structured and brief, for example, through exit tickets, reflection questions, or simple rating scales after speaking or writing tasks. Prompts like “Was my message clear?”, “What language helped me communicate?” and “What is one accuracy goal for next time?” help students focus on growth rather than mistakes. Incorporating self-assessment regularly—but in low-stakes ways—encourages honesty, reduces anxiety, and builds learner autonomy. Teachers can enhance their effectiveness by discussing reflections with students, connecting them to feedback, and helping learners set specific, achievable goals, making self-assessment a meaningful part of the learning process rather than an isolated activity.
Research consistently shows that most students perceive the Communicative Language Teaching (CLT) method as beneficial for learning languages, especially in terms of motivation, confidence, and real-world communication skills. Research across ESL and EFL contexts indicates that students appreciate CLT because it reduces anxiety, encourages interaction, and makes language learning feel more relevant to real life. Studies examining learner motivation and engagement note that CLT fosters a more supportive, student-centered environment, which enhances students’ willingness to communicate and take risks in the target language. While some students—particularly those accustomed to traditional grammar-focused instruction—may express discomfort or uncertainty at first, most report that CLT ultimately helps them develop greater communicative confidence and practical language ability
Overall, research suggests that students largely view the communicative teaching method as beneficial, particularly for improving speaking skills, motivation, and meaningful language use, making CLT a well-supported and learner-approved approach to language instruction.
What to Expect During a Site Visit: A short PowerPoint with basic information on what to expect during a typical site visit.
** - Classroom Visit Report: The form your faculty liaison will fill out and send to you (via JotForm) after your classroom visit.
Sample Completed Classroom Visit Report #1 - SPAN 1010
AI ACCESS IN MYSLU!
Click on the square of 9 dots on the top left-hand side of the page where you find your e mail in OUTLOOK
Click on MICROSOFT 365 COPILOT
Pius Library!
You have access to the Pius Library. I have created a resource / research guide just for you for SPANISH! Here is the link:
The pedagogy section has Heritage speaker resources
The films * appropriate and inappropriate sections FYI
Documentaries 80+
PIUS LIBRARY AVON - List of Spanish Documentaries.xlsx
You must be in MYSLU
Free PD through the Reinert Center for Teaching and Learning!
Reinert Center for Transformative Teaching and Learning : SLU - Saint Louis University
The Paul C. Reinert, S.J. Center for Transformative Teaching and Learning is Saint Louis University’s teaching center. We serve all SLU faculty members, graduate students, academic leaders, and others who design and facilitate formal learning experiences for SLU students.
We provide instructional and curriculum development programs and services for individual instructors and for academic programs and departments. Educational development is a specialized, evidence-based field. For more information about the kind of work we do, visit the Reinert Center "About" page.
The Reinert Center envisions Saint Louis University as a transformative learning community where all teachers and learners have access to meaningful, equitable, and engaging learning experiences.
The mission of the Reinert Center is to develop, encourage, and sustain Saint Louis University faculty, graduate students, and academic units as they create meaningful, inclusive learning experiences that serve the intellectual, spiritual, and socio-cultural needs of all learners.
To fulfill this mission, the Center:
Partners with faculty and graduate students as they seek to find their own direction, meaning, and pedagogical style in the context of Jesuit educational traditions
Partners with academic units as they seek to (re)design curricula and promote evidence-based practices in the context of Jesuit educational traditions
Fosters communities of scholars across all career stages
Provides leadership on educational initiatives at the University
Promotes effective and accessible design for physical and virtual learning spaces
Advances Ignatian, reflective, and evidence-based approaches to teaching, curriculum design, and the integration of technology into teaching
Tuition promise!
The SLU Tuition Promise is for students from families with a combined Adjusted Gross Income of $60,000 or less and limited assets. Eligible students will have their full undergraduate tuition covered through gift aid from all sources, including federal and state grants.
“Our Jesuit mission calls us to remove barriers to the opportunities provided by a SLU education,” said Jean Marie Cox, the University’s interim vice president for enrollment management. “This program reflects the promise we make to students and families: that cost should not stand in the way of talent, potential or purpose.”
Free Tutoring!
Students can access free tutoring through SLU. You can help them access this wonderful opportunity by having them attend appointments during a free period at your school or during your office hours, if students are not using this service from home.
COURSES SUPPORTED:
SPAN 1010: Spanish for Beginners
SPAN 1020: Exploring the Hispanic World – Beginning Spanish
SPAN 2010: Connecting with the Hispanic World – Intermediate Spanish I
SPAN 2020: Connecting with the Hispanic World – Intermediate Spanish II
SPAN 2030: Eloquent Communication in Spanish
Contact the 1818 office to get a studnet the help they need!
ON CAMPUS:
Attend a dance performance of see a play!
Theatre and Dance Productions : SLU - Saint Louis University
Go to the museum and get inspired!
Saint Louis University Museum of Art (SLUMA) : SLU - Saint Louis University
Are you a sports fan? Go see a game!
Learning a language is not just about mastering grammar and vocabulary; it is also about understanding the culture associated with it. Immersing students in the cultural context of the Spanish language can provide a richer and more holistic learning experience. Here are some ways to create cultural immersion:
Culture Days: Dedicate specific days to celebrate and explore Spanish-speaking cultures. Organize activities such as cooking traditional dishes, watching Spanish movies, or listening to Spanish music. This helps students appreciate the cultural diversity within the Spanish-speaking world.
Guest Speakers: Invite native Spanish speakers or individuals from Spanish-speaking countries to share their experiences and insights. This allows students to engage with different dialects, accents, and cultural perspectives. Some guest speakers can do an activity with students, like play a soccer game, do an art project, build an ofrenda or cook a recipe.
Pen Pals and Exchanges: Establish pen pal programs or virtual exchanges with students from Spanish-speaking countries. This provides an opportunity for authentic communication and cultural exchange. Zoom can be a wonderful way to connect!
Field Trips: If possible, organize field trips to Spanish-speaking neighborhoods, cultural centers, or events in your local community. Real-world exposure to the language and culture can enhance students’ understanding and appreciation.
Scavenger Hunts: Have you tried to organize a scavenger hunt at a local supermercado o panaderia or taken students to a local Hispanic neighborhood or restaurant? Students can find prices of specific items, find unique fruits or vegetables to taste, count the varieties of chiles, buy and taste different types of candies with unique chiles or flavors like tamarindo. You could have students take pictures of murals in your city or check out the varieties of Spanish language children's books in local libraries. When I lived in New Mexico I would take students to local low rider car shows!
Volunteer and use your Spanish skills to help in your community or abroad:
By integrating cultural elements into your teaching, you can make the learning process more engaging and relevant, helping students connect with the language on a deeper level.
SLUPE - If you would like to administer the Saint Louis University Placement Exam (SLUPE) to your students, please contact either Germán Lorenzo-Ayala or Ann Menshouse for your high school's unique link.
Saint Louis University / All Locations
IntraLatino Language and Identity : MexiRican Spanish - EBSCO
Bilingual Youth. Spanish in English-speaking societies. - EBSCO
Spanish in Contact. Policy, Social and Linguistic Inquiries
https://www.potowski.org/publications/bilingual-youth
Resources, Spanish heritage language — Kim Potowski homepage
Teaching Heritage Speakers — Kim Potowski homepage
Apples and Oranges: Working with Spanish heritage speakers — Kim Potowski homepage
¿Por Qué es Importante Respetar La Variación Gramatical? — Kim Potowski homepage
La Inmersión Dual y Su Importancia para la Justicia Social — Kim Potowski homepage
El Bullying Lingüístico — Kim Potowski homepage
Salsa or Sofrito? — Kim Potowski homepage
El futuro de la lengua española en Estados Unidos — Kim Potowski homepage
Spanish for Heritage Speakers Resources - ASCCC Open Educational Resources Initiative
Professional Foreign Language Teaching Organizations:
Authentic Activities for Foreign Language Classroom Instruction & Assessment:
https://www.edutopia.org/blog/communication-rules-world-language-classroom-sarah-wike-loyola
https://www.edutopia.org/blog/authentic-activities-world-language-classroom-sarah-loyola
https://eric.ed.gov/?q=source%3A%22American+Council+on+the+Teaching+of+Foreign+Languages%22
Pedagogical strateties:
TASK-BASED Language Teaching [Spanish]: TBLT Guide For High School Teachers
5 Total Physical Response Activities for Language Teachers | FluentU
Cultural Knowledge Activities:
https://secondaryspanishspace.com/how-to-incorporate-culture-in-your/
https://misclaseslocas.com/spanish-culture-how-to-incorporate-more-in-class/
https://commongroundinternational.com/high-school-spanish/spanish-research-presentation-topics/
https://www.fluentu.com/blog/educator-spanish/spanish-culture-lesson-plans/
https://www.leaflanguages.org/creative-project-areas-of-interest-spanish-hispanic/
https://specialtyspanish.com/blog/spanish-culture-lesson-plans/
https://www.speakinglatino.com/spanish-culture-lesson-plans/
https://www.commisceo-global.com/resources/country-guides/spain-guide
https://lingoclip.com/?ref=https%3A%2F%2Flyricstraining.com%2F
Pronunciation:
https://www.spanishpod101.com/spanish-pronunciation/#content-2
https://www.mimicmethod.com/spanish-pronunciation-ultimate-guide/
Spanish D - One of the most difficult letters to pronounce by EN natives (blancaquintero.com)
Grammar (General):
Articles & Agreement:
Ser:
Estar:
Ser vs. Estar:
Passive Voice:
Por vs. Para:
Possessive Adjectives & Pronouns:
Preterite vs. Imperfect:
Spanish Language & Culture | Preterite vs. Imperfect | ¡Superhombre! (colby.edu)
https://effortlessconversations.com/learn-spanish/preterite-vs-imperfect/
https://spanishvip.com/grammar/preterite-vs-imperfect-spanish/
https://www.fun-learning-spanish.com/imperfectvspreterite.html
Pronouns (Direct, Indirect, Lo, & Reciprocal), Articles, and Gustar (& Similar Verbs):
https://www.spanishdict.com/guide/direct-object-pronouns-in-spanish
https://www.realfastspanish.com/vocabulary/verbs-like-gustar
https://conjuguemos.com/grammar/homework/202https://www.spanishdict.com/guide/verbs-like-gustar
https://www.spanishdict.com/guide/using-the-neuter-article-lo-in-spanish
https://www.spanishdict.com/guide/reciprocal-verbs-and-reciprocal-pronouns
Reflexive Pronouns & Verbs:
http://grammar.spanishintexas.org/pronouns/reflexive-pronouns/
https://www.spanishdict.com/guide/reflexive-verbs-and-reflexive-pronouns
https://storylearning.com/learn/spanish/spanish-tips/spanish-reflexive-verbs
https://baselang.com/blog/basic-grammar/reflexive-verbs-in-spanish/
Subjunctive:
Subjunctive Review (expressing desire) - https://studyspanish.com/grammar/lessons/subj5
Subjunctive Review (expressing recommendations & requests) - https://www.spanishdict.com/guide/expressing-recommendations-and-requests-with-the-subjunctive
Subjunctive Review (expressing wishes & desires) - https://www.spanishdict.com/guide/expressing-wishes-and-desires-with-the-subjunctive
Subjunctive Review (adjective clauses) - https://spanishobsessed.com/spanish-subjunctive/adjective-clauses/
Subjunctive Review (expressing doubt & denial):
https://www.drlemon.com/Grammar/Subjunctive/denial.html
https://studyspanish.com/grammar/lessons/subj6
Subjunctive with adverbial clauses:
https://www.lawlessspanish.com/grammar/verbs/subjunctive-with-adjective-clauses/
https://users.pfw.edu/jehle/courses/subjadj.htm
https://tildesites.bowdoin.edu/~eyepes/newgr/ats/47.htm
Imperfect Subjunctive - http://www.elearnspanishlanguage.com/grammar/verbs/imperfectsubjunctive.html
FILMS/MOVIES/VIDEOS (INCLUDING SHORT CLIPS):
https://www.speakmorespanish.com/short-movies-for-spanish-class
https://www.fluentu.com/blog/educator-spanish/movies-for-spanish-class/
https://misclaseslocas.com/appropriate-movies-for-spanish-class/
https://www.learner.org/series/destinos-an-introduction-to-spanish/
https://foreignlanguagecollective.com/spanish-movies-watch-youtube/
https://secondaryspanishspace.com/the-ultimate-list-of-movies-to-show-in/
PODCASTS:
https://www.babbel.com/en/magazine/5-best-podcasts-for-spanish-language-learners
https://www.audible.com/blog/article-the-best-spanish-podcasts
https://spanishmama.com/the-best-spanish-podcasts-for-learning-spanish/
Content below taken directly from the book series Experiencias, which is used in the SPAN 1010, SPAN 1020, SPAN 2010, SPAN 2020 courses on SLU's campus. While we realize that the sequencing may vary depending on the textbook/resources being used in the classroom, all these grammar concepts must be covered by the end of the course. We also acknowledge that a lot of the grammar points that are listed may have been covered in a previous level.
PLEASE NOTE The faculty in the LLC department has not finalized the course syllabi, outcomes, chapters and content to be taught in Fall 2026. The materials have just been given to the faculty. I have made a general guide to give 1818 instructors a general idea on what to expect and a more specific list of chapters, content and objectives are forthcoming.
SPAN 1010
¿Quién eres?
Grammar: 0
Objectives: Identify basic information about people introducing themselves in a video. Exchanging greetings, goodbyes, and basic personal information. Compare productos, practices, and perspectives from Spanish-speaking communities in the United States. Introduce myself.
Vocabulary: Los saludos, las despedidas, y las presentaciones. Los números del 0-29. El alfabeto español. Los países del mundo hispano
Proyecto: ¿Quién eres? Álbum de Estados Unidos.
World Readiness Standards: Communication; Interpersonal, Interpretive, Presentational. Culture; Examining the presence of Spanish in the students´ home community, cultural norms related to greetings and leave-taking. Connections; Sociology, history, Geography. Conparisons; Comparing and contrasting greetings and leave-taking in target culture and home culture.
¿Cómo eres?
Grammar: Identifying and describing people and things. Subject pronouns and the verb ser. Classifying and desribing people and things. Nouns, articiles and adjectives. Describing physical traits. The verb tener.
Objectives: Identify personal descriptions in a video. Exchange information about personality, physical traits, and age. Compare products, practices, and perspectives from Mexico with my own community. Describe myself.
Vocabulary: Las personas y la personalidad. Las nacionalidades. Los números del 30-100. Las características físicas. Las palabras interrogativas.
Proyecto: ¿Cómo eres? Álbum de México.
World Readiness Standards: Communication; Interpersonal, Interpretive, Presentational. Culture; Examening products, practices, and perspectives from México. Connections; Geography and phychology. Comparisons; Comparing and contrasting linguistic concepts such as cognates and gender.
¿Cómo es tu semana?
Grammar: Expressing likes and dislikes. The verb gustar. Expressing location. The verb estar. Describing daily activities. The present tense of AR verbs.
Objectives: Identify basic information about weekly and daily activities in a video. Exchange information about pastimes, sports, classes, likes and dislikes. Compare products, practices, and perspectives from Puerto Rico and the Dominican Republic with my own country. Describe my weekly and daily activities.
Vocabulary: Los pasatiempos y los deportes. Las clases, los días de la semana y la hora. Los materiales y la technología para estudiar. Los lugares en la universidad.
Proyecto: ¿Cómo es tu semana? Álbum de Puerto Rico y la República Dominicana.
World Readiness Standards: Communication; Interpersonal, Interpretive, Presentational. Culture; Béisbol, el deporte rey. Connections; Sports management and dance. Comparisons; Comparing and contrasting leisure activities anf the role of baseball in target cultures and home culture.
¿Qué música te gusta?
Grammar: Describing daily activities. The present tense of ER and IR verbs. Expressing future plans: IR a Infinitive. Making affirmative and negative statements. Indefinite words. Expressing feelings. Expressions with estar, ser, and tener.
Objectives: Identify musical preferences in a video. Talk about music and related activities. Compare products, practices, and perspectives from Cuba with my own community. Describe my favorite music.
Vocabulary: La música y las actividades. El calendario. Los meses del año, la fecha y los días feriados.
Proyecto: ¿Cómo es tu semana? Álbum de Puerto Rico y la República Dominicana.
World Readiness Standards: Communication; Interpersonal, Interpretive, Presentational. Culture; Examining products, practices, and perspectives from Cuba. Connections; Music. Comparisons; Comparing and contrasting music and celebrations in Cuba with the home culure.
¿Cómo es tu familia?
Grammar: Expressing possession. Possessive adjectives. Describing daily activities. Stem changing verbs. Describing daily activities. Yo form variations. Expressing what you know. Saber and conocer.
Objectives: Identify basic information about family and professions described in a video. Exchange information about special people and my relationship to them. Compare products, practices, and perspectives from Panamá and Costa Rica with my own community. Describe special people in my life.
Vocabulary: La familia. Las profesiones y los oficios. El tiempo y las estaciones del año.
Proyecto: ¿Cómo es tu familia? Álbum de Panamá y Costa Rica.
World Readiness Standards: Communication; Interpersonal, Interpretive, Presentational. Culture; Examening products, practices and perspectives from Panamá and Costa Rica. Connections; Sustainability and tourism. Comparisons; Comparing and contrasting the role of family in Panamá and Costa Rica and the home culture.
¿Cómo es tu hogar?
Grammar: Making comparisons. Comparatives. Expressing obligations. Deber, necesitar, tener que infinitive. Describing daily routines. Reflexive constructions. Describing actions in progress. Present progressive.
Objectives: Identify information about a house described in a video. Exchange information about homes, house chores, and daily activities. Compare products, practices, and perspectives from Guatemala and El Salvador with my own community.
Vocabulary: La casa, los muebles, y los electrodomésticos. Los números hasta 900,000,000. Los quehaceres de la casa.
Proyecto: ¿Cómo es tu hogar? Álbum de Guatemala y El Salvador.
World Readiness Standards: Communication; Interpersonal, Interpretive, Presentational. Culture; Examenting products, practices, and perspectives from Guatemala and El Salvador. Connections; Sociology. Comparisons; Comparing and contrasting home, chores, and routines in Guatemala and El Salvador, and the home culture.
SPAN 1020
¿Cómo es tu estilo personal?
Grammar: Demonstrative adjectives and pronouns. Fixed expressions with por and para.
Objectives: Identify information about clothing and style in a video. Exchange information about clothing, colors, and parts of the body. Compare products, practices, and perspectives from Nicaragua and Honduras with my own community. Describe my personal style.
Vocabulary: La ropa y los colores. Las partes del cuerpo.
Proyecto: ¿Cómo es tu estilo personal? Álbum de Nicaragua y Honduras.
World Readiness Standards: Communication; Interpersonal, Interpretive, Presentational. Culture; Examining products, practices, and perspectives from Nicaragua and Honduras. Connections; Social work, archeology, anthropology, sociology. Comparisons; Comparing and contrasting clothing shopping in Nicaragua and Honduras and the come culture.
¿Cuál es tu plato favorito?
Grammar: Uses of ser and estar. Se construction. Direct Object Pronouns.
Objectives: Identify information about a recipe described in a video. Exchange information about food, meals, and nutrition. Compare products, practices, and perspectives from Spain with my own community. Describe my favorite dish.
Vocabulary: Los alimentos y la nutrición. El restaurante. Las pequeñas tiendas tradicionales.
Proyecto: ¿Cuál es tu plato favorito? Álbum de España.
World Readiness Standards: Communication; Interpersonal, Interpretive, Presentational. Culture; Examining products, practices, and perspectives from Spain. Connections; Nutrition, gastronomy, sociology. Comparisons; Comparing and contrasting shopping for food in Spain and the home culture.
¿Cuál es tu lugar especial?
Grammar: Por y para. The preterit. Hace que preterit.
Objectives: Identify information about a trip described in a video. Exchange information about appropriate clothing for travel, nature, outdoor activities, and past trips and experiences.
Vocabulary: Recomendaciones. Qué llevar. Los puntos cardinales y la geografía. Fenómenos del tiempo y desastres naturales.
Proyecto: ¿Cuál es tu lugar especial? Álbum de Ecuador, Bolivia y Perú.
World Readiness Standards: Communication; Interpersonal, Interpretive, Presentational. Culture; Examining products, practices, and perspectives from Ecuador, Bolivia, and Perú. Connections; Archeology, anthropology. Comparisons; Comparing and contrasting geographical wonders in Ecuador, Bolivia, and Perú, and the home culture.
¿Cómo es tu vida social?
Grammar: Verbs with altered stems in the preterit. Verbs with spelling changes in the preterit. Indirect object pronouns.
Objectives: Identify details about friendship described in a video. Exchange information about personal relationships, stages of life, and celebrations. Compare products, practices, and perspectives from Uruguay and Paraguay with my own community. Tell a story about meeting a special person.
Vocabulary: las etapas de la vida y las relaciones personales. Las fiestas. Las cualidades de una persona.
Proyecto: ¿Cómo es tu vida social? Álbum de Uruguay and Paraguay.
World Readiness Standards: Communication; Interpersonal, Interpretive, Presentational. Culture; Examine products, practices, and perspectives from Uruguay and Paraguay. Connections; Sociology and Linguistics. Comparisons; Comparing and contrasting social events in Uruguay and Paraguay and the home culture.
¿Cuáles son tus experiencias inolvidables?
Grammar: The imperfect. Diminutives.
Objectives: Identify the main ideas in a story by narrating a memorable event. Exchange information about childhood experiences, celebrations, and memorable events.
Vocabulary: La niñez. Los días feriados y las celebraciones.
Proyecto: ¿Cuáles son tus experiencias inolvidables? Álbum de Venezuela y Colombia.
World Readiness Standards: Communication; Interpersonal, Interpretive, Presentational. Culture; Examining products, practices, and perspectives from Venezuela and Colombia. Connections; Sociology, Performing Arts. Comparisons; Comparing and contrasting common celebrations in Venezuela and Colombia and the home culture.
¿Me cuentas una historia?
Grammar: The preterit and the imperfect.
Objectives: Identify the main events of stories I read and hear. Exchange information about past experiences. Compare products, practices, and perspectives from Argentina and Chile.
Vocabulary: Tus experiencias de vida.
Proyecto: ¿Me cuentas una historia? Álbum de Argentina y Chile.
World Readiness Standards: Communication; Interpersonal, Interpretive, Presentational. Culture; Examining products, practices, and perspectives fom Argentina and Chile. Connections; Visual and Performing Arts. Comparisons; Comparing and contrasting common celebrations in Argentina and Chile and the home culture.
SPAN 2010
Taken from EXPERIENCIAS:
¿De dónde venimos?
Grammar: Interrogative words, Preterit, Imperfect. Objectives: Identify some practices and perspectives about migration. Exchange information about cultural heritage and past life experiences. Compare products, practices, and perspectives related to migration. Tell an immigrant story. Identify ways to use Spanish in my field of study. Vocabulary: Cultural Identity and Migration. Literature: "Nuyorican" Tato Laviera. Proyecto: ¿De dónde venimos? World Readiness Standards: Communication; Interpersonal, Interpretive, Presentational. Culture; Examining cultural identity and immigration. Connections; Sociology, history, anthropology. Comparisons; Comparing immigration in the US and in other countries. Communities; Connection with local organizations that work with immigrants. Acquiring the life-long skills of investigating, reading, and reporting on a given topic in the target language.
¿Cómo nos preparamos para la vida profesional?
Grammar: The Subjunctive, the subjunctive with unknown or nonexistent things or people. Objectives: Identify some practices and perspectives about the economy and its impact on families. Exchange information about finances and jobs. Compare products, practices, and perspectives related to finances and jobs. Describe my ideal internship. Identify organizations related to my field of study that use Spanish. Vocabulary: Personal and family economics, Sociology. The workplace. Literature: Soñar en cubano de Cristina García. Proyecto: ¿Cómo nos preparamos para la vida profesional? Experiencias profesionales. World Readiness Standards: Communication: Interpersonal, Interpretive, Presentational. Sociology and economics. Culture; Exploring the connection between the economy and families. Connections; Sociology, economics. Comparisons; Comparing the impact of the economy on families in the US and in various countries. Communities; Connecting with the local organizations that offer financial guidance. Acquiring the lifelong skills of investigating, reading, and reporting on a given topic in the target language.
¿Cómo logramos una vida saludable?
Grammar: The subjunctive with suggestions and recommendations. Formal commands. Objectives: Identify practices and perspectives about health and wellness. Exchange information and recommendations about health issues. Compare products, practices and perspectives related to health. Describe ways to maintain a healthy lifestyle. Describe your typical day for a person working in my future career. Vocabulary: Anatomy, Illnesses and treatments. Nutrition. Literature: Ciudad de payasos, Daniel Alarcón. Proyecto: ¿Cómo logramos una vida saludable? Experiencias profesionales. World Readiness Standards: Communication: Interpersonal, Interpretive, Presentational. Culture; Examining medicine, nutrition, and recommendations for healthy living and the perspectives behind these practices. Connections; Biology, sociology, psychology, and anthropology. Comparisons; Comparing healthcare, nutrition, and accessibility of basic necessities in target cultures and home cultures. Communities; Examining health care in students´ communities. Acquiring the life-long skills of investigating, reading, and reporting on a given topic in the target language.
¿Cómo creamos un mundo sostenible?
Grammar: Double object pronouns. The subjunctive to express doubt and uncertainty. Objectives: Identify practices and perspectives about environmental issues and solutions. Exchange ideas about the protection of the planet. Compare products, practices, and perspectives related to the environment and sustainability. Describe an idea of sustainable housing. Create a dialogue related to my professional interests. Vocabulary: Ecology and natural resources. Environmental problems. Literature: “Desde mi trinchera” Cristina Rodríguez Cabral. Proyecto: ¿Cómo creamos un mundo sostenible?, Experiencias profesionales. World Readiness Standards: Communication; Interpersonal, Interpretive, Presentational. Culture; Examining recommendations for sustainable living practices and the perspectives behind these practices. Connections; Ecology and Environmental Science. Comparisons; Comparing sustainable living practices and care for the environment in target cultures and home cultures. Communities; Examining sustainable practices in students´ community. Acquireing life-long skills of investigating reading, and reporting on a given topic in the target language.
¿Cómo reflecta el arte nuestra cultura?
Grammar: Verbs like gustar. The subjunctive for expressing emotions. Objectives: Identify practices and perspectives about creative expressions. Express ideas and perspectives about art and crafts. Compare products, practices, and perspectives related to art and social change. Describe an artistic product. Interview someone related to my field of interest. Vocabulary: Creative expressions. Hand crafts. Literature: El tiempo entre costuras María Dueñas. Proyecto: ¿Cómo refleja el arte nuestra cultura? Experiencias profesionales. World Readiness Standards: Communication; Interpersonal, Interpretive, Presentational. Culture; Examining art and artisan products, as well as the presence of art and artistic expession in various Spanish speaking countries. Connections; Art, history, and anthropology. Comparisons; Comparing and contrasting issues of works of art in various Spanish speaking countries. Communities; Acquiring the life-long skills of investigating, reading, and reporting on a given topic in the target language.
SPAN 2020
¿Qué tipo de turismo practicamos?
Grammar: Future tense. Subjunctive with adverbial conjunctions. Objectives: Identify practices and perspectives about traveling. Exchange information about traveling and responsible and inclusive tourism. Compare products, practices, and perspectives related to the impact of tourism on local communities. Describe sustainable and responsible travel plans. Describe carreer skills I have investigated so far. Vocabulary: Trips. Tourism. Literature: El reencuentro Juan Balboa Boneke. Proyecto: ¿Qué tipo de turismo practicamos? Experiencias profesionales. World Readiness Standards: Communication; Interpersonal, Interpretive, Presentational. Culture; Examining social justice issues related to tourism. Connections; Sustainability and tourism. Comparisons; Comparing accessibility and responsible tourism opportunities in the U.S. and various Spanish-speaking countries.
Communities; Acquiring the life-long skills of investigating, reading, and reporting on a given topic in the target language.
¿De dónde viene la comida que consumimos?
Grammar: The subjunctive for expressing possibility and probability. The present perfect. Objectives: Identify practices and perspectives on farming, food production, and fair trade. Exchange information about responsible consumption of food products. Compare products, practices, and perspectives related to farming and purchasing practices. Describe the benefits of buying locally grown foods. Contact an organization related to my field of interest. Vocabulary: Farming and its products. Literature: Un cuento del cafecito Julia Álvarez. Proyecto: ¿De dónde viene la comida que consumimos? Experiencias profesionales. World Readiness Standards: Communication; Interpersonal, Interpretive, Presentational. Culture; Examining issues of food production. Connections; Sustainability, environmental studies, agriculture. Comparisons; Comparing farming and purchasing practices around the world. Communities; Acquiring the life-long skills of investigating, reading, and reporting on a given topic in the target language.
¿Cómo logramos una educación para todos?
Grammar: Informal commands and the past perfect. Objectives: Identify perspectives on educational opportunities. Exchange information about school and college experiences. Compare products, practices, and perspectives related to higher education. Explain the reasons for staying in school. Reflect on a cultural event in my community. Vocabulary: Education and literacy. University studies. Literature: Banderas y arapos Gabiela Selser. Proyecto: ¿Cómo logramos una educación para todos? Experiencias profesionales. World Readiness Standards: Communication; Interpersonal, Interpretive, Presentational. Culture; Examining social and economic issues related to education as well as higher education in various countries. Connections; History, education and sociology. Comparisons; Comparing and contrasting higher education in various countries. Communities; Acquiring the life-long skills of investigating, reading, and reporting on a given topic in the target language.
¿Qué rol tiene la tecnología en nuestra vida?
Grammar: The imperfect. The conditional. Si clauses. Objectives: Identify perspectives on the role of technology in how we communicate. Exchange information about the impacts of modern technology on society. Compare products, practices, and perspectives related to the use of technology. Describe possible impacts of technology on our lives. Create goals for increasing my proficiency. Vocabulary: Technology. Advances in technology and challenges. Literature: La fotografía Chiquita Barreto Burgos. Proyecto: ¿Qué rol tiene la tecnología en nuestra vida? Experiencias profesionales. World Readiness Standards: Communication; Interpersonal, Interpretive, Presentational. Culture; Examing the role of modern technology in society. Connections; Communications, sociology, anthropology. Comparisons; Comparing and contrasting communication practices in various countries. Communities; Acquiring the life-long skills of investigating, reading, and reporting on a given topic in the target language.
¿Cómo podemos participar en la comunidad?
Grammar: The future perfect. The conditional perfect. Objectives: Identify perspectives and practices related to community engagement and volunteering. Talk about civic engagement and human rights. Compare products, practices, and perspectives related to volunteering and service learning. Apply for a service or volunteer position at a nonprofit organization. Report on a professional visit. Vocabulary: Social programs and humanitarian organizations. Good practices. Literature: La pantera Quince Duncan. Proyecto: ¿Cómo podemos participar en la comunidad? Experiencias profesionales. World Readiness Standards: Communication; Interpersonal, Interpretive, Presentational. Culture; Examining issues related to community engagement in various countries. Connections; Education, sociology, and social work. Comparisons; Comparing and contrasting community activism in various countries. Communities; Acquiring the life-long skills of investigating, reading, and reporting on a given topic in the target language.
¿Cuánto influyen los medios en nuestra sociedad?
Grammar: The passive voice and se constructions. Summary of the subjunctive. Objectives: Identify perspectives and practices related to film and music. Talk about the entertainment industry and the media. Compare products, practices, and perspectives related to the role of entertainment in society. Present a movie review. Reflect on the career skills and interests related to my field of study. Vocabulary: The film and music industry. Communication and media. Literature: Santitos María Amparo Escandón. Proyecto: ¿Cuánto influyen los medios en nuestra sociedad? Experiencias profesionales. World Readiness Standards: Communication; Interpersonal, Interpretive, Presentational. Culture; Examining the role of media in society. Connections; History, communications, music, film preferences in various countries. Comparisons; Comparing and contrasting film and music preferences in various countries. Communities; Acquiring the life-long skills of investigating, reading, and reporting on a given topic in the target language.
¿Cómo podemos construir puentes entre culturas?
Grammar: The infinitive. Relative pronouns. Objectives: Identify perspectives and practices related to living in a globalizad society. Talk about studying abrad and using idiomatic expressions. Compare products, practices and perspectives related to studying aboad. Describe strategies for effective intercultural interactions. Describe what I learned in relation to my area of professional interest. Vocabulary: Study abroad. Idiomatic expressions. Literature: El cuaderno de Maya Isabel Allende. Proyecto: ¿Cómo podemos construir puentes entre culturas? Experiencias profesionales. World Readiness Standards: Communication; Interpersonal, Interpretive, Presentational. Culture; Examining the role of culture and culture shock in study abroad experiences. Connections; Communications, sociology and communications. Comparisons; Comparing and contrasting study abroad experiences in various countries. Communities; Acquiring the life-long skills of investigating, reading, and reporting on a given topic in the target language.
From Syllabus:
LEARNING OUTCOMES
1a) Interpersonal Communication: Collaborate and negotiate meaning at the multiple-sentence level, to communicate interpersonally through writing, speech and visual media in Spanish. (Addresses University SLOs 4 and 8)
1b) Interpretive Communication: Take knowledge from multiple disciplines to understand and interpret basic messages, assess visual evidence, and draw conclusions in Spanish. (Addresses University SLOs 2 and 3)
1c) Presentational Communication: Publicly present basic information, concepts and ideas to effectively communicate at the intermediate level (e.g., narrate in the past, present and future, state and opinion and back it up with evidence) in writing, speech and visual media adapting to various audiences in Spanish. (Addresses University SLO 4)
2. Gain knowledge of Spanish, Spanish-speaking cultures, and work to develop their analytical thinking skills.
2a) Relating Cultural Practices to Perspectives: Analyze and reflect on how cultural practices of the Spanish speaking world influence diverse identities and worldviews. (Addresses University SLO 5)
2b) Relating Cultural Products to Perspectives: Investigate and explain cultural products of the Spanish speaking world to recognize transnational or global interdependencies. (Addresses University SLO 6)
3. Practice cross-cultural competency through an appreciation and acceptance of the similarities and differences between American (United States) and Hispanic (i.e., Spanish/Latin American) cultures. One life-time goal is for students to be able to function adequately in a Spanish-speaking environment, culturally as well as linguistically.
3a) Making Connections: Build, reinforce and expand knowledge of other disciplines while using Spanish to develop critical thinking and solve problems creatively. (Addresses University SLO 2)
3b) Acquiring Information and Diverse Perspectives: Evaluate information, diverse identities and worldviews that are available through studying Spanish and Spanish speaking cultures. (Addresses University SLO 5)
3c) Acquiring Information and Diverse Perspectives: Examine your vocation in dialogue with SLU’s Catholic, Jesuit tradition while engaging with the local Hispanic community and exploring local issues of diversity and identity. (Addresses University SLO 1)
3d) Language Comparisons: Integrate knowledge from multiple disciplines to reflect on the nature of language and cross-linguistic comparisons between Spanish, English and other world languages. (Addresses University SLO 2)
3e) Cultural Comparisons: Investigate and explain some concept of Spanish 2 Department of Linguistics, Literatures, and Cultures SPANISH 3010 Saint Louis University Fall 2025 speaking cultures through comparisons of their own cultural perspectives and transnational or global interdependencies. (Addresses University SLO 6)
4. Realize that there is both pleasure and value in being able to communicate in a second language with a novice-level competency.
4a) School and Global Communities: Interact in Spanish, both within and beyond the classroom, to collaborate, acquire and apply knowledge through engagement with local and global communities. (Addresses University SLOs 8 and 9)
4b) Lifelong Learning: Set goals and reflect on progress in using Spanish, in dialogue with the Catholic, Jesuit tradition both within and beyond the classroom, for enjoyment, enrichment and vocations. (Addresses University SLOs 1 and 9)
UNIVERSITY CORE: WAYS OF THINKING: AESTHETICS, HISTORY, AND CULTURE
This course is part of the Saint Louis University Core, an integrated intellectual experience completed by all baccalaureate students, regardless of major, program, college, school or campus. The Core offers all SLU students the same unified approach to Jesuit education guided by SLU’s institutional mission and identity and our nine undergraduate Core Student Learning Outcomes (SLOs). Ways of Thinking: Aesthetics, History, and Culture is one of 19 Core Components. The University Core SLO(s) that this component is designed to intentionally advance are listed below: University Core Student Learning Outcomes The Core SLO(s) that this component is intentionally designed to advance are:
SLO 2: Integrate knowledge from multiple disciplines to address complex questions
SLO 3: Assess evidence and draw reasoned conclusions Additionally, the Core Component-level
Student Learning Outcomes are listed below:
Component-level Student Learning Outcomes Students who complete this course will be able to: ·
Demonstrate proficiency in qualitative methods of interpreting cultural products relevant to the period, area or theme of the course ·
Analyze primary sources appropriate to the discipline (e.g. literary artifacts, visual art, historical documents, performances, or other cultural products) in order to draw reasoned conclusions ·
Develop interpretive claims about how larger social contexts shape cultural products.
SPAN 2030
WHY TAKE THIS CLASS? - COURSE GOALS
If you are in this class, you have already taken quite a few Spanish courses and know a bit about learning another language. In this class I hope to help you get to the next level, grow in your Spanish language skills, and in intercultural competence.
Course Student Learning Outcomes
1A. Interpersonal Communication: Collaborate and negotiate meaning to effectively communicate interpersonally through writing, speech and visual media in Spanish. (Addresses University SLOs 4 and 8)
1B. Interpretive Communication: Integrate knowledge from multiple disciplines to understand and interpret messages, assess evidence, and draw reasoned conclusions in Spanish. (Addresses University SLOs 2 and 3)
1C. Presentational Communication: Publicly present information, concepts and ideas to effectively communicate (e.g. inform, explain or narrate) in writing, speech and visual media adapting to various audiences in Spanish. (Addresses University SLO 4)
2A. Relating Cultural Practices to Perspectives: Analyze and reflect on how cultural practices of the Spanish speaking world influence diverse identities and worldviews. (Addresses University SLO 5)
2B. Relating Cultural Products to Perspectives: Investigate and explain cultural products of the Spanish speaking world to recognize transnational or global interdependencies. (Addresses University SLO 6)
3A. Making Connections: Build, reinforce and expand knowledge of other disciplines while using Spanish to develop critical thinking and solve problems creatively. (Addresses University SLO 2)
3B. Acquiring Information and Diverse Perspectives: Evaluate information, diverse identities and worldviews that are available through studying Spanish and Spanish speaking cultures. (Addresses University SLO 5)
3C. Acquiring Information and Diverse Perspectives: Examine your vocation in dialogue with SLU’s Catholic, Jesuit tradition while engaging with the local Hispanic community and exploring local issues of diversity and identity. (Addresses University SLO 1)
3D. Language Comparisons: Integrate knowledge from multiple disciplines to reflect on the nature of language and cross-linguistic comparisons between Spanish, English and other world languages. (Addresses University SLO 2)
3E. Cultural Comparisons: Investigate and explain some concept of Spanish speaking cultures through comparisons of their own cultural perspectives and transnational or global interdependencies. (Addresses University SLO 6)
4A. School and Global Communities: Interact in Spanish, both within and beyond the classroom, to collaborate, acquire and apply knowledge through engagement with local and global communities. (Addresses University SLOs 8 and 9)
4B. Lifelong Learning: Set goals and reflect on progress in using Spanish, in dialogue with the Catholic, Jesuit tradition both within and beyond the classroom, for enjoyment, enrichment and vocations. (Addresses University SLOs 1 and 9)
GRAMMAR UNITS*
Parts of Speech:
Nouns, pronouns, verbs, adjectives, adverbs, prepositions, and conjunctions.
Verb Tenses & Moods:
Extensive coverage of indicative, subjunctive (present and imperfect), imperative (commands), and compound tenses.
Pronouns:
Subject pronouns, direct and indirect object pronouns, and reflexive pronouns.
Sentence Structure:
Word order, nominal sentences, and clauses.
Reflexive vs. Non-reflexive Verbs:
Distinctions such as dormir vs. dormirse.
Prepositions:
Specific focus on the uses of por and para.
Lexical Variations:
Nuances in vocabulary and usage.
Orthography:
Rules of spelling and accentuation.
Verbs and Tenses:
Present Indicative: Review of regular and irregular verbs.
Preterite and Imperfect Tenses: Contrasting and using both for narration.
Future Tense: Expressing future actions.
Conditional Tense: Expressing hypothetical situations.
Present Subjunctive: Used for expressing opinions, feelings, doubts, and wishes.
Pronouns and Sentence Structure:
Object Pronouns: Direct and indirect object pronouns.
Commands: Formal and informal commands.
Verbs like Gustar: Expressing likes and preferences.
Relative Pronouns: (Implicit in context-based chapters).
Prepositions and Specific Usage:
Por vs. Para: Distinguishing the uses of both.
Interrogatives: Distinguishing between qué and cuál. Clemson University, South Carolina
*Contextualized Practice: Grammar is presented within the context of cultural readings and short films (short films from Hispanic filmmakers).
Pius XII Memorial Library: SLU
1818 Advanced College Credit Program: SLU
Registration : SLU - Saint Louis University
Transfer Credits : SLU - Saint Louis University
1818 Tuition and Payments : SLU - Saint Louis University
1818 Advanced College Credit Program Academic Calendar : SLU - Saint Louis University
Spanish Office Hours Spring 2026 (Virtual Meetup) - Wednesday, April 29th, from 3:30-4:30 p.m. CDT
Topic: Gap activities and can AI be useful?
Join Zoom Meeting
Summer Connection Conference 2026: July 30 and 31 2026
The 1818 Spanish Cultural Connections Newsletter CHISPA
Please open newsletter by going into you SLU e mail. Must be viewed in OUTLOOK.
I send out a newsletter every month of the school year to be used by you! You can also assign it to your students too. Simply cut and paste it from your email! You can assign it as homework, use ideas from it in your classroom, or use it for a substitute teacher plan. It is full of authentic resources and culture! Hopefully, it sparks you to try something new!
CHISPA:
As educators, we are always seeking inspiring, authentic resources and ways to energize our students to speak, write, read, and engage in the target language. Culture is a window to a people´s beliefs, values, behaviors, and worldview, offering insights into their identity, social norms, and how they interpret the world, shaping everything from language and art to expectations and future aspirations. It's a lens through which individuals understand themselves and others, influencing decisions and actions within a society. In the 1818 Spanish Cultural Connections Newsletter, I hope to share some resources that mesmerize and spark curiosity, hence, the newsletter's name: ¡CHISPA! Everyone needs a little spark to ignite curiosity, captivate the imagination, and ignite a fire for sustained lifelong learning!
ENERO 2026
FEBRERO 2026
MARZO 2026
ABRIL 2026
The course templates below are provided for all 1818 Spanish instructors to use if so desired. They are up to date with the current requirements for syllabus review for Academic Year (AY) 2025-2026.
If you are returning faculty, you are welcome to use one of the templates or to copy and paste any updated information into your current syllabi. Neither new nor returning faculty are required to use a template; however, these templates are available to help you prepare your syllabi for the next academic year.
SPAN 1020 Syllabus Template for 2025-2026
SPAN 2010 Syllabus Template for 2025-2026
Please use this checklist to ensure that you have addressed all the 1818 requirements for your syllabi.
Be sure to submit your syllabus through Dual Enroll: https://slu.dualenroll.com. If you have not received your log-in information, contact 1818@slu.edu. Your Dual Credit Spanish Coordinator will provide feedback on the syllabi through Dual Enroll.
Instructions for accessing Dual Enroll are available through the link. Please reach out if you have any questions!
April 15 Intent to teach
June 15 Syllabus due
Getting Students to Read the Syllabus
My students' first homework assignment is always to read the syllabus very carefully since there will be a quiz over it at the beginning of the next class. Since it is in English and is multiple choice & true/false, it should be the easiest quiz they take all year, if they read the syllabus that is. ;-)
If you or someone you know needs support now: call or text 988 to reach the Suicide and Crisis Lifeline, or visit 988lifeline.org to chat online.
The following resources are available to anyone who may need support:
The Optum Emotional Support Help Line (866-342-6892) connects callers to caring professionals and resources 24/7.
SSM Health Behavioral Health Urgent Care is a walk-in clinic treating adults and children in urgent need of care for mental health crises.
St. Louis University Wellness Statement (for optional inclusion on syllabi)
Instructor Note: The language below encourages students to contact you for course-related concerns. If you wish to customize the language to include other members of an instructional team (e.g., Teaching Assistants, co-instructors), download the MS Word version, customize the language, and insert it in your syllabus. If you do not wish to customize the statement, simply remove this instructor note and add the content below to your syllabus.
All students experience stressors and challenges at some point, and seeking support is beneficial. Such challenges may be the result of academic concerns (such as those related to particular assignments or content in a course), or they may be more personal in nature (such as concerns related to relationships, mental health, loss, identities, alcohol or drugs, housing or food security, or finances, among other things). If you experience these or other difficulties, please consider seeking support from the resources available to you.
For concerns related to this course, please contact me. I am invested in your success and will support your success in the ways I can.
Additionally, you have access to the many resources SLU provides in support of your personal wellness. You will find a list of available resources on the Well-being page of the SLU website.
If you or someone you know is experiencing a crisis: please consult the Crisis Support and Warning Signs on the University Counseling Center website.
In the spirit of cura personalis, the University sees your academic success as connected to your health and well-being and provides resources to support your holistic wellness.