Design of the course

1.Modules Description

There are six modules in ESPAÑOL DE NEGOCIOS 1 and each one of them develop a different topic. The modules are:

• Oral Communication at the Office

• Written Communication at the Office

• Introducing Yourself in Business Contexts

• Looking for a Job

• Job interviews (professional strengths)

• Business Calendar and Schedule.

All six modules have the same structure based on the adaptation of a TBLT class for online teaching proposed by Baralt and Morcillo. There is a pre-task stage, the task and planning stage, and the language focus stage. It is important to mention that in modules where two skills are taught, the same class stages are followed in both skill sections.

ESPAÑOL DE NEGOCIOS 1 is completely uploaded in Google Classroom under the name “Spanish for Business”. You can visit the classroom by entering the code gvp36xm at the right top corner of the page.

The six modules are listed in order under the tab "Trabajo de Clase" and the assignments are clearly named with the following format:

• MODULE NUMBER – TOPIC - PRE-TASK ACTIVITIES or

• MODULE NUMBER – TOPIC - FINAL TASK

2. Parts of the modules and how much time to invest

Every module starts with an audio of the instructions on how to study and the steps to follow. A transcription of the audio is also posted. Pre- task assignments are the second section and contain real models of the language which are also models to perform the final task. The next section of the module is information on business culture related to the topic of the module, as well as the grammar and vocabulary that best works in those contexts.

In relation to the time students need to invest in the program, it has been calculated that a maximum of seven hours a week would be necessary. Five of these hours are for the student to work autonomously with the pre-task materials since this is an asynchronous instruction. The other two to three hours are for the teacher and the student to debrief together the task and to clarify any possible doubts. However, the student can get in contact with the teacher as many times as necessary during the whole module through the different communication means provided by the teacher: e-mail, Instagram, facebook and telephone calls.

That said, it is also important to remember that this is a highly personalized course and in consequence is the student who set the pace of the modules and it may take longer to some of them to go through all the materials and finish the tasks. However, the LSP student is characterized by his high motivation and materials are created to foster such initiative further. In that sense, a maximum of 8 days is enough time for students to finish with the activities and tasks, and achieve the goals of one module.

3.Teacher’s role

The teacher’s mission is to scaffold, guide and accompany the student throughout the learning process. Therefore, the instructor is present in every step of the program using different techniques to collaborate with and support the student until stronger understanding and independence in the learning process is reached.

To accomplish such functions, the instructor plays different roles during the program. The first role of the teacher, before classes take place, is to assess students and confirm they already have the required proficiency level in Spanish to complete the course. Such assessment is just a short interview. The next role of the teacher would be working with the student in order to define learner’s needs and objectives. This will allow the tutor carry out his next role, course designer, to adjust the syllabus and the material according to those needs and objectives. Then, the teacher becomes a guide that leads the student through the pre-task activities, clarify any doubt in relation to the contents and recalls the goals the student should achieve by the end of the module. Later, during the report meeting, the teacher becomes a model, that sets examples of real-life situations in his/her mother tongue. Then the teacher debriefs together with the student the task, analyses and revise any language and provides more examples and/or exercises on lexis and grammar when needed. He finally becomes an evaluator, that help students identify what to improve in L2 to be an efficient communicator.

4. Student’s role

The program is student-centered. Therefore, it evaluates and adapt some aspects of it according to the different learning needs, goals, interests, L2 and cultural backgrounds of each student.

Students, however, have an active role since much of the learning is autonomous and because they have the possibility to make choices about their own learning and contribute to the design of contents and learning experiences. In that sense, we can also say that they are responsible for their own education.

Finally, it is also important to mention that students can develop other skills with the course such as information and time management.