Spanish 6

This subject has the following teaching availabilities in 2016:

170 hours

Spanish 5 or equivalent

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

The focus of this subject will be on the improvement of students’ oral and written language competence and the learning of textual study skills in Spanish, through the study of selected oral and written narratives. These particular texts are part of the long tradition of Spanish and Latin American short stories or historias. Their analysis will allow students not only to understand their textual structure, but also to create their own narratives both in formal contexts (short narration, news reporting, etc.) and informal contexts (blog entry and discussion, etc.). Additionally, students will gain an appreciation of the cultural, historical and literary realities that have shaped the Spanish and Latin American modern and contemporary world. In this subject students will become proficient in using complex sentence structures and verb forms. Students will also become confident in communicating their own literary ideas both in oral and written forms by using a variety of vocabulary, oral expressions and textual analysis skills.

On successful completion of this subject, students should:

• be able to interpret and self-reflect on researching academic and everyday communication across the linguocultural genres and more specifically the Historia genre in the target language relative to the entry level;
• understand and self-reflect on the use of Spanish in real-life situations and learn the specific fluency of linguo-cultural genres produced in the Spanish and Latin American economic, intellectual, cultural and social context with a particular emphasis on the Historia;
• appreciate through the linguo-cultural genre of the Historia the historical, cultural and anthropological differences within the Spanish-speaking communities from Spain and Latin-America;
• have learnt critical theory to self-reflect on researching in the target language in order to link Spanish and Latin American popular and academic language and culture through the Historia genre;
• appreciate, self-reflect on researching and respect diversity and background difference by critically evaluating the linguo-cultural genre of Historia as present in Spanish-speaking cultures including the viewpoint of the target culture;
• be able to self-reflect on the research about articulating intellectually sophisticated conversations with both native and non-native speakers in the target language about relevant historical and cultural topics in Historias in Spain and Latin American as a bicultural and bilingual person;
• understand and self-reflect on the research of linguo-cultural genre acquisition process with a specific focus on Historias both in English and Spanish showing autonomous, self-directed and academic-level skills;
• be able to confidently self-reflect on the researching of intellectually sophisticated conversations with both native and non-native speakers in the target language about the evolution of language and culture as present in Historias and relate Spanish and Latin American communities to contemporary Spanish Speaking Australia and the Eastern Pacific Rim.

• A historia project presentation followed by a class debate during the semester equivalent to 300 words [12%]
• A 500 word final essay on a meta-analytical reflection on the testimony research process due on turnitin during week 11 of the semester [13%]
• Two homework assignments of 400 words due during the semester [20%]
• Two tests of 700 words due during the semester [30%]
• A final exam of 1000 words due duriung the examination perion [25%]

Hurdle requirement: Students must attend a minimum of 75% of tutorials in order to pass this subject. All pieces of written work must be submitted to pass this subject.

Note: Assessment submitted late without an approved extension will be penalised at 10% per working day. In-class tasks missed without approval will not be marked.

Corpas., Garcia., Garmendia., Aula Internacional 4. B2-1., Editorial Difusión. Barcelona: 2014

A subject reader will also be made available

This subject potentially can be taken as a breadth subject component for the following courses:

• Bachelor of Biomedicine
• Bachelor of Commerce
• Bachelor of Environments
• Bachelor of Music
• Bachelor of Science
• Bachelor of Engineering

You should visit learn more about breadth subjects and read the breadth requirements for your degree, and should discuss your choice with your student adviser, before deciding on your subjects.

Students who successfully complete this subject should be able to demonstrate:

• information literacy skills and advanced research methods: through frequent and systematic use of the library and other information sources, the definition of areas of inquiry and practical use and adequate discrimination of research methods;
• contrastive critical thinking: through the analysis of language and culture connections: through essay writing, oral presentations and tutorial discussion, and by assessing and self-assessing the strength of own and others’ arguments;
• the connection between sophisticated social, political and cultural Spanish-speaking cultural contexts with other multidisciplinary areas of knowledge: through the contextualisation of judgements and knowledge, developing a critical self-awareness;
• sophisticated textual analysis strategies: through the writing of essays and other multidisciplinary connective assignments;
• the ability to present and defend critical ideas: through independent and guided class presentations and class participation.