Manitoba Grade 7 - Senior 4 Spanish Language and Culture Curriculum
Manitoba Grade 7 - Senior 4 Spanish Language and Culture Curriculum
Manitoba Grade 7 - Senior 4 Spanish Language and Culture Curriculum
Grade 7 to Senior 4
Spanish Language
and Culture
Manitoba Curriculum
Framework of Outcomes
GRADE 7 TO SENIOR 4
SPANISH LANGUAGE AND CULTURE
Manitoba Curriculum
Framework of Outcomes
2004
Manitoba Education, Citizenship and Youth
Manitoba Education, Citizenship and Youth Cataloguing in Publication Data
Copyright © 2004, the Crown in Right of Manitoba as represented by the Minister of Education,
Citizenship and Youth. Manitoba Education, Citizenship and Youth, School Programs Division, 1970
Ness Avenue, Winnipeg, Manitoba R3J 0Y9.
Every effort has been made to acknowledge original sources and to comply with copyright law. If cases
are identified where this has not been done, please notify Manitoba Education, Citizenship and Youth.
Errors or omissions will be corrected in a future edition. Sincere thanks to the authors, artists, and
publishers who allowed their original material to be adapted or reproduced.
Grade 7 to Senior 4 Spanish Language and Culture Acknowledgements
Acknowledgements
The Grade 7 to Senior 4 Spanish Language and Culture: Manitoba Curriculum Framework of Outcomes was developed through the
cooperative efforts of Manitoba, Saskatchewan, and Alberta under the Western and Northern Canadian Protocol for Collaboration in Basic
Education. These jurisdictions acknowledge the following contributors:
Manitoba
Liliana Ardiles Teacher, Collège Louis-Riel, Division Scolaire Franco-Manitobaine
Gorette Bento Teacher, Silver Heights Collegiate, St. James-Assiniboia School Division
Tess Cordeiro Teacher, Oak Park High School, Pembina Trails School Division
Felipe Flores Professor, Department of French, Spanish and Italian, University of Manitoba
Mandy Freynet Teacher, Collège Jeanne-Sauvé, Louis Riel School Division
Ani Granson Web Technologies Consultant, Manitoba Education, Citizenship and Youth
Rossana McCormack Instructor/Teacher, The Collegiate at the University of Winnipeg
Mara Reich Instructor, Collège universitaire de Saint-Boniface
Antonio Tavares Multicultural Education Consultant, Manitoba Education, Citizenship and Youth
Diana Zozman Languages other than English Consultant, River East-Transcona School Division
Saskatchewan
Dr. Joan Boyer Second Languages Consultant, Saskatchewan Learning
Manitoba Education, Citizenship and Youth Staff
Lee-Ila Bothe Coordinator, Production Support Unit
Lynn Harrison Desktop Publisher, Production Support Unit
Grant Moore Publications Editor, Production Support Unit
Marjorie Poor Publications Editor
iii
Grade 7 to Senior 4 Spanish Language and Culture Contents
Contents
Introduction 1
General Learning Outcomes 11
Applications 14
Language Competence 24
Global Citizenship 42
Strategies 52
Appendix A: Sample List of Text Forms 65
Appendix B: Glossary 69
References 77
v
GRADE 7 TO SENIOR 4
SPANISH LANGUAGE AND CULTURE
INTRODUCTION
Grade 7 to Senior 4 Spanish Language and Culture Introduction
Introduction
Background • Program of Studies: Spanish Language and Culture 10-20-
Western and Northern Canadian Protocol (WNCP) 30, Alberta Learning, 2002
As part of the Western and Northern Canadian Protocol for This Grade 7 to Senior 4 Spanish Language and Culture:
Collaboration in Education, the ministers of education of Manitoba Curriculum Framework of Outcomes is an
Alberta, Manitoba, and Saskatchewan have agreed to adaptation of the WNCP Common Curriculum Framework for
collaborate in basic education because of the importance they Spanish Language and Culture, Six-Year Junior/Senior High
place on four goals: School Program.
• high standards of education Description of the Document
• common educational goals Grade 7 to Senior 4 Spanish Language and Culture:
• removing obstacles to the access of educational Manitoba Curriculum Framework of Outcomes provides
opportunities for students, including improving the ease of teachers with student learning outcomes they can use to
transfer from jurisdiction to jurisdiction develop curricula and implement Spanish language of study
• optimum use of resources courses (also known as core or basic courses). Teachers,
educational administrators, parents, and other interested
Under the auspices of WNCP, Alberta, Manitoba, and parties will find useful information about what to expect from
Saskatchewan have benefited from their collaborative efforts programming in Spanish language and culture and about
in a number of initiatives intended to develop curriculum and effective approaches to Spanish language learning.
implementation support materials for international This Framework provides learning outcomes for students
languages generally and for specific languages. In 2001, with entering a six-year program at Grade 7 and continuing until
Manitoba as the lead province, an initiative was launched to Senior 4. A Senior 1 to Senior 4 Spanish Language and
develop common curriculum frameworks and implementation Culture: Manitoba Curriculum Framework of Outcomes is
support documents for Spanish Language and Culture for also available.
both four- and six-year senior years programs.
The two frameworks are intended to be used for “language of
The 2004 WNCP document that resulted from this initiative, study” programming, where the acquisition of second-
The Common Curriculum Framework for Spanish Language language and cultural skills is the primary focus. This is
and Culture, Six-Year Junior/Senior High School Program, distinct from bilingual or immersion programming, in which
was based on three documents: the language is not only a subject but is also used as the
• Common Curriculum Framework for International medium of instruction for other school subjects during a
Languages, Kindergarten to Grade 12 (June 2000), WCP significant part of the day.
• Program of Studies: Spanish Language and Culture Grade
7 to Grade 9, Alberta Learning, 2001
3
Grade 7 to Senior 4 Spanish Language and Culture Introduction
Rationale for a Curriculum Framework for Spanish speaking origins or have personal, business, or other
Language and Culture connections with the Spanish-speaking world.
A common Spanish Language and Culture framework of There are many compelling reasons for a Canadian to study
general and specific learning outcomes will help Spanish. Apart from the advantages that come with knowing
• to ensure that the curriculum draws on the experience and another language, knowing Spanish permits an insight into
expertise of teachers in Manitoba and other jurisdictions the rich and varied cultures developed in the Spanish-
• program developers plan a coherent program of studies speaking world and bestows more opportunity to
that moves smoothly from one level to the next, especially communicate directly with its people. As well, for some
at the transition points between early, middle, and senior students with a prior knowledge of the language and
years cultures, it offers an opportunity for renewed contact. It
contributes to maintaining and developing literacy for those
• post-secondary institutions plan international language
whose first language is Spanish.
courses that articulate well with secondary level courses
• post-secondary institutions determine equivalency between The learning of Spanish, as with any other language,
different second language courses, for entrance or develops awareness of and sensitivity to cultural and
assessment purposes linguistic diversity. In addition to preserving cultural
identity, learning Spanish is also a means of cultural
• parents and students transferring from one school
enrichment and is the best means of fostering understanding
jurisdiction to another or one province to another
and solidarity among peoples and countries. Furthermore, it
• employers know what to expect from students in terms of gives individuals the opportunity to identify, question, and
language proficiency.* challenge their own cultural assumptions, values, and
Rationale for Learning Spanish Language and Culture perspectives and to contribute positively to society.
Over 300 million people in the world speak Spanish. It is the There is also significant evidence to suggest that learning
official language of the following countries: Argentina, another language contributes to the development of increased
Bolivia, Chile, Colombia, Costa Rica, Cuba, Dominican grammatical abilities in the first language and enhances
Republic, Ecuador, El Salvador, Equatorial Guinea, cognitive functioning. Learning a second language increases
Guatemala, Honduras, Mexico, Nicaragua, Panama, the ability to conceptualize and to think abstractly; and it
Paraguay, Peru, Puerto Rico, Spain, Uruguay, and fosters greater cognitive flexibility, divergent thinking,
Venezuela. It is also spoken in many other countries in which creativity, and metalinguistic competence.
it is not the official language, including the United States
Moreover, in today’s world, the knowledge of a second
and the Philippines. It is one of the most widely spoken
language and culture in general is a benefit for individuals,
languages in the world. Many Manitobans have Spanish-
providing skills that enable them to communicate and
______________ interact effectively in the global marketplace and workplace.
* See Appendix B for definitions of terms. Given the important economic role the Spanish-speaking
4
Grade 7 to Senior 4 Spanish Language and Culture Introduction
countries are playing in the international market, and given Effective Language Learning
their increasing trading partnership with Canada, the The following are some general principles of effective
learning of Spanish provides an important economic language learning that the research on second language
advantage. learning and acquisition has identified. These principles have
The Grade 7 to Senior 4 Spanish Language and Culture: guided the development of the conceptual model used in this
Manitoba Curriculum Framework of Outcomes is intended for Framework.
students who are beginning their study of Spanish language Focus on Meaning
and culture in the middle years.
Language learning is more effective when classes are
Assumptions structured around meaningful tasks* rather than around
The following statements are assumptions that have guided elements of the Spanish language itself, such as grammatical
the development of Grade 7 to Senior 4 Spanish Language structures, vocabulary themes, or language functions. The
and Culture: Manitoba Curriculum Framework of Outcomes: principal focus of classroom activities is on communication in
Spanish while learning about a content area (e.g., the
• Language is communication.
geography of the Spanish-speaking world), or while carrying
• All students can be successful learners of language and out a project (e.g., creating a family album). Specific language
culture, although they will learn in a variety of ways and skills are taught when students have noticed that they need
acquire proficiency at varied rates. specific vocabulary, structures, or functions to carry out the
• All languages can be taught and learned. task they have chosen to do. When Spanish language
• Learning Spanish as a second language leads to enhanced learning has a purpose, students are more highly motivated.
learning in both the student’s primary language and in Focus on Interaction
related areas of cognitive development and knowledge
Students learn languages more effectively when they have
acquisition. This is true of students who come to the class
ample opportunity to work in small groups on tasks that they
with some knowledge of Spanish and develop literacy skills
have had a hand in choosing and that require them to
in that language. It is also true for students who have no
negotiate meaning—make themselves understood and work
knowledge of Spanish.
to understand others—with their fellow students. In Spanish
Language and Culture classrooms that are structured this
way, students have more practice time; they are working on
tasks that reflect their interests and are using the language
in situations that more closely resemble those outside of
school.
______________
* See Appendix B for definitions of terms.
5
Grade 7 to Senior 4 Spanish Language and Culture Introduction
6
Grade 7 to Senior 4 Spanish Language and Culture Introduction
time. Minority cultures exist within the dominant culture in Modes of Communication
any society. If students develop the skills to analyze, Because of the focus on using language to communicate in
understand for themselves, and relate to any culture they specific contexts, with a particular purpose or task in mind,
may come in contact with, they will be prepared for three modes of communication are used to organize some of
encounters with cultural practices that have not been dealt the specific learning outcomes.
with in class.
Interaction is most often direct, face-to-face oral
The Conceptual Model communication, but it can take the form of written
The aim of Grade 7 to Senior 4 Spanish Language and communication between individuals, using a medium such as
Culture: Manitoba Curriculum Framework of Outcomes is the email where the exchange of information is fairly immediate.
development of communicative competence in Spanish. It is characterized principally by the opportunity to actively
negotiate meaning, which is helping others understand and
Four Components working to understand others. Interactive communication
For the purposes of this program of studies, communicative generally requires more speed but less accuracy than the
competence is represented by four interrelated and other two modes.
interdependent components.
Interpretation is receptive communication of oral and
• Applications deal with what the students will be able to written messages in contexts where the listener or reader is
do with the language, the functions they will be able to not in direct contact with the creator of the message. While
perform, and the contexts in which they will be able to there is no opportunity to ask for clarification, there is
operate. sometimes the possibility of rereading or listening again,
• Language Competence addresses the students’ consulting references, or making the meaning clearer in other
knowledge of the language and their ability to use that ways. Reading and listening will sometimes involve viewing
knowledge to interpret and produce meaningful texts and interpreting visual elements, such as illustrations in
appropriate to the situation in which they are used. books or moving images in television and film. Interpretation
• Global Citizenship aims to develop intercultural goes beyond a literal comprehension to include an
competence, with a particular focus on cultures of the understanding of some of the unspoken or unwritten
Spanish-speaking world. meaning intended by the speaker or author.
• Strategies help students learn and communicate more Production is communication of oral and written messages
effectively and more efficiently. in contexts where the audience is not in personal contact
with the speaker or writer, or in situations of one-to-many
Each of these components is described more fully at the
communication (e.g., a lecture or a performance where there
beginning of the corresponding section of this program of
is no opportunity for the listener to interact with the
studies.
speaker). Oral and written presentations will sometimes be
7
Grade 7 to Senior 4 Spanish Language and Culture Introduction
1
For a sample list of text forms, see Appendix A at the end of this program
of studies.
8
Grade 7 to Senior 4 Spanish Language and Culture Introduction
9
GRADE 7 TO SENIOR 4
SPANISH LANGUAGE AND CULTURE
Students will acquire the knowledge, skills, and attitudes to be Students will know and use various strategies to maximize the
effective global citizens, through the exploration of the effectiveness of learning and communication:
cultures of the Spanish-speaking world to • language learning strategies
• study historical and contemporary elements of Spanish- • language use strategies
speaking cultures • general learning strategies
• affirm diversity
• explore personal and career opportunities
12
Grade 7 to Senior 4 Spanish Language and Culture General Learning Outcomes
General Learning Outcome 1: Students will use Spanish in a variety of situations and for a variety of
purposes.
GRADE 7 GRADE 8 SENIOR 1
Share Emotions, Feelings (1.2.2) Share Emotions, Feelings (1.2.2) Share Emotions, Feelings (1.2.2)
• respond to and express emotions and • identify, express, and respond to a • inquire about and express emotions and
feelings (e.g., pleasure, happiness, estar variety of emotions and feelings (e.g., feelings (e.g., no me siento bien)
+ adjective) love, sadness, surprise, fear) • record and share personal experiences
involving an emotion or feeling (e.g.,
happiness, anger, embarrassment)
Guide Actions of Others (1.3.1) Guide Actions of Others (1.3.1) Guide Actions of Others (1.3.1)
• indicate basic needs and wants • suggest a course of action, and respond • relay simple messages
• give and respond to simple oral to a suggestion • encourage or discourage others from a
instructions or commands (e.g., ¿Tienes • make and respond to a variety of simple course of action
un lápiz?) requests • give and follow a simple sequence of
• ask for permission • seek, grant, or withhold permission instructions
13
Grade 7 to Senior 4 Spanish Language and Culture Applications
Applications
14
Grade 7 to Senior 4 Spanish Language and Culture Applications
_________________
1
Marianne Celce-Murcia, Zoltán Dörnyei, and Sarah Thurrell. “Communicative
Competence: A Pedagogically Motivated Model with Content Specifications.” Issues
in Applied Linguistics 6.2 (1995): 5–35.
15
General Learning Outcome 1: Students will use Spanish in a variety of situations and for a variety of
purposes.
GRADE 7 GRADE 8 SENIOR 1
Share Factual Information (1.1.1) Share Factual Information (1.1.1) Share Factual Information (1.1.1)
• share basic information (e.g., their name) • ask for and provide information • ask for and provide information on a
• identify concrete people, places, things • respond to simple, predictable questions range of familiar topics
• describe people, places, things • describe people, places, things, and
series or sequences of events or actions
Share Ideas, Thoughts, Opinions, Share Ideas, Thoughts, Opinions, Share Ideas, Thoughts, Opinions,
Preferences (1.2.1) Preferences (1.2.1) Preferences (1.2.1)
• express simple preferences (e.g., Me • identify favourite people, places, or • inquire about and express likes and
gusta la clase de español. No me gusta la things dislikes (e.g., prefiero leche)
clase de matemáticas) • express a personal response to a variety • record and share thoughts and ideas
• express a personal response (e.g., of situations with others (e.g., keep a journal of ideas
respond to a song or story) for stories)
Share Emotions, Feelings (1.2.2) Share Emotions, Feelings (1.2.2) Share Emotions, Feelings (1.2.2)
• respond to and express emotions and • identify, express, and respond to a • inquire about and express emotions and
feelings (e.g., pleasure, happiness, estar variety of emotions and feelings (e.g., feelings (e.g., no me siento bien)
+ adjective) love, sadness, surprise, fear) • record and share personal experiences
involving an emotion or feeling (e.g.,
happiness, anger, embarrassment)
Guide Actions of Others (1.3.1) Guide Actions of Others (1.3.1) Guide Actions of Others (1.3.1)
• indicate basic needs and wants • suggest a course of action, and respond • relay simple messages
• give and respond to simple oral to a suggestion • encourage or discourage others from a
instructions or commands (e.g., ¿Tienes • make and respond to a variety of simple course of action
un lápiz?) requests • give and follow a simple sequence of
• ask for permission • seek, grant, or withhold permission instructions
16
General Learning Outcome 1: Students will use Spanish in a variety of situations and for a variety of
purposes.
SENIOR 2 SENIOR 3 SENIOR 4
Share Factual Information (1.1.1) Share Factual Information (1.1.1) Share Factual Information (1.1.1)
• provide information on several aspects of • share facts about events that took place • share detailed information on a specific
a topic (e.g., give a simple report) in the past or that may take place in the topic (e.g., a report or biography)
• understand and use definitions, future
comparisons, examples
Share Ideas, Thoughts, Opinions, Share Ideas, Thoughts, Opinions, Share Ideas, Thoughts, Opinions,
Preferences (1.2.1) Preferences (1.2.1) Preferences (1.2.1)
• inquire about and express agreement • inquire about and express probability • express opinions
and disagreement, approval and and certainty • support their own opinions
disapproval, satisfaction and
dissatisfaction, interest and lack of
interest
Share Emotions, Feelings (1.2.2) Share Emotions, Feelings (1.2.2) Share Emotions, Feelings (1.2.2)
• inquire about and express emotions and • express emotions and feelings in formal • compare the expression of emotions and
feelings in a variety of familiar contexts situations (e.g., make a complaint in a feelings in formal and informal
• compare the expression of emotions and store, restaurant) situations
feelings in a variety of informal
situations
Guide Actions of Others (1.3.1) Guide Actions of Others (1.3.1) Guide Actions of Others (1.3.1)
• make and respond to suggestions in a • make and respond to suggestions or • lodge a complaint
variety of situations requests in formal situations (e.g., in a • persuade others to take a course of
• give and respond to advice and warnings public library, post office, travel agency) action
17
General Learning Outcome 1: Students will use Spanish in a variety of situations and for a variety of
purposes.
GRADE 7 GRADE 8 SENIOR 1
State Personal Actions (1.3.2) State Personal Actions (1.3.2) State Personal Actions (1.3.2)
• respond to offers, invitations, and • indicate choice from among several • make an offer or an invitation, and
instructions options respond to offers and invitations made
• ask or offer to do something • express a wish or a desire to do by others
something • inquire about and express ability and
inability to do something (e.g., hablo
español)
Manage Group Actions (1.3.3) Manage Group Actions (1.3.3) Manage Group Actions (1.3.3)
• manage turn-taking • ask for help or clarification of what is • encourage other group members to
• encourage other group members to act being said or done in the group participate
appropriately • suggest, initiate, or direct action in group • assume a variety of roles and
activities responsibilities as group members
• negotiate in a simple way with peers in
small-group tasks
• offer to explain or clarify
Discover and Explore (1.4.1) Discover and Explore (1.4.1) Discover and Explore (1.4.1)
• investigate the immediate environment • investigate the immediate environment • explore alternative classification systems
(e.g., use kinaesthetic*, spatial*, • make and talk about personal and criteria for categories
musical abilities) observations • discover relationships and patterns
• ask simple questions
Gather and Organize Information Gather and Organize Information Gather and Organize Information
(1.4.2) (1.4.2) (1.4.2)
• gather simple information • sequence items in different ways • compare and contrast items in simple
• organize items in different ways • record and share personal knowledge of a ways
topic • compose questions to guide research
• identify sources of information
• record observations
* See Appendix B for definitions of terms.
18
General Learning Outcome 1: Students will use Spanish in a variety of situations and for a variety of
purposes.
SENIOR 2 SENIOR 3 SENIOR 4
State Personal Actions (1.3.2) State Personal Actions (1.3.2) State Personal Actions (1.3.2)
• state personal actions in the past, • accept or decline an offer or invitation • express possibility in relation to their
present, or future with explanations own actions and plans
• make a promise, and express intention
in a variety of situations
Manage Group Actions (1.3.3) Manage Group Actions (1.3.3) Manage Group Actions (1.3.3)
• check for agreement and understanding • paraphrase, elaborate on, and clarify • take on a leadership role in small group
• express disagreement in an appropriate another member's contribution projects
way
• express appreciation, enthusiasm,
support, and respect for contributions of
others
Discover and Explore (1.4.1) Discover and Explore (1.4.1) Discover and Explore (1.4.1)
• ask questions to gain knowledge and • explore and express the meaning of what • explore connections and gain new
clarify understanding they are doing (e.g., what they will learn insights into familiar topics (e.g., using
• explore meaning in a variety of ways from a particular activity) analogy, brainstorming)
(e.g., by drawing a diagram, making a
model, rephrasing)
Gather and Organize Information Gather and Organize Information Gather and Organize Information
(1.4.2) (1.4.2) (1.4.2)
• gather information from a variety of • gather information, using a prepared • identify key ideas, summarize, and
resources (e.g., print, human, format (e.g., interview people, using paraphrase
multimedia) prepared questions)
• organize and manipulate information
(e.g., transform information from texts
into other forms, such as tables,
diagrams, story maps)
19
General Learning Outcome 1: Students will use Spanish in a variety of situations and for a variety of
purposes.
GRADE 7 GRADE 8 SENIOR 1
Explore Opinions and Values (1.4.4) Explore Opinions and Values (1.4.4) Explore Opinions and Values (1.4.4)
• listen attentively to the opinions • make connections between behaviour and • express their views on a variety of topics
expressed values (e.g., in texts or role play) within their direct experience
• respond sensitively to the ideas and • recognize differences of opinion • gather opinions on a topic within their
products of others direct experience
to use the language for imaginative purposes and personal enjoyment (1.5)
20
General Learning Outcome 1: Students will use Spanish in a variety of situations and for a variety of
purposes.
SENIOR 2 SENIOR 3 SENIOR 4
Explore Opinions and Values (1.4.4) Explore Opinions and Values (1.4.4) Explore Opinions and Values (1.4.4)
• explore how values influence behaviour • distinguish fact from opinion • understand the concept of stereotype,
(e.g., describe characters and their and recognize stereotyping in a variety of
motivations in a story) situations
• provide reasons for their position on an
issue
to use the language for imaginative purposes and personal enjoyment (1.5)
21
General Learning Outcome 1: Students will use Spanish in a variety of situations and for a variety of
purposes.
GRADE 7 GRADE 8 SENIOR 1
Manage Personal Relationships (1.6.1) Manage Personal Relationships (1.6.1) Manage Personal Relationships (1.6.1)
• exchange greetings and farewells • initiate relationships (e.g., invite others • talk about themselves, and respond to
• address a new acquaintance, and to play) the talk of others by showing attention
introduce themselves • apologize and refuse politely or interest
• exchange some basic personal • make and break social engagements
information
22
General Learning Outcome 1: Students will use Spanish in a variety of situations and for a variety of
purposes.
SENIOR 2 SENIOR 3 SENIOR 4
Manage Personal Relationships (1.6.1) Manage Personal Relationships (1.6.1) Manage Personal Relationships (1.6.1)
• initiate and participate in casual • give and respond to compliments, and • offer and respond to congratulations, and
exchanges with classmates explain actions express sympathy or regret
• use routine means of interpersonal
communications (e.g., telephone calls,
personal notes, email messages)
23
Grade 7 to Senior 4 Spanish Language and Culture Language Competence
Language Competence
interpret and
produce oral texts
interpret and
attend to form produce written texts
24
Grade 7 to Senior 4 Spanish Language and Culture Language Competence
25
General Learning Outcome 2: Students will use Spanish effectively and competently.
26
General Learning Outcome 2: Students will use Spanish effectively and competently.
27
General Learning Outcome 2: Students will use Spanish effectively and competently.
28
General Learning Outcome 2: Students will use Spanish effectively and competently.
29
General Learning Outcome 2: Students will use Spanish effectively and competently.
*Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently
provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and be able
to apply them in very limited situations. Limited fluency and confidence characterize student language.
Examples include
• using sample dialogues that are read to the students by the teacher
• the teacher modelling sentence patterns to the students which they may repeat after the teacher (e.g., greeting-response)
• the student following a written example of a repeated sentence or grammar pattern
30
General Learning Outcome 2: Students will use Spanish effectively and competently.
*Modelled Situations: This term is used to describe learning situations where a model of specific linguistic elements is consistently
provided and immediately available. Students in such situations will have an emerging awareness of the linguistic elements and be able
to apply them in very limited situations. Limited fluency and confidence characterize student language.
Examples include
• using sample dialogues that are read to the students by the teacher
• the teacher modelling sentence patterns to the students which they may repeat after the teacher (e.g., greeting-response)
• the student following a written example of a repeated sentence or grammar pattern
31
General Learning Outcome 2: Students will use Spanish effectively and competently.
*Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic
elements is provided and students are guided in their use. Students in such situations will have increased awareness and emerging
control of the linguistic elements and be able to apply them in familiar contexts with teacher guidance. Student language is characterized
by increasing fluency and confidence.
Examples include:
• When discussing a familiar topic, the language used for students is known and understood. If there is a guest speaker invited to discuss
the topic, the speaker may have an accent with which the students are familiar. The speaker will speak using vocabulary the students
know well.
• When reading a story, there are illustrations to help the reader comprehend the meaning of the written text. The topic, vocabulary, and
the grammar elements within the story are familiar to the student.
• When teaching a specific grammar element, it is reviewed and practised with teacher guidance and direction.
32
General Learning Outcome 2: Students will use Spanish effectively and competently.
*Structured Situations: This term is used to describe learning situations where a familiar context for the use of specific linguistic
elements is provided and students are guided in their use. Students in such situations will have increased awareness and emerging
control of the linguistic elements and be able to apply them in familiar contexts with teacher guidance. Student language is characterized
by increasing fluency and confidence.
Examples include:
• When discussing a familiar topic, the language used for students is known and understood. If there is a guest speaker invited to discuss
the topic, the speaker may have an accent with which the students are familiar. The speaker will speak using vocabulary the students
know well.
• When reading a story, there are illustrations to help the reader comprehend the meaning of the written text. The topic, vocabulary, and
the grammar elements within the story are familiar to the student.
• When teaching a specific grammar element, it is reviewed and practised with teacher guidance and direction.
33
General Learning Outcome 2: Students will use Spanish effectively and competently.
*Independent Situations: This term is used to describe learning situations where students use specific linguistic elements in a variety
of contexts with limited teacher guidance. Students in such situations will have consistent control of the linguistic elements and be able to
apply them in a variety of contexts with limited teacher guidance. Fluency and confidence characterize student language.
Examples include:
• Senior 4 students should be able to describe their favourite friends and their pastimes freely and with a high level of language
proficiency with other students.
• Senior 1 students in a six-year Spanish program should be able to use me/te/le gusta correctly, freely, and with confidence in written
and oral contexts.
34
General Learning Outcome 2: Students will use Spanish effectively and competently.
*Independent Situations: This term is used to describe learning situations where students use specific linguistic elements in a variety
of contexts with limited teacher guidance. Students in such situations will have consistent control of the linguistic elements and be able to
apply them in a variety of contexts with limited teacher guidance. Fluency and confidence characterize student language.
Examples include:
• Senior 4 students should be able to describe their favourite friends and their pastimes freely and with a high level of language
proficiency with other students.
• Senior 1 students in a six-year Spanish program should be able to use me/te/le gusta correctly, freely, and with confidence in written
and oral contexts.
35
General Learning Outcome 2: Students will use Spanish effectively and competently.
36
General Learning Outcome 2: Students will use Spanish effectively and competently.
37
General Learning Outcome 2: Students will use Spanish effectively and competently.
38
General Learning Outcome 2: Students will use Spanish effectively and competently.
39
General Learning Outcome 2: Students will use Spanish effectively and competently.
Patterns of Social Interaction (2.5.3) Patterns of Social Interaction (2.5.3) Patterns of Social Interaction (2.5.3)
• respond using very simple social • initiate interactions, and respond using • use simple conventions to open and close
interaction patterns (e.g., question- simple social interaction patterns (e.g., conversations and to manage turn-
answer, greeting-response, invitation- request-acceptance/nonacceptance) taking
accept/decline) • initiate interactions, and respond using
a variety of social interaction patterns
* See Appendix B for definitions of terms.
(e.g., social invitations, ordering food in
restaurant)
40
General Learning Outcome 2: Students will use Spanish effectively and competently.
Patterns of Social Interaction (2.5.3) Patterns of Social Interaction (2.5.3) Patterns of Social Interaction (2.5.3)
• initiate interactions, and respond using a • combine simple social interaction • combine simple social interaction
variety of social interaction patterns patterns to perform transactions and patterns to perform complex transactions
(e.g., routine telephone calls) interactions (e.g., invitation-acceptance/ and interactions (e.g., request goods/
refusal with explanation) services)
41
Grade 7 to Senior 4 Spanish Language and Culture Global Citizenship
Global Citizenship
42
Grade 7 to Senior 4 Spanish Language and Culture Global Citizenship
43
General Learning Outcome 3: Students will acquire the knowledge, skills, and attitudes to be effective global
citizens, through the exploration of the cultures of the Spanish-speaking world.
Apply Cultural Knowledge (3.1.3) Apply Cultural Knowledge (3.1.3) Apply Cultural Knowledge (3.1.3)
• recognize elements of Spanish-speaking • identify elements of Spanish-speaking • identify commonalities and differences
cultures in the local community cultures in the school and community between the Spanish-speaking cultures
being studied and their own
• apply knowledge of Spanish-speaking
cultures to interpret similarities and
differences between those cultures and
their own (e.g., interpret stories,
television, or films; interview a visitor)
44
General Learning Outcome 3: Students will acquire the knowledge, skills, and attitudes to be effective global
citizens, through the exploration of the cultures of the Spanish-speaking world.
Apply Cultural Knowledge (3.1.3) Apply Cultural Knowledge (3.1.3) Apply Cultural Knowledge (3.1.3)
• apply knowledge of elements of Spanish- • identify different perspectives on • apply knowledge of elements of Spanish-
speaking cultures to interpret cultural Spanish-speaking cultures and speculate speaking cultures derived from a variety
behaviour that is different from their on their origins (e.g., stereotypes of of sources to interpret behaviours and
own Spanish-speaking cultures present in texts
• apply knowledge of elements of Spanish- their own community)
speaking cultures in interactions with
people and texts (e.g., interpret historical
references)
45
General Learning Outcome 3: Students will acquire the knowledge, skills, and attitudes to be effective global
citizens, through the exploration of the cultures of the Spanish-speaking world.
GRADE 7 GRADE 8 SENIOR 1
Awareness of First Language (3.2.1) Awareness of First Language (3.2.1) Awareness of First Language (3.2.1)
• identify similarities between their first • identify similarities and differences • compare oral and written aspects of their
language and Spanish (e.g., basic word between their first language and Spanish first language and Spanish (e.g.,
order) (e.g., different social conventions, grammatical structures)
cognates) • identify some words in their first
language that have been borrowed from
other languages
General Language Knowledge (3.2.2) General Language Knowledge (3.2.2) General Language Knowledge (3.2.2)
• identify differences and similarities • recognize that, within any linguistic • recognize that languages can be grouped
among writing systems from different group, individuals use language in into families based on common origins
languages within their personal personal ways • identify how and why languages borrow
experience • recognize that in any language there are from one another
• describe ways languages can be taught different words for the same thing
and learned
46
General Learning Outcome 3: Students will acquire the knowledge, skills, and attitudes to be effective global
citizens, through the exploration of the cultures of the Spanish-speaking world.
Awareness of First Language (3.2.1) Awareness of First Language (3.2.1) Awareness of First Language (3.2.1)
• identify some regional variations in their • identify aspects of their personal style in • analyze the ways in which their first
first language both speech and writing language and Spanish are similar and
ways that they are different
General Language Knowledge (3.2.2) General Language Knowledge (3.2.2) General Language Knowledge (3.2.2)
• recognize that languages may have • describe ways languages evolve over time • describe factors that influence the status
regional differences in pronunciation, and the reasons for their evolution of languages
vocabulary, or structure
47
General Learning Outcome 3: Students will acquire the knowledge, skills, and attitudes to be effective global
citizens, through the exploration of the cultures of the Spanish-speaking world.
Awareness of Own Culture (3.2.3) Awareness of Own Culture (3.2.3) Awareness of Own Culture (3.2.3)
• explore similarities between their own • recognize similarities between their own • recognize and identify similarities and
culture and other cultures culture and other cultures (e.g., differences between their own culture
celebrations, foods, roles of family and other cultures (e.g., occupations,
members) seasonal activities)
• make connections between individuals or
situations in texts and their own
personal experiences
General Cultural Knowledge (3.2.4) General Cultural Knowledge (3.2.4) General Cultural Knowledge (3.2.4)
• participate in activities and experiences • recognize that a variety of cultural • recognize that speakers of the same
that reflect elements of different cultures practices are followed by their language may come from different
(e.g., stories, art forms, crafts) schoolmates and different groups in their cultural backgrounds
community • recognize some of the factors that affect
• recognize that culture is expressed the culture of a particular region (e.g.,
through a variety of forms geography, climate)
48
General Learning Outcome 3: Students will acquire the knowledge, skills, and attitudes to be effective global
citizens, through the exploration of the cultures of the Spanish-speaking world.
Awareness of Own Culture (3.2.3) Awareness of Own Culture (3.2.3) Awareness of Own Culture (3.2.3)
• identify some influences on the • identify some of the past and present • identify ethnocentric elements in
development of their personal identity relationships between Spanish-speaking documents from their own culture
• identify shared references and the cultures being studied and their own
different connotations attached to them (e.g., immigration, war)
in their own culture and Spanish-
speaking cultures
General Cultural Knowledge (3.2.4) General Cultural Knowledge (3.2.4) General Cultural Knowledge (3.2.4)
• recognize that within any culture there • recognize that different cultures may • describe some causes of breakdown in
are important differences in the way have different interpretations of texts, communication and of misunderstanding
people speak and behave cultural practices, or products when communicating with people from
• recognize some of the factors that affect an unfamiliar culture
the culture of a particular region
49
General Learning Outcome 3: Students will acquire the knowledge, skills, and attitudes to be effective global
citizens, through the exploration of the cultures of the Spanish-speaking world.
Spanish Language and Spanish- Spanish Language and Spanish- Spanish Language and Spanish-
Speaking Cultures (3.3.1) Speaking Cultures (3.3.1) Speaking Cultures (3.3.1)
• suggest some reasons for learning • suggest some reasons for learning • identify some careers for which
Spanish Spanish knowledge of Spanish is useful
• identify some personal uses they have • identify some places that they could visit
made of their knowledge of Spanish and where Spanish is spoken
Spanish-speaking cultures
50
General Learning Outcome 3: Students will acquire the knowledge, skills, and attitudes to be effective global
citizens, through the exploration of the cultures of the Spanish-speaking world.
Spanish Language and Spanish- Spanish Language and Spanish- Spanish Language and Spanish-
Speaking Cultures (3.3.1) Speaking Cultures (3.3.1) Speaking Cultures (3.3.1)
• identify aspects of the history, literature, • explore personal reasons for learning • explore opportunities for further
arts, and crafts of Spanish-speaking Spanish education related to Spanish and
cultures that are of personal interest Spanish-speaking cultures
• identify some careers that require or
would value a knowledge of Spanish and
Spanish-speaking cultures
51
Grade 7 to Senior 4 Spanish Language and Culture Strategies
Strategies
52
Grade 7 to Senior 4 Spanish Language and Culture Strategies
53
Grade 7 to Senior 4 Spanish Language and Culture Strategies
• identify similarities and differences between aspects of the • reflect on the listening, reading, and writing processes
Spanish language and own language • decide in advance to attend to specific aspects of input
• look for patterns and relationships • listen or read for key words
• use previously acquired knowledge to facilitate a learning • evaluate own performance or comprehension at the end of a
task task
• associate new words or expressions with familiar ones, • keep a learning log
either in Spanish or in own language
• experience various methods of language acquisition, and
• find information, using reference materials like identify one or more considered to be particularly useful
dictionaries, textbooks, and grammars personally
• use available technological aids to support language • be aware of the potential of learning through direct
learning (e.g., cassette recorders, computers) exposure to the language
• use word maps, mind maps, diagrams, charts, or other • know how strategies may enable coping with texts
graphic representations to make information easier to containing unknown elements
understand and remember
• identify problems that might hinder successful completion
• place new words or expressions in a context to make them of a task, and seek solutions
easier to remember
• monitor own speech and writing to check for persistent
• use induction to generate rules governing language use errors
• seek out opportunities outside of class to practise and • be aware of own strengths and weaknesses, identify own
observe needs and goals, and organize strategies and procedures
• perceive and write down unknown words and expressions, accordingly
noting also their context and function
Social/Affective
• be aware of cognates whose meanings vary in different
• initiate or maintain interaction with others
languages
• participate in shared reading experiences
Metacognitive
• seek the assistance of a friend to interpret a text
• check copied writing for accuracy
• reread familiar self-chosen texts to enhance understanding
• make choices about how you learn and enjoyment
• rehearse or role-play language • work cooperatively with peers in small groups
• decide in advance to attend to the learning task • understand that making mistakes is a natural part of
• reflect on learning tasks with the guidance of the teacher language learning
• make a plan in advance about how to approach a language
learning task
54
Grade 7 to Senior 4 Spanish Language and Culture Strategies
• experiment with various forms of expression, and note • ask for clarification or repetition when you do not
their acceptance or non-acceptance by more experienced understand (¿Qué quiere decir ...? ¿Puede repetir, por
speakers favor?)
• participate actively in brainstorming and conferencing as • use the other speaker’s words in subsequent conversation
prewriting and postwriting exercises • assess feedback from a conversation partner to recognize if
• use self-talk to feel competent to do the task a message has been understood (e.g., partner may shrug
• be willing to take risks and try unfamiliar tasks and shoulders)
approaches • start again, using a different tactic, when communication
• repeat new words and expressions occurring in breaks down (e.g., Quiero decir que …)
conversations, and make use of the new words as soon as • use a simple word similar to the concept to convey, and
appropriate invite correction (e.g., pescado for pez)
• reduce anxiety by using mental techniques, such as • invite others into the discussion (e.g., ¿no?, ¿verdad?)
positive self-talk or humour • ask for confirmation that a form used is correct (e.g., ¿Se
• work with others to solve problems, and get feedback on puede decir esto? ¿se dice así?)
tasks • use a range of fillers, hesitation devices, and gambits to
• provide personal motivation by arranging own rewards sustain conversations (e.g., Bueno, de hecho …, pues …,
when successful entonces …)
Language Use Strategies • use circumlocution to compensate for lack of vocabulary
(e.g., La máquina que se usa para lavar la ropa for
Interactive
lavadora)
• use words from own first language to get meaning across
• repeat part of what someone has said to confirm mutual
(e.g., use a literal translation of a phrase in the first
understanding (e.g., Quieres decir que …/Es decir que …)
language, use a first language word but pronounce it as in
Spanish) • summarize the point reached in a discussion to help focus
the talk
• acknowledge being spoken to
• ask follow-up questions to check for understanding (e.g.,
• interpret and use a variety of non-verbal clues to
¿Me entiende?, ¿Está claro?, ¿Me comprende?)
communicate (e.g., mime, pointing, gestures, drawing
pictures) • use suitable phrases to intervene in a discussion (e.g.,
Hablando de …/Perdón, pero ...)
• indicate lack of understanding verbally or non-verbally
(Perdón, no comprendo, ¿cómo?, ¿perdón?, no entiendo, • self-correct if errors lead to misunderstandings (e.g., Quiero
shrug shoulders) decir que …, mejor dicho …, o sea …)
55
Grade 7 to Senior 4 Spanish Language and Culture Strategies
56
Grade 7 to Senior 4 Spanish Language and Culture Strategies
• connect what is already known with what is being learned • manage own physical work environment
• experiment with and concentrate on one thing at a time • keep a learning journal, such as a diary or a log
• focus on and complete learning tasks • develop criteria for evaluating own work
• record key words and concepts in abbreviated form— • work with others to monitor own learning
verbal, graphic, or numerical—to assist with performance • take responsibility for planning, monitoring, and
of a learning task evaluating learning experiences
• use mental images to remember new information
Social/Affective
• distinguish between fact and opinion when using a variety
• watch others’ actions and copy them
of sources of information
• seek help from others
• formulate key questions to guide research
• follow own natural curiosity and intrinsic motivation to
• make inferences, and identify and justify the evidence on
learn
which these inferences are based
• participate in cooperative group learning tasks
• use word maps, mind maps, diagrams, charts, or other
graphic representations to make information easier to • choose learning activities that enhance understanding and
understand and remember enjoyment
• seek information through a network of sources, including • be encouraged to try, even though mistakes might be made
libraries, the Internet, individuals, and agencies • take part in group decision-making processes
• use previously acquired knowledge or skills to assist with a • use support strategies to help peers persevere at learning
new learning task tasks (e.g., offer encouragement, praise, ideas)
Metacognitive • take part in group problem-solving processes
• reflect on learning tasks with the guidance of the teacher • use self-talk to feel competent to do the task
• choose from among learning options • be willing to take risks and try unfamiliar tasks and
approaches
• discover how own efforts can affect learning
• monitor own level of anxiety about learning tasks and take
• reflect upon own thinking processes and learning approach
measures to lower it if necessary (e.g., deep breathing,
• decide in advance to attend to the learning task laughter)
• divide an overall learning task into a number of subtasks • use social interaction skills to enhance group learning
• make a plan in advance about how to approach a task activities
• identify own needs and interests
57
General Learning Outcome 4: Students will know and use various strategies to maximize the effectiveness
of learning and communication.
58
General Learning Outcome 4: Students will know and use various strategies to maximize the effectiveness
of learning and communication.
59
General Learning Outcome 4: Students will know and use various strategies to maximize the effectiveness
of learning and communication.
60
General Learning Outcome 4: Students will know and use various strategies to maximize the effectiveness
of learning and communication.
61
General Learning Outcome 4: Students will know and use various strategies to maximize the effectiveness
of learning and communication.
62
General Learning Outcome 4: Students will know and use various strategies to maximize the effectiveness
of learning and communication.
63
GRADE 7 TO SENIOR 4
SPANISH LANGUAGE AND CULTURE
APPENDIX A
SAMPLE LIST OF TEXT FORMS
Grade 7 to Senior 4 Spanish Language and Culture Appendix A
67
GRADE 7 TO SENIOR 4
SPANISH LANGUAGE AND CULTURE
APPENDIX B
GLOSSARY
Grade 7 to Senior 4 Spanish Language and Culture Appendix B
Appendix B: Glossary
Actional competence: See “communicative competence.” Discourse competence “is the ability to interpret a
series of sentences or utterances in order to form a
Cohesion and coherence: Cohesion and coherence are
meaningful whole and to achieve coherent texts that
two important elements of discourse competence—see
are relevant to a given context” (Savignon 40). It
below. Cohesion in a discourse sequence is created by
involves understanding and being able to use words
many words or phrases that link one part of the text to
and grammatical functions to make connections
another. Coherence is more concerned with the large
between elements of a text so that the text forms a
structure of texts: a single theme or topic, the
meaningful whole.
sequencing or ordering of the sentences, and the
organizational pattern (e.g., temporal sequencing, Some examples of these words and grammatical
cause and effect, condition and result). Texts that are functions are noun-pronoun references; relative
cohesive and coherent are easier to interpret. pronouns; conjunctions, such as but, and, so; and words
and phrases, such as therefore, afterward, on the other
Communicative competence: The model of hand, besides, for example. Discourse competence is
communicative competence adopted in this document is developed in the Language Competence component
roughly based on the models of Canale and Swain, and under the cluster heading “apply knowledge of how text
Celce-Murcia, Dörnyei, and Thurrell, but it includes is organized, structured and sequenced in Spanish.”
insights from a number of other researchers including
Byram, Bachman, and Cohen. It includes the following Sociolinguistic or sociocultural competence has to
components: do with the appropriateness of language in relation to
the context or situation. It includes such elements as
Grammatical competence is defined by Savignon as
sensitivity to differences in register or variations in
“mastery of the linguistic code, the ability to recognize
language, nonverbal communication, and idiomatic
the lexical, morphological, syntactic, and phonological
expressions. Sociocultural competence is developed in
features of a language and to manipulate these
the Language Competence component under the cluster
features to form words and sentences” (37). These
heading “apply knowledge of the sociocultural context.”
elements of communicative competence are developed
in the Language Competence component under the Functional or actional competence covers the
cluster heading “attend to form.” Following Celce- purposes of language users, the contexts in which they
Murcia, Dörnyei, and Thurrell, orthography has been can operate, and the functions that they can carry out
added in the Framework. using the language. This competence is defined in the
Applications component of the Framework.
71
Grade 7 to Senior 4 Spanish Language and Culture Appendix B
72
Grade 7 to Senior 4 Spanish Language and Culture Appendix B
Diverse, diversity: Within most cultures, there are groups As students become more proficient, these supports can
of people who have cultural beliefs, values, and gradually be removed until the language they are
practices that are different from the majority or exposed to closely resembles language in authentic
mainstream culture. These differences may be based on situations.
religion, national, or ethnic origin, social class, race, or
Idiomatic expression: An idiom or an idiomatic
colour.
expression is a word or group of words that has a
Functional competence: See “communicative commonly accepted meaning that is different from the
competence.” literal meaning. Some examples include the following:
he passed away (he died), happy as a lark (very happy),
Grammatical competence: See “communicative
I’m fed up (I’ve had enough, I’m disgusted, I’m bored).
competence.”
Intercultural competence: See “communicative
Guided situations: This term is used to describe all the
competence.”
methods teachers and other helpful conversational
partners use to help language learners understand and Kinaesthetic ability: This is the ability to use the body to
produce language. express ideas and feelings, and to use the hands to
Oral language is more easily understood if speech is produce or transform things.
slow and clearly articulated, with pauses to assimilate Language learning strategies: These are actions taken
meaning, and if it is accompanied by gestures, facial by learners to enhance their language learning.
expressions, body language, or visuals that help to
Cognitive strategies operate directly on the language
express the meaning. Language learners will have less
and include such things as using different techniques
difficulty understanding a familiar speaker—one whose
for remembering new words and phrases, deducing
voice, accent, and speech habits are well known to
grammar rules or applying rules already learned,
them—speaking about a topic that they know well and
guessing at the meaning of unknown words, or using
are interested in.
different ways to organize new information and link it
Written language is more easily understood if, for to previously learned language.
example, there are illustrations to support the text,
Metacognitive strategies are higher order skills that
there are titles and subtitles to guide the reader, and
students use to manage their own learning. They
the topic is a familiar one.
include planning for, monitoring, and evaluating the
Both oral and written production can be guided by success of language learning.
providing students with language models (e.g., sample
Social strategies are actions learners take in order to
sentence structures, text forms, and patterns of social
interact with other learners or with speakers of the
interaction), and by providing a language-rich
target language.
environment (e.g., illustrated thematic vocabulary lists
on classroom walls, labels on classroom objects,
correction guides, illustrated dictionaries).
73
Grade 7 to Senior 4 Spanish Language and Culture Appendix B
Affective strategies are methods learners use to Mechanical conventions: These are the conventions used
regulate their emotions, motivation, and attitudes to to make written text easier to read. They include such
make them more conducive to learning. things as capitalization, punctuation, paragraphs,
titles, or headings.
Language use strategies: These are actions taken to
enhance communication. In early conceptual models of Morphology: Morphology is the part of grammar that
communicative competence (Canale and Swain), deals with changes in words that mark their function
strategic competence was one component. It was in the sentence (e.g., changes in verb endings or
defined as the strategies used “to compensate for adjectives to mark agreement).
breakdowns in communication due to performance
Non-verbal communication: A large part of what we
variables or to insufficient competence” (30).
communicate is done without the use of words.
Subsequent models have broadened the definition to
Meaning can be communicated by gestures, eye
include non-compensatory strategies. The term
contact, facial expressions, body language, physical
“language use strategies” is being used, rather than
distance, touching, sounds, noises, and silence.
“communication strategies” to reflect this broader
range. The strategies in the Framework are organized Orthography: Orthography describes the writing system
according to the three communicative modes: of the language: the correlation between the sounds
interactive, interpretive, and productive. and the spelling where the writing system is
Language use strategies can be seen as a subcategory alphabetic, the rules of spelling, as well as mechanical
of language learning strategies, since any action taken conventions, such as capitalization and punctuation.
to enhance communication or to avoid communication Patterns of social interaction: Social interaction often
breakdown can be seen as increasing the chances that follows fairly predictable patterns. Very simple
language learning will take place. Language use patterns are made up of two or three exchanges (e.g.,
strategies can, however, be used with no intention of greeting–response). More complex patterns may have
trying to improve learning of the language. some compulsory elements and some optional elements
Lexical phrase: A group of words that functions like a that depend on the situation (e.g., express an apology,
single word (e.g., all of a sudden, lie down, well done). accept responsibility, offer an explanation, offer repair,
promise nonrecurrence). Lengthy interactions and
Lexicon: Lexicon covers all kinds of words, both content transactions can be carried out by combining simpler
words (e.g., dog, run, happy) and function words (e.g., ones to suit the situation.
him, from, but). It also includes lexical phrases, which
are groups of words that function like single words Phonology: Phonology describes the sound system of the
(e.g., all of a sudden). language, including pronunciation of vowels and
consonants, intonation, rhythm, and stress.
74
Grade 7 to Senior 4 Spanish Language and Culture Appendix B
Proficiency: Canadian Language Benchmarks (Citizenship Syntax: Syntax is the part of grammar that deals with
and Immigration Canada) defines proficiency as language at the sentence level (e.g., word order, types
“communicative competence, demonstrated through the of sentences, the way sentences are constructed).
ability to communicate and negotiate meaning and
Task: Task is used in the Framework to mean “a piece of
through the ability to interact meaningfully with other
work that involves learners in comprehending,
speakers, discourse, texts and the environment in a
manipulating, producing or interacting in the target
variety of situations” (10).
language while their attention is principally focused on
Register: Register is the level of formality of speech or meaning rather than form” (adapted from Nunan
writing, based on the social context in which the Designing Tasks).
language is used. Casual conversation uses an informal
Task-based language learning: In task-based language
register, while situations like a public lecture or a radio
learning, classes are structured around meaningful
broadcast demand a more formal register. The
tasks rather than around elements of the language
language used in a personal letter to a good friend or a
itself, such as grammar structures, vocabulary themes,
close family member differs considerably from that in a
or language functions.
formal letter in the business world.
Text: Any connected piece of language, whether a spoken
Social conventions: These are the customs that
utterance or a piece of writing, that language users/
accompany speech in social situations. They include
learners interpret, produce, or exchange. There cannot,
actions, such as bowing, shaking hands, or kissing;
therefore, be an act of communication through
topics that are taboo in conversation; conventions for
language without a text.
turn taking, interrupting, or refusing politely; and
appropriate amounts of silence before responding. Text forms: Different kinds of texts have typical
structures. A letter, for example, has a different form
Sociocultural competence: See “communicative
or structure than a report or a poem. An oral interview
competence.”
is different from an announcement or an oral
Sociolinguistic competence: See “communicative presentation. A sample list of text forms can be found
competence.” in Appendix A.
Spatial ability: This is the ability to perceive the visual- Variations in language: Within any language, there are
spatial world accurately and to work with these variations in the way people speak and write.
perceptions. It includes sensitivity to colour, line, Language can vary with the age, gender, social class,
shape, form, space, and the relationships among them. level of education and occupation of the speaker or
writer. It can also vary from region to region within a
Strategic competence: See “language use strategies.”
country. Variations include differences in accent,
vocabulary, and sometimes syntax, as well as
differences in social conventions.
75
GRADE 7 TO SENIOR 4
SPANISH LANGUAGE AND CULTURE
REFERENCES
Grade 7 to Senior 4 Spanish Language and Culture References
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