SPANISH LANGUAGE AND CULTURE:

IMPLEMENTATION OVERVIEW
The Benefits of Second Language Learning 3
The Benefits of Learning Spanish Language and Culture 5
The Second/International Language Learner 7
Brain Research and Second Language Learning 11
Considerations for Effective Spanish Language and Culture Programs 13
 SPANISH LANGUAGE AND CULTURE (FOUR-YEAR PROGRAM) • Overview

IMPLEMENTATION OVERVIEW
The Benefits of Second Language Learning*
During the 1990s, there was renewed interest in language learning,
especially with regard to Spanish and Asian languages in North
America. There is now a growing appreciation of the role that
multilingual individuals can play in an increasingly diverse society, and
there is a greater understanding of the academic and cognitive benefits
of learning other languages. The last decade has seen an emerging
global interest in international languages and second language
education. This has led researchers, policymakers, educators,
employers, parents, and the media to reexamine the advantages of
second or additional languages.
The 1990s have also been characterized as the “Decade of the Brain.”
Increased research on brain development throughout the 1990s has
focused attention on the learning process and developmental issues.
Some of this research has analyzed the effect of language acquisition on
the brain. The results of these studies have generated media interest in
how early learning experiences, including first and second language
acquisition, promote cognitive development. Most experts agree that
making it possible for children to learn a second language early in life
and beyond is entirely beneficial. A summary of the many benefits of
learning a second language follows.
Personal Benefits
An obvious advantage of knowing more than one language is having
expanded access to people and resources. Individuals who speak and
read more than one language have the ability to communicate with
more people, read more literature, and benefit more fully from travel to
other countries. Introducing students to alternative ways of expressing
themselves and to different cultures gives greater depth to their
understanding of human experience by fostering an appreciation for
the customs and achievements of people beyond their own
communities. Ultimately, knowing a second language can also give
people a competitive advantage in the work force by opening up
additional job opportunities.

________________
* Adapted: <http://www.languagemagazine.com/internetedition/nd99/pg23.html>
Kathleen M. Marcos, Assistant Director, ERIC Clearinghouse on Languages and
Linguistics Center for Applied Linguistics. Adapted from “Second Language
Learning: Everyone Can Benefit.” K-12 Foreign Language Education: The ERIC Review,
Volume 6, Issue 1, fall 1998.
<http://www.accesseric.org/resources/ericreview/vol6no1/langlern.html#1>

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For many people, there’s something inherently enjoyable about

successfully speaking in another tongue. Learning a new language can
be an intensely challenging and rewarding experience.
Cognitive Benefits
Some researchers suggest that students who receive second language
instruction are more creative and better at solving complex problems
than those who do not (Bamford and Mizokawa). Other studies suggest
that bilingual individuals outperform similar monolinguals on both
verbal and non-verbal tests of intelligence, which raises the question of
whether ability in more than one language enables individuals to
achieve greater intellectual flexibility (Bruck, Lambert, and Tucker;
Hakuta; Weatherford).
Academic Benefits
Parents and educators sometimes express concern that learning a
second language will have a detrimental effect on students’ reading
and verbal abilities in English. However, several studies suggest the
opposite. Knowing a second language, according to the latest research
on reading, can really help a child comprehend written languages faster
and possibly learn to read more easily, provided that children are
exposed to stories and literacy in both languages (Bialystok “Effects of
Bilingualism”). By age four, bilingual children have progressed more
than monolingual children in understanding the symbolic function of
written language. By five, they are more advanced than monolinguals
and bilinguals who have learned only one writing system, in
understanding specific representation properties, even in English.
The positive effects of bilingualism were also documented in an
American study analyzing achievement test data of students who had
participated five years or more in “immersion” type international
language programs in Fairfax County, Virginia. The study concluded
that students scored as well as or better than all comparison groups
and continued to be high academic achievers throughout their school
years (Thomas, Collier, and Abbott). Numerous other studies have also
shown a positive relationship between foreign language study and
achievement in English language arts (Barik and Swain; Genesee
Learning; Swain).

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Societal Benefits
Bilingualism and multilingualism have many benefits to society.
Canadians who are fluent in more than one language can enhance
Canada’s economic competitiveness abroad, maintain its political and
security interests, and work to promote an understanding of cultural
diversity within our nation. For example, international trade specialists,
overseas media correspondents, diplomats, airline employees, and
national security personnel need to be familiar with other languages
and cultures to do their jobs well. Teachers, healthcare providers,
customer service representatives, and law enforcement personnel also
serve their constituencies more effectively when they can reach across
languages and cultures. Developing the language abilities of the
students now in school will improve the effectiveness of the work force
later.

The Benefits of Learning Spanish Language and Culture

In this century, different languages and cultures will increasingly
influence our lives. In the Americas, Spanish and the Latin American
cultures will have a great impact. In Latin America, you need not only
to speak Spanish, but also to be familiar with the culture to be
successful.
Today, Spanish rivals English as the language of choice in the Americas
with 250 million native Spanish speakers in the Caribbean, Central
America, South America, and North America. In twenty years, one out
of every six people living in the United States will be Spanish-speaking.
In Canada, our social and economic connections with the Spanish-
speaking world are growing and developing at an exponential rate. In
the last three decades, there has been a significant increase in
Canadians of Spanish-speaking origin.
There are other reasons to consider learning Spanish:
• A world language: 300 million people speak Spanish, making it one of
the largest markets for business and one of the most useful
languages in the world for travel.
• Better understanding of English: Much of the vocabulary of English has
Latin origins by way of French. Since Spanish is also a Latin
language, studying Spanish will provide insights into English
vocabulary. Similarly, both Spanish and English share Indo-European
roots, so their grammars are similar. The learning of English
grammar is enhanced by studying the grammar of another language,
for the study forces you to think about how your language is
structured. It is not unusual, for example, to gain an understanding
of English verb tenses and moods by learning how those verbs are
used in Spanish.

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Overview • SPANISH LANGUAGE AND CULTURE (FOUR-YEAR PROGRAM)

• Knowing our neighbors: Many Canadians are of Spanish-speaking

origin. Knowing Spanish enhances our opportunities to
communicate with our neighbours.
• Cultural understanding: Knowing another language gives us a
window into that culture’s way of knowing and being. In our
increasingly interdependent and connected global society, cultural
understanding is critical.
• Learning other languages: If you learn Spanish, you will have a head
start in learning the other Latin-based languages such as Portuguese,
French, and Italian. Spanish may even help you learn other
languages such as Ukrainian and German, since they too have Indo-
European roots and have some characteristics (such as gender and
extensive conjugation) that are present in Spanish but not English.
• Spanish literature, the arts, and film: Spanish also offers a wealth of
literature, both modern and traditional. Spanish-language films
continue to receive praise from the film industry and viewers.
Spanish music, dance, and art forms have influenced contemporary
popular and classical culture.
• Employment opportunities: Canadian companies and businesses
provide services or have subsidiaries in Latin America. The reverse is
also true. Many Latin American countries are important trading
partners with Canada and the United States. Spanish is useful for
those planning a career in one of the helping professions and any
occupation that involves international trade, communications, or
tourism.
• Travel and tourism: Because there are so many Spanish-speaking
countries and they are relatively easy to travel to, many Canadians
frequently visit Spanish-speaking countries. While it is possible to
visit Spanish-speaking countries and get by with English only,
speaking Spanish provides greater opportunities to meet new people,
communicate with local people, and gain insights into the
communities and cultures.
• Easy for English speakers to learn: Because of its Latin roots, a similar
alphabet, and regular pronunciation rules, Spanish is one of the
easiest languages for an English speaker to learn. Spelling of Spanish
words closely corresponds to their pronunciation. The mastering of
Spanish grammar presents a bigger challenge for speakers of
English.

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The Second/International Language Learner

Language learning is an active process that begins at birth and
continues throughout life. Language is acquired at various rates and in
different ways throughout a learner’s stages of growth, developing
progressively according to individual characteristics and criteria.
Students enhance their language abilities by applying their knowledge
of language in ever new and more complex contexts with ever
increasing sophistication. They reflect on and use prior knowledge to
extend and enhance their language knowledge and understanding.
Junior/Senior High School Learners
Language and literacy development begins with the child’s earliest
experiences with language. The development of oral language, reading,
writing, viewing, and representing are interrelated processes. Early
years learners actively engage in acquiring language and constructing
their own understandings of how oral and written language works.
Language learning in the early years is fostered through experience and
play. Social interaction is also a vital part of the students’ social,
emotional, intellectual, and linguistic development.
The middle years may be an especially significant and challenging time
for both learners and teachers. Myriam Met argues the following:
Middle school students are characterized by a number of
developmental changes—physical, social, emotional, and
cognitive. These changes and the feelings they bring about have
implications for language instruction and learning. Great care
should be exercised in activities that require students to
generate physical descriptions or comparisons. Students may
feel awkward about their appearance, may be reluctant to stand
before the class for individual presentations, and should be
allowed more sheltered opportunities such as small group or
student-teacher interaction. The need for movement necessitates
activities that physically engage students. Hands-on materials
and manipulatives provide opportunities for movement while
addressing the needs of kinesthetic and tactile learners. Group
work allows students to move about the room. In middle school
classrooms, it is not unusual to see small groups of students
stretched out or seated on the floor.

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Piaget has suggested that the middle years are the time children
move from the stage of concrete to formal operations. How new
concepts are acquired will be influenced by maturational
development. The difficulty many middle school students
experience in mastering abstract grammar concepts may not be
as much a reflection of aptitude as of cognitive maturity. These
students will benefit more from concrete experiences, such as
vocabulary presented through direct experiences, manipulation
of real objects, and pictures, all set in a meaningful context.
(“Middle Schools” 2–3)
Middle and senior years learners need many of the same classroom and
school supports that create a welcoming and motivating learning
environment for younger learners. However, there are some significant
differences between older second language learners and younger ones.
First, there is evidence from brain research that older second language
learners use related but different parts of their brain to learn a second
language. This suggests a different learning process, one that is more
dependent on the student’s first language. Research suggests that older
learners are able to “transfer” many first language skills to their second
or additional language (Curtiss; Johnson and Newport).
However, their first language will influence skills in the new language
in terms of accent, intonation, and other factors. This does not mean
that older students will be less able to become proficient in the
additional language, only that some aspects of their first or dominant
language will carry over into their second language. Equally important
is the overall exposure and opportunity to use the language in
everyday situations. The more time devoted to language learning the
greater the proficiency achieved (Curtain and Pesola).
Factors That Influence Multilingual Development
It is important that teachers and parents recognize that there are a
number of personal factors or individual characteristics which affect
learners and their capacity to learn an additional language. These
factors are beyond the control of the teacher or school, but are
important to consider as they are one of the reasons learners will
acquire language at different paces. Tracey Tokuhama-Espinosa
identifies ten key factors that have an impact on individual learners.
The ten key factors include aptitude, timing, motivation, strategy,
consistency, opportunity, the linguistic relationship between the
languages, siblings, gender, and hand-use. For the purpose of this
document we will look at nine of the factors which are most relevant
for language learners in high school settings.

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Aptitude: Every individual is born with a certain aptitude for different

life skills. Aptitude is based on inherited genes. While teachers cannot
influence how much aptitude a learner has, they can make the most of
what does exist, and shore it up by using the other nine factors.
Timing: This refers to the windows of opportunity in a person’s life
when second language learning is facilitated by various factors.
Research has shown that the preschool years and the period up to
approximately age 12 are a particularly important period in children’s
linguistic development. During this period and especially during the
first three years of life, the foundations for thinking, language, vision,
attitudes, aptitudes, and other characteristics are laid down. Since 50
percent of the ability to learn is developed in the first years of life and
another 30 percent by age eight, early childhood development
programs have the opportunity to encourage early learning and
development. This does not mean, however, that 50 to 80 percent of
one’s intelligence, wisdom, or knowledge is formed during early
childhood. It simply means that during the first few years of life,
children form their main learning pathways in the brain (Bloom). There
are six main pathways to the brain. They include learning by sight,
sound, taste, touch, smell, and doing (Dryden and Vos). Later in life,
everything an individual learns will grow from the information gained
during these early years. Between four and seven years old is a
wonderful window for learning new languages. Learners who enter
Spanish Language and Culture programs with bilingual or multilingual
early childhood and school experiences may initially have an
advantage or progress more rapidly than monolingual children. The
learning of an additional language in the high school years may be
more challenging for certain learners. However, it is equally important
to recognize that older learners benefit from their increased knowledge
and experience of the world, as well as their first language literacy and
language skills. Older learners have a more extensive and well-
developed range of first language skills which they can apply to their
second language learning.
The debate over whether it is better to begin learning a second
language at an early age or to wait until students are more mature has
not been resolved. There is, however, some evidence in support of
starting second language learning early. As indicated earlier there is
evidence that there are some differences in the brain processes between
learning a second language as a young learner and as an older learner.
Students who begin learning at an earlier age have a greater exposure
to the language over time. Older learners are more likely to reflect
aspects of their first language, especially in their oral production in
terms of intonation, register, and rhythm of speech. Although the
increased cognitive abilities of older students may, in part, compensate

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for the reduced amount of time spent on language learning in the case
of late entry, students cannot be expected to attain the same level of
skill and knowledge as those who begin in kindergarten or grade one.
Motivation: Learners’ preparedness for learning international languages
is partially dependent on their motivation, which includes both positive
and negative, as well as internal and external factors, such as how a
student feels about the language being learned, and the attitude of
other significant persons such as parents and peers. A positive
relationship with the language teacher facilitates communication and
motivates students.
Strategy: In her study, Tracey Tokuhama-Espinosa found that families
who had a well-developed plan that provided for good language
learning opportunities were more successful in developing bilingual
language skills. In a school setting, it is equally important that an
effective instructional plan is in place for the implementation of
Spanish Language and Culture programs.
Consistency: It is critical that second language learners are exposed to
language learning opportunities in a consistent and continuous fashion.
In a school setting this translates into the importance of scheduling
Spanish Language and Culture programs to provide for well-sequenced
and consistent language learning opportunities.
Opportunity: A student may have a great motivation to learn an
additional language, but if they do not have the opportunity to practise
it in meaningful situations, they will never truly become proficient. It is
important that sufficient time be allocated for Spanish Language and
Culture programs during the school day. Students and parents can
supplement and enhance classroom language learning experiences by
seeking out or building opportunities for language learning in the
home and in the community, as well as participating in related extra-
curricular activities sponsored by schools.
The Linguistic Relationship between Languages: This simply means
whether or not the language being learned and those that the learner is
already fluent in share a common historical root. For example, German
and English share roots, as do the Romance languages, or Latin
languages, of Italian, French, Portuguese, Spanish, and Romanisch. If
the learner’s first language shares roots with the second language, then
the second language is easier to learn due to the similarity of grammar,
vocabulary, and sound systems and the fact that learners may more
easily transfer their first language skills. It is important that teachers be
aware of the linguistic diversity present in the classroom and the
language skills of students. Such knowledge will enable teachers to
respond to learner needs and characteristics much more effectively and
will assist in assessing student learning.

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Gender: There is evidence that women and men approach language

learning from different parts of the brain. Men tend to localize
language in the brain to a rather small and specific area and are
relatively literal in their appraisal of conversations, whereas women
tend to have their language skills spread out over a wider area of the
brain, giving greater importance to things such as intonation, facial
movements, and body language. Teachers need to consider gender
differences in planning for instruction. It is important to use a variety of
instructional approaches that respond to diverse student characteristics.
Hand-Use: Most people have their main language area of the brain in
the left frontal and parietal lobes, but unexplainably, a small percentage
(30%) of those who write with their left hand and 5% of those who
write with their right hand may actually have language spread out over
a greater area. This is not to say that this special group are better at
international languages than others, but rather that they may favour
different teaching methods.
While all ten factors affect all learners, they will do so in different ways.
Such individuality is what gives researchers and educators awe at the
human capacity for language, and what challenges policy makers and
administrators to re-think an individual approach to language
education.
Brain Research and Second Language Learning
Brain research has provided greater insights into how language
learning happens or is processed in the brain and the significance for
second language teaching. Researchers have conceptualized the brain
as being composed of four distinct elements: the reptile brain, the
emotional brain, the “little brain,” and the thinking brain (Jensen;
Dryden and Vos; MacLean). The brain stem, sometimes called the
reptile brain, controls many of our body’s involuntary functions such as
breathing. The mammalian or emotional brain is located in the center of
the brain and stores memory. Therefore, learning is easier if it is made
emotional or fun. In fact, the door to learning is emotion (Jensen;
MacLean; Dryden and Vos).
Where does thinking about the language we are learning take place?
Our cortex, or thinking brain, includes the motor cortex and the
sensory cortex. Within the cortex, there are many kinds of intelligence
centers. Harvard psychologist Howard Gardner (Frames and speech)
has spent many years analyzing the human brain and its impact on
education, including language learning. Gardner says that we have
several types of intelligence:
Linguistic Intelligence: The ability to read, write, and communicate with
words.

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Logical-Mathematical Intelligence: The ability to reason and calculate.

Musical Intelligence: The musical ability highly developed by composers
and top musicians.
Visual-Spatial Intelligence: The ability to master position in space. This
intelligence is used by architects, painters, and pilots.
Visual Intelligence: The ability to memorize visually and use the
imagination.
Kinesthetic Intelligence: The physical intelligence used by dancers and
athletes.
Social Intelligence: The ability to relate to others, used by salespeople
and motivators.
Introspective Intelligence: The ability to know one’s inner feelings, wants,
and needs.
Natural Intelligence: The ability to learn by exploring nature.
Implications for Language Learning
The implications of brain research and multiple intelligence theory to
second language teaching are many.
1. Learning is experiential: We learn by engaging in real hands-on
activities and tasks.
2. Learning uses all senses: Reinforce learning with pictures and sounds,
learn by touching, learn by tasting, and learn by smelling (Dryden
and Rose).
3. Learning should be fun: The more fun it is to learn a language, the
more one will want to continue. Learning while playing is an
effective way to learn because it creates emotional attachments, and
emotion is the door to learning (Jensen; Dryden and Vos; Dryden
and Rose).
4. Learning is best when in a relaxed but challenging state: Avoid stress.
Research shows that 80 percent of learning problems are stress-
related (Stokes and Whiteside).
5. Learning through music and rhythm: Music is an effective way to learn
a new language. Often one can remember the songs learned in early
childhood. We do so because lyrics combined with music are easier
to learn (Lozanov; Campbell; Brewer and Campbell).

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6. Learning through action: Learning activities that use the body and the
mind together are powerful tools for learning. While traditionally,
we encouraged students to sit all day long, we now know that we
learn more when we move as we learn. Utilize learning strategies
that include physical interaction and encourage students to dance
and move to the rhythm when learning a second or third language
(Gardner Frames; Doman; Dryden and Vos).
7. Learning by engaging with others: Having students practise a
language by talking to each other over a meal, for example, is a
great way to learn (Gardner Frames; Dryden and Vos).
8. Learning by reflecting: It is important to let children take time to
“simmer.” There is a silent stage to language learning. First children
absorb the language. Later they begin to speak (Krashen
Fundamentals).
9. Learning by linking: “The more you link, the more you learn” (Vos).
Anything can be linked when learning a second language,
including numbers and new vocabulary words (Dryden and Vos).
For example, link numbers and words in a playful way (Dryden
and Rose). Reciting the numbers from one to ten in Spanish in
rhythm is an effective way to begin language learning—“Uno, dos,
tres, cuatro, cinco, seis, siete, ocho, nueve, diez.”
10. Learning uses the whole world as the classroom: Real life experiences
and situations engage learners, and bring meaning and context to
the learning process (Dryden and Vos).

Considerations for Effective Spanish Language and Culture

Programs
International language programs are complex and multifaceted,
providing a rich environment for the learning of language and culture.
Effective international languages learning environments are those in
which
! the individual and collective needs of students are met
! there is a supportive climate that encourages risk-taking and choice
! diversity in learning styles and needs are accommodated
! connections to prior knowledge and experiences are made
! there is exposure to a wide range of excellent models of authentic
language
! use of the Spanish language is emphasized
! quality multimedia, print, human, and other resources are available
and applied in a supportive, meaningful, and purposeful manner

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Spanish Language and Culture programs strive to provide a rich

language learning environment, stressing communicative competence,
high academic achievement, and enriched cultural experiences that
maximize student opportunities for learning.
Time
The amount of time allocated to Spanish Language and Culture courses
across western Canada may vary. Generally, these are optional courses
or subjects. For the purpose of this document, we have assumed that
students at each grade level will experience 110 to 125 hours of
classroom-based Spanish language and culture instruction.
If the amount of time is reduced, then the expected level of
achievement should be adjusted accordingly.
When planning for instructional time in Spanish Language and Culture
programs, administrators and teachers should carefully consider the
impact of scheduling on the linguistic development of the students. In
the junior high school and high school settings, it is recommended that
Spanish Language and Culture language courses be scheduled to
ensure maximum continuity of exposure to the language throughout
the school year. If students lose contact with the language for long
periods of time, whether on a weekly or a yearly basis, added time
must be taken to review previously-learned material that may have
been forgotten. Students benefit from using the language on a daily
basis.
Prior Knowledge
The Spanish Language and Culture Program of Studies assumes that
the students will have limited or no previous knowledge of the Spanish
language upon entry into the program. In situations where the majority
of students do have previous knowledge of the Spanish language,
schools may offer an accelerated program or may assess students and
plan courses to suit the students’ individual needs. In all cases,
students’ language levels should be assessed and programs adapted
when necessary to meet individual language learning needs.
Students who already have a second language, particularly one that is
related to the Spanish language, will often learn additional languages
more quickly and more easily than those beginning their study of a
second language.

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Class Groupings
In some situations, students from two grades may have to be combined
into one Spanish class. As well, many classrooms will contain students
at the same grade level with varying proficiency levels. By organizing
the classroom activities around a task or a content-related project,
students of different ages and different levels of ability can be
accommodated in a single classroom. Although all students will be
working on similar tasks or projects, expectations will be different for
each grade or sub-group. Careful planning from year to year and across
grade levels will ensure that students experience a variety of learning
activities on a broad range of topics.
Opportunities for Language Use and Real-Life Applications
Proficiency-based instruction, which focuses on what students can do
with what they know, is critical. Classroom activities that engage
students in meaningful and purposeful language use should
predominate. Reports suggest that in middle schools where proficiency-
based approaches are used, a larger and more diverse population of
students experience success (Met “Middle Schools”).
Students will be more successful language learners if they have
opportunities to use the language for authentic and meaningful
communication in a broad range of contexts. In addition, the
curriculum supports and encourages the real-life application of
language learning through meaningful contact with fluent speakers of
Spanish and authentic Spanish texts, such as newspapers, magazines,
electronic communications, and multimedia resources.
While it is important to have a rich language environment in the
classroom, it is also important to attempt to provide co-curricular and
extra-curricular activities during which students have the opportunity
to use and develop their Spanish language skills. Such school- and
community sponsored activities as language camps, visits to cultural
facilities, pen pals, plays and performances, language clubs, school
visits, and exchanges are important. It is also important to encourage
students to continue the development of their Spanish-language skills
by using the language for personal enjoyment, listening to music,
attending Spanish cultural events and performances, and accessing and
using self-study resources.

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Choice of Topics and Tasks

The choice of learning topics and tasks should be guided by the needs,
interests, and daily experiences of the students, as well as the
recommended areas of experience. In the curriculum, different areas of
experience and themes are suggested as possible organizers to guide
the choice of tasks. The recommended areas of experience are reflected
in the learning activities which form part of the next section, Achieving
the Outcomes.
Language of Instruction
It is expected that classes will take place in the Spanish language in
order to maximize exposure to the language. Spanish language should
dominate classroom interaction, whether the teacher or the students are
speaking. Learners will sometimes use their first language, especially in
the early stages of learning, but will move to the Spanish language as
they gain more skill and knowledge. There may be some situations
where a few minutes of class time will be used for reflection on the
learning process in English or for the development of cultural
understanding or skills.
Program Support
Effective Spanish Language and Culture programs depend heavily on
collaboration among a range of stakeholders. Students, parents and
parental organizations, teachers, school administration, central
administration, ministries of education, members of the local
community, members of Spanish-speaking communities, post-
secondary institutions, Spanish cultural institutions, and other
stakeholders all play crucial roles in supporting Spanish language
programs. Special attention needs to be paid to ensure that the
opportunities for collaboration are maximized.
Resources
Planning lessons and assembling resources for the Spanish Language
and Culture program means more than finding a good text with
accompanying workbook and audiotapes. As much as possible,
students should work with all kinds of authentic audio and print
materials and resources, including documents and texts that were
designed for Spanish speakers as well as materials prepared for second
language learners. These resources should also be appropriate for the
age, the developmental level, and the linguistic level of the students.
Textbooks and materials should set accessible goals that provide
learners with a sense of accomplishment and closure.

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Other important characteristics of effective learning resources are:

• Materials should be flexible enough to accommodate the diversity
found in schools—a variety of learning styles, interests, abilities,
attention spans, and backgrounds.
• Activities should reinforce positive aspects of students’ self-image.
• Learning should be made concrete through contextualized
vocabulary presentations and the extensive use of visuals such as
pictured vocabulary, videos, and charts.
• Exercises and activities should include hands-on student
involvement, whether through the use of manipulatives or other
forms of physical interaction.
• Instructional experiences should emphasize the development of
understanding rather than the decontextualized memorization of
vocabulary lists and grammar rules.
• Abstract concepts should be made accessible through concrete
experience and scaffolding of complex tasks.
• Interaction with peers should be integrated into these materials to
provide for the cognitive and social benefits of pair and group work.
• Materials should be seen by students as relevant to their interests.
(Met “Middle Schools”)
The Role of the Teacher
The teacher is the key to success in the Spanish classroom. Effective
teaching demands a broad range of teacher knowledge and skills both
in the Spanish language and in second language pedagogy.
Spanish Language and Culture teachers must be proficient speakers of
the language, have a good understanding of Spanish culture, and
possess a strong background in a variety of second language teaching
methodologies. In addition, teachers will benefit from experience,
professional development, and expertise in
! responding to diversity in the classroom and using multilevel
groupings
! cooperative learning and student-centred learning
! multi-media and computer-assisted learning
! resource-based language learning
Teachers should continue to engage in professional development in
order to maintain or improve their proficiency in the Spanish language
and keep their teaching skills current.

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Overview • SPANISH LANGUAGE AND CULTURE (FOUR-YEAR PROGRAM)

The classroom climate created by the teacher cannot be over-

emphasized. Students will respond positively to an encouraging
teacher and a warm, supportive, and accepting learning environment.
Clear expectations and strong classroom management skills are
necessary to allow students to perform to their potential.
Student Motivation
When students value their learning, believe they can succeed, and feel
in control of the learning process, they develop motivation, or the
desire to learn. Teachers can foster students’ motivation to learn by
! instilling in each student a belief that s/he can learn
! helping students become aware of their own learning processes,
and teaching them strategies for monitoring and enhancing these
processes
! assigning tasks and materials of appropriate difficulty, and making
sure that students receive the necessary instruction, modelling, and
guided practice to be successful
! communicating assessment processes clearly so that students
understand the criteria by which progress and achievement are
measured
! helping students set realistic goals to enhance their learning
! helping students celebrate their own and classmates’ learning
progress and achievements within the school community and the
broader community
! ensuring that instruction is embedded in meaningful learning
events and experiences
! modelling personal enjoyment of Spanish language learning, and
communicating the value of learning another language for later
success in the world beyond the classroom
! involving students in the choice of themes, topics, resources, and
activities around which learning experiences will take place, to
foster a sense of ownership
! creating inclusive, risk-free classroom communities where curiosity
is fostered and active involvement in the learning process is valued
and shared
! providing uninterrupted time for sustained engagement with
appropriate Spanish print and non-print resources
! providing collaborative learning experiences that enable students to
exchange ideas and perspectives, develop a sense of purpose, and
build a sense of community

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 SPANISH LANGUAGE AND CULTURE (FOUR-YEAR PROGRAM) • Overview

The Physical Environment

The Spanish Language and Culture classroom is the main instructional
area in the school where Spanish language teaching and learning occur.
Its size, design, and contents should be able to accommodate a variety
of language learning activities. Of course, a permanent location is
preferred whether it is a special language room shared by several
teachers or the Spanish teacher’s own classroom. This will provide
learners with a sense of stability and familiarity; reduce the Spanish
teacher’s preparation time, as all materials can be displayed in the
classroom as necessary and stored in one location; and eliminate the
inconvenience of transporting instructional materials. The physical
layout of the room is best determined by the Spanish Language and
Culture teacher.

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Overview • SPANISH LANGUAGE AND CULTURE (FOUR-YEAR PROGRAM)

Notes

Overview – 20