Spanish A1- B1 (linguistic, sociolinguistic and pragmatic competences)

Teacher(s)

Garcia Migura Begona; Lorente Fernandez Paula; Sábado Novau Marta;

Language

Spanish

Main themes

The aim is to systematically develop communicative language skills (linguistic, sociolinguistic and pragmatic skills) through the various language communication activities and productive, receptive, interactive and mediating strategies that correspond to the skills and activities for Objective B1 of the Council of Europe's Common European Framework of Reference - Complementary Volume (2022). 
To this end, the themes covered in the lectures identify special themes for specific communicative acts, with the emphasis on the choice of activities for developing plurilingual and pluricultural skills. Speeches, conversations, reflections and essays are based on general themes such as current affairs, the family, hobbies, interests, travel, etc., as well as abstract or cultural subjects close to the student's field of study, such as music, gastronomy, history, cinema and literature, which can be presented in the form of lectures or presentations. 

Learning outcomes

At the end of this learning unit, the student is able to :
1	Express him/herself with a sufficient vocabulary on most subjects relating to everyday life, such as the family, leisure activities, interests and current affairs (linguistic competence: lexicon);
2	Communicate with sufficient accuracy in familiar contexts with good grammatical control, where the general meaning remains clear (linguistic competence: grammar);
3	Pronounce clearly and intelligibly, even with a noticeable foreign accent (linguistic competence: phonology);
4	Produce written works in which the use of the spelling code, punctuation and layout can be followed easily and are generally comprehensible (linguistic competence: spelling);
5	Use a neutral register to respond to a wide range of language functions and using their most common expressions (sociolinguistic competence: correctness);
6	Recognise the most important rules of politeness and the most significant differences between the customs, practices, attitudes, values and beliefs of Spanish-speaking communities and those of their own community (sociolinguistic competence: correctness);
7	Know how to develop the flexibility needed to adapt they expression and deal with less common situations by using a wide range of simple language in order to express the essence of what they want to say (pragmatic competence: discourse competence and flexibility);
8	Take part in a discussion on a familiar topic, using appropriate expression to attract attention and also to initiate, continue or end a simple face-to-face conversation on familiar or personal topics (pragmatic competence: discourse competence and turn-taking);
9	Be able to describe something simple and linear with relative ease (pragmatic competence: discourse competence and thematic development)
10	Link a series of short, simple and distinct elements into a discourse that flows (pragmatic competence: discourse competence, coherence and cohesion);
11	Express themselves with a certain degree of fluency, speaking in a comprehensible manner and being able, even with some problems of formulation, pauses and deadlocks, to continue speaking effectively without assistance (pragmatic competence: functional competence and oral fluency);
12	Explain the main points of an idea or problem with sufficient precision to express their thoughts (pragmatic competence: functional competence and precision).
This learning unit contributes to the development and command of the following skills and learning outcomes of the ELAL programmes: 1.6, 2.6, 3.4 , 3.5, 3.6, 4.3,4.4, 4.5, 5.4, 5.5, 5.6, 6.4, 6.5, 6.6

Content

The aim of this teaching unit is to develop the fundamental communicative language skills for levels A1-B1, using a communicative approach that takes into account both lexical and grammatical aspects.   
The typology of exercises is highly diversified, proposing different tasks to be carried out (written, oral and mediation) throughout the course and in relation to the themes addressed.

Teaching methods

In line with the action-oriented approach adopted, the EU is based on the principle that the student is first and foremost in the process of becoming a language user in different domains (personal, public, professional, educational) and situations (places, organisations, actors, objects, events, operations, texts). 
The course is taught face-to-face, with the possibility of distance sessions with e-Learning support on UCLouvain platforms (Teams, Moodle) and other external platforms (Google, Zoom, etc.). 
The course is based on a textbook of Spanish as a foreign language corresponding to the target level of the course.  
The course follows the method of learning languages through tasks or projects and is based on the principles of reflective learning: students are placed at the forefront of their learning in order to make themselves cognitively active so that they can construct their knowledge, know-how and interpersonal skills independently but also with the help of their peers. Various self-assessment and/or co-assessment activities will be offered throughout the course 

Teaching materials

• LECTURA (Q1+Q2): Quillahuaman, R. (2022). Marrón, Blackie Books, Barcelona.
• MATERIAL Q1: Rosales, F., Moreno, T.; Martínez A., Salamanca, P., Buyse, K., Martínez, M., Murillo, N. &Garrido, P. (2019). Campus Sur A1-B1 - Edición híbrida - Libro del alumno y cuaderno de ejercicios. ISBN: 9788419236357. En vente à la CIACO.
• MATERIAL Q2: Sans, N., Martín Peris, E., Garmendia, A., & Conejo, E. (2018). Bitácora 3 NUEVA EDICIÓN - Libro del alumno. Difusión. ISBN: 9788416657520EN vente à la CIACO
• GRAMÁTICA (Q1+Q2): Alonso, R., Castañeda, A., Martínez Gila, P., Miquel, L., Ortega, J., & Ruiz Campillo, J.P. (2005). Gramática básica del estudiante de español

Faculty or entity

> ELAL