Course Description

In “Intermediate Spanish II,” you will use your Spanish linguistic skills to communicate from a critical perspective. You will gain a deeper understanding of the cultural and historical aspects of Spanish-speaking countries, as well as the Spanish spoken in New York City. Together, we will explore how different forms of “Spanish” are portrayed in language textbooks and how these representations influence our perceptions of the identities of certain groups. In addition to developing and practicing your Spanish abilities, you will engage in critical discussions about creating stereotypes based on race and how these shape the representation of Afro-Latinx communities and Indigeneity in Spanish language textbooks. This will culminate in a final project.

The course is designed to help you interpret texts and images, guiding you to become a critical discourse analyst. You will learn to identify power structures that are often overlooked in the editorial world. The goal of the course is to promote the deconstruction of social hierarchies that persist in our daily lives, all while making use of your full Spanish language repertoire.

Course Objectives

  • Engage students in using Spanish for inquiry-based research, writing, and reflection, both collaboratively and individually.
  • Enhance Spanish skills in reading, writing, listening, and speaking.
  • Foster critical approaches that help students identify how language functions as a tool of power and discrimination, promoting social justice.
  • Involve students in analyzing texts that contribute to specific knowledge of the Spanish-speaking world and Latinx communities.

By the end of the semester, students are expected to

  • Critically examine the political dimension of language.
  • Identify and explain how language contributes to the creation of social structures based on race and stereotypes.
  • Question the status quo and propose alternatives to deconstruct ideologies behind language and its representation.
  • Develop a more critical awareness of language to promote social justice.
  • Strengthen communicative skills through media and other resources.

Homework, Assignments and Final Project

Homework and assignments will focus on the linguistic structures covered in class throughout the course. These will be announced during class and posted on the Commons site. In the last six weeks of the course, you will complete specific assignments to develop a toolkit for critical discourse analysis, which will be used to explore language textbooks as part of your final project.

The course units consist of teacher-led lectures, readings, and homework assignments that will guide you through the process of creating your final report and oral presentation. These assignments are designed to help you review, reflect on, and practice your Spanish language skills while collaborating with your peers and conducting research. You will conduct a Critical Discourse Analysis of textbooks used in Spanish departments across various colleges within CUNY.

Readings

For the last six weeks of the course, you will complete readings and simple assignments that must be finished before the next class. The readings are mandatory, as part of the class will be dedicated to promoting reflection and stimulating discussion, which will help inform your final project. Your participation is crucial to acquire the necessary elements for conducting the analysis.

The assignments offer an excellent opportunity to practice your Spanish language skills while reflecting on your learning process. They will help enhance your language abilities and enable you to apply critical thinking in discussions. By the end of the course, you will be able to write a final report in the form of an essay, highlighting your findings, and present your analysis to your peers. Additionally, we will explore alternative ways to address the portrayal and creation of identities for groups such as Afro-Latinx and Indigenous communities, advocating for a more just society.

Attendance Policy

Attendance is crucial to make the most of the class. I believe that meaningful education and learning come from your classmates, not just the professor. My role is to guide you through the learning process. Through readings, writing, and discussions, you will have the opportunity to reflect, share, and compare different views based on a diverse range of perspectives. You must come to class prepared, ready to ask questions, share concerns, express doubts, and provide feedback. Participation is key to making the other aspects of evaluation effective, as it enhances your engagement and learning experience. Therefore, regular attendance and active participation are essential for your success in this course.

Grading

Attendance and Participation: 20%

Homework and Assignments: 20%

Grammar Tests: 20%

Final Project ( Final Report 20% + Presentation 20%): 40%

Total: 10%

Grading Scale

A: 90-100

B: 80-89

C: 70-79

D: 60-69

F: 0-59

My teaching beliefs

One of the reasons I decided to become a language instructor was my frustration with learning English when I was young. I wasn’t the star of the class, and even my friends used to mock me when they found out I wanted to become an English instructor back in Mexico. Perhaps they were right—I wasn’t particularly good at learning languages. However, I would say that my learning process was simply different from my peers. I came to understand that learning is an individual and internal process that doesn’t happen overnight. There were times when I was frustrated and felt I wasn’t making any progress at all. Eventually, I realized that consistency and discipline are key, and these are best achieved when there is a supportive community and good guidance from professors. Everything adds up, and your efforts will pay off in the long run. I am committed to coming to class and providing you with the necessary tools to continue progressing in Spanish, but I need your commitment to apply those tools when you are ready to use them.