Questions? Please email Dr. Lauren Hetrovicz at LHetrovicz@ccbcmd.edu

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Confidentiality: You have been invited to visit this website because you are an instructor or an educational administrator and we are happy you are here! Still, we would like these materials, especially the sensitive ones that contain answer keys, to remain confidential. As such, restricted materials will prompt permission requests that you will need to complete manually.

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ACTFL Proficiency Goals: This course was developed for novice-low learners with no prior experience with the Spanish language. The overarching proficiency goal for learners at the end of the course is the novice-high level. See the ACTFL Guidelines for more information on proficiency levels.
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Adaptability, Typos, and Broken Links: Although many of the materials on this website have been used in the classroom, some materials are brand new and have yet to be piloted. Their development was careful and based on decades of teaching experience, but, still, errors in this work still may be found. Therefore, please carefully review all items that you wish to adopt. Also, over the course of time, links to authentic materials (infographics, videos, newspaper articles, etc.) may potentially become broken. Fortunately, Modified Integrated Performance Assessments can be easily adapted to a new authentic material that you select based on your students' needs and interests. 

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Intercultural Competence Development and Use of English: In addition to fostering students' linguistic competence, this course also aims to develop students' intercultural competence. Specifically, we provide opportunities for ideology development surrounding minority and marginalized groups in Spanish-speaking countries. In this way, the course attempts to move past stereotypical approaches in the teaching of culture by requiring that students think critically about their own culture and the nuances of target cultures. To accomplish this, several tasks within each of the Modified Integrated Performance Assessments require that students interpret and reflect on authentic materials using English. The assertion here is that intercultural development hinges on comprehension and uninhibited idea expression, both of which are most achievable using English.

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Tips for Course Enhancements:

• For online courses that necessitate spontaneous interpersonal communication, the educational website Extempore is recommended.

• For all course types that aim to provide "real-life" communication, instructors may wish to assign two to four student-to-trained speaker conversations on a videoconferencing service provider ($$) such as TalkAbroad, LinguaMeeting, and Conversifi.

• For all course types that aim to increase the quantity and quality of target-language input, assigning a reader ($) at the A1 level (Common European Framework) or novice level (ACTFL guidelines) is advised. Some authors that provide these types of readers are Paco Ardit and Mira Canion.