Department of Spanish and Portuguese

María Luisa Echavarría


LecturerPhD, The University of Texas at Austin

María Luisa Echavarría

Contact

Interests


International Business, Language & Culture, Heritage Language Learners, Spanish for Healthcare Providers.

Courses


SPN 327N • Academc Wrtg Heritage Spkrs-Wb

44110 • Fall 2020
Meets TTH 11:00AM-12:30PM
Internet
EIIWr

This course is the third in the sequence of courses in the Spanish heritage language track (following SPN 604 and SPN 612). In this course, students will have the opportunity to interact in Spanish with people in their communities, discuss topics that are relevant to their interests and fields of study, as well as write academically and present professionally about these topics. In addition, they will develop skills that are necessary if they decide to work in a professional Spanish-speaking setting. The activities in the proposed course will empower and motivate Spanish heritage learners to look for opportunities to apply their bilingual/bicultural abilities.

SPN 327N is a project-based learning course with strong cultural, research and writing components. Class lectures will focus on the language skills required to successfully complete the projects. In addition, the students will keep an ongoing journal of their individual learning experience during the course in order to reflect on their progress in their linguistic proficiency throughout the semester.

This course carries three flags: Writing Flag and Ethics Flag, and Individual Inquiry Flag.

The following is a short description of the projects that students will complete:

Project 1 – Current issues faced by the Hispanic community in the US

For this group project, students will identify a current issue impacting the Hispanic community in the US. They will research the topic using an array of sources in Spanish and analyze them regarding language and content. They will also prepare a questionnaire to interview a Hispanic individual directly involved or affected by such an issue, perform the interview, transcribe and analyze it. The students will write a report summarizing the research completed, and finally, they will give an oral presentation of the findings.

Project 2 – Your field of interest and the Hispanic community

For this individual project, students will select a topic according to their professional field of interest. They will explore the ethical and leadership issues within their field of interest and research the current issues in the field using multiple sources which they will analyze from the point of view of language and content. The students will interview two professionals in the field–one Hispanic (interview in Spanish) and one non-Hispanic (interview in English). They will transcribe and translate the interviews in order to analyze the language and content. They will then write a report about the topic and finally, they will give an oral presentation to the class.

Project 3 – Preparing for the Spanish job market

For this project, the students will perform a job search, create a resume and cover letter in Spanish, and they will prepare and role-play a mock professional job interview for a position in their field of interest in front of the class.

The prerequisite for this course is SPN 612. 

SPN 367C • Spanish Hlth Care Professns-Wb

44170 • Fall 2020
Meets TTH 9:30AM-11:00AM
Internet

DEPARTMENT OF SPANISH AND PORTUGUESE

SPANISH FOR HEALTHCARE PROFESSIONALS / PRE-MED SPN 367P

Instructor: María Luisa Echavarría

Course Description, Fall 2020

Spanish for Health Care Professionals builds fluency and accuracy in both spoken and written language as it provides the foundational skills and knowledge needed to effectively communicate with a Spanish speaking population in a health care environment. Emphasis is placed on the development of medical terminology and jargon, increased accuracy in the grammatical structure of communication, the real-life practical application of skills through sight and consecutive interpretation and the acquisition of the ethics and cultural competence required to serve as an ad hoc interpreter. Upon completing the course, learners will be able to successfully facilitate interaction between health care professionals and limited English patients. To achieve optimal results, consistent attendance and active participation is required.

Prerequisite: Advanced proficiency in oral and written Spanish

CORE COMPETENCIES

Upon completion of the course the learner will demonstrate:

  • Medical Spanish knowledge of the eleven organ systems and their anatomical components and functions.
  • Medical Spanish knowledge of common disease entities to include basic illness and symptoms.
  • The identification of the diverse cultural nuances and colloquialisms found in Spanish-speaking populations that impact communication as well as the patient’s understanding of diagnoses.
  • Knowledge of the standards of interpretation that impact effective and ethical communication.
  • Self-assessment of language skills.
  • Knowledge of the role of an interpreter and how to successfully communicate with a patient via an interpreter.

CORE OUTCOMES

The Spanish for Health Care Professionals language learner will:

  • Increase Spanish proficiency in interpretive, interpersonal and presentational communication modes.
  • Identify Hispanic cultural perspectives, practices and products on health and well-being.
  • Collaborate as they:
  • Compare and contrast health and well-being issues in their own culture with others.
  • Problem solve hypothetical health-related issues.
  • Create and innovate as they synthesize new learning.
  • Utilize 20th Century skills in the areas of information, media and technology.
  • Access and utilize authentic material and technology to support and acquire information.

SPN 367C • Spanish Hlth Care Professns-Wb

44180 • Fall 2020
Meets TTH 2:00PM-3:30PM
Internet

DEPARTMENT OF SPANISH AND PORTUGUESE

SPANISH FOR HEALTHCARE PROFESSIONALS / PRE-MED SPN 367P

Instructor: María Luisa Echavarría

Course Description, Fall 2020

Spanish for Health Care Professionals builds fluency and accuracy in both spoken and written language as it provides the foundational skills and knowledge needed to effectively communicate with a Spanish speaking population in a health care environment. Emphasis is placed on the development of medical terminology and jargon, increased accuracy in the grammatical structure of communication, the real-life practical application of skills through sight and consecutive interpretation and the acquisition of the ethics and cultural competence required to serve as an ad hoc interpreter. Upon completing the course, learners will be able to successfully facilitate interaction between health care professionals and limited English patients. To achieve optimal results, consistent attendance and active participation is required.

Prerequisite: Advanced proficiency in oral and written Spanish

CORE COMPETENCIES

Upon completion of the course the learner will demonstrate:

  • Medical Spanish knowledge of the eleven organ systems and their anatomical components and functions.
  • Medical Spanish knowledge of common disease entities to include basic illness and symptoms.
  • The identification of the diverse cultural nuances and colloquialisms found in Spanish-speaking populations that impact communication as well as the patient’s understanding of diagnoses.
  • Knowledge of the standards of interpretation that impact effective and ethical communication.
  • Self-assessment of language skills.
  • Knowledge of the role of an interpreter and how to successfully communicate with a patient via an interpreter.

CORE OUTCOMES

The Spanish for Health Care Professionals language learner will:

  • Increase Spanish proficiency in interpretive, interpersonal and presentational communication modes.
  • Identify Hispanic cultural perspectives, practices, and products on health and well-being.
  • Collaborate as they:
  • Compare and contrast health and well-being issues in their own culture with others.
  • Problem solve hypothetical health-related issues.
    o Create and innovate as they synthesize new learning.
  • Utilize 20th Century skills in the areas of information, media and technology.
  • Access and utilize authentic material and technology to support and acquire information.

POR 610S • Portuguese For Spanish Spkr I

44210 • Spring 2020
Meets MWF 8:00AM-10:00AM MEZ 1.202

Designed to provide qualified Spanish-speaking students a rapid introduction to Portuguese language. Development of speaking, listening, reading, and writing skills; building vocabulary, learning basic rules and terminology of grammar; and gaining a better understanding of Portuguese-speaking cultures, with a focus on Brazil, in order to communicate in an accurate, effective, and informed manner within a variety of socio-cultural situations.

SPN 612 • Acc Inter Spn Heritage Learner

44625 • Spring 2020
Meets MWF 10:00AM-12:00PM BEN 1.126
CD

Designed primarily for students who have a cultural and advanced linguistic connection to Spanish.

SPN 327N • Academic Wrtg Heritage Spkrs

44675 • Spring 2020
Meets TTH 3:30PM-5:00PM MEZ 1.202
EIIWr

Designed specifically for heritage speakers of Spanish and includes a wide range of cultural readings and writing tasks. Aims to strengthen the clarity and organization of writing, promote critical thinking, and master grammar points of particular concern to heritage speakers.

SPN 604 • Acc Intro Spn Heritage Learner

44250 • Fall 2019
Meets MWF 10:00AM-12:00PM BEN 1.108
CD

 

THIS COURSE IS INTENDED FOR SPANISH HERITAGE LANGUAGE LEARNERS.

WHO IS A SPANISH HERITAGE LANGUAGE LEARNER? A heritage language learner, also called a heritage speaker, is a student who is exposed to a language other than English at home. Heritage language learners can be categorized based on the prominence and development of the heritage language in their daily life. Some students may have full oral fluency and literacy in the heritage language; others may have full oral fluency, but their written literacy has not been developed because they were usually schooled in English. Another group of students, typically third or fourth generation, can speak to a limited degree but have difficulty expressing themselves on a wide range of topics. Heritage language learners usually present a wide knowledge about their cultural heritage and a less experienced knowledge about other Spanish speaking countries.

  1. OBJECTIVES OF THE LANGUAGE PROGRAM

The objective of the Spanish language program addresses the basic tenet of a liberal arts education: the development of a critical thinking approach towards the analysis of language in society. This objective is framed in an overall worldwide trend towards political and economic internationalization and an increasingly diverse and multicultural work environment.

The heritage Spanish language program focuses on the development of bilingual and bicultural literacies through the analysis and use of the heritage language. The program focuses on the development of four major types of competencies (all equally ranked in terms of importance):

  • linguistic competence: phonetics/phonology, morphosyntax, lexicon, discourse, etc.
  • communicative / interactional competence: sociocultural uses of language, pragmatics, cultural backgrounds, perspectives, etc.
  • metalinguistic competence: language as a conceptual, symbolic system

SPN 327N • Academic Wrtg Heritage Spkrs

44440 • Fall 2019
Meets MWF 1:00PM-2:00PM BEN 1.126
EIIWr

Designed specifically for heritage speakers of Spanish and includes a wide range of cultural readings and writing tasks. Aims to strengthen the clarity and organization of writing, promote critical thinking, and master grammar points of particular concern to heritage speakers.

SPN 612 • Acc Inter Spn Heritage Learner

45170 • Spring 2019
Meets MWF 2:00PM-4:00PM BEN 1.102
CD

 THIS COURSE IS INTENDED FOR SPANISH HERITAGE LANGUAGE LEARNERS

 WHO IS A SPANISH HERITAGE LANGUAGE LEARNER?

 A Spanish heritage language learner, also called a heritage speaker, is a student who was exposed to Spanish at home while growing up, and may or may not have current exposure to the language. Heritage language learners can be categorized by the degree of language dominance, as well as the development and use of the heritage language in their daily life. Some students may have full oral fluency and literacy in the heritage language; others may have full oral fluency, while their written literacy may have never been developed because they were schooled exclusively in English. Another group of students, typically third or fourth generation, may speak the heritage language to a limited degree but have difficulty expressing themselves on a wide range of topics. Heritage language learners usually present a broad knowledge of their cultural heritage and limited knowledge or exposure to other Spanish speaking countries.

 

1.  OBJECTIVES OF THE LANGUAGE PROGRAM

The objective of the Spanish language program addresses the basic tenet of a liberal arts education: the development of a critical thinking approach towards the analysis of language in society. This objective is framed in an overall worldwide trend towards political and economic internationalization and an increasingly diverse and multicultural work environment.

The heritage Spanish language program focuses on the development of bilingual and bicultural literacies through the analysis and use of the heritage language. The program focuses on the development of four major types of competencies (all equally ranked in terms of importance):

1)    linguistic competence: phonetics/phonology, morphosyntax, lexicon, discourse

2)    communicative / interactional competence: pragmatics, situational context

3)    cultural competence: cultural practices and perspectives, sociocultural uses of language, dialectal variation

4)    metalinguistic competence: language as a conceptual, symbolic system

 

2.  COURSE DESCRIPTION AND GOALS

A. DESCRIPTION. Spanish 612 is the second course of a two-course sequence intended for bilingual and heritage Spanish speakers. This learner-based course is designed to provide you with the opportunity to gain a deeper understanding and appreciation of Hispanic cultures and sociopolitical realities, especially those less familiar and common to many students’ experiences; study and analyze spoken, oral, and written Spanish in an academic setting; improve strategic Spanish speaking, reading, and writing skills you have acquired through your use and study of the language; build sophisticated and advanced vocabulary, including terminology to discuss language; evaluate dialectal, social, and contextual variations; inductively master and apply rhetorical skills of particular concern to bilingual and heritage Spanish speakers; and be introduced to phonetics, syntax, and linguistic notions.

 

B. GOALS FOR SPN 612. The objectives of this course are focused on the acquisition of knowledge in two main areas:

1) The forms and functions of the academic variety of Spanish (oral and written modes), which includes lexical, phonetic, morphological, syntactic and discursive categories that constitute the definition of academic/formal Spanish. 

2) The range of linguistic variation in Spanish according to the region, register, age, social classification, etc., as well as the sociolinguistic significance of language variation in Spanish.

 

By the end of the semester you should be able to do the following:

With regards to form, you will recognize, analyze, and understand all verb tenses and modes, compound syntactic patterns; review stress rules and patterns, especially syllabification rules and accentuation marks, formal variations of everyday vocabulary, patterns of written discourse, metalinguistic terminology, etc. With regards to functions, you will recognize, analyze, understand and use pragmatic and sociolinguistic features of academic/formal Spanish. In addition, you will develop the linguistic and interactional skills necessary to perform several communicative functions, such as expressing objective and subjective opinions, talking about probability in the future, subjective and objective reactions to real situations, telling organized facts and stories in the past, and speaking hypothetically about various events and situations at different points in time.

With regards to the range of linguistic variation in Spanish, you will recognize, analyze and understand cues that determine the sociolinguistic appropriateness of specific language forms in order to communicate effectively in Spanish in context. This topic includes the analysis of code-switching and overall influences of English on Spanish and Spanish on English. It also includes a thorough analysis of regionalisms and archaisms.

With regards to the sociolinguistic significance of language variation in both monolingual and bilingual settings, you will think critically and recognize, analyze and understand the different contextual backgrounds and conditions that trigger the use of specific forms of Spanish and code­-switching.

In addition, you will develop the linguistic and interactional skills necessary to perform several tasks, such as

a. expressing opinions, reactions, and recommendations.

b. discussing possible, probable and certain future events and situations.

c. narrating past events and reacting subjectively to them.

d. speaking hypothetically about various events and situations.

e. analyzing moderately complex language data in order to draw conclusions regarding parts of speech, functional uses of grammar, etc.

f. recognizing dialectal, social and contextual variation.

g. understanding the main ideas of moderately complex written texts (with improved skimming, cognate recognition, and inference skills)

h. understanding the main ideas of moderately complex oral discourse (with improved recognition of tone, content, context, intonation, etc.)

i. maintaining conversations of a substantial length (with improved fluency strategies, such as circumlocution, discourse markers, etc.)

j. producing written work of a substantial length (with improved organization, connectors, and appropriateness of register, etc.)

k. creating a cultural connection with your heritage through readings, discussions, and speaking activities, as well as with other Spanish speaking communities in the U.S.

l. acquiring Peninsular and Latin American historical, literary and sociocultural knowledge to develop confidence interacting in a native-­speaker setting.

 3.  COURSE FLAG

This course carries a Cultural Diversity in the US flag. Courses with this flag focus on the histories, traditions, practices, or aesthetics of one or more underrepresented U.S. communities as a way of understanding their culture. SPN 612 will explore the varied experiences of Hispanics in the United States, a diverse group which includes a wide range of nationalities, ethnicities and includes first- through fourth-generation speakers of Spanish. At least one-third of the course grade is based on content related to Cultural Diversity in the United States. 

4.  PLACEMENT / PREREQUISITES

PREREQUISITE for SPN 612: SPN 604 or SPN 610D with a grade of C or better, or the equivalent on the UT Spanish Placement Test. If you have any questions regarding placement, please speak with Liz Hastings (eyhastings@austin.utexas.edu) or Sarah Singer (ssinger@austin.utexas.edu), the Liberal Arts Advisors for Spanish & Portuguese, either in person (in BEN 2.108) or via email.

 

SPN 327N • Academic Wrtg Heritage Spkrs

45205 • Spring 2019
Meets MWF 12:00PM-1:00PM PAR 302
EIIWr

327N – Academic Writing for Heritage Speakers (starting in Fall 2017)

THIS COURSE IS INTENDED FOR SPANISH HERITAGE LANGUAGE LEARNERS

WHO IS A SPANISH HERITAGE LANGUAGE LEARNER?

A Spanish heritage language learner also called a heritage speaker, is a student who was exposed to Spanish at home while growing up, and may or may not have current exposure to the language. Heritage language learners can be categorized by the degree of language dominance, as well as the development and use of the heritage language in their daily life. Some students may have full oral fluency and literacy in the heritage language; others may have full oral fluency, while their written literacy may have never been developed because they were schooled exclusively in English. Another group of students, typically third or fourth generation, may speak the heritage language to a limited degree but have difficulty expressing themselves on a wide range of topics. Heritage language learners usually present a broad knowledge of their cultural heritage and limited knowledge or exposure to other Spanish speaking countries.

This new course will be the third in the sequence of courses in the Spanish heritage language track (following SPN 604 and SPN 612). In this course, students will have the opportunity to interact in Spanish with people in their communities, discuss topics that are relevant to their interests and fields of study, as well as write academically and present professionally about these topics. In addition, they will gain skills that would be required if they decide to work in a professional Spanish-speaking setting. The activities in the proposed course will empower and motivate Spanish heritage learners to look for opportunities to apply their bilingual/bicultural abilities.

SPN 327N will be a project-based learning course with strong cultural and writing components. Class lectures will focus on the language skills required to successfully complete the projects. In addition, the students will keep an ongoing journal of their individual learning experience during the course in order to see the progression in their writing skills throughout the semester.

This course will carry three flags: Cultural Diversity in the US Flag, Writing Flag and Ethics and Leadership Flag.

The following is a short description of the projects that students will complete:

Project 1 – Current issues faced by the Hispanic community in the US

For this group project, students will identify a current issue impacting the Hispanic community in the US. They will research the topic using an array of sources in Spanish and analyze them regarding language and content. They will also prepare a questionnaire to interview a Hispanic individual directly involved or affected by such issue, perform the interview, transcribe and analyze it. The students will write a report summarizing the research completed, and finally, they will give an oral presentation of the findings.

Project 2 – Your field of interest and the Hispanic community

For this individual project, students will select a topic according to their professional field of interest. They will explore the ethical and leadership issues within their field of interest and research the current issues in the field using multiple sources which they will analyze from the point of view of language and content. The students will interview two professionals in the field–one Hispanic (interview in Spanish) and one non-Hispanic (interview in English). They will transcribe and translate the interviews in order to analyze the language and content. They will then write a report about the topic and finally, they will give an oral presentation to the class.

Project 3 – Preparing for the Spanish job market

For this project, the students will perform a job search, create a resume and cover letter in Spanish, and they will prepare and role-play a mock professional job interview for a position in their field of interest in front of the class.

The prerequisite for this course is SPN 612 or approval from the instructor.  

SPN 612 • Acc Inter Spn Heritage Learner

45655 • Fall 2018
Meets MWF 2:00PM-4:00PM PAR 105
CD

Designed primarily for students who have a cultural and advanced linguistic connection to Spanish.

SPN 327N • Academic Wrtg Heritage Spkrs

45685 • Fall 2018
Meets MWF 1:00PM-2:00PM BEN 1.126
CDEWr

Designed specifically for heritage speakers of Spanish and includes a wide range of cultural readings and writing tasks. Aims to strengthen the clarity and organization of writing, promote critical thinking, and master grammar points of particular concern to heritage speakers.

SPN 612 • Acc Inter Spn Heritage Learner

45880 • Spring 2018
Meets MWF 12:00PM-2:00PM GAR 1.134
CD

Designed primarily for students who have a cultural and advanced linguistic connection to Spanish.

SPN 327N • Academic Wrtg Heritage Spkrs

45920 • Spring 2018
Meets MWF 2:00PM-3:00PM CLA 0.120
CDEWr

Designed specifically for heritage speakers of Spanish and includes a wide range of cultural readings and writing tasks. Aims to strengthen the clarity and organization of writing, promote critical thinking, and master grammar points of particular concern to heritage speakers.

SPN 612 • Acc Inter Spn Heritage Learner

46380 • Fall 2017
Meets MWF 2:00PM-4:00PM MEZ 1.204
CD

Designed primarily for students who have a cultural and advanced linguistic connection to Spanish.

SPN 327N • Academic Wrtg Heritage Spkrs

46415 • Fall 2017
Meets MWF 12:00PM-1:00PM MEZ 1.204
CDEWr

Designed specifically for heritage speakers of Spanish and includes a wide range of cultural readings and writing tasks. Aims to strengthen the clarity and organization of writing, promote critical thinking, and master grammar points of particular concern to heritage speakers.

SPN 612 • Acc Inter Spn Heritage Learner

46465 • Spring 2017
Meets MWF 2:00PM-4:00PM CLA 0.122
CD

Designed primarily for students who have a cultural and advanced linguistic connection to Spanish.

SPN 604 • Acc Intro Spn Heritage Learner

46258 • Fall 2016
Meets MWF 10:00AM-12:00PM MEZ B0.302
CD

Designed primarily for students who have a cultural and linguistic connection to Spanish.

SPN 611D • Second-Year Spanish

46345 • Fall 2016
Meets MWF 12:00PM-2:00PM JES A215A
GC

Focus on the development of multilingual literacy through the analysis and use of Spanish to achieve linguistic competence (aspect, mood, compound tenses, passive voice), communication and interactional competence (pragmatics, cultural perspectives), and metalinguistic competence (critical analysis of oral and written texts, dialectal differences).

 

SPN 611D • Intermediate Spanish II

45460 • Spring 2016
Meets MWF 8:00AM-10:00AM BEN 1.102
GC

Focus on the development of multilingual literacy through the analysis and use of Spanish to achieve linguistic competence (aspect, mood, compound tenses, passive voice), communication and interactional competence (pragmatics, cultural perspectives), and metalinguistic competence (critical analysis of oral and written texts, dialectal differences).

 

SPN 612 • Acc Inter Spn Heritage Learner

45520 • Spring 2016
Meets MWF 2:00PM-4:00PM MEZ 1.208
CD

Designed primarily for students who have a cultural and advanced linguistic connection to Spanish.

SPN 611D • Intermediate Spanish II

45535 • Fall 2015
Meets MWF 2:00PM-4:00PM MEZ 1.122
GC

Focus on the development of multilingual literacy through the analysis and use of Spanish to achieve linguistic competence (aspect, mood, compound tenses, passive voice), communication and interactional competence (pragmatics, cultural perspectives), and metalinguistic competence (critical analysis of oral and written texts, dialectal differences).

 

SPN 611D • Intermediate Spanish II

45540 • Fall 2015
Meets MWF 4:00PM-6:00PM MEZ 1.202
GC

Focus on the development of multilingual literacy through the analysis and use of Spanish to achieve linguistic competence (aspect, mood, compound tenses, passive voice), communication and interactional competence (pragmatics, cultural perspectives), and metalinguistic competence (critical analysis of oral and written texts, dialectal differences).

 

SPN 612 • Acc Inter Spn Heritage Learner

46045 • Spring 2015
Meets MWF 12:00PM-2:00PM PAR 303

Designed primarily for students who have a cultural and advanced linguistic connection to Spanish.

SPN 601D • Introductory Spanish

46945 • Fall 2014
Meets MWF 8:00AM-10:00AM MEZ 1.118

Focus on the development of multilingual literacy through the analysis and use of Spanish to achieve linguistic competence (simple present and past tenses, pronouns, adjectives), communication and interactional competence (complimenting, thanking, requesting, giving opinions), and metalinguistic competence (parts of speech, sociolinguistic cues, dialectal differences).

SPN 601D • Introductory Spanish

46975 • Fall 2014
Meets MWF 10:00AM-12:00PM SZB 380

Focus on the development of multilingual literacy through the analysis and use of Spanish to achieve linguistic competence (simple present and past tenses, pronouns, adjectives), communication and interactional competence (complimenting, thanking, requesting, giving opinions), and metalinguistic competence (parts of speech, sociolinguistic cues, dialectal differences).

SPN F610D • Intermediate Spanish I

88976 • Summer 2011
Meets MTWTHF 1:00PM-4:00PM WEL 3.260

A. SPN 610D is the second course in The University of Texas lower-division Spanish program. This is a six-credit course. The course focuses on further developing speaking, listening, reading, and writing skills in Spanish while building vocabulary, learning basic rules and terminology of Spanish grammar, and gaining a better understanding of Hispanic cultures in order to communicate in an accurate, effective, and informed manner within a variety of sociocultural situations. 

PREREQUISITE for 610D: SPN 601D, 604, 507, or 508K (or equivalent transfer course), with a grade of at least C, or an appropriate score on the University of Texas Placement Test.  For questions concerning prerequisites or eligibility, talk to your instructor or make an appointment with one of the Liberal Arts Advisors for Spanish: Liz Hastings (eyhastings@mail.utexas.edu) and Christine Fisher (fisher@mail.utexas.edu).  Their office is located in BEN 2.108.

B.  GOALS FOR SPANISH 610D

By the end of this course you should be able to do the following:

            (a)     express opinions, reactions and recommendations;

            (b)    discuss possible, probable and certain future events and situations;

            (c)     narrate past events and react subjectively to them;

            (d)    speak hypothetically about various events and situations;

            (e)     analyze moderately complex language data in order to draw conclusions regarding                             parts of speech, functional uses of grammar, etc.;

            (f)     recognize dialectal, social and contextual variation;

            (g)     understand the main ideas of moderately complex written texts (with improved                                 skimming, cognate recognition, and inference skills);

            (h)    understand the main ideas of moderately complex oral discourse (with improved                               recognition of tone, content, context, intonation, etc.);

            (i)     maintain conversations of a substantial length (with improved fluency strategies,                              such as circumlocution, discourse markers, etc.);

            (j)     produce written work of a substantial length (with improved organization,                                        connectors, and appropriateness of register)

SPN 610D • Intermediate Spanish I

46830 • Spring 2011
Meets MWF 2:00PM-4:00PM MEZ 2.210

Focus on the development of multilingual literacy through the analysis and use of Spanish to achieve linguistic competence (commands, subjunctive, hypotheticals, future), communication and interactional competence (disagreeing, suggesting, turn taking), and metalinguistic competence (critical analysis of oral and written texts, dialectal differences).

SPN 601D • Introductory Spanish

46170 • Fall 2010
Meets MWF 11:00AM-1:00PM JES A216A

Focus on the development of multilingual literacy through the analysis and use of Spanish to achieve linguistic competence (simple present and past tenses, pronouns, adjectives), communication and interactional competence (complimenting, thanking, requesting, giving opinions), and metalinguistic competence (parts of speech, sociolinguistic cues, dialectal differences).

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    The University of Texas at Austin
    BEN 2.116
    150 W. 21st Street, Stop B3700
    Austin, TX 78712-1155
    Advising & Registration: 512-232-4506/512-232-4503; Graduate Coordinator: 512-232-4502