Orlando R. Kelm

Audience: The course is designed for Graduate Students in linguistics, foreign language education, graduate students in other departments, including those who study literature but would benefit from a foundational knowledge of linguistics and pedagogy.

Course Description: Our traditional foreign language methodology is confronting the reality of our digital age: instant access to information, video, audio, chats, conversations with people from anywhere at any time, and communication & information flows. All of these potentially change our pedagogical approach, which lead us to assess whether technology and social media are a hindrance or an asset to our language learning. In this course we look at two strands. First, we survey new digital options and tools in learning foreign languages. Second, we survey those options within the context of theories and models related to second language acquisition. That is to say, is there any theoretical foundation behind the effectiveness of these digital foreign language-learning tools? The course will include four units:

1. Tools to organize materials, sort presentations, build portfolios: e.g., padlet.com, blendspace.com, wikispaces.com, getkahoot.com, YouTube Channels, Facebook Groups, Twitter Feeds.
2. Tools to enhance individual practice: e.g., memrise.com, mangolanguages.com, hello-hello.com, duolingo.com, busuu.com, livemocha.com, FluentU.com, LinqQ.com, HelloTalk.com, OpenLanguage.com.
3. Tools to enhance classroom activities: e.g., Aurasma.com, Vyclone.com, List.ly, coogle.it.
4. Tools that become available via Open Educational Resources and Creative Commons licenses: e.g., Brazilpod, Tá Falado, Conversa Brasileira, Língua da Gente.

Requirements and Grading:

The final grade is based on the percentage of total points earned (A = 94+, A- = 90+, B+ = 87+, B = 84+, B- = 80+, C+ = 77+, C = 74+, C- = 70+, D+ = 67+, D = 64+, D- = 60+). Points are distributed on the following basis:

40%     Four oral presentations on content of units

30%     Four 1,000-word reaction papers on course units (to be posted on the course padlet wall)

10%     One bibliography of topics related to unit of interest

20%     YouTube Channel or Aurasma portfolio project.

Possible Class Materials and Readings

Journal of Language Learning and Technology, http://llt.msu.edu

Lamy, Marie-Noëlle and Katerina Zourou (Eds). 2013. Social Networking for Language Education. Palgrave Macmillan.

Walker, Aisha & Goodith White. 2013. Technology Enhanced Language Learning: Connecting Theory and Practice. Oxford, England: Oxford University Press.

Zou, Bin, Minjie Xing, Yuping Wang, Mingyu Sun and Catherine H. Xiang (eds). 2013. Computer-Assisted Foreign Language Teaching and Learning: Technological Advances. Hershey, PA: IGI Global: Information Science Reference. 

Topics vary each semester to allow curriculum flexibility for faculty members and visiting scholars.

POR 341

Summer 2007, Salvador, Bahia

AFRO-BRAZIL AND AFRO-BRAZILIANS: LITERATURES, CULTURE, REPRESENTATION

The purpose of this six week course is to analyze the literary, cultural and social representation of Afro-Brazilians (blacks and mulattoes) from 1800s to contemporary authors. After a brief introduction of the histories of resistance against slavery in colonial times (quilombos), the course will focus on Nineteenth century literatures on and about Afro-Brazilians with an emphasis on Nineteenth century black rebellions (Malês), and the contradictions of abolitionist literature. The first four decades of the twentieth century will focus on modernismo-regionalista literatures, to criticize views of Brazilian racial democracy and the contradictions of Populist depictions of Afro-Brazilians. The last part of the course will focus on contemporary works written by Afro-Brazilian authors, from the social emergence of Abdias do Nascimento “Movimento Negro” to contemporary narratives, music and documentaries which main focus are the cultures of poverty, abandonment, violence in the inner cities, and social discrimination. The course will include cultural tours around main cultural sites in Salvador, Bahia. The course will be taught in Portuguese (readings in English and Portuguese) and will include documentaries and film in Portuguese (or with English subtitles). Students will write a 10 page final paper in Portuguese. The topic will be chosen by the student with the assistance of Prof. Arroyo.

The class will meet from Monday to Thursday (10-12) in ACBEU.

Thursdays and Friday afternoons will be used for tours. Please check your calendars. Attendance is mandatory. All materials are required. One 10 page paper will be presented at the end of the six week period. Two themes, students choose one.

Books (required):

João J. Reis, Black Rebellions in Brazil. The Muslims uprisings of 1835 in Bahia (Amazon)

Luso-Brazilian Books:

Guimãraes Bernardo. A escrava Isaura.

Caminha, Adolfo. Bom crioulo.

Amado, Jorge. Tenda dos milagres.

Rui Gomes. O Pagador de promessas.

One course pack available at Speedway Copy and Printing (Dobie Mall) (Pquete inclui Leituras críticas e Quarto de despejo, Joanna Carolina de Jesus)

Spanish 346 

Practical Phonetics

Instructor:                  Orlando R. Kelm

Office:                         Mezes 4.146

Telephone:                 512 232-4534

Office Hours:             TBA

E-mail:                       orkelm@mail.utexas.edu

Internet:                     http://orlandokelm.wordpress.com/ 

Description:

The object of this course is to introduce the study of Spanish phonetics by analyzing the speech patterns of four Spanish dialects: Mexico, Argentina, Spain, and Caribbean.  Students learn to use the symbols from the International Phonetic Alphabet, as applied to the sounds of Spanish.  Unit topics include: IPA symbols, phonation, language vs. dialects, syllable division, vowels and diphthongs, phonemes vs. allophones, as well as specific units on the variation of four Spanish dialects.  There are 5 unit quizzes and 2 transcription exercises, as well as group class note exercises.

A. Course Materials

Kelm, Orlando R. Course Wiki: http://practicalphonetics.wikispaces.com

Recommended Books (We won’t use them as part of the course, but they serve for those who want more background information on the subject of Spanish phonetics):

Guitart, Jorge M. 2004. Sonido y sentido: Teoría y práctica de la pronunciación del español con audio CD. Washington, D.C.: Georgetown University Press.

Morgan, Terrell A. 2010.  Sonidos en contexto. New Haven: Yale University Press.

Schwegler, Armin, Juergen Kempff and Ana Ameal-Guerra. 2010. Fonética y fonología españolas. 4th Edition.  Hoboken, NJ: John Wiley & Sons.

This course, (taught in Spanish, but designed for both native and non-native speakers of Spanish), consists of the analysis of the cultural issues that come up when doing business in Latin America.  Course materials are found on the course blog: http://kelmcultural.wordpress.com/.  Content for the class comes from online interviews with Latin American professionals who deal with a variety of cultural issues that Americans will encounter when working in Latin America and Spain.  The cultural items are reviewed within the context of Language, Environment, Social Organization, Contexting, Authority, Non-verbal Communication, and Time.  The interviews are saved as video clips and are accessible over the Internet.  The 200+ interviews are subdivided into four major categories including the following: Negotiation Style, Language Issues, Courtesy and Social Situations, Time and Scheduling, U.S./Spain Negotiations.

1.  PURPOSE, GOALS, AND 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 economical internationalization and an increasingly diverse and multicultural work environment.

The Spanish language program focuses on the development of multilingual literacies through the analysis and use of Spanish as a second language. The program focuses on the development of three major types of competencies (all equally ranked in terms of importance):

(1)  linguistic competence (Spanish phonetics/phonology, morphosyntax, lexicon, discourse, etc.)

(2)  communication / interactional competence (sociocultural uses of the language, pragmatics, cultural background / perspectives)

(3)  metalinguistic competence (language as a conceptual, symbolic system)

2.  COURSE DESCRIPTION, GOALS, AND OBJECTIVES

A. SPN 611D is the third 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.

B. PREREQUISITE FOR 611D: the prerequisite for this course is a passing grade (C or better) in SPN 610 D, equivalent credit transferred from another university, or credit by exam. If you do not have the prerequisite, please drop the course now. 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.

C. GOALS FOR SPN 611 D

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

(a) describing in detail 

(b) narrating in the  past

(c) narrating past events and reacting subjectively to them

(d) expressing opinions and reacting to dramatic events and situations

(e) reporting what other people said

(f) discussing past actions affecting the present

(g) recognizing dialectal, social and contextual variation

(h) talking about actions completed before other past actions

(i) talking about hypothetical situations in the future or past

(j) understanding the main ideas in moderately complex written texts (with improved skimming, cognate recognition, and inference skills)

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

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

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

 SPN 325L Introduction to Spanish American Literature since Modernism (2nd summer session).
 
COURSE DESCRIPTION
This course offers a survey of major literary trends and writers of Spanish American literature since Modernism within a cultural context. While the course uses a selection of works that are recognized by critics, specialists, and readers as the most outstanding, it will also include other less-known authors that are equally notable in order to reflect the diversity of Spanish American literature. Most works will be read in their entirety; however, an occasional work may be abridged. The course will include the four genres and will require both textual and thematic analyses of the works so as to prepare students for more advanced courses.
 
COURSE OBJECTIVES
This course is designed to help you
·       read and understand literary texts within an historical and cultural context;
·       foster and develop an individual critical points of view;
·       analyze and compare different literary texts; and
·       write short responses and essays that focus on text and thematic analysis.

Within the language program, SPN 327G is the first in the Advanced Spanish Grammar and Composition two-course sequence. It is a bridge course between lower and upper-division Spanish designed to:

• help you inductively master grammar points of particular concern to speakers of English
• perfect your grammar skills through a variety of tasks designed to clarify and expand your knowledge about particular grammatical points. The oral, reading, and writing activities used to present the grammar offer relevant cultural knowledge that you will be expected to investigate and compare with your own culture.
• acquire and apply strategies of composition development (pre-writing, writing, revising, editing, and evaluation), and
• promote critical and integrative thinking skills.

This learner-based course will lead you through a guided inductive approach that presents you with selected samples to analyze in order to

• discover patterns of oral and written discourse,
• formulate hypotheses about the linguistic and communicative functions of the Spanish language, and
• develop an understanding of Hispanic culture.

All in-class activities, readings, and assignments are in Spanish.

coming soon

Course Title: Business in Hispanic Life and Culture

Instructor Name: Kelm, Orlando

Description:

This course consists of the analysis of the cultural issues that come up when doing business in Latin America.  Course materials are found on the course blog: http://kelmcultural.wordpress.com/.  Content for the class comes from online interviews with Latin American professionals who deal with a variety of cultural issues that Americans will encounter when working in Latin America and Spain.  The cultural items are reviewed within the context of Language, Environment, Social Organization, Context, Authority, Non-verbal Communication, and Time.  The interviews are saved as video clips and are accessible over the Internet.  The 200+ interviews are subdivided into four major categories including the following: Negotiation Style, Language Issues, Courtesy and Social Situations, Time and Scheduling, U.S./Spain Negotiations.

Texts:

All other materials are found on the WEB at the following URL:

 http://kelmcultural.wordpress.com/

Grading:

The final grade is determined by a percentage of points earned for the semester (A=90+, B=80+, C=70+, D=60+):

Culture Portfolio                        1 x 50 pts =                50

Executive Summaries                        4 x 50 pts =            200

Mental Maps                                    4 x 25 pts =              100

Blog Comments/Posts                        10 x 10 pts =            100

Presentación Oral                        1 x 100 pts =            100

Attendance                                    50 pts – 2 =               50

TOTAL                                                            600 pts

PROFESSOR LUIS CARCAMO-HUECHANTE

DESCRIPTION: This course is focused on the development of speaking, listening, reading and writing skills while building vocabulary, REVIEWING ESSENTIAL RULES AND TERMINOLOGY OF PORTUGUESE GRAMMAR, BEING INTRODUCED TO MORE COMPLEX GRAMMAR STRUCTURES, 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.

PROFESSOR LUIS CARCAMO-HUECHANTE

PROFESSOR LUIS CARCAMO-HUECHANTE