Jordan Logan

Curriculum Overview Assignment

October 9,2015

Spanish Language and Culture Nine-year Program Grades 4, 5, and 6

Summary
The Spanish community consists of over 400 million people, it is the
official language of most countries in South/ Central America and Spain; all of
this makes it one of the most widely spoken languages in the world. Learning
the Spanish language has many advantages apart from being exposed to
one of the most rich and diverse cultures, it provides more opportunity to
communicate and understand a different culture. This understanding and its
encouragement is one of the most enriching experiences a person can
participate in if they immerse their selves in it.
Learning a new language can create an understanding of cultural
identity, and allow for individuals to question their own assumptions about
cultures and its values when looking on its positive effect on society. There
has been evidence to support the fact that learning a new language can help
further develop certain cognitive functions like abstract thinking, creativity,
and cognitive flexibility. The advantages to knowing a second language have
expanded to the global marketplace and generally in a job setting just
knowing a second language can benefit the person huge as they are able to
expand their horizon to an international level.
The following assumptions that come straight from the PoS include:
language is communication, all students can be successful learners of
language and culture, all languages can be taught and learned, and this
acquisition of a second language leads to enhanced learning in both the
students primary language, but also areas related to cognitive development
and knowledge acquisition. These assumptions are built in to the PoS to help
guide and encourage second language learners everywhere (not just
Spanish) as they know that they can succeed in learning the language no
matter how difficult it is.

The modes of communication are the base line for any beginning
language learners: interaction, interpretation, and production. Interaction is
the oral or written communication that takes place between people as modes
of understanding each other or to just work with each other. Interpretation is
the process that takes place when the mode of communication is received
and processed by a person. This can be done orally or written, however the
person may not be in direct contact with the other person and does not have
the opportunity to ask for clarification. Production may be the more focal
stage as it is the form result of an oral or written communication tool that
has a directed purpose whether it be directed at a person, or to deliver the
opinion to an audience that is not in direct contact. This stage requires
careful articulation and is often the most difficult to learn.
The idea that language is cumulative is an understatement. The spiral of
progression model states that language learning is integrative as each new
part learned needs to be
integrated into what was learned
previously. The 4 major
components of Applications,

Language

Competence, Global Citizenship, and

Strategies are depicted as being the main
sections and the learner is the wave that
bouncing back and forth from each sub

takes place
section. The shape

of a spiral is used as language learners are both

horizontal and vertical in the
respect that one component is

http://www.learnalberta.ca/ProgramOfStudy.aspx?
lang=en&ProgramId=774260#

never solely focused on, and there needs to be a balance of all 4 to provide
the most effective learning environment for the students.
We will now dive in to the 4 major components that drive the PoS and
explain their impact on second language acquisition. Each of the 4
components are the four GLOS that are used in the PoS and are the

same across all 3 grade levels. These GLOs are then broken down in to
more specific sections of GLOs (not quite SLOs yet) and then eventually
unpacked into SLOs. We will example some SLOs that are derived from these
components and the GLOs in which drive the learning that takes place in the
classroom. At the grade levels of 4, 5, and 6.

Applications (A)
GLO- Students will use Spanish in a variety of situations and for a
variety of principles.
The specific outcomes from the heading of applications deal with what the
students will be able to do with the Spanish language. In this category there
are six headings that break down the different applications and deal with a
specific language function. The headings are as followed:
1.
2.
3.
4.
5.
6.

A1
A2
A3
A4
A5
A6

to impart and receive information

to express emotions and personal perspectives
to get things done
to form, maintain and change interpersonal relationships
to extend their knowledge of the world
for imaginative purposes and personal enjoyment

This organized structure of language competencies are chosen in a way

that reflects the students in a classroom, and are focused on being
meaningful and interactive. These applications are chosen are in conjunction
with Language Competency as they are directly impacted with the elements
that are involved in Language Competence

Language Competence (LC)

GLO-Students will use Spanish effectively and competently
The specific outcomes with Language Competence are related to the
knowledge of the Spanish language and the students ability to use that
language to interpret and produce meaningful forms of communication. Each
of the following headings follow in order and progress as the competence of
the language becomes more in depth.
1. LC1 attend to form

2. LC2 interpret and produce texts

3. LC3 apply knowledge of the sociocultural context
4. LC4 apply knowledge of how discourse is organized, structured and
sequenced
These headings or outcomes should be developed in the classroom
activities that focus on meaningful language and the tasks should be chosen
based on the needs and abilities of the students. The areas of Strategies are
closely related to Language Competence as using an effective strategy helps
the student achieve competence of the language easier.

Global Citizenship (GC)

GLO- Students will acquire the knowledge, skills and attitudes to be
effective global citizens.
The elements of Global Citizenship deal with the development of
intercultural competence, which is essentially the understanding of cultural
identity and appreciation for different cultures around the world. The
concepts deal directly with what makes a good global citizen and how this
can be impacted on an international level. Each of the headings deal with the
multiple factors that are related to global citizenship and help create a better
understanding:
1. GC1 historical and contemporary elements of the cultures of the
Spanish-speaking world
2. GC2 affirming diversity
3. GC3 personal and career opportunities
Developing an understanding of cultures is a lifelong process as cultures
change over time. There is a diversity heading that deals with relating the
culture being studied to their own in order to create a more concrete
understanding. The acquisition of a second language can help students
create a better understanding of not only other cultures, but their own and
recognize that there is much more to the world than what they see on a daily
basis.

Strategies (S)
GLO- Students will know and use strategies to maximize the
effectiveness of learning and communication.

The strategies that are outlined focus on how students learn and
communicate more effectively. These strategies help with students who are
learning a new language, and are centered onthe acquisition of language.
The headings below deal with conscious use of strategies to language
learning, and the development of language skills and abilities.
1. S1 language learning
2. S2 language use
3. S3 general learning
These strategies differ among students as some may work well for one
student, and not work well for another as they depend on a lot of personal
attributes such as: age, culture, attitude, etc. The list provided is an example
of the types of strategies, then their categories and a direct example of the
strategy. The list is just a summary of the actual list on the PoS. Please see
the full online form of the PoS to access a full list of strategies and an
extensive list of examples.

Language Learning Strategies

Cognitive- Example- listen attentively

Metacognitive-Example- make choices about how you learn
Social/Affective - Example- participate in shared reading experiences

Language Use Strategies

Interactive- Example- ask for clarification or repetition when you do not

understand
Interpretive- Example- use illustrations to aid reading comprehension
Productive- Examples- use resources to increase vocabulary

General Learning Strategies

Cognitive- Examples- connect what is already known with what is being

learned
Metacognitive- Examples- reflect on learning tasks with the guidance of
the teacher
Social/ Affective- Examples-seek help from others

Relating the GLOs to SLOs

Below is an example of how the GLOs breakdown to the SLOs on a grade by

grade basis, please see the full PoS online to see all the SLOs in each
category by grade level.
Applications

Language
Competence

Global
Citizenship

Strategies

Applications

Language
Competence

Global
Citizenship
Strategies

Grade 4
SLO example- A1.1 a. Students will be able to share
basic information (ex. Their name).
SLOs are categorized from A 1.1 a.- A 6.3 a.
SLO example- LC1.1 a. Students will be able to
pronounce some common words and phrases
comprehensibly.
SLOs are categorized from LC 1.1 a.- LC 4.3 a.
SLO example- GC 1.1 a. Students will be able to
compare some elements of the cultures of the Spanishspeaking world to their own culture.
SLOs are categorized from GC 1.1 a. GC 3.2 a.
SLO example- S 1.1 Cognitive a. Students will be able
to use simple cognitive strategies, with guidance, to
enhance language learning.
SLOs are categorized from S 1.1 a. S 3.3 a.

Grade 5
SLO example- A1.1 a. Students will be able to ask for
and provide information (ex. Times, date).
SLOs are categorized from A1.1 a.- A6.3 a.
SLO example- LC 1.1 a. Students will be able to
distinguish particular sounds of the language (ex.
Rhyming words).
SLOs are categorized from LC 1.1 a.- LC 4.3 a.
SLO example- GC 1.1 a. Students will be able to make
observations about the cultures.
SLOs are categorized from GC 1.1 a. GC 3.2 a.
SLO example- S 1.1 Cognitive a. Students will be able
to use a variety of simple cognitive strategies, with
guidance, to enhance languages learning.
SLOs are categorized from S 1.1 a. S 3.3 a.

Applications

Language
Competence

Global
Citizenship

Strategies

Grade 6
SLO example- A 1.1 a. Students will be able to describe
people, places, things and series or sequences of
events or actions
SLOs are categorized from A 1.1 a.- A. 6.3 a.
SLO example- LC 1.1 a. Students will be able to
recognize some critical sounds distinctions that are
important for meaning.
SLOs are categorized from LC 1.1 a.- LC 4.3 a.
SLO example GC 1.1 a. Students will be able to
compare some elements of the cultures of the Spanish
speaking world to their own culture.
SLOs are categorized from GC 1.1 a. GC 3.2 b.
SLO example- S 1.1 Cognitive a. Identify and use a
variety of cognitive strategies to enhance language
learning.
SLOs are categorized from S 1.1 a. S 3.3 a.

The Spanish community consists of a rich and diverse culture that

makes up a large portion of one of the most widely spoken languages in the
world. Second language acquisition helps in many cognitive developmental
processes that transpire across different learning strategies. The Spanish PoS
outlines 4 general components that make up GLOs which guide the SLOs that
instruct the learning that takes place in the language learning process.
Please take the time to look at the teaching resources provided on the
Alberta Education website as they offer many exercises and examples that
would help implement these teaching strategies and SLOs that have been
broken down in the PoS.