Helena Talaya-Manso, Ph.D / Assistant Professor of Spanish / Oxford College of Emory University

 ~ TEACHING RESPONSIBILITIES

 ~ TEACHING PHILOSOPHY

 ~ TEACHING METHODOLOGY

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TEACHING

Teaching Responsibilities

“There is an intimate and necessary relation between the process of

actual experience and education”

John Dewey

 

I taught courses on all levels of the curriculum. Specifically, I have taught the Elementary Spanish sequence (SP 101- 102, and 102-Q); the Intermediate Spanish sequence (SP 201- 202); the Intermediate-Advanced Spanish Practice (SP 212); and one upper-level course (SP 311), two upper-level courses: SP 300-W Reading in Spanish: Text and Context; and SP 385 Special Topics: Aproximaciones a la Cuba de hoy, and the intermediate-advanced courses required of all Spanish majors and minors.

Additional Teaching Responsibilities. As an adviser I help students to choose their courses, register for classes and elaborate an academic plan. I also monitor student’s progress toward graduation and completion of their academic requirements, sending notes to other advisors with specifics on the content of Spanish courses.

I mentoring and supervising Spanish Tutors, students workers who have shown their interest in help other Spanish students through the course material. I have created a job description and announced at the human resources- student employment website.  I supervise three students per semester, who mostly do peer tutoring. I coordinate their schedule and the type of work they need to do. I provide them with additional course materials to use with the students of Spanish they are helping to improve students’ understanding in their tutoring sessions.

Part of my responsibilities is to place students in their correspondent level of Spanish, and I’m responsible for the development of the Spanish curriculum. In this regard I reviewed the courses in the Spanish department and made additions to and deletions in the existing program. Regarding Spanish at the elementary level, I recommended that we add SP 111 an intensive High-Beginner course that condenses in one semester both sequences of elementary Spanish. In regards to the upper level courses and as a result I proposed that Spanish 300 change to Spanish 300-W; and that SP 301 and 302 be substituted by SP 311 and SP 318, a writing course and a survey on Hispanic Literature respectively. Also I proposed the new course SP 385 Special Cultural Topics. These changes in the curriculum were necessary to allow faculty to teach courses that are more in line with their pedagogical and intellectual interests and to allow students to benefit more fully from their Spanish studies.

1st semester, fall 2012

SP 101 - First sequence of Elementary Spanish [1]

2nd semester, spring 2013

SP 102  -Second sequence of Elementary Spanish [2]

SP 202 - Second sequence of Intermediate Spanish [4]

3rd semester, fall 2013

SP 212 - Advanced Spanish Practice [5]

SP 311 - Introduction to the Literary Analysis in Hispanic Literature [6]

4th semester, spring 2014

SP 102Q -  Second sequence of Elementary Spanish, taught as Inquiry [2]

SP 202 - Second sequence of Intermediate Spanish [4]

Summer 2014

SP 201 - Intensive-daily summer course of Intermediate Spanish [3]

5th semester, fall 2014

SP 101 - First sequence of Elementary Spanish [1]

SP 201 - First sequence of Intermediate Spanish [3]

6th semester, spring 2015

SP 300W - Reading in Spanish: Texts and Contexts [7]

SP 385 - Special Topics in Language and Culture: Aproximaciones a la Cuba de hoy [8]

 

 

Course descriptions:

[1] SP 101: Elementary Spanish I

This is a four credit hours course. It is an introduction to Spanish for beginners only. This course covers the introductory elements of Spanish grammar, pronunciation, writing, reading and complete auditory exercises in each session. Cultural information is presented simultaneously throughout work inside and outside of class.

I was the sole instructor of all sections and had full responsibility for all aspects of the course.I have change the textbook and re-design the syllabus, homework assignments and exams.

50This is the second semester course of study in a four-semester sequence.  This course is conducted in Spanish with a student-centered approach that aims at giving students many opportunities to interact in the target language during class sessions.  I use various media (Internet resources, CD, DVD/Video, etc.) to facilitate students’ comprehension of the Spanish language and cultures. I acknowledge areas of concern from the previous semester and I have reflected carefully on how to address them.  I organized my syllabi differently, and reconsidered other aspects of the courses such as the amount of work I ask my students to do outside of the class, reducing that somewhat without compromising the course content.

[2] SP 102Q: Elementary Spanish II - INQ

This INQ version of an elementary language course has a special focus on students’ reflections on their own learning process. My primary goal was not only to provide a thorough foundation in the four principal language skills: listening, speaking, reading, and writing. Of greatest importance was to teach them to ask good questions, to think critically and to be independent learners though, of course, it was necessary to provide students with grammar sufficient to give them opportunities to express themselves in Spanish.

[3] SP 201: Advanced Spanish I

This is an intermediate-advanced integrated skills language course that develops students' communicative abilities in Spanish as well as their understanding of the cultural contexts in which the language is used. Students learn to communicate through activities in speaking, listening, and reading and writing; review and learning of vocabulary, grammar and pronunciation; and study of Hispanic cultures and societies. Classroom activities are highly interactive and focus on speaking and listening. Reading about Hispanic cultures is emphasized, as are brief written response papers (to develop accuracy) and oral responses (to develop fluency and pronunciation).

[4] SP 202: Advanced Spanish II

This course is the continuation of SPAN 201, an intermediate-advanced integrated skills language course in which students are encouraged to speak only in Spanish to express themselves on a variety of topics related to the past, present and future and hypothetical situations.

[5] SP 212: Advanced Spanish Conversation

This course focuses on developing both cultural understanding and linguistic skills and explores past and present cultural issues in the Hispanic world -cultural diversity, gender roles- through writing and discussion of short texts and films. I also have implemented a new technique in this course, assigning quick writes also called “free writing,” which consists in informal writing assignments, used as a means of increasing fluent writing, by lowering their anxiety, and getting them more comfortable with their writing.

The students in both sections were very motivated and excited about holding debates in class. They assumed real leadership in the class, with one student in charge of presenting the topic to discuss and directing the conversation every day.

[6] SP 311: Introduction to Literary Analysis

This course is the basis to enter the world of Hispanic Literature. The course introduces the students to the study of Hispanic literatures through a survey of representative texts from Spain and Latin America by teaching the basic techniques for literary interpretation through analysis of the major literary genres: short narrative, drama, poetry, and essay.

[7] SP 300W: Reading in Spanish: Text and Context

The primary objective of this course is to provide students with the historical, geographic and aesthetic background relevant to the study of Hispanic culture (cultural literacy). It also stresses techniques of textual criticism and knowledge of research materials available about Hispanic topics. The principal purpose of Spanish 300, then, is to prepare students to do more advanced work on the cultural manifestations of the Hispanic world.

[8] SP 385: Special Topics: Aproximaciones a la Cuba de hoy

This course covers some cultural and social aspects of post-revolutionary Cuba with an introduction to Cuban history with a focus on the relationship with the United States. Offered entirely in Spanish, students will analyze Cuban culture through multiple artifacts: texts, movies and images and will have the chance to re-think many of the pre-conceived ideas they have of this island and its shared history with the US.

 

 

 

APPENDIX:

1st semester, fall 2012

 ~ SP 101 (3 sections) First sequence

of Elementary Spanish

2nd semester, spring 2013

 ~ SP 102 (1 section) Second

sequence of Elementary Spanish

 ~ SP 202 (2 sections) Second

sequence of Intermediate Spanish

3rd semester, fall 2013

 ~ SP 212 (2 sections) Advanced

Spanish Practice

 ~ SP 311 (1 section) Introduction

to the Literary Analysis in

Hispanic Literature

4nd semester, spring 2014

 ~ SP 102-Q (1 section) Second

sequence of Elementary Spanish,

taught as Inquiry

 ~ SP 202 (2 section) Second

sequence of Intermediate Spanish

5th semester, fall 2014

 ~ SP 101 (1 section) First sequence

of Elementary Spanish

 ~ SP 202 (2 section) Second

sequence of Intermediate Spanish

6th semester, spring 2014

 ~ SP 300W - Reading in Spanish:

Texts and Contexts

 ~ SP 385 - Special Topics in Language

and Culture: Aproximaciones a la

Cuba de hoy