5.4.3 Lexical Content

The lexical content represents the key, essential, and fundamental vocabulary needed for the learner to develop and complete the various subtasks and final tasks of each unit of the program. This lexical content is presented as associated units, semantic field, and prefabricated phrases, as proposed by the lexical approach. Its objective is to serve as a guide to identify the degree of lexical knowledge that students will obtain in the target language when completing each unit or the program. Furthermore, the lexical content aims to measure the degree of lexical complexity in each level and to have control of the vocabulary presented in each unit and at each teaching level.

As previously stated, the lexical content does not limit the students or the teacher to integrate more vocabulary and phrases in the different activities; it remains open to be increased when necessary or when the lesson or activity requires it; It all depends on the dedication and interest of both the student and the teacher in exceeding the standards established in this program.

5.5 Specific Learning Objectives of the Program

The learning objectives, as stated above, are intended to guide the teacher and the student in the teaching and learning of Spanish as L2. These objectives have been divided into three groups: objectives on the use of the language (functional), objectives on the form of the language (grammatical) and objectives on cultural aspects and norms.

5.5.1 Learning Objectives on the Use of the Language

The learning objectives on the use of the language are based on the general descriptors and learning standards, which are presented in the CEFR for the different levels. The learning objectives are considered the same as the functional content or specific descriptors written in a different way.

To write specific learning objectives, on the use of the language, the word “can” will be eliminated from each of the functional content descriptors. Then, the learning objective will be rewritten using the phrase “after finishing this lesson, the student will be able to: An example is given below.

In the same manner, all the descriptors of the functional content, of the different levels of the program, can be converted into learning objectives centered on the use of the language.

5.5.2 Learning Objectives based on the Form of the Language

 Learning objectives centered on the form of the language are intended to guide the process of teaching and learning to the correct use of the language structure, taking the level in which the competence will be developed into account. Therefore, the most frequently used grammatical units of the target language should have been selected. Most importantly, these grammatical units should be what is necessary for the learner to be able to complete the different tasks, which the program calls for. For example:

After completing this lesson, the student will “be able to”:

• Identify keywords to ask questions.
• Create questions using certain words.
• Answer a variety of questions.
• Identify the strategic vocabulary to identify one or more people without mentioning their name.
• Use a vocabulary in a variety of contexts.
• Identify keywords to match words and ideas when spoken or written.
• Identify and utilize words that connect two words, ideas, or portions.
• Identify and utilize words that replace a name at the end of a sentence.

These learning objectives can be used to assess the form of the language by adding the word “can” to convert it to a descriptor.

For example:

 “Can associate the article with the gender and number of the noun”

5.5.3 Learning Objectives on Cultural Aspects and Norms

The learning objectives on cultural aspects and norms are intended to guide the process of learning of the traditional practices carried out by the natives of an ethnic group, in relation to the language and their behavior. Therefore, through learning objectives on cultural aspects and norms, the affective factors are emphasized as the main axis in the acquisition of this competence. These objectives will not be treated thematically but integrated into the units or lessons as required. A list of these learning objectives are given below which can be implemented in any of the programs presented in this curriculum, while remaining open to teachers’ discretion.

 After completing this lesson, the student will “be able to”:

• Create a positive attitude towards the target language and towards its native speakers.
• Recognize and respect moral and cultural values.
• Identify and utilize the linguistic varieties practiced by the natives of the target language.
• Identify and utilize the formal and informal forms of the language.
• Recognize the different physical expressions used when native speakers are speaking.
• Recognize the level of voice used when native speakers are conversing.
• Recognize the different behaviors of natives related to age and academic level.
• Identify foods and beverages typical of Hispanic culture.
• Understand polite expressions used by native speakers of the target language.
• Identify and utilize the different forms native speakers address other people in their culture.
• Identify the different activities that natives practice as entertainment.
• Recognize natural health practices among natives.
• Identify the different celebrations that take place in the target culture.

These learning objectives on the cultural aspects can be used to assess knowledge of the target culture by adding the word "can" at the beginning of each objective. The learning objective becomes the descriptors for the same purpose. This same procedure was carried out with the objectives on the use and form of the language as described above.

5.6 The Activities presented in the Program

The activities are presented based on the different areas that the programs contain. They are designed to achieve the different learning objectives established in each one of them. The activities are the main axis in the teaching of a language, being that all the skills and learning competencies are strengthened. Therefore, the activities need to be objective, interactive, fun, clear, student-centered, self-explanatory, enriched with vocabulary, linked to a social reality, and must take the affective factor in consideration.  The activities can be classified into activities of initiation, information gap, expansion, corroboration, application, reflection, restructuration of ideas and evaluation. Each program include tasks such as: Initial or introductory tasks, practicing and using vocabulary, oral and written comprehension and expression, grammar task, culture tasks, learning tasks, reflective and evaluative tasks, those that provide feedback, among others, aimed at preparing students to to be able to successfully complete the final tasks at the end of each unit.

5.6.1 The Preparatory Tasks or Subtasks of the Program

Preparatory tasks or subtasks are intended to prepare students to successfully complete the final/main task. By their classification, the preparatory tasks are divided into: introduction to the vocabulary, vocabulary reuse or recycling, initiation task, tasks to make up for information gap, tasks of increase of vocabulary, support  tasks , practice, application, restructuring of ideas, affective, comprehension and expression, cultural, grammatical tasks, among others.  A small guide and a few examples are provided, to guide the facilitator in the development of these tasks. This should allow the facilitator to use his own creativity in the preparation of certain types of tasks, as long as he does not lose focus of the main objective.  

The following are the steps involved in the Preparation of a Preparatory Task.

Step 1. The main theme of the unit and the final task of the same competence are taken as a basis. These two elements are already established in the programs.

Step 2. The subtopic that will be worked on needs to be identified. The subtopic is already established in the thematic table of contents. This subtopic should not be changed because it represents part of the program structure and the basis of the functional and grammatical content.

Step 3. The learning objectives that will be achieved are identified based on the selected subtopic. These objectives are the same functional and grammatical content (specific descriptors) modified to the learning objective’s function.

Step 4. The lexical content is selected based on the subtopic and the functional and grammatical objectives, in order to establish the degree of vocabulary to be taught in this subtopic, without limiting the student in using prior knowledge or incorporating new vocabulary.

Step 5. Subtasks are developed based on the main topic, subtopics, objectives, and lexical content, in order to enable the student to complete the final task of the unit.

5.6.2 The Final or Main Tasks of each Unit of the Program

The final or main tasks represent the goal to be achieved by the learners in each unit of the program. They are established with the purpose of standardizing the teaching of the Spanish language in secondary schools. Its dynamics will ensure that all students receive the same content knowledge and training for the same level in the different skills and learning competencies. The final tasks are considered the main tasks because it enables the students to demonstrate what they “can do” with the target language. For this reason, the task of each unit has been divided into four different phases. The four phases are given in the following sequence: Written Comprehension, Written Expression, Oral Comprehension, and Oral Expression.

The first three phases of each task play a double role in the development of the program. First, they turn out to be the main tool to evaluate the learner in comprehension, written expression, and oral comprehension. They also serve as preparatory activities to carry out the last phase of the task: oral expression. This skill is considered vital because it poses the greatest challenge for second language learners.

The four phases of each task of each unit are left to the teacher's decision to be implemented in whole or part of the phases. It is expected that the facilitator knows the needs of the target group and the progress of the learners in language acquisition at each stage of the program.

Example of a Final Task found in Program A2.1 (Teacher's Guide):

5.6.3 Post-tasks or Reflective Tasks of the Program

Post-tasks are referred to as the activities that come after the completion of the final task. These post-tasks are implemented with the aim of reflecting and rethinking on the development and results of the evaluation and on the learning process that led the learner to the final task. The primary objective of these activities is to foster awareness on the learning outcomes, make corrections of errors of misinterpretations picked up during the acquisition process, modify ineffective teaching/learning strategies, analyze effective learning strategies, incorporate new learning strategies, evaluate the implemented material, and emphasize on all the different factors that contributed to an effective and productive learning. 

The post-task can be strategically planned and organized like a normal lesson.  It can also be implemented through a special session in which the teacher provides feedback on the final evaluation through a dialogue with the students discussing and developing the points described above. This stage of the program is also known as a self-evaluation period. During the self-evaluation period, both the teacher and students can reflect on what they have and have not accomplished, deduce which actions can be taken to improve the program, and implement strategies that guarantee success in the learning a second language upon the completion of the program.

5.7 Temporalization

  It is difficult to establish a set time frame for the completion of the program since our present situation, in terms of learning context varies from district to district, and because of the issue of class period and time assigned for Spanish per week. There is also the issue of the speed at which the students grasp the content as well. In other words some will move at a faster rate than others.

5.7.1 The Reality of our Secondary Schools

Although the Ministry of Education of Belize has made the teaching of the Spanish language at the secondary level mandatory, yet, there are no official regulations as to  the number of hours that the subject must be taught per week. That is left to the discretion of the administrators to decide.  Administrators make decisions on the amount of hours utilized for the teaching of Spanish based on each learning context. However, it should be noted that most secondary schools provide 40 to 45 minutes Spanish classes two to four times per week.

Considering what is stated above, it would be difficult to establish a standard timing of each program for all secondary schools in the country. It is on the teacher’s onus to make himself responsible for accommodating the program based on the learning needs and the learning context for the academic year.  Some of the learning context the teacher needs to take into account are the number of hours Spanish is taught during the week, the number of minutes per class, the number of students in the class, the area of the school location, the presence of Hispanic students in the classroom, among others.

5.7.2 Teaching a Second Language

As we consider the situation regarding the teaching of Spanish language and establishing a time frame for the program, it is necessary to consider that teaching Spanish as a second language is not the same as teaching Spanish as a first language or any other subject where the teacher is required to complete the content of the program in its entirety during the academic year. When teaching a second language, completing the content of the program in its totality becomes irrelevant, since in this case, developing language skills and competencies is the priority over transmitting knowledge.

The real aim in teaching a second language is to ensure that students internalize and utilize comprehensive input, which is given during the academic year, in different contexts and utilizing the target language. When teaching Spanish as a second language, educators should not be focused entirely  on  trying to cover all the content of the program, regardless of whether the results were favorable or not. It is not appropriate, when teaching a second language, for administrators to dictate and demand that the teacher cover the entire content of the program. At the same time, it would be remarkable if the teacher manages to do it.

In conclusion, it is impossible to establish a standard time frame for all secondary schools, but it does not mean that the teacher cannot try to complete the content of the program during the academic year. This situation actually depends on several factors such as: the motivation of the teacher and the students, good communication in the classroom, flexibility and dedication of the teacher, positive attitude of the teacher and students towards the Spanish language, the need to learn the language, number of students in the class, the importance of this subject in the educational institution, good planning, and effective handling of the different activities of the program.

5.8 Didactic Sequencing

This program offers a simple and straightforward didactic sequence that can be easily followed even by a pre-service teacher, who has limited pedagogical training in the teaching of Spanish as L2. Primarily, the thematic and grammatical content has been put in a table, divided into the different units of each program. Each main topic has been divided into subtopics, including a topic on the development of learning strategies. These subtopics guide the preparation of the preparatory subtasks or activities, together with the functional content, the vocabulary content, and the learning objectives. Each unit has a final task for the different linguistic skills, which will serve to evaluate the achievement of students in the learning and acquisition of the target language. Each unit will be developed following these steps:

• The vocabulary of the lesson will be presented in an introductory activity. The vocabulary introduced will be based on the topic to be developed. This will be evident in programs A2, B1, and B2. In higher programs, the vocabulary appears through the development of the activity.
• To practice the vocabulary, dynamic activities will be introduced. Through these activities the students will have the opportunity to internalize the vocabulary.
• The application activities will be implemented with a set of vocabulary of the world outside the classroom setting. These activities will be focused on the development of the four language learning skills, integrating grammar and culture, likewise, the other learning competencies of an L2.
• Pre-evaluative activities will be carried out in the different skills and competencies, where acquired knowledge will be applied in previous activities but in a different context. In this phase, the student must produce something different as he/she uses the target language.
• All skills and competencies will be assessed in one or more final tasks, such as in the assessment activities.

5.9 Evaluation Criteria         

To evaluate the learners in the different programs, qualitatively, the final task of each unit in each program is presented, whereby they will focus on the four learning skills. These final tasks are located at the end of the unit.

The evaluation criteria for e the final tasks will be the same "descriptors'', which are presented in each unit of the different programs. The evaluation criteria indicate what the student "can do" with the target language, in a detailed way. It is necessary to consider that not all descriptors are applicable for a given lesson; it all depends on what is required.. It is left to the teachers’ discretion to make necessary adjustments to the evaluation criteria to meet the demands of the task to be performed.

Having the descriptors does not hinder the teacher in developing his/her own evaluation rubrics, since the descriptors leave out some details about the use of the language. For example: coherence and cohesion, pronunciation, structuring, etc.

Here is an example of how to use the descriptors as an evaluation tool. The following example is focused on the assessment of “Written Comprehension”.

5.10 Adapting the Syllabus to the Official Belizean Lesson Plan Format.

Belize's official lesson plan format is used in most secondary schools countrywide. Thus, it is the school’s obligation to implement any program to the existing format. In view of this, it has been included in this Spanish Curriculum to serve as a guide for the preparation of lesson plans and instructions of the program. Also, the suggested lesson plan format is catered for the teaching of L2, and provides the teacher with the necessary tools to make the teaching of an L2 more effective and easier to implement. As stated previously in the section called “Temporalization”, it is not the same to teach Spanish as a second language as to teach Spanish as a first language or any other subject.

 5.10.1 Lesson Plan Format used in Belize

Subject: Add the name of the subject.

Date: Write the date the lesson will be presented.

Topic: Write the main topic of the selected unit of the program.

Sub-topic:  Write the selected subtopic of the program unit.

Time: Write the total number of minutes the lesson will take.

Level: Write the level at which the program will be used.

References: Add references if any.

Previous knowledge: Write what the students already know and that will be useful for the development of this lesson.

Objectives: Write the learning objectives on the use of the language or on the form of the language. These objectives will be introduced with the following phrase: “After finishing this lesson, the student will be able to”. This phrase aids teachers to avoid writing didactic objectives. 

Note:

The objectives do not indicate what the student will do in class, but rather, what the students should be able to do with the target language after the lesson.

To write objectives for the teaching of Spanish as a second language, it is not necessary to emphasize the 3 learning domains, since it is not teaching concepts but developing skills and competencies that are aimed at. Sometimes in a lesson, only one skill will be emphasized.

When writing objectives for the teaching of a second language, it is necessary to start with the verb "Understand", since it is one of the linguistic skills that need to be developed and is therefore considered a measurable objective unlike in other subject areas.

Concepts: In this section, the lexical content (vocabulary, phrases, questions, answers, sentences) will be added. The concepts are a guide for the teacher during the development of the lesson.

Skills (3): This section will specify the skills that will be developed in class.

Attitudes (3): In this section, the affective and cultural factors can be included, which are reflected in the development of the lesson directly or indirectly.

Materials: All the didactic material(s) that will be used in the lesson are listed.

Connection Areas: This section is not applicable for the secondary level or in teaching an L2.

Introduction: Develop a small interactive activity that is connected with the students’ previous knowledge and the “development” of the lesson.

Development: This section is where the different vocabulary introduction activities, vocabulary practice activities, vocabulary application activities, pre-assessment activities and assessment activities are implemented.

Closing: In this section, a small evaluation activity is carried out based on the activities used. In the case that an evaluation activity will be carried out in the development, it is not necessary to cover this part.

Conclusion: In this section a small evaluation is carried out to verify if the learning objectives of the lesson were achieved. In the case that an evaluation activity will be carried out in the development, it is unnecessary to cover this section.

Extended activities: In this section, an additional activity is added if necessary. The extended activity can be used when a planned activity was ineffective, time management failed, or the students developed the activities too quickly. 

Reflection: In this section, the teacher writes a brief reflection on what occurred in class. The reflection section is/should be used for pedagogical improvement.

5.10.2 Suggested Lesson plan for teaching a Second Language

Below is a suggested special lesson plan for teaching an L2.

Subject: Add the name of the subject.

Date: Write the date the lesson will be presented.

Topic: Write the main topic of the selected unit of the program.

Sub-topic: Write the selected subtopic of the program unit.

Time: Write the number of minutes the lesson will take.

Level: Write the level at which the program is used.

References: Add references if any.

Previous knowledge: Write what the students already know and that will be useful for the development of this lesson.

Objectives on the use of the language: Write the learning objectives on the use of the language. These objectives will be introduced with the phrase: “After finishing this lesson, the student will be able to”. These objectives will be taken from the ‘objectives’ section of the program, specifically those that are reflected in the activity to be developed in this specific lesson.

Note:

a. The objectives do not indicate what the student will do in class, but what they will or should be able to do with the target language after the lesson.

When writing objectives, for teaching Spanish as a second language, it is not necessary to emphasize the 3 learning domains, since concepts are not taught but skills and competencies are developed. Sometimes in a lesson, only one of the skills is developed.

b. When writing objectives in the teaching of a second language, it is necessary to consider that an objective can be started with the verb "Understand", since it is one of the linguistic skills that must be developed. and is therefore   considered a measurable objective, unlike  in other subject areas.

Objectives on the form of the language: Write the learning objectives on the form of the language. These objectives will be introduced with the phrase: “After finishing this lesson, the student will be able to”. These objectives will be taken from the ‘objectives’ section of the program when integrating a grammatical aspect. For instance, the objectives on the form of the language will be used if the lesson is focused on understanding or developing aspects of the past, present or future tense, likewise, if inducing students to speak in the conditional or subjunctive tense. With these objectives, the teacher will know how to conduct the lesson. This section will be filled if the lesson requires it.

Note: Having these objectives in the lesson plan does not mean the teaching/implementation of grammar in the L2 class. This is only an integration of it in the different recreational activities of the program.

Cultural objectives: Write the cultural objectives that are focused on the goal. These objectives will be introduced with the phrase: “After completing this lesson, the student will be able to”. These objectives will be written based on the norms, practices, customs, and beliefs of the native speakers of the target language. These will be integrated into the lesson as required.

Vocabulary: In this section, the lexical content (vocabulary, phrases, questions, answers, sentences) will be added to guide the teacher to develop the lesson. This section will be completed if the lesson requires it.

Skills/Competences: This section will specify the skills/competence that will be developed in class (written comprehension, written expression, oral comprehension and/or oral expression; grammatical, cultural, sociocultural, etc. components).

Aptitudes/Attitudes: In this section, the factors or affective strategies can be included, since they are incorporated or developed in the lesson that prompts the student to develop a positive attitude towards the target language, native speakers, and their culture. It also develops a positive relationship between students and teachers, motivating them to appreciate the target language and guaranteeing the acquisition of it.

Materials: All the didactic materials that will be used in the lesson are listed.

Introduction: Develop a small interactive activity that connects with the student’s previous knowledge and the “development” of the lesson.

Development: In this section, the different vocabulary introduction activities, vocabulary practice activities, vocabulary application activities, pre-assessment activities and assessment activities are implemented.

Conclusion: In this section, a small evaluation is carried out to verify whether the learning objectives of the lesson were achieved. In the case that an evaluation activity will be carried out in the development, it is unnecessary to cover this part.

Extended activities: In this section, an additional activity is added. The extended activity is utilized when a planned activity was ineffective, time management failed, or the students carried out the activities too quickly.

Reflection: In this section, the teacher writes a brief reflection on what happened during the lesson delivery. The reflection section is used for pedagogical improvement.

5.11 Structure and Presentation of the program

To facilitate understanding and management of the program, a table is presented to organize its content. The table contains the number and topic of the unit, descriptors of the unit, subtopics per unit, specific learning objectives per subtopic, the lexical content, suggested activities, and assessment activities for each unit.

 Example of a Section from Unit 1 of Syllabus A2.1 (Teacher's Guide):

5.12 Structure and Presentation of the Workbook

The workbook is intended as a support material for both the teacher and student in the development of the following linguistic skills: written comprehension and expression, and oral comprehension. The workbook has been organized by number of exercises, which corresponds to the same number found in the program activities. The activities included in the workbook are based on the descriptors presented by the CEFR for the different levels and centered on Belize’s real context. In other words, the student will be able to identify himself/herself by studying and practicing the target language in his/her workbook. For greater learning effectiveness through the use of the workbook, it is recommended that all the activities are carried out during the lesson or in class to verify the student's real progress of learning Spanish as a second language. This measure has been considered to prevent native Spanish speakers from completing the workbook activities instead of the second language learner. Thus, it will prevent the teacher from spending unnecessarily time on grading work that was not done by the student. For example, lesson # 30 of the workbook:

A

Part 2