Methodology learning by doing
At Alcalingua, we see the teaching of Spanish as a dynamic process in which both students and teachers participate, therefore:
- We take individual and group variables into account (interests, expectations, etc.).
- We focus on the use of meaningful and action-oriented activities.
- We encourage the use of learning strategies.
- We foster the development of learner autonomy.
- We use team-work techniques in the classroom.
- We raise intercultural awareness.
- We emphasise the learning process.
The main goal of Spanish courses at Alcalingua is to promote the development of communicative competence, in other words to provide students with the knowledge and skills necessary to interact linguistically in an appropriate manner in different communicative situations, in both oral and written form. Our aim is to equip our students with the level of communicative competence necessary for appropriate linguistic interaction in different communicative situations (development of such competence is gradual and defined for each level).
Levels
In accordance with the levels established by the Council of Europe in the Common European Framework of Reference for Languages (EFR), students beginning at the initial level in Alcalingua would progress through the following levels:
A1 > A2 > B1.1 > B1.2 > B2.1 > B2.2 > C1.1 > C1.2 > C2
In order to give a better idea of the meaning of these levels, the Table below shows the equivalence between the EFR, ACTFL and some of the other most well-known international language examinations:
A1
Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
A2
Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate Basic need.
B1
Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.
B2
Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and Independent disadvantages of various options.
C1
Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.
C2
Can understand with ease virtually everything heard or read. Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of Proficient meaning even in more complex situations.
ECTS credits
Alcalingua courses are structured in accordance with the European Credit Transfer and Accumulation System (ECTS) proposed by the European Higher Education Area (EHEA), which is a measure of the time spent by students in acquiring the competences defined in the curriculum. These credits not only reflect classroom attendance and participation, but also the time spent in individual study, completing set work and taking part in cultural and social activities included in the programme, etc.
Assessment criteria
