| 12/3/2024 8:59:30 AM |
| Changed Course |
| CATALOG INFORMATION
|
| Discipline and Nbr:
CHLD 186 | Title:
SPANISH LANGUAGE ARTS |
|
| Full Title:
Spanish Language Arts for Young Children |
| Last Reviewed:2/22/2021 |
| Units | Course Hours per Week | | Nbr of Weeks | Course Hours Total |
| Maximum | 3.00 | Lecture Scheduled | 3.00 | 17.5 max. | Lecture Scheduled | 52.50 |
| Minimum | 3.00 | Lab Scheduled | 0 | 6 min. | Lab Scheduled | 0 |
| | Contact DHR | 0 | | Contact DHR | 0 |
| | Contact Total | 3.00 | | Contact Total | 52.50 |
| |
| | Non-contact DHR | 0 | | Non-contact DHR Total | 0 |
| | Total Out of Class Hours: 105.00 | Total Student Learning Hours: 157.50 | |
Title 5 Category:
AA Degree Applicable
Grading:
Grade or P/NP
Repeatability:
00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As:
Formerly:
CHLD 86
Catalog Description:
Untitled document
This course provides language arts activities in Spanish for students preparing for occupations in early childhood settings. Music, movement, and literature for children will be explored as a context for learning to effectively communicate with and teach young Spanish-speaking children. This class is taught bilingually in English and Spanish.
Prerequisites/Corequisites:
Recommended Preparation:
Completion of CHLD 10; OR CHLD 110.1 and CHLD 110.2
Limits on Enrollment:
Schedule of Classes Information
Description:
Untitled document
This course provides language arts activities in Spanish for students preparing for occupations in early childhood settings. Music, movement, and literature for children will be explored as a context for learning to effectively communicate with and teach young Spanish-speaking children. This class is taught bilingually in English and Spanish.
(Grade or P/NP)
Prerequisites:
Recommended:Completion of CHLD 10; OR CHLD 110.1 and CHLD 110.2
Limits on Enrollment:
Transfer Credit:
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP
ARTICULATION, MAJOR, and CERTIFICATION INFORMATION
| Associate Degree: | Effective: | | Inactive: | |
| Area: | | |
| |
| CSU GE: | Transfer Area | | Effective: | Inactive: |
| |
| IGETC: | Transfer Area | | Effective: | Inactive: |
| |
| CSU Transfer: | | Effective: | | Inactive: | |
| |
| UC Transfer: | | Effective: | | Inactive: | |
| |
| C-ID: |
Certificate/Major Applicable:
Both Certificate and Major Applicable
COURSE CONTENT
Student Learning Outcomes:
At the conclusion of this course, the student should be able to:
Untitled document
1. Develop and implement Spanish language and thematic curriculum for children aged 0-8.
2. Use children's literature, songs and games to increase Spanish fluency.
3. Demonstrate support for the home language and culture of all young children.
Objectives:
Untitled document
At the conclusion of this course, the student should be able to:
1. Identify appropriate Spanish language activities for suitability for children in a variety of early
childhood settings.
2. Develop and demonstrate an awareness of Latino culture, including a variety of beliefs,
customs, traditions and holidays of various Latino groups.
3. Demonstrate beginning level receptive and expressive Spanish language skills.
4. Identify effective teaching strategies for dual language learners that apply to children and
adults.
5. Create thematic, integrated Spanish lesson plans for Spanish language activities.
Topics and Scope
Untitled document
I. Contextual Language Acquisition in the Early Childhood Setting
A. Experiential learning versus direct instruction
B. Acknowledging and supporting the home language and culture
C. Incorporating the personal experiences of the children
II. Introduction to Beginning Spanish Language Skills
A. Vocabulary development related to curriculum
B. Useful phrases in the early childhood classroom
III. Spanish Language Songs, Chants and Poems
A. Selecting and developing appropriate materials
B. Creating visuals and props to assist learning
C. Adapting English language songs, chants, and poems
IV. Spanish Language Children's Literature
A. Selecting books that are both culturally relevant and developmentally appropriate
B. Utilizing the local libraries and other resources
C. Creating books with children
V. Spanish Language Games and Activities
A. Selecting games that are both culturally relevant and developmentally appropriate
B. Adapting English language games into Spanish
VI. Selecting and Developing Appropriate Curriculum Themes
A. Emergent
B. Thematic
C. Activity Plans
Assignments:
Untitled document
1. Read text and articles (approximately 10 pages per week)
2. Create a portfolio of Spanish songs, chants, poems, games and activities; includes
approximately 60 items total plus annotation.
3. In-class Spanish language activity demonstrations (group assignment;
approximately 3-5 demonstrations)
4. Participate in weekly classroom activities
5. Research and present a report on a current topic that pertains to supporting the home language
6. Create an annotated bibliography of children's books in Spanish and describe how the books
could be used as part of a theme or curriculum (approximately 40 entries total)
7. Quizzes on vocabulary related to thematic activities (5-10)
8. Written response to videos (approximately 2-4 responses of 750 words)
9. Prepare and demonstrate a thematic Spanish language arts curriculum project (Final)
Methods of Evaluation/Basis of Grade.
| Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing. | Writing
30 - 40% |
| Annotated bibliography, video response papers, portfolio of activities | |
| Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills. | Problem Solving
0 - 0% |
| None | |
| Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams. | Skill Demonstrations
40 - 50% |
| Current topic presentation, thematic curriculum project, activity demonstrations and presentations, thematic curriculum project | |
| Exams: All forms of formal testing, other than skill performance exams. | Exams
5 - 10% |
| Vocabulary tests | |
| Other: Includes any assessment tools that do not logically fit into the above categories. | Other Category
15 - 25% |
| Participation in weekly classroom activities | |
Representative Textbooks and Materials:
Untitled document
California Preschool Learning Foundations and Framework
Hispanic Games and Rhymes. Downs, Cynthia and Erickson, Gloria. Instructional Fair. 1999 (classic)
Illustrator. Kleven, Elisa. Penguin Group. 2002 (classic)
Preschool English Learners - A Resource Guide: Principles and Practices. California Department of Education Press. Spanish edition 2009 and English edition 2012 (classics)
Ten Little Fingers / Diez deditos: And Other Play Rhymes and Action Songs from Latin America. Orozco, José-Luis. Audio CD. MP3. Streaming with free app. 2004 (classic)
Instructor Prepared Materials
Print PDF