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Teaching Spanish as a Foreign Language
Presentation · January 2014

DOI: 10.13140/RG.2.2.31659.44329
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Teaching Spanish
as a Foreign Language
© Dr. José R. Belda
Cursos de verano
Universidad de Alicante
www.isp.ua.es
Spanish as a Foreign Language
 Objectives:
 Define your goals and your students’ goals

 Use different teaching methods
 Use and create different (printer & on-
line) materials
 Learn how to implement different testing
methods
 Lesson Planning:
1. Explain the theory for each class (15 mins)
2. Group work: design, create, implement

different exercises (collaborative) (15 mins.)
3. Present results in class (speakers) (15 mins.)
4. DEBATE – results in class (15 mins.)

 LESSONS:
– Goals and Levels

– Teaching Methods
– Skills and exercises
– Teaching materials (on-line & printed)
– Testing / Evaluation
– The Profession today (job opportunities, etc)

Lesson 1
GOALS & LEVELS
Cursos de verano
Spanish as a Foreign Language: Goals & Levels
What’s your
level of
SPANISH /
ENGLISH?
 Levels of Spanish:
 European Reference Level:
 Basic: A1 & A2
 (A1) ser /estar, present, past simple, future

 (A2) dif. Past tenses, songs, comics
 Independent: B1 & B2
 (B1): all Indicative, intr. Subjunctive
 (B2): correct use of all subjunctive
 Proficient: C1 & C2
 (C1): Spanish in context (professional, academic,
etc)
 (C2): advanced, expressions, irony, etc
 Levels of Spanish:
 Instituto Cervantes:
 INICIAL: (introducing, ask for info,

shopping, menus, messages no more than
100 words, etc)
 INTERMEDIO: (grammar resources,

formal/informal speech, express opininos,
vocab of banks, doctor, legal, etc)
 AVANZADO: (native or near native fluency,

accuracy, rich vocab, differnt registers, etc)
 Levels of Foreign Languages (USA):

 ACTFL (American Council on the Teaching of Foreign
languages):
 Novice: (alphabet, numbers, date, nationalities,

basic sentences, etc)
LOW
 Intermediate: (present & past, postcards, short
MID letters, etc)
HIGH
 Advanced: (conditional, phrasal verbs, fluency, etc)
 Superior: (formal & informal speech, no mistakes,

natural, etc)
 Levels of EFL/ELE:
PROBLEMS
 Correspondences:
European Spanish (DELE) English

 A1 ------> (DELE A1) ESOL 1-2
 A2 ------> (DELE A2) ESOL 3-4
 B1 ------> Inicial PET (Prel. Eng Test)
 B2 ------> Intermedio First Certificate (FCE)
 C1 ------> (DELE C1) Cert. in Adv. Eng (CAE)
 C2 ------> Avanzado Cert. Proficiency Eng (CPE)
 Defining your GOALS:
 Analyze students (ask):

 previous knowledge /academic formation
 previous experience / real contact
 Identify (their):
 Language Competence:
 Skills: Listening/Speaking vs Reading/Writing
 Pronunciation / Vocab / Grammar
 Individual / Class Attitude:

 personality (talktative, shy, assertive, self-confident …)
 Interaction (group, one or two classmates, etc)
 Defining your STUDENTS’ GOALS:
 SKILLS:
 Listening Comprehension
 Speaking Pronunciation
 Reading Vocabulary
 Writing Grammar
Exercise 1
 Group work:
1. DESIGN a CARD for the following info about
your classmates (students
2. Use this CARD to analyze all members in your

GROUP and write down your results
1. Compare and DEBATE the results obtained by

each member
Exercise 1
 CARD DESIGN:
1. ACADEMIC Formation
1. Previous Knowledge (classes taken)
2. Previous experience (language contact)
3. Analyze LISTENING & SPEAKING competence
4. Identify their expectations (goals)
5. Identify problems (grammar, vocab, pronunciation,
etc)
2. PERSONAL Information:
1. Analyze your student’s personality
2. Analyze class as a group / possible interaction
Exercise 1
 CARD DESIGN:
2. Use this CARD to analyze all members in your

GROUP and write down your results
1. Official vs. REAL LEVEL (skills): beginner,
intermediate, advanced, etc
2. Goals and Expectations (class interaction)
3. Compare and DEBATE the results obtained by

each member
Lesson 2
TEACHING METHODS
Cursos de verano
ELE/EFL: Teaching Methods
 SYLLABUS (programa)
 Personal Info:
 Name, e-mail, office hours, etc
 OBJECTIVES:
 Clear and numbered
 CONTENT:
 Notional: El verbo ser/estar, El pasado, El imperativo …
 Situational: En la clase, en el médico, en el supermercado, en el bar …
 Functional: Cómo peguntar por direcciones, cómo dar consejos, órdenes, etc
 MIXED: Estructural y Funcional !!
 METHODOLOGY:
 Theory: explicación previa del profesor de contenidos teóricos
 Practice: realización de ejercicios en clase por alumnos (individuales, grupos, etc)
 Materials: Class book, websites, etc
 EVALUATION:
 Continuous: QUIZZES, or (MIDTERM) amd (FINAL)
 Extra Credits
 Bibliography
 Schedule!:
 Week by week, day by day …
 OBJECTIVES:
 Include numbers
 Clear and Concise
 Depending on your (students’) golas (level, expectations,

etc.)
 Two possible ways to organize them:
 Class centered -- Verbos en infinitivo:
 Introducir al alumno en las estructuras básicas el del
español (ser/estar, tiempos, etc)
 Desarrollar la capacidad oral y escrita del alumno para que
pueda desenvolverse en una conversación normal
 Student centered -- Al final del curso, el alumno será capaz de:
 Contar historias en pasado
 Expresar duda, hipótesis...

 Teaching Methods:
 Different schools  methods

 Each country , culture  diff. methods
 Traditional (1800s-1930s):
 grammar exercises (translation method,
reading)
 Modern:
 Structuralism (phonology)
 Generativism (syntax, creativity)
 Pragmatics (language in context, situations)

 Grammar Translation Method (1800s-1930s)

 Cognitive Approach (19402-1950s): skills introduced,
metalanguage overemphasized
 The Silent Way (1950s): teacher only gives clues to students
 Audio-Lingual Method (1950s-1960s) audio tapes, drills,
repetition, mimic, transformation, etc
 Direct Method (1970s): discussion, no translation, inductive
grammar (fill-ins, clozes exercises, etc)
 Natural/Communicative Approach (1960s-2000): 3 stages
(aural comprehension, speech production, speech activities), total
immersion, student-centered, errors not important
 Total Physical Response/TPR (1960-2000): use of commands
and actions
 Community Language Learning (1960s-2000): SARD (Security,
Attention/Aggresion, Retention/Reflection, Discrminiation)
 TOTAL Immersion (2000s): only use of target language
 Computers and the New Technologies (e-learning, computer-
based, etc)
 There is not a PERFECT method, all

complementary
 Depend on your (students’) goals and situation
 Depend on skill and exercises
 Combining different methods in the same class
is ESSENTIAL
 Learning from your students’s learning process
is essential
DOs and DONT’s

about teaching
a Foreign Language
Exercise 2
 DOs and DONT’s about

teaching a Foreign
Language
 GROUP Work: Think/make a

list from your own learning
experience
 DONT’s:
 Don’t take for granted anything from your

students’ (previous) knowledge and formation
 Don’t speak too fast ! Or too low !
 Don’t correct constantly (do it a positive way 
reinforcement)
 Don’t discourage students to participate with
your attitude (nervous, reluctant, aggresive, EYE
and BODY contact)
 Don’t provide TOO MUCH information
(information overload) in one class
 Don’t expect students to interact on their own
(teacher as a mediator)
 Don’t go to class without an organized plan
 DO’s:
 Create a nice and friendly atmosphere

 Take the role of a ‘guide’, ‘moderator’ (<> authority) in
class  leading towards learning
 Have a clear and ORGANIZED plan for each class:
(warning up, objectives, theory, exercises, debate,
conclusions)
 Have students interacting / participating (‘Teach me and
I’ll forget …’)
 Be positive and show grattitude after students’
participation  recognition / reinforcement
 Be natural and optimistic  communication
 METHODOLOGY;
 Different methods:
 Nocional: ser/estar, el pasado, el imperativo …
 Funcional: Como dar órdenes, como pedir consejo …
 Estructural: Me gusta que, es mejor que …
 Situacional: En la tienda, en la clase, en el cine …
 Different schools:
 Structuralism: aprender estructuras, completar huecos (gap
filling)
Juan viajará a España ……… avión el próximo mes

(a) de (b) en (c) con (d) a
 Generativism: generar frases, relacionar términos (match boxes):
Me gusta el profesor poner tarea

No me importa que mis amigos escribirme
Me molesta la gente hacer ruido
 Pragmatics: comunicativo, desenvolverse en situaciones
Exercise 3
 Class DESIGN (30 minutes)
 Group WORK: Design a class where

you teach COMMANDS (Imperative) in
English / Spanish
 Explain the idea to the rest of the class
 DEBATE / Conclusions
Lesson 3
SKILLS & EXERCISES
Cursos de verano
ELE/EFL: Skills and Exercises
 SKILLS:
 OE  Oral Expression
 LC  Listening Comprehension
 WE  Written Expression
 WC  Written Comprehension
 ** G  Grammar
NOTIONAL: G Grammar
 Topics in Spanish:
 INICIALES
 Números
 Artículos
 Ser/estar
 Sustantivos básicos (descripción, etc)
 Adjetivos (comparativos y superlativos)
 verbales básicos
(presente/pasado/futuro)
 Imperativo (afirmativo)
 Adverbios básicos (tiempo, espacio, lugar,
modo)
 Preposiciones
 NOTIONAL G Grammar
 INTERMEDIOS:
 Tiempos verbales (difs. presente, pasado,
futuro)
 Imperativo (positivo y negativo)
 Preposiciones (Por / Para)
 Conjunciones y adverbios
 Subjuntivo básico (presente y pasado)
 Estilo indirecto básico
 NOTIONAL: G Grammar
 AVANZADOS:
 Tiempos verbales completos (uso y
variaciones)
 Imperativo y variaciones
 SUBJUNTIVO:
 tiempos y usos
 tipos de oraciones (sustantivas,
relativas, adverbiales)
 tipos de conectores (adverbios)
 Estilo indirecto completo
 Infinitivo / Gerundio
 SKILLS:
 G  Grammar:
 Tipos de ejercicios
 Completar frases y textos
 Elegir la palabra más adecuada
 Derivar formas de una misma palabra (tiempo,
modo, etc)
 Unir y formar oraciones
 Transformar historias (tiempos, personas ...)
 Agrupar palabras o verbos
 Sustituir formas incorrectas por correctas
 Corregir todo tipo de errores
 SKILLS:
 LC  Listening Comprehension
 Escuchar un diálogo y contestar preguntas
 Escuchar una canción y completar un texto
 Escuchar un diálogo y relacionar imágenes
 Ver un vídeo y contestar preguntas
 Escuchar un monólogo y deducir el significado
de determinadas palabras clave.

 Role plays
 Intercambios lingüísticos ...

 SKILLS:
 OE  Oral Expression
 Role-play
 Vacío de información (information gap)
 Interpretar imágenes, diagramas, cuadros
 Lluvia de ideas (brain-storming)
 Debatir entre alumnos con estructuras pre-

determinadas
 Juegos (Hangman / Pictionary / Taboo ...)
 Intercambios lingüísticos
 Presentaciones orales (películas, libros,

redacciones)
 SKILLS:
 WC  Written Comprehension:
 Lectura intensiva – extensiva (micro-
estructura y macro-estructura)
 Leer un texto y responder preguntas
 Leer fragmentos de un texto y organizarlo
 Leer un texto y asociarlo con imágenes
 Leer un texto y hacer resúmenes
 Cambiar o dar un título para un texto
 Dar, buscar y sustituir sinónimos
 Leer un texto y localizar ideas dentro del
texto
 Class Planning
 Desarrollo típico de una clase:
 1. Warming Up:
Explicar una noción o idea, p.ej. gustar
 2. Theory: ¿Para qué?
Explicar la teoría con ayuda de alumnos (hacer frases):
no/me gusta que …
 3. Practise:
Los alumnos practican ejercicios en clase (individual y
en grupos)
 4. Conclusions: ¿Por qué?
Resumir y repasar
 5. Homework:
El profesor pone la tarea a los alumnos (composición,
ejercicios …)
ELE/EFL: Teaching Methods Exercise
 Lesson Planning (Group work):
 Design: objectives, content, exercises ...

 Time: 1 hour
 Level: low / mid / high
 Number: 15-20 Students
 Place: class
 Material: any class material

 Lesson Planning:
 (Internedio) Mandatos:
1. Warming Up:
Preguntar: ¿qué les recomendaron sus padres antes de ir a la
universidad, cuando eran pequeños?, etc
2. Theory:
Explicar los imperativos, positivos y negativos (pizarra)
3. Practicar:
Practica controlada: ejercicios en papel (gramaticales)

Juegos: -mímica en grupos (escribir instrucciones)
-completar las instrucciones de una medicina
-video: completar, preparar o sustituir recetas
de cocina tras ver un video de Arguiñano ...
4. Conclusiones: ¿Para qué? (repasar errores)
5. Tarea (práctica libre): Darles un enunciado y que
escriban las instrucciones del proceso (reservar un vuelo en
Iberia, reservar un hotel, etc)
Lesson 4
ELE MATERIALS
Cursos de verano
Spanish as a Foreign Language: Materials
 ELE (Español como lengua

extranjera)
 Materials:
 Books
 Audiovisual material (videos, music, etc)
 Software Programs
 Websites
 Videogames and E-books
 Other ‘Authentic material’ (SMS, etc)
 MATERIALES:
 Manuales:
 Hay muchos manuales con distintos enfoques:
 NOCIONALES (+ gramaticales)
 Español 2000
 Uso del español (3 niveles)
 Avance
 Temas de Gramática Superior
 Curso de Perfeccionamiento del español
 Curso Intensivo de español
 FUNCIONALES (+ comunicativos)
 A Fondo
 Rápido
 Gente
 Planeta
 Sueña
 Abanico
 MATERIALES:
 Manuales:
 Por DESTREZAS:
 Hablar bien
 Al habla
 Escribir en español
 Da qué hablar
 Vocabulario Ilustrado
 Por OBJETIVOS
 Diploma DELE (3 niveles)
 Español para los negocios ...
 ELE and The New Technologies:
 Computer software
 Web resources:
 Websites
 Blogs, Vlogs, etc
 E-books and Videogames

 Internet
 Treasure Hunts (pag. siguiente)
 Websites:
 Centro Virtual Cervantes (www.cvc.es)
 Sí, Spain (Embajada de España en Canadá)
http://www.sispain.org/
 Learn Spanish http://www.studyspanish.com/
 Spanish Grammar Exercises
http://www.colby.edu/%7Ebknelson/exercises/
 Ejercicios de gramática
http://www.indiana.edu/%7Ecall/ejercicios.html
 El castellano.org
http://www.elcastellano.org/index.html
 Learn Spanish today
http://www.learnspanishtoday.com/
Spanish Treasure Hunt
 MATERIALES AUDIOVISUALES
 Vídeos:
 Un paseo por (Bolivia, Perú, Argentina ... )
 Apartamento para dos
 España hoy
 Gente de la calle
 Planeta ...
 SOFTWARE (Computer Programs)
 Musical Spanish (for Kids)
 Tell me more
 Talk Now
 World Talk From Euro Talk (vocabulary)
 Rosetta Stone CD-ROM for Spanish
 Who is Oscar Lake?
 Where in the world is Carmen Sandiego? ...
 ELE and The New Technologies:
 Videogames:
 http://www.youtube.com/watch?v=
UuzGGUC7J4I&feature=player_embe
dded
Reading Exercises
 Vocabulary development: essential for the reader to
understand the words a writer has used. A background of
meaningful experiences (exposure to books, people, and places)
and learning words from context (variety of reading material) help
develop vocabulary:
 Literal Comprehension
 Inferential Comprehension
 Critical Reading
 (Emotional) Appreciation
Skimming / Scanning
 Try this exercise:
 http://www.readingsoft.com
 Identify your own reading skills?

Prediction
 Reading is an active process. Meaning
does not exist only on the page or in the
mind of the reader. It is created by an
active interaction between reader and
text.
 Good readers develop predictions about

what they will read next, and then they
read to see if their expectations will be
confirmed or not. If not, good readers
reread and create new predictions.
Prediction
 What types of text can we/you

predict?
(in Spanish)
 Expresiones
 Frases hechas
 Colocaciones
 Compuestos
 Recurrencias
 Pronombres, artículos, preposiciones,
conjunciones, iniciales,etc
Lesson 5
TESTING
Cursos de verano
Spanish as a Foreign Language: Testing
 Evaluation systems:
 Evaluación contínua / final

 Evaluación absoluta / relativa
 “Portfolio evaluation”
 Diseño conjunto del examen
(profesor/alumnos)
 Evaluación presencial / virtual ( a
distancia)
Spanish as a Foreign Language: Testing
 Diseño del examen:

 Organización
 Por destrezas
 Por objetivos
 Por grado de dificultad
 Por contexto situacional
 Formato
 Organización bien estructurada (de pregunta más
fácil a más difícil)
 Instrucciones muy claras evitar ambigüedad
 Dar previamente un modelo (practice test)
 Adecuar extensión / tiempo
 Muy importante: Alumnos con Learning Disabilities
(tiempo, lugar, etc) ADD
(Attention Deficit Disorder)
 Face validity / content validity (review sheets antes
del examen)
 Ejercicios variados (multiple choice, fill in the gap,
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See discussions, stats, and author profiles for this publication at: https://www.researchgate.

Teaching Spanish as a Foreign Language

Presentation · January 2014

Digital Language Learning (DL2) View project

The user has requested enhancement of the downloaded file.

© Dr. José R. Belda

 Define your goals and your students’ goals

1. Explain the theory for each class (15 mins)

2. Group work: design, create, implement

3. Present results in class (speakers) (15 mins.)

4. DEBATE – results in class (15 mins.)

– Goals and Levels

– The Profession today (job opportunities, etc)

 (A1) ser /estar, present, past simple, future

 INICIAL: (introducing, ask for info,

 INTERMEDIO: (grammar resources,

 AVANZADO: (native or near native fluency,

 Levels of Foreign Languages (USA):

 Novice: (alphabet, numbers, date, nationalities,

 Superior: (formal & informal speech, no mistakes,

European Spanish (DELE) English

 Defining your GOALS:

 Analyze students (ask):

 Individual / Class Attitude:

 Defining your STUDENTS’ GOALS:

Spanish as a Foreign Language: Goals & Levels

 Defining your GOALS:

2. Use this CARD to analyze all members in your

1. Compare and DEBATE the results obtained by

Spanish as a Foreign Language: Goals & Levels

 Defining your GOALS:

Spanish as a Foreign Language: Goals & Levels

2. Use this CARD to analyze all members in your

3. Compare and DEBATE the results obtained by

© Dr. José R. Belda

 Clear and Concise

 Depending on your (students’) golas (level, expectations,

 Expresar duda, hipótesis...

 Different schools  methods

 Generativism (syntax, creativity)

 Pragmatics (language in context, situations)

 Grammar Translation Method (1800s-1930s)

 There is not a PERFECT method, all

DOs and DONT’s

Spanish as a Foreign Language

 DOs and DONT’s about

 GROUP Work: Think/make a

 Don’t take for granted anything from your

 Create a nice and friendly atmosphere

Juan viajará a España ……… avión el próximo mes

Me gusta el profesor poner tarea

Spanish as a Foreign Language

 Class DESIGN (30 minutes)

 Group WORK: Design a class where

 Explain the idea to the rest of the class

 Escuchar una canción y completar un texto

 Escuchar un diálogo y relacionar imágenes

 Ver un vídeo y contestar preguntas

 Escuchar un monólogo y deducir el significado

de determinadas palabras clave.

 Intercambios lingüísticos ...

 Vacío de información (information gap)

 Interpretar imágenes, diagramas, cuadros