1. No category

AP® Spanish Language and Culture
Course and Exam
®
AP Spanish Language and Culture . . .
► Aligns
with the National Standards
► Reflects
best practices at the college level
► Supports
awarding of college credit and
placement
► Prepares
students for success in subsequent
college/university courses
2
Goals of AP® Spanish Language and Culture
► Enhance
student performance in the three
modes of communication:
► Interpersonal
► Interpretive
► Presentational
► Engage
► Provide
students in making cultural connections
students with opportunities to further
develop their language skills
3
Course Sequence & Curriculum Framework
4
►
AP® is generally the capstone course offered
in the fourth or fifth year of an articulated
sequence.
►
The curriculum framework can be used to
inform the entire program of instruction from
the beginning to AP.
The Curriculum Framework
The Curriculum Framework provides information on…
►
How to develop students’ proficiencies in each of the three
modes of communication
►
Expected levels of performance for each learning objective
►
How to design thematic instruction
►
How to unify instruction in classes that have students with
combined levels
►
Developing activities that focus on same theme and mode
►
Differentiating instruction
5
Scope of the Course
The AP® Spanish Language and
Culture course:
6
►
Integrates language, content and
culture
►
Helps students “function in the
language” rather than “learn
language function”
►
Promotes fluency and accuracy in
language use, recognizing the
importance of language structures,
but placing priority on
communication
Focus on Communication
The course is designed around an overarching
premise:
When communicating, AP® world language
students demonstrate an understanding of the
culture(s), incorporate interdisciplinary topics
(Connections), make comparisons between the
native language and the target language and
between cultures (Comparisons), and use the
target language in real-life settings
(Communities).
7
The Three Modes of Communication
8
►
Interpersonal Communication
► Active negotiation of meaning among individuals through
conversation (face-to-face or telephonic); or through reading and
writing (e.g., exchange of personal letters, notes, or e-mails or
participation in written online discussions)
►
Interpretive Communication
► No active negotiation of meaning with another individual,
although there is an active negotiation of meaning construction;
includes the cultural interpretation of text, movies, radio,
television, and speeches
►
Presentational Communication
► Creation of spoken or written communication prepared for an
audience and rehearsed, revised or edited before presentation;
one-way communication that requires interpretation by others
without negotiation of meaning
Learning Objectives
► Spoken
► Written
Interpersonal Communication
Interpersonal Communication
► Audio,
Visual, and Audiovisual Interpretive
Communication
► Written
► Spoken
► Written
9
and Print Interpretive Communication
Presentational Communication
Presentational Communication
Performance Guidelines
Novice
Intermediate
PreAdvanced
AP Course
10
Achievement Level Descriptions
(ALDs)
► Represent
a student’s progression along the second
language learning trajectory
► Provide
explicit descriptions of student performance
at levels 5, 4, 3 and 2
► Allows
for detailed and meaningful reporting of
student performance
11
Achievement Level Descriptions:
Categories Within Each Mode
Spoken and Written
Interpersonal
Communication
Audio, Visual
and Audiovisual
Interpretive
Communication
Spoken and Written
Presentational
Communication
•
•
•
•
•
•
•
•
 Comprehension of
content
 Critical viewing and
listening
 Vocabulary
 Cultures,
connections, and
comparisons
 Discourse and
development
 Strategies
 Language structures
 Writing conventions
 Register
 Cultures, connections
and comparisons
12
Interaction
Strategies
Opinions
Language structures
Vocabulary
Register
Pronunciation
Cultures,
connections and
comparisons
Course Themes
Global
Challenges/Los
desafíos mundiales
Beauty and
Aesthetics/La belleza
y la estética
Science and
Technology/La
ciencia y la
tecnología
Families and
Communities/Las
familias y las
comunidades
Contemporary
Life/La vida
contemporánea
Personal and Public
Identities/Las
identidades
personales y públicas
13
Recommended Contexts
►
Each theme includes a number of recommended
contexts to serve as ways to explore the themes
►
Teachers are encouraged to engage students in the
various themes by considering historical, contemporary,
and future perspectives as appropriate.
►
Teachers should assume complete flexibility in resource
selection and instructional exploration of the six themes.
►
The recommended contexts are not intended as
prescriptive or required, but rather they serve as
suggestions for addressing the themes.
14
Essential Questions
One way to design instruction with the themes is to identify overarching
essential questions
Essential Questions…
►
can guide investigations, learning activities, and performance
assessments
►
are designed to spark curiosity and engage students in real-life,
problem-solving tasks; they are open-ended questions that do
not have one correct answer
►
allow students to investigate and express different views on real
world issues, make connections to other disciplines, and
compare aspects of the target culture(s) to their own
►
lend themselves well to interdisciplinary inquiry, asking
students to apply skills and perspectives across content areas
15
Themes, Recommended Contexts, and
Overarching Essential Questions
Tema: Los desafíos
mundiales
Overarching Essential
Questions:
Los temas económicos
What environmental, political, and
social issues pose challenges to
societies throughout the world? /
¿Cuáles son los desafíos sociales,
políticos y del medio ambiente que
enfrentan las sociedades del
mundo?
Los temas del medio
ambiente
El pensamiento filosófico y
la religión
La población y la
demografía
El bienestar social
La conciencia social
16
What are the origins of those issues? /
¿Cuáles son los orígenes de
esos desafíos?
What are possible solutions to those
challenges? / ¿Cuáles son
algunas posibles soluciones a esos
desafíos?
¿Listos para hacer la actividad mis alumnos hicieron los
días antes del examen AP?
►
Se puede usar estas preguntas claves para practicar la
comunicación interpersonal o la comunicación
presentacional.
►
Con un compañero, tienen un minuto para preguntarse
las siguientes preguntas. Después, un/una estudiante
tendrá que contestar una de las preguntas presentando
su repuesta a la clase.
►
Obviamente, en mi clase, los estudiantes necesitan más
tiempo.
17
Tema 1: Las identidades personales y
públicas
Preguntas:
¿Cómo se expresan los distintos aspectos
de la identidad en diversas situaciones?
¿Cómo influyen la lengua y la cultura en
la identidad de una persona?
¿Cómo se desarrolla la identidad de una
persona a lo largo del tiempo?
Tema 2: La vida contemporánea
Preguntas:
¿Cómo definen los individuos y las sociedades su
propia calidad de vida?
¿Cómo influyen los productos culturales, las
prácticas y las perspectivas de la gente en la
vida contemporánea?
¿Cuáles son los desafíos de la vida
contemporánea?
Tema 3: Las familias y las comunidades
Preguntas:
¿Cómo se define la familia en distintas
sociedades?
¿Cómo contribuyen los individuos al bienestar
de las comunidades?
¿Cuáles son las diferencias en los papeles que
asumen las comunidades en las diferentes
sociedades del mundo?
Tema 4: La belleza y la estética
Preguntas:
¿Cómo se establecen las percepciones de la
belleza y la creatividad?
¿Cómo influyen los ideales de la belleza y la
estética en la vida cotidiana?
¿Cómo las artes desafían y reflejan las
perspectivas culturales?
Tema 5: La ciencia y la tecnología
Preguntas:
¿Qué impacto tienen el desarrollo científico y
tecnológico en nuestras vidas?
¿Qué factores han impulsado el desarrollo y la
innovación en la ciencia y la tecnología?
¿Qué papel cumple la ética en los avances
científicos?
Tema 6: Los desafíos mundiales
Preguntas:
¿Cuáles son los desafíos sociales, políticos y del
medio ambiente que enfrentan las sociedades del
mundo?
¿Cuáles son los orígenes de esos desafíos?
¿Cuáles son algunas posibles soluciones a esos
desafíos?
AP Spanish Language and Culture Exam
AP® Spanish Language and Culture Exam
25
The AP® Exam:
Contexts and Audio Sources
►
Students are provided contexts for doing exam tasks
► Advance
26
Organizers
►
The audio sources for the multiple choice sections are
played twice
►
The audio source for free response task #2 (the
persuasive essay) is played twice
►
Typically all audio sources last from 1 minute 30
seconds—2 minutes 30 seconds; no longer than 3
minutes
►
The audio prompts for free response task #3 (the
simulated conversation) are played once
The AP® Exam: Authentic Materials
Students work with a variety of authentic materials, both
print and audio, reflecting the linguistic and cultural
diversity of the Spanish-speaking world.
► Literary
and journalistic texts but also announcements,
advertisements, letters, maps, tables, etc.
► Scripted
dialogues but also radio interviews, podcasts, public
service announcements, brief presentations, etc.
► Criteria
for selection are comprehensibility (accent, pace,
minimal background noise/overlap) and relevance to a course
theme and to a topic that could interest students.
► Materials
are reasonably chosen, but also reflect a range of
cultural perspectives and linguistic features.
27
The AP® Exam: Advance Organizers
Print Source
Tasks and source materials come with advance
organizers and time for previewing.
SAMPLE: Print Source
Introducción
Tema curricular: Los desafíos mundiales
Este texto trata del envejecimiento de la población
europea.
El artículo original fue publicado el 25 de febrero de
2008 en Inglaterra por el periodista Inder Bugarin.
28
The AP® Exam: Advance Organizers
Print Source
SAMPLE: Audio Source
Introducción
Tema curricular: La ciencia y la tecnología
Esta grabación trata del Primer Simposio de
Bioluminiscencia en Vieques. El reportaje fue publicado el
20 de enero de 2011 en Puerto Rico por el programa Sea
Grant. Son entrevistadas Lirio Márquez, la coordinadora del
simposio, la senadora Norma Burgos, la senadora Marita
Santiago y Ruperto Chaparro, el director de Sea Grant. La
grabación dura aproximadamente tres minutos.
29
The AP® Exam: Multiple-Choice Items
► Mix
of factual and interpretive questions
► Vocabulary
► Purpose
in context
of the text, point of view of speaker/writer
► Audience
of the text
► Inferences
► Questions
and conclusions
of “cultural” or “interdisciplinary” nature
that ask students to show understanding of
information contained in the text
30
The AP® Exam: Free-Response
Questions
In spoken and written
responses, accuracy of
content, as well as linguistic
accuracy, will be important.
In most of the spoken and
written responses, students
are required to demonstrate
understanding of some type
of input.
31
The AP® Exam: Free-Response Questions
E-mail Reply (Interpersonal Writing)
Directions (in English and Spanish, printed side-by-side):
You will write a reply to an e-mail message. You have 15 minutes to read
the message and write your reply.
Your reply should include a greeting and a closing, as well as respond to
all the questions and requests in the message. In your reply, you should
also ask for more details about something mentioned in the message.
Stimulus:
A formal e-mail message (i.e., from a business, organization, university)
presented as an e-mail message window; contains a greeting and a
closing; contains a request for clarification, elaboration or explanation by
the student; contains two questions that cannot be answered yes/no.
32
The AP® Exam: Free-Response Questions
Persuasive Essay (Presentational
Writing)
Directions (in English and Spanish, printed side-by-side):
You will write a persuasive essay to submit to a Spanish-language
writing contest. The essay topic is based on three accompanying
sources, which present different viewpoints on the topic and include
both print and audio materials. First, you will have 6 minutes to read
the essay topic and the printed material. Afterward, you will hear the
audio material twice; you should take notes while you listen. Then
you will have 40 minutes to prepare and write your essay.
In your persuasive essay, present the sources’ different viewpoints
on the topic and also clearly indicate your own viewpoint and
thoroughly defend it. Use information from all of the sources to
support your essay. As you refer to the sources, identify them
appropriately. Also, organize your essay into clear paragraphs.
33
The AP® Exam: Free-Response Questions
Persuasive Essay (Presentational Writing)
Stimuli:
(1) A print source (journalistic article or literary text) that presents a
clear opinion on the topic; opinion is different from that of the
audio source (authentic source, may be excerpted)
(2) A map with text, a chart or a table that presents information on the
topic—this source doesn’t have to present an opinion (authentic
source)
(3) An audio source (interview, report, or announcement) that
presents a clear opinion on the topic which is different from the
opinion in the print source (authentic source, may be excerpted)
34
The AP® Exam: Free-Response Questions
Conversation (Interpersonal Speaking)
Directions (in English followed by Spanish):
You will participate in a conversation. First, you will have 1 minute to read a
preview of the conversation, including an outline of each turn in the
conversation. Then, the conversation will begin, following the outline. Each
time it is your turn to speak, you will have 20 seconds to record your
response.
You should participate in the conversation as fully and appropriately as
possible.
Stimulus:
Outline of a conversation in Spanish that contains a description of each of
five utterances from the interlocutor (the recording) and each of five
utterances from the student; descriptions in the outline focus on
communicative functions (e.g., tell your friend what happened, make a
suggestion, offer a solution, excuse yourself and say goodbye).
35
The AP® Exam: Free-Response Questions
Cultural Comparison
(Presentational Speaking)
Directions (in English followed by Spanish):
You will make an oral presentation to your class on a specific topic. You
will have 4 minutes to read the topic and prepare your presentation.
Then you will have 2 minutes to record your presentation.
In your presentation, compare your own community to an area of the
Spanish-speaking world with which you are familiar. You should
demonstrate your understanding of cultural features of the Spanishspeaking world. You should also organize your presentation clearly.
Stimulus:
36
There is no stimulus, only a prompt. The goals of this task are for the
students to speak first about themselves and their communities (using
description or explanation) and then speak of an area of the Spanishspeaking world about which they’ve learned something or have some
personal experience (using comparison). Students are encouraged to
cite examples from materials they’ve read, viewed and listened to;
personal experiences; and observations.
Cómo calificaron el examen de 2014
AP Score
Panelists’ Multiple-Choice
Recommendations
(out of 65 points possible)
5
52
4
43
3
32
2
25
AP Score
Panelists’
Recommendations
(out of 20 points
possible)
AP Teachers’
Recommendations
(out of 20 points
possible)
5
17
17
4
14.5
---
3
11
11
2
5.5
---
Selección múltiple=65 puntos
Respuestas libres=65 puntos (n X 3.25)
Puntaje total=130 puntos
AP Score
5
4
3
2
1
Multiple-Choice
Points Required
(out of 65)
51.5
42.85
32.05
24.85
Free-Response
Points Required
Raw
Weighted
(out of 20) (out of 65)
17
55.25
14.5
47.13
11
35.75
5.5
17.88
Total Weighted
Points Required
(out of 130)
107
90
68
43
The Standard Group
El grupo estándar
AP
Score
Total Points
Required
5
4
3
2
1
107-130
90-106
68-89
43-67
0-42
AP Spanish Language
and Culture
Distribution of 2014
Student Scores
18.5%
33.2%
32.9%
12.6%
2.8%
Una comparación
AP 5
AP4
AP3
AP2
AP5
AP4
AP3
AP2
AP1
Total Weighted Points Required
AP Spanish
AP French
AP German
2014
2012
2012
107
105
106
90
88
87
68
65
66
43
42
46
Score Distributions for the Standard Group
18.52
12.7
12.2
33.22
25.4
24.6
32.91
35.6
33.1
12.57
20.3
20.1
2.79
6.0
10.0
AP Italian
2012
104
85
65
42
10.9
23.2
34.4
23.4
8.1
Recomendaciones
For the new AP Spanish Language and Culture exam (as for
all of the redesigned AP World Language and Culture exams),
the recommendation is that students who receive a 5 be placed
into the 5th semester, students who receive a 4 be placed into
the 4th semester, students who receive a 3 be placed into the
3rd semester, etc. The standard setting panel was very firm in
the standard they set for a score of 3. They felt the exam was
highly rigorous and challenging, and that students who met the
standard for a 3 did merit placement into a 3rd semester
Spanish course.--Marcia B. Arndt, Director, AP World
Languages and Cultures
AP Course Audit
AP® Course Audit Information
For the course audit process, teachers must submit a
syllabus aligned to the curriculum framework.
► Resources
available for Course Audit:
►
AP® Spanish Language and Culture Course and Exam Description
►
Syllabus Development Guide
►
Four Sample Syllabi
www.collegeboard.com/html/apcourseaudit/index.html
►
AP course syllabus submission deadline is January 31 of the academic
year in which one begins to teach the course
► Schools’ AP
year.
44
administrators renew approved courses each
AP® Course Syllabus
►Syllabus
must demonstrate use of a diverse
range of authentic materials:
► Audio
and video, including but not limited to:
podcasts, music, film, television
► Print,
including but not limited to: literature,
newspapers, magazines, maps/charts, tables,
websites
►Activities
must target each of the three
modes:
‹29› 45
► Interpersonal
► Interpretive
► Presentational
AP® Course Syllabus
►Lessons
must include the six themes.
► Instruction
must address the six themes. You must
demonstrate how resources and activities are connected to
the themes.
► Themes
may be addressed separately or in combination
►Activities
must encourage students to explore
cultural products, practices and perspectives.
► Students
must have opportunities to understand cultural and
linguistic differences in the Spanish-speaking world.
► Students
must have opportunities to compare what they
learn about the target culture(s) with their own culture.
46
AP Central®:
Teacher Support Resources
http://apcentral.collegeboard.com/apc
/public/courses/teachers_corner/2152.
html
47
AP Central®:
Teacher Support Resources
AP Central has a wealth of information and
resources to support your instruction:
► Course
and Exam Description
► Course
Overview
► Frequently Asked
► Online
Questions
Teacher Community
► Exam
Site (includes exam overview and free response
questions, scoring guidelines and student sample answers)
► Practice
► Four
Exam (available at the Course Audit site)
Course Planning and Pacing Guides
48
►
Webcast:
Developing Thematic Units
®
AP Vertical Teams Guide
and Workshop
Build an AP Vertical Team or strengthen an
existing one.
Align world language and culture curricula
vertically across grade levels.
Implement a thematic approach to
instruction using standards-based strategies
for curriculum development.
Transfer new strategies to classroom
practice.
49
Pre-AP ® World Languages and Cultures
workshops
Workshop support available for the following
topics:
►Interpersonal
►Interpretive
Communication
Communication
►Presentational
50
Communication
Thank you!
►
On behalf of the Advanced Placement Program®, thank
you very much for taking the time to learn more about AP®
Spanish Language and Culture.
►
We look forward to partnering with you as you build students’
success in your classroom and for the future!
Thank You!
51
Handbook Activities: Audio and Video LINKS
Model: Choosing Authentic Materials to Support Thematic Instruction
•
Audio only: Migración de mariposas monarca afectada por cambio climático (0:06–1:25)
http://www.youtube.com/watch?v=iWGlZ7zRLCY
Formative Assessment Model: Focus on Spoken Presentational Communication
•
Video: Tapear en Granada: http://www.youtube.com/watch?v=__pLOq3bt10
Formative Assessment: Focus on Written and Spoken Interpersonal Communication
•
Video: El yerbatero por Juanes http://www.youtube.com/watch?v=T8a4Tckeu1I&feature=related
Formative Assessment: Focus on Interpretive Communication (Print and Audio Texts)
•
Video: Día internacional de la mujer http://www.youtube.com/watch?v=-cWoqG0jjv8
•
Video: No la han dejado gobernar por ser mujer: http://www.youtube.com/watch?v=kJVtJpOlegQ
Unit Model
►
Two-part video
Por Siempre joven — I Parte: http://www.youtube.com/watch?v=QYgbCzfwcjU
Por Siempre joven — II Part: http://www.youtube.com/watch?v=toPkMmncN3E&feature=relmfu
►
Podcast
http://tinyurl.com/9bvm43l
52
Course and Exam Description Sample Items:
Audio
•
Section I: Part B Multiple-Choice – Interpretive Communication – Print and Audio Texts
Selección número 1: Fuente número 2
Selección número 2: Fuente número 2
•
Section I: Part B Multiple-Choice – Interpretive Communication –Audio Texts
Selección número 3
Selección número 4
Selección número 5
•
Section II: Free-Response Question – Presentational Writing – Persuasive Essay
Fuente número 3
•
Section II: Free-Response Question – Interpersonal Speaking –Conversation
Script
•
Section II: Free-Response Question – Presentational Speaking – Cultural Comparison
Script
53