Spanish Courses
Spanish Language Courses
Get ready for one of the most memorable experiences you’ll ever have, living and learning Spanish in Costa Rica!
The Spanish school we work with have developed a method for teaching Spanish that is by far the fastest and most enjoyable you’ll find. there program consists of three levels (Beginning, Intermediate, and Advanced) with each of these sub-divided to suit your specific language needs (for example Beginning I, Intermediate II, and Advanced III). A brief verbal test before you begin your classes will ensure that you are placed in the correct level.
Our classrooms are attractive and comfortable providing an ideal learning environment. As individual attention is a top priority, classes are limited to a maximum of six students. Active participation of the students is achieved with a variety of games and interactive material which nurture a rich learning environment and promote fluency.
The schools teachers are extremely competent and qualified; all are professional philologists with many years of experience teaching Spanish as a second language. Most importantly they love what they do, and share this enthusiasm with their students. The standard course length is four hours a day, five days a week.
Home stays are a very important part of our courses. Our method of total immersion extends beyond the classroom and includes lodging with a friendly Costa Rican family. All of the families have been carefully selected and are monitored so that your home stay experience is to your complete satisfaction. Your progress will be phenomenal when you live and learn in Costa Rica!
Take the afternoon to study or go out to experience theater, movies, museums, dancing and more in lively San José. We can even arrange tours and excursions to beautiful rain forests, beaches, and volcanoes throughout Costa Rica. Whether to receive University credit, fulfill professional education requirements or perfect conversation skills, the school we work with are the schools of choice. Plan on having a great time and making great friends.
DETAILED PROGRAM DESCRIPTIONS
FIRST LEVEL
1. GENERAL OBJECTIVES
The purpose of this course is to provide the students with the basic Spanish structures, as well as the necessary vocabulary required to communicate in the new culture. This course will also reinforce and increase conversation skills.
2. COURSE DESCRIPTION
The course will address the needs of those students who are new to the language. The grammar exercises and directed conversations are designed to allow the student to progress rapidly and master the most basic Spanish expressions and constructions. Students will engage in dialogues and practice giving instructions and directions to improve their conversational skills.
3. COURSE DURATION AND CLASS SCHEDULE
Classes start every Monday year-round. Students may attend for as long as they wish. It takes approximately one month to complete each level and students will progress naturally to higher levels as they complete them. Classes are four hours (Standard Course) or six hours (Intensive Course) with breaks. Lessons will be given on a morning or afternoon schedule, in accordance with the School’s policies. Each student will be provided with text and workbooks consistent with the level of their classes.
4. GENERAL METHODOLOGY
Different methods of teaching will be implemented according to the specific needs of the students, including audio lingual, audiovisual, magisterial, immersion and communication systems. In addition, the use of cassette tapes as a corrective method and sequential drawings for story narration will be emphasized.
5. CONTENTS
a. Greetings, Introductions, Self-identification
b. Definite and indefinite articles
c. Agreement of number and gender
d. Telephone calls
e. Possessive adjectives
f. The verb “to be”
g. Present tense
h.”There is”,”there are”
i. Present progressive tense
j. Idiomatic expressions
k. Direct and indirect pronouns
l. Future tense (going to)
m. Prepositions of places
n. Past tense
o. Comparatives and superlatives
p. Gustar, and some verbs of the same structure
q. Simple future
r. Conditional tense
s. Past participle
t. Compound tenses (present perfect and past perfect)
u. Subjunctive (present, imperfect, present perfect and past perfect)
v. Conditional sentences
w. Adverbs
x. Propositions
y. Conjunctions
z. Imperative mode Furthermore Latin literature, orthography and “ley del acento” will be integrated into the program.
6. ACTIVITIES
Different techniques aimed at improving student’s oral expression and comprehension will be used. Activities such as survival dialogues, dramatizations, games, etc., will be employed to enhance vocabulary and present new structures. Lessons will be reinforced through the use of charts and audiovisual aides that further encourage the student’s interest and involvement in the classes. Cultural events, field trips, lectures, films and participation in professional events concerning the student’s field of interest are offered, too.
SECOND LEVEL
I. GENERAL OBJECTIVES
The purpose of the course at this level is to reinforce and increase the knowledge of Spanish structures and, at the same time, generate better skills in oral expression. This level is divided into classes, Intermediate I and Intermediate II.
2. COURSE DESCRIPTION
This course is intended for students with a basic knowledge of Spanish and a working acquaintance with at least, fifty percent of the contents of the first level. The grammar exercises at this level will be related to everyday language and conversation. Students will engage in dialogues and practice giving instructions and directions to improve their conversational skills.
3. GENERAL METHODOLOGY
Different methods will be implemented (audiovisual, magisterial, immersion). The active participation of the students will be highly encouraged. In addition to the cassette tapes and sequential drawings, outside-of-the-classroom interviews will be used to strengthen the student’s comprehension and conversational skills. Cultural immersion, cultural differences and historical perspective are addressed within the context of the language study.
4. COURSE CONTENTS
a. Present tense (regular and irregular verbs)
b. ‘Ser’ vs. ‘estar’
c. ‘Por’ vs. ‘para’
d. Indefinite preterite (regular and irregular verbs)
e. Imperfect preterite
f. Differences between indefinite preterite and definite preterite
g. Comparatives and superlatives
h. Indirect and direct object pronouns
i. Gustar, and some verbs of the same structure
j. Simple future
k. Conditional tense
l. Ser, estar, hacer, haber, tener in weather expressions.
m. Past participle
n. Passive voice
o. Compound tenses of the indicative mode (present perfect, past perfect, conditional)
p. Uses of the subjunctive (present, imperfect, present perfect, and past perfect)
q. Idiomatic expressions 6. ACTIVITIES
Cultural events, field trips, games, lectures, readings, films and participation in professional events concerning the student’s field of interest are offered.
THIRD LEVEL
I. GENERAL OBJECTIVES
The purpose of this course is to introduce more complex grammatical structures and to promote fluency in conversation. This level divided into class of Advanced I, Advanced II, and Advanced III.
2. COURSE DESCRIPTION
This course is intended for students with a working knowledge of at least eighty percent of the contents of the previous level. The grammar exercises and conversation are more complex and elevated, stressing fluency and technicality.
3. GENERAL METHODOLOGY
In this level we seek to achieve full student participation by means of informative, interpretive, and specific readings, lectures and interviews. In addition, the immersion and audio visual methods are integrated to better address the various interests of students.
4. COURSE CONTENTS
a. Review of indicative mode
b. Complete review of the subjunctive mode
c. Conditional sentences
d. Use of the pronoun ‘se’
e. Differences between reflexive and non-reflexive verbs
f. Adverbs (adverbial phrases, difference between adverbs and adjectives)
g. Most commonly used prepositions
h. Periphrastic verbs
i. conjunctions
j. Compound and simple sentences
k. Imperative mode (of usted, tú, and vosotros)
l. Idiomatic phrases
m. Proverbs and common sayings
6. ACTIVITIES
In accordance with the level, students are able to participate in seminars, conferences and films that both inform and promote discussion.
CODICIL TO SYLLABI
Cultural, sociological and historical aspects are part of our Spanish language classes. In our classes we discuss problems of today in a way that lets the students make up their mind about the Latin American culture. In general the topics are accompanied by videos and articles from newspapers.
The topics consist of:
1. Social problems in Costa Rica
2. The role of men and women in the society
3. A comparison between cultures; legal, economic, and social aspects
4. The family
5. Ecological problems
6. Personal conscience and group conscience
7. Abortion
8. Euthanasia
9. Religion
10. Aborigines in Costa Rica
11. PROs and CONTRAs in the discovery of America by the Spanish.
12. Costa Rica as a democratic country.
13. Cultural influence of the USA in Costa Rican culture
14. Economic dependence of Costa Rica and the North American economy
Spanish Teachers Course
Our Schools has designed a course for teachers teaching Spanish as a second language. This course was developed to fill a need that Spanish teachers have for a program that directly addresses their needs to provide the best education to their students. It is our goal to provide instruction for areas of teaching that have a direct impact on the assimilation of language by those being taught and cover subjects not usually taught at university level.
The subjects covered in this course include;
The most important points to incorporate into a study program
Methods of teaching
Auditive comprehension
Reading and composition
Corporal communication
Evaluation
These following subjects are not usually included as university courses but which we consider critical for teaching Spanish as a second language.
Elaborating didactic material in order to reinforce specific topics.
Eliminating a student’s fear to speak in a foreign language.
Localizing an individual’s mistake and achieving an explanation in group activities.
Stimulate individual improvement without hurting the susceptibilities of the entire group.
Achieving a balance between making mistakes and the linguistic level of the student.
Improving the spontaneous activities of the group while improvising topics of conversation or discussion.
How to make a typically uninteresting subject come “alive”.
Explaining specific “problem subjects”.
Methodology of Teaching Spanish as a Second Language
In order to teach Spanish as a second language, it is necessary to use a methodology in relation to the students’ interests. One has to also bear in mind particularly the age, the interest and the ability of each student.
Once the type of student has been found out the instructor will adapt the methodology in relation to the student’s linguistic level; the variety of activities has to be considered in order to maintain the interest during a determined number of lessons.
Some advisable activities could be for instance:
Didactic games which stimulate the oral expression together with a grammatical base.
Use of colored pictures for discussions.
Elaborated filing cards aiming at coordinating comprehension and oral proficiency.
Videos (movies and documentaries) which the instructor will use adequately for criticism, discussion and comment.
Songs that help to improve the additive comprehension.
Group dynamics as personal judgments, imitations, presentations, and exposures in general.
Reading for discussion (use newspaper items)
Field work if possible where the student can interview native Spanish speakers.
Use of sequences to create stories where the student shows his grammatical knowledge.
Writing: different activities that stimulate the written expression such as stories without end, writing of reports in virtue of pictures, invention of dialogues, composition of informal letters and business letters, etc.
A most important aspect is to create a natural atmosphere within the classroom, and to that end it is necessary that the instructor knows the Hispanic culture and to share this experience with his/her students. This important fact will give validity to the need to learn the language as well as something “living” to share during the process. Therefore, we strongly recommend that any Spanish language instructor live for a while with a native speaker.
Spanish Medical Terminology
I. GENERAL OBJECTIVES
The purpose of the first level course is to provide the students with Spanish and Medical Terminology, as well as phrases and conditions one would likely encounter in a medical practice. This course is a combination of our Standard Language Course and specialized Medical Terminology classes. This is an add-on course, and students are expected to have a minimum language skill level of Intermediate, or they will not receive the full benefit of this course. This course can be taken for 2-4 weeks.Texts are provided.
2. COURSE DESCRIPTION
The course will address the needs of those any level student who requires Spanish in their professional capacity. The grammar exercises and directed conversations are designed to allow the student to progress rapidly and master the most basic Spanish expressions and constructions.
The Medical Terminology course will address the needs of those students who are already medical professionals. The student will obtain, learn, and study vocabulary pertaining to situations they may encounter within their practice.
3. COURSE DURATION AND CLASS SCHEDULE
Classes start every Monday and will last two to four weeks. Lessons will be given on a morning and afternoon schedule. Each student will be provided with a grammar and vocabulary textbook. The Medical Terminology part of the course will be every day for 2 hours.
History, Geography, Socio-political Aspects of Costa Rica
This course is made of two distinct but integrated programs. “Contacto Cultural,” and “Enfoque Histórico”, both components constitute a single unit.
“Contacto Cultural” focuses on the process of learning about the language and culture by means of a direct hands-on community contact. Students are given different tasks they must perform outside classroom with the cooperation of Costa Ricans. Once the student has documented the assigned task, he/she will give a brief presentation of the results.
“Enfoque Histórico” attempts to provide the student with a general knowledge about the country’s history, economy, and politics. All different topics will be covered in chronological or in thematic order. Students will be asked to write short essays on different topics.
Program Description
GEOGRAPHY
1. The Costa Rican territory: fundamental characteristics
1.1 Costa Rica: biological and cultural aspects
1.2 Geopolitics of Costa Rica
1.3 Costa Rica and Central America: specific aspects
Video: Art, History, and Beauty of Costa Rica
1. History of the region of the South Pacific
2. The transnational capital and the development of the banana trade
3. Regional economy
Video: The Province of Puntarenas
HISTORY: THE ANTIQUE CULTURES, THE CONQUEST AND THE COLONY
1. The Old World: general characteristics
2. The European expansion and the conquest of the “New World”
3. The colonial model
READINGS
1. Chavarria, Sandra. Las Estructuras de Dominación en Costa Rica: De la Época
Colonial a los Albores del Estado Nacional. San José, Euned, 1991, pp. 36-62
2. Ibarra, Eugenia y Payne,Eliseth.Costa Rica en el siglo XVI. San José, Euned 1991, pp. 53-62.
Video: Intima Raiz
HISTORY: THE DEVELOPMENT OF THE STATE
1. The climate of independence
2. The Central American Federation and Costa Rica
3. The development of the state and the political instability (1840-1870)
4. Agrarian Capitalism and the Incorporation of Costa Rica in the World Market.
5. The War between 1856-1857
HISTORY
The Central Valley: Región Oriental (Cartago)
1. The Central Valley
1.2 Cartago
1.2.1 its importance in the colony
1.2.2 Activities in production
1.2.3 Regional characteristics
Video: Province of Cartago
The Atlantic Region: Limón
1. Limón
1.1 Importance for the National Economy
1.2 Afrocaribbean Culture
Video: Province of Limón
Consolidation and Crisis of the Costa Rican Liberal Model
1. The liberal State: economic, social, political, and religious characteristics
2. The consolidation of agricultural exportation: Development of the railway and the
banana enclave
3. The crisis of the liberal model and the political alternatives
Reformism, Civil War, New Political Constitution (1940 – 1949)
1. The transition to the reformist model
2. The Armed conflict of 1948
3. The Constitution of 1949
Culmination and Crisis of the Social Democratic Model (1940 – 1982)
1. The political parties
2. Administration by the State: National Development
3. Growing of the State System
4. The Crisis of the Administration
Northern Pacific: Guanacaste
1. Northern Pacific
1.1 Activities in production
1.2 Society and Culture
1.3 Guanacaste and National Folklore
ACTUAL COSTA RICA
1. SOCIAL CRISIS
2. DIFFERENT ROLES BETWEEN MEN AND WOMEN
3. INTERVIEWS AND VIDEOS
Literature of Latin America
This is a detailed program description. This is a 4 week course, 4 hours per day and includes home stay.
1. An overview of some of the cultural texts representing America before the arrival of the Europeans and some texts of the colonial epoch.
a. Textual practices in three of the principal indigenous cultures of America: the Mayas, the Aztecs and the Incas (indigenous myths and codices.)
b. Diaries, letters, chronics and relations of the conquest.
c. The illustrated epic (Alonso de Ercilla) and the illustrated poetry (Sor Juana Inés de la Cruz).
2. An overview of some texts respresenting the emancipation of America and its significance as a fundamental element of the Latin American identity. It emphazises the American view of the neoclassicism, romanticism, realism and naturalism.
a. The essay (Simón Bolívar, Domingo Sarmiento, José Martí)
b. The poetry (Juan Zorrilla de San Martín, Estanislao del Campo)
c. The tale (Esteban Echeverría, Baldomero Lillo, Manuel Payno and others)
d. The novel (the student selects the works according to his/her interest)
e. The drama (according to the wishes of the student)
3. An overview of the textual practices representing the modernity of the literature of the first half of the 20th century (modernism, ultramodern manner, regionalism and social realism).
a. The essay ( José E. Rodó, José Carlos Mariátegui and others)
b. The poetry (Rubén Darío, Vicente Huidobro, Leopoldo Lugones, Alfonsina Storni, Gabriela Mistral, Pablo Neruda, César Vallejo and others)
c. The tale (Horacio Quiroga, Ricardo Güiraldes, Miguel Angel Asturias, Juan Rulfo, Alejo Carpentier and others)
d. The novel (the student selects the works according to his/her interest)
e. The drama (according to the wishes of the student)
4. The most representative texts of the new narrative of Latin America and its significance in the construction of the identity of the Latin Americans: Jorge Luis Borges, Octavio Paz, Julio Cortázar, Gabriel García Márquez, José Donoso, Carlos Fuentes, Mario Benedetti, Augusto Monterroso, etc.
5. Theories of genre in the Latin American literature. Re-reading of the patriarchal model starting from the construction of the female and male figures: Rosario Castellanos, Gabriel García Márquez, Isabel Allende, Laura Esquivel, Angeles Mastretta, Reinaldo Arenas, Ana Lydia Vega, Gioconda Belli, Ana Istarú and others.
6. Latin American literature at the end of the 20th century: Jorge Volpi, Roberto Bolaño, Fernando Contreras, Leonardo Padura, Angeles Mastretta, Ana Lydia Vega, etc.
7. In accordance with the teacher the student also has the option to select the literary corpus of his/her interest.
8. Specific programs about Costa Rican and Central American literature are also available upon request.
Law Enforcement Terminology Course
I. GENERAL OBJECTIVES
The purpose of the first level course is to provide the students with Law Enforcement Terminology, as well as phrases and conditions one would likely encounter in the field of law enforcement. This course is a combination of our Standard Language Course and specialized Law Enforcement Terminology classes.This is a 2-week course.
This includes the Standard Spanish course and two hours of law enforcement terminology. Home stay is also provided. Home stay includes private room, laundry service and two meals per day (breakfast and dinner). Texts are provided as well as airport pick up when you arrive.
2. COURSE DESCRIPTION
The course will address the needs of those any level student who requires Spanish in their professional capacity. The grammar exercises and directed conversations are designed to allow the student to progress rapidly and master the most basic Spanish expressions and constructions.
The Law course will address the needs of those students who are already in the law enforcement profession. The student will obtain, learn, and study vocabulary pertaining to situations they may encounter within their practice.
