Session 1: (June 22 – July 11, 2025)
Electives
SPAN 541 Encuentros culturales en América Latina/Cultural Encounters in Latin America
Dr. Martín Gaspar – 3 credits
Latin American culture is neither ‘this’ (the local, native culture) nor ‘that’ (Europe, the West), but an in-between space where cultures and languages meet, clash, mingle. Its very identity is defined by negotiations, mestizajes, counterpoints, transculturations, translations and mistranslations. So it makes sense that translation scenes are everywhere in the Latin American tradition, and that translators and interpreters are the focus of much attention. In this course, we will analyze episodes of cultural encounters since Columbus’ arrival to the 21st century, and consider them as barometers for understanding the broader cultural climate. Along the way, we will act as translators and interpreters, exploring forms of cultural in-betweenness in Guanajuato’s streets, buildings, markets, and music.
SPAN 516: Encuentros culturales en la pedagogía del español/Cultural Encounters in Spanish Language Pedagogy
Dr. Martín Gaspar – 2 credits
In this class we will explore how to incorporate cultural encounters, both real and imagined, into the Spanish classroom. We will begin by addressing the impediment of unknown languages(how do we communicate when we don’t know the other’s language and culture?). We will then move on to introductions (how do we introduce ourselves and explain to others who we are and where we come from?). We will speculate about fictional encounters (what would a Martian think of us?), and finally, we will explore historically situated cultural encounters and, in general, encounters that require assuming other subjectivities. In the process, we will reproduce the learning of a new language and a new culture that someone learning Spanish goes through—a process that will allow students to engage in forms of self-reflection that demonstrate to what extent cultural contacts are problem-solving games. Depending on the students’ level of development, we will design different types of writing exercises, and evaluate their strengths and weaknesses in a workshop format.
SPAN 525: Ficciones familiares: An Introduction to Gender Studies through Literature and Film
Dr. María Julia Rossi – 3 credits
This course examines the intricate relationships between identity and family through the lens of gender studies in Latin American and Spanish literature and film. By engaging with a diverse selection of narratives, we will explore how family structures and ties shape our understanding of gender identities and interpersonal relationships across various cultural contexts. Through critical readings of works and films by influential authors and filmmakers, students will reflect on key concepts such as patriarchy, intersectionality, and the dynamics of masculinity, femininity, and non-binary identities. The course will highlight the voices of marginalized groups, examining how issues of race, class, and coloniality intersect with family life in Latin America. Discussions will emphasize the role of family in shaping individual identities and social interactions, fostering a critical understanding of the complexities of familial relationships in a gender-inclusive framework.
SPAN 516: Identidad y pertenencia: Language, Diversity, and Family Ties in the Spanish Classroom
Dr. María Julia Rossi – 2 credits
This course is designed to cultivate inclusive environments in Spanish language classrooms by focusing on a broad understanding of family life. Participants will engage with theoretical frameworks and practical strategies for incorporating inclusive language in Spanish, addressing a broad understanding of inclusivity that encompasses diverse gender identities, family structures, race and ethnicity, class, and disabilities. The course will use a variety of activities, discussions, and resources aimed at fostering awareness and sensitivity. Educators taking this course will engage in hands-on, practical activities that they can adapt for their own classrooms, ensuring they leave with the tools necessary to create a more inclusive and affirming educational experience for every student.
SPAN 581: Heritage Speakers and Their Linguistic Development
Dr. Tania Leal – 3 credits
This class on heritage languages invites students to explore the fascinating dynamics of language acquisition in naturalistic and educational contexts. We will delve into the unique experience of heritage speakers—individuals who often grow up speaking a minority language at home while navigating a dominant language in broader social settings. Through the lens of research on morphosyntax, phonology, pragmatics, and lexicon, the course will challenge students to critically evaluate the resilience and vulnerabilities of heritage language development. Together, we will uncover how learning one’s heritage language can foster both ethnic identity and academic success, particularly among immigrant-background students in the U.S. This course promises to equip students with the ability to articulate key distinctions between heritage language and second language acquisition, emphasizing the interplay of linguistic and cultural factors.
SPAN 516: Issues in Heritage Language Instruction
Dr. Tania Leal – 2 credits
This course tackles critical questions surrounding the teaching of heritage languages, with a special focus on Spanish in U.S. classrooms. We will explore the pedagogical objectives that drive heritage language programs, assess research findings on effective instruction, and engage in discussions on whether classroom-based learning benefits heritage language acquisition. Students will delve into differentiated instruction and the role of service-learning programs in supporting heritage speakers. With a blend of theoretical and practical components, the course encourages participants to reflect on their own teaching experiences, using evidence-based research to design classroom activities and instructional plans tailored to heritage language learners. By the end of the course, students will have a solid foundation to critically assess and implement heritage language pedagogy in secondary and postsecondary contexts.
Core Courses
FL 511 - Second Language Acquisition Theory and Practice
Dr. L.J. Randolph – 3 credits
Provides students with an overview of the most current theories of second language acquisition and the teaching methodologies that result from these approaches. Students will detail differences between and similarities among the various models of second language acquisition as they learn how to identify and integrate them into the world language classroom.
FL 514 - Action Research
Dr. Paul Toth – 3 credits
Introduces students to research methodologies that pursue action (change) and research (understanding) concurrently. Students will learn how to do a systematic inquiry into the teaching/learning environment of a classroom with the goal of developing reflective teaching practices. This course is intended as preparation for an action research project that students will conduct over the course of the following year
Optional Courses
SPAN 510 - Conversación Avanzada
University of Guanajuato Staff – 1 credit
Designed to improve Spanish conversational skills. Students will learn about and discuss a wide variety of current topics, including historical influences on contemporary culture; art and media; and societal, religious, and political institutions.
New topics each year – syllabus will vary by instructor. No text purchase required.
Session 2: (July 13 – August 01, 2025)
Electives
SPAN 525: Arte en contexto: La historia visual de la ideología mexicana
Dr. Enrique Chacón – 3 credits
The purpose of this course is to explore the visual cultures of Mexico through the analysis of art and visual culture. We will examine how Mexican identity and ideology have been shaped throughout history. Beginning with major works of Mexican art, we will discuss themes such as race, nation, gender, and mestizaje. The course will include a review of various primary sources, such as films, documentaries, and artworks, with visits to museums and galleries. Additionally, we will study a range of academic, historical, and literary texts to gain a deeper understanding of Mexican art within its historical, cultural, and ideological contexts.
SPAN 516: Español visible: El uso de las artes visuales en la enseñanza del español
Dr. Enrique Chacón – 2 credits
This course will explore how visual art can enrich teaching in the Spanish classroom. We will design and test various activities that use art as a medium to teach both language and culture, leveraging the pedagogical potential of artistic expression and modern technologies to engage with storytelling. Through the use of tools like in-person and virtual visits to museums and art galleries, we will create experiences that highlight the cultural and aesthetic qualities of Mexican art. The course will integrate visual culture with language instruction, encouraging innovative ways to teach and assess communication in the target language (L2). Class sessions will focus on collaborative experimentation with new methods and strategies.
SPAN 581: Implicit and Explicit Ln Learning
Dr. Julio Torres – 3 credits
Do grammatical explanations help in learning a second/additional/heritage language (Ln)? In this course, we will examine the theoretical approaches to the processes of implicit (unconscious & unintentional) and explicit (rule-based and intentional) learning in the field of Second Language Acquisition (SLA). Students will explore the evolution and existing debates in the field of Ln acquisition. Students will explore the evolution and ongoing debates in the field of Ln acquisition regarding pedagogical conditions, implicit and explicit learning and knowledge, as well as the potential synergy between processes and knowledge. Students will read empirical studies that examine different theoretical stances. By the end of the course, students will understand the current knowledge in the field and the future of this learning paradigm.
SPAN 516: Processing Instruction: A Focus on Form Approach to Teaching Ln Grammar
Dr. Julio Torres – 2 credits
At the beginning of this course, students will learn about the psycholinguistic principles and empirical studies related to processing instruction as an approach to teaching second/additional/heritage (Ln) grammar. The remainder of the course will be a workshop format, where students will apply the principles of processing instruction to create structured activities for those difficult grammar topics for our Ln learners when they are formally learning Spanish. The goal is to create a portfolio of structured activities that they can use throughout the school year.
Core Courses
FL 512 - Teaching for Proficiency: Methods and Strategies
Dr. Mandy Menke – 3 credits
Explores how proficiency standards can be applied in the classroom in conjunction with state and local standards based on the national standards for foreign language education as established by the American Council on Teaching of Foreign Languages (ACTFL). Students learn how to integrate the five Cs of world language education: communication, cultures, connections, comparisons, and communities, with clearly defined proficiency standards for foreign language performance.
FL 513 - Second Language Assessment: Principles and Strategies
Dr. Mark Darhower – 3 credits
Equips participants with up-to-date knowledge of best practices in assessing foreign language development and provides them with meaningful opportunities to practice creating assessment tools and evaluation criteria in a collaborative setting. The approach to assessment emphasized in this course is multidimensional and Standards-based. Course participants complete a portfolio of assessment tools for classroom use.
SPAN 504 - Action Research: Presentation, Session 2
Dr. Jeremy Bachelor – 1 credit
Culmination of Action Research conducted in the student’s classroom. Consists of a presentation to faculty and students of the final version of the paper, which will also be submitted for digital storage in the library. These course components are graded based on the Spanish Action Research Project Rubric and the Spanish Action Research Presentation Rubric. The final written project must be approved before being presented to faculty and students.
This credit should be registered for during the session in which a student presents their Action Research project.
Optional Courses
SPAN 511 - Gramatica Avanzada
Staff – 1 credit
Addresses selected topics in Spanish grammar, with particular focus on grammatical difficulties for English speakers with the goal of helping students improve proficiency in the language. Course conducted entirely in Spanish.
New topics each year – syllabus will vary by instructor. No text purchase required.
Contact the Summer Language Institute
SOU Summer Language Institute Program
1250 Siskiyou Blvd.
Ashland, OR 97520
Spanish: 541.552.6743
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