SPAN 101, 102 (.01). Beginning Spanish I, II. For non-native speakers of Spanish; aural-oral training in the basic speech patterns with stress on the acquisition of comprehension and oral skill; not open to Spanish-speaking students except by consent of instructor; meets four times a week. (4 each)
SPAN 151. Beginning Conversational Spanish I. For non-native speakers of Spanish; simple conversation, designed primarily to give students extra practice in the oral use of the language; not open to Spanish-speaking students except by consent of the instructor. (3)
SPAN 152. Beginning Conversational Spanish II. For non-native speakers of Spanish; special topics for conversational and continued use of the language; Not open to Spanish-speaking students except by consent of the instructor. (3)
SPAN 201. Intermediate Spanish I. Review of the essentials of vocabulary and grammatical construction with some emphasis on composition. Prerequisites: SPAN 101, 102, or two years of high school Spanish, or permission of instructor. (3)
SPAN 202. Intermediate Spanish II. Extensive readings of contemporary Spanish with an introduction to Spanish literature. Prerequisites: SPAN 101, 102, and 201, or two years of high school Spanish, or permission of instructor. (3)
SPAN 213. Spanish for Spanish Speakers I. For Southwest Spanish speakers who have had little or no previous exposure to written Spanish; emphasis on vocabulary-building through cultural readings. (3)
SPAN 214. Spanish for Spanish Speakers II. Particularly designed for those students interested in gaining knowledge of correctly written Spanish. Highly recommended for students seeking a bilingual endorsement. Prerequisite: SPAN 213 Spanish for Spanish Speakers I or permission of instructor. (3)
SPAN 240. Hispanic Culture. Intermediate-level reading covering the major aspects of Hispanic civilization — history, art, and literature — and its influence on western civilization, its role in the development of European culture in Latin America, and its fusion with the various indigenous cultures. (3)
SPAN 251. Intermediate Conversational Spanish I. Development of fluency in spoken Spanish; a review of grammatical patterns. Prerequisites: SPAN 214, 202 or 251, 252 or permission of instructor. (3)
SPAN 252. Intermediate Conversational Spanish II. Designed to increase vocabulary; a review of grammatical patterns leading the student to linguistic skills necessary for natural conversation and the use of the language as an oral means of communication. (3)
SPAN 301. Survey of Spanish Literature I. Spanish literature from its origins to the Golden Age. Prerequisites: SPAN 240 or permission of instructor. (3)
SPAN 302. Survey of Spanish Literature II. A study of Spanish literature of the Golden Age. Prerequisite: SPAN 240 or permission of instructor. (3)
SPAN 308. Advanced Grammar and Composition. An extensive review of points of grammar, syntax and diacritical notation combined with extensive practice of writing descriptive and narrative prose. Required for students seeking New Mexico Teacher Licensure in Spanish. Prerequisite: SPAN 202 or 214 or 252. (3)
SPAN 350. Chicano Literature. A survey of the literature of the Mexican-American from 1959 to the present. (3)
SPAN 410. Survey of Spanish-American Literature I. Spanish-American literature from the pre-colonial period to 1888; study of first chroniclers, colonial period, patriotic writers of independence, romanticism. Prerequisites: SPAN 240 or permission of instructor. (3)
SPAN 411. Survey of Spanish-American Literature II. Spanish-American literature from 1888 to the present day; modernism, the essay, contemporary fiction and poetry. Prerequisites: SPAN 240 or permission of instructor. (3)
SPAN 423. Spanish Phonetics. This course provides a linguistic analysis of the articulatory sound system of the Spanish language and its relationship to the orthography, morphology and syntax of the language. Prerequisites: Intermediate level Spanish with a grade of "C" or better and concurrence of instructor. SPAN 308 recommended.
SPAN 424. Teaching Methods in Spanish II. Designed to acquaint the student with specialized techniques of teaching Spanish language skills in the secondary schools. (3)
SPAN 425. Applied Linguistics for the Spanish Teacher. Introduction to Spanish phonetics and phonemics; a descriptive analysis of grammatical and semantic structure of contemporary Spanish applied to problems of teaching. (3)Prerequisites: Intermediate level spanish with a grade of "C" or better and concurrence of instructor. SPAN 308 recommended.
SPAN 426. Practicum in the Teaching of Spanish. Supervised practice in tutoring and teaching grammatical concepts as an assistant to a faculty member teaching SPAN 101, 102, 151, 152; may be repeated for credit. Prerequisites: SPAN 201, 202, or 425; Permission of Instructor Required. (3)
SPAN 430. Content Area Spanish. This course is specifically designed for prospective or already practicing bilingual teachers and is meant to provide a means for increasing vocabulary in Spanish in order to be able to teach different subject areas in the language. Students will be exposed to terminology in Spanish which is used in education, psychology, science, mathematics, language arts, social studies, health, art and music. (3)
SPAN 435. Intensive Spanish Language Development. This course is designed to prepare prospective bilingual teachers for the Four Skills Exam required for endorsement in the state of New Mexico and at the same time give them language skills which will make them more effective as bilingual teachers. To accomplish this, students work on grammar, comprehension, speaking, reading and writing exercises and are expected to use only formal Spanish during class time. (3)
SPAN 485. Directed Study in Special Topics:
a. Novel of the Mexican Revolution
b. Spanish Romanticism
c. Spanish Poetry
d. Cervantese. Advanced Composition
f. Spanish-American Novel
g. Modern Spanish Drama
h. Hispanic Culture
i. Hispanic Thought
Permission of instructor required. May be repeated for credit. (3)
SPAN 495. Tutorial Readings.(1-3)
SPED 408. Introduction to Exceptional Children. An introduction to the various exceptionalities, procedures and processes of identifying and placing children with special needs into special remedial or accelerated programs, and of staffing those programs; emphasizes New Mexico programs, standards and guidelines, as well as issues presented in PL 94-142, IDEA, and other state and federal mandates. (3)
SPED 428. Curriculum and Methods in Special Education.Provides teachers of students with disabilities with basic background in methods, materials and curriculum development; emphasizes the analysis and selection of curricula, instructional methods, and the use of materials in process for children disabilities. 30 hours of field work are required during this course. Prerequisites: SPED 408, EDUC 311, EDUC 305, or EDUC 307 and admission to the Teacher Education Program. (3)
SPED 441. Practice Teaching - Special Education. One semester of supervised classroom, experience as a student teacher in a public school; involves a full time assignment of one academic semester with licensed educational personnel supervision. Attendance of a seminar is also a course requirement. Seminars will emphasize teaching methods, behavioral management, ethics, multiculturalism, and tutoring/coaching. Micro-teaching exercises will be used to enhance teaching skills. Permission required. All core/professional courses must be taken prior to Practice Teaching, including EDUC 436. (9)
SPED 451. Behavioral Management Approaches with Exceptional Children.Emphasizes the use of behavior management strategies for children with special needs. (Prerequisites: SPED 408, 428. (3)
SPED 452. Parent, School, Community Relations and the Exceptional Child. Prepares special education teachers to work effectively with the parents of children with special needs by providing information on a variety of issues dealing with parent-teacher relationships. Some of the issues are: value clarification, conferencing skills, assertiveness training, problem solving, establishing open communications, working with community agencies, discipline and legality.(3)
SPED 454. Evaluation and Assessment of Exceptional Children. Familiarize special education teachers with the field of assessment, including methods, diagnostic instruments, and techniques for evaluating exceptional children. Prerequisites: SPED 408, 428. (3)
SPED 456. Culturally Diverse Exceptional Children. Theory and practice in bilingual/multicultural special education, with emphasis on language culture, assessment practices, and learning styles of exceptional bilingual children. (3)
SPED 469. Nature and Needs of the Mentally Retarded. Course is designed to assist teachers in understanding the nature of mental retardation from an interdisciplinary perspective. Emphasis will be placed on the educational significance of different theoretical perspectives as they relate to the needs of the children who are intellectually disabled. (3)
SPED 470. Nature and Needs of the Learning Disabled. This course provides teachers with information which will assist them to understand the nature of learning disabilities from an interdisciplinary perspective. The focus will be on the identification, characteristics, and education of children with learning disabilities. (3)
SPED 476. Nature and Needs of Behavior Disordered Persons. This course provides teachers with information which will assist them to understand the nature of behavior disorders from an interdisciplinary perspective. The focus will be on the identification, characteristics, and education of children with behavior disorders. (3)