By the end of this language course, students should be able to say:<br /> <br /><div align="center"> <table border="1" cellpadding="0" cellspacing="0"> <tbody> <tr> <td valign="top" width="89"> <p style="TEXT-ALIGN:center" align="center"><strong>Interpretive Listening</strong></p> </td> <td valign="top" width="90"> <p style="TEXT-ALIGN:center" align="center"><strong>Interpretive Reading</strong></p> </td> <td valign="top" width="90"> <p style="TEXT-ALIGN:center" align="center"><strong>Interpersonal Speaking</strong></p> </td> <td valign="top" width="89"> <p style="TEXT-ALIGN:center" align="center"><strong>Presentational Speaking</strong></p> </td> <td valign="top" width="89"> <p style="TEXT-ALIGN:center" align="center"><strong>Presentational Writing</strong></p> </td> </tr> <tr> <td valign="top" width="89"> <p>I can understand extended speech and follow complex lines of argument provided the topic is reasonably familiar. I can understand sources such as TV news, current affairs programs, and films in standard language.</p> </td> <td valign="top" width="90"> <p>I can read texts such as articles and reports that are concerned with contemporary problems written from a particular viewpoint or perspective. I can understand contemporary literary prose.</p> </td> <td valign="top" width="90"> <p>I can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible. I can take an active part in discussion in familiar contexts and support my views.</p> </td> <td valign="top" width="89"> <p>I can present clear, detailed descriptions on a wide range of subjects. I can explain a viewpoint on a topical issue and discuss the advantages and disadvantages of various options.</p> </td> <td valign="top" width="89"> <p>I can write clear, detailed text on a wide range of subjects related to my interests. I can write texts such as an essay or report that conveys information or gives reasons in support of or against a particular point of view. I can write texts such as letters highlighting the personal significance of events and experiences.</p> </td> </tr> </tbody> </table></div><p><em><br /> Goals for Cultural Competence</em></p><p>The goals for cultural competence are not organized hierarchically as are the linguistic goals for the course.<br /></p><p>By the end of the semester, I will be able to say that I can:</p><ul> <li>Identify, discuss, and analyze such intangible products of the culture I am studying, as social, economic, and political institutions, and explore relationships among these institutions and the perspectives of the culture;</li></ul><ul> <li>Give examples of social behaviors that express the target culture's underlying value system;</li> <li>Interpret social phenomena within the context of the target culture;</li> <li>Describe instances of major change within the culture I am studying.</li></ul><p> </p><p><em><br /></em><strong>Textbook(s)</strong></p><p>Gaash, James and Budig-Markin, Valérie. <em>Diversité</em>. 2000. Boston: Hougton Mifflin.<span style='font-size:12.0pt;font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman";mso-bidi-font-family:"Times New Roman"; mso-ansi-language:EN-US'><br style="mso-special-character:line-break" /> <br style="mso-special-character:line-break" /></span></p>
French 052