University Of Southern California School Of Social Work



University Of Southern California School Of Social Work

DRAFT

Social Work 680

Spring 2010

Ramon M. Salcido, DSW

Office: MRF 343

Phone: 740-2003

E-mail: salcido@usc.edu

Assistants: to be announced.

Basic Spanish for Community and Social Service

The purpose of the course is to teach cross-cultural and basic Spanish skills to be used in community and social service interventions. Given the phenomenal growth of the Spanish speaking population in Los Angeles, the social work practitioner is likely to encounter community consumers, leaders, and clients who are Spanish speaking. Cross-cultural competence in social work requires a keen understanding of language and culturally sensitive interactions. The course should enable English speaking students to learn how to communicate cross-culturally with Latinos using basic Spanish and culturally sensitive skills. The course incorporates cultural diversity concepts and values developed in Social Welfare Policy, Practice and Human Behavior courses.

The course is designed for English speaking students with beginning or limited Spanish speaking skills and who want to develop beginning (not intermediate or advanced) conversational Spanish and cross-cultural skills. Instruction covers socio-linguistic issues, acculturation, best practice principles and Spanish phrases that will assist the student to both understand Spanish and interact sensitively with Spanish speaking persons. Spanish instruction is on social work tasks such as gathering information, explaining the role of the social worker, explaining community services and developing micro or macro intervention plans. Central to instruction are case study dialogues in both Spanish and English prepared by the instructor. Each course session includes a different case study in Spanish about specific practice situations related to a community issue and service need. The practice context will be the barrio (neighborhood) and the service delivery system.

Course objectives:

The overall goal of the course is to teach English-speaking social work students to perform social work practice tasks in Spanish using social work skills. As a result of their participation in this course, students are expected to:

1) Demonstrate knowledge of the values and ethics that support cross-cultural

2) competence skills related to working with the Latino community in urban settings.

3) Acquire and expand cultural knowledge related to Spanish speaking Latinos from different practice perspectives in an attempt to explain their need and problems.

4) Apply relevant Spanish social work concepts, vocabulary and practice phrases to case studies involving Spanish speaking persons.

4) Utilize grammatical paradigm related to verb tenses.

a. Apply present tense verbs in conversational phrases & exercises.

b. Apply irregular verbs in conversational phrase & exercises.

c. Apply past & conditional tense verbs in conversational phrases & exercises.

d. Apply future and conditional verbs in conversational phrases & exercises.

5) Demonstrate conversational Spanish skills on a variety of generic community

topics and social work practice situations.

6) Develop Spanish skills necessary to apply culturally competent social work

interventions at the provider and community level to diverse Spanish speaking

Latino groups.

7) Utilize research findings, evidence based practice reports and linguistic research as empirical data for developing effective engagement strategies for Spanish

speaking Latino clients.

Course Format

In general, the learning objectives will be achieved through lectures/class exercises, dialogue practice, quizzes and one final exam . The role of the instructor is varied including lecturer, facilitator and language support person to students. The class assistants are native speakers who will assist in pronunciation feedback and application of Spanish vocabulary and phrases during group tasks.

First Hour and 15 minutes of Class. (Grammar and Pronunciation Activities).

During the first section of class, the instruction goal is learning Spanish grammar through

lectures and exercises using everyday Spanish vocabulary and phases. After the lecture,

students form work groups and will practice Spanish vocabulary and mastery of

pronunciation through oral exercises. After the group exercises, the instructor will ask

different students to read the vocabulary or phrase aloud in Spanish and then the instructor

will repeat the word/phrase once more. Other exercises will be used for mastering Spanish

vocabulary and pronunciation and grammar. The remaining time will be used for activity

reports, questions and review of community interviews. On some days cultural topics related

to Latinos will be discussed.

Second Hour and 20 minutes of Class. (Social Work Practice Dialogue).

In the second section of class, the learning goal is on practicing and learning the social

work practice dialogue. One task is that students review and learn the dialogues before class

as part of homework and learning strategy. During class, the teaching assistants role play in

Spanish the new dialogue (several tenses and standard Spanish) while learning Spanish and

social work tasks. Students organize into groups and learn the new transcript. The instructor

and assistants will review the new vocabulary and phrases and practice pronunciation with

the organized groups and students respond to questions in Spanish. Students then organize

into pairs to practice the interviews in Spanish with each other. The instructor and the

Spanish speaking assistant and will provide feedback. In some cases, students are assigned to

develop their own short dialogue. On some days presentations will be made by Spanish

speaking social workers on topics related to practice, culture and use of Spanish.

Videotaped Community Interviews.

Students will also have an opportunity to observe several community interviews in

Spanish via the blackboard, DVD’s and class. The interviews will be viewed in class but will

be transferred to blackboard or C.D.’s . The actual interviews are in Spanish and focus on

community problems, needs and service networks of the University Park barrio.

Residents who are from different nationalities tell their stories about the barrio and living in

the neighborhood. The interviews will be part of the community discussion during class.

Dialogue role plays by instructors will be taped and placed on blackboard or CD ‘s once

completed and before each session. Students should become familiar with the Spanish and

learn the phrases and Spanish vocabulary from the taped interviews. The video tapes are

design to learn proper Spanish pronunciation and flow of content.

Recommended Research & Practice Articles.

Students will have an opportunity to read recommended literature and research related

Latinos and language. The articles become knowledge for understanding needs and issues

from a cross-cultural perspective.

Evaluation and Grading

Grading:

Students will be expected to complete readings, learn Spanish vocabulary, and

participate in Spanish speaking activities. As part of the course students will receive Spanish

instruction by the instructor. The instructor will also provide feedback on students’

performance on ongoing practice and assessment. Students are expected to make the effort to

use Spanish during class, after class, and whenever possible.

Class participation, drills & activities 05% P/F (Tallied each session).

Homework and language assignments 05% P/F (Tallied each session).

Group practice of dialogues & grammar 05% P/F (Tallied each session).

In class quizzes 4 worth (20) points each) 80% Grade

( Dates for quizzes: Quiz #1-February 2, Quiz #2-February 23, Quiz #3-March 30, Quiz#4- April 27).

University Grading Policy

Within the School of Social Work, grades are determine in each class based on the following

standards which have been established by the faculty of the School:

1) Grades of A or A- are reserved for student work which not only demonstrates

good mastery of content but which also shows that the student has undertaken a

complex task, has applied critical thinking skills to the assignment, and/or has

demonstrated creativity in her or his approach to the assignment. The difference

between these two grades would be determined by the degree in which these

skills have been demonstrated by the students.

2) A grade of B+ is given to work which is judged to be very good. This grade denotes that a student has demonstrated a more-than-competent understanding of the material being tested in the assignment.

3) A grade of B is given to student work which meets the basic requirements of the assignment. It denotes that the student has done adequate work on the assignment and meets basic course expectations.

4) A grade of B- denotes that a student’s performance was less than adequate on an assignment reflecting only moderate grasp of content/or expectations.

5) A grade of C reflects minimal grasp of the assignments, poor organization of ideas and/or several significant areas requiring improvement.

6) Grades between C- and F denotes a failure to meet minimum standards, reflecting serious deficiencies in all aspects of a student’s performance on the assignment.

Note: please refer to the Student Handbook and the University Catalogue for additional

discussion of grades and procedures.

Attendance Policy

Students are expected to attend classes and do the activities related to course work in order

to learn Spanish. It is the opinion of the faculty that learning another language cannot be

accomplished through independent study alone. Thus, attendance at classes is important.

University of Southern California policy permits students to be excused from class,

without penalty, for the observance of religious holy days. This policy also covers scheduled

final examinations which conflict with student’s observance of a holy day. Students must

make arrangements in advance to complete class work which will be missed, or to reschedule

and examination, due to holy day observances.

Course Expectations And Guidelines

This course will familiarize students with basic Spanish and cross-cultural competencies. For

this course, you are expected to complete the following:

1) Come to class prepared to participate in meaningful discussions based on having read the required dialogue (case study), familiarity with the Spanish vocabulary phrases and social work principle for that session.

2) Students will be expected to participate in Spanish grammar reviews and drills.

(Each week tallies will be on participation and practice).

3 ) Write an activity report documenting their frequent use of

Spanish verbs, phrases and communication when speaking the language.

The report also includes new vocabulary and phrases outside of class related to

practice interest (community programs, health, children etc). The vocabulary and

phrase bank will be submitted and reported on the last two sessions of class.

4) Students will be given homework assignments for improvement of Spanish

communication by applying and practicing assignments related to class content.

In some cases, apply the assignments to current cases, community interactions and engaging in Spanish with a Spanish speaking students. Students must be present

to complete homework assignments.

5) Students can listen and memorize vocabulary of the recorded dialogues

before and after class. Students can use the video-taped CD passed

out by the instructor with audio/video script.

6) Prepare for 4 quizzes on Spanish dialogue, grammar and vocabulary.

7) Report on Spanish learning activities such as Spanish T.V viewing,

Spanish radio, tele-novelas and websites in Spanish.

Required Texts & Language Programs:

Salcido, Ramon M. (2010). Spanish Dialogues & Grammar for Social Work Students. University Of Southern California.: Los Angeles CA. Dialogue and grammar text for class instruction and student usage. (To be given to students each week).

Carlos Castillo & Otto F.Bond. The University Of Chicago Spanish-English & English-Spanish Dictionary. Pocket Books: N.Y.

LaRouse,. Pocket Spanish – English & English – Spanish Dictionary. LaRousse: N.Y.

Any other Spanish/English dictionary.

Recommended.

* Nancy, Geshke, L.A. Shanti, & Jose C.Salazar (1998). Essential Spanish for Social Services. Living Language: A Random House Company.

Instant Immersion Spanish Program Software (2003). TOPICS Entertainment: WA: Renton. Has 8 CD’s focusing on phonetics, speech analysis, and corrects pronunciation.

Harvey, William, C. (2000). Outreach Spanish. Barron’s: New York

Academic Accommodations

Any student requesting academic accommodations based on a disability is required to register

with Disability Services and Programs (DSP) each semester. A letter of verification for

approved accommodations can be obtained form DSP. Please be sure the letter is delivered to

the instructor early in the semester as possible. DSP is located in STU 301 and is open form

8:30 a.m. to 5:00 p.m., Monday through Friday. The phone number for DSP is (213) 740-

0776.

Course Outline

Course Outline, Quizzes and Assignments

Session 1. January 12th Introduction and the Role of language in Cross-cultural

Practice.

This session will address Course Objective #1 & #2.

Introduction & review of course.

Spanish assessment test.

Salcido, R.M. (2010) Spanish Dialogues and Grammar for Social Work

Students. Preliminary

Recommended Research Reading: Immersion

Lynch, A. et al. (2001) Social Factors and Language Proficiency in Postsecondary

Spanish Immersion: Issues and Implications. HISPANIA. September.

Session 2. January 19th: En La Universidad & Barrio.

This session will address Course Objective #1, # 2, & # 3.

Lesson #1

Review Preliminary phrases

Grammar

Study Dialogue #1 from class handout.

Practice Activity

(Homework learn dialogue #2)

Reading:

Salcido, R.M. (2010). Spanish Dialogues and Grammar for Social Work

Students. Lesson one. University Southern California. Pages 1-5.

Recommended Research Reading: Linguistic

Sparks, L.R. & L. Ganschow. (2007). Is the Foreign Language Classroom

Anxiety Scale measuring anxiety or language Skills? Foreign Language

Annals. Vole 40, No 2.,

Session 3. January 26th:The Social Work Student & Nouns & Gender.

This session will address Courses objectives #3 & #4.

Lesson #2

Grammar

Study dialogue #2 from class handout.

(Homework learn dialogue #3 & grammar exercise).

Reading:

Salcido, R.M. (2010). Spanish Dialogues and Grammar for Social Work

Students. Lesson Two. University of Southern California.

Pages 1-7.

Recommended Research Article: Census Analysis of Spanish Language

Salcido, R.M. (2007). Latino Population Growth, Characteristics, and Language

Capacities: Implications for Society, Services and Social Justice. Journal of Ethnic

& Cultural Diversity in Social Work. Vol, 16. No ¾.

Session 4. February 2nd: Quiz #1

Session 5. February 9th: Culture & Demographics, plural of nouns, subject

pronoun, numbers etc

This session will address Course Objectives #2, #3 & #4.

Lesson #3

Study dialogue# 3 from class handout.

Grammar

Practice Activity

( Homework: learn dialogue #4 & practice activity).

Reading:

Salcido, R.M. (2010). Spanish Dialogues and Grammar for Social Work Students. Lesson Three. University of Southern California.

Pages 1-6.

Recommended Research Article: Acculturation Measure.

Cabasa, L.J. (2003). Measuring acculturation: Where we are and where we need to

go. Hispanic Journal of behavioral Sciences, 25 (2), 127-146.

Session 6. February 16th Community & National identity, possessives, adjectives, Ser

& Estar.

This session will address Course Objectives #1, #2, #3, & #4

Lesson #4

Grammar

Study dialogue #4 from class handout.

(Homework: learn dialogue #5 & pratice activity ).

Readings:

Salcido, R.M. (2010). Spanish Dialoguess and Grammar for Social Work

S tudents. Lesson Four. University of Southern California.

Pages 1-7.

Recommended Reading:

Salcido, R.M. & Maldonado. (2006). Cross-Cultural Practice With Latino

Clients. Private Practice Section Connection. NASW: Washignton D.C.

Comas-Diaz, L. (2001). Hispanics, Latinos or Americanos: The evolution of

identity. Cultural Diversity and Ethnic Minority Psychology. Vol 7. No 1.

Session 7. Febuary 23rd Quiz #2

Session 8. March 2nd: Cross-cultural-practice, appointment and assessment

Questions.

This session will address Course Objective #2, #3, & #4.

Lesson #5

Grammar

Study dialogue #5

. Practice Activity.

(Homework learn dialogue #6 & practice activity).

Reading.

Salcido R.M. (2010). Spanish for Social Work Students. Lesson 5. University of

Southern Califonnia. Pages 1-8.

Session 9. March 9th: Asking counseling questions, irregular, past tense.

This session will address Course Objective #2, #3,#4 & #5.

Lesson #6

Grammar

Study dialogue #6 from class hand out.

Practice Activity

(Homework learn dialogue #7 & practice activity).

Reading.

Salcido, R.M. (2010). Spanish Dialogues and Grammar for Social Work Students.

Lesson Six. University of Southern California. Pages 1-9.

Recommended Reading:

Alberta, M.G., Ruiz, E.L. & E.M. Castillo (2004). Counseling and

Psychotherapy with Latino and Latina Clients. In T.B. Smith (ED).

Practicing Multiculturalism: Affirming Diversity in Counseling and

Psychology. Boston: Allyn & Bacon. Pages 167-189.

BREAK: March 15-19, plan to visit Spanish speaking setting or view Spanish movie/tele-novela or website.

Session 10. March 23rd: Information giving & emotions.

This session will address course objective #3, #5, #6.

Lesson #7

Grammar

Practice dialogue #7 from class handout.

Practice Activity

(Homework learn dialogue 8 & practice activity)

Reading:

Salcido, R.M. (2010). Spanish Dialogues and Grammar for Social Work

Students. Lesson Seven. University of Southern California. Pages 1-9.

.

Session #11” March 30th: Quiz #3.

Session 12. April 6th: Generic counseling ,verbs: Preguntar vs Pedir.

This session will address Course Objective #3, #5 & #6.

Lesson #8

Grammar

Review and practice dialogue #8 from class.

Review dialogue #9 from class handout.

Practice activity

Reading:

Salcido, R.M. (2010). Spanish Dialogues and Grammar for Social Work

students. Lesson Eight. University of Southern California. Pages 1-7.

Session 13. April 13th, General counseling different phases, verbs in future.

This session will address Course Objectives #2, #3, #5, & #6.

Lesson #9

Grammar

Review #9 from class handout.

Learn dialogue #9

Practice activity

(Homework learn dialogue & practice activity).

Reading:

Salcido, R.M.(2010). Spanish Diologues and Grammar for Social Work

Students. Lesson Nine. University of Southern California. Pages 1-

Recommended reading:

Bean, R.A., et al. (2003). Developing Culturally Competent Marriage and

Family Therapists: Guidelines for Working with Hispanic Families.

Journal of Marital and Family Therapy. Vol. 27, No 1. pp 43-54.

Session 15. April 20th: Review of Spanish and Guest Spanish speaker or video.

This session will address Course Objectives #3,#5,#6, & #7.

Grammar

Practice activity.

Salcido, R.M. (2010). Spanish Dialogues and Grammar for Social Work

Students. Lesson 10. University of Southern California.

Recommended Reading: Depression & Stress

Gallager-Thomson, D. et al. (1997). The relationship of dimensions of

acculturation to self-reported depression in older Mexican American Women.

Journal of Clinical Geropsycholology. Vol 3. Pages. 123-137.

Session 16th. April 27th: Quiz #4

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