Youth mental health in Ireland— challenges and supports

Foreign Languages Learning Goals

To demonstrate proficiency/competence in a second language by acquiring and enhancing the understanding, reading, writing, and speaking, and show knowledge of the distinct features of the culture associated with that language.

Outcome(s)/Assignment

To assess these goals students will prepare an Oral and Written Project

Oral and Written Project

One of the requirements of this course is a project delivered to the class orally with a written report due the day of the presentation.

Students will write an essay about a particular cultural aspect linked to any Hispanic country and deliver an oral presentation, based on that essay, to the class. Remember that these projects are meant to reflect the knowledge you have acquired regarding the language and the culture of the Spanish speaking world.

►The presentations should be limited to 15-20 minutes.

►The manner in which the material is presented to the class is very important. Use your imagination.

►Your grade will be assigned according to the attached rubric.

Satisfactory demonstration of this outcome will be indicated by a score of 3 or higher on the assignment rubric.

Rubric

The rubric for this assignment is attached.

DISTRIBUTION/GENERAL EDUCATION Evaluation Rubric-

Evaluated Component

5 points

4 points

3 points

2 points

1 point

Grammar used in written report

Minimum amount of errors in use of target-language appropriate grammar to level

5-6 errors in use of target-language grammar appropriate to level

7-8 errors in use of target- language grammar appropriate to level

9-10 errors in use of target- language grammar appropriate to level

More than 10 errors in use of target- language grammar appropriate to level

Vocabulary used in written report

Minimum amount of errors in vocabulary appropriate to level, demonstrated use of newly-acquired vocabulary

3-4 errors in use of target-language vocabulary appropriate to level; demonstrated use of newly- acquired vocabulary

5-6 errors in use of target- language vocabulary appropriate to level

7-8 errors in use of target- language vocabulary appropriate to level

More than 6 errors in use of target- language vocabulary appropriate to level

Cultural Perspectives

Identifies cultural perspectives/

norms accurately. Provides

a detailed connection

of cultural products/practices

to perspectives

Identifies some cultural perspectives/

norms accurately.

Connects cultural products/

practices to perspectives.

Identifies some cultural perspectives/

norms accurately.

Provides a minimal connection

of cultural products/

practices to perspectives.

Identification of cultural

perspectives/norms is mostly

superficial. And/

or connection of cultural

practices/ products to

perspectives is superficial.

No discernable identification of cultural perspectives/norms

Length of written report

Length of report within 10% of specifications

Length of report within 15% of specifications

Length of report within 20% of specifications

Length of report within 25% of specification

Length of report more or less than 25% of specifications

Pronunciation during oral report

Minimum amount of errors in pronunciation and intonation of target language to appropriate level

3-4 errors in pronunciation or intonation of target language appropriate level

5-6 errors in pronunciation or intonation of target language appropriate to level

7-8 errors in pronunciation or intonation of target language appropriate to level

More than 8 errors in pronunciation or intonation of target language appropriate to level

Delivery of oral report

Report presented rather than read. Audience interest consistently maintained. Effective use of audio or visual aids. Report delivered without stumbling or hesitations.

Report presented with little recourse to reading. Audience interest generally maintained. Use of audio or visual aids partially effective. Occasional stumbling or hesitations.

Report generally read with little attempt to present. Audience interest often flags. Use of audio or visual aids largely ineffective. Noticeable stumbling or hesitations.

Report read with no attempt to present. Audience interest not maintained. Audio and visual aids absent. Frequent stumbling or hesitations.

Report delivered with no evidence of prior preparation. No attempt to engage the audience. Audio and visual aids absent. Frequent stumbling or hesitations.

Group dynamics

Clear coordination among group members. Appropriate division of tasks.

General coordination among group members. Generally appropriate division of tasks.

Some coordination among group members. Some unevenness in division of tasks.

Little coordination among group members. Great unevenness in division of tasks.

No apparent coordination among group members. No indication of effort to divide tasks appropriately.