{"id":423,"date":"2022-11-09T19:17:52","date_gmt":"2022-11-09T19:17:52","guid":{"rendered":"https:\/\/sites.wp.odu.edu\/basicspanishdraft2\/?page_id=423"},"modified":"2022-12-09T19:09:44","modified_gmt":"2022-12-09T19:09:44","slug":"101-2","status":"publish","type":"page","link":"https:\/\/sites.wp.odu.edu\/ewingspanish101\/101-2\/","title":{"rendered":"SPAN 101"},"content":{"rendered":"\n

Interpretive, Interpersonal, and Presentational Modes of Communication<\/a><\/p>\n\n\n\n

Exploring Culture<\/strong><\/p>\n\n\n\n

At the end of each chapter in Contrase\u00f1a, we learned how to research different Spanish topics and how to discuss different cultures in Spanish-speaking countries. In addition, learning about other people in Latin American culture allows students to admire characteristics they once would not have.<\/p>\n\n\n\n

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Figure 1. Culture Collaborators. <\/figcaption><\/figure>\n\n\n\n

One aspect of Spanish-speaking countries that is unique is the fact that some countries have Siesta hours. Siesta is when people often return home mid-day to spend time with their families. They do this because of the extreme heat during peak hours while they work. Another significant aspect of Spanish-speaking countries is that most students live at home while attending college.<\/p>\n\n\n\n


La mayor\u00eda de la gente en Guatemala trabaja de seis y media de la ma\u00f1ana a ocho de la noche.
La siesta es popular y es desde el mediod\u00eda hasta las tres de la tarde.
Si, porque muchos negocios est\u00e1n siendo comprados por extranjeros, la gente en Guatemala no van la siesta.<\/strong><\/p>\n\n\n\n

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Engaging in Communities<\/strong><\/p>\n\n\n\n

Throughout the semester, classmates constantly worked together to complete various tasks. For example, we would partner up to complete different modules under the “conversar” tab. As a result of doing this in class, we were able to interact with each other in Spanish and speak it better. In addition, as a class, we were encouraged to speak Spanish with others on campus. During some of our projects, we got the opportunity to enact our Spanish-speaking skills in the community.<\/p>\n\n\n\n

Interpersonal Communication<\/strong><\/p>\n\n\n\n

The online textbook provided activities requiring students to analyze and evaluate sentences and phrases or determine the correct conjugated endings. Profesora Vera regularly engaged us in 1-on-1 conversations in Spanish, which quickly allowed us to construct sentences. This would make me want to speak Spanish either in class or at home. We also made an interview-like video for our second project. Although the conjugation part was easy for me, I found it challenging to understand the meaning of the sentences. My mind could recognize individual words, but I needed help to combine them coherently. Understanding more quickly is possible by relying on context clues and verbs rather than focusing solely on literal translations.<\/p>\n\n\n\n

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