Courses with Spanish Resource Staff

Instructors teaching courses using the assistance of a Spanish Resource person (SR) must have the following guidelines in place prior to the beginning of the course: instructor must meet with the SR assigned before the beginning of the course to go over the course content, the written assignments, the duties expected for them as SR (see below), and any particular session that might need interpreting when guest speakers are scheduled to present.

Instructors are to clearly outline the duties of the SR for the class including correction of papers/tests and other written assignments if submitted in Spanish (when appropriate) with the specific rubrics for evaluation/ grading. If the instructor prefers to evaluate all written work, s/he needs to refer to the CFOT translator the work submitted for appropriate translation. The SR should also be given any material for discussion to be used in a small group so that s/he can be prepared to give instructions to TIS cadets if needed.

It is recommended that course organizers/instructors prepare glossaries of concepts/ terms used throughout the course as well as identify possible texts and/or study resources available in Spanish to give to TIS cadets from the beginning of the class. This ensure cadets will be able to better understand the lessons taught and incorporate vocabulary/concepts into their assigned papers, tests, etc.

Instructors/guest speakers teaching these courses must be aware of incorporating culturally diverse communities) scenarios when where presenting TIS cadets topics/material will work may as vary the reality/nature from the one of main-appointments (stream approach usually used. These considerations should also be in place at the time of assigning papers (themes/content).

Instructors/guest speakers must be aware of the limited access to research material in Spanish when preparing guidelines for papers (not all TIS cadets are fully bilingual and able to read/research from books in English at the library). Also, instructors should be aware of differences in the vocabulary/composition styles used by nonnative speakers and take this into consideration at the time of evaluating their written work.