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The Spanish economy: history, context and current events

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"(...) the apprehension of the cultural soul of what is Spanish will never be complete if the economic dimension is not included in the analysis of the other elements that outline this cultural universe." (Felices Lago, 2000, s/p).
Spain's economy is the fourth largest in the EU and the fourteenth worldwide in nominal terms. In relative terms or purchasing power parity, it is also among the largest in the world. According to a report by The Economist in 2005, Spain was the 10th country in the world with the highest quality of life. As in the economy of all European countries, the tertiary sector or service sector is the one that has the greatest weight.
In 2014 GDP grew again, at 1.4%. The number of unemployed peaked at 5.77 million in February 2014 and decreased the rest of the year by 446,000 people. In 2015, the Spanish economy consolidated the recovery process that began in 2013, with real GDP registering an expansionary trajectory. For the year as a whole, GDP grew 3.2%, above the GDP of the euro zone (2%). Spain is a gateway to Spanish-speaking countries, since it is the only Spanish-speaking country in the European Union and enjoys good relations with other countries.
The importance of Spanish makes it key to international relations and that is why business Spanish is increasingly in demand. Speaking Spanish and knowing your culture, Spanish and/or Hispanic, opens the doors to many markets and job opportunities.
Twenty years in the business world in leading sectors for international companies such as Grupo Mondragón, Mercedes Benz, Siemens, Talgo, etc. make me a person with field experience. I know this world and I can provide you with knowledge, not only of the language but of everything necessary to achieve effective and successful communication.
In this sense, the subject Spanish Economy offers an overview of the characteristics, history, most important moments and international relevance of the Spanish economy and its relationship with Spanish for business. Students who receive this course will be able to have a real approach to the Spanish economic context while increasing their lexical register.

Location

Online via webcam

At teacher's location: 长春市人事局, Changchun, Jilin, China

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General info

Business writing

Spanish

Age:	Children (7-12 years old) Teenagers (13-17 years old) Adults (18-64 years old) Seniors (65+ years old)
Student level:	Intermediate Advanced
Duration:	60 minutes
The class is taught in:	Spanish, English, French

About Me

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I am a teacher of Cuban nationality.
I have more than 15 years of experience teaching Spanish as a foreign language.
I have experience teaching online through platforms such as Teams/meet.
My classes are dynamic, with a communicative focus and promote oral, written and dialogue production in the student, always in the Spanish language.

Education

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Diploma: Teaching Spanish as a Foreign Language. University of Havana. 2018-2019.

Doctor in Educational Sciences. (Accredited of Excellence)
“Hermanos Saíz Montes de Oca” University of Pinar del Río, 2013-2017

Master in Educational Sciences. (Accredited of Excellence)
“Hermanos Saíz Montes de Oca” University of Pinar del Río, 2011-2014

Specialist in University Teaching in Social-Community Manager Training.
University of Havana, 2006-2008

Diplomat:
Training of the Social-Community Manager. University of Havana. 2008-2008.
Use of Technologies in Distance Education. University of Havana. 2007-2007.
Development and International Relations. FLACSO. University of Havana. 2007-2007.
Didactics of Higher Education. Higher Education Sciences Study Center. University of Pinar del Río.
2003-2003.

Experience / Qualifications

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Spanish foreign language teacher
Changchun Normal University, China
2019- until present
Reviewer
Scientific magazine “Mendive” from the University of Pinar del Río
2022-present
Consulting member of the REDEM Global Education Network
2016- until present
Co-tutor
Master's Thesis in American Studies, Itinerary of Society and Culture in Ibero-America: Theoretical study of the Andalusian migration process to Argentina: period from 1860 to 1930. University of Seville, Spain, 2020
Master's thesis tutor in Linguistic Studies of Spanish as a foreign language.
5 theses in total, all from Chinese masters.
University of Havana, Cuba, 2018-2020.
Member of the Academic Committee of the Master's Degree in Linguistic Studies of Spanish as a Foreign Language.
Faculty of Spanish for Non-Spanish Speakers, University of Havana, Cuba
2017-2020.
Teaching Vice Dean
Faculty of Spanish for Non-Spanish Speakers, University of Havana, Cuba
2019.
Head of the Department of Didactics, Translation and Interpretation.
Faculty of Spanish for Non-Spanish Speakers, University of Havana, Cuba
2018-2019
I directed the National Project “Curriculum improvement with a sociocultural approach of the Bachelor's degree in Spanish Language for Non-Spanish Speakers.”
Faculty of Spanish for Non-Spanish Speakers, University of Havana, Cuba
2018-2019
Member of the CLACSO Working Group "Racism and Xenophobia"
Autonomous University of Mexico.
2016-2019
Head of the Pre-professional Practical Discipline in the Bachelor's Degree in Spanish Language for Non-Spanish Speakers.
Faculty of Spanish for Non-Spanish Speakers, University of Havana, Cuba
2015-2019
Head of the Office of Attention to Foreign Scholars.
University of Pinar del Río, Cuba.
2014-2015
Methodologist at the Vice-Rector's Office for University Extension and International Relations
University of Pinar del Río, Cuba.
2011-2015
Methodological advisor at the Ministry of Communes.
Venezuela, 2009-2011
Director of extension activities.
Training Programs for Foreign Students in Cuba
University of Havana.
2004-2008

17.76GBP/ h

Listening to news from Spanish-speaking countries

As listeners, every day we receive acoustic sensations through our ears, which we match with the phonemes of our language. These phonemes are grouped into syllables and these syllables, in turn, into words. Words are often put together in groups or phrases that, at a higher stage, are combined with each other through grammatical structures and intonation. Consequently, it is the listener who has to transform the input received into language units. To do this, it must group all the acoustic signals it receives through the linguistic knowledge it has. The above is a complex, dynamic and challenging process, as long as listening comprehension is carried out by people whose native language is not the same as the audiovisuals they observe and listen to. It even becomes more complex when the audiovisuals address real news, as is the case of those used in the subject Listening to News in Spanish, which is part of the study plan for Spanish-speaking Sino students. The subject plays an essential role within the curriculum because it allows students to have a more global vision of the Spanish language, in different situations and contexts. To the above we can add that through the news, students will be able to listen to different accents of Spanish and have a more comprehensive idea of the variants of the Spanish language (20 in total). This course, aimed at students moving from level B1 to B2, will also allow them to expand their lexical register and exercise their phonic ear. Consequently, the audiovisuals as a whole will have: anecdotes; radio and television advertisements; weather bulletins; speeches and conferences; interviews (academic, medical, journalistic and labor), informative news broadcast on television or radio; films and theatrical broadcasts. Jokes may also be included; public debates and discussions; radio and television documentaries; song lyrics; as proposed by the Cervantes Institute (2006).

17.76GBP/ h

Latin American cultural panorama: in Spanish L/E.

It is a 20-hour/class course to acquire the general culture of the 19 Latin American countries that speak Spanish, you will be able to learn about their geographical location, cultural and heritage values, main figures of literature, music, art, sports. Of each country. You can also see videos of famous places and tourist attractions in each country. There are activities for self-assessment of students and for them to appreciate the level of knowledge acquired. The most important thing is the teacher's accompaniment during the 60 minutes that the class lasts.

17.76GBP/ h

Literary overview of Latin America: in Spanish LE

The literary text provides a resource with great potential in the language classroom and offers the student an exponent with which to develop both their linguistic and pragmatic, discursive and cultural competence. The above will be reinforced with the emergence of the communicative method for teaching languages and in which literature, through the use of functional texts, that reflect aspects of daily life and that make use of natural language, gives greater connotation to communicative competence and spoken language; Therefore, it is considered a very effective resource for the development of the four skills within a significant cultural context. Literature provides the student with samples that reflect the expressive diversity of language, contributing to developing their ability to differentiate connotative and denotative meanings and their interpretive skills. Likewise, they confront him with various textual typologies, variety of registers, sociocultural contents and involve him emotionally when dealing with topics and situations that he can extrapolate to his personal life, providing the affective component so important in learning. Furthermore, literary texts offer multiple interpretations and opinions that give rise to useful dynamics of interaction and negotiation in the classroom. So the subject Latin American Literary Panorama offers a general vision of the literature made in Latin America divided into four major stages: the pre-Columbian, the colonial, the independence and the revolutionary, taking into account the literary movements that developed in each use. Included are literary works of all genres that have received recognition from readers and specialized critics as the most relevant in each literary movement. On the one hand, the aim is to analyze and comment on these works from an aesthetic perspective and on the other, to study how these works fit within the framework of the cultural and intellectual history of Latin America. To this end, students will verify through the proposed readings how the historical and political events together with the movements on said continent constitute a unique corpus within universal literature.

17.76GBP/ h

Oral expression practice: in Spanish as L/E

Oral expression is something so intrinsic to man that we cannot imagine ourselves without this skill; This is so much the case that if we don't have anyone to talk to, we talk to animals, plants, ourselves and even the television. In that sense, oral expression constitutes a communication skill or ability that has no meaning without understanding, processing and interpreting what is heard. Oral expression involves interaction and bidirectionality, in a shared context, and in a situation in which meanings must be negotiated. Communication is a process, an action, based on expressive and interpretive skills, so oral expression must be understood as such, along with oral comprehension, reading and writing. In such a way that the subject Spoken Spanish 2 includes an eminently practical content system in which students will be able to progressively and systematically acquire the ability to communicate in the Spanish language, which constitutes one of their main objectives as a speaker of a foreign language. .

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from £17.76Online via webcam

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Availability of a typical week

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