MEMORIA FIN DE MÁSTER

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MEMORIA FIN DE MÁSTER/MASTER
DEGREE THESIS
Curriculum design: LANGUAGE, CULTURAL
AND ENVIRONMENTAL CONSERVATION
STUDY ABROAD PROGRAM IN ARGENTINA
INTERNATIONAL EDUCATION
VAIL RAINEY
MAY 2016

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TABLE OF CONTENTS
I Introduction and Research Objectives
1.1 Introduction 1
1.2 Rationale
1.3 Background Information
II OVERALL PLAN AND MATERIALS 2
2.1 general description of the course
2.2 Course breakdown overview
2.2.1 Pre-program: Spanish competency exam
2.2.1.2 Spanish Language Courses
2.2.1.2.1 Beginner Level
2.2.1.2.2 Intermediate Level
2.2.1.2.3 Advanced Level
2.2.3 Geographical Diversity: Argentina
2.2.4 Environmental Conservation and History:
Argentine Patagonia
2.2.5 Environmental Conservation Project and
Homestay: Protecting Patagonia’s Treasures
III CONCLUSION 3

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1.
1.1 INTRODUCTION
To encourage global learning, environmental sustainability and
conservation is to encourage a healthier, culturally accepting, and intelligent
world. Global learning is defined as an analysis and engagement with the natural,
physical, social, economic, cultural and political systems for sustainability.
Environmental sustainability is defined as:
“The rates of renewable resource harvest, pollution creation, and non-renewable
resource depletion that can be continued indefinitely. If they cannot be continued
indefinitely then they are not sustainable”
(Environmental Sustainability, Thwink.org)
Environmental conservation refers to the processes in which the
environment and its resources are protected, utilized and managed in a
sustainable manner on an individual and organizational (government) level. It is
important to note the difference between conservation and preservation, which
have been widely understood as two interchangeable ideas. Preservation is the
idea that the world’s resources are not for the consumption of the individual, but
rather to protect its natural beauty and to only be accessed for viewing pleasure.
However, in many countries around the world, certain populations are thriving
and surviving off of these natural resources and require aid in ensuring that it
remains sustainable; to conserve utilize resources.
As the topic of environmental issues is arguably one of the most debated
topics on the planet, one must then shift their attention to education. At the
university level, the student is not only exposed to potential career paths and
personal self- discovery but as well to the world outside of their front door. To be

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able to focus the attention of generations to come towards globally pressing
issues such as environmental conservation and preservation, new approaches
must constantly be developed. Study abroad has become increasingly more
common since the 1960s, giving students the chance to learn a new language,
immerse themselves in a different culture, and is an opportunity to grow as an
individual and within a community.
An important element in the context of global learning as an objective
towards practical skills to be developed for the professional future of the student
is to step outside the ‘comfort zone’. The opportunity to study in a foreign country
has not only become increasingly more popular around today’s generation of
students, but is also an invaluable personal and academic experience. With
environmental issues in mind, studying abroad provides the student with an
opportunity to learn about cultural and environmental issues in a global context.
The multitude of programs available to students relative to their area of study
(such as international business, communications, international relations, foreign
language, environmental conservation, and much more) is growing rapidly and
providing the ability to learn in a cross-cultural environment. Which, in turn,
affects the acquisition of a new and perhaps relative global perspective. In many
cases, this opportunity provides the student with the resources to acquire foreign
language skills that are not available in the classroom.
Colleges and universities around the globe are faced with the task of
creating study abroad curriculums that are more tailored to the student’s
academic needs, beneficial towards the community in which they are studying
and within the global community as well. The establishment of study abroad
programs is based upon the idea that to immerse oneself in a culture foreign to
their own, to learn about it, and then internalize and process that experience. It is
essential to push oneself and step outside the comfort zone; not only the culture
in which they study in, but others as well.
The emerging global structure and the immediate need for environmental
sustainability requires interaction on a level where international borders only
appear on a map. This requires the involvement not only the individuals in the

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professional workforce, but those in an educational environment as well in order
to successfully communicate and problem solve these issues in a cross-cultural
context. Studying abroad is a crucial experience that could perpetuate just that.
This is not to say, however, that careful research and thought need not be
included when deciding when, where, and which program to study abroad with.
Program structure is incredibly important for the student who is looking to gain a
complete cultural immersion, to learn a new language, and to engage in a foreign
community. The structure of a study abroad program can be over-promised and
under delivered, yet is an important aspect of the experience that is often
overlooked.
Certain individuals seek a less strategic and goal-oriented structure and
curriculum when studying abroad, as this provides them with the freedom to
create their own experience. What is not as common is a curriculum that is based
upon a final project linked to the specific needs in which the student is studying
abroad. The curriculum designed in this paper is geared towards the individuals
seeking out Argentina’s specific environmental issues in the Patagonia region.
Topic: Environmental conservation and sustainability, language and
culture immersion.
Profile of the students: This curriculum is designed for sophomore/junior
year students from the United States with an academic background and/or
interest in environmental sciences, anthropology and, whether it pertain to
their area of study or not, those wishing to acquire a competency in the
Spanish language. Introductory-level of Spanish language communicative
skills required.
Objective: The educational design of the curriculum proposed in this
paper is addressed to those who wish to travel to and study in Argentina,
to engage in both language and cultural immersion, gain an insight in the
environmental issues the country faces, and implement environmental
conservation and sustainability methods learned throughout the semester.

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More specifically, students will be engaging in a hands-on experience in
Patagonia, Argentina, that will teach give them the tools to learn how to
cultivate, protect and preserve natural resources such and aid in undoing
over one hundred years of grassland overgrazing; a national issue that will
be relevant forever.
While studying abroad isn’t an expectation or driver for the interest
development in either the learning of a foreign language, cross-cultural
integration or environmental sustainability, the opportunity can and should
provide the student with the experience of learning through different teaching
methods in different learning environments, as well help them think on a global
level.
While the structure of the program mentioned in this paper is based
around a semester long curriculum, it does not exclude the possibility of
extending the experience to a full school year. The purpose of this curriculum is
not to outline in detail the study abroad semester for the student, but rather is a
base in which university can adapt current curriculums and have the freedom to
include any necessary they see fit. While this curriculum focuses on the
environmental issues that Argentine Patagonia faces, the structure can be easily
adapted to any country and their specific environmental concerns.

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1.2 Rationale
1.2.1 Reasons for designing new curriculum
The creation and implementation of a study abroad program is not limited
to the choice of destination, but rather it exposes the students to multiculturalism,
intercultural education, and an insight into the world outside of their own.
Multiculturism is the “the existence, acceptance, or promotion of multiple cultural
traditions within a single jurisdiction, usually considered in terms of the culture
associated with an ethnic group” (Iulia Vescan), whereas the idea of intercultural
education refers to the ability to “communicate in cross-cultural dialogue while
challenging self-segregation tendencies within cultures” (Iulia Vescan). With
studying abroad becoming increasingly popular, it is rare to find a university in
the United States that does not grant the opportunity. The options offered by
universities in where to study abroad around the globe are almost limitless; the
most popular countries pertaining to Europe, Central/South America and Asia (10
Most Popular Study Abroad Destinations). However, many programs exist that
are not directly through the respective university but involve a direct enroll
process through the hosting university. Often this option is selected because the
student wishes to study in a country that their university does not have a program
in, thus resulting in a program without much structure or international support
and/or student aid presence. Depending on the student, this could create a very
difficult adjustment to the host country and create issues in class and credit
transfers. Quite often this option is less expensive than a semester at a university
in the United States. Because of this, students may experience the administration
pushing them to pursue an exchange program because of the resources invested

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by the university. Considering the need for more accessible programs that focus
on specific content adapted for students looking to pursue a career in, or have an
interest in environmental conservation and preservation with a well structure
curriculum, the main objective of this paper is to create a program that can meet
these requirements.
1.2.2 Analysis of current teaching materials
Through an analysis of data collected from a survey conducted for the
purpose of this curriculum regarding experiences, suggestions and expectations
had during a certain period of time studying in another country, a general
consensus can be reached about changes to be made for the future of study
abroad programs. The participants are former students in their mid-twenties from
the United States, various European countries, and Australia. Countries studied
in as mentioned in the survey are as follows: Spain, Denmark, USA, Argentina,
Germany, England, Italy, Uganda, Rwanda, Hong Kong, New Zealand, France,
Greece, and Jordan. Below are the series of eleven questions that the
participants were asked:
Q1: Please state the country (ies) in which you were born and raised in.
Q2: In which country did you study abroad?
Q3: Did you acquire foreign language skills? Please state which
language(s)
Q4: How were your foreign language skills prior to arrival of your study
abroad destination? (Please comment writing, speaking, and listening
comprehension skills)

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Q5: On a scale from 1-10, how much did your foreign language skills
improve? (1 being no improvement, 10 implying language fluency was
achieved)
Q6: Did you study abroad through an exchange program or direct
enrollment? (Direct enrollment is when you pay the tuition of the hosting
university, offering a much more independent experience)
Q7: What did you enjoy the most about the structure of your study abroad
program?
Q8: What would you change about your program? (I.e. "There wasn't
anyone to help me transition into life abroad") - Name every issue you can
think of.
Q9: If your program had offered an opportunity to do a month-long project
at the end of your term alongside natives in the community to learn about
and be involved with improving relevant environmental issues, would you
do it? (This would also be an opportunity for cultural and language
immersion, costs included in the study abroad fee). What sort of one-
month long program like this would you like to see implemented? (I.e.,
working in Patagonia with Patagonian ranchers (Gauchos) on sustaining
and reversing grassland overgrazing)
Q10: What do you think the benefits are to studying in a foreign country?
(Yes, your answer can include travel)
Q11: If you could do it all over again and pick a different country, where
would you go and why?

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In summary, most students improved their foreign language skills and the
degree to which they did varied upon their level of prior knowledge of the
language. 80% of the participants commented that they would have appreciated
the option of a month-long project at the end of their semester and that they
gained an insightful cultural and language immersion experience as well as
learned to become more independent. Some issues that the participants
encountered was the lack of structure, disengagement of staff, and issues related
to credit transfers.
Direct enrollment is one of the ways to study abroad as mentioned earlier
in this paper. Direct enrollment is when the student is enrolled in the foreign
hosting country directly, therefore paying the tuition cost of the hosting university,
and not that of their university in their home country. This occurs when the
student’s university in the native country does not offer an exchange program,
therefore limiting the resources available to the student while abroad. While
direct enrollment provides a certain level of freedom and financial relief (when
comparing to university fees in the United States), it requires the student to have
to make crucial decisions without appropriate guidance (appropriate transferable
credits, housing should they elect to not stay with a host family, and student aid
presence in the country). On the other hand, six North American students from
the University of Arizona who participated in a study abroad (direct enrollment)
semester in Buenos Aires at the UCA (Universidad Católica de Argentina) in the
spring semester (what would be the fall semester in the northern hemisphere) of
2009 shared the mutual opinion that a physical presence of an international
student aid as well as some form of introductory intensive course and direction
would have better prepared the students for their personal and academic
experience. Lastly, while third party programs like CIEE offer a more structured
study abroad experience, it is rare to find a program that offers a cultural
immersion with a focus around a specific interest (i.e., environmental
conservation and preservation) without being a strictly field based structure.
While direct enrollment, exchange, and third party programs all have their flaws,
this curriculum is aimed to provide a basic structure that can be transferrable to

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not only a study abroad experience in Argentina, but to each country and any
pressing issues particular to that country. This curriculum is geared towards
students looking for a specific academic experience, while gaining an invaluable
experience that will impact and influence the rest of their lives.
Each course explained throughout this paper is designed to prepare
students for their month-long project at the end of the semester. While it is not a
detailed curriculum stating every course the student will take, this will provide the
student with flexibility to study under elective courses offered by the hosting
university for proper credit transfer for their respective majors. With both in-
classroom and hands on material, the student will have a holistic learning
experience that will help them grow as a student, as an individual, and within a
community.

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1.3 Background Information
1.3.1 Environmental problems in Patagonia
Each country has a respective environmental problem regarding
conservation and preservation needs to be addressed in order to avoid the loss
of sustainable resources. As each country is connected now more than ever due
to advancement in technology, we are presented with the opportunity to easily
communicate across borders and voice current environmental issues. With these
advancements, it is necessary to promote partnerships between communities
(first world countries) that have the political, financial, and educational resources
to provide aid to others (third world countries) that lack them.
Arguably, the most pressing environmental issue that the region of
Patagonia (in both Argentina and Chile) currently presents is livestock
overgrazing due to sheep and cattle farming in the grasslands. Overgrazing
poses an enormous threat to Patagonian wildlife and habitats and is rapidly
increasing the desertification of the grasslands throughout the region. In
Patagonia, over a century of inadequate grazing has left some landscapes nearly
barren.
By the 1990s, 70 percent of Patagonia was affected by desertification. As a
consequence, these ecosystems are in a very fragile state. They are losing their
functionality, and therefore, all the plants, animals and people that depend on them are
threatened as well. (A New Horizon For Grasslands)

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Sheep farming in Argentine Patagonia has been a principal economic
activity since the 19th century and is an important player in the rural job market.
While the sheep farming has provided jobs and contributed greatly the economy,
it is also due to the introduction of sheep and cattle farming to the area that this
problem in the grasslands exists:
Sheep herding is the Patagonia region’s principal economic activity. It is also the area’s
biggest threat due to overgrazing and subsequent land erosion and desertification.
Unsustainable grazing has already turned 20 million acres, the equivalent of 10
Yellowstone national parks, into desert-like lands, useless for supporting ranching or
many species of native wildlife. The trend toward desertification is continuing and is
evident on millions more acres. (Rapp, Jen)
Various foundations have partnered up to undo years of damage to the
grasslands such as the Nature Conservancy, Ovis XXI and Patagonia, Inc.
Inspired by the collaboration, this study abroad design will give students the
chance to be a part of a similar experience as well as expose them to a very
serious threat in the Patagonian ecosystem. Through working with local
communities in the Patagonian grasslands in Argentina, students will learn how
these communities depend on the land for survival and implement techniques
learned throughout the semester. Students will have the opportunity to learn
about water management and conservation in attempts to reverse damage to
Patagonia’s rivers while living with and studying under gaucho families to aid in
the restoration of the grasslands by reorganizing grazing patterns.
1.3.2 Cultural and language immersion/Argentine dialect
As mentioned in section 1.2.2, to take full advantage of the opportunity to
live and study abroad is to immerse oneself fully into the culture of the hosting
country. This educational structure will ensure that the students will have the
opportunity to improve Spanish language skills, engage in typical day-to-day
Argentine life (in Buenos Aires, Patagonia and wherever else they may travel).
Students will have the opportunity (should they choose) to live with a host family
during their semester in Buenos Aires as well as a mandatory month long home

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stay with a Patagonian ranching family (Gauchos) in Patagonia at the end of the
program.
The Argentina dialect and accent is very unique. The learner will have to
be able to understand the fundamental differences between Argentine and the
dialect in which they have been exposed to previously. As stated in the
introduction, the students are not required to have anything more than
introductory-level Spanish speaking skills. The specific differences between the
Argentine dialect and other Spanish speaking countries will be addressed in the
intensive Spanish course lesson plan (section 2.2.1).
1.3.3 Direct vs. exchange/northern and southern hemisphere
It is important to understand the difference between a direct enrollment
and an exchange before electing a program due to its implications regarding the
experience of the student. Depending on the profile of the student, one may
require more guidance during their study abroad experience, while others may
prefer to independently organize it. A direct enrollment program, as its name
indicates, refers to the direct enrollment of the student through the university in
the foreign country of choice. This provides the opportunity for a less expensive
(paying the tuition of the host university) semester, as they do not pay tuition fees
from their own university. This also presents the opportunity for a more
immersive experience with the local community as the student can elect to take
courses with students from the local community (rather than only taking courses
with other exchange students). An exchange/study abroad program is linked
directly to the university through which the student applied to study in a foreign
country for. This can include tuition fees, creating separation within the
classrooms between foreigners and locals, yet provides them with onsite
international student aid assistance, and creates a comfortable environment for
the students by offering guidance throughout the semester (this can also include
predetermined weekend trips to popular regions throughout the country, etc.).
Students must also be aware that should they elect to study abroad during the

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fall semester in the United States that this will actually be the spring semester in
Argentina, as the country of Argentina resides in the southern hemisphere (thus
could cause problems should they want to elect a year-long course, they would
have to chose to study abroad in the spring semester in the northern
hemisphere). For the purpose of this curriculum, either an exchange program or
direct enrollment program would be appropriate, depending on whether or not the
hosting university should use this model.
1.3.4 Explanation of overall aims and expected learning outcomes
The overall aim of this study abroad curriculum is to provide the student
with challenging yet fulfilling experience in a foreign country while working
towards improving the environmental state within a specific community. More
specifically, this curriculum is designed for the students to:
 Achieve a better understanding of the Spanish language
(including comprehension, writing, and speaking).
 Expose themselves to an authentic cultural experience through
academic, social, and language immersion both in and out of the
classroom.
 Engage and expose themselves to the existing environmental
issues in Patagonia; in hopes that they will become active within
their own communities post study abroad.
 Complete coursework that transfer and count towards graduation
requirements within their respective universities in the United
States.
1.3.4.1 Assessment methods
First, upon arrival to Buenos Aires, all students will take an exam that
measures their writing, speaking, and listening comprehension skills in the
Spanish language. Students will take this exam in order to place the student into
an appropriate Spanish language course to ensure language improvement.

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Throughout the semester the professors (for all courses) will be checking the
students process by:
 In-class participation and discussions
 Unit quizzes and exams
 Presentations and projects (where applicable)
 Essays and journal entries
 End of program course review (what they found useful, what could be
improved, etc.)
 Students will meet with the program advisor at least once a month to
address any concerns, doubts, or issues.

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2.1 BREAKDOWN OF THE COURSE
Below is the semester structure broken down by weeks with predicted
teaching methods. Each course will run parallel to each other and will be taken
up until departure for the homestay in Patagonia.
Week 1: Spanish Placement Exam
Spanish Language Course (semester long)
 Three months long
 Active Learning/Discussion
Geographical Diversity: Argentina
 Lecture Based Learning
Environmental Conservation and History - Argentina Patagonia
 Problem Based Learning/ Discussion/Cooperative Learning/Team
Projects
Electives/Argentine student courses
 Lecturing/Discussions

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Environmental Conservation Project and Homestay: Protecting Patagonia’s
Treasures
 Last month of academic program (1 month long), with option to extend
afterwards (to be arranged by the student themselves)
 Active Learning/Problem Based Learning/ Case Study method/Inquiry
Based Learning
Students will have a month to prepare for exams in all courses. This will
take place one month prior to the student’s departure to Patagonia for their
month-long project. The format of each exam is up to the discretion of the
respective professor of each course.
2.1.1 LEARNING METHODS AND STYLE
 Lecturing: Teacher to class method that can be adapted to all class
sizes.
 Discussions: A teaching method based upon interaction in between
classmates, and teachers and students as an affective way to engage
the class. Leading discussions in a can be a useful way to engage
students and cultivate new ideas (Teaching Methods)
 Inquiry-Based Learning: Rather than initially stating information as
fact, this method commences with posing questions, scenarios and
issues. Through facilitation, this unveils the possibility to engage the
students from a different perspective. (What is Inquiry Based
Learning?)
 Problem-Based Learning: Similar to Inquiry-Based Learning,
students begin by the attempt to solve a problem. (Teaching Methods)
 Active Learning: A variety of approaches including in-class activities
including reading, writing, analysis, synthesis and problem solving.
(Active Learning)

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 Case Study Method: Quite often referred to as the observational
method.
 Team Projects: Students working in groups to accomplish a
predetermined set of goals.
 Cooperative Learning: Based upon the idea of social learning,
students will engage in activities in groups and reinforce positive
interdependence (cooperative and collaborative learning). In this way,
students will both their own and each other’s learning experience.
(Deutsch, M.)
2.1.2 Potential Issues
Due to the nature of the program being designed for native English
speakers from the United States, two anticipated difficulties are the language
barrier and culture shock. Considering this, it is important to consider that each
student is unique and may require special assistance in the acquisition of a
foreign language (especially if they do not have a lower-level understanding of
the language). With this in mind, it is through the homestay in Buenos Aires
(optional) and in Patagonia (mandatory) that the student will find ways to
effectively both inside and outside of the classroom. Should the student have any
concerns or questions, they can reach out to a resident program advisor and
address these issues.
Another anticipated difficulty is the potential lack of resources; the Gaucho
community in Argentina is quite different than that of the hustle and bustle glam
of Buenos Aires. It is not only the students’ integration into the community that
may be difficult, but also with the potential host families as well. The number of
families within the Gaucho community that are willing to host college level
students will vary year to year due to time of year (weather conditions), financial
stability, and personal preference. With thorough research and sufficient funding,
it is the hope that this will not be an annual time consuming task for the

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participating coordinators of the program.
Another potential problem that students may face is the filling up of
courses leaving certain students who previously got their transfer-course worked
approved to find a different class that will also be able to transfer back to their
university in the United States for credit. Due to the fact that the exchanging
universities reside in opposite hemispheres, a student attending the exchange in
July/August will be picking courses for the spring semester, thus not being able
to choose a year long course. A way to avoid this issue is to have the resident
coordinator and program manager be very involved in the course selection
process and to remain in contact with the corresponding North American
universities to ensure that the student will receive transferrable credits.

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2.2.1 Spanish Competency Exam
Objective: During the first week of the semester, students will be required
to take a Spanish language placement exam. This exams serves to assess the
student’s Spanish comprehension level and to properly place the student in an
appropriate Spanish course that is conducive to their ability to communicate and
for their overall improvement in the Spanish language. Students will either be
placed in a beginner’s course, and intermediate level course, or an advanced
level course (native Spanish speakers have the option to participate in the
advanced Argentine Spanish course in order to learn the regional dialects and
the history behind the dialects).
Materials: Students will have access to computers and headphones
provided by the hosting university in order to complete both the written and audio
components of the exam.
How students will be assessed: The exam will have grammar and
vocabulary, reading comprehension and listening components. There will be 20
questions testing the students’ knowledge on grammar and vocabulary, 10
reading comprehension questions, and 10 oral comprehension questions. These
components are necessary to properly assess the students’ overall competence
in Spanish. Students will have up to fifty minutes to complete the exam. All
students will take the same exam. Should students feel that their comprehension
level is at the beginner stage, they can opt out of taking the competency exam
and will automatically be placed in the beginner-level course. If students have
already achieved native fluency or have grown up speaking Spanish as either a

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first or ‘dual’ language, they may test out of the Spanish courses. However, it is
recommended they take the advanced course in order to understand the
grammatical differences in the Argentine vocabulary and dialects (note: students
who have learned Spanish as their L1 may not have the same level of
understanding of the rules to basic conjugation as an L2 learner). Along with the
competence exam, credits transferred and letter grades received from the
students’ perspective universities may or may not be considered when placing
them in the beginner, intermediate, or advanced level course. Justification for
placement in either the beginner, intermediate, or advance course will be
explained in the beginning of the course descriptions. A student will be place in
the beginner course if they have scored a 50% or lower in the placement exam.
For the intermediate course, a student must score anywhere from 51-75% on the
placement exam. And finally, a student will be placed in the advanced course if
they score above a 75%.
Foreseeable issues: As test results do not necessarily accurately portray
comprehension level (for example, the student may have test anxiety and their
level of knowledge on the subject is not reflected in the written/oral exam), this is
a potential issue for certain individuals who require extra time or have certain
special needs. Should a student feel that their competency is not accurately
reflected in the exam results, they may speak to an advisor regarding the options
that may or may not be available to them.
This exam is based off the European models of language assessment.
The European models of language assessment are “The Common European
Framework is intended to overcome the barriers to communication among
professionals working in the field of modern languages arising from the different
educational systems in Europe.”(Common European Framework of Reference for
Languages)
This model was selected for a frame of reference due to:
a. Spanish language origin from Spain

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b. Europe’s central location and access to languages spoken within
Europe and Asia
Europe is a prime example of a continent whose inhabitants have a
pressing need to learn English. For example, Switzerland shares a border with
four countries that do not speak the same first language (Germany, Italy, France,
and Austria), thus perpetuating the learning of the international language,
English. As language learners in this course are only working towards learning
Spanish (and Portuguese if they wish), this framework will sufficiently prepare
them for language acquisition.
Because the Argentine dialect is not typically incorporated in the
curriculum of Spanish courses in the United States, none of the questions will be
formatted in Argentina Spanish (commonly referred to as castellano). The
Argentine dialect, vocabulary, and grammatical structures will be taught in the
beginner, intermediate, and advanced courses offered by the hosting university.
Below you will find a sample of the vocabulary section of the exam influenced by
lengalia’s language exam (see Works Cited) based upon the European models of
language assessment:
Examen de nivel en castellano
Este examen tiene tres partes:
20 preguntas de gramática y vocabulario
10 preguntas de comprensión del texto
10 preguntas de comprensión oral
Parte 1: gramática y vocabulario
1. Mi amiga Laura es muy bonita. Tiene los ojos azules, el pelo __________,

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y una sonrisa bonita.
a. rubia
b. alto
c. negro
2. ¿ Como te sientes hoy, Sergio?
a. Me sientes enfermo
b. Me siento feliz
c. Me siento estresada
3. ¿Qué hora es? (12:15)
a. Son las doce y cuarto
b. Es las dos y quince
c. Son las doce y cinco
4. -¿ ___________ van al colegio mañana?
---¡Vamos en coche!
a. Cuando
b. Cómo
c. Por qué
5. ¿ Cómo se llama la letra <g>?
a. hey
b. hoetah
c. guh
6. Nunca en mi vida _______________ una chica más guapa que la actriz
Sofía Vergara
a. vi
b. he visto
c. veo

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7. ¿ Adivina quien vi por el parque esta mañana? ¡Te vas a morir!
--- ¿ A quien? ¡No tengo ni idea! ______________
a. Me dices
b. Me rindo
c. Te mueres
8. ---Paula: ¡Oye, María! ¿De quien es ese vestido negro en el salón?
---María: Es ____________ (de María)
a. mía
b. suya
c. mío
9. ¡Bueno, pablo.. me voy! ¡Nos vemos en agosto!
--- Bueno, Elena. ¡Espero que ____________ un viaje estupendo!
a. vas
b. tienes
c. tengas
10.¿Dónde esta la fiesta esta noche?
--- _____________ en la casa de mi amiga.
a. Está
b. Es
c. Esta
11.Si yo ___________ ella, yo iría al médico en cuanto posible
a. fui
b. era
c. fuera
12.Ayer Miguel ______________ muy tarde, y no pudo ir al cine con sus

27
amigos
a. se despierta
b. se despertó
c. se despertaba
13.Contesta la pregunta : <¿ Perdón, veo que esta es la ultima galleta que
queda en la cocina… la puedo comer?> ¿Cómo respondes que sí?
a. ¡Pues sí, cométela!
b. Sí, que no lo quiero comer
c. ¡Perdona, prefiero que comas algo que no sea mío!
14.Las palabras que terminan en “a” o “as” siempre son femeninas? Si
contestas que no, pon un ejemplo abajo.
a. Sí
b. No : ________________
15.<¿Sara, qué es la primera cosa que vas a hacer cuando llegas a casa
después de un vuelo de 13 horas?> ¿Cómo respondes si no has dormido
por dos días?
a. Ya te lo digo, me voy a meter en la cama.
b. ¡Voy a ir a una fiesta con mis amigos que no he visto hace mucho!
c. Voy a hacer la maleta, ducharme, y luego ir al cine para despertarme
un poco.
16.La _____________ de los Andes es una de las más famosas del mundo
a. montaña
b. cordillera
c. gente
17.¿Sabes qué? Ayer ___________ que mi prima está embarazada!
a. me dicen
b. sabía

28
c. supe
18.Esta noche hacemos guacamole. Tengo los tomates, las paltas, las
hierbas, pero todavía __________ la cebolla. ¿La traes tú, por favor?
a. me falta
b. No compro
c. Me falto
19.Ojalá que él _________ una persona más abierto. Tenía la mente bien
cerrada y no le gustaba escuchar a los demás.
a. fue
b. era
c. fuse
20.Siempre me ha gustado viajar sola. Así _____puede viajar más
a. le
b. se
c. me
barato y tranquilo. Pero cuando conocí a mi esposo en un bar en Croacia,
todo _______ . Era la persona más impresionante
a. cambió
b. cambiaba
c. habrá cambiado
que he conocido en mi vida y ya _______visto a todo el
a. ha
b. había
c. haber

29
mundo! Manteníamos en contacto y después de comunicar de distancia
por un año, él ________ (decidió) a visitarme en Nueva
a. decidió
b. decide
c. decidía
York. Viajamos por toda la costa este aprendí un montón sobre mi propio
país. ?Y sabes qué? !En el ultimo minuto decidimos a comprar un vuelo a
Las Vegas y ahí _________ !
a. nos casaremos
b. nos casaríamos
c. nos casamos
Based upon the Spanish language placement exam offered by www.lengalia.com
This section comprises of verb tenses, vocabulary, and situational questions that
require the student utilize the skills they may have acquired in previous courses.
For the audio and reading comprehension sections, questions extracted from the
actual lengalia exam (see Works Cited page) have been inserted below in order
to understand the structure and flow:

31
Screenshots from Lengalia’s Spanish language placement exam, www.lengalia.com
For the reason that this curriculum cannot provide actual audio
components, the examples have been placed above. This audio portion of the
exam will be recorded by a native Spanish speaker from either a Southern or
Central American country. It can include any and all Spanish speaking countries
except for Argentina, as Argentina’s accent is very unique in comparison.
2.2.1.2 Beginner, Intermediate, and Advanced Spanish Language Courses:
Parallel to the Spanish placement exam, the main objective of each the beginner,
intermediate, and advanced Spanish language course is to provide the student
with an education that will help them acquire foreign language skills.

32
Students placed in the beginner course will have scored a 50% or lower.
Students placed in the Intermediate course would have had to score in between
a 51% and a 75%. Students placed in the advanced course would have to score
a 76% or higher. Designs of each course are up to the discretion of the hosting
university and linguistic professionals.
The snapshots below list the courses offered by Mente Argentina. Mente
Argentina is an individualized immersion program that is “founded to provide
international education opportunities and top quality personal support for
international students” (What is Mente Argentina, Mente Argentina). While this
curriculum does not address a detailed course for each level, the values reflected
through Mente Argentina’s mission statement reflect the objective for this study
abroad curriculum. In order to promote acquisition of a foreign language, it is
necessary to create an environment that has “high standards of quality and
excellence, continuous innovation, program flexibility, responsive and dynamic
support, and kindness and warmth” (Mente Argentina).

33
2.2.1.2.1 Beginner Level Spanish Language Course
Course syllabus objectives provided by Mente Argentina

34
2.2.1.2.2 Intermediate Level Spanish Language Course

35

36
2.2.1.2.3 Advanced Level Spanish Course
In congruency to the grammatical aspects addressed in these examples
as provided by the Spanish courses designed by Mente Argentina, professors
will have the liberty to incorporate relative aspects of Argentina culture; such as
cinema, music, and history. Professors will expose the students to the
differences between Argentine grammar (such as how vos is used instead of tú)
and that of Spanish from Spain and all other Central and South American
countries.

37
2.2.3 Geographical Diversity: Argentina
Comprising almost the entire southern half of South America, Argentina is the world's
eighth largest country, covering an area of 2.8 million square km. Argentina possesses
some of the world's tallest mountains, expansive deserts, and impressive waterfalls, with
the diversity of the land ranging from wild, remote areas in southern Patagonia to the
bustling metropolis of Buenos Aires in the north (An Introduction to Argentina).
Serving as an introductory geography course, students will become
familiar with the different geographical regions of Argentina and the reasons
behind their regionalization. With such diversity in landscape, students will learn
about issues that each region faces in terms of resources as well as how they
contribute to society, and well as the socioeconomic, environmental and political
characteristics of each region. Students are expected to be able to identify
characteristics of the different regions, analyze current issues and distinguish the
different cultural influencers.
This course will be taught over the course of sixteen weeks and will be
broken down into six units. Each unit will be taught over the course of two weeks
while leaving time for exams and exam preparation.
Geographical Diversity in Argentina will serve to set the student up with
general understanding in Argentine geography and prepare them for the final
project at the end of the semester. This class structure is influenced by current
curricula offered through the Universidad de Córdoba in Córdoba, Argentina.
The units are as follows:
 Unit 1: Regions

38
o 1.1 Overview of Regions:
 Major Cities
 “Las Pampas”
 Northwest
 Northeast
 Patagonia
o 1.2 Current Populations
o 1.3 Economic, Social, Political and Environmental Influencers
 Unit 2: Biological and Geographic Characteristics
o 2.1 Major Cities
o 2.2 Tropical and semi-arid zones (northeast)
o 2.3 sub-Antarctic, arid, and high elevation (Patagonia)
o 2.4 Temperate, sub-tropical climates (Las Pampas)
o 2.5 humid, sub-tropical climates (Northwest)
o
 Unit 3: Territorial Development and Politics
o 3.1 Pre-Colonization
o 3.2 Colonization
o 3.3 Post-Colonization
o 3.4 Migration
o 3.5 Politics – Then and Now
 Unit 4: Culture + Development
o 4.1 Values (religion and family)
o 4.2 Education (illiteracy, structure)
o 4.3 Cultures in each region (origin)
o 4.4 Immigrant cultural Influence: Patagonia (Europe)
 Unit 5: Economic Contributions
o 5.1 Natural Resources (Mining)

39
o 5.2 Agriculture (Forestry and fishing)
o 5.3 Livestock (Cattle raising and sheep farming)
o 5.4 Mendoza’s Contribution (wine)
o 5.5 Wool production in Patagonia
o 5.6 Tourism (BA, Patagonia, Mendoza?)
 Unit 6: Environmental Issues
o 6.1 Environmental Issues due to Productivity
o 6.2 Socioeconomic Issues
o 6.3 Health and Poverty
o 6.4 Social Consequences
On page 40 is a sample of the structure and the content to be covered from units
1 and 2.

40
UNIT 1:
(Weeks 1-2)
Regions
Specific
Objectives
Content to be
covered
Materials Tasks to be
completed for
Assessment
1.1 Overview
of regions
- To identify
and
understand
the general
key factors of
each
Argentina’s 7
main
geographical
regions.
-
- Cuyo: La
Rioja, San
Juan, San
Luis,
Mendoza
- Gran
Chaco:
Formosa,
Chaco,
Santiago
del Estero,
Tucumán
- Las
Pampas:
Córdoba,
La Pampa,
Buenos
Aires,
Santa Fe
(and a brief
overview of
Uruguay
and
Southern
Brazil)
- Online
sources
and PDFs
compiled
by the
professor
-Comprehensive
quiz at the end
of week 2
comparing and
contrasting all
regions of
Argentina

41
- Northwest:
Salta, La
Rioja,
Jujuy,
Catamarca
- Northeast:
Misiones,
Entre Rios,
Corrientes
- Patagonia:
Rio Negro,
Chubut,
Neuquén,
Santa Cruz
and Tierra
del Fuego
1.2 Current
Populations
Students will
learn about
the relative
and present
communities
within each
region
-Urban vs. rural
populations
-Population
growth
-indigenous
populations
present day vs.
precolonization
-Booming
industries and
labor force
-Class
discussion
and online
sources
-Short essay
reflecting a
specific
population
selected by the
student

42
UNIT 2:
(weeks 2-3)
Biological and
Geographic
Characteristics
Specific
Objectives
Content to
be covered
completed for
Assessment
2.1 Major Cities -Students will -Buenos -- Online See unit 2.5
1.3 Economic,
Social,
Political and
Environmental
Influencers
Students will
understand all
basic criteria
for
regionalization
- Current
political
situation in
each
region
- Environme
ntal
influencers
that affect
regionalizat
ion
- Social
impacts
due to
culture and
profession
al life
-Online
sources
-Analysis
of current
political
state from
daily
newspape
r
publishing
s
-students will
analyze either
an economic,
political or
environmental
influencer and
write a short
essay reflecting
their research

43
focus on
three major
and influential
metropolitan
areas of
Argentina and
understand
their
geographical
differences
Aires,
Córdoba,
Salta
sources and
PDFs
compiled by
the professor
2.2 Tropical and
semi-arid zones
(northeast)
-Famous for
Iguazú Falls
on the border
of Brazil and
Paraguay,
students will
take an in
depth look at
this tropical
zone and
analyze the
geography
-Misiones,
Entre Ríos,
Corrientes
- Online
sources and
PDFs
compiled by
the professor
See unit 2.5
2.3 sub-
Antarctic, arid,
and high
elevation
-Perhaps one
of the most
important
regions in
Argentina,
students will
have the
-Rio Negro,
Neuquén,
Chubut,
Santa Cruz,
Tierra del
Fuego
- Online
sources and
PDFs
compiled by
the professor
See unit 2.5

44
opportunity to
study these
region and
compare it to
the Rocky
Mountain
region in the
United States
2.4 Temperate,
sub-tropical
climates (Las
Pampas)
-To compare
and contrast
the
differences in
topography of
each region in
this sup-
tropical
climate and
why a major
part of the
population
settles there
-Córdoba,
Santa Fe, La
Pampa,
Buenos Aires
-“flat surface”
- Online
sources and
PDFs
compiled by
the professor
See unit 2.5
2.5 Humid, sub-
tropical climates
(Northwest)
-Still a very
‘indigenous’
region, how
are these
native
communities
thriving and
what does the
-Jujuy, Salta,
Tucuman,
Catamarca,
La Rioja
- Online
sources and
PDFs
compiled by
the professor
- Research one
zone (of 7) in
depth and write
an essay
reflecting
research on
biological and
geographic

45
geography
have to do
with it?
characteristics.
Based upon curricula offered by the Universidad de Córdoba (Programa De Español Y
Cultural Latinoamericana) and the University of Idaho (Geography Courses and Syllabi:
Department of Geography)
Because students will be taking all courses mentioned in this curriculum at
the same time, emphasis is placed on participation and active learning in class.
Students will have a one-month period in which they will study for exams prior to
their departure to Patagonia.
“Because of the complex relationships among people, ecosystems, and the biosphere,
human health and well-being are closely linked to the integrity of local, regional, and
global ecosystems. Therefore, environmental research and education are central
elements of local, national, and global security, health and prosperity.” (Pfirman and
the AC-ERE 2003:1)

46
2.2.4 Environmental Conservation and History – Argentine Patagonia
Significant challenges must be met to achieve the objectives of
environmental research and education: to discover and understand natural
phenomena and processes, to develop new practices for the preservation
and use of environmental resources and services, and to understand
human behavior and decisions with respect to the environment and
resources. (Complex Environmental Systems, p. 10)
Environmental conservation is a social process that goes beyond just the
consideration of the geographical perspective. This course, spanning one
academic university semester, is divided into four units. During this time,
students will learn in depth about each region of Argentine Patagonia, the factors
that affect environmental conservation initiatives, NGOs, climate change, as well
as how to apply and transfer and engage in conservation initiatives all over the
world. Due to the various factors relevant to environmental conservation and
sustainability, students will apply information from other courses in this
curriculum design to better understand the situation in Patagonia, Argentina.
The focus of this course is to learn how global partnerships are already
working to preserve and protect such an impressive region while simultaneously
directly engaging local communities to provide jobs. While simultaneously
learning about all of Argentina’s geographical regions through the course
Geographica Diversity: Argentina (Section 2.2.3) students will become experts in
environmental conservation and the geography of the five regions of Argentina
Patagonia: Neuquén, Río Negro, Chubut, Santa Cruz, and Tierra del Fuego.

47
This course is to be taught without a textbook, and focus is to be given to
in-class participation, discussions and lectures by the professor. Learning
materials will include online readings, videos, material selected by the professor,
and discussion boards all hosted through an online blackboard site pertaining to
the university.
Environmental Conservation and History – Argentine Patagonia is the
backbone to this study abroad curriculum. Due to the increase in necessity for
sustainability education, students will have the opportunity to learn about current
issues in a relative environment. The following charts outline the semester design
for the Environmental Conservation course. The unit charts contain the
objectives, the weeks each unit will be covered under, teaching methods, lessons
and activities used for assessment as well as resources to be used inside and
outside of the classroom. The unit will consist of 16 weeks of class, broken down
into five units. In weeks 12-16, students will prepare and study for the final exam.
Below is the breakdown of the unit for the semester
UNIT 1:
Neuquén
Specific
Objectives
Content to be
covered
completed
for
Assessme
nt
1.1
Population
-In-depth
comprehension
of the history of
the native
communities
still inhabiting
the region
-Gelay Ko
(“Without
Water”)
-Mapuche
community
-Materials
from online
database
from hosting
university
-documents
that the
-In class
discussions

48
-pre/post
colonization:
European
settlements
professors
deem
appropriate
1.2
Topography
- Brief history of
environmental
shifts and
issues occurring
within the
natural
landscapes.
How does this
affect current
preservation
and
conservation
initiatives?
- Flooding and
Sand dune
preservation
- PDFs and
printouts
from
Gonzalo D.
Veiga’s: The
Neuquén
Basin,
Argentina:
A Case
Study in
Sequence
Stratigraphy
and Basin
Dynamics
-In class
discussions
1.3
Renweable
and
Nonrenewabl
e
Resources:
Conflicts
- Students will
learn and about
the impacts of
fracking in the
area and how it
affects the
access to vital
natural
- FRACKING:
shale gas
- Access
to/contamination
of natural
drinking water
-Online
PDFs and
case studies
-Reports on
major oil
companies
-In class
discussions
and unit
quiz

49
within the
Community
resources
-Extraction of
indigenous
communities
(Gelay Ko) due
to oil and gas
mining
-oil spill impacts
on the land
working in
the regions
such as:
YPF,
Chevron,
Apache,
EOG, Total,
and
ExxonMobil
UNIT 2:
Río Negro
Specific
Objectives
Content to be
covered
Materials Tasks to
be
completed
for
Assessme
nt
2.1
Population
-In-depth
comprehension
of the history of
the native
communities
still inhabiting
the region
-pre/post
- Mapuche,
“Earth People”
(Araucanos in
Spanish)
-Excerpts
from Human
Rights USA
website
- PDFs from
Managing
Protected
--In class
discussions

50
colonization:
European
settlements
Areas: A
Global Guide
2.2
Topography
- Brief history of
environmental
shifts and
issues occurring
within the
natural
landscapes.
How does this
affect current
preservation
and
conservation
initiatives?
-rock uplift and
the subduction of
oceanic plates
under continental
plates
- Excerpts
from
Geodynami
c Processes
in the
Andes of
Central
Chile and
Argentina
-In class
discussions
2.3
Renweable
and
Nonrenewabl
e
Resources:
Conflicts
within the
Community
- Students will
learn and about
the impacts of
fracking in the
area and how it
affects the
access to vital
natural
resources
-Controversy
over hydro-
electric
development in
territories:
Decisions made
without consent.
- Docu
ments
regard
ing
the
constr
uction
of the
Pangu
e and
Ralco
damn
-In class
discussions
and unit
quiz

51
s
- Gover
nment
policie
s
(Chile
an
and
Argen
tine)
UNIT 3:
Chubut
Specific
Objectives
Content to be
covered
Materials Tasks to
be
completed
for
Assessme
nt
3.1
Population
-In-depth
comprehension
of the history of
the native
communities still
inhabiting the
region
-pre/post
colonization:
European
settlements
- Patagones/
Tehuelches
- Online
PDFs and
excerpts
from online
database
-In class
discussions

52
3.2
Topography
- Brief history of
environmental
shifts and issues
occurring within
the natural
landscapes.
How does this
affect current
preservation
and
conservation
initiatives?
-Mountain
permafrost
distribution and
its response to
climate change
-Excerpts
from
www.geocriol
ogia.com/ar
-In class
discussions
3.3
Renweable
and
Nonrenewab
le
Resources:
Conflicts
within the
Community
- Students will
learn and about
the impacts of
fracking in the
area and how it
affects the
access to vital
natural
resources
-Potential of
water storage
through ground
ice and the lack
of research in
this particular
idea
-Natural hazards
related to
mountain
permafrost
- Excerpts
from
www.geocriol
ogia.com/ar
--In class
discussions
and unit
quiz
UNIT 4:
Santa Cruz
Specific
Objectives
Content to be
covered
completed
for

53
Assessment
4.1
Population
- In-depth
comprehension
of the history of
the native
communities still
inhabiting the
region
-pre/post
colonization:
European
settlements
-Selkam and
Puelche
communities
-European
genocide of
Selkam
community
-Selected
readings
from:
Reparatio
ns for
Indigenou
s Peoples:
Internatio
nal and
Comparati
ve
Perspecti
ves
-In class
discussions
4.2
Topography
- Brief history of
environmental
shifts and
issues occurring
within the
natural
landscapes.
How does this
affect current
preservation
and
conservation
initiatives?
- Gondwana
landscapes
- Volcanic
province:
Deseado Massif
- Excerpts
from:
Gondwan
a
Landscap
es in
Southern
South
America:
Argentina,
Uruguay
and
southern
-In class
discussions

54
Brazil
4.3
Renweable
and
Nonrenewabl
e
Resources:
Conflicts
within the
Community
- Students will
learn and about
the impacts of
fracking in the
area and how it
affects the
access to vital
natural
resources
-Uranium mining - Selected
PDFs and
online
resources
provided
by the
professor
(ideas from
www.iaea.
org)
-In class
discussions
and unit quiz
UNIT 5:
Tierra del
Fuego
Specific
Objectives
Content to
be covered
Materials
Tasks to be
completed
for
Assessme
nt
5.1 Population - In-depth
comprehension
of the history of
the native
communities
still inhabiting
-Yaghan
(Fuegians) and
the sub- tribes
they divided
into.
- Excerpts
from online
databases as
well as from
www.culturals
urvival.org)
-In class
discussions

55
the region
-pre/post
colonization:
European
settlements
5.2
Topography
- Brief history
of
environmental
shifts and
issues
occurring
within the
natural
landscapes.
How does this
affect current
preservation
and
conservation
initiatives?
-Ushuaia: The
End of the
World
-Antarctic
territory and
polar ice caps
-Unique,
inhospitable and
constant climate
-Online
database
-PDFs from
online
sources
-In class
discussions
and unit
quiz
5.3
Renweable
and
Nonrenewable
Resources:
Conflicts
within the
Community
- Students will
learn and
about the
impacts of
fracking in the
area and how it
affects the
access to vital
natural
-Petroleum
-Government
policies and
relationship
between
Argentine and
Chilean
communities
-PDFs from
online
sources
-In class
discussions
and unit
quiz

56
resources
At the end of all five units, students will be asked to research in depth a specific
region in Patagonia and explore one of the issues presented in class. If the
student proposes research on a topic not covered in class, they may consult with
the professor regarding a paper on that topic instead.
An anticipated issue is the complexity of the topic presented and time
management of the coursework alongside the schedule of the entire semester.

57
2.2.5 Environmental Conservation Project and Homestay: Protecting
Patagonia’s Treasures
Unfortunately, grasslands are among the least protected and fastest converted areas
across the globe, and those in Patagonia are no exception. As this remote wilderness
becomes increasingly accessible, the grasslands – and the livelihoods of its inhabitants –
are threatened. (How We Work: Patagonia’s Grasslands, The Nature
Conservancy)
The final segment of the student’s study abroad experience is the core of
the semester-long program. Environmental Conservation Project: Protecting
Patagonia’s Treasures is designed to give the student the opportunity to put all
the material learned in class into action.
Background: This month-long project is based upon an initiative set forth
by the Nature Conservancy. The Nature Conservancy is a leading non-profit
conservation organization based out of the United States that works on a global
scale to “protect ecologically important lands and waters for nature and people”
and “address the most pressing conservation threats at the largest scale” (The
Nature Conservancy).
Argentine Patagonia is faced with the necessity of conservation initiatives as the
harsh climate is condusive to rapid rates of desertification of the grasslands. With
inadequate methods for sheep grazing used in the past as well as inadequate
protection, the populations in the area are on the brink of losing their vital
resources that their land once so plentifuly provided. With the majority of the land
in Patagonia being privately owned, ways to implement and improve the

58
infrastructure can begin in localized regions.
Objective: Students will travel to a pretermined region of Patagonia and
live with an Argentine “Gaucho” family. Gaucho’s have commonly been referred
to as Argentine “cowboys” and have their roots tied deep into the country’s
culture as they are a symbol of freedom, strength, independence and a way of
life (Rodgers, Mark). Patagonia is “perhaps most well known for its unique
ranching culture where “gauchos” still herd sheep and cattle across the plains as
they have done for more than a century” (Nature Conservancy) and is
responsible for a major part of the economical success of the region. Students
will have the opportunity to work side by side with the Gauchos, and conservation
scientists to develop new grazing routes and participate in conservational efforts
in not just the grasslands, but the water sources (lakes, rivers, glaciers, wetlands)
as well. Students will also have the opportunity to learn about the wool industry,
and the collaboration between Patagonia, inc., and Ovis XX. These grasslands
support many plants and animals as well as contribute to the production of
nutrient cycling, erosion control and to sustainable clean water sources (Nature
Conservancy). This experience serves primarily to promote environmental
sustainability and awareness, promote personal growth, and to promote growth
within a community.
After students have completed their courses at the hosting university, they
will use this knowledge they have acquired to help local communities within
Patagonia. Students will be placed in any of the five regions, and will either work
to restore water resources, to work to undo the negative impacts of overgrazing,
or any other environmental issue at the present time.
Should students fail to comply with the norms of the hosting families and
those of the community, they shall not receive credit or recognition of
participation in the environmental conservation and preservation program they
were assigned.
Despite being arid and semi-arid, these temperate grasslands support
many endemic plant and animal species. They are also crucial for soil
conservation, erosion control, nutrient cycling and maintaining clean water

59
sources – which, in turn, contributes to large watersheds.
Methods of Assesment: This experience will not have any assignments
to be graded. However, as mentioned above, should the students fail to meet the
requirements of the proposed project, or fail to respect the norms of the
community and host family, they will not receive any community service credit.

60
3
Conclusion
What does creating a study abroad program designed around environmental
conservation mean for global learning and the student body? The answer is
multifaceted towards individual growth, growth within a community, and for the
preservation of some of the world’s most treasured resources. To be able to
target a specific environmental problem within a particular region and to work
towards undoing the damage and maintaining the quality of the land and water in
which certain communities depend on for survival is to promote a world without
borders and a healthier one at that. The purpose of this proposed curriculum was
not to outline in detail the student’s schedule in terms of course selection,
electives, nor to provide the learning materials that will be used in class. The
selection of specific material will be left up to the hosting institution and the
professors, as the coursework and topics may vary each year. The purpose is
rather to design a curriculum that can be easily transferred to study abroad
curriculums in any country that faces an environmental crisis. With study abroad
becoming increasingly more popular with each passing year, the amount of study
abroad programs directed towards fixing an environmental issue (such as
grassland overgrazing) is surprisingly absent. One of the most invaluable
experience a student will have studying abroad is one where they are given the
tools to learn a foreign language, expose themselves to a problem in a world
outside of their own, and to experience a different way of life of a different
community. Of course, many students may choose a different path than one of
environmental conservation; this curriculum is not meant to dictate that idea in
any way. But rather the exposure of such problems and collaboration between

61
local communities and students only increases a step further in the right
direction. This curriculum provides the students to participate in an experience
that promotes research and education; with education being one the most
important and powerful tools available to the human race.
While this program is aimed to work directly with private landowners,
potential issues that may be encountered are the environmental policies put in
place by the government while the student is studying abroad. Because issues
such as these cannot be predicted pre-departure, homestays in particular regions
may be adjusted due to unforeseeable circumstances.
The Spanish language placement exam and the Argentine Spanish
courses are crucial to the curriculum as well. As students will have most likely
had exposure to Spanish originating from different countries (such as Spain,
Mexico, etc.), they will notice that the dialects and vocabulary in Argentina vary
drastically. In order to progress the students foreign language acquisition and to
prepare them for their month-long host stay with an Argentine family, it is of the
upmost importance that this curriculum provides the students with the tools to
properly communicate within the community. Further research by linguistic
professionals must be made in order to properly establish the syllabus for the
Argentina Spanish language courses. This curriculum addresses the necessity
for such courses yet does not provide the reader with a specific syllabus for what
is included in the beginner, intermediate, and advanced level courses.

62
4
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