Spanish
Students in Madrid
At Boston College, students will find a wide range of opportunities to develop and practice their Spanish and enjoy the diversity of the world's Spanish-speaking cultures. A division of the Hispanic Studies section of Boston College's Department of Romance Languages and Literatures, the Spanish Language Program offers courses and supplementary practica for students at all levels of proficiency. Each semester, between 850 and 1,000 students—including Hispanic Studies majors and minors and students in other disciplines—enroll in our program's language courses.
Composed of seven semesters of language instruction over four years, our curriculum has been carefully designed to foster progressive acquisition of proficiency in Spanish. From the first day of class, students are exposed to the Spanish language and trained to practice the essential skills (speaking, listening, reading and writing) while expanding their vocabulary and learning new grammar points and structures in context. All courses incorporate the study of cultures from different Spanish-speaking countries. Students build their language skills while learning to understand relevant sociocultural and historical aspects of the Spanish-speaking world and appreciate and celebrate the differences between its cultures. A number of our courses also satisfy the University’s Literature Core or the University’s Cultural Diversity Core.
Coordinators
Why Study Spanish?
The study of Spanish invites us into a diverse world of people, cultures, and ideas. Spanish is the second most widely spoken language worldwide, with approximately 400 million native speakers. In the United States, Spanish is both the second most widely spoken language and the most popular second language to study in college. On both an international and national scale, Spanish continues to grow as a language of business, medicine and the sciences, and it plays a special role in international politics as one of the official languages of the United Nations and the European Union.
Knowledge of Spanish introduces students to a wealth of literature, arts, history and humanities. It engages our curiosity for travel and exploration, both abroad and at home, and allows us to forge human connections with other members of the large—and growing—international Spanish-speaking population. The study of Spanish lies at the intersection of practicality, opportunity and all the richness of culture that a foreign language offers. We hope that you will join us to claim your place within the Spanish-speaking world.
Program Details
Curriculum
The Spanish language curriculum offers six semesters of language instruction over four years—a total of approximately 240 contact hours. As our courses have been designed to develop students’ language skills progressively, students are required to take them in sequence:
- Elementary Spanish I (SPAN1015)
- Elementary Spanish II (SPAN1016)
- Intermediate Spanish I (SPAN1115)
- Intermediate Spanish II (SPAN1116)
- Conversation, Composition and Reading I (CCR1) (SPAN2215)*
- Conversation, Composition and Reading II (CCR2) (SPAN2216)*
* Conversation, Composition and Reading I, * Conversation, Composition and Reading II (SPAN2216) are approved language courses for the major and minor in Hispanic Studies.
Elementary Spanish I (SPAN1015), Elementary Spanish II (SPAN1016), Intermediate Spanish I (SPAN1115) and Intermediate Spanish II (SPAN1116) are offered in the fall and the spring semesters and alos in the summer sessions.
CCR1 (SPAN2215), CCR2 (SPAN2216), and Advanced Spanish (SPAN3392) are offered in both the fall and the spring semesters.
Elementary Spanish I
Upon successful completion of Elementary Spanish I (SPAN1015), students should be able to:
- speak Spanish to describe, narrate and carry out short spontaneous conversations in the present tense about everyday topics such as family, professions, personal pastimes, likes and dislikes, weather, daily life situations, some past events, etc.
- comprehend spoken Spanish with basic ability to grasp the main idea and some details in videos and audios that relate to daily life and represent authentic situations
- read and understand simple readings containing practical and cultural information on a variety of topics
- write simple and basic compositions on familiar topics related to daily routine and other themes while demonstrating satisfactory control of basic grammar structures
- recognize the existence of cross-cultural differences and have an understanding and appreciation of the many perspectives and peoples of the Spanish-speaking world
Elementary Spanish II
Upon successful completion of Elementary Spanish II (SPAN1016), students should be able to:
- speak Spanish to describe, narrate and carry out short spontaneous conversations in the present and past tenses about topics such as food, clothing, health, travel, the environment, etc. Strive to converse more clearly and accurately with native and non-native speakers about these topics.
- comprehend spoken Spanish with moderate ability to understand the main ideas and supplementary details in videos and audios referring to authentic situations in different time frames
- read and understand moderately engaging readings containing practical and cultural information on a variety of topics
- write more structured compositions about different themes while demonstrating moderate control of grammar structures.
- recognize and compare similarities and differences between their own culture and Hispanic cultures.
Intermediate Spanish I
Upon successful completion of Intermediate Spanish I (SPAN1115), students should be able to:
- speak in the target language to narrate, describe and compare ideas in different tenses about topics relating to their own lives and those of the target culture, especially in areas such as student and family life, pastimes, house interior and architecture, celebrations, life events, food, traveling, vacations, current events, a series of cultural topics in the Hispanic world, etc. Converse with relative confidence and accuracy when interacting with native and non-native speakers about these topics.
- comprehend spoken Spanish with adequate ability including authentic videos, audios and short films relevant to the present day in a more formal setting with some assistance
- read and understand informative and authentic readings containing practical and cultural information such as articles, interviews and short literary texts including vocabulary annotations and comprehension aids.
- write coherent compositions in a variety of formats and lengths, from short texts to cross-cultural observations while demonstrating good control of grammar structures
- examine and discuss current foreign culture, especially as it relates to the lives of the students and make comparisons to their own cultural experiences. Create connections to issues in social justice in order to foster critical thinking.
Intermediate Spanish II
Upon successful completion of Intermediate Spanish II (SPAN1116) students should be able to:
- speak in the target language to narrate, describe, analyze and compare ideas in a variety of tenses about topics relating to their own lives and those of the target culture, especially in areas such as community life, locations in a city, professional life, the business world, job interviews, artistic expressions such as visual arts, handcrafts, music, theater, cinema and television, the planet and its habitat, environmental awareness, maintenance of good health, illnesses and treatments, etc. Converse with considerable confidence and accuracy when interacting with native and non-native speakers about these topics
- comprehend spoken Spanish with competent ability, including authentic videos, audios and short films relevant to the present day in a more formal setting with some assistance
- read and understand comprehensive and authentic readings containing practical and cultural information such as articles, interviews from a variety of subjects and short literary texts including vocabulary annotations and comprehension aids.
- write articulate and detailed compositions in a variety of formats and lengths, from short texts to cross-cultural observations while demonstrating greater control of the grammar structures
- examine, discuss and question current and former foreign culture, especially as it relates to the lives of the students and make comparisons to their own cultural experiences, situating them in a broader cultural and intellectual context. Create connections to issues in social justice in order to foster critical thinking.
Conversation, Composition, and Reading (CCR)
In Conversation, Composition and Reading (CCR), students will increase their fluency and solidify their spoken and written accuracy in Spanish while focusing on complex grammar topics, expanding their vocabulary and broadening their understanding of diverse cultural and historical aspects of the Spanish-speaking world. CCR fosters students’ analytical, critical and creative skills in the target language through the study of primary source materials such as newspapers, reports, short films and literary texts and through systematic practice of three essential modes of communication: interpersonal, presentational and interpretive.
Upon successful completion of the CCR sequence (SPAN2215 and SPAN2216) students should be able to:
- speak spontaneously in conversations on topics that are familiar, of personal interest, or pertinent to everyday life. Students should also be able to speak about more formal or specific topics with preparation.
- comprehend the main ideas and relevant details of extended general speech from diverse primary audiovisual materials in standard language.
- read and interpret extensive articles and reports related to contemporary topics, understanding important details and nuances. Students should also be able to understand contemporary literary texts in the target language with some assistance.
- write clear and detailed compositions in which they support their views on a wide variety of general topics. Students should also be able to write narrative and argumentative essays on specific topics with previous preparation.
- understand and appreciate the different Hispanic cultures and develop an awareness of the historical, political and sociocultural differences between them.
Language Courses for the Major and Minor
Students begin the program at the level most appropriate for their linguistic proficiency. Advanced, heritage, and native speakers of Spanish can seek placement advice from any of the Spanish Language Coordinators or Spanish instructors in the department.
Non-native Spanish speakers with advanced Spanish skills, as well as heritage and native Spanish speakers, should seek placement guidance from the department (rll@bc.edu). Most begin the major or minor with Conversation, Composition and Reading I (SPAN2215), while some are able to begin with SPAN3395: Contextos, Introduction to Textual Analysis.
Note that Contextos: Introduction to Textual Analysis (SPAN3395) is a prerequisite for all upper-level courses (SPAN6000 and above).
Language Proficiency Requirement & Placement
Language Proficiency Requirement
The Language Proficiency Requirement encourages a holistic educational model for all undergraduate students so that they may graduate with a global, cross-cultural perspective. Language proficiency can be demonstrated in both modern and classical languages, and the requirement applies to students in both the Morrissey College of Arts and Sciences (MCAS). The Carroll School of Management (CSOM), the Lynch School of Education and Human Development (LSEHD) and the Connell School of Nursing (CSON) do not have a language requirement.
There are different ways to demonstrate proficiency in Spanish:
- By successfully completing of Spanish Intermediate II (SPAN1116) or a course above the intermediate level
- By achieving a score of 3 or higher on the AP Spanish Language Exam.
- By achieving a score 6/7 igher level on the IB Language Exam in Spanish.
Language Proficiency Requirement
All students in the Morrissey College of Arts and Sciences must demonstrate competency in a foreign language before graduation. The required competency is equivalent to four semesters of study of a single foreign language up to and including Intermediate Spanish II (SPAN1116). The Carroll School of Management, Lynch School of Education and Human Development and the Connell School of Nursing do not have a language requirement.
Yes. If you scored a 3 or above on the AP Spanish Language Exam, you have already fulfilled the BC language proficiency requirement.
Yes. If you score 6 or 7 higher level on the IB Language Exam in Spanish you have already fulfilled the BC language proficiency requirement.
No. The Placement Test helps students who have already studied Spanish with placement but it cannot be used to fulfill the language proficiency requirement. After they take the Placement Test, students receive a course recommendation in order to enroll during the registration period. During the first week of class, instructors will confirm students’ placement. If needed, a change will be made.
No. Students may not take foreign language courses on a pass/fail basis until they have completed the University’s language proficiency requirement.
No, but you are welcome to continue studying Spanish if you would like to improve your language skills. We also offer upper-level courses for students who want to become highly proficient in Spanish.
Guidelines for Spanish Placement
| IB Language Exam in Spanish | AP Exam Scores in Spanish | Language Requirement |
|---|---|---|
| 6/7 higher level | 3 or above | Language requirement fulfilled. Go to chart below |
| IB Language Exam in Spanish | Course / Test to be taken / Contact | AP Exam Scores in Spanish |
|---|---|---|
| Never studied Spanish | Neer studied Spanish | Take SPAN1015 Elementary Spanish I |
| Did not take | Did not take | Take the Spanish Placment Test |
| 3 | Take the Placement Test if you wish to continue further studies in Spanish | |
| 6/7 higher level | 4 | SPAN2215 Conversation, Composition and Reading II |
| 5 | SPAN2216 Conversation, Composition and Reading II | |
| Native or heritage speaker | Native or heritage speaker | Consult the Department at rll@bc.edu |
- Transfer Students: If you have taken Elementary or Intermediate Spanish at a 4-year institution of higher education, sign up for the next course in sequence without taking the placement test but you must provide proof of past academic performance in the Spanish courses. However, if you did not take Spanish at a 4-year institution of higher education, but did take Spanish in high school, you should take the Spanish Placement Test. Transfer students coming from 2-year institutions should take the placement test
- Heritage Speakers: If you grew up in a Spanish-speaking household and/or lived in a Spanish-speaking country for a substantial amount of time, you may be exempt from the language requirement as a “heritage speaker.” However, oral command of the language is not sufficient for this exemption, especially if none of your schooling took place in Spanish; you must show proficiency in all four linguistic skills: speaking, listening, reading, and writing. Unless you have done significant classroom study of the language in a Spanish-speaking country, the first step for exemption is to take the Spanish placement exam. If you do have this academic background in the language, contact Prof. Yohana Gil Berrio (gilberyo@bc.edu) to determine whether you are eligible for an exemption from the language requirement.
For additional information consult the following Language Placement page.
Opportunities on Campus
Café en Español
During the semester we organize a Spanish round-table (“Café en español”), which meets on a weekly basis. This informal meeting offers a unique opportunity for students to practice and improve their speaking skills with faculty and other students in a relaxed environment. All BC students who speak Spanish, regardless of whether or not they are enrolled in a Spanish Language Program course, are welcome!
Language Lab
he Boston College Language Laboratory serves the language learning and teaching needs of the University's language departments, students of English as a foreign language, and the BC community at large from its center in Lyons Hall, room 313. The facility provides access to installed and portable equipment to be used with audio, video, and multimedia language learning tools.
For more information about the Language Lab hours of operation, services and catalogues of resources, consult the Language Lab's website.
Virtual Dual Immersion Exchange
Each academic year approximately 250-300 Spanish students participate in the Virtual Dual Immersion Exchange between Boston College and several Latin American universities, conversing with native speakers from across the Spanish-speaking world. Following the dual-immersion methodology, BC students and their Latin American partner split a normal class period in two, conversing in Spanish for 20-25 minutes and in English for another 20-25 minutes. Students have had the opportunity to speak with students from universities such as Pontificia Universidad Javeriana Cali (Colombia), Universidad Católica Andrés Bello (Caracas, Venezuela), Universidad Iberoamericana de León (Mexico), Universidad Iberoamericana Puebla (Mexico), Universidad Iberoamericana Torreón (Mexico) and Instituto Tecnológico y de Estudios Superiores de Occidente (ITESO) (Guadalajara, Mexico), among others.