 Hello and welcome to our talk today. We will be discussing our textbook ingresos a multi literacies approach to business Spanish. My name is Anne Hoffman Gonzalez. And my colleague is Michael Arnold and as mentioned, we both teach in the Department of Spanish and Portuguese studies at the University of Minnesota Twin Cities. So, why did we create ingressos. Prior to using this textbook we used salva favor, which is now out of print for those of you who are familiar with the text. When it became untenable to continue using that text we started looking at ways to reduce costs for students in addition to merely adding new having something new right. Our library runs a grant program to encourage faculty to create open educational resources and when we won such a grant we decided to take this chance. Not only to decrease textbook cost but also increase alignment with our standard fourth semester course. Our language program in general is undergoing a transition to a multi literacies approach to language education and for those unfamiliar with language or with multi literacies. A few of the foundational concepts are one culture from the beginning and language to the end so our language program is working really hard to bring more weighty cultural topics into even our first semester Spanish courses. And we are also working to increase the amount of Spanish language instruction in our upper division courses as well. The second tenant of multi literacies is the focus on text. And in this approach, any structure communication is considered a text so therefore in ingressos we have traditional written texts, but we also have audio visual materials, both video and song and we have visual media, such as ads or traditional fine art, and all of these are considered text because they are organized to communicate information. And so this multi literacies is the underlying approach we used in the creation of our textbook. And since fourth semester Spanish course requires a good deal of focus on grammar structures vocabulary and such we decided we would need to hone our focus both with respect to business themes and geography. We chose Spain as a geographic focus and our thematic structures broken down into three very broad but essential business categories, economic sectors, marketing and finance. Everything in this book is broken down into its most simple straightforward elemental form and exemplified with engaging cultural products and topics relevant to a college student age group and above. So what is in a unit of ingressos so every unit has a theme and the three themes as mentioned that we used were economic sectors, marketing via Sarah and fast fashion and then finance via Montragon the world's largest co op. We have readings and grammar is presented in a contextualized manner via naturally occurring examples in authentic texts, and we, and these authentic texts can include the music, the art, the visuals, any of those count it doesn't have to be a written text. And we support the naturally occurring. We support the naturally occurring grammar with explanation and activities. We also have cultural products presented in every unit. And very often multiple chapters in a textbook are combined to make a unit but we presented this as three units that could each be done, meaning you can do the whole textbook in one semester. So this is a list of the grammar topics that we cover in this textbook and as you can see, these are topics that would be present in any sort of fourth semester Spanish language class. And the last section of the last topic we cover, which is large numbers. That one we added since we're dealing with business. Very often our, our students had to talk about millions or billions or trillions and didn't know how so we include some specific instruction on large numbers. So we group with a specific list of topics by taking a look at our existing four semester syllabus and pulling out the topics that are covered in that class and we use the syllabus rather than the textbook that that class uses because most textbooks cover more grammar topics than a single semester course can cover allowing programs to pick and choose. So again, we wanted to increase alignment with our standard class so we pulled out the topics they actually cover. So these topics we wanted to cover we created a list of business topics that we wanted to cover and Michael will be discussing those topics shortly. After choosing text that aligned with the topics we started to comb the text looking for grammatical features. So are some pretty complicated diagrams that we used trying to match business topics and grammar topics. But we built the grammar units around features present in our authentic texts. As I mentioned, we do provide basic grammar practice activities in the online textbook, and we supplement that with additional activities on our course canvas site. Okay, so I will quickly review the subtopics of each unit now as a quick overview in unit one we begin with very basic economic sectors of the primary secondary and tertiary so primary is the extractive sector for example mining and farming and fishing for us it's viticulture and the secondary sectors transformative which is most commonly and most common example be manufacturing, we use curing and fermentation in our unit. And that is harmonica is the curing and that's kind of really delicious ham that you can only get from Spain and where the pigs feed from most of the latter half of their life on acorn so it gets it's really amazing nutty flavor to the fat. And cheese and real Hawaiian some my opinion the best wine in the world and then the tertiary sector is the commercial sector and for that we look at the death of the local mom and pop shop. As big box stores take an increasingly bigger share of grocery and retail sales. In unit two we look at the fundamentals of marketing beginning with market, marketing utility which is form place time and possession and we also look at the seven P's product place price promotion physical evidence people and processes. We use inditex, which is best known for its zata fast fashion clothing chain to highlight supply chain logistics, which is very important since shipping and storage make up 90% of marketing costs on average across all industries, but far less of a percentage for fast fashion given its logistics structure and to focus in on the advertising business with thought as unique just in time and deliberate under supply strategies of any given product to promote frequent store visits by dedicated clientele as well as pass your by. Finally for unit three we study traditional corporate financing structures stocks and bonds and then contrast this more common entity with a far more exciting model, the employee owned corporation. Lucky for us being as home to a moon dragon, the world's largest worker on co op, and we juxtaposed Karl Marx and Adam Smith along with the concept of economic democracy as a light theoretical framework before we jump into the what why how when, etc. Which is just a fascinating history of Frank era communal struggle solidarity and success is if you have time to look at this more in depth after the presentation. We finish that unit up looking at how the financial crisis hit Spain from 2008 on and how economic democracy via the worker owned co op proved to be one of a few humane and sustainable models in what was otherwise a corporate blood bath. As you can probably see we start with fairly simple business complex concepts and build complexity. And this was done on purpose to add challenges for the students as the semester goes on. And has a cultural focus related to the business theme and we draw from a variety of artistic genres and eras from flamenco punk and kind of a less street performance to Picasso, join me at all and the idea of art advertising or advertising as art by focusing on a single culture to Spain we're able to ground the learning and authentic texts and give students deeper understanding of Spanish culture and business language in unit one we look at cultural products related to the extractive sector. John Meadows the farm is the visual component and flamenco mining songs is audio mode. In unit two we study how the Spanish transition to democracy following the death of Francisco Franco was marked by celebration of the supposed freedom that underlies capitalist consumerism and compare that with the conspicuous consumption hangover that followed the decadent indulgence of the 1980s in Spain. And then in unit three we examine how art can be a response to political and fiscal crisis. And we can make a as Picasso is visceral reaction to the horrors of the Spanish Civil War. And additionally, the bomb town is in the same region as Mondragon the co op that we highlight in this unit itself, a business model necessitated by the communal and economic destruction of Spain's fratricidal conflict. Our song is a street performance that critique Spain's response to the economic meltdown of 2008. And in closing, as we previously mentioned, we chose to focus on a single country for this textbook. The choice of Spain was largely influenced by the fact that both of us teach advanced business Spanish as well. And in that class we do not talk about modern Spain at all we focus exclusively on Latin America so this class offered us a chance to address that blank spot. Additionally, we felt that intermediate textbooks often choose to give students a very brief overview of many places and we feel that makes that exposes them to many places but makes them a master of none. So by focusing on a single country we are attempting to give students a more complete picture of one specific place. And with that, we were are welcome to take questions or comments. And you have about four and a half minutes left for questions to see now. Thank you. I haven't seen any in the chat yet so I'm sorry if you already mentioned this but are are these mostly business students that are taking the classroom all different kinds of students. All different kinds of students some are business students. Some are. I would say we also get a fair number of students who are just looking for something different. I think that it could be interesting. This level 1004 is required for most students at the U of M. So the model actually worked pretty well to attract people because it only meets two days a week whereas other 1004 equivalent meets every day and so students were attracted to that. Right. So it does, you know, bring in a broad variety of students not like, yeah, all our business. I think there's some coming in on the chat. Yeah, someone asked, do you think you could create the same thing for other countries. I think we could easily. We could create countries of interest like I'm sure and could do Argentina since, you know, close connection there, but right and I think you could if you wanted to create a similar text but didn't like the Spain focus of this particular text. You could pick any country. We had some specific reasons for choosing Spain. But it could work for any country but since we it is so specifically focused so like the economic sectors chapter. So for would be really, really easy to reproduce for anywhere. Marketing, again, countries, there's marketing all over the place but you would definitely have to pick something different since fast fashion. Sada is one of the pioneers of that method. Right. But you could do there's other things that could be done in marketing. And finally, again, the co op was very specific. There are a lot of reasons right and other countries, but finance is present everywhere. Yeah, yeah, you just have to take a different angle with everything basically I'll go the extractive sector like and said, I mean that's every country has its own, you know, agriculture. That would be fun. There are some other questions. So do we work with the designs of meaning construct from multi literacies. We try to. So as we have built this course and as we have taught it this switch to multi literacies focus was ongoing. So I think we are constantly looking back and asking how can we pull in more of what we see in in the multi literacies can we So, for example, we look at political cartoons, right so can we take those political cartoons and then ask students to create their own political cartoons. That would be one example or for those of you who are familiar with Spain we look at it. The big you've probably seen pictures of it the big bull as roadside advertising that is now considered art in Spain. We're asking students to look at that in their own in their own communities right so is there anything comparable in their own communities. We missed the first question was this was written. Yeah, this book was written by us. I mean we take a lot of text from online and linked to that so. But yeah, we and and I did everything. We do have one other themed course for fourth semester Spanish we don't teach it but our department does offer a medical Spanish course. And then let's see heritage language learners. I think it could be very interesting so we don't have a ton of heritage language learners in this class but I think interacting with texts that were created by and for native speakers. I think it could be. I think it could be very engaging for a student with a higher level who needs to be in a fourth semester class. And teaches some heritage link well higher level heritage language so whoever asked that question that's interesting exploring it more I'm sure she could meet up and talk. I'll volunteer you and thank you very much. Yeah. Yes, and thank you for the person who shared the link to the book so there are still some things as we were going back through it it's like oh there's still a few things we need to keep tweaking but that's one of the things we enjoy about this format we can keep working on our book and constantly making it better.