Developing a Four-Year Comprehensive Program for Spanish Heritage Learners



Descargar 22,89 Kb.
Fecha de conversión07.05.2017
Tamaño22,89 Kb.

Developing a Four-Year Comprehensive Program for Spanish Heritage Learners

  • Graciella Nápoles & Kari Jaeckel
  • Evanston Township High School
  • Evanston, Illinois

Presentation Agenda

  • Demographics & Background Information
  • Rationale for SHL Program
  • Evolution of SHL Program at ETHS
  • Curriculum Development
  • Curricular Content
  • Current Projects

Evanston Township High School

  • Four-year, comprehensive high school
  • Located in Evanston, Illinois, a Chicago suburb along the Lake Michigan Shore
  • Serves the city of Evanston and a portion of the neighboring village of Skokie
  • Total district population of approximately 78,000
  • Community offers ethnic, economic, racial, and cultural diversity that is reflected in the student body

Evanston Township High School District 202 Demographic Information

  • Demographic Information
  • 2007-2008

Student Achievement at ETHS

  • 4 performance levels (Prairie State Achievement Examination – Grade 11)
  • 1 – Academic Warning 2 – Below Standards 3 – Meets Standards 4 – Exceeds Standards
  • (Based on PSAE Results – April 2007)
  • Reading Scores
  • 1
  • 2
  • 3
  • 4
  • White Students
  • 1.0%
  • 10.6%
  • 40.7%
  • 47.7%
  • Hispanic Students
  • 12.5%
  • 60.4%
  • 22.9%
  • 4.2%

Demographic Information Students We Service

  • 10.7% of population at ETHS or students are Latino (2007-2008)
  • 5 years ago this was 7.5%
  • 124 students enrolled in SHL courses in 2007-2008
  • Regular, Honors and AP levels in SHL classes
  • Enrollment of Latino students in 5 AP Spanish Literature course is steadily increasing
  • 54 Latino students have taken both the AP Spanish Language and Literature exams since 1997-1998; all but one received passing scores (3,4, or 5)

Demographic Information Students We Service, continued

  • Enrollment of Latino student in 5 AP Spanish Literature class
  • School year # Latino students Class enrollment 3 or higher on AP exam
  • 07-08 5 38
  • *also 9 in 4 AP
  • 06-07 10 45 100% Lang 93% Lit
  • *also 4 in 4 AP
  • 05-06 14 39 100% 83% *also 9 in 4 AP
  • 04-05 3 29 100% 93%
  • 03-04 5 29 100% 86%
  • 02-03 10 24 100% 91%
  • 01-02 7 28 100% 96%
  • 00-01 5 20 100% 100%
  • 99-00 0 12 -- --

Identification and Placement of SHL Students

  • Articulation with Middle Schools
  • Collaboration with Counselors
  • Placement Process: speaking, oral reading fluency, writing sample, teacher checklist

Creating a Spanish for Heritage Learners Program

  • Identify Heritage Language Learners
    • Students raised in homes where non-English languages are spoken
    • Students who speak and/or understand the heritage language
    • Students who are to some degree bilingual in English and the heritage language

Creating a Spanish for Heritage Learners Program, continued

  • 2. Needs of Heritage Language Speakers
    • Opportunities to develop greater bilingual communication range
    • Opportunities to use heritage language to connect with other disciplines and acquire new info
    • Opportunities to develop insight into the nature of their heritage language and culture

Creating a Spanish for Heritage Learners Program, continued

  • 3. Instructional Options for Heritage Speakers
    • Transfer of Literacy Skills
        • Focus on reading & writing
        • Editing written language
        • Teaching strategies designed to monitor the use of non-standard register

Creating a Spanish for Heritage Learners Program, continued

  • 4. Language Maintenance
    • Issues of identity and language
    • Reading culturally-relevant texts

Rationale for Spanish for Heritage Learners Courses at ETHS

  • Goal: To provide academically challenging and relevant courses to educate Latino students in Spanish, increasing their language and literacy skills in their home language
  • Academically equip students for future careers, higher education, and AP Language and Literature courses in Spanish

Rationale for Spanish for Heritage Learners Courses at ETHS, continued

  • Courses contribute to ETHS goals as well as World-Class Instructional Design and Assessment (WIDA) goals:
    • Provide opportunities for all students to perform at their fullest potential
    • Provide equitable educational opportunities for Latino students

Developing a Four-Year Sequence of Spanish for Heritage Learners Courses

  • Characteristics of a Level 1 SHL Student:
    • Often more English-dominant
    • Sometimes at a loss for vocabulary; switches back and forth between Spanish and English in informal conversations
    • Can read and understand intermediate-level readings, but writing in Spanish, like speaking experience, has been limited to informal use of language at home and with bilingual friends
    • Often struggles academically
    • Literacy skills in English may also be low

Developing a Four-Year Sequence of Spanish for Heritage Learners Courses, continued

  • Characteristics of a Level 2 SHL Student:
    • May be more dominant in English than in Spanish for academic purposes, and have little or no schooling in Spanish, or…
    • May be a native speaker of Spanish with limited formal schooling in Spanish
    • Lacks academic and literary vocabulary in Spanish
    • Can read and understand intermediate-level readings, but writing in Spanish, like speaking experience, is still limited
    • Often struggles academically
    • Literacy skills in English may also be low

Developing a Four-Year Sequence of Spanish for Heritage Learners Courses, continued

  • Characteristics of a Level 3 SHL Student:
    • Maybe fully bilingual in spoken language
    • May have some formal schooling in Spanish, but prefers to speak English, or …
    • May be a native speaker of Spanish and an ELL, and have extended formal schooling in Spanish
    • Comprehends nearly all spoken Spanish, informal and formal, academic and personal
    • Rich vocabulary development in Spanish if student is more Spanish-dominant and has more schooling in Spanish; developing Spanish vocabulary if schooling was primarily in English
    • Can read and understand most readings that use contemporary language and more concrete themes and topics; is developing comprehension and confidence with abstract and symbolic language in Spanish
    • Writing in Spanish lacks development, often mimics spoken language
    • Often struggles academically
    • Literacy skills in English may be low

Developing a Four-Year Sequence of Spanish for Heritage Learners Courses, continued

  • Characteristics of a Level 4 SHL Student:
    • Has experience in academic Spanish
    • Can communicate in speaking and writing completely in Spanish, though may still code switch or use English in public/school settings
    • Comprehends nearly all spoken Spanish, informal and formal, academic and personal
    • Rich vocabulary development in Spanish if student is more Spanish-dominant and has more schooling in Spanish, developing Spanish vocabulary if schooling was primarily in English
    • Can read and understand most readings, and is developing confidence with abstract and symbolic language in Spanish
    • Writing in Spanish shows development, though common spelling, grammar and punctuation errors are still evident
    • Often struggles academically
    • Literacy skills in English may be low

General Strategies for Teaching Spanish Heritage Learners

  • Holistic language arts approach, taking into account students’ backgrounds and cultures
  • Guide students in identifying what it means to be Latino
  • Foster positive attitudes through enabling students to gain a better understanding of their heritage language
  • Use of a variety of materials – culturally-relevant readings (short stories and other selections), history and geography, current events articles and films

Sample Unit: Level 1 Spanish For Heritage Learners

  • Myths & Legends of Latin America
  • OVERARCHING UNDERSTANDINGS
    • Students will understand what storytelling is and how its role has changed.
    • Students will understand what legends and myths are.
    • Students will understand the differences between legends and myths from various Hispanic cultures and other places around the world.
    • ESSENTIAL QUESTIONS
    • What is storytelling and how has its role changed?
    • What are legends and myths?
    • What are similarities and differences between legends and myths around the world, including the various Hispanic cultures?

Sample Unit: Level 1 Spanish For Heritage Learners, continued

  • Myths & Legends of Latin America
  • DESCRIPTION OF FORMATIVE ASSESSMENTS
    • Participation in daily group and class discussions
    • Quizzes on individual readings
    • Dictations
    • Journal writing
    • Daily homework
    • Quizzes on sound-symbol correspondence
    • DESCRIPTION OF SUMMATIVE ASSESSMENTS
    • Paragraph summary of myth or legend
    • Guided expository writing using specific transition words
    • Unit exam
    • THINGS STUDENTS NEED TO KNOW AND BE ABLE TO DO
    • Comprehend text at a beginning/intermediate level
    • Understand correct sentence structure
    • Begin expository writing
    • Use correct punctuation and capitalization
    • Use pre-reading strategies: vocabulary, text-scanning, predictions
    • Use graphic organizers to help with comprehension and comparison of texts

Sample Unit: Level 1 Spanish For Heritage Learners, continued

  • Myths & Legends of Latin America
  • OPPORTUNITIES TO LEARN
  • Reading Selections:
    • Myths and Legends of Latin America:
      • “La llorona”
      • “La Virgen de Guadalupe”
      • “Los tres consejos”
      • “La comadre Sebastiana”
      • “Los novios”
      • “Guanina”
      • “La creación (hace mucho tiempo)”
  • Vocabulary Development:
    • Reading Related
  • Language Mechanics:
    • Review of capitalization and punctuation
    • Dictations
  • Phonetics:
    • Sound-symbol correspondence (review)

Sample Unit: Level 1 Spanish For Heritage Learners, continued

  • Myths & Legends of Latin America
  • OPPORTUNITIES TO LEARN, continued
  • Language Structure
    • Review of sentence structure
  • Writing Development
    • Continue journal writing
    • Introduction to expository writing
    • Short paragraphs and transition words
    • Paragraph summary of legend or myth
    • Comparison/Contrast of two legends or myths
  • Film
    • “Macario”

Sample Unit: Level 4/4AP Spanish For Heritage Learners, continued

  • Literatura Fantástica: Chac Mool
  • OVERARCHING UNDERSTANDINGS
    • Students will understand the characteristics of literatura fantástica.
    • Students will have an understanding of Fuentes’ short stories.
    • Students will have a better understanding of contemporary Mexican society.
    • Students will have a better understanding of Aztec mythology and symbols.
    • ESSENTIAL QUESTIONS
    • What is literatura fantástica?
    • What are the features of Fuentes’ short stories?
    • What are the characteristics of contemporary Mexican society and how are they reflected in Mexican literature?
    • What is the importance of Aztec myths and symbols?

Sample Unit: Level 4/4AP Spanish For Heritage Learners, continued

  • Literatura Fantástica: Chac Mool
  • DESCRIPTION OF FORMATIVE ASSESSMENTS
    • Written assessments
    • Group assessments
    • DESCRIPTION OF SUMMATIVE ASSESSMENTS
    • Summary of the short story
    • Descriptive piece modeled after the style of the work cuento arqueológico
    • Unit exam
    • THINGS STUDENTS NEED TO KNOW AND BE ABLE TO DO
    • Read and comprehend unit selections
    • Identify elements of Aztec myths and recognize their influence in contemporary Mexico
    • Apply knowledge of writing concepts (description and summary)
    • Identify characteristics of literatura fantástica

Sample Unit: Level 4/4AP Spanish For Heritage Learners, continued

  • Literatura Fantástica: Chac Mool
  • OPPORTUNITIES TO LEARN
  • Reading Selections:
    • “Chac Mool”
  • Vocabulary Development:
    • Reading Related
    • Definition of genre of literatura fantástica
  • Cultural Enrichment:
    • Review of Aztec mythology
    • Contemporary Mexico
  • Writing Development:
    • Cuento Aqueológico

Texts and Materials

  • Levels 1 & 2:
  • Nuevas Vistas, Curso Uno
  • (Holt, Rinehart and Winston)
  • Nuevas Vistas, Curso Dos
  • (Holt, Rinehart and Winston)
  • Sendas Literarias (Pearson Prentice Hall)
  • Other short stories from a variety of sources
  • Levels 3 & 4:
  • Manual de ortografía y gramática para hispanos (Pearson Prentice Hall)
  • Cinco maestros (Coleman, ed.)
  • Literary works from a variety of sources

Current Projects

  • Developing reading and writing strategies for all SHL classes
    • Through work in Professional Learning Community
  • Technology integration
    • Visual and audio prompts for designated topics and themes to enable students to employ registers of language in a variety of settings both aurally and orally (using the Language Laboratory).

Current Projects, continued

  • Reading Strategies (sample from Level 1)
  • El trabajo en el campo
  • by Rose del Castillo Guilbault
  • Before reading (sample questions):
  • 1. ¿Conoces a alguien que trabaja en el campo?
  • 2. ¿Qué tipo de vida lleva la gente en el campo?
  • 3. ¿En dónde en los EE.UU. hay muchos trabajadores agrícolas de origen mexicano?

Current Projects, continued

  • Reading Strategies (sample from Level 1)
  • El trabajo en el campo
  • by Rose del Castillo Guilbault
  • While reading (sample questions):
  • 1. ¿Cómo se sentía la narradora la primera vez que trabajó en el campo?
  • 2. ¿Por qué el jefe de los campesinos no quería contratar a la familia?
  • 3. ¿Qué comprendió la niña con respecto al trabajo agrícola de la familia mexicana?

Current Projects, continued

  • Reading Strategies (sample from Level 1)
  • El trabajo en el campo
  • by Rose del Castillo Guilbault
  • After reading (sample questions)
  • Multiple choice questions

Current Projects, continued

  • Reading Strategies (sample from Level 4)
  • Cartas de amor traicionado
  • by Isabel Allende
  • Before reading (sample questions):
  • 1. Si quisieras impresionar a una persona que no te conoce muy bien, ¿qué tipo de cosas le escribirías en una carta o mensaje electrónico?
  • 2. ¿Es posible enamorarse a través de la escritura?
  • 3. ¿Qué te sugiere el título de este cuento?

Current Projects, continued

  • Reading Strategies (sample from Level 4)
  • Cartas de amor traicionado
  • by Isabel Allende
  • While reading (sample questions):
  • ¿Qué había puesto Analía en una caja de sombreros durante un año?
  • 2. ¿Qué hacía Luis cuando ella le mencionaba las cartas?
  • 3. ¿Qué motivos tenía la persona que escribió las cartas?

Current Projects, continued

  • Reading Strategies (sample from Level 4)
  • Cartas de amor traicionado
  • by Isabel Allende
  • After reading (sample questions)
  • Multiple choice questions

Current Projects, continued

  • Writing Strategies
  • Cloze text activities taken from in-class readings
  • Guided essays representing a variety of genres

Current Projects, continued

  • Technology Integration
  • Listening activities including speakers from a variety of Spanish-speaking countries in different contexts
  • Video clips on a variety of topics with discussion prompts to follow
  • Internet research and PowerPoint presentations

Resources

    • Azulejo.  Colbert, Colbert, Kanter, Maura & Sugano eds, Wayside Publishing.  2002.
    • La ensenanza del español a hispanohablantes: Praxis y teoría. M. Cecilia Colombi and Francisco X. Alarcon eds, Houghton Mifflin Co. 1997.
    • “Teacher Preparation and the Heritage Language Learner: What Teachers Need to Know.” Guadalupe Valdez, Stanford University. 2000.


La base de datos está protegida por derechos de autor ©absta.info 2016
enviar mensaje

    Página principal