spanlang 13 sl • immigration & citizenship • winter 2021

The Estánfor Codex, Juana Alicia, SPANLANG 13SL • IMMIGRATION & THE LATINX EXPERIENCE IN THE BAY AREA Instructor: Vivian Brates ([email protected]) Schedule office hour zoom visits here Ways-ED - Cardinal Course COURSE OBJECTIVES • Identify the experiences of immigrants in the United States through readings, discussions,

documentaries, short and feature films, as well as through direct contact with local Latinx immigrants from a variety of countries in our community.

• Understand the history of US relations. and Latin America (particularly Mexico and Central America) and its impact on migration.

• Explore the legal framework of immigration in the USA. • Research opportunities and obstacles for access to education, physical/mental health services,

employment, and a dignified life for immigrants in the USA. • Reflect critically on the criminalization of migration and poverty. • Make a positive impact by connecting directly with immigrant individuals from the Immigration

Institute of the Bay Area and other designated organizations. COMMUNITY ENGAGEMENT COMPONENT We work directly in person (or via phone/zoom if required due to Covid-19 circumstances) with members of our Latino community around our campus adapting to the local needs and focusing on the Latino experience in the US.

Students at a Citizenship class at the Immigration Institute of the Bay Area, one of our partners, 2017

Picture taken during training by our partner IIBA for our CENSUS 2020 outreach work during spring 2020.

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' Invierno 2022

Objectives for Week One: Interpersonal: -invite and interact with classroom speakers -address people according to their age, social rules, position, title -use “usted” and its verbal forms appropriately at the IIBA -vary language according to the relative formality or informality of interlocutor Interpretive: -explain the location of a country, city, and place -follow and summarize shifting topics in a conversation -get meaning from context -take detailed notes on content Presentational: -prepare oral and written presentations using authentic materials

Semana n° 1 LENGUAJE INCLUSIVO

CIVISMO E HISTORIA ESTADOUNIDENSE-RELACIONES CON EL MUNDO HISPANO

Fecha Materias / Actividades en clase Preparación para la próxima sesión / Tarea

martes 4 de enero

LA EXPERIENCIA DEL INMIGRANTE EN LA BAHÍA DE SAN FRANCISCO Involucramiento Comunitario:

• expectativas, prejuicios y retos • orientación para el trabajo

comunitario Lenguaje inclusivo:

• ¿todos, todas, todes, todxs, tod@s?

Familiarízate con el material administrativo y académico de la clase:

• recursos del sitio web del Centro de Lenguas

• requisitos de asistencia • syllabus y calendario • material de la clase en Canvas

Escribir: un curriculum vitae en español (cualquier estilo) y una carta para solicitar empleo al centro cívico –ver guía y modelos en Canvas/Archivos/Mundo Profesional. Leer: test de 100 preguntas del examen de ciudadanía.

jueves 6 de enero

APRENDIZAJE - SERVICIO COMUNITARIO

• ¿Cómo podemos asegurarnos que nuestro trabajo en el Instituto es ético y efectivo?

Orientación para el trabajo en el centro cívico Lenguaje profesional: CV y solicitudes de trabajo.

Leer: “La relación especial México-Estados Unidos: Cambios y continuidades en la Guerra y Post Guerra Fría" Jorge Schiavon(Canvas) Canvas/Discusión – completar actividad de reflexión “Cuando los migrantes llegan al mar”, videoclip de Ousman Umar, El Pais, y comentar sobre párrafos de compañerxs.

Mirar para el martes 5 de octubre: La jaula de oro, Diego Quemada-Diez, 2013

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Objectives for Week Two: Interpersonal: -interact with others to meet personal needs in a variety of situations, sometimes involving a

complication, using connected sentences that may form paragraphs and asking a variety of questions, often across various time frames

Interpretive: -anticipate and contrast arguments -continue to develop a more culturally authentic frame of reference -write a résumé and cover letter to Spanish-speaking businesses Presentational: -place increasing emphasis on appropriate presentational language

Semana n° 2

INMIGRACIÓN Y LEGISLACIÓN EN EE. UU.

Fecha Materias / Actividades en clase Preparación para la próxima sesión /Tarea

martes 11 de enero

HITOS DE LAS RELACIONES US-AMÉRICA LATINA

• Mini-presentaciones

RELACIONES MÉXICO-EE UU • siglo XX • relación especial durante y después de la

Guerra Fría (artículo de Jorge Schiavon)

Lenguaje respetuoso informal: • estrategias para la comunicación: usos

de tú y usted; cómo solicitar clarificación

Lenguaje profesional: • Test de Personalidad • Dramatización: entrevistas de trabajo.

Leer: “Cómo fue la primera gran ley para prohibir la inmigración a EE.UU." Margarita Rodríguez, BBC, 2017.

jueves 13 de enero

INMIGRACIÓN Y LEGISLACIÓN

• Ley de Exclusión de los chinos de 1882 • Acto/Ley de Inmigración de 1924 • Acto/Ley de Inmigración de 1965,

Lyndon Johnson

Primer Ensayo: Exposición y análisis de algún aspecto de la experiencia del migrante. Explicación de contenido y formato; generación de ideas.

Mirar: La jaula de oro, Diego Quemada-Diez, 2013 Primer Ensayo: Comenzar a buscar bibliografía. Canvas/Discusión – completar actividad de reflexión

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Objectives for Week Three: Interpersonal: -anticipate and contrast arguments -self-monitor and evaluate language development -respond to work of peers Interpretive: -keep detailed individual notes on language -research academic and professional topics -take detailed notes on content -get meaning from context -connect knowledge from text with knowledge in a variety of areas Presentational: -prepare oral and written presentations using authentic materials -present oral analyses of authentic texts (both oral and written) and of class discussions -begin to hypothesize and conjecture extemporaneously

Semana n° 3

LENGUAJE Y DISCRIMINACIÓN


martes 18 de enero

EL CAMINO DE LOS ADOLESCENTES

• La jaula de oro, Diego Quemada-Diez, 2013

Compartir ideas sobre el tema y enfoque para el primer ensayo.

Leer: “Lenguaje y discriminación", Héctor Islas Azaïs, pags. 7-28 (Canvas). Primer ensayo: completar actividad incluyendo tema, enfoque y tesis (Canvas/Assignments)

jueves 20 de enero

LAS PALABRAS IMPORTAN

• marginalización lingüística • empoderamiento de grupos vulnerables

Primer Ensayo: • trabajo en clase • búsqueda de bibliografía

Leer: “La experiencia coreana en la Argentina: ¿Hacia una construcción de la integración?, Mirta Bialogorski, (Canvas). Canvas/Discusión: Narrar cuento o leyenda y comentar sobre otrxs estudiantes.

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Objectives for Week Four: Interpersonal: -develop greater sophistication, confidence and ease at communicative tasks -support opinions -use of a dictionary to validate choice of language Interpretive: -analyze and synthesize the main ideas and supporting data from authentic written texts -analyze and make predictions -evaluate and take notes on language and content of extended texts such as feature films -compare different regional varieties and social registers of Spanish -identify more subtle nuances of tone and stance typical of formal professional or academic writing Presentational: -interact with others in a variety of situations, sometimes involving a complication, using more

connected sentences, starting to form paragraphs, and asking a variety of questions, across time frames

Semana n° 4 LENGUAGES COLOQUIAL/REGIONAL, ACADÉMICO/PROFESIONAL

IDENTIDAD, DIVERSIDAD Y PROCESOS DE INTEGRACIÓN

Fecha Materias / Actividades en clase Preparación para la próxima sesión / Tarea martes 25 de enero

INMIGRACIÓN E IDENTIDAD CULTURAL

• experiencia coreana en la Argentina (artículo de Bialogorski)

Actividades de Gramática Funcional:

• cómo expresar duda, negación, emoción, probabilidad en el futuro…

Primer Ensayo: Trabajar en el primer borrador y bibliografía. Mirar: TED-Talk de Adela Cortina, “Aporofobia, el miedo a las personas pobres”

jueves 27 de enero

CRIMINALIZACIÓN DE LA POBREZA

• aporofobia (discusión TED Talk Cortina)

Mesa redonda preliminar del primer ensayo: • reflexión, • desarrollo de la tesis, • intercambio de ideas con un/a

compañero/a, • organizar estructura del ensayo.

Actividad: buscar artículos periodísticos que traten el tema de inmigración (noticias, entrevistas, opinión, editoriales) observando lenguaje utilizado y crear una lista de vocabulario utilizado. Leer y mirar video: America First. El legado de una redada migratoria, Univisión. WDA #1: (Canvas/Assignments)

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Objectives for Week Five: Interpersonal: -discuss academic and professional topics and fully engage in interactive argumentation -self-edit with increasing frequency -seek support and feedback from others -respond to work of peers Interpretive: -answer all fact-based and all analytical reading comprehension questions -connect academic learning with community experience -demonstrate increased understanding of the cultural nuances of meaning in written language Presentational: -write persuasive papers stating and supporting an opinion -use logical reasoning (e.g., cause and effect), comparison and contrast, and appropriate rhetorical

devices; edit work for high frequency errors.

Semana n° 5 LENGUAJE PERIODÍSTICO

CONSTRUCCIÓN MEDIÁTICA DEL FENÓMENO DE LA MIGRACIÓN


martes 1o de febrero

EL LENGUAJE PERIODÍSTICO

• géneros periodísticos • papel del periodismo investigativo

(reportaje América First) • imagen de inmigrantes en los medios

Lenguaje formal argumentativo:

• carta de protesta • práctica de narración

Primer Ensayo: Preparar primera versión narrativa. Incluir esquema y bibliografía. Leer: ¿Cómo abordar la migración en los medios: 7 recomendaciones para periodistas” OIM/Naciones Unidas. Mirar Documental: Jorge Ramos, “Discurso de Aceptación Premio a la Excelencia Periodística, Medellin, Colombia”, 8 min., 2017. Tomar notas sobre cuáles son las responsabilidades de los periodistas para discutir en clase.

jueves 3 de febrero

MEDIOS Y ESTEREOTIPOS

• representación mediática de la inmigración – proceso de construcción de la imagen/realidad del fenómeno de la migración

• ¿cómo humanizar y complejizar el relato de la inmigración en los medios?

• visibilidad y representación Actividades de gramática funcional:

• Cómo expresar duda, negación, emoción, probabilidad en el futuro…

Primer Ensayo: entregar versión narrativa del primer ensayo, esquema y bibliografía.

Documental: ¿De qué color es un lápiz de color carne?, Angélica Dass (Canvas/Arte Público) Canvas/Discusión – completar actividad de reflexión (Canvas)

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Objectives for Week Six: Interpersonal: -discuss academic and professional topics and fully engage in interactive argumentation -share information with peers about their content area of focus Interpretive: -keep detailed individual notes on language -become increasingly aware of phrases/collocations typical of formal academic language use -make observations, extrapolations and hypotheses Presentational: -increasingly monitor speech for features not characteristic of formal academic language -deliver presentations on concrete academic topics of interest, using paragraphs level speech

Semana n° 6

MIGRACIÓN Y ARTE URBANO


martes 8 de febrero

EXPRESIONES ARTÍSTICAS DE LA INMIGRACIÓN

• reafirmación de identidades colectivas en el proceso de integración

• arte como herramienta para el activismo social y político

Lenguaje presentativo:

• vocabulario • práctica para las presentaciones

Primer Ensayo: Preparar la versión final. Incluir esquema, revisión y bibliografía. Prepararse para las presentaciones orales: NO SE PUEDE TENER (Y POR CONSIGUIENTE NO SE PUEDE LEER) EL TEXTO DEL ENSAYO. PUEDEN TENER NOTAS O LISTAS.

jueves 10 de febrero

PRESENTACIONES ORALES DEL PRIMER ENSAYO Primer Ensayo: entregar versión final con todas las versiones anteriores.

Leer: “Inmigración, Género y Salud. Las desigualdades sociales en salud y sus efectos en la salud bio-psico-social de las mujeres en contextos de prostitución”, Ríos Marin, 2014, (Canvas). Segundo Ensayo: buscar ideas para el segundo ensayo, argumentación. Canvas/Discusión – completar actividad de arte público.

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Objectives for Week Seven: Interpersonal: -carry out all previous communicative tasks with greater sophistication, confidence and ease -self-monitor and evaluate language development -self-edit with increasing frequency Interpretive: -follow and summarize shifting topics in a conversation -evaluate and take notes on language (register, tone, syntax) and content of extended texts such as

academic lectures, professional presentations, and feature films -compare different regional varieties and social registers of Spanish -connect and synthesize information obtained when listening to extensive and complex oral

interactions between speakers Presentational: -carry out all presentational tasks with greater sophistication, confidence and ease

Semana n° 7

INMIGRACIÓN Y SALUD


martes 15 de febrero

MIGRACIÓN, GÉNERO Y SALUD

• vocabulario de salud, • tráfico sexual migratorio, • efectos de la prostitución en la salud de las

mujeres, Segundo Ensayo – Argumentación:

• generación de ideas

Segundo ensayo: completar actividad incluyendo tema, controversia, y tesis (Canvas/Assignments) Lectura : ¨El debate feminista sobre la prostitución estalla en la Universidad”, El País, 2019 y “La lucha por despenalizar el trabajo sexual en Nueva York”, Gatopardo, 2019.

jueves 17 de febrero

¿PROSTITUCIÓN O TRABAJO SEXUAL?

• argumentación y debate • ventajas y desventajas de los marcos

legislativos de la prostitución prohibicionista, reglamentarista y abolicionista.

Segundo Ensayo - Argumentación:

• trabajo en clase

Segundo ensayo: preparar primera versión narrativa para intercambiar y compartir en clase. WDA #2: (Canvas/Assignments)

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Objectives for Week Eight: Interpersonal: -maintain conversations by providing explanations and comparisons of preferences, opinions -communicate respectfully and show gratitude & politeness appropriately Interpretive: -continue with interpretive objectives listed for previous weeks Presentational: -continue with presentational objectives listed in previous weeks -draft an argumentative paper and cite sources -edit work for style, register and syntax appropriate to academic language -employ appropriate rhetorical devices

Semana n° 8

INMIGRACIÓN Y DERECHOS HUMANOS


martes 22 de febrero

Segundo Ensayo – Argumentación:

• trabajo en clase

Leer: “El multimilloniario negocio detrás de la detención de inmigrantes en los EE. UU.”, BBC Mundo y ¿Cómo funciona el sistema carcelario privado en Estados Unidos? WDA #2: (Canvas/Assignments)

jueves 24

de febrero

LA ÉTICA DE LAS PRISIONES PRIVADAS

• Geo Group, CoreCivic Práctica de presentaciones orales:

• la introducción

Canvas/Discusión – completar reflexión final

viernes 12

de noviembre

Change of grade basis and course withdraw deadline.

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Objectives for Week Nine: Interpersonal: -discuss academic and professional topics and fully engage in interactive argumentation -carry out all previous communicative tasks with greater sophistication, confidence and ease -self-monitor and evaluate language development -self-edit with increasing frequency Interpretive: -explain some diversity among products and practices and how it relates to perspectives -understand the main message and supporting details on a wide variety of complex topics Presentational: -carry out all presentational tasks with greater sophistication, confidence and ease -support argumentative paper using a variety of arguments (authority, logic, moral, etc.) -in supporting and opinion, use logical reasoning and appropriate rhetorical devices -write more extensive essays

Semana n° 9

LENGUAJE ARGUMENTATIVO


martes 1o de marzo

Práctica de presentaciones orales

• la introducción

Preparación de las presentaciones orales: OJO: NO SE PUEDEN LEER LAS PRESENTACIONES. Pueden tener notas con listas de palabras, ideas, conectores que quieran usar, pero no oraciones. El objetivo es explicar, analizar, argumentar y convencer sobre una polémica relacionada a la inmigración.

jueves 3 de marzo

Práctica de presentaciones orales

• la especulación • debates

Segundo ensayo: preparar última versión narrativa para el último día de clase. Incluir versiones anteriores, revisiones y bibliografía.

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Objectives for Week Ten: Interpersonal: -converse more comfortably with people from the target culture in familiar and some unfamiliar situations and show more understanding of cultural differences -demonstrate awareness of subtle differences among cultural behaviors and adjust accordingly Interpretive: -carry out all interpretive tasks with greater sophistication, depth and complexity -give less rehearsed, more extemporaneous presentations of 20 minutes in length Presentational: -deliver detailed and organized presentations in paragraphs and using various time frames -revise argumentative paper for cohesion and precision -place increasing emphasis on appropriate (oral and written) presentational language

Semana n° 10 LENGUAJE RETÓRICO

N (Semana muerta)

Fecha Materias /Actividades

martes 8 de marzo

PRESENTACIONES ORALES

jueves 10 de marzo

PRESENTACIONES ORALES Segundo ensayo - Argumentación: Entregar versión final

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GRADING RUBRIC FOR CANVAS/ONLINE DISCUSSION REFLECTIONS*

A B C D

Timeliness All Discussion entries and responses are submitted on time.

Most Discussion entries are submitted on time.

Some Discussion entries are submitted on time.

Few Discussion entries are submitted on time.

Content

All Discussion entries and responses specifically address Discussion prompts, demonstrate critical thinking through linkages to course concepts, and seek to provide specific examples related to the CELL experience. Spanish is used exclusively, or, if terms in other languages must be used, an explanation in Spanish of the terms is also given.

Most Discussion entries and responses specifically address Discussion prompts, demonstrate critical thinking through linkages to course concepts, and seek to provide specific examples related to the community CEL. Spanish is usually used exclusively, or, if terms in other languages must be used, an explanation in Spanish of the terms is frequently given.

Some Discussion entries and responses specifically address Discussion prompts, demonstrate critical thinking through linkages to course concepts, and seek to provide specific examples related to the CELL experience. Spanish is generally used; terms in other languages sometimes are not explained in Spanish.

Few Discussion entries and responses specifically address Discussion prompts, demonstrate critical thinking through linkages to course concepts, or seek to provide specific examples related to the CELL experience. Spanish is not used exclusively.

Style and Accuracy

All Discussion entries and responses are revised for clarity and conciseness, and edited for common errors.

Most Discussion entries and responses are revised for clarity and conciseness, and edited for common errors.

Some Discussion entries and responses are revised for clarity and conciseness, and edited for common errors.

Few Discussion entries and responses are revised for clarity and conciseness, and edited for common errors.

Community Engaged Language Learning

(CELL)

All Discussion entries and responses attempt to critically analyze and reflect upon CELL experiences, both as specifically related to course topics as well as to broader CELL considerations such as social equity and responsibility. Entries reflect the student's perspective yet also seek to present and understand the perspectives and practices of the student's community partner(s).

Most Discussion entries and responses attempt to critically analyze and reflect upon CELL experiences, both as specifically related to language topics as well as to broader CELL considerations such as social equity and responsibility. Most entries reflect the student's perspective yet also seek to present and understand the perspectives and practices of the student's community partner(s).

Some Discussion entries and responses attempt to critically analyze and reflect upon CELL experiences, both as specifically related to language topics as well as to broader CELL considerations such as social equity and responsibility. Some entries reflect the student's perspective and also seek to present and understand the perspectives and practices of the student's community partner(s).

Few Discussion entries and responses attempt to critically analyze and reflect upon CELL experiences, both as specifically related to language topics as well as to broader CELL considerations such as social equity and responsibility. Few entries reflect the student's perspective while also seeking to present and understand the perspectives and practices of the student's community partner(s).

*If accommodations are needed, please see the “Attendance and Homework Policy:

Accommodations in Stressful Times.”

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GRADING RUBRIC FOR COMMUNITY ENGAGED LANGUAGE LEARNING ACTIVITY (CELL)*

A B C D

Reciprocity

The student demonstrates a deep understanding of the mutual benefit of the interdepend-dent task, engaging with and listening to partners at every opportunity, and becoming increasingly aware of partners’ perspectives.

The student usually demonstrates an understanding of mutual benefit of the interdependent task, engaging with and listening to partners at most every opportunity, and becoming more aware of partners’ perspectives.

The student demonstrates some understanding of mutual benefit of the interdependent task, sometimes engaging with partners and listening to them, at times becoming somewhat aware of partners’ perspectives.

The student demonstrates little understanding of mutual benefit of the interdependent task, and rarely engages with partners or listens to them. The student demonstrates little awareness of partners’ perspectives.

Reflection

The student demonstrates a full commitment to making meaning of the CELL experience. Reflections indicate critical thinking vis-à-vis community partners’ perspectives and practices, as well as course concepts taken from readings, films, and class discussions.

The student demonstrates a strong commitment to making meaning of the CELL experience. Reflections indicate some critical thinking vis-à-vis community partners’ perspectives and practices, as well as course concepts taken from readings, films, and class discussions.

The student demonstrates some commitment to making meaning of the CELL experience. Reflections indicate minimal critical thinking vis-à-vis community partners’ perspectives and practices, or course concepts taken from readings, films, and class discussions.

The student demonstrates little commitment to making meaning of the CELL experience. Reflections indicate negligible critical thinking vis-à-vis community partners’ perspectives and practices, or course concepts taken from readings, films, and class discussions.

Responsibility

The student maintains a positive attitude and constantly seeks to contribute to the CELL endeavor wherever needed.

The student often maintains a positive attitude and usually seeks to contribute to the CELL endeavor wherever needed.

The student sometimes demonstrates a positive attitude and periodically seeks to contribute to the CELL endeavor where needed.

The student rarely demonstrates a positive attitude or seeks to contribute to the CELL endeavor where needed.

Respect

The student consistently attends and demonstrates humility toward community partners and classmates, respecting others’ perspectives and practices. The student seeks understanding through direct engagement in order to recognize and see beyond stereotypes, to forge connections and recognize others’ humanity.

The student often attends and demonstrates humility toward community partners and classmates, respecting others’ perspectives and practices. The student usually seeks understanding through direct engagement in order to recognize and see beyond stereotypes, to forge connections and recognize others’ humanity.

The student sometimes attends and demonstrates humility toward community partners and classmates, respecting others’ perspectives and practices. The student at times seeks understanding through direct engagement in order to recognize and see beyond stereotypes, to forge connections and recognize others’ humanity.

The student rarely attends or demonstrates humility toward community partners and classmates, respecting others’ perspectives and practices. The student rarely seeks understanding through direct engagement in order to recognize and see beyond stereotypes, to forge connections and recognize others’ humanity.

*If accommodations are needed, please see the “Attendance and Homework Policy:

Accommodations in Stressful Times.”

spanlang 13 sl • immigration & citizenship • winter 2021

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