yaninahernández–tstc%...

Yanina Hernández – TSTC José Esteban Hernández

Adap&ng and Crea&ng Ac&vi&es for Heritage Learners of Spanish

Workshop, COERLL Aus&n, Texas. June 10, 2016

South Texas Valley

Introduc:on:

User-‐Generated Materials for Heritage Spanish project ¨  Objec:ves of the project

o  Develop material for Spanish Heritage Learners that is linguis:cally and culturally relevant.

¨  Objec:ves of this presenta:on o  Present the collec:on of videos through which we are developing

original material for Spanish Heritage Learners. o  Suggest ways through which video-‐based material can be integrated in

the SHL classroom. o  Talk about different approaches to teaching SHLs and how these

approaches can be enhanced by user-‐generated material

SpinTX – Spanish in Texas Corpus Bullock, Barbara E. and Toribio, Almeida Jacqueline. 2013. The Spanish in Texas Corpus Project. COERLL, The University of Texas at Aus:n

hZp://www.coerll.utexas.edu/spintx/

Ac:vity: hZp://www.coerll.utexas.edu/spintx/ q Select a video from SpinTX achive and play it. q While you are watching the video, think on the following:

q How you can that video be used in class? q Is the video related to at least one of the topic covered on your classes?

q Would any par:cular content of the video be of more use? q How would your students relate to the interviewee and topics?

q Break in small groups, discuss and share with the rest of us

Ini:al SHL Material q Listening comprehension q Cri:cal approach to Heritage Language Learning (Correa 2011): q Inclusion of a sociolinguis:c component in the SH classroom

q Learning that is meaningful and relevant to the social context of the student

q Valida:on and promo:on

Unique needs of the SHL

Account for…

q Development of greater literacy and wri:ng skills (Felix 2004; Valdés 1997; among others)

q Valida:on and solidifica:on of student’s home variety q Build and focus on student’s knowledge, rather than weaknesses

q Academic, standarized, pres:ge variety becomes another register

q Regional varia:on (Gu:érrez & Fairclough 2006; Bills 1997; Valdés 1997; among others)

q  Register (audience, topic, purpose) q  Style (formal, informal) q  Local variety (lexical and syntac:c)

q Cultural component/amtudes (Carreira 2012; Beaudrie et al 2009; Roca 1997; Valdés 1997; among others)

q  Mo:va:on: integra:ve (community oriented) or instrumental (career oriented)

q  Sociolinguis:c environment and amtudes towards HL q  Role of iden:ty

q Spanish language maintenance efforts

q  Expanding the ac:ve language domains for SHLs (Rivera-‐Mills 2012: 32)

q  Maintaining or reinsta:ng func:onality of the HL (Valdés 1997)

SpinTX video ac:vi:es q Some considera&ons:

q Learning level of students in classes q Target skill and level importance of developing that skill in classes

q Some guiding principles: q Focus on vocabulary and linguis:c structures q Start with open-‐ended comprehension ques:ons, end with personalized ques:ons for students related to topic

q Relate videos to the studied content and topics q Use objec:ves according to the course program and material covered

q Some guiding principles (con&nua&on) q Include 5 main steps in the design of video ac:vi:es

q  Pre-‐viewing – prepare student for understanding video q  Viewing the video while following direc:ons on what to watch

q  Post viewing to check general understanding q Re-‐viewing q Assessment

Antes de ver el video q Introducing the video, what students are about to watch

q Keywords list

q Ask students what they predict about the video

Durante el video q Make students feel confident about understanding.

q Key words q Cognates q Studied vocabulary q Context

q Provide some ques:ons to give some informa:on in order to get students more inquisi:ve while watching the video

Después de ver el video q Give students some ques:ons:

q Ques:ons about the video q Ques:ons about themselves in rela:on with the video informa:on

q Ques:ons to establish interac:on with classmates (asynchronous discussion)

Video -‐Based Ac:vi:es’ Bank hZp://heritagespanish.coerll.utexas.edu/resources/a c:vi:es/

Discusión 7 Entrevista con Anthony Talking about sports Temas: los deportes, el clima, la comida, usos de los verbos ser y estar, :empo presente, pretérito e imperfecto

Objec&ves: v Students will watch an interview clip to prac:ce the vocabulary and gramma:cal structures under temas. In addi:on, students will demonstrate comprehension by using complete sentences to answer several ques:ons about the interview clip.

v Students will become familiar with new words and expressions and their corresponding transla:on.

v Students will listen to a brief narra:ve in Spanish to iden:fy sports and favorite teams and learn how to describe events that are happening now, and already happened.

Antes de ver el video You are going to watch a video interview with a young man living in Central Texas named Anthony who talks about his favorite sport. Here are some keywords used by the speaker that you might not know already: Palabras clave v a menudo -‐ oqen v atento – aZen:ve v bandera – flag, banner v campeonato – championship v equipo -‐ team v humedad – humidity v playera – t-‐shirt v porras – cheers Based on those keywords, what do you predict Anthony is going to talk in his interview?

Durante el video While watching the video, you may not understand every word you hear. Focus on "Palabras clave", the studied vocabulary, cognates, and context to understand the gist of the interview. As you watch the video, see if you can find out these bits of Informa:on:

v What is Anthony favorite team?

v Why does Anthony like his favorite team?

v What city is he living now? hXp://www.coerll.utexas.edu/spintx/video/1483

Durante el video (con%nua%on)

Después de ver el video Answer the following about Anthony and about yourself: Answer the following ques:ons about Anthony: v ¿Qué deporte prac:ca Anthony a veces? v ¿Por qué dice Anthony que su corazón es azul? v ¿En qué país nació él? v ¿Cuál era el color favorito de Anthony antes y cuál le gusta ahora?

v ¿Qué piensa Anthony sobre el Cruz Azul?

Después de ver el video (con%nua%on) Now, answer the following ques:ons about yourself: v Y a :, ¿qué deporte te gusta prac:car o mirar en la televisión? v ¿Cómo es el clima en tu ciudad? v ¿Eres faná:co de algún equipo? ¿Sí o no por qué?

Finally, respond to one of your classmates: v Do you and your classmate have similar sports you like? Explain

v Tell if you know the teams your classmate men:ons. Explain your response

Template of Video-‐Based Ac&vi&es for Beginning Spanish Heritage Language Courses Video-‐based ac.vi.es are presented in three parts: Antes, Durante, and

Después. Each exercise may be completed in 30 minutes. However,

depending on the number of students, the pace of the course, the Spanish

language level of the students, and the par.cular interests of the

instructor, each ac.vity can be adapted to your par.cular needs. For

example, these discussion ac.vi.es can be used in both face-‐to-‐face or

online courses. In our case, these exercises were originally created for

online courses and presented as asynchronous interac.on ac.vi.es. When

used in a face to face situa.on, the opportuni.es for student interac.on

and discussion increase.

Discusión #_____ Entrevista con ____________ ________________________ (Give the video a .tle) Temas: ________________(Based on the material covered on a specific unit/lesson, give some of the vocabulary and grammar topics related to the video)

Objec&ves: (The first two objec.ves are general and can be applied to each of the discussion ac.vi.es presented) v Students will watch an interview clip to prac:ce the vocabulary and gramma:cal structures under temas. In addi:on, students will demonstrate comprehension by using complete sentences to answer several ques:ons about the interview clip.

v Students will become familiar with new words and expressions and their corresponding transla:on.

v Students will listen to a brief narra:ve in Spanish ______ (The third objec.ve will need to be modified based on what is shown on the video clip and it is covered in the lesson).

Antes de ver el video You are going to watch a video interview with a man/woman who lives in _______ named __________ who talks about ______________________

Here are some keywords you might not know that the speaker uses: Palabras clave ( 5 -‐ 10 words) v  v  v  v  Based on those keywords, what do you predict ______ is going to talk about in his/her interview?

Durante el video While watching the video, you may not understand every word you hear. Focus on "Palabras clave", the studied vocabulary, cognates, and context to understand the gist of the interview. As you watch the video, see if you can find out these bits of informa:on: (2-‐4 ques.ons) v  v  Insert the video link from: hTp://www.coerll.utexas.edu/spintx/home

Después de ver el video

In this sec.on, comprehension is evaluated through the understanding of conversa.on in context. The ques.ons included under “ques.ons about yourself” and “ respond to one of your classmates” can be used as part of an oral or wriTen interview, in pairs or small groups of students on face-‐to-‐face courses. In our on-‐line courses, these video-‐based ac.vi.es have been used to ask students to post two different messages: �  The first message includes 1 or 2 comprehension ques.ons answered in “ques.ons about the person interviewed” and 1 or 2 ques.ons answered in “ques.ons about yourself”. It is suggested that students answer the ques.ons in Spanish.

Después de ver el video (con%nua%on) �  The second message includes the student’s reac.on or opinion of what their classmates answered in “ques.ons about yourself”. The ques.on for this second pos.ng comes from “respond to one of your classmates”. We suggest that students answer in Spanish on the first half of the course and answer in English aXer they are familiar with the discussion ac.vi.es and they are more confident in the target language.

The forum ac.vity on the Learning Management System (LMS) should be set in the op.on where students have to post their answers before they are able to read the rest of their classmates pos.ngs to promote original though.

Después de ver el video (con%nua%on) Answer the following about _________ and about yourself: Answer the following ques&ons about : (1-‐3 ques.ons) v  v  v  Now, answer the following ques&ons about yourself: (1-‐3 ques.ons)

v  v  v  Finally, respond to one of your classmates: (1-‐2 ques.ons) v  v 

Después de ver el video (con%nua%on) Although the video-‐based ac.vi.es we present include several

ques.ons, not all ques.ons must necessarily be used at the same

.me. If .me allows it and the ques.ons are related to the topic,

then all ques.ons could be used for one par.cular ac.vity.

Ac:vity: Group / Individual Presenta:ons

� Volunteers from the audience

Other possible ways of integra&ng video-‐based ac&vi&es to the SHL classroom La ac&vidad de Jasleen Discusión Entrevista con Norma Vistas: Lección Temas: el idioma Objec&ves: �  Students will learn new key words and iden:fy how they are used in the context of the video.

�  Students will iden:fy how speaking Spanish has helped others. �  Students will understand how Spanish has different varia:ons and not everyone speaks the same way.

Antes de ver el video (La ac&vidad de Jasleen) You are going to watch a video interview with a woman from El Paso named Norma. She talks about some of the advantages of being bilingual. Here are some keywords you might not know that the speaker uses: Palabras clave v esposo – husband v :enda – store v bilingüe -‐bilingual v cliente – customer v idiomas – languages v especialmente – specially Based on those keywords, what do you predict Norma is going to

talk about in her interview?

Durante el video (La ac&vidad de Jasleen) While watching the video, you may not understand every word you hear. Focus on "Palabras clave", the studied vocabulary, cognates, and context to understand the gist of the interview. As you watch the video, see if you can find out these bits of informa:on How does Norma iden:fy herself? v Why does Norma think that she doesn’t speak the same Spanish as in other regions?

v How is Norma’s Spanish different from her husband’s family?

hZp://www.coerll.utexas.edu/spintx/video/395

La ac&vidad de Jasleen

Después de ver el video (student ac&vity) Answer the following ques:ons about Norma and about yourself Preguntas sobre Norma (video) v What does Norma think about speaking two languages? v Does Norma fully understand the Spanish spoken by her husband’s family? Why is this?

v How has being bilingual helped Norma in her job? Preguntas personales v Explica algunas de las ventajas de ser bilingüe. v ¿Cómo te ha beneficiado a : el ser bilingüe? v ¿Hablas spanglish? Si lo haces, ¿crees que lo usas en un lugar o contexto determinado o con una persona determinada?

Después de ver el video (La ac&vidad de Jasleen) con%nua%on Responder a un compañero de clase v De qué manera estarías de acuerdo o en desacuerdo con las opiniones de tus compañeros sobre el bilingüismo?

v Piensa en algunas maneras en las que el hablar español te ha beneficiado a :.

v ¿Compartes algo en común con tu compañero sobre el uso del spanglish?

El video de Carolina, Juven&na y Luis

q How can this video be used in class? q What can be done or discussed before, during and aqer the video?

q Possible discussion topics q Poten:al wri:ng assignments related to the video q Comments

El video de María

El video de Sarahí

Conclusion

v This is a first stage in our genera:on of SHL material.

v We hope to measure how well these ac:vi:es work with our students: recep:on, engagement, and development of skill.

v We also hope to achieve a more realis:c portrayal of the varia:on and culture, while developing SHL listening, reading, and wri:ng skills.

This is a space for Spanish instructors who want to collaborate, share, and communicate with others about heritage language teaching and learning. hZp://heritagespanish.coerll.utexas.edu

¡Gracias!

Our deepest gra:tude ‘agradecimientos’ to all the people that have supported us in different ways to make this presenta:on possible:

v Patricia Mosele, Sarah Sweeney, and Carl Blyth from COERLL.

v Barbara Bullock and Jacqueline A. Toribio (SpinTX Project)

v The UTPA & UTRGV Teaching Assistants that have par:cipated in the project

Bibliography �  Beaudrie, Sara M. “Research on University-‐Based Spanish Heritage Language Programs in

the United States” in Spanish as a Heritage Language in the United States. 2001. eds. Sara M. Beaudrie and Marta Fairclough. 203-‐221.

�  Beaudrie, Sara, Cynthia Ducar, and Ana Relaño-‐Pastor. 2009. “Curricular Perspec:ves in the Heritage Language Context: Assessing Culture and Iden:ty.” Language, Culture, and Curriculum 22 (2): 157-‐74.

�  Beaudrie, Sara M. 2011. “Spanish Heritage Language Programs: A Snapshot of Current Programs in the Southwestern United States. Foreign Language Annals 44 (2):321-‐37.

�  Bills, Garland D. 1997. “Language Shiq, Linguis:c Varia:on, and Teaching Spanish to Na:ve Speakers in the United States.” In Colombi, Cecilia M. y Francisco X. Alarcón (eds.). La enseñanza del español a hispanohablantes: Praxis y teoría. Boston: Houghton Mifflin Company. 263-‐282.

�  Felix, Angela. 2004. “The Adult Heritage Spanish Speaker in the Foreign Language Classroom.” PhD diss., Capella University.

Biblography (con:nua:on) �  Gu:érrez, Manuel J. and Marta Fairclough. 2006. “Incorpora:ng Linguis:c Varia:on

into the Classroom.” 173-‐87. �  Ingold, Catherine W., William Rivers, Carmen Chavez, and Erica Ashby. 2002. “Report

on the NFLC/AATSP Survey of Spanish Language Programs for Na:ve Speakers.” Hispania 85 (2):324-‐29.

�  Roca, Ana. 1997. “La realidad en el aula: logros y expecta:vas en la enseñanza del español para estudiantes bilingües.” 55-‐64. In La enseñanza el español a hispanohablantes: Praxis y teoría. Cecilia M. Colombi y Francisco X. Alarcón (eds.). Boston: Houghton Mifflin Company.

�  Valdés, Guadalupe, Joshua A. Fishman, Rebecca Chávez, and William Pérez. 2006. Developing Minority anguage Resources: The Case of Spanish in California. Buffalo: Mul:lingual MaZers.

�  WherriZ, Irene and T. Anne Clearly. 1990. “A Na:onal Survey of Spanish Language Tes:ng for Placement or Outcome Assessment at BA-‐Gran:ng Ins:tu:ons in the United

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