Presentation on theme: "Graciella Nápoles & Kari Jaeckel Evanston Township High School"— Presentation transcript:
1Developing a Four-Year Comprehensive Program for Spanish Heritage Learners Graciella Nápoles & Kari JaeckelEvanston Township High SchoolEvanston, Illinois
2Presentation Agenda Demographics & Background Information Rationale for SHL ProgramEvolution of SHL Program at ETHSCurriculum DevelopmentCurricular ContentCurrent Projects
3Evanston Township High School Four-year, comprehensive high schoolLocated in Evanston, Illinois, a Chicago suburb along the Lake Michigan ShoreServes the city of Evanston and a portion of the neighboring village of SkokieTotal district population of approximately 78,000Community offers ethnic, economic, racial, and cultural diversity that is reflected in the student body
4Evanston Township High School District 202 Demographic Information
5Student 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 Scores1234White Students1.0%10.6%40.7%47.7%Hispanic Students12.5%60.4%22.9%4.2%
6Demographic Information Students We Service 10.7% of population at ETHS or students are Latino ( )5 years ago this was 7.5%124 students enrolled in SHL courses inRegular, Honors and AP levels in SHL classesEnrollment of Latino students in 5 AP Spanish Literature course is steadily increasing54 Latino students have taken both the AP Spanish Language and Literature exams since ; all but one received passing scores (3,4, or 5)
7Demographic Information Students We Service, continued Enrollment of Latino student in 5 AP Spanish Literature classSchool year # Latino students Class enrollment or higher on AP exam*also 9 in 4 AP% Lang % Lit*also 4 in 4 AP% % *also 9 in 4 AP% %% %% %% %% %
8Identification and Placement of SHL Students Articulation with Middle SchoolsCollaboration with CounselorsPlacement Process: speaking, oral reading fluency, writing sample, teacher checklist
9Creating a Spanish for Heritage Learners Program Identify Heritage Language LearnersStudents raised in homes where non-English languages are spokenStudents who speak and/or understand the heritage languageStudents who are to some degree bilingual in English and the heritage language
10Creating a Spanish for Heritage Learners Program, continued 2. Needs of Heritage Language SpeakersOpportunities to develop greater bilingual communication rangeOpportunities to use heritage language to connect with other disciplines and acquire new infoOpportunities to develop insight into the nature of their heritage language and culture
11Creating a Spanish for Heritage Learners Program, continued 3. Instructional Options for Heritage SpeakersTransfer of Literacy SkillsFocus on reading & writingEditing written languageTeaching strategies designed to monitor the use of non-standard register
12Creating a Spanish for Heritage Learners Program, continued 4. Language MaintenanceIssues of identity and languageReading culturally-relevant texts
13Rationale 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 languageAcademically equip students for future careers, higher education, and AP Language and Literature courses in Spanish
14Rationale 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 potentialProvide equitable educational opportunities for Latino students
15Developing a Four-Year Sequence of Spanish for Heritage Learners Courses Characteristics of a Level 1 SHL Student:Often more English-dominantSometimes at a loss for vocabulary; switches back and forth between Spanish and English in informal conversationsCan 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 friendsOften struggles academicallyLiteracy skills in English may also be low
16Developing 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 SpanishLacks academic and literary vocabulary in SpanishCan read and understand intermediate-level readings, but writing in Spanish, like speaking experience, is still limitedOften struggles academicallyLiteracy skills in English may also be low
17Developing a Four-Year Sequence of Spanish for Heritage Learners Courses, continued Characteristics of a Level 3 SHL Student:Maybe fully bilingual in spoken languageMay 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 SpanishComprehends nearly all spoken Spanish, informal and formal, academic and personalRich vocabulary development in Spanish if student is more Spanish-dominant and has more schooling in Spanish; developing Spanish vocabulary if schooling was primarily in EnglishCan 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 SpanishWriting in Spanish lacks development, often mimics spoken languageOften struggles academicallyLiteracy skills in English may be low
18Developing a Four-Year Sequence of Spanish for Heritage Learners Courses, continued Characteristics of a Level 4 SHL Student:Has experience in academic SpanishCan communicate in speaking and writing completely in Spanish, though may still code switch or use English in public/school settingsComprehends nearly all spoken Spanish, informal and formal, academic and personalRich vocabulary development in Spanish if student is more Spanish-dominant and has more schooling in Spanish, developing Spanish vocabulary if schooling was primarily in EnglishCan read and understand most readings, and is developing confidence with abstract and symbolic language in SpanishWriting in Spanish shows development, though common spelling, grammar and punctuation errors are still evidentOften struggles academicallyLiteracy skills in English may be low
19General Strategies for Teaching Spanish Heritage Learners Holistic language arts approach, taking into account students’ backgrounds and culturesGuide students in identifying what it means to be LatinoFoster positive attitudes through enabling students to gain a better understanding of their heritage languageUse of a variety of materials – culturally-relevant readings (short stories and other selections), history and geography, current events articles and films
20Sample Unit: Level 1 Spanish For Heritage Learners Myths & Legends of Latin AmericaOVERARCHING UNDERSTANDINGSStudents 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 QUESTIONSWhat 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?
21Sample Unit: Level 1 Spanish For Heritage Learners, continued Myths & Legends of Latin AmericaDESCRIPTION OF FORMATIVE ASSESSMENTSParticipation in daily group and class discussionsQuizzes on individual readingsDictationsJournal writingDaily homeworkQuizzes on sound-symbol correspondenceDESCRIPTION OF SUMMATIVE ASSESSMENTSParagraph summary of myth or legendGuided expository writing using specific transition wordsUnit examTHINGS STUDENTS NEED TO KNOW AND BE ABLE TO DOComprehend text at a beginning/intermediate levelUnderstand correct sentence structureBegin expository writingUse correct punctuation and capitalizationUse pre-reading strategies: vocabulary, text-scanning, predictionsUse graphic organizers to help with comprehension and comparison of texts
22Sample Unit: Level 1 Spanish For Heritage Learners, continued Myths & Legends of Latin AmericaOPPORTUNITIES TO LEARNReading 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 RelatedLanguage Mechanics:Review of capitalization and punctuationDictationsPhonetics:Sound-symbol correspondence (review)
23Sample Unit: Level 1 Spanish For Heritage Learners, continued Myths & Legends of Latin AmericaOPPORTUNITIES TO LEARN, continuedLanguage StructureReview of sentence structureWriting DevelopmentContinue journal writingIntroduction to expository writingShort paragraphs and transition wordsParagraph summary of legend or mythComparison/Contrast of two legends or mythsFilm“Macario”
24Sample Unit: Level 4/4AP Spanish For Heritage Learners, continued Literatura Fantástica: Chac MoolOVERARCHING UNDERSTANDINGSStudents 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 QUESTIONSWhat 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?
25Sample Unit: Level 4/4AP Spanish For Heritage Learners, continued Literatura Fantástica: Chac MoolDESCRIPTION OF FORMATIVE ASSESSMENTSWritten assessmentsGroup assessmentsDESCRIPTION OF SUMMATIVE ASSESSMENTSSummary of the short storyDescriptive piece modeled after the style of the work cuento arqueológicoUnit examTHINGS STUDENTS NEED TO KNOW AND BE ABLE TO DORead and comprehend unit selectionsIdentify elements of Aztec myths and recognize their influence in contemporary MexicoApply knowledge of writing concepts (description and summary)Identify characteristics of literatura fantástica
26Sample Unit: Level 4/4AP Spanish For Heritage Learners, continued Literatura Fantástica: Chac MoolOPPORTUNITIES TO LEARNReading Selections:“Chac Mool”Vocabulary Development:Reading RelatedDefinition of genre of literatura fantásticaCultural Enrichment:Review of Aztec mythologyContemporary MexicoWriting Development:Cuento Aqueológico
27Texts and Materials Levels 1 & 2: Nuevas Vistas, Curso Uno (Holt, Rinehart and Winston)Nuevas Vistas, Curso DosSendas Literarias (Pearson Prentice Hall)Other short stories from a variety of sourcesLevels 3 & 4:Manual de ortografía y gramática para hispanos (Pearson Prentice Hall)Cinco maestros (Coleman, ed.)Literary works from a variety of sources
28Current ProjectsDeveloping reading and writing strategies for all SHL classesThrough work in Professional Learning CommunityTechnology integrationVisual 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).
29Current Projects, continued Reading Strategies (sample from Level 1)El trabajo en el campoby Rose del Castillo GuilbaultBefore 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?
30Current Projects, continued Reading Strategies (sample from Level 1)El trabajo en el campoby Rose del Castillo GuilbaultWhile 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?
31Current Projects, continued Reading Strategies (sample from Level 1)El trabajo en el campoby Rose del Castillo GuilbaultAfter reading (sample questions)Multiple choice questions
32Current Projects, continued Reading Strategies (sample from Level 4)Cartas de amor traicionadoby Isabel AllendeBefore 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?
33Current Projects, continued Reading Strategies (sample from Level 4)Cartas de amor traicionadoby Isabel AllendeWhile 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?
34Current Projects, continued Reading Strategies (sample from Level 4)Cartas de amor traicionadoby Isabel AllendeAfter reading (sample questions)Multiple choice questions
35Current Projects, continued Writing StrategiesCloze text activities taken from in-class readingsGuided essays representing a variety of genres
36Current Projects, continued Technology IntegrationListening activities including speakers from a variety of Spanish-speaking countries in different contextsVideo clips on a variety of topics with discussion prompts to followInternet research and PowerPoint presentations
37ResourcesAzulejo. 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“Teacher Preparation and the Heritage Language Learner: What Teachers Need to Know.” Guadalupe Valdez, Stanford University