1. Doing Science in a Cultural Context: The Use of Spanish and Literature in Exploring Ecuador’s Ecological Complexity Dr. Terry Martin Dept of English Dr. Michael Melampy Dept. of Biology and Geology Baldwin-Wallace College CLAC Conference – Oct. 15-17, 2008 University of North Carolina

2. The Challenge To build meaningful connections among science, language, and literature in the context of study abroad.

3. Nature (basic ecology) Human society (literature) Spanish (a tool and a window) The desired model

4. Ecuador: A country of geographic, ecological and cultural diversity.

5. Will students see a connection between science and foreign language? Reading the literature Communicating with scientists

6. Isn’t science science regardless of language? And how does speaking Spanish help me become a doctor, anyway?? OBSTACLES

7. The Constraints no Spanish pre-requisite no science pre-requisite sophomores to seniors limited international experience

8. Program Design Background building – 6 weeks on campus Language and field immersion – 10 weeks in Ecuador

9. Recruiting - nature is the carrot.

10. Learning Spanish isn’t so bad.

11. Homestays reinforce classroom learning.

12. Getting into the field is essential for studying ecology.

13. But does Spanish contribute to greater ecological understanding?

14. Communication with local experts is enhanced.

15. To maintain engagement: Students share what they understand. Journals and written responses allow a check on understanding

16. Extended interactions with Spanish-speaking guides are possible. A more detailed natural history emerges.

17. Students become more engaged with organisms. And Spanish facilitates that engagement.

18. Environmental contradictions emerge.

19. Social tensions become apparent – and their ecological implications.

20. Direct access to community leaders shapes interpretations.

21. Understanding ecologically important social tensions can be enhanced through the study of appropriate literature, which is an excellent means of conveying the richness and complexity of cultural contexts.

22. Literature can support science instruction by showing the role of science in understanding and preserving the environment. Example: Anacristina Rossi, The Madwoman of Gandoca

23. Literature supports science instruction by examining the cultural mind-sets that determine ecological practices. Examples: Carmen Naranjo, “And They Sold the Rain” Jorge Isaac, Huasipungo

24. Literature enriches students’ understanding of cultural concepts such as machismo and mestizaje. Examples: Isabel Allende, The House of the Spirits, Abdón Ubidia, Wolves’ Dream, Rosario Ferré, “Sleeping Beauty” Jorge Isaac, Huasipungo

25. Use of Spanish does present challenges. Fatigue!!

26. So down time is important!

27. The wide range of language background and abilities is also a real challenge. How much translation is needed? Expectations in terms of Spanish usage Student frustration levels and sense of satisfaction

28. Mixing our students and local students paid dividends.

29. Homestay issues Different expectations concerning student privileges and duties Differences in inclusiveness - family members vs. boarders Variable impact on learning environment

30. Nature (basic ecology) Human society (literature) Spanish (a tool and a window) The desired model Does it really work?

31. We think so!! Need better assessment data but… A richer environment for learning was created. Linkages between science and its social context were made apparent.