Culture as Content in the Introduction to Hispanic

CultureasContentintheIntroductionto
HispanicLinguisticsClassroom
AATSP2016
Miami,Florida
Dr.LaurelAbreu
UniversityofSouthernMississippi
[email protected]
Dr.StephanieM.Knouse
FurmanUniversity
[email protected]
NativeSpeakerInterviews(Conversations)
Description:IfstudentshaveaccesstoalocalSpanish-speakingcommunity,inpairstheywill
carryoutasemi-structured,quasi-sociolinguisticinterviewwithanativespeaker(NS)(30
minutes–1hour).Prior,theclasswillidentifyaparticularcommunitywithinthelargerSpanishspeakingpopulationifpossible(e.g.,Mexican,Colombian,PuertoRican)aswellasalinguistic
structurethattheywillanalyze(e.g.,presentvs.presentprogressive,expressionofsubject
pronouns).Studentswilldesignconversationalquestionsbasedonthisstructureandthe
culturalpractices,products,andperspectivesoftheNScommunity.
Ifthereisn’talocalSpanish-speakingcommunity,studentscouldconnectwithNSsthrough
synchronouscomputermediatedcommunication.Possiblesourcesare(fromCaballero-García&
Knouse,2016):
Telecollaborationwebsites
• UniCollaboration:http://uni-collaboration.eu
• Google+(allparticipantsneedagmailaccount):https://plus.google.com
TextchatandvideoconferencingwithNSsabroad
• Paidsites:
o LanguageTwin:https://languagetwin.com/#loginPage
o Talkabroad.com:https://talkabroad.com
o EnVivo:http://www.linguameeting.es/wiley.php
• Freesites:
o WeSpeke:http://en-us.wespeke.com
Studentswillturnin:
1. Theguidingquestions
2. Therecordingoftheconversation
3. Atranscribedportionoftherecording
4. Areflectionoftheexperienceandtheculturallessonslearned
Shouldtheinstructorwish,s/hecouldcompileallofthetranscriptstocreateaclasscorpus.
Then,theclasscouldidentifythelinguisticandextralinguisticfactorgroupstoanalyzeandcode
theminanExcelspreadsheet.Theinstructorcouldpresentinitialstatisticalfindingsofthe
influentialfactorsthatshapedNSselectionofthevariable.
SocialMediaProjects
Description:Studentschoosetheirpreferredformofsocialmedia(e.g.,Instagram,Facebook,
Twitter)andfollowthreepeople/organizations/groupslocatedinthreedifferentgeographical
regionsoftheSpanish-speakingworld.Periodically(e.g.,eachweekoreverytwoweeks)theyare
towriteareflectionthatincludeslinguisticobservation,aswellaslinguisticcomparisons
betweenthethreegroups.Additionally,studentsaretoreflectonthepatternsofinteractionon
socialmedia,aswellastheculturalinformationincorporatedonline.Asanextensionor
culminatingassignment,studentscouldprovideanindepthinvestigationofonelinguisticand
culturalphenomenonfromoneoftheSpanish-speakingregions.
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CommercialsinSpanish
Description:Topracticephonetictranscriptionsandtheidentificationofnativeand/ordialectal
phones,studentswillsearchforandchooseacommercialinSpanishtoanalyze.Theyhaveto
describe4NSphonesand2phonologicalprocesses(e.g.,aspiration,hiatus,linking,synalepha)
thattheyhearinthevideo;thesesoundsmustbedocumentedwithcorrectterminologyand
transcriptionusingtheIPA.Studentsalsomustcriticallyexaminetheculturalcontentofthe
commercialandreflectontheculturalpractices,products,andperspectives.Thesecaninclude
observationsofthesetting,thesubtextofthecommercial,conversationalinteractions,etc.
Studentsmustaddressculturalstereotypesreinforcedbythecommercialsaswell.Studentsturn
in:
1. AlinkoftheYouTubevideoofthecommercial
2. Alinguisticanalysis(withtranscriptions)andculturalreflection
SomeexamplesofcommercialsinSpanishonYouTube:
• KraftMac-n-Cheese:https://www.youtube.com/watch?v=is7nGOrFmEQ
• ToyotaCorrolla(Spain):https://www.youtube.com/watch?v=_vDEv43fdJg
• Sprite(Argentina):https://www.youtube.com/watch?v=4WQOuBYbmFI
• InfinitumdeTelmex(México):https://www.youtube.com/watch?v=4DMN8odH684
PhotoContest:SpanishintheU.S.
Description:StudentswillfindexamplesofSpanishandEnglishincontactintheircommunity
(e.g.,signage,businesses,translationsinpublicspaces)andtakeofphoto.Theywillwritea
formallinguisticanalysis,usingconceptsandtermslearnedinclass,aswellasareflectiononthe
socialandculturalcontextoftheexampletheyprovide.
Theclasswillvoteonthebestpictureandanalysis.
Iftherearen’tenoughexamplesofSpanishandEnglishincontactinthelocalcommunity,
studentscouldresearchthistopicvirtuallythroughrelevantsocialmediasitesorviaonline
newspapers.Somesuggestionsofonlinebilingualperiodicalsare:
• ExtraNews:http://extranews.net/
• TúDecidesMedia:http://tudecidesmedia.com/
• TheBilingualNews:http://www.thebilingualnews.com/
• DosMundosBilingualNewspaper:http://dosmundos.com/webpress/
• ElNuevoHerald:http://www.elnuevoherald.com/
SongsinSpanish
Studentversion
Descripcióndelatarea:Ennuestroforo,colocaunenlacedeunacanciónenespañolquete
guste(i.e.,unvideoenYouTubedelacanción).Copiaypega(1)elenlacedelvideodelacanción
y(2)elenlacedelaletra.Después,escribeunanálisisdelacanción(~75-100palabras;vemi
ejemploabajo).También,hayqueexplicarlarelevanciaculturaldelacanción(~75-100
palabras).
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EJEMPLO
1.Canción:Malo
2.Artista:“Bebe”(nombreverdadero:MaríaNievesRebolledoVila).EsdeEspaña,nacióen
ValenciayviviómuchotiempoenExtremadura(queestáenelsur-oestedeEspaña).
3.Enlacealacanción:https://www.youtube.com/watch?v=uXhIcTZ_JkM
4.Letra:http://www.musica.com/letras.asp?letra=66751
Aparecisteunanochefríaconoloratabacosucioyaginebra,elmiedoyamerecorríamientras
cruzabalosdeditostraslapuerta.tucaritadeniñoguaposelahaidocomiendoeltiempopor
tusvenasytuinseguridadmachistasereflejacadadíaenmislagrimitas.
Unavezmásno,porfavor,queestoycansadaynopuedoconelcorazón,unavezmásno,mi
amor,porfavor,nogrites,quelosniñosduermen.unavezmásno,porfavor,queestoycansada
ynopuedoconelcorazón,unavezmásno,miamor,porfavor,nogrites,quelosniños
duermen.
Voyavolvermecomoelfuego,voyaquemartupuñodeacero,ydelmoraodemimejillasaldrá
elvalopacobrarmelasheridas.
Coro:Malo,malo,maloeres,nosedañaaquiensequiere,no;tonto,tonto,tontoeres,note
piensesmejorquelasmujeres.malo,malo,maloeres,nosedañaaquiensequiere,no;tonto,
tonto,tontoeres,notepiensesmejorquelasmujeres.[…]
5.Análisis:Seencuentranalgunosfenómenosfonológicosenlacanción“Malo”.Porejemplo,se
notalaaspiración,oelisióndela/s/![h]![!]enposiciónfinaldepalabra,enpalabrascomo
“venas”[bé.na]o“mujeres”[mu.xé.ɾeh].También,seincorporaelfonemainterdentalfricativa
sorda/θ/ensuinventariofonológico,yseobservaunejemplodelfonoenlapalabra“corazón”
[ko.ɾa.θón].Sereducelapalabra“para”[pa.ɾa]a“pa”[pá]también,queesunprocesoobservado
enlasvariedadesdelsurdeEspaña.(Palabras:83)
6.Relevanciacultural:Comoenotrasculturas,parecequeelmachismo,elmaltratoyelabuso
domésticosonfenómenosquetodavíaocurrenenlaculturaespañolacontemporáneacon
demasiadafrecuencia.EnunartículodeElMundo,seexponequeseasesinaron57mujeresen
Españaporelmaltratoenelaño2015.ElperiódicoElPaístieneunaseccióndesupublicación
dedicadaalasmujeresquesufrendelmaltratodoméstico.Noesdecirquemuchoshombres
españolesseanmaltratadores,sinoqueesuntemaquetodavíaexisteysereflejaenlacanciónde
Bebe.(Palabras:93)
Othersongrecommendations:
• “LaPerla”byCalle13featuringRubénBlades
• “Clandestino”byManuChao:AfricanmigrationtoSpain
• “PobreJuan”byManá:ImmigrationtotheUnitedStates
• “P’alNorte”byCalle13:ImmigrationtotheUnitedStates
• “Polvorado”byNachosVegas:EconomiccrisisinSpain
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•
•
•
•
•
“Ellobo”byÚltimaExperiencia:CorruptionandeconomiccrisisinSpain
“Laprotestasevuelveletra”byJorgelineTallei:CrisisinArgentinainthe1970s
“Elabuelo”byAlbertoCortez:MigrationfromGalicia,Spain
“Yerbatero”byJuanes:NaturalmedicineinLatinAmerica
“Mipaís”byRubénRada:Uruguayanculture
Children’sBooks
Description:StudentsresearchSpanish-Englishbilingualbooksandchooseonetoanalyze.They
examinetheobservedlinguisticstructures(e.g.,expressionofsubjectpronouns,wordorder,
lexicalselection),makeacomparisonbetweenEnglishandSpanish,anddescribehoweach
languageispresented(e.g.,directtranslation,code-switching,lexicalinsertionofoneintothe
other).Studentsalsoreflectontheculturalcontentofthebookandhowitconnectstoyoung
bilingualreaders.
Recommendedbooks:
• BebégoesshoppingbySusanMiddletonElya
• ¡Quieroayudar!Letmehelp!ByAlmaFlorAda
• Somosunarcoiris/WearearainbowbyNancyMaríaGrandeTabor
• VivaFridabyYuyiMorales
Recommendedresources:
• Bilingualbooklist:http://www.colorincolorado.org/booklist/celebrate-reading-twolanguages-bilingual-booklist
• “SpanglishBaby”(bookswritteninEnglishandSpanish):http://spanglishbaby.com
Poems
Description:Using(bilingual)poemsthattheyfindoronesprovidedbytheinstructor
(recommended),studentsanalyzethelinguisticcontentofthepoemandprovideareflectionon
theculturalelements.Somesuggestionsofbilingualpoemsare:
• “Mygraduationspeech”byTatoLaviera:http://www.poetryfoundation.org/poems-andpoets/poems/detail/58189
• Borderlands-Lafrontera:TheNewMestiza(1987)byGloriaAnzaldúa:
https://www.sfu.ca/iirp/documents/Anzaldua%201999.pdf(p.80;p.213-4)
• Contemporarypoetry(variousauthors):http://sibila.com.br/mapa-da-lingua/poesiaqindigenaq-contemporanea-y-gestion-cultural/2747
• PedroAlonzoRetamal,Epumariquiñeülcatun/Undostrescantos(1970)(Mapudungun
andSpanish)
http://revistaliteratura.uchile.cl/index.php/RCL/article/viewFile/31493/33249
5
Guidebooks
Studentversion
Proyectofinal:Unaguíalingüísticaparaelpaísescogido,creadaenequipo
Investiguenafondoelhabladelpaísqueescogieronparacrearunaguíalingüísticayluego
enseñarlainformaciónalaclaseenunapresentaciónoral.Debentraeraclaseunacopiadela
guíaparacadacompañerodeclase.Lapresentaciónoralduraráunos20minutos,yes
importantequetodoslosmiembrosdelequipoparticipendemaneraigualensupreparacióny
quehablenlamismacantidaddeminutos.
Laguíacomenzaráconinformaciónbásicasobreelpaísysucultura:lacapital,zonasprincipales,
industriasprincipales,informacióndemográfica,fiestasimportantes,etc.Mencionentambiénun
pocodelahistoriadelpaísyalgunosdetallessobrelapresenciadelapoblaciónenEE.UU.
Informaciónsobrelavariedadencuestión:
• Fonética/fonología,
• morfosintaxis,
• pragmática,
• léxico,
• etc.
Alprepararestainformación,considerenestaspreguntas,entreotras:
¿Cómosuenaesteacento?¿Cuálessonsuscaracterísticas?¿Quécombinacióndepronombres
emplean—tú,usted,vos,vosotros?¿Cuálessonlasestrategiasqueseusanparaexpresarcortesía?
¿Quépalabrasseconsiderantípicasdelavariedad?¿Quénecesitasaberunestudiantedeespañol
paracomunicarseconéxitoenesepaís?
Elementosimprescindibles:
• Referenciasacadémicas(Wikipedianocuenta),incluyendoLipski(2014),Elespañolde
América(reservadoenlabibliotecabajoelnombredelaprofesora),yellibrodetexto
• EstiloAPA
• Unaguíaimpresaconcopiasparatodos
• Unapresentaciónmultimedia,incluyendomuestrasauténticasdelavariedad
• Unaevaluacióncompletadelaparticipacióndelosmiembrosdelgrupo
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Criterioevaluativoparalaguíalingüísticaylapresentación
Presentación:
Addresseskeyculturalinformation
Accuracyofculturalinformation Accuracyoflinguisticconcepts
Demonstratedknowledgeoftopics
Accuracyofvocabulary/expressions
Accuracyofpronunciation Structure/organization
Effectivenessatengaging/teachingtheaudience Guíalingüística:
Accuracyofculturalinformation Inclusionoftherequiredfieldsoflinguistics
Accuracyoflinguisticconcepts
Attractivenessoftheguide Grammaticalaccuracyoftext
Organization oftheinformation 1
1
1
1
1
1
1
1
2
3
4
2 3 4
2 3 4
2
3
4
2 3 4
2 3 4
2
3
4
2 3 4
Totalscore:_______/32
1
1
1
1
1
1
2 3 4
2 3 4
2 3 4
2 3 4
2 3 4
2 3 4
Totalscore:_______/24
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4(ExceedsStandard):Reflectscomplex 3(MeetsStandard):Reflectsageneral
culturalandlinguisticunderstanding
culturalandlinguisticunderstanding
andteachestheinformationeffectively andteachestheinformationwellforthe
• providesdepthofinsightintocultural
mostpart
•
•
•
•
•
•
•
information
demonstratesacomplexunderstandingof
linguistictopics
ideaswelldeveloped,fullyelaborated,and
supportedbyexamples
usesappropriatevocabularyand
expressionsthroughoutpresentation,few
grammaticalerrors,appropriatestyle
pronunciationlargelyaccurate
structureispurposefulandaidsin
presentingmaterialinaneffectiveway
lessonishighlyeffectiveatengaging
studentsandconducivetolearning
writteninformationispresentedinan
attractivemanner,withgraphics
•
•
•
•
•
•
•
•
citeskeyculturalinformation
demonstratesageneralunderstandingof
linguistictopics
ideasadequatelydeveloped,partially
elaborated,withsomeexamples
generallyusesappropriatevocabularyand
expressions;mostlyfreeofgrammatical
errors;usageisappropriateforcontext
pronunciationcontainssomeerrorsbut
theydonotinterferewiththepresentation
structureispresentandconsistently
executed
lessonisgenerallyeffectiveatengaging
studentsandconducivetolearning
writteninformationispresentedinan
attractivemanner
2(ApproachesStandard):Reflectsa
partialapplicationofculturaland
linguisticunderstanding;
communicationoftheinformationis
somewhatineffective
•
•
•
•
•
•
•
•
•
showsincompleteunderstandingof
culturalinformation
showslimitedorincomplete
understandingoflinguistictopics
minimalorpartialdevelopment,few
examples;attimesunclear
partialaccuracy;frequenterrors;too
dependentonnotesorpreparedmaterials,
isolatedproblemswithvocabularyor
grammar
limitedrangeofexpression,lackskey
words/phrases;mayresorttoEnglish
pronunciationofteninaccurate
structureispresentbutinconsistently
executed
lessonengagesstudentsattimesoris
somewhatineffective
writteninformationpresentedinan
uninterestingorunattractiveway
1(DoesNotApproachStandard):
Reflectsaweakapplicationofcultural
andlinguisticknowledge;
communicationoftheinformationis
mostlyineffective
•
•
•
•
•
•
•
•
•
showsinsufficientunderstandingofcultural
information;makesmisleadingor
stereotypicalstatements
littleunderstandingoflinguistictopics
beyondsuperficialorstereotypical
information
ideasundevelopedandlackingexamples;
largelyunclear
littleaccuracy;numerouserrorsmakeideas
incomprehensible;readsdirectlyfromnotes
orpreparedmaterials;frequentproblems
withgrammarandusagedetractfrom
message
lacksnecessaryvocabularytominimally
completetask;resortstoEnglish
pronunciationofteninaccurateanddifficult
tounderstand
littleornostructurepresent,makingthe
presentationconfusing
lessonfailstoengagestudents;activityis
notconducivetolearning
writteninformationpresentedina
confusingorchaoticway
8
Activitydesign
1. Whatlinguisticsubfield(s)wouldyouliketotarget?
2. Howwouldyouassesslearning(e.g.,complete/incomplete,arubric,self-evaluation,etc.)?
3. Whattoolswillyouneed?
4. Howwouldstudentsexaminebothlinguisticandculturalphenomenainthisactivity?
Notes:
Ifyoualreadyhaveagoodideaofwhatyou’dliketodoandhow,youmaywanttofillinthe
templateonthenextpage.
9
Lessontitle
Step1—DesiredResults
Standards,benchmarks,otherobjectivesasneeded.Whatshouldstudentsknow,understand,andbeabletodoasaresultof
thelesson?
Step2—AssessmentEvidence(Summative/formativecheckforlearning)
Performancetask—Whatwillstudentsdotoshowwhattheyhavelearned?
Performancecriteria—Howgoodisgoodenoughtomeetstandards?Providechecklists,rubric,orcriteria.
Step3—LearningPlan
Learningactivities:Stepsforstudents.
Resources,Timing,andMaterials
NotesforTeacher
Step4—Differentiation/Accommodation/Modifications
Whichstrategies/methodswillyouusedifferentiatefordifferentlearningstyles?Howwillyouaccommodationsand
modificationsforspecialneedsstudents?
Downloadedfromminerclasstechforteachersspring.wikispaces.com,whichhadbeenadaptedfromTomlinsonandMcTighe,Integrating
DifferentiatedInstruction+UnderstandingbyDesign,ASCD,2006.
10
Selectedreferences
Allen,L.Q.(2004).Implementingacultureportfolioprojectwithinaconstructivist
paradigm.ForeignLanguageAnnals,37,232-239.
Caballero-García,B.,&Knouse,S.M.(2016).Reaching“Communities”standardsthrough
emergingtechnology.PresentationattheSouthernConferenceonLanguageTeaching
(SCOLT),Charlotte,NC.
Correa,M.(2011).Laenseñanzadefonéticayfonologíaatravésdeanalogíasymetáforas.
Hispania,94,360–365.
Dema,O.,andMoeller,A.J.(2012).Teachingcultureinthe21stcenturylanguageclassroom.
FacultyPublications:DepartmentofTeaching,LearningandTeacherEducation.Paper181.
http://digitalcommons.unl.edu/teachlearnfacpub/181
Knouse,S.M.,Gupton,T.,&Abreu,L.(2015).TeachingHispaniclinguistics:Strategiesto
engagelearners.Hispania,98,319-332.
Kramsch,C.(1993).Contextandcultureinlanguageteaching.NewYork:OxfordUniversity
Press.
Lafayette,R.C.(1988).Integratingtheteachingofcultureintotheforeignlanguage
classroom.InA.J.Singerman(Ed.),Towardanewintegrationoflanguageandculture(pp.
47-62).Middlebury,VT:NortheastConferenceontheTeachingofForeignLanguages.
Lange,D.L.(1999).Planningforusingthenewnationalculturestandards.InJ.Phillips&R.
M.Terry(Eds.),Foreignlanguagestandards:Linkingresearch,theories,andpractices(pp.
57-120).Lincolnwood,IL:NationalTextbook&AmericanCouncilontheTeachingof
ForeignLanguages.
NationalStandardsinForeignLanguageEducationProject.(1999/2006).Standardsfor
foreignlanguagelearninginthe21stcentury.Lawrence,KS:AllenPress.
Stokes,J.D.(2004)FosteringcommunicativeandculturalproficiencyintheSpanish
phoneticsandphonologycourse.Hispania,87,533–540.
VanHouten,J.B.,Couet,R.,&Fulkerson,G.(2014).Fromfacttofunction:How
interculturalityischangingourviewofculture.TheLanguageEducator,9(1),42-45.
Villa,D.J.(2004).Heritagelanguagespeakersandupper-divisionlanguageinstruction:
FindingsfromaSpanishlinguisticsprogram.InH.Byrnes&H.Maxim(Eds.),Advanced
foreignlanguagelearning:Achallengetocollegeprograms.Issuesinlanguageprogram
direction(pp.88-98).Boston:Heinle.
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