Descripción de la
1. Course description
SPA 311 is a community-based learning course grounded in the practice and theory of second language acquisition and foreign language pedagogy. Our weekly readings and student led discussions will focus particularly on teaching Spanish to elementary school-aged children in the classroom setting. SPA 311 students will engage in the practice of teaching Spanish as a foreign language through contexts that focus on justice, equality, and community to elementary school children at Davidson Elementary School (DES) in the SiDES Program (Spanish in DES). For the practicum, students will develop weekly lesson plans, post weekly reflections, observe peer teachers, and lead a grade-level team of SiDES volunteers and peer teachers.
One of the goals of our course is to deepen our knowledge of diversity, race, and racism, as these issues affect all of today’s youth. It is our responsibility as educators to become well-versed regarding all types of diversity so that we may guide young students in implicit and explicit ways using the study of the Spanish language and Spanish-speaking cultures as our vehicle. Course is conducted in Spanish.
2. Meeting time commitments
- Class will meet every Monday in Chambers from 1:30-2:50.
- Students will teach ten or eleven weekly lessons at DES.
- Grade-level teams will meet weekly at a time decided upon by the team. Involvement of volunteers (program participants who are not enrolled in SPA 311) is strongly encouraged.
- Students will participate in at least one Common Hour meetings with SiDES volunteers.
- Students will conduct three peer observations and critiques.
- Students will attend a theater production on race, one of the post-show events, and one other JEC event during the semester.
- Optional: Activities Fair on Chambers Lawn. Friday, August 24. 5:00-7:00pm
- Optional: Tigers on the Prowl (TOTP). Walk/run laps with DES students. Dates TBA
3. Future opportunities
- Successful participants will be invited to continue in SiDES in Spring 2019 and future semesters.
- Students will be invited (and encouraged!) to participate in the campus-wide Alenda Lux: Symposium on May 8, 2019.
- Students will be invited to participate in the annual Activities Fair.
- Students will be well-positioned to apply for Fulbright Teaching Grants, Teach for America positions, and other teaching opportunities.
- Students will exercise leadership, discipline, mental agility, creativity, and flexibility in ways that will demonstrate to future employers and graduate schools that they are able to deal with the unexpected, negotiate conflict, embrace difference, respond to criticism, and build teams.
4. Students will meet the following learning objectives
- Design lesson plans for elementary school Spanish classes.
- Conduct peer observations and constructively critique lessons.
- Practice planning and organizational skills.
- Construct creative assessment tools for the elementary school children.
- Develop classroom management skills.
- Develop ability to respond spontaneously to classroom situations.
- Improve own linguistic skills in a practical setting.
- Develop skills to teach language exclusively in Spanish.
- Develop classroom presence and speaking confidence.
- Explain the relationship between foreign language education, global education, and social change.
- Assess public school elementary school curriculum with regard to cultures.
- Critique children’s books for racial bias.
- Use children’s books to encourage critical analysis in the elementary school classroom.
- Use story-telling to teach about social justice.
- Analyze the ways issues of race and racism play out in the classroom.
- Analyze one’s own experience as a teacher, language learner, and citizen of local and global communities.
Curtain, Helena and Carol Ann Dahlberg. Languages and Learners: Making the Match, World Language Instruction in K-8 Classrooms and Beyond, 5th ed. Boston: Pearson, 2016.
Bell, Lee Anne. Storytelling for Social Justice: Connecting Narrative and the Arts in Antiracist Teaching. New York, Routledge, 2010. (on order)
Brandl, Klaus. Communicative Language Teaching in Action: Putting Principles to Work. Upper Saddle River, NJ: Prentice Hall, 2008. P53.255.B73 2008
Glynn, Cassandra, et al. Words and Actions: Teaching Languages through the Lens of Social Justice. Alexandra, VA, ACTFL American Council on the Teaching of Foreign Languages, 2014. (on order)
Lightbown, Patsy and Nina Spada. How Languages are Learned 4e (Oxford Handbooks for Language Teachers). Oxford University Press; 4 edition, 2013. P118 .L458 2006
Lipton, Gladys. Practical handbook to elementary foreign language programs (FLES). Lincolnwood, IL: National Textbook Co., 1992. LB1578 .L53 1992
Mitchell, Marianne. Say It in Spanish!: Language and Activities for the Elementary Classroom. Englewood, CO: Teacher Ideas Press, 1997. PC4128 .M58 1997
Nel, Philip. Was the Cat in the Hat Black?: The Hidden Racism of Children’s Literature, and the Need for Diverse Books. NY: Oxford University Press, 2017. (on order)
Omaggio Hadley, Alice. Teaching Language in Context. 3rd ed. Boston: Heinle & Heinle, 2001. PB35 .H24 2001
Osborn, Terry A. Teaching World Languages for Social Justice: A Sourcebook of Principles and Practices. Mahwah, NJ: Routledge, 2005. (Avail. electronically)
Shrum, Judith L. and Eileen Glisan. Teacher’s Handbook: Contextualized Language Instruction. 3rd ed. Boston: Heinle, 2004. P51.S48 2010
Children’s books. Various.