Global Business Languages
Volume 12 Security and Business Languages
Article 9
May 2010
An Innovative Curriculum for Basic Spanish
Students: Spanish in the Professions: Bilingualism
in the U.S.
Darcy Lear
University of Illinois, Urbana-Champaign
Follow this and additional works at: http://docs.lib.purdue.edu/gbl
Recommended Citation
Lear, Darcy (2010) "An Innovative Curriculum for Basic Spanish Students: Spanish in the Professions: Bilingualism in the U.S.,"
Global Business Languages: Vol. 12 , Article 9.
Available at: http://docs.lib.purdue.edu/gbl/vol12/iss1/9
Copyright © 2010 by Purdue Research Foundation. Global Business Languages is produced by Purdue CIBER. http://docs.lib.purdue.edu/gbl
This is an Open Access journal. This means that it uses a funding model that does not charge readers or their institutions for access. Readers may freely
read, download, copy, distribute, print, search, or link to the full texts of articles. This journal is covered under the CC BY-NC-ND license.
Darcy Lear
Darcy Lear
University of Illinois, Urbana-Champaiagn
University of Illinois, Urbana-Champaiagn
AN INNOVATIVE CURRICULUM
FOR BASIC SPANISH STUDENTS:
SPANISH IN THE PROFESSIONS:
BILINGUALISM IN THE U.S.
AN INNOVATIVE CURRICULUM
FOR BASIC SPANISH STUDENTS:
SPANISH IN THE PROFESSIONS:
BILINGUALISM IN THE U.S.
ABSTRACT
In an attempt to align required general education courses in foreign language
with students’ most likely applications for language and culture knowledge,
a fourth-semester survey course entitled Spanish in the Professions: Bilingualism in the U.S. has been developed at the University of Illinois, UrbanaChampaign. This article describes the rationale for the course, the curriculum
developed, authentic materials developed for the course, and innovative
features of the curriculum.
ABSTRACT
In an attempt to align required general education courses in foreign language
with students’ most likely applications for language and culture knowledge,
a fourth-semester survey course entitled Spanish in the Professions: Bilingualism in the U.S. has been developed at the University of Illinois, UrbanaChampaign. This article describes the rationale for the course, the curriculum
developed, authentic materials developed for the course, and innovative
features of the curriculum.
RATIONALE
Existing Spanish for Specific Purposes curricula tend to be Spanish for the
professions, providing specific vocabulary and speaking skills for use in
the workplace. These “Spanish for the Professions” courses are frequently
variations of Business Spanish, but some institutions and civic organizations
offer Medical Spanish, Legal Spanish, and other profession-specific language
training. This article argues that before students study Spanish for a specific
profession, it is important to raise their awareness of the use of the Spanish
language across the professions within the United States. The Spanish in the
Professions course at the University of Illinois, Urbana-Champaign was born
out of the belief, derived from both experience and research, that it does not
suffice to say that Spanish is a foreign language in the United States. Today’s
university graduates will likely use Spanish in their professions, regardless
of which profession chosen. And if they can speak Spanish in the workplace
they will have more job possibilities and earn more money than their monolingual counterparts.
Available textbooks do not fit the Spanish in the Professions curriculum.
The first problem is that all available textbooks are profession-specific, so
using any one publisher’s Spanish textbooks for professionals would mean
students would have to buy a whole series of books, such a Spanish for Health
Care, Spanish for School Personnel, Spanish for Law Enforcement, and Spanish for Business (Houston and Rush, 2003). Rather than fitting into a broad
language- and culture-learning curriculum, textbooks for professionals who
RATIONALE
Existing Spanish for Specific Purposes curricula tend to be Spanish for the
professions, providing specific vocabulary and speaking skills for use in
the workplace. These “Spanish for the Professions” courses are frequently
variations of Business Spanish, but some institutions and civic organizations
offer Medical Spanish, Legal Spanish, and other profession-specific language
training. This article argues that before students study Spanish for a specific
profession, it is important to raise their awareness of the use of the Spanish
language across the professions within the United States. The Spanish in the
Professions course at the University of Illinois, Urbana-Champaign was born
out of the belief, derived from both experience and research, that it does not
suffice to say that Spanish is a foreign language in the United States. Today’s
university graduates will likely use Spanish in their professions, regardless
of which profession chosen. And if they can speak Spanish in the workplace
they will have more job possibilities and earn more money than their monolingual counterparts.
Available textbooks do not fit the Spanish in the Professions curriculum.
The first problem is that all available textbooks are profession-specific, so
using any one publisher’s Spanish textbooks for professionals would mean
students would have to buy a whole series of books, such a Spanish for Health
Care, Spanish for School Personnel, Spanish for Law Enforcement, and Spanish for Business (Houston and Rush, 2003). Rather than fitting into a broad
language- and culture-learning curriculum, textbooks for professionals who
Global Business Languages (2007)
Global Business Languages (2007)
Darcy Lear
Darcy Lear
University of Illinois, Urbana-Champaiagn
University of Illinois, Urbana-Champaiagn
AN INNOVATIVE CURRICULUM
FOR BASIC SPANISH STUDENTS:
SPANISH IN THE PROFESSIONS:
BILINGUALISM IN THE U.S.
AN INNOVATIVE CURRICULUM
FOR BASIC SPANISH STUDENTS:
SPANISH IN THE PROFESSIONS:
BILINGUALISM IN THE U.S.
ABSTRACT
In an attempt to align required general education courses in foreign language
with students’ most likely applications for language and culture knowledge,
a fourth-semester survey course entitled Spanish in the Professions: Bilingualism in the U.S. has been developed at the University of Illinois, UrbanaChampaign. This article describes the rationale for the course, the curriculum
developed, authentic materials developed for the course, and innovative
features of the curriculum.
ABSTRACT
In an attempt to align required general education courses in foreign language
with students’ most likely applications for language and culture knowledge,
a fourth-semester survey course entitled Spanish in the Professions: Bilingualism in the U.S. has been developed at the University of Illinois, UrbanaChampaign. This article describes the rationale for the course, the curriculum
developed, authentic materials developed for the course, and innovative
features of the curriculum.
RATIONALE
Existing Spanish for Specific Purposes curricula tend to be Spanish for the
professions, providing specific vocabulary and speaking skills for use in
the workplace. These “Spanish for the Professions” courses are frequently
variations of Business Spanish, but some institutions and civic organizations
offer Medical Spanish, Legal Spanish, and other profession-specific language
training. This article argues that before students study Spanish for a specific
profession, it is important to raise their awareness of the use of the Spanish
language across the professions within the United States. The Spanish in the
Professions course at the University of Illinois, Urbana-Champaign was born
out of the belief, derived from both experience and research, that it does not
suffice to say that Spanish is a foreign language in the United States. Today’s
university graduates will likely use Spanish in their professions, regardless
of which profession chosen. And if they can speak Spanish in the workplace
they will have more job possibilities and earn more money than their monolingual counterparts.
Available textbooks do not fit the Spanish in the Professions curriculum.
The first problem is that all available textbooks are profession-specific, so
using any one publisher’s Spanish textbooks for professionals would mean
students would have to buy a whole series of books, such a Spanish for Health
Care, Spanish for School Personnel, Spanish for Law Enforcement, and Spanish for Business (Houston and Rush, 2003). Rather than fitting into a broad
language- and culture-learning curriculum, textbooks for professionals who
RATIONALE
Existing Spanish for Specific Purposes curricula tend to be Spanish for the
professions, providing specific vocabulary and speaking skills for use in
the workplace. These “Spanish for the Professions” courses are frequently
variations of Business Spanish, but some institutions and civic organizations
offer Medical Spanish, Legal Spanish, and other profession-specific language
training. This article argues that before students study Spanish for a specific
profession, it is important to raise their awareness of the use of the Spanish
language across the professions within the United States. The Spanish in the
Professions course at the University of Illinois, Urbana-Champaign was born
out of the belief, derived from both experience and research, that it does not
suffice to say that Spanish is a foreign language in the United States. Today’s
university graduates will likely use Spanish in their professions, regardless
of which profession chosen. And if they can speak Spanish in the workplace
they will have more job possibilities and earn more money than their monolingual counterparts.
Available textbooks do not fit the Spanish in the Professions curriculum.
The first problem is that all available textbooks are profession-specific, so
using any one publisher’s Spanish textbooks for professionals would mean
students would have to buy a whole series of books, such a Spanish for Health
Care, Spanish for School Personnel, Spanish for Law Enforcement, and Spanish for Business (Houston and Rush, 2003). Rather than fitting into a broad
language- and culture-learning curriculum, textbooks for professionals who
Global Business Languages (2007)
Global Business Languages (2007)
102
LEAR
need Spanish at work have clearly been designed either as last-minute interventions that provide the most basic vocabulary and grammar (for example,
Spanish for Health Care Professionals by W. C. Harvey) or as intermediate
texts for students already focused on a field of study (for example, Exito comercial by M. S. Doyle, R. C. Cere, and T. B. Fryer). One quickly discovers
that “basic” vocabulary varies from one specialty to another within a general
field such as “business” or “medicine,” so that practicing professionals only
need a fraction of the abundant vocabulary offered in these texts.
Most students who take basic language classes have as a goal the ability
to communicate in the target language (Mandell) and it has been shown that
language is best acquired when learners are engaged in the interpretation,
expression, and negotiation of meaning (Savignon). Information exchange
tasks that require learners to get new information from each other and put
that information to use in some way serve that purpose (Lee and VanPatten).
Task-based communicative language materials must provide linguistic support for cycles of input and output so that students are provided with both the
linguistic materials they need to communicate and opportunities to put those
materials to use in communicative exchanges (Lee and VanPatten).
The Spanish in the Professions: Bilingualism in the U.S. curriculum takes a
communicative task-based approach that uses cycles of input and output rather
than focusing on productive skills and scripted dialogues. Instead of contrived
conversations in the form of practice dialogues that are unlikely to actually
occur in most professional contexts, students work on development of strategies for handling conversations that do not fit a specific pattern. Rather than
simple biographies of bilingual professionals and additive cultural materials
(Banks), the readings specifically address issues related to bilingualism and
culture in the US. Issues addressed in this curriculum include:
• Realization that Spanish is a language of the US, despite differing
opinions
• Analysis of problems, opportunities, and resources in various
professional situations
• Provision of basic services when there are linguistic and cultural
barriers
• Interpretation situations of children in their own school conferences
• Employment practices
• Speaking a second or foreign language under stressful circumstances
102
LEAR
need Spanish at work have clearly been designed either as last-minute interventions that provide the most basic vocabulary and grammar (for example,
Spanish for Health Care Professionals by W. C. Harvey) or as intermediate
texts for students already focused on a field of study (for example, Exito comercial by M. S. Doyle, R. C. Cere, and T. B. Fryer). One quickly discovers
that “basic” vocabulary varies from one specialty to another within a general
field such as “business” or “medicine,” so that practicing professionals only
need a fraction of the abundant vocabulary offered in these texts.
Most students who take basic language classes have as a goal the ability
to communicate in the target language (Mandell) and it has been shown that
language is best acquired when learners are engaged in the interpretation,
expression, and negotiation of meaning (Savignon). Information exchange
tasks that require learners to get new information from each other and put
that information to use in some way serve that purpose (Lee and VanPatten).
Task-based communicative language materials must provide linguistic support for cycles of input and output so that students are provided with both the
linguistic materials they need to communicate and opportunities to put those
materials to use in communicative exchanges (Lee and VanPatten).
The Spanish in the Professions: Bilingualism in the U.S. curriculum takes a
communicative task-based approach that uses cycles of input and output rather
than focusing on productive skills and scripted dialogues. Instead of contrived
conversations in the form of practice dialogues that are unlikely to actually
occur in most professional contexts, students work on development of strategies for handling conversations that do not fit a specific pattern. Rather than
simple biographies of bilingual professionals and additive cultural materials
(Banks), the readings specifically address issues related to bilingualism and
culture in the US. Issues addressed in this curriculum include:
• Realization that Spanish is a language of the US, despite differing
opinions
• Analysis of problems, opportunities, and resources in various
professional situations
• Provision of basic services when there are linguistic and cultural
barriers
• Interpretation situations of children in their own school conferences
• Employment practices
• Speaking a second or foreign language under stressful circumstances
102AN I
LEAR
need Spanish
at work have clearly been designed either as last-minute inter•
ventions that provide the most basic vocabulary and grammar (for example,
•
Spanish for Health Care Professionals by W. C. Harvey) or as intermediate
texts for students already focused on a field of study (for example, Exito comercial• by M. S. Doyle, R. C. Cere, and T. B. Fryer). One quickly discovers
that “basic” vocabulary varies from one specialty to another within a general
fieldAlth
such as “business” or “medicine,” so that practicing professionals only
Unite
need
a fraction of the abundant vocabulary offered in these texts.
the c students who take basic language classes have as a goal the ability
Most
fulfil
to communicate
in the target language (Mandell) and it has been shown that
in th is best acquired when learners are engaged in the interpretation,
language
wher and negotiation of meaning (Savignon). Information exchange
expression,
The
tasks
that require learners to get new information from each other and put
profe
that information to use in some way serve that purpose (Lee and VanPatten).
muni communicative language materials must provide linguistic supTask-based
portacad
for cycles of input and output so that students are provided with both the
W materials they need to communicate and opportunities to put those
linguistic
their to use in communicative exchanges (Lee and VanPatten).
materials
maySpanish in the Professions: Bilingualism in the U.S. curriculum takes a
The
ing t
communicative
task-based approach that uses cycles of input and output rather
thanneed
focusing on productive skills and scripted dialogues. Instead of contrived
strate
conversations
in the form of practice dialogues that are unlikely to actually
to th
occur
in most professional contexts, students work on development of strategiesAnot
for handling conversations that do not fit a specific pattern. Rather than
withbiographies of bilingual professionals and additive cultural materials
simple
acad the readings specifically address issues related to bilingualism and
(Banks),
to suin the US. Issues addressed in this curriculum include:
culture
no lo
T
• Realization
that Spanish is a language of the US, despite differing
colle
opinions
early
• Analysis of problems, opportunities, and resources in various
to pu
professional situations
fessi
• Provision of basic services when there are linguistic and cultural
barriers
THE
S
•TheInterpretation
situations of children in their own school conferences
four
• Employment practices
profe
•educ
Speaking a second or foreign language under stressful circumstances
102AN I
LEAR
need Spanish
at work have clearly been designed either as last-minute inter•
ventions that provide the most basic vocabulary and grammar (for example,
•
Spanish for Health Care Professionals by W. C. Harvey) or as intermediate
texts for students already focused on a field of study (for example, Exito comercial• by M. S. Doyle, R. C. Cere, and T. B. Fryer). One quickly discovers
that “basic” vocabulary varies from one specialty to another within a general
fieldAlth
such as “business” or “medicine,” so that practicing professionals only
Unite
need
a fraction of the abundant vocabulary offered in these texts.
the c students who take basic language classes have as a goal the ability
Most
fulfil
to communicate
in the target language (Mandell) and it has been shown that
in th is best acquired when learners are engaged in the interpretation,
language
wher and negotiation of meaning (Savignon). Information exchange
expression,
The
tasks
that require learners to get new information from each other and put
profe
that information to use in some way serve that purpose (Lee and VanPatten).
muni communicative language materials must provide linguistic supTask-based
portacad
for cycles of input and output so that students are provided with both the
W materials they need to communicate and opportunities to put those
linguistic
their to use in communicative exchanges (Lee and VanPatten).
materials
maySpanish in the Professions: Bilingualism in the U.S. curriculum takes a
The
ing t
communicative
task-based approach that uses cycles of input and output rather
thanneed
focusing on productive skills and scripted dialogues. Instead of contrived
strate
conversations
in the form of practice dialogues that are unlikely to actually
to th
occur
in most professional contexts, students work on development of strategiesAnot
for handling conversations that do not fit a specific pattern. Rather than
withbiographies of bilingual professionals and additive cultural materials
simple
acad the readings specifically address issues related to bilingualism and
(Banks),
to suin the US. Issues addressed in this curriculum include:
culture
no lo
T
• Realization
that Spanish is a language of the US, despite differing
colle
opinions
early
• Analysis of problems, opportunities, and resources in various
to pu
professional situations
fessi
• Provision of basic services when there are linguistic and cultural
barriers
THE
S
•TheInterpretation
situations of children in their own school conferences
four
• Employment practices
profe
•educ
Speaking a second or foreign language under stressful circumstances
AN INNOVATIVE CURRICULUM FOR SPANISH STUDENTS EAR103
• Discussion of community membership and diversity
AN INNOVATIVE CURRICULUM FOR SPANISH STUDENTS
103
ntermple,
• Implications of differing legal systems for something as simple as
diate
driving
o co• Money management and access to financial institutions.
overs
neral
Although many university programs have begun to embrace Spanish
in the
only
United States in their programs for minors and majors, we have neglected
the captive audience that is the typical fourth semester languagebility
student
fulfilling a foreign language requirement. The approach used innSpanish
that
in the Professions: Bilingualism in the U.S. shows basic language students
tion,
where linguistic and cultural knowledge is needed in professional contexts.
ange
The curriculum exposes students to linguistic and cultural issues relevant
d put to
professional contexts while also providing them with a foundation ten).
in communicative skills and critical thinking that they can apply throughout
sup-their
academic and professional careers.
h the
While the specific needs of the language learners become clearhose
later in
their academic careers, time constraints, logistics, and available resources
may limit their accessibility to language and culture instruction. kes
Provida
ing training at the basic language level can address some of these ather
specific
needs (cultural knowledge, development of oral/aural skills along rived
with the
strategies necessary to continue their development) while alerting ually
students
to the possibility that context-specific needs may arise later in their ratecareers.
Another advantage to this basic language curriculum is that it can coincide
than
with the fulfillment of general education requirements at the early stages
erials of
academic careers, before academic and professional demands have m
increased
and
to such a point that the flexibility to fit in language and culture instruction
no longer exists.
The basic language classroom also may be the last opportunity to
g reach
college students who are fulfilling general education requirements, but it is
early enough in academic careers to accommodate those students who wish
to pursue Spanish for professional purposes as they continue with their professional preparation.
Although many university programs have begun to embrace Spanish in the
United States in their programs for minors and majors, we have neglected
the captive audience that is the typical fourth semester language student
fulfilling a foreign language requirement. The approach used in Spanish
in the Professions: Bilingualism in the U.S. shows basic language students
where linguistic and cultural knowledge is needed in professional contexts.
The curriculum exposes students to linguistic and cultural issues relevant to
professional contexts while also providing them with a foundation in communicative skills and critical thinking that they can apply throughout their
academic and professional careers.
While the specific needs of the language learners become clear later in
their academic careers, time constraints, logistics, and available resources
may limit their accessibility to language and culture instruction. Providing training at the basic language level can address some of these specific
needs (cultural knowledge, development of oral/aural skills along with the
strategies necessary to continue their development) while alerting students
to the possibility that context-specific needs may arise later in their careers.
Another advantage to this basic language curriculum is that it can coincide
with the fulfillment of general education requirements at the early stages of
academic careers, before academic and professional demands have increased
to such a point that the flexibility to fit in language and culture instruction
no longer exists.
The basic language classroom also may be the last opportunity to reach
college students who are fulfilling general education requirements, but it is
early enough in academic careers to accommodate those students who wish
to pursue Spanish for professional purposes as they continue with their professional preparation.
THE CURRICULUM
The Spanish in the Professions: Bilingualism in the U.S. curriculum addresses
ces
four fields that represent popular majors among university students: business
professions, law and law enforcement professions, medical professions, and
nces
education and social service professions.
THE CURRICULUM
The Spanish in the Professions: Bilingualism in the U.S. curriculum addresses
four fields that represent popular majors among university students: business
professions, law and law enforcement professions, medical professions, and
education and social service professions.
AN INNOVATIVE CURRICULUM FOR SPANISH STUDENTS EAR103
AN INNOVATIVE CURRICULUM FOR SPANISH STUDENTS
• Discussion of community membership and diversity
• Discussion of community membership and diversity
• Implications of differing legal systems for something as simple as
driving
• Money management and access to financial institutions.
103
ntermple,
• Implications of differing legal systems for something as simple as
diate
driving
o co• Money management and access to financial institutions.
overs
neral
Although many university programs have begun to embrace Spanish
in the
only
United States in their programs for minors and majors, we have neglected
the captive audience that is the typical fourth semester languagebility
student
fulfilling a foreign language requirement. The approach used innSpanish
that
in the Professions: Bilingualism in the U.S. shows basic language students
tion,
where linguistic and cultural knowledge is needed in professional contexts.
ange
The curriculum exposes students to linguistic and cultural issues relevant
d put to
professional contexts while also providing them with a foundation ten).
in communicative skills and critical thinking that they can apply throughout
sup-their
academic and professional careers.
h the
While the specific needs of the language learners become clearhose
later in
their academic careers, time constraints, logistics, and available resources
may limit their accessibility to language and culture instruction. kes
Provida
ing training at the basic language level can address some of these ather
specific
needs (cultural knowledge, development of oral/aural skills along rived
with the
strategies necessary to continue their development) while alerting ually
students
to the possibility that context-specific needs may arise later in their ratecareers.
Another advantage to this basic language curriculum is that it can coincide
than
with the fulfillment of general education requirements at the early stages
erials of
academic careers, before academic and professional demands have m
increased
and
to such a point that the flexibility to fit in language and culture instruction
no longer exists.
The basic language classroom also may be the last opportunity to
g reach
college students who are fulfilling general education requirements, but it is
early enough in academic careers to accommodate those students who wish
to pursue Spanish for professional purposes as they continue with their professional preparation.
• Discussion of community membership and diversity
Although many university programs have begun to embrace Spanish in the
United States in their programs for minors and majors, we have neglected
the captive audience that is the typical fourth semester language student
fulfilling a foreign language requirement. The approach used in Spanish
in the Professions: Bilingualism in the U.S. shows basic language students
where linguistic and cultural knowledge is needed in professional contexts.
The curriculum exposes students to linguistic and cultural issues relevant to
professional contexts while also providing them with a foundation in communicative skills and critical thinking that they can apply throughout their
academic and professional careers.
While the specific needs of the language learners become clear later in
their academic careers, time constraints, logistics, and available resources
may limit their accessibility to language and culture instruction. Providing training at the basic language level can address some of these specific
needs (cultural knowledge, development of oral/aural skills along with the
strategies necessary to continue their development) while alerting students
to the possibility that context-specific needs may arise later in their careers.
Another advantage to this basic language curriculum is that it can coincide
with the fulfillment of general education requirements at the early stages of
academic careers, before academic and professional demands have increased
to such a point that the flexibility to fit in language and culture instruction
no longer exists.
The basic language classroom also may be the last opportunity to reach
college students who are fulfilling general education requirements, but it is
early enough in academic careers to accommodate those students who wish
to pursue Spanish for professional purposes as they continue with their professional preparation.
THE CURRICULUM
The Spanish in the Professions: Bilingualism in the U.S. curriculum addresses
ces
four fields that represent popular majors among university students: business
professions, law and law enforcement professions, medical professions, and
nces
education and social service professions.
THE CURRICULUM
The Spanish in the Professions: Bilingualism in the U.S. curriculum addresses
four fields that represent popular majors among university students: business
professions, law and law enforcement professions, medical professions, and
education and social service professions.
• Implications of differing legal systems for something as simple as
driving
• Money management and access to financial institutions.
104
LEAR
At the start of the course, students orient themselves to its context by
describing themselves (using present tense), identifying their academic and
professional likes and dislikes (gustar and other verbs), how those preferences
were formed (past tense), and revealing their professional aspirations (future
tense). In pairs or groups, students ask and answer questions about each others’ professional biographies so that they can draw comparisons, react, and
make recommendations. As students acclimate themselves to the content of
the course in this way, they also are made explicitly aware of the grammatical
structures that they will work with throughout the rest of the course (structures
to which they were presumably exposed in previous Spanish classes) so that
when they move to the first unit on business vocabulary, they expect to apply
all the structures to the new materials they encounter.
Each of the four fields covered in the curriculum (business, law and law
enforcement, medical, and education and social services) has been divided
into two units, each of which provides support for the following features of
the curriculum:
• Strategy-based instruction. Students practice communication
techniques that can be applied to make them understood and to
understand others. Specific strategies include offering information,
activating background knowledge, circumlocution, and identifying
specific problems.
• A focus on bilingualism in the professions rather than an attempt to
provide vocabulary and speaking skills for the professions.
• Readings from the Spanish-language press in the United States.
This raises awareness of the existence of the language’s presence in
this country while also providing relevant cultural and professional
information.
• Authentic audio and video recordings that bring bilingual
professionals into the classroom.
• Cyclical linguistic structures, so that students hear and use the same
core language repeatedly in each chapter.
• An introduction to entrepreneurial concepts presented through
examination of available resources, unmet needs, and products and
services that meet those needs in a given situation.
• The case method, in which students are presented with a problematic
real-world situation that they must analyze and synthesize before
deciding on a recommended action for the key player.
104
LEAR
At the start of the course, students orient themselves to its context by
describing themselves (using present tense), identifying their academic and
professional likes and dislikes (gustar and other verbs), how those preferences
were formed (past tense), and revealing their professional aspirations (future
tense). In pairs or groups, students ask and answer questions about each others’ professional biographies so that they can draw comparisons, react, and
make recommendations. As students acclimate themselves to the content of
the course in this way, they also are made explicitly aware of the grammatical
structures that they will work with throughout the rest of the course (structures
to which they were presumably exposed in previous Spanish classes) so that
when they move to the first unit on business vocabulary, they expect to apply
all the structures to the new materials they encounter.
Each of the four fields covered in the curriculum (business, law and law
enforcement, medical, and education and social services) has been divided
into two units, each of which provides support for the following features of
the curriculum:
• Strategy-based instruction. Students practice communication
techniques that can be applied to make them understood and to
understand others. Specific strategies include offering information,
activating background knowledge, circumlocution, and identifying
specific problems.
• A focus on bilingualism in the professions rather than an attempt to
provide vocabulary and speaking skills for the professions.
• Readings from the Spanish-language press in the United States.
This raises awareness of the existence of the language’s presence in
this country while also providing relevant cultural and professional
information.
• Authentic audio and video recordings that bring bilingual
professionals into the classroom.
• Cyclical linguistic structures, so that students hear and use the same
core language repeatedly in each chapter.
• An introduction to entrepreneurial concepts presented through
examination of available resources, unmet needs, and products and
services that meet those needs in a given situation.
• The case method, in which students are presented with a problematic
real-world situation that they must analyze and synthesize before
deciding on a recommended action for the key player.
104AN I
LEAR
At T
the start of the course, students orient themselves to its context by
describing
prov themselves (using present tense), identifying their academic and
professional
porta
likes and dislikes (gustar and other verbs), how those preferences
were
field
formed (past tense), and revealing their professional aspirations (future
tense).
bilinIn pairs or groups, students ask and answer questions about each others’speak
professional biographies so that they can draw comparisons, react, and
make
andrecommendations.
a
As students acclimate themselves to the content of
the course
T in this way, they also are made explicitly aware of the grammatical
structures
and g that they will work with throughout the rest of the course (structures
to which
exam they were presumably exposed in previous Spanish classes) so that
when
regul
they move to the first unit on business vocabulary, they expect to apply
all the
from
structures to the new materials they encounter.
Each
brou of the four fields covered in the curriculum (business, law and law
enforcement,
A
medical, and education and social services) has been divided
intoskills
two units, each of which provides support for the following features of
the comm
curriculum:
profe
•reper
Strategy-based instruction. Students practice communication
techniques that can be applied to make them understood and to
focu
understand others. Specific strategies include offering information,
conti
activating background knowledge, circumlocution, and identifying
specific problems.
MAT
•Mate
A focus on bilingualism in the professions rather than an attempt to
provide vocabulary and speaking skills for the professions.
were
Urba
• Readings from the Spanish-language press in the United States.
andThis
v raises awareness of the existence of the language’s presence in
A country while also providing relevant cultural and professional
this
as information.
P
lishe
• Authentic audio and video recordings that bring bilingual
of En
professionals into the classroom.
neve
•theCyclical
linguistic structures, so that students hear and use the same
U
core
language
repeatedly in each chapter.
sible
•addre
An introduction to entrepreneurial concepts presented through
unit.
examination of available resources, unmet needs, and products and
services that meet those needs in a given situation.
press
in
th
• The case method, in which students are presented with a problematic
revea
real-world situation that they must analyze and synthesize before
thedeciding
c
on a recommended action for the key player.
104AN I
LEAR
At T
the start of the course, students orient themselves to its context by
describing
prov themselves (using present tense), identifying their academic and
professional
porta
likes and dislikes (gustar and other verbs), how those preferences
were
field
formed (past tense), and revealing their professional aspirations (future
tense).
bilinIn pairs or groups, students ask and answer questions about each others’speak
professional biographies so that they can draw comparisons, react, and
make
andrecommendations.
a
As students acclimate themselves to the content of
the course
T in this way, they also are made explicitly aware of the grammatical
structures
and g that they will work with throughout the rest of the course (structures
to which
exam they were presumably exposed in previous Spanish classes) so that
when
regul
they move to the first unit on business vocabulary, they expect to apply
all the
from
structures to the new materials they encounter.
Each
brou of the four fields covered in the curriculum (business, law and law
enforcement,
A
medical, and education and social services) has been divided
intoskills
two units, each of which provides support for the following features of
the comm
curriculum:
profe
•reper
Strategy-based instruction. Students practice communication
techniques that can be applied to make them understood and to
focu
understand others. Specific strategies include offering information,
conti
activating background knowledge, circumlocution, and identifying
specific problems.
MAT
•Mate
A focus on bilingualism in the professions rather than an attempt to
provide vocabulary and speaking skills for the professions.
were
Urba
• Readings from the Spanish-language press in the United States.
andThis
v raises awareness of the existence of the language’s presence in
A country while also providing relevant cultural and professional
this
as information.
P
lishe
• Authentic audio and video recordings that bring bilingual
of En
professionals into the classroom.
neve
•theCyclical
linguistic structures, so that students hear and use the same
U
core
language
repeatedly in each chapter.
sible
•addre
An introduction to entrepreneurial concepts presented through
unit.
examination of available resources, unmet needs, and products and
services that meet those needs in a given situation.
press
in
th
• The case method, in which students are presented with a problematic
revea
real-world situation that they must analyze and synthesize before
thedeciding
c
on a recommended action for the key player.
AN INNOVATIVE CURRICULUM FOR SPANISH STUDENTS EAR105
AN INNOVATIVE CURRICULUM FOR SPANISH STUDENTS
The first chapter for each profession is “Spanish for the professions,”
xt by
providing some basic vocabulary and grammar practice along with
c andimportant cultural information. This unit includes vocabulary relevant
to the
ences
field, readings in Spanish about the profession as well as the importance
uture of
bilingualism in the field, and authentic audio recordings in which Spanishothspeakers discuss their experiences in various commercial, legal, medical,
, and
and academic situations.
nt of
The second chapter within each field focuses on applying the language
atical
and grammar to reading, listening, speaking, and viewing activities. Students
tures
examine, discuss, and reflect on the work of professionals who useoSpanish
that
regularly in their work in the United States. In addition to written materials
apply
from the Spanish-language press, interviews with bilingual professionals are
brought into the classroom via video.
d law
An important principle of this curriculum is the idea that production
vided
skills are easily acquired on-the-job if students already possess adequate
es of
communicative competence in Spanish and can concentrate on their specific
professional vocabulary needs. Thus, rather than guessing at the productive
repertoire that students may or may not need once in the workplace, this course
focuses on building the communicative competence that will allow them to
continue the acquisition process long after the course has ended. on,
ng
The first chapter for each profession is “Spanish for the professions,”
providing some basic vocabulary and grammar practice along with important cultural information. This unit includes vocabulary relevant to the
field, readings in Spanish about the profession as well as the importance of
bilingualism in the field, and authentic audio recordings in which Spanishspeakers discuss their experiences in various commercial, legal, medical,
and academic situations.
The second chapter within each field focuses on applying the language
and grammar to reading, listening, speaking, and viewing activities. Students
examine, discuss, and reflect on the work of professionals who use Spanish
regularly in their work in the United States. In addition to written materials
from the Spanish-language press, interviews with bilingual professionals are
brought into the classroom via video.
An important principle of this curriculum is the idea that production
skills are easily acquired on-the-job if students already possess adequate
communicative competence in Spanish and can concentrate on their specific
professional vocabulary needs. Thus, rather than guessing at the productive
repertoire that students may or may not need once in the workplace, this course
focuses on building the communicative competence that will allow them to
continue the acquisition process long after the course has ended.
MATERIALS
Materials for the Spanish in the Professions: Bilingualism in the U.S.
course
t to
were developed with a grant from the CIBER at the University of Illinois,
Urbana-Champaign toward development of written texts, audio recordings,
and video recordings.
e in
All readings come from the Spanish-language press in the US,
nal such
as People en español and Hola Hoy, a Spanish-language newspaper published in New York, Chicago, and Los Angeles. Although bad translations
of English-language news invariably appear in these publications, they are
nevertheless one type of print publication available to Spanish-speakers in
ame
the US. The practical reality is that these materials are what is readily
accessible and therefore read by many Spanish-speakers in the US. The readings
address relevant cultural and professional issues related to the professional
unit. This raises students’ awareness of the existence of a Spanish-language
nd
press in the US, reinforces the idea that there is an application for Spanish
in the professions in the US and also highlights the centrality of culture
matic by
revealing cultural assumptions. Problematizing those assumptions allows
for
e
the contemplation of other models.
MATERIALS
Materials for the Spanish in the Professions: Bilingualism in the U.S. course
were developed with a grant from the CIBER at the University of Illinois,
Urbana-Champaign toward development of written texts, audio recordings,
and video recordings.
All readings come from the Spanish-language press in the US, such
as People en español and Hola Hoy, a Spanish-language newspaper published in New York, Chicago, and Los Angeles. Although bad translations
of English-language news invariably appear in these publications, they are
nevertheless one type of print publication available to Spanish-speakers in
the US. The practical reality is that these materials are what is readily accessible and therefore read by many Spanish-speakers in the US. The readings
address relevant cultural and professional issues related to the professional
unit. This raises students’ awareness of the existence of a Spanish-language
press in the US, reinforces the idea that there is an application for Spanish
in the professions in the US and also highlights the centrality of culture by
revealing cultural assumptions. Problematizing those assumptions allows for
the contemplation of other models.
AN INNOVATIVE CURRICULUM FOR SPANISH STUDENTS EAR105
AN INNOVATIVE CURRICULUM FOR SPANISH STUDENTS
The first chapter for each profession is “Spanish for the professions,”
xt by
providing some basic vocabulary and grammar practice along with
c andimportant cultural information. This unit includes vocabulary relevant
to the
ences
field, readings in Spanish about the profession as well as the importance
uture of
bilingualism in the field, and authentic audio recordings in which Spanishothspeakers discuss their experiences in various commercial, legal, medical,
, and
and academic situations.
nt of
The second chapter within each field focuses on applying the language
atical
and grammar to reading, listening, speaking, and viewing activities. Students
tures
examine, discuss, and reflect on the work of professionals who useoSpanish
that
regularly in their work in the United States. In addition to written materials
apply
from the Spanish-language press, interviews with bilingual professionals are
brought into the classroom via video.
d law
An important principle of this curriculum is the idea that production
vided
skills are easily acquired on-the-job if students already possess adequate
es of
communicative competence in Spanish and can concentrate on their specific
professional vocabulary needs. Thus, rather than guessing at the productive
repertoire that students may or may not need once in the workplace, this course
focuses on building the communicative competence that will allow them to
continue the acquisition process long after the course has ended. on,
ng
The first chapter for each profession is “Spanish for the professions,”
providing some basic vocabulary and grammar practice along with important cultural information. This unit includes vocabulary relevant to the
field, readings in Spanish about the profession as well as the importance of
bilingualism in the field, and authentic audio recordings in which Spanishspeakers discuss their experiences in various commercial, legal, medical,
and academic situations.
The second chapter within each field focuses on applying the language
and grammar to reading, listening, speaking, and viewing activities. Students
examine, discuss, and reflect on the work of professionals who use Spanish
regularly in their work in the United States. In addition to written materials
from the Spanish-language press, interviews with bilingual professionals are
brought into the classroom via video.
An important principle of this curriculum is the idea that production
skills are easily acquired on-the-job if students already possess adequate
communicative competence in Spanish and can concentrate on their specific
professional vocabulary needs. Thus, rather than guessing at the productive
repertoire that students may or may not need once in the workplace, this course
focuses on building the communicative competence that will allow them to
continue the acquisition process long after the course has ended.
MATERIALS
Materials for the Spanish in the Professions: Bilingualism in the U.S.
course
t to
were developed with a grant from the CIBER at the University of Illinois,
Urbana-Champaign toward development of written texts, audio recordings,
and video recordings.
e in
All readings come from the Spanish-language press in the US,
nal such
as People en español and Hola Hoy, a Spanish-language newspaper published in New York, Chicago, and Los Angeles. Although bad translations
of English-language news invariably appear in these publications, they are
nevertheless one type of print publication available to Spanish-speakers in
ame
the US. The practical reality is that these materials are what is readily
accessible and therefore read by many Spanish-speakers in the US. The readings
address relevant cultural and professional issues related to the professional
unit. This raises students’ awareness of the existence of a Spanish-language
nd
press in the US, reinforces the idea that there is an application for Spanish
in the professions in the US and also highlights the centrality of culture
matic by
revealing cultural assumptions. Problematizing those assumptions allows
for
e
the contemplation of other models.
MATERIALS
Materials for the Spanish in the Professions: Bilingualism in the U.S. course
were developed with a grant from the CIBER at the University of Illinois,
Urbana-Champaign toward development of written texts, audio recordings,
and video recordings.
All readings come from the Spanish-language press in the US, such
as People en español and Hola Hoy, a Spanish-language newspaper published in New York, Chicago, and Los Angeles. Although bad translations
of English-language news invariably appear in these publications, they are
nevertheless one type of print publication available to Spanish-speakers in
the US. The practical reality is that these materials are what is readily accessible and therefore read by many Spanish-speakers in the US. The readings
address relevant cultural and professional issues related to the professional
unit. This raises students’ awareness of the existence of a Spanish-language
press in the US, reinforces the idea that there is an application for Spanish
in the professions in the US and also highlights the centrality of culture by
revealing cultural assumptions. Problematizing those assumptions allows for
the contemplation of other models.
105
105
106
LEAR
Authentic audio recordings were made for the course; native Spanishspeaking Spanish-English bilinguals were asked to recount bilingual experiences in the four professional contexts covered in the curriculum. There
was no scripting, and curricular materials were then developed around the
spontaneous audio recordings.
Similarly, curricular materials were developed around the results of a
series of videos produced specifically for the Spanish in the Professions.
The videos revisit the grammatical structures covered in the course while
exposing students to bilinguals in their own community who use both Spanish
and English on the job. They were interviewed in the workplace and asked
to address the following issues in Spanish: introduce themselves with name,
origin, and profession; describe their jobs or professions; talk about the advantages of being bilingual by comparing their work to that of monolingual
professionals; tell how they first became interested in their chosen careers;
offer suggestions or recommendations to students interested in similar careers;
and describe the future of their profession. The linguistic structures that are
addressed in each unit coincide with the content of the interviews: describing,
comparing, narrating in the past, offering recommendations and reactions,
and talking about the future.
106AN I
LEAR
Gramática
At the beginning level, development of basic language skills is a top priority
and this course focuses on traditional basic language structures: the present
tense and Spanish verbs for to be, comparisons and superlatives, gustar and
other verbs that share the same structure, the present subjunctive, both aspects
of the past tense, and the future tense and the expression ir + a + infinitive.
Unlike traditional curricula in which students review the present tense in
the first chapter, then cover comparisons and superlatives in the second, and
so on until they reach the “most difficult” structures late in the course, the
Spanish in the Professions course uses each of the six structures covered in
the course in every chapter, as relevant to the context.
The six grammar concepts that are used repeatedly throughout the entire
text are presented together in a grammar guide, to which students are referred
as they complete the textbook materials. Students are alerted to the grammati-
Authentic
audio recordings were made for the course; native Spanishcal fu
speaking
box, Spanish-English bilinguals were asked to recount bilingual experiences
guidein the four professional contexts covered in the curriculum. There
wasdeve
no scripting, and curricular materials were then developed around the
spontaneous
also
audio recordings.
Similarly,
comp
curricular materials were developed around the results of a
series of videos produced specifically for the Spanish in the Professions.
TheEstra
videos revisit the grammatical structures covered in the course while
R. O students to bilinguals in their own community who use both Spanish
exposing
andlearn
English on the job. They were interviewed in the workplace and asked
actio the following issues in Spanish: introduce themselves with name,
to address
more
origin,
and profession; describe their jobs or professions; talk about the ad(166 of being bilingual by comparing their work to that of monolingual
vantages
cogn
professionals;
tell how they first became interested in their chosen careers;
prom
offer
suggestions or recommendations to students interested in similar careers;
andexist
describe the future of their profession. The linguistic structures that are
Thro in each unit coincide with the content of the interviews: describing,
addressed
ing “ narrating in the past, offering recommendations and reactions,
comparing,
o about the future.
anding
talking
empo
langu OF THE CURRICULUM
FEATURES
An settin
illustration of the three features described below can be found in the
this c
Appendix.
form
Gramática
E
Profe
At the
beginning level, development of basic language skills is a top priority
andsurve
this course focuses on traditional basic language structures: the present
Strat
tense
and Spanish verbs for to be, comparisons and superlatives, gustar and
other
Abro
verbs that share the same structure, the present subjunctive, both aspects
tionpast tense, and the future tense and the expression ir + a + infinitive.
of the
edu/m
Unlike
traditional curricula in which students review the present tense in
the listen
first chapter, then cover comparisons and superlatives in the second, and
a lan
so on
until they reach the “most difficult” structures late in the course, the
learn in the Professions course uses each of the six structures covered in
Spanish
the incor
course in every chapter, as relevant to the context.
TheInsix grammar concepts that are used repeatedly throughout the entire
textU.S.
are presented together in a grammar guide, to which students are referred
in the
as they
complete the textbook materials. Students are alerted to the grammati-
106
106AN I
FEATURES OF THE CURRICULUM
An illustration of the three features described below can be found in the
Appendix.
LEAR
Authentic audio recordings were made for the course; native Spanishspeaking Spanish-English bilinguals were asked to recount bilingual experiences in the four professional contexts covered in the curriculum. There
was no scripting, and curricular materials were then developed around the
spontaneous audio recordings.
Similarly, curricular materials were developed around the results of a
series of videos produced specifically for the Spanish in the Professions.
The videos revisit the grammatical structures covered in the course while
exposing students to bilinguals in their own community who use both Spanish
and English on the job. They were interviewed in the workplace and asked
to address the following issues in Spanish: introduce themselves with name,
origin, and profession; describe their jobs or professions; talk about the advantages of being bilingual by comparing their work to that of monolingual
professionals; tell how they first became interested in their chosen careers;
offer suggestions or recommendations to students interested in similar careers;
and describe the future of their profession. The linguistic structures that are
addressed in each unit coincide with the content of the interviews: describing,
comparing, narrating in the past, offering recommendations and reactions,
and talking about the future.
FEATURES OF THE CURRICULUM
An illustration of the three features described below can be found in the
Appendix.
Gramática
At the beginning level, development of basic language skills is a top priority
and this course focuses on traditional basic language structures: the present
tense and Spanish verbs for to be, comparisons and superlatives, gustar and
other verbs that share the same structure, the present subjunctive, both aspects
of the past tense, and the future tense and the expression ir + a + infinitive.
Unlike traditional curricula in which students review the present tense in
the first chapter, then cover comparisons and superlatives in the second, and
so on until they reach the “most difficult” structures late in the course, the
Spanish in the Professions course uses each of the six structures covered in
the course in every chapter, as relevant to the context.
The six grammar concepts that are used repeatedly throughout the entire
text are presented together in a grammar guide, to which students are referred
as they complete the textbook materials. Students are alerted to the grammati-
LEAR
Authentic
audio recordings were made for the course; native Spanishcal fu
speaking
box, Spanish-English bilinguals were asked to recount bilingual experiences
guidein the four professional contexts covered in the curriculum. There
wasdeve
no scripting, and curricular materials were then developed around the
spontaneous
also
audio recordings.
Similarly,
comp
curricular materials were developed around the results of a
series of videos produced specifically for the Spanish in the Professions.
TheEstra
videos revisit the grammatical structures covered in the course while
R. O students to bilinguals in their own community who use both Spanish
exposing
andlearn
English on the job. They were interviewed in the workplace and asked
actio the following issues in Spanish: introduce themselves with name,
to address
more
origin,
and profession; describe their jobs or professions; talk about the ad(166 of being bilingual by comparing their work to that of monolingual
vantages
cogn
professionals;
tell how they first became interested in their chosen careers;
prom
offer
suggestions or recommendations to students interested in similar careers;
andexist
describe the future of their profession. The linguistic structures that are
Thro in each unit coincide with the content of the interviews: describing,
addressed
ing “ narrating in the past, offering recommendations and reactions,
comparing,
o about the future.
anding
talking
empo
langu OF THE CURRICULUM
FEATURES
An settin
illustration of the three features described below can be found in the
this c
Appendix.
form
Gramática
E
Profe
At the
beginning level, development of basic language skills is a top priority
andsurve
this course focuses on traditional basic language structures: the present
Strat
tense
and Spanish verbs for to be, comparisons and superlatives, gustar and
other
Abro
verbs that share the same structure, the present subjunctive, both aspects
tionpast tense, and the future tense and the expression ir + a + infinitive.
of the
edu/m
Unlike
traditional curricula in which students review the present tense in
the listen
first chapter, then cover comparisons and superlatives in the second, and
a lan
so on
until they reach the “most difficult” structures late in the course, the
learn in the Professions course uses each of the six structures covered in
Spanish
the incor
course in every chapter, as relevant to the context.
TheInsix grammar concepts that are used repeatedly throughout the entire
textU.S.
are presented together in a grammar guide, to which students are referred
in the
as they
complete the textbook materials. Students are alerted to the grammati-
AN INNOVATIVE CURRICULUM FOR SPANISH STUDENTS EAR107
AN INNOVATIVE CURRICULUM FOR SPANISH STUDENTS
cal functions they will need to complete a given activity by the “gramática”
nishbox, which is followed by reference to the relevant pages of the grammar
expeguide. This allows for a more organic flow in the activities that have
There
been
developed around the authentic textual, audio, and video materials
d the
while
also providing repeated opportunities to use specific language functions to
complete tasks.
of a
ions.
Estrategias
while
R. Oxford (2001) defined learning strategies as “operations employed
by the
anish
learner to aid the acquisition, storage, retrieval and use of information,sked
specific
actions taken by the learner to make learning easier, faster, more enjoyable,
ame,
more self-directed, more effective and more transferable to new situations”
e ad(166). They vary depending on the learner, the task, and the goals.ngual
From a
cognitive learning perspective, strategies are important because they
eers;both
promote learner autonomy and help learners to link new information
eers;with
existing background knowledge instead of learning by rote memorization.
at are
Through repeated application, strategy use can become automatic, thus
bing,easing “the burden on short-term memory, which can then focus on theions,
meaning of the incoming language” (Chamot and O’Malley 378–79). This view
empowers both teachers and learners to actively participate in improving
language acquisition. It also promotes ongoing learning beyond the classroom
setting (Oxford and Nyikos). The cyclical use of grammatical structures
n the in
this course models the kind of repeated application of strategy use that also
forms part of the course.
Explicit strategy instruction is another unique aspect of the Spanish in the
Professions curriculum. At the beginning of the course, students complete
ority a
survey created by Andrew Cohen and Julie Chi (2003) entitled “Language
esent
Strategy Use Inventory,” originally published in the Maximizing
Study
r and
Abroad series by the Center for Advanced Research on Language Acquisipects
tion (CARLA) at the University of Minnesota (see: http://www.carla.umn.
itive.
edu/maxsa/guides.html). The survey makes students explicitly aware
se of
in the
listening, vocabulary, speaking, and reading strategies they deploy in ,learning
and
a language. In addition to learning about their own approaches to language
e, the
learning, the strategies on the survey offer learners new ideas that they
ed incan
incorporate into their language-learning endeavors.
In the course materials for Spanish in the Professions: Bilingualism
in the
ntire
U.S., a strategies box precedes all vocabulary, listening, and reading activities
erred
in the text with suggestions for how to develop and apply strategies tomatia given
cal functions they will need to complete a given activity by the “gramática”
box, which is followed by reference to the relevant pages of the grammar
guide. This allows for a more organic flow in the activities that have been
developed around the authentic textual, audio, and video materials while
also providing repeated opportunities to use specific language functions to
complete tasks.
AN INNOVATIVE CURRICULUM FOR SPANISH STUDENTS EAR107
AN INNOVATIVE CURRICULUM FOR SPANISH STUDENTS
cal functions they will need to complete a given activity by the “gramática”
nishbox, which is followed by reference to the relevant pages of the grammar
expeguide. This allows for a more organic flow in the activities that have
There
been
developed around the authentic textual, audio, and video materials
d the
while
also providing repeated opportunities to use specific language functions to
complete tasks.
of a
ions.
Estrategias
while
R. Oxford (2001) defined learning strategies as “operations employed
by the
anish
learner to aid the acquisition, storage, retrieval and use of information,sked
specific
actions taken by the learner to make learning easier, faster, more enjoyable,
ame,
more self-directed, more effective and more transferable to new situations”
e ad(166). They vary depending on the learner, the task, and the goals.ngual
From a
cognitive learning perspective, strategies are important because they
eers;both
promote learner autonomy and help learners to link new information
eers;with
existing background knowledge instead of learning by rote memorization.
at are
Through repeated application, strategy use can become automatic, thus
bing,easing “the burden on short-term memory, which can then focus on theions,
meaning of the incoming language” (Chamot and O’Malley 378–79). This view
empowers both teachers and learners to actively participate in improving
language acquisition. It also promotes ongoing learning beyond the classroom
setting (Oxford and Nyikos). The cyclical use of grammatical structures
n the in
this course models the kind of repeated application of strategy use that also
forms part of the course.
Explicit strategy instruction is another unique aspect of the Spanish in the
Professions curriculum. At the beginning of the course, students complete
ority a
survey created by Andrew Cohen and Julie Chi (2003) entitled “Language
esent
Strategy Use Inventory,” originally published in the Maximizing
r and
Study
Abroad series by the Center for Advanced Research on Language Acquisipects
tion (CARLA) at the University of Minnesota (see: http://www.carla.umn.
itive.
edu/maxsa/guides.html). The survey makes students explicitly aware
se of
in the
listening, vocabulary, speaking, and reading strategies they deploy in ,learning
and
a language. In addition to learning about their own approaches to language
e, the
learning, the strategies on the survey offer learners new ideas that they
ed incan
incorporate into their language-learning endeavors.
In the course materials for Spanish in the Professions: Bilingualism
ntire
in the
U.S., a strategies box precedes all vocabulary, listening, and reading activities
erred
in the text with suggestions for how to develop and apply strategies tomatia given
cal functions they will need to complete a given activity by the “gramática”
box, which is followed by reference to the relevant pages of the grammar
guide. This allows for a more organic flow in the activities that have been
developed around the authentic textual, audio, and video materials while
also providing repeated opportunities to use specific language functions to
complete tasks.
107
Estrategias
R. Oxford (2001) defined learning strategies as “operations employed by the
learner to aid the acquisition, storage, retrieval and use of information, specific
actions taken by the learner to make learning easier, faster, more enjoyable,
more self-directed, more effective and more transferable to new situations”
(166). They vary depending on the learner, the task, and the goals. From a
cognitive learning perspective, strategies are important because they both
promote learner autonomy and help learners to link new information with
existing background knowledge instead of learning by rote memorization.
Through repeated application, strategy use can become automatic, thus easing “the burden on short-term memory, which can then focus on the meaning of the incoming language” (Chamot and O’Malley 378–79). This view
empowers both teachers and learners to actively participate in improving
language acquisition. It also promotes ongoing learning beyond the classroom
setting (Oxford and Nyikos). The cyclical use of grammatical structures in
this course models the kind of repeated application of strategy use that also
forms part of the course.
Explicit strategy instruction is another unique aspect of the Spanish in the
Professions curriculum. At the beginning of the course, students complete a
survey created by Andrew Cohen and Julie Chi (2003) entitled “Language
Strategy Use Inventory,” originally published in the Maximizing Study
Abroad series by the Center for Advanced Research on Language Acquisition (CARLA) at the University of Minnesota (see: http://www.carla.umn.
edu/maxsa/guides.html). The survey makes students explicitly aware of the
listening, vocabulary, speaking, and reading strategies they deploy in learning
a language. In addition to learning about their own approaches to language
learning, the strategies on the survey offer learners new ideas that they can
incorporate into their language-learning endeavors.
In the course materials for Spanish in the Professions: Bilingualism in the
U.S., a strategies box precedes all vocabulary, listening, and reading activities
in the text with suggestions for how to develop and apply strategies to a given
107
Estrategias
R. Oxford (2001) defined learning strategies as “operations employed by the
learner to aid the acquisition, storage, retrieval and use of information, specific
actions taken by the learner to make learning easier, faster, more enjoyable,
more self-directed, more effective and more transferable to new situations”
(166). They vary depending on the learner, the task, and the goals. From a
cognitive learning perspective, strategies are important because they both
promote learner autonomy and help learners to link new information with
existing background knowledge instead of learning by rote memorization.
Through repeated application, strategy use can become automatic, thus easing “the burden on short-term memory, which can then focus on the meaning of the incoming language” (Chamot and O’Malley 378–79). This view
empowers both teachers and learners to actively participate in improving
language acquisition. It also promotes ongoing learning beyond the classroom
setting (Oxford and Nyikos). The cyclical use of grammatical structures in
this course models the kind of repeated application of strategy use that also
forms part of the course.
Explicit strategy instruction is another unique aspect of the Spanish in the
Professions curriculum. At the beginning of the course, students complete a
survey created by Andrew Cohen and Julie Chi (2003) entitled “Language
Strategy Use Inventory,” originally published in the Maximizing Study
Abroad series by the Center for Advanced Research on Language Acquisition (CARLA) at the University of Minnesota (see: http://www.carla.umn.
edu/maxsa/guides.html). The survey makes students explicitly aware of the
listening, vocabulary, speaking, and reading strategies they deploy in learning
a language. In addition to learning about their own approaches to language
learning, the strategies on the survey offer learners new ideas that they can
incorporate into their language-learning endeavors.
In the course materials for Spanish in the Professions: Bilingualism in the
U.S., a strategies box precedes all vocabulary, listening, and reading activities
in the text with suggestions for how to develop and apply strategies to a given
108
LEAR
108AN I
LEAR
Aplicación y análisis
The “aplicación y análisis” sections tie together all the major features of
the text: the linguistic content comes together with use of the case method,
higher-order thinking skills, and entrepreneurial concepts. Students apply the
vocabulary and grammar to situations or cases that have been derived from an
authentic audio or video. Many of the terms used to talk about teaching with
the case method are familiar to language educators: student-centered classes,
experiential learning, higher-order thinking skills (analysis and synthesis),
inductive reasoning, and process orientation. Students have an opportunity to
show their Spanish-language production skills as well as their higher-order
thinking skills such as analysis and synthesis of information.
After students interpret and analyze the case in class and present a plan
of action based on the best decision they envision for the case, they must
apply
task.
Each strategy box is followed by tasks to which the suggested strategy
canthe
be applied.
S
For example, even before the traditional pre-reading activities,
students
edly in Spanish in the Professions see a shaded strategies box that might
remind
needthem of the importance of thinking about the context and examining
anyresou
titles, subtitles, images, or graphics that accompany the reading. Such a
strategies
whet box is then followed by pre-reading questions that ask students to
describe
throu the context and form hypotheses about both the content and conclusiontasks
of the reading. These hypotheses are revisited at the conclusion of the
post-reading
descr
activities. Similarly, before a listening passage students might
be provided
an un with a three- or four-item table to fill in that draws students’ attention
on reto the importance of focusing on meaning. The instructions state that
the passage will only be played once, but the instructor will answer specific
CON about the content of the passage. Before listening, students use the
questions
table
Span
to anticipate the questions they may have after hearing the passage once.
At the
guag
conclusion of each unit, students write essays in which they reflect on
theirlangu
strategy use, including distinguishing between strategies that they have
in thused and new strategies that they have tried in the course.
always
law
Through
this practice with strategy awareness and application, students
Authan arsenal of basic strategies such as guessing, hypothesizing, inferdevelop
the Udeploying background knowledge, and circumlocution. Additionally,
encing,
theyconte
may develop the metacognitive skills to talk about them. This emphasis
on strategy
Span instruction provides students with learning tools that can be apthrou
plied
in the long term and across disciplines to continue the learning process
focu the classroom, both temporally and spatially.
beyond
plica
Aplicación y análisis
The “aplicación y análisis” sections tie together all the major features of
the text: the linguistic content comes together with use of the case method,
higher-order thinking skills, and entrepreneurial concepts. Students apply the
vocabulary and grammar to situations or cases that have been derived from an
authentic audio or video. Many of the terms used to talk about teaching with
the case method are familiar to language educators: student-centered classes,
experiential
learning, higher-order thinking skills (analysis and synthesis),
Ahor
inductive
reuni reasoning, and process orientation. Students have an opportunity to
show their Spanish-language production skills as well as their higher-order
thinking
A esc skills such as analysis and synthesis of information.
After students interpret and analyze the case in class and present a plan
of action
“Un based on the best decision they envision for the case, they must
108
108AN I
task. Each strategy box is followed by tasks to which the suggested strategy
can be applied. For example, even before the traditional pre-reading activities,
students in Spanish in the Professions see a shaded strategies box that might
remind them of the importance of thinking about the context and examining
any titles, subtitles, images, or graphics that accompany the reading. Such a
strategies box is then followed by pre-reading questions that ask students to
describe the context and form hypotheses about both the content and conclusion of the reading. These hypotheses are revisited at the conclusion of the
post-reading activities. Similarly, before a listening passage students might
be provided with a three- or four-item table to fill in that draws students’ attention to the importance of focusing on meaning. The instructions state that
the passage will only be played once, but the instructor will answer specific
questions about the content of the passage. Before listening, students use the
table to anticipate the questions they may have after hearing the passage once.
At the conclusion of each unit, students write essays in which they reflect on
their strategy use, including distinguishing between strategies that they have
always used and new strategies that they have tried in the course.
Through this practice with strategy awareness and application, students
develop an arsenal of basic strategies such as guessing, hypothesizing, inferencing, deploying background knowledge, and circumlocution. Additionally,
they may develop the metacognitive skills to talk about them. This emphasis
on strategy instruction provides students with learning tools that can be applied in the long term and across disciplines to continue the learning process
beyond the classroom, both temporally and spatially.
LEAR
task. Each strategy box is followed by tasks to which the suggested strategy
can be applied. For example, even before the traditional pre-reading activities,
students in Spanish in the Professions see a shaded strategies box that might
remind them of the importance of thinking about the context and examining
any titles, subtitles, images, or graphics that accompany the reading. Such a
strategies box is then followed by pre-reading questions that ask students to
describe the context and form hypotheses about both the content and conclusion of the reading. These hypotheses are revisited at the conclusion of the
post-reading activities. Similarly, before a listening passage students might
be provided with a three- or four-item table to fill in that draws students’ attention to the importance of focusing on meaning. The instructions state that
the passage will only be played once, but the instructor will answer specific
questions about the content of the passage. Before listening, students use the
table to anticipate the questions they may have after hearing the passage once.
At the conclusion of each unit, students write essays in which they reflect on
their strategy use, including distinguishing between strategies that they have
always used and new strategies that they have tried in the course.
Through this practice with strategy awareness and application, students
develop an arsenal of basic strategies such as guessing, hypothesizing, inferencing, deploying background knowledge, and circumlocution. Additionally,
they may develop the metacognitive skills to talk about them. This emphasis
on strategy instruction provides students with learning tools that can be applied in the long term and across disciplines to continue the learning process
beyond the classroom, both temporally and spatially.
Aplicación y análisis
The “aplicación y análisis” sections tie together all the major features of
the text: the linguistic content comes together with use of the case method,
higher-order thinking skills, and entrepreneurial concepts. Students apply the
vocabulary and grammar to situations or cases that have been derived from an
authentic audio or video. Many of the terms used to talk about teaching with
the case method are familiar to language educators: student-centered classes,
experiential learning, higher-order thinking skills (analysis and synthesis),
inductive reasoning, and process orientation. Students have an opportunity to
show their Spanish-language production skills as well as their higher-order
thinking skills such as analysis and synthesis of information.
After students interpret and analyze the case in class and present a plan
of action based on the best decision they envision for the case, they must
LEAR
apply
task.
Each strategy box is followed by tasks to which the suggested strategy
canthe
be applied.
S
For example, even before the traditional pre-reading activities,
students
edly in Spanish in the Professions see a shaded strategies box that might
remind
needthem of the importance of thinking about the context and examining
anyresou
titles, subtitles, images, or graphics that accompany the reading. Such a
strategies
whet box is then followed by pre-reading questions that ask students to
describe
throu the context and form hypotheses about both the content and conclusiontasks
of the reading. These hypotheses are revisited at the conclusion of the
post-reading
descr
activities. Similarly, before a listening passage students might
be provided
an un with a three- or four-item table to fill in that draws students’ attention
on reto the importance of focusing on meaning. The instructions state that
the passage will only be played once, but the instructor will answer specific
CON about the content of the passage. Before listening, students use the
questions
table
Span
to anticipate the questions they may have after hearing the passage once.
At the
guag
conclusion of each unit, students write essays in which they reflect on
theirlangu
strategy use, including distinguishing between strategies that they have
always
in thused and new strategies that they have tried in the course.
Through
law
this practice with strategy awareness and application, students
develop
Authan arsenal of basic strategies such as guessing, hypothesizing, inferencing,
the Udeploying background knowledge, and circumlocution. Additionally,
theyconte
may develop the metacognitive skills to talk about them. This emphasis
on strategy
Span instruction provides students with learning tools that can be apthrou
plied
in the long term and across disciplines to continue the learning process
focu the classroom, both temporally and spatially.
beyond
plica
Aplicación y análisis
The “aplicación y análisis” sections tie together all the major features of
the text: the linguistic content comes together with use of the case method,
higher-order thinking skills, and entrepreneurial concepts. Students apply the
vocabulary and grammar to situations or cases that have been derived from an
authentic audio or video. Many of the terms used to talk about teaching with
the case method are familiar to language educators: student-centered classes,
experiential
Ahor
learning, higher-order thinking skills (analysis and synthesis),
inductive
reuni reasoning, and process orientation. Students have an opportunity to
show their Spanish-language production skills as well as their higher-order
thinking
A esc skills such as analysis and synthesis of information.
After students interpret and analyze the case in class and present a plan
of action
“Un based on the best decision they envision for the case, they must
AN INNOVATIVE CURRICULUM FOR SPANISH STUDENTS EAR109
AN INNOVATIVE CURRICULUM FOR SPANISH STUDENTS
apply entrepreneurial concepts to the case. Entrepreneurship forms
ategy
part of
the Spanish in the Professions curriculum in the sense that studentsities,
repeatedly describe available and/or necessary resources and then identify
might
unmet
needs. In every context possible, students are asked to consider important
ining
resources, whether explicitly mentioned in the text being studieduch
or anot,
whether available or not, and describe the unmet needs that could bents
fulfi
tolled
through provision of a product or service. These activities can include
simple
nclutasks such as describing their own qualifications for a job announcement,
f the
describing the resources used by successful bilingual professionalsmight
to fulfill
an unmet need and succeed in the workplace, and making suggestions
based
s’ aton readings about products and services.
e that
ecific
CONCLUSION
e the
Spanish in the Professions: Bilingualism in the U.S. is a fourth-semester
once.language course offered as an alternative to the traditional fourth-semester
ct oncore
language course. It offers students insight into the importance of bilingualism
have
in the United States by exploring four professional areas: business, law and
law enforcement, medicine, and education and social service professions.
dents
Authentic materials for the course come from the Spanish-languagenferpress in
the US, audio recordings of bilinguals’ experiences in various professional
nally,
contexts, and video recordings of local bilingual professionals who hasis
use both
Spanish and English in the workplace. While reviewing relevant language
e apthrough applying the same linguistic structures in every unit, the course
ocessalso
focuses on strategies for lifelong language learning and entrepreneurial applications for the skills acquired in this course.
apply entrepreneurial concepts to the case. Entrepreneurship forms part of
the Spanish in the Professions curriculum in the sense that students repeatedly describe available and/or necessary resources and then identify unmet
needs. In every context possible, students are asked to consider important
resources, whether explicitly mentioned in the text being studied or not,
whether available or not, and describe the unmet needs that could be fulfilled
through provision of a product or service. These activities can include simple
tasks such as describing their own qualifications for a job announcement,
describing the resources used by successful bilingual professionals to fulfill
an unmet need and succeed in the workplace, and making suggestions based
on readings about products and services.
es of
thod,
APPENDIX
y the
Aplicación y Análisis
m an
with
sses,
esis),
Ahora tienes que pensar en los casos en que el idioma es una barrera
en las
ity to
reuniones de padres y maestros.
order
A escuchar: El idioma como barrera en las reuniones de padres y maestros
plan
must
“Un niño bilingüe en las escuelas”
109
CONCLUSION
Spanish in the Professions: Bilingualism in the U.S. is a fourth-semester language course offered as an alternative to the traditional fourth-semester core
language course. It offers students insight into the importance of bilingualism
in the United States by exploring four professional areas: business, law and
law enforcement, medicine, and education and social service professions.
Authentic materials for the course come from the Spanish-language press in
the US, audio recordings of bilinguals’ experiences in various professional
contexts, and video recordings of local bilingual professionals who use both
Spanish and English in the workplace. While reviewing relevant language
through applying the same linguistic structures in every unit, the course also
focuses on strategies for lifelong language learning and entrepreneurial applications for the skills acquired in this course.
APPENDIX
Aplicación y Análisis
Ahora tienes que pensar en los casos en que el idioma es una barrera en las
reuniones de padres y maestros.
A escuchar: El idioma como barrera en las reuniones de padres y maestros
“Un niño bilingüe en las escuelas”
AN INNOVATIVE CURRICULUM FOR SPANISH STUDENTS EAR109
AN INNOVATIVE CURRICULUM FOR SPANISH STUDENTS
apply entrepreneurial concepts to the case. Entrepreneurship forms
ategy
part of
the Spanish in the Professions curriculum in the sense that studentsities,
repeatedly describe available and/or necessary resources and then identify
might
unmet
needs. In every context possible, students are asked to consider important
ining
resources, whether explicitly mentioned in the text being studieduch
or anot,
whether available or not, and describe the unmet needs that could bents
fulfi
tolled
through provision of a product or service. These activities can include
simple
nclutasks such as describing their own qualifications for a job announcement,
f the
describing the resources used by successful bilingual professionalsmight
to fulfill
an unmet need and succeed in the workplace, and making suggestions
based
s’ aton readings about products and services.
e that
ecific
CONCLUSION
e the
Spanish in the Professions: Bilingualism in the U.S. is a fourth-semester
once.language course offered as an alternative to the traditional fourth-semester
ct oncore
language course. It offers students insight into the importance of bilingualism
have
in the United States by exploring four professional areas: business, law and
law enforcement, medicine, and education and social service professions.
dents
Authentic materials for the course come from the Spanish-languagenferpress in
the US, audio recordings of bilinguals’ experiences in various professional
nally,
contexts, and video recordings of local bilingual professionals who hasis
use both
Spanish and English in the workplace. While reviewing relevant language
e apthrough applying the same linguistic structures in every unit, the course
ocessalso
focuses on strategies for lifelong language learning and entrepreneurial applications for the skills acquired in this course.
apply entrepreneurial concepts to the case. Entrepreneurship forms part of
the Spanish in the Professions curriculum in the sense that students repeatedly describe available and/or necessary resources and then identify unmet
needs. In every context possible, students are asked to consider important
resources, whether explicitly mentioned in the text being studied or not,
whether available or not, and describe the unmet needs that could be fulfilled
through provision of a product or service. These activities can include simple
tasks such as describing their own qualifications for a job announcement,
describing the resources used by successful bilingual professionals to fulfill
an unmet need and succeed in the workplace, and making suggestions based
on readings about products and services.
es of
thod,
APPENDIX
y the
Aplicación y Análisis
m an
with
sses,
Ahora tienes que pensar en los casos en que el idioma es una barrera
esis),
en las
reuniones de padres y maestros.
ity to
order
A escuchar: El idioma como barrera en las reuniones de padres y maestros
plan
“Un niño bilingüe en las escuelas”
must
109
CONCLUSION
Spanish in the Professions: Bilingualism in the U.S. is a fourth-semester language course offered as an alternative to the traditional fourth-semester core
language course. It offers students insight into the importance of bilingualism
in the United States by exploring four professional areas: business, law and
law enforcement, medicine, and education and social service professions.
Authentic materials for the course come from the Spanish-language press in
the US, audio recordings of bilinguals’ experiences in various professional
contexts, and video recordings of local bilingual professionals who use both
Spanish and English in the workplace. While reviewing relevant language
through applying the same linguistic structures in every unit, the course also
focuses on strategies for lifelong language learning and entrepreneurial applications for the skills acquired in this course.
APPENDIX
Aplicación y Análisis
Ahora tienes que pensar en los casos en que el idioma es una barrera en las
reuniones de padres y maestros.
A escuchar: El idioma como barrera en las reuniones de padres y maestros
“Un niño bilingüe en las escuelas”
110
LEAR
110
LEAR
EN CLASE
EN CLASE
Antes de escuchar
A. Repaso de la lectura
Antes de escuchar la experiencia de un niño bilingüe en las reuniones de
padres y maestros, contesta las siguientes preguntas sobre la lectura, “La
importancia de las Reuniones de Padres y Maestros.”
1. En las reuniones hablan del progreso de los:
❒ padres.
❒ maestros.
❒ niños.
2. Hay reuniones de padres y maestros:
❒ dos veces al año.
❒ tres veces al año.
❒ cuatro veces al año.
3. Hay reuniones en escuela:
❒ elemental.
❒ intermedia.
❒ secundaria.
4. Hay intérpretes en el caso de que el idioma sea una barrera.
❒ Sí
❒ No
Antes de escuchar
A. Repaso de la lectura
Antes de escuchar la experiencia de un niño bilingüe en las reuniones de
padres y maestros, contesta las siguientes preguntas sobre la lectura, “La
importancia de las Reuniones de Padres y Maestros.”
1. En las reuniones hablan del progreso de los:
❒ padres.
❒ maestros.
❒ niños.
2. Hay reuniones de padres y maestros:
❒ dos veces al año.
❒ tres veces al año.
❒ cuatro veces al año.
3. Hay reuniones en escuela:
❒ elemental.
❒ intermedia.
❒ secundaria.
4. Hay intérpretes en el caso de que el idioma sea una barrera.
❒ Sí
❒ No
Gramática: el futuro
Consulta la página xiii de la guía gramatical:
“EL FUTURO”
Gramática: el futuro
Consulta la página xiii de la guía gramatical:
“EL FUTURO”
B. Predicciones
¿Cuáles van a ser las diferencias entre la lectura y la experiencia de Alejandro?
Haz dos predicciones:
B. Predicciones
¿Cuáles van a ser las diferencias entre la lectura y la experiencia de Alejandro?
Haz dos predicciones:
MODELO:
Para Alejandro habrá menos reuniones.
1. _________________________________________________________.
2. _________________________________________________________.
MODELO:
Para Alejandro habrá menos reuniones.
1. _________________________________________________________.
2. _________________________________________________________.
A escuchar
Estrategias: Cuando escuchas, es importante utilizar información que ya
tienes sobre el tema (en este caso, la lectura “La Importancia de las Reuniones de Padres y Maestros”) y escuchar para la información específica
que necesitarás. Primero, repasa la información que ya sabes sobre las
reuniones de padres y maestros basándote en las actividades anteriores.
Luego lee la actividad A para anticipar la información específica que
necesitarás.
A escuchar
Estrategias: Cuando escuchas, es importante utilizar información que ya
tienes sobre el tema (en este caso, la lectura “La Importancia de las Reuniones de Padres y Maestros”) y escuchar para la información específica
que necesitarás. Primero, repasa la información que ya sabes sobre las
reuniones de padres y maestros basándote en las actividades anteriores.
Luego lee la actividad A para anticipar la información específica que
necesitarás.
A. La experiencia de Alejandro
Contesta las siguientes preguntas sobre la experiencia de Alejandro como un
niño bilingüe en las escuelas de Chicago.
A. La experiencia de Alejandro
Contesta las siguientes preguntas sobre la experiencia de Alejandro como un
niño bilingüe en las escuelas de Chicago.
110
110
LEAR
LEAR
EN CLASE
EN CLASE
Antes de escuchar
A. Repaso de la lectura
Antes de escuchar la experiencia de un niño bilingüe en las reuniones de
padres y maestros, contesta las siguientes preguntas sobre la lectura, “La
importancia de las Reuniones de Padres y Maestros.”
1. En las reuniones hablan del progreso de los:
❒ padres.
❒ maestros.
❒ niños.
2. Hay reuniones de padres y maestros:
❒ dos veces al año.
❒ tres veces al año.
❒ cuatro veces al año.
3. Hay reuniones en escuela:
❒ elemental.
❒ intermedia.
❒ secundaria.
4. Hay intérpretes en el caso de que el idioma sea una barrera.
❒ Sí
❒ No
Antes de escuchar
A. Repaso de la lectura
Antes de escuchar la experiencia de un niño bilingüe en las reuniones de
padres y maestros, contesta las siguientes preguntas sobre la lectura, “La
importancia de las Reuniones de Padres y Maestros.”
1. En las reuniones hablan del progreso de los:
❒ padres.
❒ maestros.
❒ niños.
2. Hay reuniones de padres y maestros:
❒ dos veces al año.
❒ tres veces al año.
❒ cuatro veces al año.
3. Hay reuniones en escuela:
❒ elemental.
❒ intermedia.
❒ secundaria.
4. Hay intérpretes en el caso de que el idioma sea una barrera.
❒ Sí
❒ No
Gramática: el futuro
Consulta la página xiii de la guía gramatical:
“EL FUTURO”
Gramática: el futuro
Consulta la página xiii de la guía gramatical:
“EL FUTURO”
B. Predicciones
¿Cuáles van a ser las diferencias entre la lectura y la experiencia de Alejandro?
Haz dos predicciones:
B. Predicciones
¿Cuáles van a ser las diferencias entre la lectura y la experiencia de Alejandro?
Haz dos predicciones:
MODELO:
Para Alejandro habrá menos reuniones.
1. _________________________________________________________.
2. _________________________________________________________.
MODELO:
Para Alejandro habrá menos reuniones.
1. _________________________________________________________.
2. _________________________________________________________.
A escuchar
Estrategias: Cuando escuchas, es importante utilizar información que ya
tienes sobre el tema (en este caso, la lectura “La Importancia de las Reuniones de Padres y Maestros”) y escuchar para la información específica
que necesitarás. Primero, repasa la información que ya sabes sobre las
reuniones de padres y maestros basándote en las actividades anteriores.
Luego lee la actividad A para anticipar la información específica que
necesitarás.
A escuchar
Estrategias: Cuando escuchas, es importante utilizar información que ya
tienes sobre el tema (en este caso, la lectura “La Importancia de las Reuniones de Padres y Maestros”) y escuchar para la información específica
que necesitarás. Primero, repasa la información que ya sabes sobre las
reuniones de padres y maestros basándote en las actividades anteriores.
Luego lee la actividad A para anticipar la información específica que
necesitarás.
A. La experiencia de Alejandro
Contesta las siguientes preguntas sobre la experiencia de Alejandro como un
niño bilingüe en las escuelas de Chicago.
A. La experiencia de Alejandro
Contesta las siguientes preguntas sobre la experiencia de Alejandro como un
niño bilingüe en las escuelas de Chicago.
AN INNOVATIVE CURRICULUM FOR SPANISH STUDENTS EAR111
AN INNOVATIVE CURRICULUM FOR SPANISH STUDENTS
1. En las reuniones hablaban del progreso de:
❒ los padres.
❒ los maestros.
❒ el niño.
2. Hay reuniones de padres y maestros:
❒ dos veces al año.
❒ tres veces al año. ❒ cuatro veces al año.
es de
3. Hay reuniones en escuela:
“La
❒ elemental.
❒ intermedia.
❒ secundaria.
4. Hay intérpretes en el caso de que el idioma sea una barrera.
❒ Sí
❒ No
1. En las reuniones hablaban del progreso de:
❒ los padres.
❒ los maestros.
❒ el niño.
2. Hay reuniones de padres y maestros:
❒ dos veces al año.
❒ tres veces al año. ❒ cuatro veces al año.
3. Hay reuniones en escuela:
❒ elemental.
❒ intermedia.
❒ secundaria.
4. Hay intérpretes en el caso de que el idioma sea una barrera.
❒ Sí
❒ No
Gramática: las comparaciones
Consulta la página v de la guía gramatical:
“COMPARAR Y CONTRASTAR”
Gramática: las comparaciones
Consulta la página v de la guía gramatical:
“COMPARAR Y CONTRASTAR”
año.
111
B. La lectura y la experiencia de Alejandro
¿Cuáles son las semejanzas y las diferencias entre la experiencia de Alejandro y la lectura, “La Importancia de las Reuniones de Padres y Maestros?”
Apunta algunas comparaciones.
B. La lectura y la experiencia de Alejandro
¿Cuáles son las semejanzas y las diferencias entre la experiencia de Alejandro y la lectura, “La Importancia de las Reuniones de Padres y Maestros?”
Apunta algunas comparaciones.
MODELO:
Los dos son sobre las reuniones de padres y maestros.
1. _________________________________________________________.
2. _________________________________________________________.
ndro?
3. _________________________________________________________.
4. _________________________________________________________.
MODELO:
Los dos son sobre las reuniones de padres y maestros.
1. _________________________________________________________.
2. _________________________________________________________.
3. _________________________________________________________.
4. _________________________________________________________.
Después de escuchar
___.
A. Las semejanzas y las diferencias
___.
En grupos, comparen las respuestas a la Actividad B y apunten las semejanzas más importantes y las diferencias más importantes. ¿Por qué son
importantes?
e ya
Las semejanzas:
Re1. _________________________________________________________.
fica
2. _________________________________________________________.
las
Las diferencias:
res.
1. _________________________________________________________.
que
2. _________________________________________________________.
Después de escuchar
A. Las semejanzas y las diferencias
En grupos, comparen las respuestas a la Actividad B y apunten las semejanzas más importantes y las diferencias más importantes. ¿Por qué son
importantes?
Las semejanzas:
1. _________________________________________________________.
2. _________________________________________________________.
Las diferencias:
1. _________________________________________________________.
2. _________________________________________________________.
B. Los niños como intérpretes
Alejandro plantea un problema importante: los niños bilingües que hacen el
mo un
papel de intérpretes para sus padres. Van a analizar la situación en grupos.
B. Los niños como intérpretes
Alejandro plantea un problema importante: los niños bilingües que hacen el
papel de intérpretes para sus padres. Van a analizar la situación en grupos.
AN INNOVATIVE CURRICULUM FOR SPANISH STUDENTS EAR111
AN INNOVATIVE CURRICULUM FOR SPANISH STUDENTS
1. En las reuniones hablaban del progreso de:
❒ los padres.
❒ los maestros.
❒ el niño.
2. Hay reuniones de padres y maestros:
❒ dos veces al año.
❒ tres veces al año. ❒ cuatro veces al año.
es de
3. Hay reuniones en escuela:
“La
❒ elemental.
❒ intermedia.
❒ secundaria.
4. Hay intérpretes en el caso de que el idioma sea una barrera.
❒ Sí
❒ No
1. En las reuniones hablaban del progreso de:
❒ los padres.
❒ los maestros.
❒ el niño.
2. Hay reuniones de padres y maestros:
❒ dos veces al año.
❒ tres veces al año. ❒ cuatro veces al año.
3. Hay reuniones en escuela:
❒ elemental.
❒ intermedia.
❒ secundaria.
4. Hay intérpretes en el caso de que el idioma sea una barrera.
❒ Sí
❒ No
Gramática: las comparaciones
Consulta la página v de la guía gramatical:
“COMPARAR Y CONTRASTAR”
Gramática: las comparaciones
Consulta la página v de la guía gramatical:
“COMPARAR Y CONTRASTAR”
año.
111
B. La lectura y la experiencia de Alejandro
¿Cuáles son las semejanzas y las diferencias entre la experiencia de Alejandro y la lectura, “La Importancia de las Reuniones de Padres y Maestros?”
Apunta algunas comparaciones.
B. La lectura y la experiencia de Alejandro
¿Cuáles son las semejanzas y las diferencias entre la experiencia de Alejandro y la lectura, “La Importancia de las Reuniones de Padres y Maestros?”
Apunta algunas comparaciones.
MODELO:
Los dos son sobre las reuniones de padres y maestros.
1. _________________________________________________________.
2. _________________________________________________________.
ndro?
3. _________________________________________________________.
4. _________________________________________________________.
MODELO:
Los dos son sobre las reuniones de padres y maestros.
1. _________________________________________________________.
2. _________________________________________________________.
3. _________________________________________________________.
4. _________________________________________________________.
Después de escuchar
___.
A. Las semejanzas y las diferencias
___.
En grupos, comparen las respuestas a la Actividad B y apunten las semejanzas más importantes y las diferencias más importantes. ¿Por qué son
importantes?
e ya
Las semejanzas:
Re1. _________________________________________________________.
fica
2. _________________________________________________________.
las
Las diferencias:
res.
1. _________________________________________________________.
que
2. _________________________________________________________.
Después de escuchar
A. Las semejanzas y las diferencias
En grupos, comparen las respuestas a la Actividad B y apunten las semejanzas más importantes y las diferencias más importantes. ¿Por qué son
importantes?
Las semejanzas:
1. _________________________________________________________.
2. _________________________________________________________.
Las diferencias:
1. _________________________________________________________.
2. _________________________________________________________.
B. Los niños como intérpretes
Alejandro plantea un problema importante: los niños bilingües que hacen el
mo un
papel de intérpretes para sus padres. Van a analizar la situación en grupos.
B. Los niños como intérpretes
Alejandro plantea un problema importante: los niños bilingües que hacen el
papel de intérpretes para sus padres. Van a analizar la situación en grupos.
112
LEAR
112AN I
LEAR
Paso 1. Las reuniones de padres y maestros y las emociones de los participantes. ¿Qué emociones sienten los participantes en las reuniones de
padres y maestros?
Los
Paso
1. pLas reuniones de padres y maestros y las emociones de los participantes.
1. __ ¿Qué emociones sienten los participantes en las reuniones de
padres
2. __y maestros?
Grupo A:
el / la estudiante:
❒ miedo
❒ alegría
❒ emoción
❒ alivio
❒ estrés
❒ nerviosismo
❒ otro:
__________________
Grupo
C. RA:
el / Pien
la estudiante:
❒ miedo
maes
❒ alegría
que e
❒ emoción
❒ alivio
MOD
❒ estrés
❒ nerviosismo
❒ otro:
__________________
Grupo B:
los padres:
❒ miedo
❒ alegría
❒ emoción
❒ alivio
❒ estrés
❒ nerviosismo
❒ otro:
__________________
Grupo C:
los maestros:
❒ miedo
❒ alegría
❒ emoción
❒ alivio
❒ estrés
❒ nerviosismo
❒ otro:
__________________
Grupo B:
los padres:
❒ miedo
❒ alegría
❒ emoción
❒ alivio
❒ estrés
❒ nerviosismo
❒ otro:
__________________
Grupo C:
los maestros:
❒ miedo
❒ alegría
❒ emoción
❒ alivio
❒ estrés
❒ nerviosismo
❒ otro:
__________________
Paso 2. Las reacciones a las reuniones de padres y maestros. En los mismos
grupos apunten dos reacciones posibles.
Paso 2. Las reacciones a las reuniones de padres y maestros. En los mismos
grupos apunten dos reacciones posibles.
MODELO:
No me gusta que no haya intérprete desinteresado.
Es sorprendente que. . . Temo que. . .
(No) Me alegro de que. . .
Es interesante que. . . No es verdad que. . . (No) Me gusta que. . .
1.__________________________________________________________.
2. _________________________________________________________.
MODELO:
D. O
No me gusta que no haya intérprete desinteresado.
Es sorprendente
Refir
que. . . Temo que. . .
(No) Me alegro de que. . .
algun
Es interesante
que. . . No es verdad que. . . (No) Me gusta que. . .
algun
1.__________________________________________________________.
2. _________________________________________________________.
Paso 3. En grupos, contesten la pregunta: ¿Cuáles pueden ser los problemas
(o ventajas) si un niño interpreta en las reuniones entre sus padres y sus
maestros?
Paso 3. En grupos, contesten la pregunta: ¿Cuáles pueden ser los problemas
(o ventajas) si un niño interpreta en las reuniones entre sus padres y sus
maestros?
E. To
Haga
colum
Paso 4. Compartan las respuestas al Paso 3 con el resto de la clase para generar
una lista de los mayores problemas y ventajas de tener niños interpretando
entre sus padres y sus maestros.
Las ventajas:
1. _________________________________________________________.
2. _________________________________________________________.
recu
Paso 4. Compartan las respuestas al Paso 3 con el resto de la clase para generar
una lista de los mayores problemas y ventajas de tener niños interpretando
entre sus padres y sus maestros.
Las ventajas:
1. _________________________________________________________.
2. _________________________________________________________.
112
112AN I
LEAR
LEAR
Paso 1. Las reuniones de padres y maestros y las emociones de los participantes. ¿Qué emociones sienten los participantes en las reuniones de
padres y maestros?
Los
Paso
1. pLas reuniones de padres y maestros y las emociones de los participantes.
1. __ ¿Qué emociones sienten los participantes en las reuniones de
padres
2. __y maestros?
Grupo A:
el / la estudiante:
❒ miedo
❒ alegría
❒ emoción
❒ alivio
❒ estrés
❒ nerviosismo
❒ otro:
__________________
Grupo
C. RA:
el / Pien
la estudiante:
❒ miedo
maes
❒ alegría
que e
❒ emoción
❒ alivio
MOD
❒ estrés
❒ nerviosismo
❒ otro:
__________________
Grupo B:
los padres:
❒ miedo
❒ alegría
❒ emoción
❒ alivio
❒ estrés
❒ nerviosismo
❒ otro:
__________________
Grupo C:
los maestros:
❒ miedo
❒ alegría
❒ emoción
❒ alivio
❒ estrés
❒ nerviosismo
❒ otro:
__________________
Grupo B:
los padres:
❒ miedo
❒ alegría
❒ emoción
❒ alivio
❒ estrés
❒ nerviosismo
❒ otro:
__________________
Grupo C:
los maestros:
❒ miedo
❒ alegría
❒ emoción
❒ alivio
❒ estrés
❒ nerviosismo
❒ otro:
__________________
Paso 2. Las reacciones a las reuniones de padres y maestros. En los mismos
grupos apunten dos reacciones posibles.
Paso 2. Las reacciones a las reuniones de padres y maestros. En los mismos
grupos apunten dos reacciones posibles.
MODELO:
No me gusta que no haya intérprete desinteresado.
Es sorprendente que. . . Temo que. . .
(No) Me alegro de que. . .
Es interesante que. . . No es verdad que. . . (No) Me gusta que. . .
1.__________________________________________________________.
2. _________________________________________________________.
MODELO:
D. O
No me gusta que no haya intérprete desinteresado.
Es sorprendente
Refir
que. . . Temo que. . .
(No) Me alegro de que. . .
Es interesante
algun
que. . . No es verdad que. . . (No) Me gusta que. . .
1.__________________________________________________________.
algun
2. _________________________________________________________.
Paso 3. En grupos, contesten la pregunta: ¿Cuáles pueden ser los problemas
(o ventajas) si un niño interpreta en las reuniones entre sus padres y sus
maestros?
Paso 3. En grupos, contesten la pregunta: ¿Cuáles pueden ser los problemas
(o ventajas) si un niño interpreta en las reuniones entre sus padres y sus
maestros?
E. To
Haga
colum
Paso 4. Compartan las respuestas al Paso 3 con el resto de la clase para generar
una lista de los mayores problemas y ventajas de tener niños interpretando
entre sus padres y sus maestros.
Las ventajas:
1. _________________________________________________________.
2. _________________________________________________________.
recu
Paso 4. Compartan las respuestas al Paso 3 con el resto de la clase para generar
una lista de los mayores problemas y ventajas de tener niños interpretando
entre sus padres y sus maestros.
Las ventajas:
1. _________________________________________________________.
2. _________________________________________________________.
AN INNOVATIVE CURRICULUM FOR SPANISH STUDENTS EAR113
AN INNOVATIVE CURRICULUM FOR SPANISH STUDENTS
Los problemas:
par1. _________________________________________________________.
es de
2. _________________________________________________________.
Los problemas:
1. _________________________________________________________.
2. _________________________________________________________.
C. Recursos y necesidades
Piensen en el tema del idioma como barrera en las reuniones de padres y
maestros. Basándose en lo que hemos estudiado, ¿qué necesitan las personas
que enfrentan esta situación? ¿Qué recursos ya existen?
C. Recursos y necesidades
Piensen en el tema del idioma como barrera en las reuniones de padres y
maestros. Basándose en lo que hemos estudiado, ¿qué necesitan las personas
que enfrentan esta situación? ¿Qué recursos ya existen?
MODELO:
necesidades:
folletos escritos en español e inglés
recursos:
los niños bilingües
MODELO:
necesidades:
folletos escritos en español e inglés
113
recursos:
los niños bilingües
___
smos
D. Oportunidades
Refiriéndose a las respuestas que apuntaron en la actividad C, ¿Cuáles son
algunos de los productos o servicios que se podrían desarrollar para satisfacer
algunas de las necesidades?
___.
___.
productos o servicios:
el imprimo de información escrita para los padres
emas
y sus
D. Oportunidades
Refiriéndose a las respuestas que apuntaron en la actividad C, ¿Cuáles son
algunos de los productos o servicios que se podrían desarrollar para satisfacer
algunas de las necesidades?
E. Toda la clase
Hagan una lista en la pizarra; cada grupo debe contribuir un elemento a cada
columna:
E. Toda la clase
Hagan una lista en la pizarra; cada grupo debe contribuir un elemento a cada
columna:
recursos:
recursos:
necesidades:
productos o servicios:
nerar
ando
productos o servicios:
el imprimo de información escrita para los padres
necesidades:
productos o servicios:
___.
___.
AN INNOVATIVE CURRICULUM FOR SPANISH STUDENTS EAR113
AN INNOVATIVE CURRICULUM FOR SPANISH STUDENTS
Los problemas:
par1. _________________________________________________________.
es de
2. _________________________________________________________.
Los problemas:
1. _________________________________________________________.
2. _________________________________________________________.
C. Recursos y necesidades
Piensen en el tema del idioma como barrera en las reuniones de padres y
maestros. Basándose en lo que hemos estudiado, ¿qué necesitan las personas
que enfrentan esta situación? ¿Qué recursos ya existen?
C. Recursos y necesidades
Piensen en el tema del idioma como barrera en las reuniones de padres y
maestros. Basándose en lo que hemos estudiado, ¿qué necesitan las personas
que enfrentan esta situación? ¿Qué recursos ya existen?
MODELO:
necesidades:
folletos escritos en español e inglés
recursos:
los niños bilingües
MODELO:
necesidades:
folletos escritos en español e inglés
113
recursos:
los niños bilingües
___
smos
D. Oportunidades
Refiriéndose a las respuestas que apuntaron en la actividad C, ¿Cuáles son
algunos de los productos o servicios que se podrían desarrollar para satisfacer
algunas de las necesidades?
___.
___.
productos o servicios:
el imprimo de información escrita para los padres
emas
y sus
D. Oportunidades
Refiriéndose a las respuestas que apuntaron en la actividad C, ¿Cuáles son
algunos de los productos o servicios que se podrían desarrollar para satisfacer
algunas de las necesidades?
E. Toda la clase
Hagan una lista en la pizarra; cada grupo debe contribuir un elemento a cada
columna:
E. Toda la clase
Hagan una lista en la pizarra; cada grupo debe contribuir un elemento a cada
columna:
recursos:
recursos:
necesidades:
productos o servicios:
nerar
ando
___.
___.
productos o servicios:
el imprimo de información escrita para los padres
necesidades:
productos o servicios:
114
LEAR
114
LEAR
Gramática gustar y los verbos parecidos
Consulta la página xii de la guía gramatical:
“LOS GUSTOS Y LAS PREFERENCIAS”
Gramática gustar y los verbos parecidos
Consulta la página xii de la guía gramatical:
“LOS GUSTOS Y LAS PREFERENCIAS”
F. El producto o servicio preferido
De la lista de posibles productos o servicios producida en la actividad E,
escoge una idea. ¿Qué aspecto o aspectos te gusta(n) más? ¿Qué aspecto o
aspectos te gusta(n) menos? ¿Por qué?
F. El producto o servicio preferido
De la lista de posibles productos o servicios producida en la actividad E,
escoge una idea. ¿Qué aspecto o aspectos te gusta(n) más? ¿Qué aspecto o
aspectos te gusta(n) menos? ¿Por qué?
MODELO: Me gusta la idea del imprimo de información en español para
los padres, pero no me gusta que no ayude que se comuniquen
los padres y los maestros durante la reunión.
MODELO: Me gusta la idea del imprimo de información en español para
los padres, pero no me gusta que no ayude que se comuniquen
los padres y los maestros durante la reunión.
REFERENCES
REFERENCES
Banks, J. A. “Approaches to Multicultural Curriculum Reform.” Multicultural
Education. Ed. J. A. Banks and C.A.M. Banks. 4th ed. Boston: Allyn,
2003. 225–46.
Cahill, D., and S. de los Ríos. Vistas comerciales y culturales. Boston:
Thomson Heinle, 2002
Chamot, A. U., and J. M. O’Malley. “Language Learner and Learning
Strategies.” Implicit and Explicit Learning of Languages. Ed. N. C. Ellis.
London: Academic, 1994. 371–92.
Cohen, A.D., et al. Maximizing Study Abroad: A Language Instructor’s Guide
to Strategies for Language and Culture Learning and Use. Minneapolis:
Center for Advanced Research on Language Acquisition, 2003.
Doyle, M. S., R. C. Cere, and T. B. Fryer. Exito comercial: prácticas administrativas
y contextos culturales. 3rd ed. Boston: Thomson Heinle, 2001.
Harvey, W. C. Spanish for Health Care Professionals. 2nd ed. Hauppauge,
NY: Barron’s Educational Series, 2000.
Houston, P. and P. Rush. Spanish for Business. Upper Saddle River, NJ:
Prentice, 2003.
_____. Spanish for Health Care. Upper Saddle River, NJ: Prentice, 2003.
_____. Spanish for Law Enforcement. Upper Saddle River, NJ: Prentice,
2003.
Banks, J. A. “Approaches to Multicultural Curriculum Reform.” Multicultural
Education. Ed. J. A. Banks and C.A.M. Banks. 4th ed. Boston: Allyn,
2003. 225–46.
Cahill, D., and S. de los Ríos. Vistas comerciales y culturales. Boston:
Thomson Heinle, 2002
Chamot, A. U., and J. M. O’Malley. “Language Learner and Learning
Strategies.” Implicit and Explicit Learning of Languages. Ed. N. C. Ellis.
London: Academic, 1994. 371–92.
Cohen, A.D., et al. Maximizing Study Abroad: A Language Instructor’s Guide
to Strategies for Language and Culture Learning and Use. Minneapolis:
Center for Advanced Research on Language Acquisition, 2003.
Doyle, M. S., R. C. Cere, and T. B. Fryer. Exito comercial: prácticas administrativas
y contextos culturales. 3rd ed. Boston: Thomson Heinle, 2001.
Harvey, W. C. Spanish for Health Care Professionals. 2nd ed. Hauppauge,
NY: Barron’s Educational Series, 2000.
Houston, P. and P. Rush. Spanish for Business. Upper Saddle River, NJ:
Prentice, 2003.
_____. Spanish for Health Care. Upper Saddle River, NJ: Prentice, 2003.
_____. Spanish for Law Enforcement. Upper Saddle River, NJ: Prentice,
2003.
114
114
LEAR
LEAR
Gramática gustar y los verbos parecidos
Consulta la página xii de la guía gramatical:
“LOS GUSTOS Y LAS PREFERENCIAS”
Gramática gustar y los verbos parecidos
Consulta la página xii de la guía gramatical:
“LOS GUSTOS Y LAS PREFERENCIAS”
F. El producto o servicio preferido
De la lista de posibles productos o servicios producida en la actividad E,
escoge una idea. ¿Qué aspecto o aspectos te gusta(n) más? ¿Qué aspecto o
aspectos te gusta(n) menos? ¿Por qué?
F. El producto o servicio preferido
De la lista de posibles productos o servicios producida en la actividad E,
escoge una idea. ¿Qué aspecto o aspectos te gusta(n) más? ¿Qué aspecto o
aspectos te gusta(n) menos? ¿Por qué?
MODELO: Me gusta la idea del imprimo de información en español para
los padres, pero no me gusta que no ayude que se comuniquen
los padres y los maestros durante la reunión.
MODELO: Me gusta la idea del imprimo de información en español para
los padres, pero no me gusta que no ayude que se comuniquen
los padres y los maestros durante la reunión.
REFERENCES
REFERENCES
Banks, J. A. “Approaches to Multicultural Curriculum Reform.” Multicultural
Education. Ed. J. A. Banks and C.A.M. Banks. 4th ed. Boston: Allyn,
2003. 225–46.
Cahill, D., and S. de los Ríos. Vistas comerciales y culturales. Boston:
Thomson Heinle, 2002
Chamot, A. U., and J. M. O’Malley. “Language Learner and Learning
Strategies.” Implicit and Explicit Learning of Languages. Ed. N. C. Ellis.
London: Academic, 1994. 371–92.
Cohen, A.D., et al. Maximizing Study Abroad: A Language Instructor’s Guide
to Strategies for Language and Culture Learning and Use. Minneapolis:
Center for Advanced Research on Language Acquisition, 2003.
Doyle, M. S., R. C. Cere, and T. B. Fryer. Exito comercial: prácticas administrativas
y contextos culturales. 3rd ed. Boston: Thomson Heinle, 2001.
Harvey, W. C. Spanish for Health Care Professionals. 2nd ed. Hauppauge,
NY: Barron’s Educational Series, 2000.
Houston, P. and P. Rush. Spanish for Business. Upper Saddle River, NJ:
Prentice, 2003.
_____. Spanish for Health Care. Upper Saddle River, NJ: Prentice, 2003.
_____. Spanish for Law Enforcement. Upper Saddle River, NJ: Prentice,
2003.
Banks, J. A. “Approaches to Multicultural Curriculum Reform.” Multicultural
Education. Ed. J. A. Banks and C.A.M. Banks. 4th ed. Boston: Allyn,
2003. 225–46.
Cahill, D., and S. de los Ríos. Vistas comerciales y culturales. Boston:
Thomson Heinle, 2002
Chamot, A. U., and J. M. O’Malley. “Language Learner and Learning
Strategies.” Implicit and Explicit Learning of Languages. Ed. N. C. Ellis.
London: Academic, 1994. 371–92.
Cohen, A.D., et al. Maximizing Study Abroad: A Language Instructor’s Guide
to Strategies for Language and Culture Learning and Use. Minneapolis:
Center for Advanced Research on Language Acquisition, 2003.
Doyle, M. S., R. C. Cere, and T. B. Fryer. Exito comercial: prácticas administrativas
y contextos culturales. 3rd ed. Boston: Thomson Heinle, 2001.
Harvey, W. C. Spanish for Health Care Professionals. 2nd ed. Hauppauge,
NY: Barron’s Educational Series, 2000.
Houston, P. and P. Rush. Spanish for Business. Upper Saddle River, NJ:
Prentice, 2003.
_____. Spanish for Health Care. Upper Saddle River, NJ: Prentice, 2003.
_____. Spanish for Law Enforcement. Upper Saddle River, NJ: Prentice,
2003.
AN INNOVATIVE CURRICULUM FOR SPANISH STUDENTS
115
AN INNOVATIVE CURRICULUM FOR SPANISH STUDENTS
115
_____. Spanish for School Personnel. Upper Saddle River, NJ: Prentice,
2003.
Jarvis, A. C., and L. Lebredo. Spanish for Social Services. 6th ed. Boston:
Houghton, 2000.
Lee, J. F., and B. Van Patten. Making Communicative Language Teaching
Happen. 2nd ed. New York: McGraw, 2003.
Mandell, P. B. “On the Background and Motivation of Students in a Beginning
Spanish Program.” Foreign Language Annals 35.5 (2002): 530–42.
Oxford, R. “Language Learning Strategies.” The Cambridge Guide to
Teaching English to Speakers of Other Languages. Ed. R. Carter and D.
Nunan. Cambridge, UK: Cambridge UP, 2001. 163–72.
Oxford, R., and M. Nyikos. “Variables Affecting Choice of Language Learning
Strategies by University Students.” The Modern Language Journal 73.3
(1989): 291–300.
Savignon, S. J. Communicative Competence: Theory and Classroom Practice:
Texts and Contexts in Second Language Learning. The Addison-Wesley
Second Language Professional Library Series. Reading, MA: AddisonWesley, 1983.
_____. Spanish for School Personnel. Upper Saddle River, NJ: Prentice,
2003.
Jarvis, A. C., and L. Lebredo. Spanish for Social Services. 6th ed. Boston:
Houghton, 2000.
Lee, J. F., and B. Van Patten. Making Communicative Language Teaching
Happen. 2nd ed. New York: McGraw, 2003.
Mandell, P. B. “On the Background and Motivation of Students in a Beginning
Spanish Program.” Foreign Language Annals 35.5 (2002): 530–42.
Oxford, R. “Language Learning Strategies.” The Cambridge Guide to
Teaching English to Speakers of Other Languages. Ed. R. Carter and D.
Nunan. Cambridge, UK: Cambridge UP, 2001. 163–72.
Oxford, R., and M. Nyikos. “Variables Affecting Choice of Language Learning
Strategies by University Students.” The Modern Language Journal 73.3
(1989): 291–300.
Savignon, S. J. Communicative Competence: Theory and Classroom Practice:
Texts and Contexts in Second Language Learning. The Addison-Wesley
Second Language Professional Library Series. Reading, MA: AddisonWesley, 1983.
AN INNOVATIVE CURRICULUM FOR SPANISH STUDENTS
AN INNOVATIVE CURRICULUM FOR SPANISH STUDENTS
115
_____. Spanish for School Personnel. Upper Saddle River, NJ: Prentice,
2003.
Jarvis, A. C., and L. Lebredo. Spanish for Social Services. 6th ed. Boston:
Houghton, 2000.
Lee, J. F., and B. Van Patten. Making Communicative Language Teaching
Happen. 2nd ed. New York: McGraw, 2003.
Mandell, P. B. “On the Background and Motivation of Students in a Beginning
Spanish Program.” Foreign Language Annals 35.5 (2002): 530–42.
Oxford, R. “Language Learning Strategies.” The Cambridge Guide to
Teaching English to Speakers of Other Languages. Ed. R. Carter and D.
Nunan. Cambridge, UK: Cambridge UP, 2001. 163–72.
Oxford, R., and M. Nyikos. “Variables Affecting Choice of Language Learning
Strategies by University Students.” The Modern Language Journal 73.3
(1989): 291–300.
Savignon, S. J. Communicative Competence: Theory and Classroom Practice:
Texts and Contexts in Second Language Learning. The Addison-Wesley
Second Language Professional Library Series. Reading, MA: AddisonWesley, 1983.
115
_____. Spanish for School Personnel. Upper Saddle River, NJ: Prentice,
2003.
Jarvis, A. C., and L. Lebredo. Spanish for Social Services. 6th ed. Boston:
Houghton, 2000.
Lee, J. F., and B. Van Patten. Making Communicative Language Teaching
Happen. 2nd ed. New York: McGraw, 2003.
Mandell, P. B. “On the Background and Motivation of Students in a Beginning
Spanish Program.” Foreign Language Annals 35.5 (2002): 530–42.
Oxford, R. “Language Learning Strategies.” The Cambridge Guide to
Teaching English to Speakers of Other Languages. Ed. R. Carter and D.
Nunan. Cambridge, UK: Cambridge UP, 2001. 163–72.
Oxford, R., and M. Nyikos. “Variables Affecting Choice of Language Learning
Strategies by University Students.” The Modern Language Journal 73.3
(1989): 291–300.
Savignon, S. J. Communicative Competence: Theory and Classroom Practice:
Texts and Contexts in Second Language Learning. The Addison-Wesley
Second Language Professional Library Series. Reading, MA: AddisonWesley, 1983.