building global competence: proficiency in communication, cultures, and comparisons
DESCRIPTION
Building Global Competence: Proficiency in Communication, Cultures, and Comparisons. @PabloMuirhead [email protected]. http://losmuirhead.wikispaces.com. Sácate una foto Visita http://padlet.com/wall/uwmculture Cuelga tu foto y cuéntanos un poco de ti lingüística y culturalmente. - PowerPoint PPT PresentationTRANSCRIPT
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Building Global Competence:Proficiency in
Communication, Cultures, and Comparisons
http://losmuirhead.wikispaces.com
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1. Sácate una foto2. Visita
http://padlet.com/wall/uwmculture3. Cuelga tu foto y cuéntanos un poco de
ti lingüística y culturalmente.
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Conceptualización de Cultura
A LO PROFESIONALCompetencia Comunicativa Intercultural
DE LO PERSONALNexo entre
cultura e idioma
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Horario por la mañana
1ra parte:Los Standards de ACTFL,
Concepto de Cultura
Descanso
2da parte:Reflexión y acción
Almuerzo
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Horario por la tarde
3ra parte:Crear ambiente y más actividades
Descanso
4ta parte:Desarrollar actividades
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The United States must educate students who are
equipped linguistically and culturally to
communicate successfully in a pluralistic American
society and abroad.
Standards Project
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COMUNICACION
Estudiar otra lengua y cultura nos da las herramientas para
lograr una comunicación exitosa:
Saber cómo, cuándo y por qué Decir qué a quién.
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ConnectionsComparisons
Communities Cultures
Communication
p.6
THE FIVE Cs
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Communication
Communicate in Languages
Other Than English
p.7-9
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Cultures
Gain Knowledge and Understanding of
Other Cultures
p.7
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Connections
Connect with Other Disciplines and Acquire
Information
p.7
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Comparisons
Develop Insight into the Nature of
Language and Culture
p.7
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Communities
Participate in Multilingual Communities
at Home and Around the World
Examples pgs.15-16
p.7
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Profundizando el concepto de
CULTURA
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Metáfora de cultura cómo iceberg
¿Y ahora
?
¿Qué es lo que ves?
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Activity based on the iceberg model
Place the following aspects of culture either above or below the water
ClothingViews on equalityReligious beliefs Personal distance Works of artRules of politenessRelationship with
natureDegree of eye contact
Time managementMethods of worshipTipping customsGesturesAttitudes towards
sexualityConcept of beautyFood
Content prepared by Wendy W. Allen
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Culture is…
… tantamount to perspective … products and practices
… intertwined with issues of power
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Pablo Muirhead
In other words…
“Culture is a fluctuating embodiment of a group’s
products, practices and perspectives. Inseparable from
language, culture is also impacted by issues of power as it
can be used to marginalize or privilege.”
Muirhead, P. (2009). Rethinking culture: Toward a pedagogy of possibility in world language education. Critical Inquiry in Language Studies, 6(4), 243-268.
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Developer of Intercultural Communicative Competence
Recognizes this as a gradual process
Moves beyond viewing “other” cultures from the outside in, but rather the inside out
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Seeks Cultural & Linguistic Legitimacy
Decenters dominant ways of viewing the world
Legitimizes traditionally dominated cultures and nonstandard language varieties
Presents cultural perspectives from traditionally marginalized groups
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Conscienticized Reflective Being
Recognizes political nature of schooling
Creates an environment where discrimination is challenged
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Having a single cultural perspective.
Not being able to adopt different points of view.
AVOID BEING CULTURE BOUND
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CULTURA
PODER
Perspectivas
Prácticas Productos
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Las 3 Ps
PERSPECTIVAS
PRODUCTOS PRÁCTICAS
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PRACTICA:SOBREMESA
PERSPECTIVAS:¿Qué perspectivas asociarías con la
práctica de la sobremesa?
PRODUCTOS:¿Qué productos asociarías con la práctica de la sobremesa?
AHORA HABLA CON TU VECINO/A DE LAS PERSPECTIVAS Y PRODUCTOS ASOCIADOS CON LA SOBREMESA
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PRACTICA:Usar dos apellidos
PERSPECTIVAS:¿Qué nos indican
de las perspectivas culturales?
PRODUCTOS:Apellidos
AHORA HABLA CON TU VECINO/A DE LAS PERSPECTIVAS ASOCIADAS CON LOS APELLIDOS
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PRACTICA
PERSPECTIVASPRODUCTOS
EN PAREJAS IDENTIFIQUEN LAS TRES Ps ASOCIADASCON ALGUN TEMA QUE TOCAN, O LES GUSTARIA
TOCAR EN CLASE
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MOTIVACION¿Por qué enseña?
¿Cómo enseña?
¿Con qué fin enseña?
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COMUNICACION
Estudiar otra lengua y cultura nos da las herramientas para
lograr una comunicación exitosa:
Saber cómo, cuándo y por qué Decir qué a quién.
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CULTURA
IDIOM
MOTIVACIO
N
INTEGRATIV
A
MOTIVACION
INSTRUMENTAL
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Unspoken Rules• Read the unspoken rules of
behavior associated with your culture.
• Take on the role of someone from this culture when speaking to others but DO NOT share this information with others.THEN, get to know several people by…1. Introducing yourselves. 2. Talking about your roles as language
educators. 3. Sharing the impact of your intercultural
immersion experiences.
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ESTRATEGIAS PARA DESARROLLAR LA COMPETENCIA COMUNICATIVA
INTERCULTURAL
Situaciones• Tú vs. Usted
Proximidad• Acercarse y distanciarse
Saludos• Comparar y contrastar
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Primeras impresiones
Nuestra subconsciencia actúa por su
propia cuenta y como resultado
frecuentemente formamos ideas.
Muchas veces son totalmente inocuas
nuestras ideas pero a veces pueden
ser dañinas. Están a punto de ver una serie de
imágenes. Comparta su primera
impresión con un vecino.
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¿Mujer
menor o
mayor?
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¿Saxofonista
o cara de
mujer?
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¿Calavera o
mujer mirándose
en el espejo?
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¿Cuántas caras?
¿Una o dos?
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¿Conejo o pato?
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Lo más probable es que…
…tú y tu compañero no vieron la misma imagen al principio
…quizás te costó ver ambas imágenes cada vez.
Lo cierto es que…
…impresiones se hacen instantáneamente y muchas decisiones se toman en base a esas impresiones
…ganaremos una perspectiva más amplia si es que primero podemos suspender nuestros prejuicios
Reflexiones…
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Wake-up call: Student Essay
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Excellent resource for self-reflection.
http://bit.ly/1frij5P
Multiple tests are available to measure your subconscious.
Find at http://hvrd.me/Wgh2pm
Harvard Hidden-Bias Tests
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Modelo de BennettExperiencia de diferencia
Desarrollo de Competencia Intercultural
Negación Defensa Minimización IntegraciónAdaptaciónAceptación
ETAPAS ETNOCÉNTRICAS
ETAPAS ETNORELATIVAS
(as cited by Lange, 1999, p. 76)
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NEGACIÓN
Individuo no percibe diferencias culturales, o las evita. ETAPAS
ETNOCÉNTRICAS
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DEFENSA
Individuo demuestra intolerancia hacia las
diferencias. ETAPAS ETNOCÉNTRICAS
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MINIMIZACIÓN
Individuo resta importancia a las diferencias y toma la
creencia de que todos somos igualesETAPAS
ETNOCÉNTRICAS
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ACEPTACIÓN
Individuo empieza a valorar la riqueza que ofrecen otras culturas
ETAPAS ETNORELATIVAS
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ADAPTACIÓN
Individual comienza a ver otras perspectivas culturales como mejores alternativas que las
suyas. ETAPAS ETNORELATIVAS
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INTEGRACIÓN
Individuo es capaz de ver el mundo desde múltiples
perspectivas.ETAPAS
ETNORELATIVAS
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Reflecting on these stages, prepare to answer some
questions.
Denial Defense Minimization IntegrationAdaptationAcceptance
ETHNOCENTRIC STAGES
ETHNORELATIVE STAGES
Pull out your phones and text your responses to...
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Reflecting on these stages, prepare to answer some
questions.
Denial Defense Minimization IntegrationAdaptationAcceptance
ETHNOCENTRIC STAGES
ETHNORELATIVE STAGES
And now respond to…
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High-Challenge Content
Low-Challenge Content
Low-ChallengeProcess
High-Challenge Process
Learner Develops Skills Learner Rests
Learner Leaves Learner Acquires Knowledge
The Bennett Model (as cited by Lange, 1999, p. 76)
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Support / Challenge Framework PROCESSES
Consider the risk of disclosure / preparation time
Low challenge processes High challenge processes =Individual learners are on the spot
– Lecture– Films (in the dark)– Working together, group or paired activities– Songs, games, or TPR– Cloze activities, X choice– Research projects– Routine activities– Matching or sorting exercises– Reading [silently]
– Performance on the stage– Simulations– Role plays– Oral presentations– Open-ended– Debates– Voicing an opinion
Content prepared by Wendy W. Allen
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Support/challenge framework CONTENT
Low challenge High challenge
– Weather– Leisure activities– Food– Calendar– Numbers– Big C "products"– Courses of study– Travel– Colors– Family
– Politics– Religion– Sexuality– Diversity– Social class– Justice / fairness / inequalities– Xenophobia
Consider the risk of disclosure / preparation time
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1. Busque ejemplos de productos, prácticas y perspectivas en sus textos.
2. Considerando la conversación de contenido y proceso, ¿cómo describiría los ejemplos culturales que tiene su libro?
Sus Textos
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History & Context: Culture in Language Curriculum
Period Trends & movements
Nature of culture Role of culture in FL classroom
1950s-60s Grammar-translation
Big "C" facts Cultural knowledge for reading literature
Late 1960s Audio-lingual movement
Little "c" facts, differences that impede TL communication
Knowledge of culture necessary for building vocabulary
1970s-1980s Advent of sociolingualism, communicative competence, & proficiency
Language pragmatics, socio-linguistic facts
Knowledge of culture to avoid communication faux-pas, breakdown
1990s-present
"Riding the intercultural wave," Teaching for intercultural competence
Process of culture learning; essential integration of language and culture
Culture = coreContext and purpose for authentic language instruction
Content prepared by Wendy W. Allen
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Why progress has been slow?
Lack of stated goals and outcomes
Absence of curricular organization
Unfocused learning strategies
Deficient or non-existent assessment
tools Dale Lange, 1996
Content prepared by Wendy W. Allen
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Textbooks treated as sacred book and not as a resource.
Teachers that successfully integrated culture and language did so by following this advice:
And…
“Use the text,don’t be used by it.”
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EJEMPLO: REFLEXIONES CULTURALES
Antes de leer. Select four words from the listbelow that you might use in describing theconcept of “family” in your native culture. As aclass, tally the most cited descriptions by nativeculture. ___ unidos ___ ayuda financiera___ reuniones frecuentes ___ ayuda moral___ celebraciones religiosas ___ familias grandes ___ fiestas familiares ___ familias
extendidas___ familias nucleares ___ ayuda médica___ respetar la autoridad ___ inculcar buenos
modales
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EJEMPLOEXPONER A NUEVAS PERSPECTIVAS
La típica familia hispana no sólo incluye a los padres y sus hijos sino que también incluye a la familia extendida, los tíos, primos, abuelos y compadres. Los individuos de una familia tienen una responsabilidad de ayudar a otros miembros de la familia con problemas financieros,… (fragmento de una lectura)
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EJEMPLO: LEYENDO CULTURAComprensión de la lectura. With a classmate,
indicatewhether the following statements are true or false,
basedon the reading above. Then, underline the sentence in
thereading that supports your answers. Confirm your
answerswith two other classmates. 1. La familia es la unidad social más importante en la
cultura hispana.2. La familia hispana se limita a la familia nuclear.3. Una persona tiene la responsabilidad moral de
ayudar a los miembros de su familia.4. Las familias hispanas no se reúnen frecuentemente.5. El honor es un valor importante en las familias
hispanas.6. Los niños hispanos no aprenden a respetar la
autoridad.
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EJEMPLO: COMPARANDO PERSPECTIVAS
Experiencia personal. Each of the stressors that made the “Top 7 list” in the Contextos reading selection received an average score of from 3.33 - 4. 37 on a scale of 1-5, indicating highly perceived stress on the part of the students. Which, if any, of the situations below cause stress for you? Rate each from 1-5 (1 = least stress; 5 = most stress). Compare your answers with those of a couple of classmates. How do your experiences of these situations compare to the experiences of Spanish students? 1 2 3 4 5 1. Tomar un examen1 2 3 4 5 2. Presentar trabajos en clase1 2 3 4 5 3. Estar en los salones de 200+ personas1 2 3 4 5 4. Excesivo número de créditos, trabajos obligatorios, etc.1 2 3 4 5 5. Ir a la oficina del profesor en horas de tutorías 1 2 3 4 5 6. Tiempo insuficiente para hacer los trabajos académicos1 2 3 4 5 7. Competitividad entre compañeros 1 2 3 4 5 8. Trabajar en grupo
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EJEMPLO: COMPARANDO PERSPECTIVAS
What situations produce the most stress in your
native culture? If similar to the Spanish students,
can you offer reasons for the similarities? If
different, investigate why. For example, in many
university level classes in Spain, many professors
expect students to take one sole exam at the end of
the semester and their performance on that exam
determines their grade.
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EJEMPLO: LEYENDO CULTURAResumir la idea principal. Read the following short excerpt from another article titled «Trabajar para vivir». Then, select the statement below that best summarizes the main idea of this paragraph? Compare your response with a classmate and then with the class.a.Attitudes about work in Spain are different from those in
the U.S., Japan, and China.b.People in Spain are becoming as “workaholic” as people in
the U.S., Japan, and China.c.People in Spain are struggling to find a balance between
work and other aspects of their lives, just like people in the U.S., Japan, and China.
[AIE: Remind students of some of the reading strategies they have practiced thus far (e.g. skimming, contextual clues, prior knowledge, titles). Answer: A]
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Trabajar para vivir
por Eneko
Vivir para trabajar o trabajar para vivir. Esa pregunta
nos la hemos hecho casi todos, y todos decimos sin
pensar la misma respuesta: trabajar para vivir. En
eso, por norma general, los españoles van delante
de otros países del mundo, como Japón, China o
Estados Unidos donde la gente está mucho más
dedicada a su trabajo; es decir, su trabajo se
convierte en la parte fundamental de su vida.
http://ebeka.net/archives/872-Trabajar-para-vivir.html
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¿Tú vives para trabajar? o ¿trabajas para vivir? Is the main idea of the reading above true for you and your classmates? Ask the questions to a classmate and based on his/her responses, determine if your partner lives to work or works to live. Your instructor will poll the class to see how many students in class live to work and how many work to live. Record the findings in your Profile of my Spanish Class.
1. ¿Con qué frecuencia comes comida rápida? ¿cocinas?
2. ¿Comes sólo/a o con otra(s) persona(s)? ¿Con quién(es)?
3. ¿Comes en la mesa o en otro lugar; por ejemplo en tu coche,
en tu oficina, enfrente del televisor?
4. Aunque estés ocupado/a, ¿tomas tiempo para comer
tranquilamente?
5. ¿Pasas mucho o poco tiempo preparándote por la mañana?
6. ¿Vas de compras sólo por necesidad o también para
relajarte?
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Riqueza Lingüística
http://bit.ly/1hlrXKmhttp://bit.ly/1dR71dS
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CLACS Media Collection http://www4.uwm.edu/clacs/media/index.cf
mMilwaukee Area Activities in Latino Communities http://mivoz.com Latin American Film FestivalUWM- 4 al 10 de abril http://lanic.utexas.edu
Conexiones culturales a su alcance
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Sacarle el jugo a la tecnología Música (ejemplo: Pandora) Slideshow – Have it go on after a few
minutes of the computer not being used (pictures from Spanish-speaking world)
Posición de los asientos Student- or teacher-centered?Temas pedagógicos Documental – EDUCACION PROHIBIDA
http://www.youtube.com/watch?v=BPME2GHBe9s
Crear Ambiente
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Objective: Create an opportunity for Spanish-dominant English-language learners and Spanish learners to interact on an even playing field.
Suggestions: Create the least structure possible so that the exchange flows organically from students. Suggest they bring pictures, scrapbooks, etc. to share with one another. Divide time evenly between English and Spanish.
Results: Students are motivated to practice because of the realness factor and perspectives can be gained from one another.
Language Exchange
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Useful StrategiesWrite from a different perspective.Weather from different parts. Interview community members.Activities in the community.Listen to and work with music.Reenact an event.Noticias del mundo hispanohablante. Thematic Units: Immigration, Chicano Civil Rights, U.S. in Latin America, Identity
10 Chairs of Wealth
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Language ExchangeObjective: Create an opportunity for Spanish-
dominant English-language learners and Spanish learners to interact on an even playing field.
Suggestions: Create the least structure possible so that the exchange flows organically from students. Suggest they bring pictures, scrapbooks, etc. to share with one another. Divide time evenly between English and Spanish.
Results: Students are motivated to practice because of the realness factor and perspectives can be gained from one another.
p. 13
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Tira la pelota al círculo. Recibirás una calificación según tu tiro
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A
CB
C-
B+F
B-
C+
A-
DD+
?¿
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Tal vez piensa que ya sabe cómo es un trabajo de la calidad de A, B- o D. Pero, además de dejarle saber si aprobó o no, ¿cómo le informa al estudiante cómo mejorar? Y eso, el ayudarle al estudiante a mejorar, es realmente nuestro trabajo. Uno obtiene mejores resultados cuando sabe exactamente qué hacer.
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A BCDF
EXPECTATIVAS CLARAS = MEJORES RESULTADOS
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Write a letter to the host family with whom you are about to go stay. Include the following:introduce yourself, tell them about your interests, where you’re from (describe city, weather, etc.), your family/friends, what you’d like to do while you’re in Mexico, and make sure to ask them a question, or two, as well. (24 puntos)
Build it into your RUBRICS
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Letter to Hosts – ICC
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Take on the role of María and write an email home to your mother and sister in Colombia. Help them understand what you are experiencing by comparing and contrasting both your U.S. and your Colombian experiences. Include the following information: What the weather in December is like, What the people are like, What the food is like, Whether they should come live with you in the
U.S., and What your hopes are for your immediate future
(Espero que…).
EL CORREO ELECTRÓNICO DE MARIA
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Carta de María - ICC
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Competencia Comunicativa Intercultural
Nuevas Perspectivas
Conceptualización de Cultura
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Para implementarYa que hemos tenido el día para reflexionar en nuestra didáctica, comente con su vecino algo que van a tomar en cuenta cuando regresan a sus clases, o tal vez alguna estrategia que piensan implementar.
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Para profesores de idiomas
“New Teacher Fair Share” Workshop
Saturday, April 26th
9-noonMilwaukee Area Technical College
Upcoming Events
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Mil gracias por el importantísimo trabajo que desempeñan cada día. Les deseo mucho éxito con la integración de cultura en sus clases. Manténganse en contacto.
https://losmuirhead.wikispaces.com/
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Thank you for participating in the ACTFL workshop with Pablo Muirhead today. Please go to the link below and provide your feedback and reflection from the workshop within the next week by Saturday, March 1, 2014. Your responses will help ACTFL continue to provide high quality professional development that meets the needs of world language teachers like you. http://svy.mk/1mlyUh9
EVALUACIONES