“Spanish in the Community”: Building bridges between second language learners, heritage learners, and the Latino community”

María Luisa ParraHarvard University

Sixth Heritage Language Research InstituteUCLA, June, 2012.

The Institute theme:From Overhearers to High Proficiency Speakers: Advancing Heritage Learners' Skills

“Spanish in the Community”A methodology and pedagogical alternative to integrate second and heritage language learners, theory and practice, and to advance language and cultural competencies beyond the classroom.

The Results of the National Heritage Language Survey: Implications for Teaching, Curriculum Design, and Professional Development (Carreira and Kagan, 2011)• “On the basis of these findings, we have

argued that a community-based curriculum represents an effective way to harness the wealth of knowledge and experiences that students bring to the classroom and to respond to their goals for their HL.” (Carreira and Kagan, 2011)

– “Spanish and the Community.”• Started in spring 2002 as part of a Harvard

initiative to develop learning experiences that connect language with theory.

• Our students (Latinos, Anglo, Canadian, Chinese, Indian backgrounds)

• SLL and HLL• Intermediate-high proficiency (4th year

Spanish)• Highly motivated• Background in community service (some have

studied abroad)• Interested in Latino community• (Two times a week for 1 hour and a half)

We conceptualize Spanish 59 at the intersection of…

Language course

Activity based-learnin

g(Harvar

d project

)

Community service

Ethnic

studies

Sp.59

As language course…

• Goals: Development of translingual and transcultural competence (MLA, 2007).through development of three Communication Modes: Interpersonal Mode; Interpretive and Presentational Mode (ACTFL) (Oral and written)

• Based on the 5 C's (Communication, Culture, Connections, Comparisons, Communities).

As a Activity-based learning (Harvard) course…

Spanish 59 integrates theory and practice through “praxis” (Derek Bok Center for Teaching & Learning, 2007)

Praxis goes beyond the popular notion of “learning by doing” to emphasize the process of learning through experience (Freire, 1970) .

As a Community service…

Spanish 59 is “attuned to models that put critical thinking, reflection, and debate at the very center of the service learning experience.” (Jouët-Pastré and Liander, 200 p. 2).

Service- learning is an effective pedagogical tool that actively engages students in the learning process and bridges the gap between theory and practice while connecting the students with the community (and vice versa) to accomplish worthwhile and meaningful goals.” (Varona and Bauluz, 1999, p.69)

As language course…

Spanish 59 Objectives• Spanish 59 is an advanced language course which

examines the Latin American and Latino experience in the United States.

• The goal of the course is to promote community engagement as a vehicle for greater linguistic fluency and cultural awareness and understanding.

• Students examine the complexities of the historical background of Latinos in the U.S., and how the process of immigration has contributed to the Latino identity, language and culture through the work of some of the main Latino authors, academic readings, news papers articles, films, songs, visits from members of the Latino community, and volunteer work.

• Students are placed in community organizations and agencies within the Greater Boston area where they will work 4 hours per week.

Spanish 59 Objectives (Cont.)• We work intensively on the four language skills

—listening, speaking, reading and writing.

• Pragmatics and cultural awareness.

• Students are exposed to different Spanish variants that are spoken in the U.S. and learn about the code-switching phenomenon and its role in Latino identity, education and politics.

• Spanish grammar is reviewed within the students’ needs (with special emphasis on Spanish complex structures).

Materials

Literature from main Latino authors Academic readings Newspaper articles Films Documentary Songs Art (objetcs and digital images), Visits from members of the Latino community.

Activities• Read materials / Watch movies

• Active class participation▫ Presentation ▫ Discussion/Debates

• “Tareas”

• Written work. ▫ 1) Diary Reports. Students turn in two reports

throughout the semester about their volunteer work.

▫ 2) Compositions. Students write two compositions around topics discussed in class.

▫ (Narrative, Interview, Argumentation).

Activities (Cont.)• Community / Field work.

• Final Field Work Presentation.

• Final Exam (Art project)

Themes of the course...

Demographics Border crossing Identity Spanish and bilingualism in the U.S. Latino children and education Latinas Afrolatinos Latinos and the future

The Mexican 'Color Line'

Assessment / Student portfolio

• Oral / daily participation (quantity and quality!)• Written work (journals, compositions, “tareas”)• Presentation of field work (community work).• Final Art project.• Evaluation from organizations.

• Participation 15 %• Tareas 15%• 2 Compositions (15%)• Diary Reports (15%)• Presentation of field work (10%)• Field evaluation (20%) • Final Project (15%)

ExampleCruzando fronteras (Border crossing)

Jueves 26“¿De dónde es usted?” (Samper Pizano) “Los inmigrantes” (Fernando Alegría)

Martes 31 Película: La frontera infinita, Dir.: Juan Manuel Sepúlveda (2007).

Jueves 2 “Hispanic population 2010” (Census, 2010) Latino Imaginary (Juan Flores)

Ver el siguiente enlace http://www.youtube.com/watch?v=khK39lgf_Ik

TAREA: ¿Cómo es la situación demográfica de los Latinos en tu estado?

Integrating materials (Movies, academic articles and music)

• Película: Alambrista and the US-Mexico Border. (Robert Young, 1977/2003)

• Artículo para acompañar la película: Carrasco, Davíd, “Dark Walking, Making Food and Giving Birth to Alambristas Religious Dimensions in the Film.”•

• Music Corrido AlambristaLila Downs: Sale Sobrando y El bracero fracasado  

Art in class Analiza las imágenes de Ester Hernandez “Sun Mad Raisins.” ¿Qué mensaje quiere comunicar? ¿Hay relación con la película Alambrista?

As a Community service…

As a Community service…

Spanish 59 is “attuned to models that put critical thinking, reflection, and debate at the very center of the service learning experience.” (Jouët-Pastré and Liander, 200 p. 2).

Service- learning is an effective pedagogical tool that actively engages students in the learning process and bridges the gap between theory and practice while connecting the students with the community (and vice versa) to accomplish worthwhile and meaningful goals.” (Varona and Bauluz, 1999, p.69)

Boston Latino Community• In ten yeas we have worked with over 30

organizations in the Boston area. Work related to the areas of bilingual education, literacy in Spanish, GED, ESL, Legal services, Women’s Health, Unemployment, Civic engagement.

Granberry, Phillips and Rustan, Sarah, “Latinos in Massachusetts Selected Areas: Boston” Gastón Institute Publications, Paper 36,

2010

Before the semester starts…

I. First, students must fill out an application form

II. Second, students go through an interview process to be accepted into the course.

III.We finally accept 12 students

First week of classI. We match the

students with the organizations

II. The students, the organizations , and the instructors sign the Volunteer Agreement Form

What types of organizations

do we work with?

Casa Nueva VidaJamaica Plain, MA

Homeless Shelter for women and their children

The only homeless shelter in the state of Massachusetts with a

completely bilingual staff

Centro LatinoCambridge and Chelsea, MA• Programs:

▫ Adult Basic Education▫ Workforce Development▫ Community Learning

Center▫ Computer Technology▫ JSLA After-School

Program▫ HIV/AIDS Counseling and

Support▫ Citizenship and

Immigration Services

¿Oíste?Boston, MA

Giovanna Negretti founding Executive Director of ¿Oíste?

with Caroline Kennedy

The first and only statewide Latino civic education

organization in Massachusetts.

Escuela AmigosCambridge, MA

“The Amigos School, a Jr-Kindergarten to grade 8 school, is founded on a dual-language immersion model, a rigorous academic program where students receive 50% English and 50% Spanish instruction and are expected to become biliterate”

ASPIRAEast Boston, MA

«A youth development program for Latino immigrant students at East Boston Hight School»

Boston Living CenterBoston, MAThe Boston Living Center (BLC) is New England’s largest community and resource center for people living with HIV/AIDS.

Hale and Dorr Legal ServicesJamaica Plain, MA

The Legal Services Center is a neighborhood law office and a Harvard Law School clinical teaching facility.

The Center provides legal counsel to over 1,200 clients annually, some of whom are very poor, but many of whom

can and do make co-payments or pay on a lower-than-market basis for the service they receive.

Challenges• Working with non-profit

organizations:▫ Economic crisis: budget

cuts▫ Constant changes in

management and staff▫ Delay in communication

• Some organizations demand a very high level of Spanish from the students

• Matches between the students and the organizations that don´t work out.

• Continuos communication and cultural training!

UndocumentedMalaquias Montoya

1981

Student

ClassroomTeacher’s role

The theoryOrganizations/The practice

The process: inter-action and transfer of knowledge

Course content:Border crossing,

demographics, myths, identity

Spanish, bilingualismLatino children, education

LatinasThe future

“The integration of our work outside the classroom with themes in the course was very helpful as well

as interesting”

“This was definitely the best way not only to improve my Spanish but to

learn more about the Latino and Latino immigrant experience, and to

connect abstract concepts and social theories with real-world

examples”

Bilingual schools Literacy in Spanish,

ESL, GED,Legal services

Women’s HealthUnemployment

Civic engagement

Spanish language: basis of learning experience / tool that creates links and a cycle of action and reflection (Overfield, 2007)

Informs and transforms

the academic experience (Howard, 1980).

“Walk students through the process…”

(Abbott and Lear, 2010)

Working with Art

Language through the Visual Arts: An Interdisciplinary

Partnership. (Parra and Di Fabio)

Doris SalcedoColombian (born 1958)

Untitled, 2004-2005Sculpture

Harvard Art Museums/Fogg Museum, Gift of Mr. and Mrs. John Cowles, by exchange, 2010.573

Poema a la Silla de Doris Salcedo Por Sandra Lynne Fryhofer, Michelle Wu, Meredith Arra, Pierre Berastaín, Ben Larocque, Fei Fei, Catherine Hasbrouck, Gamze Seten

La silla siente la desesperación Estoy cansada, muy cansada. Ya no sirvo a la familiaQue solía vivir aquí.

Estoy rota, dañadaPor la violencia queDestruyó mi familia Lo sentaron por tantoTiempo que seHundió en mí

 Siento el dolor yLa transformación de mi país Me dueleTodo el cuerpoY me siento triste Quería parar los gritos yLa pelea—las promesassin esperanza, pero no hice nada. Hay mucho dolor en todaspartes de mi cuerpo ypor eso falta color enmi vida.

Maria Magdalena Campos-PonsCuban (born 1959)Elevata, 2002Negative

Harvard Art Museums/Fogg Museum, Purchase through the generosity of Susan H. Edwards; Dorothy Heath; Saundra Lane; Richard and Ronay Menschel Fund for the Acquisition of

Photographs; The Widgeon Point Charitable Foundation; Melvin R. Seiden; Dr. Daniel Tassel; Caroline Cunningham Young; and Alice Sachs Zimet, P2004.11

Felix Gonzalez-TorresAmerican (1957 - 1996)

"Untitled" (Last Light), 1993Sculpture

Harvard Art Museums/Fogg Museum, Gift of Mr. and Mrs. John Cowles, by exchange, 2010.472

Final Art ProjectPara el examen final de Spanish 59 debes hacer una “Instalación” que puede tener las siguientes formas:

• Power point / Prezi • Poster • Painting• Collage (con imágenes / objetos)• Arte (un objeto)• Video• Poemas / Corridos• Cuento breve (short story)

• Las instalaciones deben representar aquello que has aprendido de ti mismo, a través de lo que hemos estudiado sobre los Latinos en los Estados Unidos. Algunos de los temas que puedes usar para diseñar tu instalación son:

 • “My Imaginary”: ¿Qué imágenes te

representan • Migración: Diáspora familiar • La frontera (espacio

físico/psicológico/emocional) • Identidad (cultural)• Lenguas en contacto

Las instalaciones tienen que tener una explicación escrita (4-5 páginas) que incluya: 

• La parte práctica y creativa: describe tu proyecto explicando lo qué hiciste. Habla del proceso o de los procesos de elaboración del proyecto.

• La parte teórica: Conceptos teóricos vistos en la clase y concepción estética que guía el proyecto.

Women and Identity

Amigos school

Blackout poetry

Multiplicity of our identities

Spaniglish

La Nueva Frontera en Realidad 

Estoy en clase escuchando a cifrasde los latinos en este país y

sus vidas en la nueva frontera.Vemos películas sobre cómo

se forman sus identidades mezcladas.Mi profesora dice que tengo que

Reflejar (sobre) de mi propia identidad cultural,

Pero no estoy de una familia con padres o abuelos de un país

extranjero.No me importan mis raíces French

Canadian. 

Salgo de la clase y voy por el “T”Hasta mi trabajo voluntario en Jamaica

Plains.Por la red line y después la orange line,

Los trenes llegan a ser sucias,

Las bolsas de Whole Foods se convierten

(en) A bolsas de McDonalds y todoslos kindles y ipads desparecen.

 

  […]¿Ésta es la nueva frontera?

Es la nueva frontera enormeEntre los ricos y los pobres

La identidad latina aquí no existe entre dos culturas,

porque es sofocada por la pobreza.He pasado todo este semestre

Pensando que la identidad cultural Es un producto de nuestra sangre. Pero en la nueva frontera, ser latino

significa un estado de mente. 

Si (la) identidad solo es un estado de mente,

¿Qué (cuál) es mi identidad cultural?Soy French Canadian pero puedo

hablar en español y no parle frances. Asisto a una de las universidades

más famosas en todo el mundo perotambién he trabajado en las comunidades

pobres y oído sus cuentos de dolor.En este país, en este época de

globalizaciónTodos nosotros vivimos en la nueva

frontera. 

What were the strengths of this course?• Interesting and diverse materials, great survey

of the Latino experience in the US through the lens of immigration, bilingualism, and culture.

• Community service is an awesome component, you get to practice your spanish, class material is interesting.

• The final art project was an amazing experience and perfect way to end the semester.

• There is a lot of speaking. Working in the community was a really good way to become more confident with speaking. The class time itself is also very open ended - lots of discussion.

What did you take away from your experience in this course? (What did you learn? How did this course change you?)• I gained an appreciation for the complexity of

our identities. I have an appreciation for bilingualism and the difficulties of learning English. Through my volunteer work, I have a new appreciation for the importance of literacy and strong educational environments for children.

• Confidence in speaking went way up. I am so much more comfortable with the language.

• It has taught me a new culture within the United States.

• It helped me come out of my shell and take risks.

•“Spanish 59 helped me apply my Spanish in a more natural setting. Also while most other language classes focus on cultures in Spanish-speaking countries, the coursework for this class emphasizes the Latino identity in the United States, something I had not learned about in Spanish classes before.”

•“This course provided me with a new perspective on the Latino experience in the United States and has encouraged me to continue my ambitions to work as a physician in a bilingual community.”

•“I learned so much about the immigrant experience in the US; it really piqued my interest and now may be a possible thesis topic”

Diario• “He trabajado en el Centro de Servicios Legales de

WilmerHale en Jamaica Plains por doce horas (tres veces por cuatro horas cada vez). Este experiencia me ha dado la oportunidad de desarrollar mi español en un ambiente profesional y al mismo tiempo ganar una perspectiva sobre el sistema legal. He ganado mucho respeto por la profesión legal.

• Mi español (se) ha desarrollado a causa de mi experiencia con el centro. Estoy aprendiendo un vocabulario nuevo con palabras y frases legales. También, estoy practicando español formal y profesional.

• En el futuro, quiero mejorar mi habilidad de comprender el acento del Caribe. Si puedo aprender este acento, podré hablar con muchas más personas.”

Diario en Amigos • El lunes pasado aprendí algo nuevo: aprendí que

las palabras “opo” y “oma” significan “abuelo” y “abuela” en Guatemala. Nunca había oído esa forma y no pude encontrarlo en el internet pero esas eran las palabras que usaban Clemence, un niño en mi clase pre-kinder en Amigos, para describir sus abuelos.

• Estábamos hablando sobre la Pascua y él mencionó que viajó a Guatemala para visitar su opo y oma. Era la primera vez en que me di cuenta de que él podía hablar en español. Entonces, tuvimos una conversación sobre su herencia y su conocimiento de su lengua materna.

• [Trabajar en Amigos] Ha sido una prueba de mi paciencia y me ha ensenado la complejidad del debate sobre escuelas bilingües.

Sample: Evaluations of the Students by the Organizations“Stephen was a pleasure to have volunteering in our organization this semester. He was enthusiastic, professional, and provided amazing contributions whenever called upon. He spearheaded our Hunger and Homelessness Awareness Week campaign by designing an eye-catching shirt that received rave reviews all over campus. We hope that this experience was rewarding, not only in improving his Spanish skills, but in providing a meaningful public service opportunity, and we hope that he will continue working with us going forward.” LIFT/Cambridge on Stephen Shelton, 12/2/2010

“Leah brought to the Center the joy of working and sharing while assisting very needy clients in our community who would otherwise go unserved” Hale and Dorr legal Services on Leah Schecter, April 2011

• …el trabajo de los jóvenes es excelente. Son un gran apoyo para nuestros jóvenes. Les proporcionan ayuda en las diferentes tareas que tienen, sean estas de English o matemáticas.

• . No todo es trabajo y tareas difíciles. Hemos ido a la playa y Jordan estuvo encantada de ver el mar de Boston. Hemos celebrado el dia Internacional de la Mujer el 8 de Marzo, Jordan bailo con nuestros jóvenes y Jeff filmo todo el evento.

•  Cada dia los jóvenes los esperan para recibir ayuda en las tareas o tan solo para conversar.  Jeff y Jordan practican Spanish y nuestros jóvenes su English, es fabuloso escuchar como ambos hacen su mayor exfuerzo para entenderse

• Rodrigo es sencillamente extraordinario.  Sabe hacer de todo, come de todo lo que nuestros jóvenes le invitan. Un dia estaba enfermo y cansado, se dio un suenito en el sofa. Nadie le hizo ruido   Los estudiantes se quedaron asombrados cuando Rodrigo contó que trabaja en limpieza de baños.

•  

Spanish 59: Building bridges…•A course where new knowledge about

language and culture is presented, formed and integrated.

•Expands historical, ethnic and cultural perspective about the U.S.

•Fosters critical transcultural and linguistic awareness through contact with members of the community.▫Pragmatics▫Spanish for the professions▫Sociolinguistic awareness (Spanglish)

The FutureDevelop better ways to assess and support students’

linguistic development.

▫ Presentation ▫ Discussion/Debates▫ Narrative▫ Argumentation

Interested in studying: ▫ Cultural competence development.▫ Interactions between students and community

members

The Future (Cont.)

• Promote Spanish 59 among Spanish Heritage Speakers.

• Build more community partnerships.• Flagship program?

• Work closely with organizations to better understand the impact of our students’ work in the Latino community (Harvard students work, insertion and continuity in the community).

THANK YOU!

¡GRACIAS!