Campus Compact » Foreign Language

Spanish Service Learning

tdomf_26a6d — Mon, 29 Sep 2008 00:00:00 +0000

Course Description:

This course is designed for active participation in community-based organizations that require the use of Spanish with clients. Students will have the opportunity to encounter real-life experiences that will afford them opportunities to expand their knowledge and develop critical thinking and problem solving skills. Conducted in Spanish and English.

Goals and Objectives:

The Service Learning class will place an emphasis on diversity and pluralism that lends itself to student empowerment. The Service Learning approach will contribute in developing students? civic involvement and learning beyond the class. The Service Learning experience will be reflected in written class assignments for journals and compositions.

Degree Application:

Spanish Associate of Arts, International Language Studies Certificate, Associate of Applied Science, Spanish Interpreting Certificate, and Spanish Translation Certificate.

Responsibilities of students:

Meet with instructor and site supervisor to discuss program and requirements
Complete required hours for program by May 5, 2006
Fulfill academic assignment requirements
Abide to prodcedures of site
Understand your work performance will affect future opportunities

Responsibilities of instructor:

Discuss goals of service option with site representative
Allow site representatives to deliver presentations to class
Help students by communicating weekly on the progress of their site?s visits
Evaluate student learning progress through journal assignments and class discussions

Responsibilities of site administrator:

Participate as co-facilitators in Service-Learning program at TCC
Afford appropriate training in responsibilities, regulations, and procedures
Monitor the work of the student by communicating with instructor
Provide an environment of sound professional ethics
Provide safe facilities for students

Evaluation and grading:

Journal: Maintain a journal in Spanish documenting each visit to local sites. Use the journal to write down new words and interesting language usage that you encounter. You will submit a list of lingo used on each site to be shared with the class. Note some of the cultural impressions that are new to you such as nationalities of patients, defendants, or any client we are serving. Note what are the reasons they come to the agencies, what they discuss among themselves or with you, what brought them to Tulsa, what experiences positive or negative they have had in this country. Use the journal to document your activities at the sites and to make suggestions. Five journals will be collected electronically weekly from the time you start your site visits. The journal plus the Final Oral Exam Power Point will count for 75% of the course grade.

Additional assignments and projects will count for 25% of the course grade. Projects include translated lingo learned on site, writing an essay to share with the site, and attending a local Hispanic event.

Community sites for Service Learning projects:

Catholic Charities
City of Tulsa Mayor?s Citizen Corps
Eisenhower International
Hispanic Resource Center
Kendall Wittier Elementary School
Legal Aid Services of Oklahoma
Newcomer International School
Skelly Elementary School
Tulsa Municipal Court
Xavier Catholic Church
Victory Bible School (Spanish Service Sundays)
Zarrow International Schoo

Business Spanish

tdomf_26a6d — Mon, 01 Nov 2004 00:00:00 +0000

SPANISH 338: BUSINESS SPANISH
Fall 2001

Instructor: Dr. Chin Sook Pak
Office: North Quad G44
Office Phone: 285 1384
Office Hours: MWF 10:00 10:50, MW 3:00 3:50 and by appointment
Email: cpak {at} bsu(.)edu

Required Texts

Los hispanos de los Estados Unidos

tdomf_26a6d — Mon, 01 Nov 2004 00:00:00 +0000

Institution: Belmont University
Discipline: Foreign Languages
Title: Los hispanos en los Estados Unidos

BELMONT UNIVERSITY
SPANISH 360SL LOS HISPANOS EN LOS ESTADOS UNIDOS
SPRING 2002

COURSE GUIDELINES

PROFESSOR: DR. DAVID C. JULSETH
OFFICE LOCATION & TEL: Wheeler Humanities Building #213A; tel. 460 6858
EMAIL: julsethd {at} mail.belmont(.)edu
WebCT COURSE PAGE: http://classroom.belmont.edu: 8900
WEB PAGE: http://www.belmont.edu/Humanities/languages/
CLASS TIME: SPA 360.01 M, W, F 1:00 1:50

TEXTBOOKS: TBA
Spanish/English Dictionary

EXAMS
Examen I – Fri, Feb 22
Examen II – Mon, Apr 1
Examen III – (Final) Fri, May 3

COURSE DESCRIPTION AND GOALS
In this advanced Spanish course we will look at a wide variety of issues that affect the lives of Hispanics living in the United States: immigration law, ESL, education, health issues, discrimination, employment, religion, etc…

This course will give the students a hands on opportunity to use Spanish language skills and cultural knowledge as part of an immersion experience in the Hispanic community. After the first two weeks of class, we will have a number of Wednesdays "free". In lieu of this class period, each student will be placed with a community partner where he/she will be involved directly with Hispanics in Nashville. Because of this required service learning experience, the course number SPA 360 carries the suffix SU in the section number. By "service learning" I mean that the students will do work on a volunteer basis (not for pay) in an area that will be linguistically challenging and therefore will show a gain in Spanish language skills. I also expect, on the part of the student, an increased cultural awareness and heightened sensitivity for immigrant issues.

On Fridays we will come together again in class for conversation (in Spanish) about each student's service experience. This will be a time for reflection and for sharing as students will be at a variety of community partners and therefore will have different experiences to share with each other.

Each student will do required readings, 24 hours of community service, keep a journal and vocabulary list, participate actively in Friday conversation days, and give a final presentation that will combine their service experience with the relevant class topics. Tests will cover class discussions, required readings, student presentations, and essay topics.

GRADE DISTRIBUTION: % POINTS
3 examenes (100 pts each) 30%
El diario 15%
Servicio Comunitario 22%
Dias de Conversación 14%
Vocabulario personal 9%
Presentación 10%
TOTAL 100%

SERVICE LEARNING COURSE COMPONENT
Each student will perform at least 24 hours of community service in a location where Spanish is spoken. This course component will be graded on the following basis (beyond the "Diario" and the "Vocabulario personal" that are both derived from this service experience as well):

24 hours of work x 5 pts per hour = 120 pts (12%)
Evaluation of student's service work by the community partner and professor = 100 pts (10%)

Total = 220 pts (22%)

EL DIARIO
Your journal will be collected three times during the semester and you will get up to 50 points each time. Make sure you have an entry for each day that you work in your volunteer service job. Include:

Where did you work? What hours? What did you do?

Who did you meet?

How did the day go?

Good experiences?

Any problems? Frustrating experiences?

Is there anything you could do this week to be better prepared next time?

VOCABULARIO PERSONAL
Each student must create his/her own vocabulary list based on their service experience. You need to have 10 new words each week! These lists will be collected three times during the semester.

What words did people use that you did not know? Write them in your list and look them up. You can even ask them to write the word down for you if you are not sure how to spell it.

What words would help you to better serve your community partners? Be creative and proactive!

Read articles (en español, por supuesto) related to your service experience. Underline words you do not know and add the most important ones to your "vocabulario personal" list.

PRESENTACIONES ORALES
The professor will work with each student to develop a theme. One day of class time will be devoted to working on the presentation. Points will be given for preparation and presentation as well as fluency, pronunciation, content and grammar. Powerpoint is encouraged especially for multi media presentations but not mandatory.

Note: You need to write 3 questions (en español) for your presentation. What are the three things that you would like us to learn and to remember about your famous Hispanic person? These questions will resurface on the Final Exam!!

DÍAS DE CONVERSACIÓN
On these days we will really concentrate on improving your speaking ability. Be ready to spend the WHOLE class period speaking in Spanish. Here's an idea of how I will grade these days:

10 pts. = Came into the classroom speaking Spanish and enthusiastically participated in the conversation for the entire class period. No ENGLISH.

8 pts. = Some English but good overall participation

6 pts. = Too much English being spoken, lack of interest

3 pts. = Physically present

0 pts. = Absent.

Business Spanish

tdomf_26a6d — Wed, 10 Mar 2004 00:00:00 +0000

Department of Foreign Literature and Languages
University of Massachusetts Dartmouth
M/W/F 10:00-10:50, I-114
Spring 2003

Office: Room 351, Group I
Office phone: 910-6469
Office Hours: Wednesday 2-5 p.m. or by appointment
Email: cbenavides {at} umassd(.)edu

Textbook:
-Saldo a Favor and accompanying Workbook (Manual de Actividades e Investigaciones)
-A bilingual dictionary is strongly recommended.

Course Description:
Spanish for correspondence, banking, administration, personnel, and publicity. Practice in business-related vocabulary and writing. Readings and selections on business-related and cultural topics for comprehension. Service learning project, in collaboration with the Community Economic Development Center (CEDC) of Southeastern Massachusetts.

Goals:
By the end of this course, students will be able to:

Use a variety of communicative strategies while engaging in conversations within the Hispanic cultural and business environment.

Understand the culture and values of the Hispanic world of business within the context of the U.S., Latin American and global economies.

Understand the similarities and contrasts between Hispanic culture and their own.

Use critical thinking and problem solving skills while reading authentic business-related materials in Spanish.

Understand the key elements of writing, including grammar and writing formulas, and apply that knowledge to create business-related documents in Spanish such as resumes, letters, reports and advertisements.

Understand basic public speaking techniques and apply them in oral presentations.

Assessment and Evaluation: The scores for all graded work are distributed as follows.

% Points

Participation: 15% 150

Oral Presentation (1): 6% 60

Assignments (5): 25% 250 50 pts. each

Workbook (4): 20% 200 50 pts. each

Service Learning Project (1): 20% 200

Tests (2): 14% 140 70 pts. each

Total: 100% 1000

Service Learning Project
The class will participate in a project in collaboration with the Community Economic Development Center (CEDC) of Southeastern Massachusetts, whose central goal is to create a more just local economy by building bridges to resources, networks and cooperative action for low-income members of the community. The CEDC fulfills this mission by providing support in the following key areas:

1. Microenterprise development
2. Computer literacy and access for low-income residents
3. Grassroots community organization training and capacity building
4. Central American immigrant workers support services and advocacy
5. Affordable Housing Development feasibility and strategic planning

Through a business survey developed by the CEDC, the class will develop a project that, by gathering important information, will help fulfill the main goal as well as the functions of the CEDC, particularly (1) above, but also (2). The goals of this course will also be fulfilled by this project, especially the first three goals, all having to do with understanding the Hispanic business environment and culture (see page 1). For this project the class will be organized in six groups of five/six students each. The project involves the following components (The schedule for the project is incorporated in the syllabus below):

I. New Bedford Business Community Survey

1. Translation of survey by students, in groups.
2. Interviews of local business owners (or managers) of Hispanic or Hispanic-oriented businesses (using survey) by students. Each group will interview two businesses, for a total of twelve businesses surveyed (the businesses are located in New Bedford, MA).
3. Group report (minimum of three typed pages, in Spanish) based on business survey (summary of results and conclusions).
These reports will be shared with the CEDC. They should include the following:

a. A comparison of the two businesses interviewed based on the surveys. In what key points are the businesses similar and different?
b. Recommendations on how the CEDC can provide (further) assistance to these businesses
c. Suggestions for the businesses
d. Suggestions for the improvement of the business surveys

4. Peer evaluation of performance in group work throughout the project. Evaluation forms will be provided.

II. Individual report of lessons learned, reflection, and impressions (minimum of three typed pages, in Spanish). In these reports you should answer the following questions:

a. What did I learn through this project?
b. How has my understanding of Hispanic culture and business practices been affected or improved?
c. Will the lessons learned in this project be useful to me in the future (for example, academically, professionally)? How?

This project is worth 200 points (20% of the grade), distributed as follows:
Translation of business survey (40 pts.)
Peer evaluations (60 pts.)
Group Report (50 pts.)
Individual Report (50 pts.)

(See attachment with the Summary of Student Reports (Group and Individual))

Class Schedule: The tests and oral presentation will take place on the dates indicated on the class schedule. Likewise, all assignments need to be turned in on the dates indicated on the schedule. As far as chapters, class topics and activities go, their coverage in class will be flexible, depending on progress. At times we may jump ahead of schedule, at times we may fall behind schedule, and other times we may need to skip some material.

CLASS SCHEDULE

Material to be covered: Saldo a Favor: Chapters 1-4

DATE
DISCUSSION, ACTIVITIES AND ASSIGNMENTS

Week 1
M Jan 27
W Jan 29
F Jan 31 Introduction
Getting to know each other; Discussion of the Syllabus
Introduction and general discussion of the Service Learning Project
Introduction to the textbook

Week 2
M Feb 3
W Feb 5
F Feb 7 Chapter 1: Personas, personajes y personalidades
Trasfondo cultural
Punto de embarque
Inventario y Práctica

Week 3
M Feb 10
W Feb 12
F Feb 14 Turn in Mis cosas favoritas assignment; Planilla y Práctica
Papeleo cotidiano
Turn in Workbook #1: Chapter 1; Papeleo cotidiano

Week 4
M Feb 17
W Feb 19
F Feb 21 Presidents’ Day, no classes
Review
Turn in Assignment #1: Chapter 1; Review

Week 5
M Feb 24
W Feb 26
F Feb 28 Chapter 2: La sociedad hispana y la empresa
Turn in translation of business survey; Trasfondo cultural
Trasfondo cultural; Punto de embarque

Week 6
M Mar 3
W Mar 5
F Mar 7 Punto de embarque
Begin interviews of local business owners; Inventario y Práctica
Planilla y Práctica

Week 7
M Mar 10
W Mar 12
F Mar 14 Planilla y Práctica
Turn in Workbook #2: Chapter 2; Papeleo cotidiano
Papeleo cotidiano

SPRING BREAK

Week 8
M Mar 24
W Mar 26
F Mar 28 Papeleo cotidiano
Turn in Assignment #2: Chapter 2; Review
Test #1: Chapters 1, 2

Week 9
M Mar 31
W Apr 2
F Apr 4 Chapter 3: La economía y las finanzas
Trasfondo cultural
Trasfondo cultural
Punto de embarque

Week 10
M Apr 7
W Apr 9
F Apr 11 Grades; Punto de embarque
Inventario y Práctica
Last day to Withdraw; Planilla y Práctica

Week 11
M Apr 14
W Apr 16
F Apr 18 Planilla y Práctica
Turn in Workbook #3: Chapter 3; Papeleo cotidiano
Last day to complete the business surveys; Papeleo cotidiano

Week 12
M Apr 21
W Apr 23
F Apr 25 Patriots’ Day, no classes
Review
Turn in Assignment #3: Chapter 3; Review

Week 13
M Apr 28
W Apr 30
F May 2 Chapter 4: El mercadeo y la publicidad
Trasfondo cultural; Punto de embarque
Inventario y Práctica; Planilla y Práctica
Papeleo cotidiano

Week 14
M May 5
W May 7
F May 9 Turn in Workbook #4: Chapter 4; Oral Presentation
Turn in group report based on business survey; Oral Present.
Peer evaluation of performance in group work, Service Learning Project Turn in Assignment #4: Chapter 4

Week 15
M May 12
W May 14 Turn in individual report of lessons learned and impressions, Service Learning Project; Review
Test #2: Chapters 3, 4; Spring classes end

Crossing the Border Through Service-Learning

tdomf_26a6d — Wed, 05 Mar 2003 00:00:00 +0000

Department of Foreign Languages & Literatures
Spring 2003
Spanish 4984 CRN 15910
Spanish 5984 CRN 15953

EMAIL: glubbs {at} vt(.)edu">glubbs {at} vt(.)edu
WEB PAGE: www.fll.vt.edu/Lubbs
REQUIRED READINGS AND VIDEOS: Certain readings, web pages and videos will be required for the course. The readings will be available at Kopy Korner as a coursepack. The web page links are included in the electronic syllabus on the web page as hot links. The readings are an essential component of the course, and serve as a guide for constructing theory out of experience. All course readings will be directly connected to class discussions and activities and must be done for full credit in the course.
REQUIRED TEXTS: The Service-Learning Center will loan to you the following text for the semester. It will be part of the body of required readings. It must be returned by the end of the semester or the student will need to reimburse the Service-Learning Center.
Hamner, D. M. (2002). Building bridges: The Allyn & Bacon student guide to service-learning. Boston: Allyn & Bacon.
The following text packet is available in the campus bookstores and is required and necessary for the ESL teaching you will be doing in the community:
Shapiro, N. & Adelson-Goldstein, J. (1998). The Oxford picture dictionary: English/Spanish. NY: Oxford.
Shapiro, N.; Adelson-Goldstein, J.; & Weiss, R. (1999). The Oxford picture dictionary: Teacher s book. NY: Oxford.
Fuchs & Barsky (Eds.). (1999). The beginning workbook for the Oxford picture dictionary. NY: Oxford.
Weiss, R.; Adelson-Goldstein, J.; & Shapiro, N. (1999). Classic classroom activities: The Oxford picture dictionary program. NY: Oxford.
SUGGESTED SUPPLEMENTAL TEXTS: For those of you who are planning to serve as interpreters, the following texts are available. Ask your instructor for details.
Delgado, J. L. (1997). ?Salud!: Gu

Service Learning in French

tdomf_26a6d — Tue, 10 Dec 2002 00:00:00 +0000

INDEPENDENT STUDY
Course Number: FRE 399.01
Title: Service Learning in French

This course will give the students a hands-on opportunity to use French language skills as part of an immersion experience at Cheekwood. By service learning I mean that the students will do work on a volunteer basis in an area that will be linguistically challenging and therefore will show improvement in French language skills. We also expect, on the part of the student, an increased cultural awareness and heightened sensitivity for French-speaking Canadians. These learning aspects will be enhanced through the connection that will exist between the professor, the student, and the internship location.

Course Description: (include works read, number of meetings required, written and oral work required, guidelines used for evaluation, expectations of student):

I estimate that this project will necessitate 50 hours time, including the volunteer aspect and the professor-student meetings. The number of hours is greater than the 45 hours typically required for a 3-hour credit course because the students will not have exams or the daily homework that is required in typical courses.

Students will keep a journal (in French) of experiences, work, contacts, etc… In this journal, the student should try to use vocabulary learned on the job and structures learned on the job and in FRE 201-202. Evaluation of the journal will be partly based on the use of that vocabulary and those structures

Students will make and study vocabulary lists that are related to the service learning project (words and expressions learned on the job).

Students will be expected to do related readings dependent on the area of service. In this course, the student should research French-speaking Canada. Specifically, the student should research the history and language of French-speaking Canada. Why is French spoken in Canada? When did it become an official language of Canada? Are there social implications to being a French-speaking Canadian? How does Canadian French differ from the French of France and does it differ from French-speaking region to French-speaking region of Canada?). The student should discuss this research with C

Study-Service Term in Dominican Republic

tdomf_26a6d — Fri, 26 Jan 2001 00:00:00 +0000

Goals and Objectives
SST in the Dominican Republic is an integrated program of study/living/experience/reflection in an international setting. The main objectives are to:

1. Learn to function effectively in another culture;

2. Develop skills in communicating in another language;

3. Understand the people and history of the Dominican Republic in a Caribbean and global context;

4. Develop skills in experiential learning;

5. Achieve new learning about self and the U.S. culture through a process of "defamiliarization"; and

6. Develop a sense of "accompaniment" with Dominicans by living and working with them and by learning from them.

Academic Credits
Because SST is highly experiential, the assignment of credit is, in some sense, arbitrary. However, the selection of our activities in the DR is guided by the necessity for you to achieve academic credit. Following are some brief comments on the sources of content.

1. SPANISH (4 credit hours): six weeks of conversational and grammar classes are taught by ENTRENA, a private, contractual language school used by the Peace Corps and others; conversation with Dominican families and other nationals; a few lectures in Spanish; and working and living for 13 weeks in the Spanish-speaking environment. There will be written and oral examinations at the end of your time in DR.

2. Intercultural Communication (3 credit hours): Assumes careful observation and appropriate response to the verbal and non-verbal signs in the culture, with special attention to family, classroom teachers, lecturers and coworkers. Includes being sensitive to misunderstandings, classmates, group dynamics, one's own feelings and actions; and understanding readings in cultural issues and the media.

3. Social Science (3 credit hours): psychological, social, economic, political and historical realities of the Dominican Republic and global affairs. These are filtered through families, the press, lectures, field trips, self-guided studies of your extended families. a rural village study, museums, the work place, independent readings and your journal reflections.

4. Humanities (2 credit hours): attendance at concerts, live theater, church and other religious events with family members, self-guided or assisted studies (complete with sketches) of art in museums, galleries, public places, historical buildings and artifacts; lectures by key interpreters of Dominican life; and reading stories or translating poems.

5. Natural Science (1 credit hour): group field trips to a mountain water fall, national aquarium, beach and other places where you are expected to observe and report on the natural environment. Also, as you travel around the city and country, notice the ecology and the natural flora and fauna. Compare with that in the US with which you are familiar.

Texts (required)
Alvarez, Julia. (1994) In the Time of the Butterflies. New York: A Plume Book.

Canfield, Lincoln (1987) University of Chicago Spanish Dictionary. University of Chicago Press.

Ferguson, James. (1992). Dominican Republic: Beyond the Lighthouse. London: Latin American Bureau.

Hess, J. Daniel (1994) The Whole World Guide to Cultural Learning. Yarmouth ME: Intercultural Press. Inc.

Hockman, Cynthia (1989) Returning Home. GC PinchPenny Press.

Kendris, Christopher (1996) 501 Spanish Verbs (Fourth Edition), Barron's Educ. Series.

Koh1s, L. Robert (1984) Survival Kit for Overseas Living. Yarmouth, ME: Intercultural Press, Inc.

Wiarda, Howard J., and Michael J. Kryzanek- The Dominican Republic: A Caribbean Crucible. Boulder: Westview Press, 1982.

Texts (suggested)
Diaz, Junot. (1996) Drown. New York: Riverhead Books.

El Nuevo Testamento

Keenan, Joseph J. (1994) Breaking Out of Beginner's Spanish. University of Texas Press.

Nfichener, James (1989) Caribbean. Random House, Inc.

Schmitt, Conrad J. (1989) Schaum's Outline Series: Spanish Grammar (Third Edition). McGraw -Hill Inc.

Schmitt, Conrad J. (1984) Schaum's Outline Series: Spanish Vocabulary. McGraw -Hill, Inc.

Requirements and Evaluation
1. Spanish — Punctual attendance at all ENTRENA classes is obligatory. If you are ill, please call us by 8 a.m. You are required to complete homework and pass language tests at the end of the term. At that time you will be given a battery of tests: 1) multiple choice, 2) writing, and 3) oral. For the oral exam you will record answers to questions given to you some 15 minutes before the recording. These tests will determine how well you have mastered the basic structure and verb tenses and will be corrected and a grade assigned by the Foreign Language Department faculty at Goshen College. You may earn an extra hour of credit if your scores so warrant. The CR/NC option will be offered to you by the SST leaders about two weeks into the semester.

2. Classroom Lectures and Field Trips — Regular, punctual attendance is required. Again, please call if you are unable to attend. Interaction with the presenters is expected: this includes active listening and the asking of questions.

3. Readings and Discussions — We will have ample time to process the lectures, share what Hess calls "critical events," and discuss their cultural significance, plan for special events, and meet individually, as needed- Full participation is required. Attendance at the weekly "Casa Goshen" is expected, and students will take turns helping with cooking, cleaning up dishes, leading discussion and providing devotionals.

4. Journals — This is a regular part of the SST experience and academic discipline. A minimum of three 1-3 page entries every week is required (some assigned topics). We will collect, read and return your journals each week. You will continue your entries while you are on your field assignment. We will read your journal during our visit and again when you return to the city. (See more detailed guidelines later in syllabus.)

5. Village Visit and Self-Directed Study: Mid-way through the first six weeks, you will be assigned to a group for a village study. The group will report its findings in a 4-6 page written report and a brief oral report. Additionally, you are expected to explore galleries, concerts, museums or destinations of your choosing — study them and report back to the group.

6. Projects- — By the end of the term, you must complete some form of major project. Here you can choose to go either of two routes:

Option A: If you choose this option, you will do six smaller projects during the term. We are providing, on a separate handout, a list of 13 possible projects. You may select up to three alternates of your own choosing if the assigned topics do not suit your interests (one of your leaders should OK any alternate topic). The first two projects are due May 21, two more are due June 11 and the last two when you return from the service assignment. You may work with another person, but each student must file a separate report.

Option B: In you choose this option, you will focus on one major project, and use whatever creative energies you have to create something of significance. In terms of format, you may choose to compose music, write and perform a short play, collect a structured slide show (with narration, but not a travelogue), write a formal report, write poetry, do a series of D.R.-inspired paintings or sketches, or whatever creative avenues you'd like to pursue. In terms of topics, the list of projects for Option A may stimulate your thinking (e.g., a much more extensive study of the varieties of religious experience in the D.R., or the nature of relationships here, or various forms of entertainment, or music, or whatever). The model for Option B is probably Josh Kaufman's excellent study of music and instruments in Ivory Coast. Come up with something you would be proud to read/show/perform, back at GC or your home congregation when you return. We also will view/hear/experience your projects during the final retreat before you return to Goshen.

7. Exam — There may be one final exam based primarily on the lectures and on a map of the Caribbean/Central American/South American region.

8. Family Life — Santo Domingo families have been selected because of their interest in helping GC students make a good transition to Dominican life. Most have hosted SSTers previously, though for some this is the first time. You are expected to do your part in developing positive relationships with your host families and communities, to respect their lives and values, and to respond to their warmth and guidelines. Your family has been given a sheet explaining, in Spanish, the behavioral norms expected of SST students. You may wish to go over it with them to clarify.

9. Service/Learning Field Assignment — You are expected to fulfill the six-week term in a way satisfactory to both your immediate supervisor and the community leader who serves as a liaison for Goshen College. The assignments are made by the SST leaders in consultation with each student and each agency. Notice: this is a learning experience, not only (and maybe not at all) a "job."

More Detail on Joumal Assignment

Purposes for the student journal include to:

1. Record personal observations, experiences and impressions.

2. Thoughtfully compare earlier life experiences with current ones and to express your personal understanding of this comparison.

3. Grow in self-expression by experimenting with a variety of formats. An occasional line drawing, poem or song, written by you, will help you create a journal which has depth and range and which expresses your own style.

4. Write clearly, precisely and concisely. Use correct English grammar and structure.

5. Think reflectively about your daily routines and their meaning to you and to others with whom you interact. For example, what does a bath mean to you? What does it mean to your Dominican family? Do these meanings co-exist comfortably or do they collide, resulting in misunderstandings?

6. Express the frustrations that accompany your life in a new culture and a new family. However, the journal is not a gripe log. Please do a careful and critical analysis of frustration entries so you can think through positive solutions to the frustrations.

7. Share your personal window into the SST experience and record your personal growth throughout the semester.

8. Learn some of the necessary skills of world citizenship:

a. Learn how to avoid an automatic negative judgment about people, places and things which are not familiar and comfortable.

b. Learn how to think critically (not necessarily judgmentally) about your own national culture.

c. Attempt to see your behavior and world through the eyes of others.

d. Learn how to develop friendships with others whose world is different from your own.

e. Take responsibility for personal ignorance and learn how to make necessary adjustments.

f. Take responsibility to learn how to live with others in a tactful, gracious and courteous manner.

g. Accept personal cultural mistakes with good humor and attempt to correct them when possible.

h. Carefully unpack your own cultural baggage, recognizing that the North American culture has both strengths and limitations.

i. Avoid making fun of others or using humor to take advantage of others. Hostile humor is not useful in creating good relationships; however, healthy humor is essential to life.

Format:Each entry (at least three a week) should be no less than one page and no more than three pages in length. Conciseness and clarity are both valued. In addition, occasional creative "bursts" which are longer are acceptable.

Style: The journal is your personal record of your SST experiences. As such, it should reflect your own thinking, writing and creativity.

Procedure and Content: A journal is not a log of events, nor is it a casual diary of free-flow introspection. Rather, the SST journal is a disciplined record of your growth in observing and understanding yourself and the Dominican culture. Select topics from cultural scenes, events or objects which you saw, heard, felt, smelled, tasted or experienced- Accurately describe and then interpret or analyze. If the scene, event or object raises some unanswered questions for you, include them and follow up on them in a later entry.

Evaluation: We will collect and read your journal each week, usually on Wednesday (return by Friday). We will ask permission if we would like to share a part of a journal entry with others. We may make responsive comments in your journal, but there will not be a separate journal grade. The journal is one of the tools used to compose the final SST evaluation.

A Final Word: In some SST homes some family members may read English. We ask that you be careful with your journal in your family homes. Entries which perhaps are necessary for you to write may create problems for you if read by others who do not understand the purposes of the journal.

Summer Semester

Please complete the reading and writing assignments prior to lectures and Casa Goshen activities. You will note that some reading assignments are intentionally duplicated. In addition to or in conjunction writh your experiences in this culture, your readings of Hess, Alvarez, Ferguson. Diaz or Kohls may serve as fodder for journal entries. Allow them to help stimulate your reflections.

Even if lecturers arrive late, you need to be at lectures on time since we use those minutes to take care of unit business (mail, questions, money for families, etc.). When lecturers cancel at the last minute, we will use the time for one of several activities: to discuss issues related to Iffe in the Dominican Republic and your experience here, to view the documentary film "El Poder del Jefe" about the dictator Trujillo; to see "Nueba Yol," a recent film about a Dominican York; or to visit the Botanical Gardens or Zoo.

Investigacion Particpativa en Conversacion Avanzada

tdomf_26a6d — Fri, 26 Jan 2001 00:00:00 +0000

¿Por qué hacemos Investigación Participativa (IP) en la clase de Conversación Avanzada?

Primero, porque es un método de investigación cualitativo que ayuda al individuo a conocerse a sí mismo mejor al mismo tiempo que trata de interpretar el mundo que le rodea.

Segundo, porque la técnica empleada para recolectar información tiene que ser dialogando con las personas de quienes queremos aprender algo.

Tercero, porque este método de investigación responde totalmente a la misión de la universidad de Santa Clara y a la filosofía educativa de su profesora que es la de formar líderes responsables que sean capaces de lograr cambio social.

Es importante que cada estudiante comprenda que hacer IP en la clase de Conversación Avanzada es un medio muy efectivo de practicar el español con personas nativas que tienen tanto que ofrecernos.

¿Qué necesitamos saber para poder empezar a hacer IP?

Primero es necesario saber qué es lo que nos gustaría investigar. La comunidad se abre a nosotros y está en cada uno encontrar aquello que más nos preocupa o nos interesa. Por ejemplo aquellas personas que les interesa la educación de niños, esta es su oportunidad para averiguar algún detalle importante sobre ese amplio tema.

Segundo, es necesario leer algo sobre IP. Lamentablemente no hay mucho material escrito en español disponible en estos momentos, pero sí se puede encontrar mucho en Inglés bajo el título de Participatory Research, Action Research, Community Learning, etc. La primera tarea es pues leer algún artículo sobre este aspecto.

Tercero, es indispensable comentar y compartir sus ideas con los compañeros y compañeras de la clase y la profesora. Es necesario aclarar dudas, explorar nuevas ideas, etc.

Cuarto, para la segunda semana de clases todos tienen que saber qué lugar han elegido para hacer su estudio. Este es un método que se aprende practicándolo.

¿Para hacer IP sólo se necesita saber?

Definitivamente no, para hacer IP no basta saber sino también hay que "querer" hacerlo. Los principales requisitos para hacer este tipo de investigación son: Fe, Esperanza y Caridad, como las tres virtudes cardinales. Fe en que lo que se está haciendo vale la pena. Tiene que haber un convencimiento en el investigador que lo que está haciendo tiene que ser leído, conocido y escuchado por más personas. Esperanza en que cada paso que se toma, cada diálogo que se tiene nos está llevando a entendernos mejor y a dar voz a los que no la tienen. Caridad (no confundirla con dar lo que nos sobra, sino que dar lo que tenemos y recibir lo que nos falta) es el requisito principal, ya que sin él resultaría una tarea tediosa y difícil. Hay que tener Caridad consigo mismo y con la persona con quien dialogamos porque sólo de esta manera podremos sacarle el mejor provecho a esta experiencia.

¿Qué tengo que hacer para sacar una buena calificación en este trabajo?

Lamentablemente a casi todos los estudiantes lo que más les interesa es la calificación que reciben. Es lamentable porque muchas veces la calificación no refleja realmente el trabajo, el esfuerzo, y el empeño puesto en él. En otras palabras, es difícil poner una cantidad numérica a la Fe, Esperanza y Caridad que este trabajo conlleva. Sin embargo trataremos de ser lo más justos posible.

Plan de trabajo…………………. 5 puntos
Diálogo ………………………… 5 puntos
Análisis del diálogo……………. 5 puntos
Temas generativos…………….. 5 puntos
Conclusiones y Acción………… 5 puntos

¿Qué quiere decir cada una de esas cosas?

El plan de trabajo no es más que un documento que cada estudiante tiene que escribir con las dos fases siguientes:
I. Fase descriptiva: En esta fase, el/la estudiante tiene que describir el lugar donde va a trabajar y la persona o personas con quienes va a trabajar, dando tantos detalles como sean necesarios. También deberá describirse a sí mismo y dar suficiente información personal. Las preguntas a responder en esta fase son: ¿Qué? ¿Quién? ¿Dónde? ¿De dónde?

II. Fase interpretativa: En esta fase, el/la estudiante hace la conexión de su propia vida con el tema que está investigando. Las preguntas a responder en esta fase son ¿Cómo se relaciona esto con mi vida? ¿Por qué elegí esto y no otra cosa? ¿Qué siento cuando pienso en este tema? ¿Por qué creo que es importante investigar esto?

ESTE DOCUMENTO DEBE SER ENTREGADO A LA PROFESORA EL DIA 9 DE ABRIL

El diálogo es o son las conversaciones que se tienen con la persona o personas que están participando en la investigación. Es muy importante que las personas con quienes se trabaja estén dispuestas a colaborar en la investigación. Antes de empezar el estudio será necesario explicarse lo que se quiere hacer y tratar de ganarse la confianza de ellas.

Estos diálogos deberán ser grabados para poder analizarse posteriormente. Es indispensable tener una grabadora que funcione bien para documentar todo lo hablado.

Cada estudiante discutirá con la profesora personalmente, por teléfono o por correo electrónico los resultados de esta fase del trabajo antes de analizar el contenido de los diálogos.

ESTA COMUNICACION TIENE QUE LLEVARSE A CABO ENTRE EL 19 Y EL 23 DE ABRIL

Análisis del diálogo. Una vez que se haya recolectado la información, el/la estudiante deberá escuchar detenidamente la o las grabaciones para encontrar realmente cuáles son los temas que han surgido en este diálogo. Estos son los TEMAS GENERATIVOS.

ESTE ANÁLISIS DEL DIÁLOGO DEBERÁ SER ENTREGADO A LA PROFESORA EL 30 DE ABRIL.

Los temas generativos. Una vez que se hayan descubierto los temas generativos entramos a la tercera fase del estudio.

III. Fase Crítica: Para esta fase es necesario que los/las estudiantes investiguen qué se ha dicho o escrito sobre estos temas. Como primer paso, es necesario buscar información en la biblioteca y/o en la red mundial sobre cada uno de los temas. Se escribirá un resumen de lo encontrado e inmediatamente cada estudiante se hará la siguiente pregunta. ¿Por qué esto es de esta manera? ¿Por qué este tema es interpretado de esta manera por esta persona? Es indispensable que el alumno se haga preguntas profundas en esta etapa y se pregunte ¿Quién escribe sobre este tema? ¿Tiene que ver el origen de una persona para interpretar los problemas de una u otra manera? Si yo tuviera otra posición social y/o económica, ¿Vería este problema de la misma manera? Cada estudiante deberá escribir sus reflexiones en un documento que titulará FASE CRÍTICA.

LA FASE CRITICA DE ESTE ESTUDIO DEBERÁ SER ENTREGADA A LA PROFESORA EL 14 DE MAYO

Conclusión y Acción. Esta es la última parte del trabajo y consiste en reflexionar sobre todas las respuestas a las preguntas anteriores. Para llegar a la conclusión es indispensable releer todos los documentos que se han entregado a la profesora y desde allí sacar en claro lo que se ha aprendido sobre los temas generativos, desde el punto de vista de los participantes y también del investigador/a (estudiante). En esta etapa se responderá a la pregunta: Realmente ¿qué aprendimos de todo esto? ¿Cómo se benefició mi participante? ¿Qué aprendí de mí mismo/a?

La Investigación participativa no puede quedarse sin una acción. Esta es una de las mayores características de este tipo de investigación y lo que la diferencia de otros métodos. De nada nos sirve reflexionar y teorizar si no tomamos una acción que nos lleve al cambio. La finalidad de este estudio es lograr cambio social. Por eso ya que se tienen las conclusiones claras es indispensable definir un plan de acción que nos llevará a solucionar los problemas que hemos encontrado. Esta acción tiene que ser a nivel personal y a nivel social. Hay muchas cosas que podemos y debemos hacer como individuos y también como miembros de la sociedad en que vivimos.

CADA ESTUDIANTE DEBERÁ ESCRIBIR UN PEQUEÑO PLAN DE ACCIÓN QUE PRESENTARÁ A LA PROFESORA EL DÍA 24 DE MAYO.

La última semana de clase se usará para compartir sus experiencias con la clase. Cada alumno preparará una presentación usando Power Point en donde presentará las 4 fases de su investigación en forma concisa. Cada estudiante tendrá 15 minutos para presentar su trabajo. Debido al alto número de personas en cada clase, las presentaciones empezarán el día 26 de mayo. Cada presentación será filmada en Vídeo para que cada estudiante pueda presentar un portafolio completo en el momento de solicitar un trabajo o ingreso a una universidad para hacer estudios de post-grado.

Spanish 135 – Latin American Cultures and Civilizations

tdomf_26a6d — Fri, 26 Jan 2001 00:00:00 +0000

Span 135
Fall 2000

Required text:
Castellanos, Rosario. (1996) Ciudad Real . Alfaguara, México.
Castillo, Ana. (1994) Massacre of the Dreamers; essays on xicanisma. Plume, Penguin Boocs USA Inc., 375 Hudson, Street, New York, NY 10014.
Fuentes, Carlos. (1998). El espejo enterrado. Taurus, México.
García Márquez, Gabriel (1996) Noticia de un secuestro. Grupo editorial Norma. Buenos Aires, Argentina.
Martínez, Tomás Eloy. (1995) Santa Evita. Vintage Español. Random House Inc. New York.
Menchú, Rigoberta (1998) Rigoberta: La nieta de los mayas. Aguilar. México.
Sandoval, Manuel Lucena (1998) La América precolombina. Anaya, Madrid, España.
Santiago, Esmeralda (1994). Cuando era puertorriqueña. Vintage Español. Random House, Inc. New York.

Prerequisites: Completion of Spanish 100 and 101.
COURSE CONDUCTED ENTIRELY IN SPANISH

OVERVIEW AND OBJECTIVES:
In this course, we will explore the basic factors that have molded and continue to shape the life and institutions of the Spanish-speaking peoples of the Americas. Ciudad Real, El espejo enterrado, Rigoberta: La nieta de los mayas, La América precolombina, Historia de un secuestro, Cuando era puertorriqueña, Santa Evita, Massacre of the Dreamers,will be used to examine different aspects of the dynamic life of contemporary Latin America.

The principal objectives of the course are four:
To gain an understanding of the multifaceted nature of the people who inhabit Latin America today.
To examine the process by which the traditions and institutions that govern them have developed.
To develop a sense of solidarity with the hopes, dreams and struggles of the people in Latin America and Latin Americans in the United States.
To question tradition as a jail to identity.

Readings, lectures, videos, presentations and constant reflection on what it is and what it ought to be will stress the interrelationships of the humanities and the social sciences. Thus, the course content will be presented from a dual perspective. The aim is to root cultural achievements in their historical settings and to analyze some of the minority groups in these times and their role in society. This will be done by analyzing the interplay between social, political, economic events, and contemporary developments in philosophy, religion, arts and literature from a critical perspective.

COURSE REQUIREMENTS
Class attendance and participation in discussions
Two three-page papers,
Oral presentation
One final paper.

PAPERS:
?Students will write a three-page paper based on the information discussed in class about pre-Columbian times, and the actual situation of the Native Americans in the Americas. The paper must discuss the following:
1.Discuss what is it that motivated different cultures and civilizations to invent a creation story?
2.Explain how did life start in the Americas?
3.Mention some of the great contributions of the Native Americans to the world?
4.Explain what are the main characteristics of the three mostly known Native American civilizations, the Aztec, the Maya, and the Incas?
5.Explain what do you think now when you read about the conquistadors?
6.Who do you think are the ones that are oppressing Native Americans today?

Students will write a three-page paper based on the information in El espejo enterrado. According to Fuentes:
1.Who are the Latin Americans?
2.What has shaped them that way?
3.What should Latin Americans be proud of?
4.What is shaping the people of Latin America today?
5.How should be the relationship between South and North?
6.What are you going to do to change your view and the way you treat Latin Americans?

In the end of the quarter, every student will present a two-page paper based on what he/she learned from the Eastside Project and how does this knowledge relate to what classmates have presented in class. Students will keep a journal of their work in the Eastside. Every student will take notes of his/her classmates' presentations. Journal and notes from the presentations must be included in the final paper.

The final paper should answer the following questions:
1.What did you know about Latin America before this class?
2.How did the people you meet in the Eastside Projects change your view of Latin America?
3.What are the main concerns of the people in the Eastside Projects?
4.What are their hopes and dreams?
5.How do your observations relate to the books presented by your classmates?
6.What are you going to do to help others see Latin America differently?

Don't forget to include a copy of your journal and the outline of your own presentation.

EASTSIDE PROJECT (SL)
Students will participate in two of the Eastside project sites. CET and The Law Clinic. Students in these sites will be able to do simultaneous translation for clients of the Law Clinic and teach adults how to read and write in CET. Both places will provide students with the opportunity to dialogue with Latin American people who have come to the United States. Students will serve the community at the same time that they learn through direct contact about the reasons for Latin Americans to leave their country and about their struggles to fit in a new culture.

Papers will be written following the guidelines outlined in the MLA Handbook.

ORAL PRESENTATION:
Every student will give an oral presentation that will be based on one of the books read during the quarter. This presentation will include:

Information about the author.
A short summary of the themes discussed in the book.
A short information on the historical context of the book.
An explanation on how this book helps us understand the life of Latin Americans today.
?Students must write an outline of their presentation, which will include in their final paper.

GRADING
Final course grades will be computed as follows:
Two three-page papers…………………………….. 40%
One final paper……………….. ………………….. 20%
Oral presentation………………………………….. 30%
Class participation…………………………………. 10%

Grading scale:
100-90 A (100-97 A+; 96-94 A; 93-90 A-)
89-80 B ( 89-87 B+; 86-84 B; 83-80 B-)
79-70 C ( 79-77 C+; 76-74 C; 73-70 C-)
69-60 D ( 69-67 D+; 66-64 D; 63-60 D-

CLASS SCHEDULE

La América Precolombina
SEPTIEMBRE
Lunes, 18 Bienvenida explicación del curso

Miércoles, 20 Pags. 4-31 Los primeros invasores, Los períodos Arcaico y Formativo, El período Clásico mesoamericano y peruano.

Viernes, 22 Pags. 32-53 Los misteriosos mayas. El período Posclásico

Leer Rigoberta: la nieta de los mayas

Lunes, 25 Discusión en grupos sobre los mayas.

Miércoles, 27 Pags. 54-71 Los aguerridos aztecas.

Viernes, 29 Discusión en grupos sobre los aztecas.

OCTUBRE

Lunes, 2 Pags.72-90 Los efímeros incas.

Miércoles, 4 NO HAY CLASES

Viernes, 6 Discusión en grupos sobre los incas.

El espejo enterrado

Lunes, 9 Pags. 1-110 Introducción, La virgen y el toro, la conquista de España, La reconquista de España.

Miércoles, 11 Discusión en grupos sobre Video I

Leer Ciudad Real

Viernes, 13 Pags. 111-209 1492: El año crucial, Vida y muerte del mundo indígena,La conquista y la reconquista del Nuevo Mundo.

Lunes, 16 NO HAY CLASES

Miércoles, 18 Discusión en grupos sobre Video II

Viernes, 20 Pags. 210-330 La era imperial, El siglo de oro, El barroco del Nuevo Mundo, La época de Goya.

Lunes, 23 Discusión en grupos sobre Video III

Leer Santa Evita

Miércoles, 25 Pags. 331-408 Hacia la independencia: Múltiples máscaras y aguas
turbias, El precio de la Libertad: Simón Bolívar y José de San Martín, El tiempo de los tiranos.

Viernes, 27 Discusión en grupos sobre Video IV

Lunes, 30 Pags. 409-511 La cultura de la independencia, Tierra y Libertad,
Latino- América, La España contemporánea, La hispanidad norteamericana.

Leer Noticia de un secuestro
NOVIEMBRE

Miércoles, 1 Discusión en grupos sobre Video V

Ciudad Real

Viernes, 3 Presentación del libro Ciudad Real.

Rigoberta: La nieta de los mayas

Lunes, 6 Presentación del libro Rigoberta: La nieta de los mayas.

Leer Cuando era puertorriqueña
Santa Evita

Miércoles, 8 Entrega del primer ensayo.
Presentación del libro Santa Evita

Viernes, 10 No hay clase. (conferencia en Seattle)

Historia de un secuestro

Lunes, 13 Presentación del libro Historia de un secuestro.

Cuando era puertorriqueña

Miércoles, 15 Presentación del libro Cuando era puertorriqueña

Leer Massacre of the Dreamers

The Eastside Project

Viernes, 17 Discusión sobre el Eastside

Lunes, 27 Entrega del segundo ensayo

Miércoles, 29 Evaluaciones de Eastside y clase

DICIEMBRE

Massacre of the Dreamers

Viernes, 1 Presentación del libro Massacre of the Dreamers.

Jueves, 7 Ultimo día para entregar ensayo final.

Advanced Spanish Conversation

tdomf_26a6d — Fri, 26 Jan 2001 00:00:00 +0000

Office: Bannan 372 Hours: 10:30-11:30 by appointment

REQUIRED TEXT: Jose Luis Ponce de Leon, El arte de la conversacion. El arte de la composicion. Quinta edicion.

COURSE OBJECTIVES:
To help students:
1. develop strong conversational skills appropriate to the level of this course.
2. improve their ability for self-expression.
3. expand their active vocabulary.
4. gain a deeper understanding and appreciation of Hispanic language and culture.
5. use their Spanish in a natural context.
6. improve their ability to think critically, to raise pertinent questions and seek answers to them, to analyze, discriminate, and draw conclusions based on concrete evidence.

METHOD:
Classroom activities will include oral presentations, debates, discussions, and playacting. These activities will center on several themes and topics contained in E1 arte de la conversacion: politics, social justice, education, communication, etc. Current events as reported by different media will be discussed also.

Students will also participate in the Eastside Project, an academic support program through which they will have the opportunity to use Spanish in a natural context, and to learn from the life experiences of diverse populations in the community.

COURSE REQUIREMENTS:

Homework: Specific homework assignments are given (see class schedule). These assignments must be prepared before class. In preparation for class discussions, students must write, in complete Spanish sentences, an outline of his/her thoughts/opinions on each assigned topic and look up vocabulary words they do not know. After reading the dialogues in the text-book, students must do "Comprension" in a separate sheet of paper and hand it in to the professor.

Newspaper reading: students are required to read Spanish or bilingual newspaper in the Internet or from a bilingual newspaper of the area.: Every Wednesday students will bring to class a copy of an article that they have chosen to analyze. One student will lead the discussion every week. Students must make sure to bring enough copies of the article they will discuss with the entire class, so that students and professor have a copy to follow. All students must read an article every week even though their article will not be discussed. Students will present the professor an outline of their analysis of an article weekly.

Spanish television news: There are two Spanish channels that broadcast daily news in the area, "Noticiero Univision" and "Telemundo" (channels 14 and 24, if you have access to cable). Students are required to watch at least two of these news broadcasts every week. Arrangements have been made with Media Service so that students may watch taped news in the Language Lab at their convenience. Every Monday we will critically analyze the news and commercial advertisement that are presented to Spanish Speakers.

Oral presentations: Students will give three different speeches to the class; these speeches will be 15 minutes in length and will vary in content. Every student will deliver:

an Informative Speech
a Persuasive Speech
a Formal Speech

Portfolios and Community based project: Students will conduct Participatory Research in the community using the Eastside Project or any other outreach program that meets the basic requirement of having a clientele who speaks Spanish. Instructions for this assignment are attached to this syllabus.

Grading:
Homework 10%
Newspaper reading………. 5%
Spanish television news………..5%
Oral presentations………. 45%
Participatory Research ……….35%

GRADING SCALE
94 – 100A 87 – 89 B+ 77 – 79 C+ 67 – 69 D+
90- 93 A- 84- 86 B 74- 76 C 64- 66 D
~80- 83 B- 70- 73C- 60- 63D-

PARTICIPATORY RESEARCH IN ADVANCED SPANISH CONVERSATION

Why do we do Participatory Research in Advanced Conversation?

First because it is a qualitative research method that helps a person to learn more about himself or herself at the same time that he or she serves the community trying to interpret the reality that surrounds them.
Second, because the technique it uses to collect data consists of dialogues with the people of the community from whom we want to learn something, in this case Spanish speakers from the San Jose and Santa Clara communities.
Third, because this research method responds to the university mission and the teaching philosophy of your professor, which is to form responsible citizens who will achieve social change.

It is important that you understand that doing participatory research in this class is an effective way to practice Spanish with native speakers who have so much to offer.

What do we need to know to start doing Participatory Research?

First it is necessary to know what you would like to research. The entire community opens its doors to you and it is up to everyone to find out what concerns you the most. For example, those people who are in education, this is your opportunity to get into issues that concern bilingual education or multicultural education, those who are in political science, immigration issues might interest you more.
Second, it is necessary to read something about Participatory Research. Unfortunately there are not too many articles in Spanish available to us at the moment, but there is a lot in English under Participatory Research, Action Research, Community Learning, Service Learning, etc. Your first assignment then is to find an article in the library. Read it, summarize it and bring it to class the second day we meet.
Third, it is absolutely necessary to share your ideas with your classmates and professor. It is necessary to clarify doubts, and explore new ideas. Many eyes see better.
Forth, by the second week of classes everyone must have enrolled in one of the agencies the Eastside Project offers. You may use any agency that has mainly Spanish speakers as clients.

Is reading about theory enough to do participatory research?

Definitely not, you cannot do PR only by reading about it; you need to want to do it. The main requirements to do this type of research are: Faith, hope and love, like the cardinal virtues. Faith in that which you are doing is worthwhile. You must be convinced that many people must read what you are researching. You also must have faith that what takes place in the community concerns everyone else and you want all of us to know about it. Hope that every step you are taking, every dialogue you conduct is helping everyone to get closer to give voice to the unheard, at the same time that you are getting closer to becoming a better person. Love is the most important requirement because without it this would be a tedious work. You must love yourself and the people you talk, this is the best way to assure you are doing the right thing.

What do I need to get a good grade in this assignment?

Be always in the site of the program on time, get to know the people there the best you can, keep a journal. You will need to record all your emotions, concerns and also achievements. You're your best developing the following assignments:

Descriptive and Interpretive Phase 5 points
Dialogues 5 points
Dialogue Analysis 5 points
Critical Analysis 5 points
Transformative Phase 5 points
Portfolio 10 points

What do all these things really mean?

I. Descriptive Phase: In this part of your work, you will describe the place where you will be working and the people with whom you will be in contact. This description should be in detail. You also need to describe yourself. The questions you need to answer about everything and everyone is: What? Who? Where? From where? When?

II. Interpretive Phase: In this phase, you have to make the connection between what you are doing and your own life. The questions to answer are: How does my life relate to this? Have I experienced something similar to what I am seen here? What do I feel when I see this reality? Why do I think this is important to research?

Dialogues: they are the conversations you have with the participants, the people who are doing this research with you. It is very important that the people with whom you are working are willing to help. It is your responsibility to earn their trust and to motivate them to talk about their life and their community by sharing with them about your own life.

These dialogues may be taped for later analysis. For this you need a good tape recorder and keep it always close to you. However, many times people from the community do not feel comfortable with a tape recorder, besides, if you are working with children, this device could distract them a great deal. If you consider that using a tape recorder is not possible, please take notes during or once your dialogue has finished. You must record everything you think is important. Don't forget that nonverbal language may be as important as the words you hear.

You must discuss with your professor either personally or through email how you are doing your dialogues. It is important that you do this because if there is something that needs to be clarified, you want to do it before you define your generative themes.

III. Dialogue Analysis: Once you have collected your data through dialogues, you need to read your notes or listen to your tapes carefully. Find what are the things that are mentioned more often and see if you can find a theme that comes up from your dialogues. A theme is like a concern or topic that is repeated many times, it could come up in many ways. Read carefully your notes and journal also to see if these themes have come from the participants or only from you. Make sure that what you find as a theme comes from both the participants and you. If you find a theme that comes only from the participant, make sure you conduct another dialogue to see if you can also see the same thing. Double check your generative themes by asking the participants if they consider those issues important for further analysis.

IV. Critical Phase: Once you have defined your generative themes, it is time to research as much as you can about them. In this phase, you need to find as much information as you can on the issues. Due to time constrains, you will only research two written articles for each generative them you have found. You have to make sure that both articles come from different sources. You also will look for information talking to people about the issues, and also from your own experience.

There are a few questions you need to ask yourself when analyzing your sources:

Who wrote this article?
Why does this person see this issue this way?
Does ethnicity have something to do with his/her point of view?
Would this person write the same thing if he/she were in a different situation?
What would I say about this issue from my own situation?
What would I say about this issue if I belonged to a different social class or race?

MAKE SURE YOU HAVE AT LEAST TWO POINTS OF VIEW FOR EACH
GENERATIVE THEME.

V. Transformative Phase: This is the last part of your participatory research project. In order to get to this part, you must draw some conclusions of your work. You are going to base your conclusions on all the other phases. From your conclusions, you will be able to think of an action plan. Remember, this type of research REQUIRES ACTION. From your personal reflections, you will be able to get deep inside of yourself and find those things you need to change to become a better person. Start there, before you start thinking of changing the world. Write an action plan to achieve your personal goals.

Then think of the things that need to be changed at a social level. Write an action plan for this too. Perhaps you will find that there are things to be changed in the agency you worked. Before you start writing a letter or talk to them, please reflect upon these facts: Are you being realistic about the changes you would like to be made? If you were working there, could you do it? Are you being fare with the people from the agency?

VI. Portfolio: Remember, you have been keeping everything you have been doing in this class. Now is the time to put it together making sure you have your first draft, the corrected version of homework and PR and the final draft, which is the version without, mistakes. Here are the sections your portfolio must have:

Homework. First and final drafts.
Vocabulary
News. Your summary and a copy of the article.
Participatory Research. All phases first and final draft. Include here your journal with your personal reflections.
Presentation evaluations. Include your own comments on how to improve your presentations and the material you used whenever possible.

During the last week of classes, formal presentations will take place. You will present your participatory research to the rest of the class. You will have 15 minutes to present a summary of the four phases of your PR emphasizing your personal transformation. You are encouraged to use technology for your presentation. Every presentation will be video taped and you will be able to incorporate your oral presentation to your portfolio.

Spanish – Service-learning

tdomf_26a6d — Fri, 26 Jan 2001 00:00:00 +0000

SPRING 2000
Office: 223 Rogers-Stout
Hours: MWF 11:30-12:30, TR2:30-3;30
Required Text: Introduction to Spanish Translation by Jack Child

Course Description and Background: This is the first Service-Learning course to be offered in the Department of Foreign Languages. This course has been developed through an interdisciplinary team effort by faculty and students ETSU and as an essential component of & Kellogg III Expanding Community Partnerships Project entitled: Language and Culture Resource Center/Bilingual Media. The goal of the project is to assist in the integration of Hispanics into the predominant community, specifically in Unicoi county, one of the counties targeted by the Kellogg III grant. Since the project's inception we have discovered that the boundaries delimited by counties are fluid, as is the population, so some of our projects are expected to affect a larger community. The three major efforts begun during 1999 involve faculty and students in the department of Foreign Languages, the department of Communications, and the Center for Appalachian Studies, as well as members of the community from Unicoi, Erwin and Johnson City. The projects include:

1) Coordination with WETS-FM's Ritmo Latino/Latin Rhythms program (Sundays 7-8pm, 89.5) to include :Public Service Announcements and five minute interviews with Hispanics on topics of local interest. Enterate began January 2, 6:55 PM;
2) A bilingual newspaper is being prepared by students of SPAN 3013/3113, and JOUR 3130/3160 that will be published by Erwin Record late Spring 2000;
3) A translation service that is in its formative stages, and seeks to help Hispanics who are not fluent in English to budge the language gap. Travel expenses incurred by students on their Service Learning projects will be reimbursed by the East Tennessee Consortium for Service-Learning.

Course Objectives:
I. Learn different facets of Service-learning through translation and teaching. Service learning incorporates two fundamental components SERVICE, defined as a project that meets an identifiable community need; and LEARNING, classroom activities and reflection which connect the service project to the academic curriculum.
II. Through assigned readings and writing projects, assist in formulating a curricular model for future Service-Learning classes. Since these projects receive some outside funding they are subject to ongoing analysis and evaluation. Students will be encouraged to participate in an occasional Kellogg m focus group, which serves to Communicate to theGoverning Board our activities on the various project, their successes, and failures. The purpose is to focus on, evaluate, and guide our projects in the direction that is most beneficial for all members of the partnership: students, faculty, and community members.

Skills and Knowledge: Besides the department of foreign language at East Tennessee State University offers courses designed to enable students to become proficient in foreign languages and knowledgeable of the cultures represented by these languages. The program adheres to the university's goal of preparing competent, well-educated individuals. It is in full compliance with the standards developed by accrediting associations, such as NCATE.

Class Pattern: The course will consist of twenty hours in class and twenty-five hours of Service Learning, some of which will be outside of thc classroom. Students will keep a journal in Spanish that contains reflections on their Service learning experiences. Thc journal will be reviewed on a weekly basis by the professor. The class will meet both Tuesday and Thursday. However, depending on your Service Learning, attendance at one of the two classes may be sufficient. Those who attend both classes will work on a supervised translation project during the class periods.

Projects: Include translation work for VITA (Volunteer Income Tax Assistance) at the VA in Erwin; Human Services; preparing Spanish Language brochures for Migrant Workers; teaching elementary school Spanish in Unicoi, comparing the Kellogg bilingual newspaper articles (Spanish and English versions).

Requirements: At ETSU the Service Learning experience is organized through the East Tennessee Consortium for Service Learning, which provides funding for several of the projects (such as costs for printing brochures) and for travel reimbursements. As a result, there is a certain amount of paperwork that needs to be filled out, signed, and processed on a regular basis. Your timely cooperation on these bureaucratic requirements is essential for the smooth operation of the projects to ensure proper reimbursement.

Scheduling: Every effort will be made to assign students to the project of choice. Placement will of necessity be determined in part by scheduling options and limitations.
Grading
Class Participation 10%
Journal and Reflection essay 10%
Translation and Teaching projects 60%
Exams 20%
Total 100%

Attendance: Attendance is required, as is being on time for all Service Learning commitments For those who opt for the teaching project, one class per week is required. However, class will be held twice a week and students will work in teams on translations during class time.

Special Needs: Any student needing special accommodations for note taking or test-taking should report such needs to the instructor.

Tentative Schedule of Reading Assignments and Translation Projects

January
Week 1
11 Introduction; set up translation bot line message, Service Learning paperwork, scheduling and assignment of projects.
13: Meeting with Teresa Brooks-Taylor
Read Child, lessons one and two

Week 2
18/20 Turn in Kellogg Newspaper article translation
Work on revisions, comparisons of English and Spanish versions
Begin teaching assignments

Week 3
25:Talk on translations jobs in the Army by Staff Seargeant Joe Phillips, a linguist at Ft. Meede, Md.
27: Lesson 5; Translations project

February
Week 4
1/3: Lesson 6; Translation projects
Week 5
8/10: Lesson 7; Translation projects

Week 6
15/17 Lessons 8 &9; Translation projects
Week 7
22/24: Lessons 10 & 11; Translation projects

March
Week 8
29/2: Lessons 12 &13; Translation projects

Week 9
7/9; Lessons 14 & 15; Translation projects

Week 10
SPRING Break

Week 11
21/23 Lessonsl6&17; Translation projects

Week 12
28/30 Lessons 18 & 19; Translation projects

April

Week 13
4/6; Lessons 20& 21; Translations projects

Week 14
11/14. Lessons 22 & 23; Translation projects

Week 15
18/20 Lesson 24; Translation project

Final Exam
Thursday May 4, 10:30 AM – 12:30 PM

Spanish with Service Learning

tdomf_26a6d — Fri, 26 Jan 2001 00:00:00 +0000

The goal of the Service Learning program is to present you with practical, real-life experiences in which your cultural awareness and relative proficiency in a foreign language may be utilized through service to the community. The hope is that through a service learning component you will realize a practical application of your developing skills while beginning a lifelong interest in community service and civic responsibility. This project represents a new disciplinary link to the growing Service Learning program at Alma College. The long-range goals for the program are two-fold: first, to expand awareness and services available to the Hispanic community at large and secondly, to train student assistants under the tutelage of a certified teacher in order to be available for placements in other surrounding schools.

St. Mary's Elementary School-Apprentice Teacher Program
Those placed at St. Mary's School will assist a certified elementary level Spanish teacher in the classroom or as after school tutors in order to gain the training necessary for future service learning projects in other area schools undertaking elementary level Spanish language and culture curricula.

Migrant/Bilingual-Mentor/Tutor Program
This opportunity will be particularly interesting for students who are looking for a means outside of traditional academic settings to enhance their cultural and linguistic training. Within the parameters and supervision of this program students may assist in the translation and processing of school documents, provide English as a Second Language tutoring for members of the community or serve as mentors to Hispanic children within or outside of the classroom setting.

Journaling
You will be required to maintain a journal summarizing your activities and reflecting on the impact that the service learning component has had on your study of a second language and your cultural awareness, your contribution to the program and your changing perspectives on community involvement. In an effort to share experiences, questions and frustratuions, you are asked to post weekly journal entries to an on- line discusion forum to maintain a sense of group cohesiveness throughout the course. If you feel inhibited by the public forum you may turn journal entries in to me personally via e-mail or paper copy. This may be something that you would choose only for select entries/ Since you will be in the field and perhaps not in regular face-to-face contact with your fellow class-members the forum allows an on-going group discussion and an opportunity to brain-storm, cheer each other on generally keep in touch until we come back together at the end of the term.

Evaluation
Your grade will be determined by your participation in seminars, outings and conscientious dedication to the placement you are assigned (50%) and the reflective quality of your journal and summary report/ presentation (50%).

STC 007
Understanding Relief Efforts in the Local and Global Communities
May 1999
Tentative Course Outline:

Week one: Intensive introduction and orientation to relief efforts by nonprofit organizations with representatives from the Red Cross, the United Way, Habitat for Humanity, Community Caf6 and Hand to Honduras. The Red Cross will provide instruction in: Introduction to Disaster Relief, Mass Care, Shelter Opporations and Emergency Aid to Families. We will also receive instruction in First Aid and CPR. Upon completion of the first week, we will be registered with the international Red Cross as certified DSHR (Disaster Services Human Resource) volunteers. Also during this first week, we will each dedicate 10 hours of service to a local organization in that first week.

Weeks two and three: Travel to Honduras and work to restore housing, assist in medical relief efforts or agricultural relief as needed. We will be placed through a local Mission effort, Hand to Honduras and Mr. Duane Knecht, director of the physical plant at Alma College. We will be staying in El Paraiso, a small rural village about 50 minutes south of Tegucigalpa, the capital of Honduras. We will be housed in a complex run by a Catholic Sister who maintains an orphanage, school and vocational training for those in need of assistance. There are a number of projects in which we may be involved: Hands on construction to help rebuild homes, schools and medical facilities that have been destroyed; Assisting Medical relief teams as they address the needs of the community in which we will be serving; Assisting in areas of agriculture support. This may involve working with local farmers to re-plant fields that have been destroyed.

A typical day will run as follows:

6:30 Wake up
7:00 Breakfast
8:00 Leave for worksite
11:30 Break for lunch
1:00 Return to worksite
3:30 Free time, dinner, group meetings and reflections

Week four: Return to Alma campus and wrap-up the experience through discussion and the creation of a weblink to highlight our involvement and opportunities for service in the local and global community. We will discuss elements to be included, layout, etc. throughout the course.

	%	Points
Participation:	15%	150
Oral Presentation (1):	6%	60
Assignments (5):	25%	250	50 pts. each
Workbook (4):	20%	200	50 pts. each
Service Learning Project (1):	20%	200
Tests (2):	14%	140	70 pts. each
Total:	100%	1000

Material to be covered:	Saldo a Favor: Chapters 1-4
DATE	DISCUSSION, ACTIVITIES AND ASSIGNMENTS
Week 1 M Jan 27 W Jan 29 F Jan 31	Introduction Getting to know each other; Discussion of the Syllabus Introduction and general discussion of the Service Learning Project Introduction to the textbook
Week 2 M Feb 3 W Feb 5 F Feb 7	Chapter 1: Personas, personajes y personalidades Trasfondo cultural Punto de embarque Inventario y Práctica
Week 3 M Feb 10 W Feb 12 F Feb 14	Turn in Mis cosas favoritas assignment; Planilla y Práctica Papeleo cotidiano Turn in Workbook #1: Chapter 1; Papeleo cotidiano
Week 4 M Feb 17 W Feb 19 F Feb 21	Presidents’ Day, no classes Review Turn in Assignment #1: Chapter 1; Review
Week 5 M Feb 24 W Feb 26 F Feb 28	Chapter 2: La sociedad hispana y la empresa Turn in translation of business survey; Trasfondo cultural Trasfondo cultural; Punto de embarque
Week 6 M Mar 3 W Mar 5 F Mar 7	Punto de embarque Begin interviews of local business owners; Inventario y Práctica Planilla y Práctica
Week 7 M Mar 10 W Mar 12 F Mar 14	Planilla y Práctica Turn in Workbook #2: Chapter 2; Papeleo cotidiano Papeleo cotidiano
SPRING BREAK
Week 8 M Mar 24 W Mar 26 F Mar 28	Papeleo cotidiano Turn in Assignment #2: Chapter 2; Review Test #1: Chapters 1, 2
Week 9 M Mar 31 W Apr 2 F Apr 4	Chapter 3: La economía y las finanzas Trasfondo cultural Trasfondo cultural Punto de embarque
Week 10 M Apr 7 W Apr 9 F Apr 11	Grades; Punto de embarque Inventario y Práctica Last day to Withdraw; Planilla y Práctica
Week 11 M Apr 14 W Apr 16 F Apr 18	Planilla y Práctica Turn in Workbook #3: Chapter 3; Papeleo cotidiano Last day to complete the business surveys; Papeleo cotidiano
Week 12 M Apr 21 W Apr 23 F Apr 25	Patriots’ Day, no classes Review Turn in Assignment #3: Chapter 3; Review
Week 13 M Apr 28 W Apr 30 F May 2	Chapter 4: El mercadeo y la publicidad Trasfondo cultural; Punto de embarque Inventario y Práctica; Planilla y Práctica Papeleo cotidiano
Week 14 M May 5 W May 7 F May 9	Turn in Workbook #4: Chapter 4; Oral Presentation Turn in group report based on business survey; Oral Present. Peer evaluation of performance in group work, Service Learning Project Turn in Assignment #4: Chapter 4
Week 15 M May 12 W May 14	Turn in individual report of lessons learned and impressions, Service Learning Project; Review Test #2: Chapters 3, 4; Spring classes end

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