developing a four-year comprehensive program for spanish heritage learners

Developing a Four-Year Comprehensive Program for Spanish Heritage Learners

Graciella Nápoles & Kari JaeckelEvanston Township High School

Evanston, Illinois

Presentation Agenda

I. Demographics & Background Information

II. Rationale for SHL ProgramIII. Evolution of SHL Program at ETHSIV. Curriculum DevelopmentV. Curricular ContentVI. Current Projects

Evanston Township High School

Four-year, comprehensive high school Located in Evanston, Illinois, a Chicago

suburb along the Lake Michigan Shore Serves the city of Evanston and a portion of

the neighboring village of Skokie Total district population of approximately

78,000 Community offers ethnic, economic, racial,

and cultural diversity that is reflected in the student body

Evanston Township High School District 202

Demographic Information

47%

36.30%

10.70%

3.10%

2.90%

White

Black

Hispanic

Asian

Multiracial

Demographic Information2007-2008

Student Achievement at ETHS4 performance levels (Prairie State Achievement Examination – Grade 11)1 – Academic Warning 2 – Below Standards 3 – Meets Standards 4 – Exceeds Standards

(Based on PSAE Results – April 2007) Reading Scores

1 2 3 4

White Students

1.0% 10.6% 40.7% 47.7%

Hispanic Students

12.5% 60.4% 22.9% 4.2%

Demographic Information Students We Service

10.7% of population at ETHS or students are Latino (2007-2008)

5 years ago this was 7.5% 124 students enrolled in SHL courses in 2007-

2008 Regular, Honors and AP levels in SHL classes Enrollment of Latino students in 5 AP Spanish

Literature course is steadily increasing 54 Latino students have taken both the AP

Spanish Language and Literature exams since 1997-1998; all but one received passing scores (3,4, or 5)

Demographic Information Students We Service, continued

Enrollment of Latino student in 5 AP Spanish Literature class

School year # Latino students Class enrollment 3 or higher on AP exam07-08 5 38

*also 9 in 4 AP06-07 10 45 100% Lang 93% Lit

*also 4 in 4 AP05-06 14 39 100% 83%

*also 9 in 4 AP04-05 3 29 100% 93%

03-04 5 29 100% 86%

02-03 10 24 100% 91%

01-02 7 28 100% 96%

00-01 5 20 100% 100%

99-00 0 12 -- --

Identification and Placement of SHL Students

Articulation with Middle Schools

Collaboration with Counselors

Placement Process: speaking, oral reading fluency, writing sample, teacher checklist

Creating a Spanish for Heritage Learners Program

1. Identify Heritage Language Learners Students raised in homes where non-

English languages are spoken Students who speak and/or understand

the heritage language Students who are to some degree

bilingual in English and the heritage language

Creating a Spanish for Heritage Learners Program, continued

2. Needs of Heritage Language Speakers Opportunities to develop greater

bilingual communication range Opportunities to use heritage language

to connect with other disciplines and acquire new info

Opportunities to develop insight into the nature of their heritage language and culture


3. Instructional Options for Heritage Speakers Transfer of Literacy Skills

Focus on reading & writing Editing written language Teaching strategies designed to

monitor the use of non-standard register


4. Language Maintenance Issues of identity and language Reading culturally-relevant texts

Rationale for Spanish for Heritage Learners Courses at ETHS

Goal: To provide academically challenging and relevant courses to educate Latino students in Spanish, increasing their language and literacy skills in their home language

Academically equip students for future careers, higher education, and AP Language and Literature courses in Spanish

Rationale for Spanish for Heritage Learners Courses at ETHS, continued

Courses contribute to ETHS goals as well as World-Class Instructional Design and Assessment (WIDA) goals: Provide opportunities for all students to

perform at their fullest potential Provide equitable educational

opportunities for Latino students

Developing a Four-Year Sequence of Spanish for Heritage Learners Courses

Characteristics of a Level 1 SHL Student: Often more English-dominant Sometimes at a loss for vocabulary; switches

back and forth between Spanish and English in informal conversations

Can read and understand intermediate-level readings, but writing in Spanish, like speaking experience, has been limited to informal use of language at home and with bilingual friends

Often struggles academically Literacy skills in English may also be low

Developing a Four-Year Sequence of Spanish for Heritage Learners Courses, continued

Characteristics of a Level 2 SHL Student: May be more dominant in English than in

Spanish for academic purposes, and have little or no schooling in Spanish, or…

May be a native speaker of Spanish with limited formal schooling in Spanish

Lacks academic and literary vocabulary in Spanish

Can read and understand intermediate-level readings, but writing in Spanish, like speaking experience, is still limited

Often struggles academically Literacy skills in English may also be low


Characteristics of a Level 3 SHL Student: Maybe fully bilingual in spoken language May have some formal schooling in Spanish, but prefers to speak

English, or … May be a native speaker of Spanish and an ELL, and have extended

formal schooling in Spanish Comprehends nearly all spoken Spanish, informal and formal,

academic and personal Rich vocabulary development in Spanish if student is more Spanish-

dominant and has more schooling in Spanish; developing Spanish vocabulary if schooling was primarily in English

Can read and understand most readings that use contemporary language and more concrete themes and topics; is developing comprehension and confidence with abstract and symbolic language in Spanish

Writing in Spanish lacks development, often mimics spoken language

Often struggles academically Literacy skills in English may be low


Characteristics of a Level 4 SHL Student: Has experience in academic Spanish Can communicate in speaking and writing completely in

Spanish, though may still code switch or use English in public/school settings

Comprehends nearly all spoken Spanish, informal and formal, academic and personal

Rich vocabulary development in Spanish if student is more Spanish-dominant and has more schooling in Spanish, developing Spanish vocabulary if schooling was primarily in English

Can read and understand most readings, and is developing confidence with abstract and symbolic language in Spanish

Writing in Spanish shows development, though common spelling, grammar and punctuation errors are still evident

Often struggles academically Literacy skills in English may be low

General Strategies for Teaching Spanish Heritage Learners

Holistic language arts approach, taking into account students’ backgrounds and cultures

Guide students in identifying what it means to be Latino

Foster positive attitudes through enabling students to gain a better understanding of their heritage language

Use of a variety of materials – culturally-relevant readings (short stories and other selections), history and geography, current events articles and films

Sample Unit: Level 1 Spanish For Heritage Learners

Myths & Legends of Latin America

OVERARCHING UNDERSTANDINGS Students will understand what storytelling is and how its role

has changed. Students will understand what legends and myths are. Students will understand the differences between legends and

myths from various Hispanic cultures and other places around the world.

ESSENTIAL QUESTIONS What is storytelling and how has its role changed? What are legends and myths? What are similarities and differences between legends and

myths around the world, including the various Hispanic cultures?

Sample Unit: Level 1 Spanish For Heritage Learners, continued

Myths & Legends of Latin AmericaDESCRIPTION OF FORMATIVE ASSESSMENTS Participation in daily group and class discussions Quizzes on individual readings Dictations Journal writing Daily homework Quizzes on sound-symbol correspondence

DESCRIPTION OF SUMMATIVE ASSESSMENTS Paragraph summary of myth or legend Guided expository writing using specific transition words Unit exam

THINGS STUDENTS NEED TO KNOW AND BE ABLE TO DO Comprehend text at a beginning/intermediate level Understand correct sentence structure Begin expository writing Use correct punctuation and capitalization Use pre-reading strategies: vocabulary, text-scanning, predictions Use graphic organizers to help with comprehension and comparison of texts



OPPORTUNITIES TO LEARN Reading Selections:

Myths and Legends of Latin America:“La llorona”“La Virgen de Guadalupe”“Los tres consejos”“La comadre Sebastiana”“Los novios”“Guanina” “La creación (hace mucho tiempo)”

Vocabulary Development: Reading Related

Language Mechanics: Review of capitalization and punctuation Dictations

Phonetics: Sound-symbol correspondence (review)



OPPORTUNITIES TO LEARN, continued Language Structure

Review of sentence structure Writing Development

Continue journal writing Introduction to expository writing Short paragraphs and transition words Paragraph summary of legend or myth Comparison/Contrast of two legends or myths

Film “Macario”

Sample Unit: Level 4/4AP Spanish For Heritage Learners, continued

Literatura Fantástica: Chac Mool

OVERARCHING UNDERSTANDINGS Students will understand the characteristics of literatura

fantástica. Students will have an understanding of Fuentes’ short stories. Students will have a better understanding of contemporary

Mexican society. Students will have a better understanding of Aztec mythology

and symbols.

ESSENTIAL QUESTIONS What is literatura fantástica? What are the features of Fuentes’ short stories? What are the characteristics of contemporary Mexican society

and how are they reflected in Mexican literature? What is the importance of Aztec myths and symbols?



DESCRIPTION OF FORMATIVE ASSESSMENTS Written assessments Group assessments

DESCRIPTION OF SUMMATIVE ASSESSMENTS Summary of the short story Descriptive piece modeled after the style of the work cuento

arqueológico Unit exam

THINGS STUDENTS NEED TO KNOW AND BE ABLE TO DO Read and comprehend unit selections Identify elements of Aztec myths and recognize their influence in

contemporary Mexico Apply knowledge of writing concepts (description and summary) Identify characteristics of literatura fantástica



OPPORTUNITIES TO LEARN Reading Selections:

“Chac Mool”

Vocabulary Development: Reading Related Definition of genre of literatura fantástica

Cultural Enrichment: Review of Aztec mythology Contemporary Mexico

Writing Development: Cuento Aqueológico

Texts and Materials

Levels 1 & 2: Nuevas Vistas, Curso Uno (Holt, Rinehart and Winston) Nuevas Vistas, Curso Dos (Holt, Rinehart and Winston) Sendas Literarias (Pearson Prentice Hall) Other short stories from a variety of sources

Levels 3 & 4: Manual de ortografía y gramática para hispanos (Pearson

Prentice Hall) Cinco maestros (Coleman, ed.) Literary works from a variety of sources

Current Projects

Developing reading and writing strategies for all SHL classes Through work in Professional Learning Community

Technology integration Visual and audio prompts for designated

topics and themes to enable students to employ registers of language in a variety of settings both aurally and orally (using the Language Laboratory).

Current Projects, continued Reading Strategies (sample from Level 1)

El trabajo en el campo by Rose del Castillo Guilbault

Before reading (sample questions):

1. ¿Conoces a alguien que trabaja en el campo?

2. ¿Qué tipo de vida lleva la gente en el campo?

3. ¿En dónde en los EE.UU. hay muchos trabajadores agrícolas de origen mexicano?

Current Projects, continuedReading Strategies (sample from Level 1)

El trabajo en el campo by Rose del Castillo Guilbault

While reading (sample questions):

1. ¿Cómo se sentía la narradora la primera vez que trabajó en el campo?

2. ¿Por qué el jefe de los campesinos no quería contratar a la familia?

3. ¿Qué comprendió la niña con respecto al trabajo agrícola de la familia mexicana?

Current Projects, continued

Reading Strategies (sample from Level 1)El trabajo en el campo

by Rose del Castillo Guilbault

After reading (sample questions)Multiple choice questions


Cartas de amor traicionadoby Isabel Allende

Before reading (sample questions):

1. Si quisieras impresionar a una persona que no te conoce muy bien, ¿qué tipo de cosas le escribirías en una carta o mensaje electrónico?

2. ¿Es posible enamorarse a través de la escritura?

3. ¿Qué te sugiere el título de este cuento?


Cartas de amor traicionadoby Isabel Allende

While reading (sample questions):

1. ¿Qué había puesto Analía en una caja de sombreros durante un año?

2. ¿Qué hacía Luis cuando ella le mencionaba las cartas?

3. ¿Qué motivos tenía la persona que escribió las cartas?

Current Projects, continued

Reading Strategies (sample from Level 4)Cartas de amor traicionado

by Isabel Allende

After reading (sample questions)Multiple choice questions

Current Projects, continuedWriting Strategies

Cloze text activities taken from in-class readings

Guided essays representing a variety of genres

Current Projects, continuedTechnology Integration

Listening activities including speakers from a variety of Spanish-speaking countries in different contexts

Video clips on a variety of topics with discussion prompts to follow

Internet research and PowerPoint presentations

ResourcesAzulejo. Colbert, Colbert, Kanter, Maura & Sugano

eds, Wayside Publishing. 2002.

La ensenanza del español a hispanohablantes:Praxis y teoría. M. Cecilia Colombi and Francisco X. Alarcon eds, Houghton Mifflin Co. 1997.

“Teacher Preparation and the Heritage Language Learner: What Teachers Need to Know.” Guadalupe Valdez, Stanford University. 2000.

developing a four-year comprehensive program for spanish heritage learners

Documents