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SPANISH FOR TEACHERS OF ENGLISH LEARNERS Judith Cruzado-Guerrero Gilda Martinez-Alba Towson, Maryland
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Transcript of SPANISH FOR TEACHERS OF ENGLISH LEARNERS · SPANISH FOR TEACHERS OF ENGLISH LEARNERS Judith...
SPANISH FOR TEACHERS OF ENGLISH LEARNERS
Judith Cruzado-GuerreroGilda Martinez-AlbaTowson, Maryland
Agenda• Focus & Course Design• Strategies to practice Spanish,• Strategies to facilitate instruction using Spanish,• Strategies to increase family involvement.
• The beginning course was designed to assist educators to communicate informally with children and families who speak Spanish as their first language.
• The course introduced Spanish words and phrases useful for every day communication in a school setting.
• Educators had opportunities to practice their conversational skills and explore strategies and resources in Spanish to better communicate with Spanish speaking children and families.
Overview of the Course• Not mandatory!• Dates of the Course
• Spring Semester / 14 classesCourse Content
• Monday – F2F and online classes• Flexible individualized Assignments & Communicative Approach
• Materials for the Course• Book, IPad / Phone / Computer
• Expectations• Flexibility, practice,
willingness to try, positivism!
In Classroom: Communicative Approach• Focus on classroom interaction
and learners’ participation in communication.
• Instructor pair and group learners to enhance negotiation of meaning and development of confidence by engaging in tasks
• Activities and tasks are fluency based and include real life situations which involve games, role-playing, simulations and problem-solving.
• Instructor acts as a facilitator of learners’ task performance
Low Anxiety Environment: UDL Principles• Multiple means of representation• Multiple means for engagement• Multiple means for expression and actions
¿Cómo se dice?
Names
Homework
Questions
Classroom Items and Use
Saludos y Despedidas
Commands
Class Routines
Rules
Course Content
A must! Cultural Notes: ¿De donde eres?
Opportunities to explore Spanish speaking places or events in the community and share in class! Bodegas, fiestas, restaurantes, peluqueria, etc!
Cultural Notes: Spanish Idioms• Literally: When chickens pee.• Translation: Never. For example, children should not speak when adults speak.
Los niños hablan cuando las gallinas mean.
IDIOM GAME TIME!
Camina con los codos.
Meaning
• Literally: He/she walks with his/her elbows.
• Translation: He/she is cheap.
No tener pelos en la lengua.
Meaning
• Literally: He/she does not have hair on his/her tongue.
• Translation: He/she does not hold back what he/she thinks.
Ser uña y carne.
Meaning
• Literally: Be nail and skin.
• Translation: Be very close.
Ojos que no ven, corazón que no siente.
Meaning
• Literally: Eyes that do not see, heart that does not feel.
• Translation: What you don’t know won’t hurt you.
Dime con quien andas y te diré quien eres.
Meaning
• Literally: Tell me who you are with and I will tell you who you are.
• Translation: Birds of a feather flock together.
Más sabe el diablo por viejo que por diablo.
Meaning
• Literally: The devil knows more because of his age than because he is the devil.
• Translation: With age comes wisdom.
En un abrir y cerrar de ojos.
Meaning
• Literally: In an opening and shutting of the eyes.
• Translation: In the blink of an eye or very quickly.
Cuando las gallinas meen.
• Literally: When chickens pee.
• Translation: Never. For example, children should not speak when adults speak. Los niños hablan cuando las gallinas meen.
Spanish Idiom Websites • http://www.omniglot.com/language/idioms/spanish.htm
• http://www.fluentu.com/spanish/blog/spanish-idioms/
• http://en.wikibooks.org/wiki/Spanish/Idioms
• Images: Google Images & Clip Art
Speaking with Instructor & FamiliesIn Classroom: Small group activities
Speaking activities with Instructor*Phone Conversations* FaceTime
Weekly Speaking Task (homework)*Conversations with students and families
Listening to…• Children’s Stories
• Example: La Oruga Muy Hambrienta• Slower Version:
http://www.youtube.com/watch?v=WcEGU3WM3Q4• Faster Version: http://www.youtube.com/watch?v=g11vCMejbD4
• Children’s Songs• Example: Como te llamas? What’s your name? Rosy & Andy• http://www.youtube.com/watch?v=ij5R1YTG48Q
• Spanish Proficiency Exercises• http://www.laits.utexas.edu/spe/
Writing in the ClassroomDía de la Semana
Libros de Dr. Seuss
Actividades:
Lunes The Lorax Vamos a celebrar el cumpleaños de Dr. Seuss y comeremos
un dulce.Martes Fox in Socks Los estudiantes
pueden usar calcetines locos.
Miércoles Thidwick the Good-hearted
Moose
Vamos a hacer manualidades.
Jueves El Gato con elSombrero
Los estudiantes pueden usar
sombreros locos.Viernes Huevos Verdes
conJamón
Vamos a comer huevos verdes con
jamón para el desayuno.
Reading with Students
Children’s Books*Formulating Question*Sharing vocabulary
SongsNotesRules
TED Talks• http://www.ted.com/talks/browse?language=es&sort=new
est• Provides captions in Spanish to many talks
Top 20 TED Talks…• http://www.ted.com/playlists/171/the_20_most_popular_ta
lks_of_a
• See this example at 2:02, and use Spanish captions.
Final Projects
Back to School Night Presentations
School Tour
Classroom Tour
Literacy Strategies for Families
Additional Resources• 12 Helpful Cognate Rules:
http://www.linguasorb.com/learnspanish/spanish-cognates• Top 20 TED Talks:
http://www.ted.com/playlists/171/the_20_most_popular_talks_of_a• See this example at 2:02, and use Spanish captions
• Butterfly Spanish Lessons• Tio Spanish Lessons• Applications: Duolingo, Brainpop• Univision: http://www.univision.com/
TED Talks• http://www.ted.com/talks/browse?language=es&sort=newest• Provides captions in Spanish to many talks
Butterfly Spanish• https://www.youtube.com/channel/UC9yudInUYzMh9H4g
Js4DrHg• YouTube channel with short, easy to follow, basic Spanish
lessons.
Tio Spanish• https://www.youtube.com/user/TioSpanisheng• He has basic to more difficult Spanish lessons, all in
Spanish with the finger puppets.
Latest Application….for me:• Word Lens Translator
• Download it now if possible. It is a must see! • It will translate any large signs for you from English to
Spanish (or Spanish to English).
Conclusions• Include multiple ways to show the information, engage
students and opportunities to demonstrate what they are learning in Spanish.
• Maintain a low anxiety environment by grouping students for your activities and including technology.
• Plan meaningful interactive activities in and out of the classroom that include real life situations.
Contact Information:
• Judith Cruzado-Guerrero• [email protected]
• Gilda Martinez-Alba• [email protected]
![Advanced Learners [Resource Books for Teachers]-MANTESH](https://static.fdocuments.us/doc/165x107/552493bf4a7959e6488b47eb/advanced-learners-resource-books-for-teachers-mantesh.jpg)
