María Luisa Parra Harvard University Sixth Heritage Language Research Institute

1. “Spanish in the Community”: Building bridges between second language learners, heritage learners, and the Latino community” María Luisa Parra Harvard University Sixth Heritage Language Research Institute UCLA, June, 2012.

2. The Institute theme:From Overhearers to High Proficiency Speakers: Advancing Heritage Learners' Skills “Spanish in the Community” A methodology and pedagogical alternative to integrate second and heritage language learners, theory and practice, and to advance language and cultural competencies beyond the classroom.

3. The Results of the National Heritage Language Survey: Implications for Teaching, Curriculum Design, and Professional Development (Carreira and Kagan, 2011) • “On the basis of these findings, we have argued that a community-based curriculum represents an effective way to harness the wealth of knowledge and experiences that students bring to the classroom and to respond to their goals for their HL.” (Carreira and Kagan, 2011)

4. – “Spanish and the Community.” • Started in spring 2002 as part of a Harvard initiative to develop learning experiences that connect language with theory. • Our students (Latinos, Anglo, Canadian, Chinese, Indian backgrounds) • SLL and HLL • Intermediate-high proficiency (4th year Spanish) • Highly motivated • Background in community service (some have studied abroad) • Interested in Latino community • (Two times a week for 1 hour and a half)

5. We conceptualize Spanish 59 at the intersection of… Sp.59

6. As language course… • Goals: Development of translingual and transcultural competence (MLA, 2007). through development of three Communication Modes: Interpersonal Mode; Interpretive and Presentational Mode (ACTFL)(Oral and written) • Based on the 5 C's (Communication, Culture, Connections, Comparisons, Communities).

7. As a Activity-based learning (Harvard) course… Spanish 59 integrates theory and practice through “praxis”(Derek Bok Center for Teaching & Learning, 2007) Praxis goes beyond the popular notion of “learning by doing” to emphasize the process of learning through experience (Freire, 1970) .

8. As a Community service… Spanish 59 is “attuned to models that put critical thinking, reflection, and debate at the very center of the service learning experience.” (Jouët-Pastré and Liander, 200 p. 2). Service- learning is an effective pedagogical tool that actively engages students in the learning process and bridges the gap between theory and practice while connecting the students with the community (and vice versa) to accomplish worthwhile and meaningful goals.”(Varona and Bauluz, 1999, p.69)

9. As language course…

10. Spanish 59 Objectives • Spanish 59 is an advanced language course which examines the Latin American and Latino experience in the United States. • The goal of the course is to promote community engagement as a vehicle for greater linguistic fluency and cultural awareness and understanding. • Students examine the complexities of the historical background of Latinos in the U.S., and how the process of immigration has contributed to the Latino identity, language and culture through the work of some of the main Latino authors, academic readings, news papers articles, films, songs, visits from members of the Latino community, and volunteer work. • Students are placed in community organizations and agencies within the Greater Boston area where they will work 4 hours per week.

11. Spanish 59 Objectives (Cont.) • We work intensively on the four language skills—listening, speaking, reading and writing. • Pragmatics and cultural awareness. • Students are exposed to different Spanish variants that are spoken in the U.S. and learn about the code-switching phenomenon and its role in Latino identity, education and politics. • Spanish grammar is reviewed within the students’ needs (with special emphasis on Spanish complex structures).

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

13. Activities • Read materials / Watch movies • Active class participation • Presentation • Discussion/Debates • “Tareas” • Written work. • 1) Diary Reports. Students turn in two reports throughout the semester about their volunteer work. • 2) Compositions. Students write two compositions around topics discussed in class. • (Narrative, Interview, Argumentation).

14. Activities (Cont.) • Community / Field work. • Final Field Work Presentation. • Final Exam (Art project)

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

16. The Mexican 'Color Line'

18. Assessment / Student portfolio • Oral / daily participation (quantity and quality!) • Written work (journals, compositions, “tareas”) • Presentation of field work (community work). • Final Art project. • Evaluation from organizations. • Participation 15 % • Tareas 15% • 2 Compositions (15%) • Diary Reports (15%) • Presentation of field work (10%) • Field evaluation (20%) • Final Project (15%)

19. ExampleCruzando fronteras (Bordercrossing) Jueves26 “¿De dónde es usted?” (Samper Pizano) “Los inmigrantes” (Fernando Alegría) Martes 31 Película: La frontera infinita, Dir.: Juan Manuel Sepúlveda (2007). Jueves2 “Hispanicpopulation 2010” (Census, 2010) Latino Imaginary (Juan Flores) Ver el siguiente enlace http://www.youtube.com/watch?v=khK39lgf_Ik TAREA: ¿Cómo es la situación demográfica de los Latinos en tu estado?

20. Integrating materials (Movies, academic articles and music) • Película: Alambrista and the US-MexicoBorder.(Robert Young, 1977/2003) • Artículoparaacompañar la película: Carrasco, Davíd, “Dark Walking, Making Food and Giving Birth to Alambristas Religious Dimensions in the Film.”

21. Music Corrido Alambrista Lila Downs: Sale Sobrando y El bracero fracasado

22. Art in classAnaliza las imágenes de Ester Hernandez “SunMadRaisins.” ¿Qué mensaje quiere comunicar? ¿Hay relación con la película Alambrista?

23. As a Community service…

24. As a Community service… Spanish 59 is “attuned to models that put critical thinking, reflection, and debate at the very center of the service learning experience.” (Jouët-Pastré and Liander, 200 p. 2). Service- learning is an effective pedagogical tool that actively engages students in the learning process and bridges the gap between theory and practice while connecting the students with the community (and vice versa) to accomplish worthwhile and meaningful goals.” (Varona and Bauluz, 1999, p.69)

25. Boston Latino Community • In ten yeas we have worked with over 30 organizations in the Boston area. Work related to the areas of bilingual education, literacy in Spanish, GED, ESL, Legal services, Women’s Health, Unemployment, Civic engagement.

26. Granberry, Phillips and Rustan, Sarah, “Latinos in Massachusetts Selected Areas: Boston” GastónInstitutePublications, Paper 36, 2010

27. Beforethesemesterstarts… • First, studentsmustfilloutanapplicationform • Second, studentsgothroughaninterview processto be acceptedintothecourse. • Wefinallyaccept 12 students

28. Firstweek of class • We match the students with the organizations • The students, the organizations , and the instructors sign the Volunteer Agreement Form

29. What types of organizations do we work with?

30. Casa Nueva VidaJamaica Plain, MAHomeless Shelter for women and their children The only homeless shelter in the state of Massachusetts with a completely bilingual staff

31. Centro LatinoCambridge and Chelsea, MA • Programs: • Adult Basic Education • Workforce Development • Community Learning Center • Computer Technology • JSLA After-School Program • HIV/AIDS Counseling and Support • Citizenship and Immigration Services

32. ¿Oíste?Boston, MA The first and only statewide Latino civic education organization in Massachusetts. Giovanna NegrettifoundingExecutive Director of ¿Oíste? withCaroline Kennedy

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

34. ASPIRAEast Boston, MA «A youth development program for Latino immigrant students at East Boston Hight School»

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

36. Hale and Dorr Legal ServicesJamaica Plain, MA The Legal Services Center is a neighborhood law office and a Harvard Law School clinical teaching facility. The Center provides legal counsel to over 1,200 clients annually, some of whom are very poor, but many of whom can and do make co-payments or pay on a lower-than-market basis for the service they receive.

37. Challenges • Workingwith non-profitorganizations: • Economic crisis: budgetcuts • Constantchanges in management and staff • Delay in communication • Someorganizationsdemand a veryhighlevel of Spanishfromthestudents • Matchesbetweenthestudents and theorganizationsthatdon´tworkout. • Continuos communication and cultural training! UndocumentedMalaquias Montoya1981

38. The process: inter-action and transfer of knowledge Informs and transforms the academic experience (Howard, 1980). “Walk students through the process…” (Abbott and Lear, 2010) Student Course content: Border crossing, demographics, myths, identity Spanish, bilingualism Latino children, education Latinas The future “The integration of our work outside the classroom with themes in the course was very helpful as well as interesting” “This was definitely the best way not only to improve my Spanish but to learn more about the Latino and Latino immigrant experience, and to connect abstract concepts and social theories with real-world examples” Bilingual schools Literacy in Spanish, ESL, GED, Legal services Women’s Health Unemployment Civic engagement Classroom Teacher’s role The theory Organizations/ The practice Spanish language: basis of learning experience / tool that creates links and a cycle of action and reflection (Overfield, 2007)

39. Working with Art Language through the Visual Arts: An Interdisciplinary Partnership. (Parra and Di Fabio)

40. Doris Salcedo Colombian (born 1958) Untitled, 2004-2005 Sculpture Harvard Art Museums/Fogg Museum, Gift of Mr. and Mrs. John Cowles, by exchange, 2010.573

41. Poema a la Silla de Doris SalcedoPor Sandra Lynne Fryhofer, Michelle Wu, Meredith Arra, Pierre Berastaín, Ben Larocque, FeiFei, Catherine Hasbrouck, GamzeSeten La sillasiente la desesperación Estoycansada, muycansada. Ya no sirvo a la familia Quesolíaviviraquí. Estoyrota, dañada Por la violenciaque Destruyó mi familia Lo sentaronportanto Tiempoquese Hundió en mí Siento el dolor y La transformación de mi país Me duele Todo el cuerpo Y me sientotriste Queríaparar los gritos y La pelea—laspromesas sin esperanza, pero no hice nada. Hay mucho dolor en todas partes de mi cuerpo y poresofalta color en mi vida.

42. Maria Magdalena Campos-Pons • Cuban (born 1959) • Elevata, 2002 • Negative • Harvard Art Museums/Fogg Museum, Purchase through the generosity of Susan H. Edwards; Dorothy Heath; Saundra Lane; Richard and RonayMenschel Fund for the Acquisition of Photographs; The Widgeon Point Charitable Foundation; Melvin R. Seiden; Dr. Daniel Tassel; Caroline Cunningham Young; and Alice Sachs Zimet, P2004.11

43. Felix Gonzalez-Torres American (1957 - 1996) "Untitled" (Last Light), 1993 Sculpture Harvard Art Museums/Fogg Museum, Gift of Mr. and Mrs. John Cowles, by exchange, 2010.472

44. Final Art Project Para el examen final de Spanish 59 debes hacer una “Instalación” que puede tener las siguientes formas: • Power point / Prezi • Poster • Painting • Collage (con imágenes / objetos) • Arte (un objeto) • Video • Poemas / Corridos • Cuentobreve (short story)

45. Las instalaciones deben representar aquello que has aprendido de ti mismo, a través de lo que hemos estudiado sobre los Latinos en los Estados Unidos. Algunos de los temas que puedes usar para diseñar tu instalación son: • “MyImaginary”: ¿Qué imágenes te representan • Migración: Diáspora familiar • La frontera (espacio físico/psicológico/emocional) • Identidad(cultural) • Lenguas en contacto

46. Las instalaciones tienen que tener una explicación escrita (4-5 páginas) que incluya: • La parte práctica y creativa: describe tu proyecto explicando lo qué hiciste. Habla del proceso o de los procesos de elaboración del proyecto. • La parte teórica: Conceptos teóricos vistos en la clase y concepción estética que guía el proyecto.

47. Women and Identity

48. Amigos school

49. Blackout poetry

50. Multiplicity of our identities