APPLES and Reading Partners: The Classroom Alliance

1. Southeast Costal Conference on Languages & Literatures APPLES and Reading Partners: The Classroom Alliance Julia Cardona Mack The University of North Carolina at Chapel Hill

2. The University of North Carolinaat Chapel Hill • Courses • Flagship of 16 constituent institutions • 14 colleges • Programs • 73 BA • 112 MA • 72 PhD • Professional • Law • Medicine • Pharmacy • Dentistry • Students: • 27,000 students • 85% in-state • 3 out of 4 top 10% of their class • Ave. SAT score 1299

3. The community:Chapel Hill-Carrboro population • Chapel Hill • 1990: 38,719 • 2000: 48,715 (1,564 Hispanic) 3.2% • Carrboro • 1990: 11,553 • 2000: 16,782 (2,062 Hispanics) 12.3% • North Carolina (2000 Census) • 8,048,313 • 378,963 Hispanic 4.7% • United States (2000 Census) • 281,421,906 • 35,305,818 Hispanic 12.5% • Statesboro • 1990: 15,954 • 2000: 22,698 (Hispanic 2.1%)

4. The community:Chapel Hill-Carrboro • Chapel Hill • 1990: 38,719 • 2000: 48,715 (1,564 Hispanic) 3.2% • Carrboro • 1990: 11,553 • 2000: 16,782 (2,062 Hispanics) 12.3% • North Carolina (2000 Census) • 8,048,313 • 378,963 Hispanic 4.7% • United States (2000 Census) • 281,421,906 • 35,305,818 Hispanic 12.5%

5. The community:North Carolina

6. …apples? Assisting Experiences in Planning People Learning in Service

7. The history of APPLESpart I • 1990 • Tony Deifell Center for Teaching and Learning Referendum = $.90

8. Public health • Political science • Sociology • Education • Public art • Journalism • City and regional planning The history of APPLESpart II • 1991 • 6 pilot courses "I believe the student ownership … reveals the strength of our program. Our motivation is contagious … Students working to influence the quality of their own educational experience can be a powerful catalyst for improvement of that experience."

9. Spanish 50A • Ueltschi grant recipient 1998 • Experiment for all Grammar and Composition courses • First service-learning course in Romance Languages Awareness of the Reader

10. Anthropology Computer Science Dental Hygiene Education Journalism Public Health Planning Psychology Religion Sociology Spring 2006 • 24 courses

11. Spring 2006 • Spanish language and culture • 3H • 4A • 51: Conversation II 50: Grammar and Composition

12. “experiential learning” • “serve-to-learn” • service-learning • National Service-Learning Clearinghouse • http://www.servicelearning.org/ As commonplace as the term “service learning” is now, it was strange back then – and met with some distrust. Student activism led the way for it to happen. Tony Deifell Student Activism Message Board alumni.unc.edu Posted: Wednesday, February 08, 2006

13. What the experience should teach: • Who will read this? • What is this text meant to accomplish? • What is my job as writer? • How does language reflect the community of speakers? Awareness of the Reader

14. “the plan” • Students meet with Writer. Receive TEXT. • Students meet with Reader. • Students translate. (Instructor edits.) • Writer and Student review and edit. • Reader tests the TEXT. • TEXT delivered to Writer.

15. Placement in the community TIME! • A problem from the start • Translations seen as text-to-text experience • Students’ frustration with lack of contact with speakers TIME! TIME! T I M E !

16. Student Handbooks The TEXT Bad English = better Spanish • Government forms • Legal documents and handouts • Flyers • websites Boring…. boring…. boring…. Yikes!

17. Volunteering in the schools • One-on-one mentors: Blue Ribbon Mentor-Advocate Program • First Day Friends • Classroom volunteers • English as a Second Language • Coach write! • School Reading Partners

18. Reflection and the Syllabus

19. Reflection and the Syllabus

20. Reflection and the Syllabus TIME!

21. Administrative issues Evaluation and grading • credit on transcript: one hour • Requirements: • 2/5 hours per week/ 10 weeks • Attend all reflections • Final presentation • Recommendation of site supervisor TIME!

22. 2006 APPLES projectWhy do we have a service-learning component in this course?We want to learn how a writer and a reader interact with a text. It is very difficult in a classroom setting, to get a good sense of the relationship between the writer and his reader because,  as students, you know who your reader will be: your instructor.  As a result, you write keeping in mind what you think your instructor wants to read, and you read with the intention of noticing and remembering what will be useful in class. This situation is normal, but not all that useful in gaining a true sense of the relationship of the text and its humans.  The awareness that the writer has of his reader and  the image the reader constructs of the writer, are interesting concepts, worth exploring beyond the classroom.  The better you understand your reader, the better writer you'll be.Before we startYou need to sign up with Reading Partners.  They will be on campus the following days: January 17, 18, 19 Student Union Rm 2511 10:00-4:00 Make sure to tell the volunteer you sign up with that you're in Spanish 50A.What we will doEvery student will be assigned a school in the Carrboro-Chapel Hill City school system.  Your job will be to report to the teacher who will supervise you and help children learn to read.  Before we start everyone will be trained by the experts from CCHC schools, so we will know what to do. You will need 2-5 hours a week for 10 weeks to fulfill this service-learning requirement.A special projectThe teachers have asked us to tape our voices reading some of the books so the children can take these tapes home and practice reading.  We will be taping some of the books in English and Spanish and translating and taping others.  This will be done on campus.GradingYou will earn one additional credit for the APPLES component of the course.  To record this, you'll be enrolled in Spanish 93. The grades will be determined by your work in the schools.  Your supervisor will be asked to report on your performance at the end of the semester.  The APPLES program will make a form available for this purpose.  Please remember to pick it up at the APPLES office or ask the APPLES facilitator for it.ReflectionsAs part of the APPLES process, students meet for 3 reflection sessions in the semester.  They are marked on the syllabus: 1. January 27 2. March 31 3. April 26In order to receive credit for the APPLES project you must attend ALL reflection sessions.QuestionsAddress your questions regarding the APPLES project to the project facilitator: Benjamin Lundin Julia Cardona Mackhispana@email.unc.eduGeorgeAnn McCay, Volunteer Specialist  Carrboro-Chapel Hill City Schools gmccay@chccs.k12.nc.usLeslie ParkinsAPPLES program, UNC leslie_parkins@email.unc.eduTo find out more about APPLES. GradingYou will earn one additional credit for the APPLES component of the course.  To record this, you'll be enrolled in Spanish 93. The grades will be determined by your work in the schools.  Your supervisor will be asked to report on your performance at the end of the semester.  The APPLES program will make a form available for this purpose.  Please remember to pick it up at the APPLES office or ask the APPLES facilitator for it.

23. SATISFACTION • Experience with children • Taping stories • Collaboration

24. Academic “results” • Is Span50 replicable? • Who has benefited? • Students • Faculty • Program • UNC • Community Yes …but…

25. ADJUST! Students’ reactions institutional administrative support Objectives T I M E ! reality in the community

26. fin