Presentation Transcript

1. Dominican Republic

   Tara Quilitzsch EDC 563 with Rona Fennessey Winter 2010
2. Overview Historical Roots Immigrant Populations in the USA Implications for Literacy Development Literacy-Rich Classrooms Research
3. Historical roots
4. Brief history Poverty caused by colonization and slavery 1492 Taino population (1 million to 500, fifty years) Independence from Haiti, 1844 USA helps with political conflicts (1916, 1965) 1965 US Immigration Laws Dictator Rafael LeonidasTrujillo Molina anti-immigration act broken civil war Francisco del Rosario Sánchez Ramón Mella Juan Pablo Duarte
5. Brief history 1982 suicide dictator Guzman armed forces = nonpolitical failed to tackle economic disparities 1990-2000 89% increase of Dominicans in USA Third largest Latino population Estimated to reach 1.6 million by 2010
6. Brief history
7. Brief political background “The roots of democracy are not deep in the Dominican Republic.” (Haggerty 1989) Long tradition of authoritarian rule 1960’s “democratic breakthrough” Assassination ofTrujillo caused civil war Gains limited by poverty Shaky economy, national debt 29 provinces = governor (president) 77 municipalities = mayor and councils (vote) Local government = little power
8. maps Images used from NOAA and Hawthorn Suites websites
9. maps Images used from NOAA (nd) and Gubbels& Brakenridge(2004)
10. ENVIRONMENTAL CONDITIONS Serious concerns Soil degradation 55% not able to cultivate 13% useful for crops Salinization problems Farming on hillsides Water and air pollution Fecal matter, pesticides, coliform bacteria No rural access to water supply Particulate matter, carbon monoxide, lead, sulfur dioxide Urbanization and waste management Latrines, septic systems, no wastewater disposal Treatment plant discharge
11. ENVIRONMENTAL CONDITIONS Top Crops Sugar Cane Dry Beans Plantains/Bananas Canning tomatoes Tobacco Hillside vegetables
12. TOPOGRAPHICAL/CLIMACTIC CONDITONS Tropical climate Seasonal variability in rainfall North – November to January Rest - May to November May = wettest March = driest Tropical storms every two years 65% southern part of country 3 regions
13. TOPOGRAPHICAL/CLIMACTIC CONDITONS Northern Region Atlantic Coastal Plain Northern Mountain Range SamanaPenninsula Central Region Central Range Caribbean Coastal Plain Valle de San Juan Southwestern Region Seirra de Neiba Sierra de Martin Carca Hoya de Enriquillo Basin Image from Mappery (2011)
14. Language background/linguistic developments Etymology Dominican Spanish Multiple influences (DR1 2011a) Spanish conquistadors Subsequent waves of Spanish (Galicia and Canary islands) Indigenous (Taino) language persisted African slaves, brought into the country by Spanish settlers during the 17th century Military interventions by the United States (1916/1965)
15. Language background/linguistic developments
16. Language background/linguistic developments
17. EDucation system Three Levels Six years of compulsory education (70%) 17% Rural schools Secondary Programs (30%) Liceo – bachillerato certificate for university admission Teacher training programs Vocational schools Polytechnic schools Low academic standards and high price tags for books (Haggerty 1989) Universities (<5%)
18. Education system Educational Policy Reform 1960-1980 Education more relevant to students’ needs Primary attendance to full enrollment 45% secondary enrollment Drawbacks to expansion Economic strain Materials and facility maintenance severely lacking Preference for Roman Catholic private schools
19. EDucation system Suggested Improvements (Alvarez 2000) Realize that education benefits economy Tourism, manufacturing, telecommunications, construction Focus on rural poor Create transparency in educational system management Performance monitoring Improve NOW! Youth generation is small!
20. EDucation system Tables from Alavarez (2000)
21. EDucation system Tables from Alavarez (2000)
22. Beliefs and rituals 95% Roman Catholicism (US Department of State 2011) Epiphany (01/06) - God coming to earth as Jesus Semana Santa (first half of April) - similar to Easter Days of National Historical Significance (Bezborodko 2011) Duarte’s Day (01/27) - Juan Pablo Duarte, founder of DR Independence Day (02/26) - freedom from Haitian rule Restoration Day (08/16) - Dominican Restoration War, necessary to maintain colonization from Spain
23. Beliefs and rituals Carnival of Masks (February) Songs, dances, chants Parade of costumes and masks No two community carnivals designed alike Distinctive style that is attributed to their neighborhood Devils/vejigas (Erickson nd) Photographs Erikson (nd)
24. Beliefs and rituals Quinceañera Misa at the Catholic church Slippers  father  high-heeled shoes Party with fifteen boys and fifteen girls. First slow song tiempo de vals (‘Waltz Time’) Tori / Video
25. Immigrant populations in the united states
26. Largest concentrations 82 % live in Northeast (MPI 2004) New York, New Jersey, Florida Rhode Island and Florida experienced most rapid growth 1990-2000 Populations over 20,000 (5 states) 89% population increase The American Dominican population is migrating Miami metropolitan area  other cities FL New York  other NE states
27. Largest concentrations Why? Educational deficits, sanitation concerns, political problems New job and educational opportunities Northeast USA is known for its educational system, including community colleges and ESL programs The idea of local government control, more job openings and better educational systems might entice Dominicans to build a new life for themselves and their families in America. Migration News (1996) mentions the public assistance that many Dominican immigrants receive when they come to New York, which may be another reason why Dominicans have chosen to migrate to this city.
28. Transition into local community - NYC
29. Transition into local community - PVD
30. Implications for Literacy Development
31. Language facts People of Dominican Republic speak Dominican Spanish (fastest form of Caribbean Spanish) (Bailey 2000 p. 556) Dominican Spanish has been shaped over the years from multiple influences Spanish conquistadors and settlers from Galicia and Canary islands  surnames, archaic words Native Taino vocabulary African Slaves inversion of questions, vocabulary about food Americans  practical vocabulary Abundance of Anglicisms (DR1 2011a) Value on oral reading ability and rote memorization, as this is what is taught in school (Rubinstein-Ávila 2007) Practical problem-based literacy practices at home (Rodriquez 2006) Students may seek help from peers, siblings and neighbors and act as translators for parents (Rodriquez 2006)
32. Articulation facts Extremely quick pronunciation (other Spanish-speaking ESL students may not understand) (DR1 2011a) Tendency to omit terminal S and other final consonants (Alta Language Services 2011) Slurring of middle consonants (ex – colmao instead of colmado) (Alta Language Services 2011) In Cibao region, use/r/ for /i/ (ex – poi favoi) (DR1 2011) In Capital region, use/l/ for /r/ (ex – polfavol) In Southwest region, use/r/ for /l/ (ex – la capitar) /x/ and /j/ pronounced as /h/ /r/ may be pronounced as /j/
33. Suggested literacy developmental activity 1 Brief description: This is a lesson plan for kindergarteners designed to help students identify the ending s sound in words. Rationale: People from the Dominican Republic often drop the terminal ‘s’ sound in conversation. Young students may not even know that this sound exists in words and therefore may not think to add letters at the end of a word that make the /s/ or /z/ sound. Objective: To get first grade Dominican American ELL students to recognizeand pronounce the terminal S sounds Procedure: I will introduce the class by explaining that today we are going to learn about the letter S. I will have the letter S written large on the whiteboard behind me. I will ask students what sound the letter S makes. I will ask the students to repeat the sound multiple times so that everyone hears what the S sound makes. Every time the class makes the sound, I will write an S on the board. On my Smartboard, I will have the Starfall ABC website up (http://www.starfall.com/n/level-k/index/load.htm?f). I will lead the class through this five minute activity, having students guess the S word and take turns clicking on each S. I will remind students that each word has an S at the beginning of the word. The last word has an ‘s’ at the end of the word. I will ask students to identify this S. I will explain that today we are going to learn about how the letter S sounds at the end of words. I will then introduce everyone to two puppets: a snake and a bee. I will ask the class what sound a snake makes. “Sss!” Whenever the student responds “Sss!”, I will open the snakes mouth. I will explain that a bee makes a slightly different sound - “Zzz!” I will ask the class to repeat the “Zzz!” sound and make the bee fly whenever they make the sound. Next, I will show the class a series of word/picture combinations on the Smartboard of plural words that end in a /s/ or /z/ sound. I will have the class guess what each word is and pronounce it together. I will have a student point to each ending S. When we say each word, I will ask them if it is the snake sound (Sss!) or the bee (Zzz!). We will evaluate student answers as a class and sort them into the correct columns (/s/ or /z/). When the sort is done, we will check our work with the two puppets by reading each word and stressing the final S sound. Realia: Puppet of snake, puppet of bee, Starfall ABC website interactive game, labeled pictures of words that end in S Other supports to implement in instruction: Group recital of /s/ and /z/ ending sounds. Assessment: At the end of the lesson, I will give each student a worksheet with 6 picture and word combinations: dog, cat, rats, boys, bat. Students must circle all words that end in an S sound.
34. Suggested literacy developmental activity 2 Brief description: L Bingo is an activity where each student gets a bingo card. All words have the letter L in them. The teacher reads words and the student puts a chip on the word when it is read. Why it is considered appropriate: Students Objective: To get ESL students to hear and articulate the L sound in words. Procedure: Teacher begins class by explaining that today we are going to learn more about the letter L by playing a game. Teacher hands out L Bingo cards so that students are paired with each card. The teacher will match stronger students (bridging/expanding) with students in need of additional support (emerging/beginning). Teacher will call out L word and students find the word and place the chip. When a student has BINGO, they must read back all of the words to the teacher correctly to win a prize. Realia: L Bingo card,chip markers Other supports to implement in instruction: Assessment: In order for a child to win bingo, he or she must say back all of the words they played., pronouncing the L sound correctly.
35. Suggested literacy developmental activity 3 Brief description: Information Gap/Anglicism Activity. This activity helps students realize that some of the words in their own language are very similar to words in English! Why it is considered appropriate: Many words in the Dominican language are Anglicisms - they are based off of words in English. This activity will help students see that some of their native words are similar to English words. Objective: To help students understand that some native words are similar to English ones, to help students work together to accomplish a task. Procedure: The group will be broken up into four teams. Each team will get one quarter of a story. The story will have blank spaces for students to fill in English versions of Dominican Spanish words in the narrative. There will be pictures to illustrate each word. Student teams will also be given a Spanish to English dictionary to consult. If they prefer, they can also use a Spanish to English dictionary online that reads the pronunciation of words aloud to them. Realia: Pictures to help students identify information gap words, dictionary to assist with translation, online dictionary for students to hear pronunciations Other supports to implement in instruction: Information Gap tasks encourage whole class participation and motivation in ELL populations (Sherris 2008). Students will be encouraged to work together to complete the story line and present as a class. The integration of Dominican native language words into the activity makes it more motivating, as students feel they can respond with confidence to some of the gaps. Assessment: Students will be asked to present their story parts, in order, to complete the story as a group. Teacher will assess each student for accuracy of answers as well as fluency of speech and quality of articulation.
36. Literacy-Rich Classrooms
37. anthology Beginning/Early Reader Abuela by Arthur Dorros - Age Level: 3-6. Rosalba imagines flying over New York City with her grandmother, using a lovely mix of English and Spanish to describe her journey, moving from the busy streets of Manhattan to the Statue of Liberty. Brightly colored illustrations detail what Rosalba and her grandmother see, weaving in Abuela's memories. Pelé: King of Soccer/El rey del fútbol by Monica Brown - Ages 3-6. Billingual book explores the life of Pele, a poor boy who rose to become a soccer star. Super Oscar Super Oscar by Oscar De La Hoya & Mark Shulman - Ages 3-6. Book details Oscar’s quest for a great picnic through colorful illustrations. I Am Latino: The Beauty in Me by Sandra L. Pinkey - Ages 5-7. Poems and photographs to celebrate the different customs of Latino children.
38. anthology Transitional/Intermediate Reader Tales Our Abuelitas Told: A Hispanic Folktale Collection By: Isabel Campoy& Alma FlorAda - Age Level: 9-12. Stories have delighted both children and adults for as long as there have been families and communities on Earth." So begins the informative introduction to the dozen takes which are presented here to charm another generation, ideal for reading independently or sharing aloud. Poetry of ChquiVicioso -Dominican poet who studied literature in New York. Poetry available in Spanish and English translation. The Gift of Gracias by Julia Alvarez -Ages 5-9. Maria’s family is in danger of losing their farm, but dreams of success keep the farm alive.
39. anthology Fluent/Advanced Reader Easy English News - (Sample newsletter) this is for a fluent reader, but it may be used with transitional students (with appropriate scaffolding and auditory supports) Books by Julia Alvarez - Ages 10-12+. Teen author, writes about American Dominican experience in narrative form. Some of her popular books include Yo!, Saving the World and Before We Were Free. Esperanza Rising by Pam Muñoz Ryan - Ages 9-12. “Instead of celebrating her 13th birthday in her prosperous Mexican home as she expected, Esperanza must adjust to the murder of her father, the loss of her house and wealth, and her new life as a farm worker in California. This readable coming-of-age novel is based on the life of the author's grandmother.” (¡Colorín Colorado! 2011). The Farming of Bones by Edwin Danticat - Ages 12+. Historical fiction details the violent living conditions created by President Rafael Trujill’s army in 1937.
40. Internet sources Starfall - basic English phonics concepts through games (http://www.starfall.com/) Arroyo Viejo - Promotes and sells books that celebrate ethnicities (http://arroyoviejo.com/?origin=Dominican%20Republic). DR1 - Dominican news, travel and cultural information. Extensive forums for Dominican American visitors to post on (http://dr1.com/). Mama Lisa’s World: Dominican Republic - Includes songs and a blog about Dominican culture for children to read. Website can be translated into Spanish (http://www.mamalisa.com/?p=952&t=ec&c=135). Aunt Clara’s Kitchen – Dominican Recipes (http://dominicancooking.com/)
41. Culturally relevant Lesson plan “The Masks We Wear” Rationale: Carnival of Masks, a holiday that celebrates regional culture through costume, music, song, dance and food. Purpose: to help preteen or teenage students realize and voice the “transnational” qualities and complexities within their own identity. Materials: paper, a short video about the Carnival of Masks (so every learner can know about the celebration, if they do not already), poster board, markers and writing utensils. Opening: I will pass out paper and ask students to write down 5 most important qualities about themselves (qualities they are proud of) and 5 things they like about all of the neighborhoods they have ever lived in. Lesson: Play the video to the students.Encourage a discussion of why the Carnival is so important and what the costumes symbolize to the citizens in the video. Finally, I will explain today’s task. Task: Draw a mask that symbolizes who we are - important cultural qualities we have - as well as the places we have lived. This mask should show how our good qualities fit into the communities we live in. I will show the class an example of a costume I made for myself. I will leave the drawing up as students create their drawing. Assessment: Students will each have a turn to present their drawings to the class at the end of the lesson. Students will be informally assessed for oral speaking skills as well as for creative incorporation of 5-10 personal qualities and how those qualities are useful in the community. A rubric will be used to score each creative work.
42. research
43. Research articles Rodriquez, M.V. (2006) Ethnographic investigation of literacy in seven Dominican American homes Observations Literacy activities in all homes around practical problems Five types of reading/writing were witnessed: instrumental , news-related, recreational , educational, financial, expository writing. Poorest families observed in this family did not own computers and did not go to the public library as the other families did. All families read for leisure and such leisure included fiction and magazines. All mothers attempted to help their children with homework, but when mothers did not know the English necessary to read some homework, other community members helped out (older children, neighbors, or friends). Singing as family activity (often political songs) Suggestions Teach evaluation of new and traditional literacies Incorporate practical uses of literacy in classroom
44. Research articles Rubinstein-Ávila (2007) Students’ literacy practices shaped by participation in two communities as they create overlapping identities “Complex transnational space”, disruption of traditional tendencies We must consider the nonlinear development of bilingualism and self-identity Portraiture of one Dominican American teenage girl, looking for her representation of literacy. Performance-related memories of literacy in DR Good reader = “a lot of expression and poise” Oral language and oral translation of written text to older relatives School literacy assignments that incorporated this student’s opinions or were vague in detailing what information the student should find = confusing DR education = direct instruction, route memorization, not self-reflective
45. reflection
46. Summary Direct teaching and oral recitation in literacy experiences in Dominican schools. Student-centered classrooms, collaborative structures and higher-level thinking questions may be foreign A large percentage of individuals who are unaccustomed to not having prolonged peaceful government structure that is effective and reachable at a localized level. Immigrants who are used to immobility may need additional help to realize the ways in which immigrant students can empower themselves Positive influences in the classroom Emphasis on quality oral recitation in literacy learning Cultural practices of Carnival of Masks and Quinceañera exuberance towards local culture is important, just as much as it is fun! Riiteof passage from childhood to young adulthood. In America, a standard rite of passage is not established. Students who are secure in their development as they transition from childhood to young adulthood can lend security to American students (and students from other cultures without a standard rite of passage) during this challenging and anxiety-provoking period of development. Specific challenges to Dominican literacy learning Use of terminal S, gliding or slurring of medial consonants, and confusion of ‘l’ and ‘r’ sounds in articulation, which may transfer to orthography, tendency to speak rapidly Awareness of ‘transnational space’ (Rubinstein-Ávila 2007), how I can create literacy experiences that help my students express this
47. references Alta Language Services (2011). 10 Spanish dialects: how Spanish is spoken around the world.Retrieved 01 Feb 2011 fromhttp://www.altalang.com/beyond-words/2008/11/13/10-spanish-dialects-how-spanish-is-spoken-around-the-world/. Alvarez, B. (2000). Reforming education in the Dominican Republic: USAID/Dominican Republic education sector assessment. Retrieved 07 Jan 2011 fromhttp://www.beps.net/publications/REFORMINGEDUCATIONDOMINICANREPUBLIC.pdf. Arroyo Viejo (2011). Books with no ethnic boundaries: Dominican Republic. Retrieved 02 Feb 2011 from http://arroyoviejo.com. Bailey, B. (2000). Language and negotiation of ethnic/racial identity among Dominican Americans. Language in Society (29)4, p. 555-582. Bezborodko (2011). Dominican Republic holidays: a great time to visit. Retrieved 11 Jan 2011 from http://www.buzzle.com/articles/dominican-republic-holidays-a-great-time-to-visit.html. ¡Colorín Colorado! (2011). Hispanic Heritage booklist. Retrieved 01 Feb 2011 from http://www.colorincolorado.org/read/forkids/hhm. Deitz, A. & Costrel, F. (2010). Census 2010 – Dominican Americans [video]. United States: NewYork University News and Documentary. Retrieved 11 Jan 2011 from http://www.youtube.com/watch?v=c-vGb1I5JSw. DR 1 (2011a).Dominican Republic Spanish. Retrieved 11 Jan 2011 fromhttp://dr1.com/articles/spanish.shtml. DR1 (2011b). Dominican Republic Slang. Retrieved 11 Jan 2011 fromhttp://dr1.com/articles/slang.shtml. Erikson, I. (n.d.). The Carnival of Masks of the Dominican Republic. Retrieved 11 Jan 2011 from http://www.dominicanmasks.com/index.html. Gubbels, T. & Brakenridge, R. (2004). World guide Dominican Republic. Flood disaster hits Hispanolia [maps]. Retrieved 10 Jan 2011 from http://www.intute.ac.uk/worldguide/html/869_articles.html.
48. references Hawthorne Suites (2011). [Maps]. Retrieved 15 Jan 2011 fromhttp://www.hawthorn.com/Hawthorn/control/find_by_map_name_wy?LOCATION_LEVEL=country&LOCATION_CODE=DO&LOCATION_NAME=Dominican+Republic&SEL_COUNTRY_CODE=&SEL_COUNTRY_NAME=&SEL_STATE_CODE=&SEL_STATE_NAME=&forceWyndham=true. International Resources Group (2001). Dominican Republic environmental assessment. Retrieved 11 Jan 2010 from http://www.usaid.gov/dr/docs/resources/dr_environment_assessment092001.pdf. Haggerty, R.A. (1989). Dominican Republic: A Country Study. Washington: GPO for the Library of Congress. Retrieved 20 Jan 2011 from http://countrystudies.us/dominican-republic/. Macaulay Honors College at CUNY (2009). The peopling of New York City: Dominicans. Retrieved 26 Jan 2011 from http://macaulay.cuny.edu/seminars/drabik09/index.php/Dominicans. Mappery(2011). Hispanoliatopo map [map]. Retrieved 11 Jan 2011 fromhttp://mappery.com/Hispaniola-Topo-Map. Migration News (1996). Dominican Republic immigration. Accessed 16 Jan 2011 from http://migration.ucdavis.edu/mn/more.php?id=1075_0_2_0. The Migration Policy Institute (2004). The Dominican population in the United States: growth and distribution. Retrieved 11 Jan 2011 from http://www.migrationpolicy.org/pubs/MPI_Report_Dominican_Pop_US.pdf. NOAA Magazine (n.d.) Sister sanctuaries to protect endangered whales at both ends of annual migration [map]. Retrieved 16 Jan 2011 from http://www.noaanews.noaa.gov/stories2007/s2784.htm. Rodriquez, M.V. (2006). Language and literacy practices in Dominican families in New York City.Early Child Development & Care, 176(2). Retrieved 02 Feb 2011 from Academic Search Premier database. Rubinstein-Ávila, E. (2007). From the Dominican Republic to Drew High: what counts as literacy for Yanira Lara?. Reading Research Quarterly, 42(4), pp. 568-589. Sea Lane (2011). Cabarete[map]. Retrieved 11 Jan 2011 fromhttp://www.oceandreamcabarete.com/cabarete-dominican-republic.html. US Department of State (2011). Background note: Dominican Republic. Retrieved 16 Jan 2011 from http://www.state.gov/r/pa/ei/bgn/35639.htm.