Sunday, July 26, 2015

2016 MLA Special Panel: Communities of Learning in Second Language Acquisition: An Exploration of Alternative Pedagogies

by Ann Abbott

If you plan to attend the 2016 Conference of the Modern Languages Association, you might be interested in this panel that I will be a part of.  

Friday, 8 January
289. Communities of Learning in Second Language Acquisition: An Exploration of Alternative Pedagogies
12:00 noon–1:15 p.m.
Program arranged by the Association of Departments of Foreign Languages
Presiding: Elise C. Leahy, Southern Utah Univ.; June Miyasaki, Los Angeles Valley Coll., CA
Speakers: Annie Abbott, Univ. of Illinois, Urbana-Champaign; Lucile Duperron, Dickinson Coll.; Victor Fusilero, Los Angeles Valley Coll., CA; Adi Raz, Univ. of Texas, Austin; Heidi Soneson, Univ. of Minnesota, Twin Cities; Elizabeth Dolly A. Weber, Univ. of Illinois, Chicago
Foreign language departments have become increasingly innovative in teaching language, writing, and culture. Panelists explore alternative pedagogies in second language acquisition that are revitalizing foreign language departments, among them virtual travel, experiential and community-service learning, creative uses of wikis and blogs, and new initiatives in study-abroad environments.

Thursday, July 2, 2015

Video Projects for Community Partner: Crisis Nursery

by Ann Abbott

Because I think digital literacy is such an important professional skill, not just for the future but also for right now, I am always happy when my Spanish community service learning students create digital products for our community partners. It helps our partners, but it also develops important, valuable skills for our student. And there's a big bonus: the results of their projects are tangible; they can share links to their work when they apply for jobs or other types of opportunities to truly showcase their language proficiency, cultural knowledge and digital skills.

Here's a wonderful example of this type of project from my former student, Cassie Grimm. She made videos in English and Spanish for our community partner, Crisis Nursery.

(And here's an update on what Cassie has been doing after graduation: "El otoño pasado, fui para enseñar inglés en españa en un campamento lingüistico (y necesitaba actuar como no hablé ni entendí español jaja). Ahora, estoy trabajando para PricewaterhouseCoopers en la Ciudad de México. Estaba apoyando a empresas americanas con presencia aquí en México, pero ahorita estoy haciendo capital humano, haciendo reclutamiento para un equipo internacional. Por supuesto, si quieres enviarme unas preguntas, podría facilmente grabar un video para tu clase, porque de hecho estoy mejorando mi español mucho viviendo en México, y es una experiencia increíble (especialmente considerando que la gente no piensa muy bien de México).") 

See for yourself what your students can produce!

General information about Crisis Nursery: English


General information about Crisis Nursery: Spanish


A tour of the facilities in Spanish

Helpful Website for Volunteer Spanish Interpreters at Parent Teacher Conferences

Click on this image to go to the website
by Ann Abbott

My previous post featured a video interview with a student who had taken "Spanish in the Community" and enjoyed it immensely. She specifically mentioned her experience interpreting at the parent teacher conferences at Central High School.

I'm glad she had a good experience, and I hope even more Spanish students will participate.

But fear often holds them back.

Luckily, another former student, Jenna Kandah, created this wonderful website with helpful information about being a volunteer Spanish interpreter at parent teacher conferences. Read it and feel more confident as you go to help parents and teachers communicate with each other!

Spanish Community Service Learning as an Elective


by Ann Abbott

Imagine my surprise when I ran across this video interview in which one of the students talks about SPAN 232 "Spanish in the Community" as her favorite elective! And when the guy talked about his entrepreneurship course with Prof. Paul Magelli (whom I respect tremendously), I kept thinking, "Well, I think you would really like 'SPAN 332 Spanish & Entrepreneurship: Languages, Cultures & Communities,' too!"

Take a look at Illinois Admission's YouTube playlist, and you will see several other clips titled "Campus Conversations." They give very interesting student perspectives about student life at Illinois.

(It was also fun to see the video below and see my picture used. Just a little lift on this summer morning.)





Tuesday, June 30, 2015

Student Spotlight: Carrie Casady

by Ann Abbott

As I have written here many times, it is always a pleasure to hear from former students because:

  • I simply enjoy hearing about their lives, their careers, their paths.
  • I think that they make wonderful role models for our current Spanish students.
So I was very happy to hear from Carrie Casady. Take a look at her trajectory as a student and as a graduate. Is there anything that you would like to emulate? Don't forget that networking is a very important part of what you should be doing while you are a student--could you add Carrie to your network?


Community Service Learning (CSL) Information

  • Spring of 2010 (SPAN 232) I did my community service at Leal School working in the kindergarten classroom. Highlights from this work for me were helping the kids to read and seeing them progress in Spanish and English.
  • Spring 2012 (SPAN 332) I did my community service at ECIRMAC, which helped me to use my speaking skills in an office setting, as well as understand the experience of refugees in Champaign/Urbana.

Other Information

  • I feel that the CSL coursework has immensely informed my career and education decisions post-undergrad. These two courses gave me experience and proof of how my Spanish/Latin American Studies education could be put into practice in the real world. Academics aside, I also had fun doing a lot of  the service work as well! I would love to continue incorporating community service and helping others, while using Spanish, in my future career.
  • I studied abroad Spring 2011 in San Joaquín, Costa Rica. I also studied abroad as part of GLBL 298 winter break course in Nicaragua, with a community service (NPO) focus.
  • I have been working for the past year at the Greater Illinois Chapter of the National Multiple Sclerosis Society as their Latino/Hispanic Outreach Coordinator. I work in the community, and also helped to organize and execute a national focus group program for Spanish-speakers living with MS. The results of this study were presented at a national consortium and will hopefully help the society to expand their resources for Hispanics living with MS. I'm hoping that a social work degree will help me to advance a career in the non-profit world. 
Take a look at the way Carrie describes her CSL work at the Refugee Center and Leal School. How have you represented your CSL work on your resume? On your LinkedIn page? Make sure potential employers know that you have worked independently in bilingual and bilingual client-based situations.

Congratulations to Carrie on her continued good work in her job, and good luck to her as she eventually pursues her goal to obtain a Master's in Social Work. She is a bright example of how we can continue to engage with the Spanish-speaking community after graduation and on the job.

Friday, June 26, 2015

Career Services and Community Service Learning: A Clear Connection

by Ann Abbott

Sometimes, the right question is posed to you and answering allows you to reflect on all the disparate things you've been working on and see within them a common thread. 


This was the information I was asked to respond to today:

Following is a description of the Career Services Council (CSC):
***********************
The Career Services Council serves as a forum for career service, career counseling, and pre-professional practitioners to review current developments in the practice of career planning and trends in the economy and environment which relate to students’ post-graduate outcomes.

The Council members collaborate in offering common services and programs that serve the general university community and advocate for the essence and value of career services to the University of Illinois. The Council reviews policies and procedures which clarify and document the work of the various career offices on campus in their efforts to effectively and efficiently serve students, employers, and the university community.
***********************
If you are interested in becoming a part of CSC , please send us a paragraph about how part of your job aligns with the CSC mission.


This was my response:

As Director of Undergraduate Studies, part of my job is to help students conceive of Spanish as a major/minor that has viable career outcomes. (This is sometimes a perspective that differs from faculty perspectives, and I would welcome the support and suggestions of the CSC on this and other struggles.) My teaching and research also make connections between academic life and careers: I integrate community service learning into my courses (e.g., "Spanish in the Community") and teach languages for specific purposes courses (e.g., "Business Spanish" and "Spanish & Entrepreneurship"), and several of my publications have explored the central, yet often ignored, role of student professionalization in community service learning. You can see my CV and publications at this link. Among other things, I teach my students about social media marketing (in Spanish and English), and I use social media myself to speak to students about career options and career preparation. Here are some examples:
I hope this information is pertinent and helpful.

Ann

What would your response be?

Thursday, June 25, 2015

Reflection Prompts to Guide Your Community Service Learning Course Design


by Ann Abbott

During the 2014-15 academic year I traveled to many universities and met many creative people doing very meaningful work with their language students.

I also took a very careful look at many course syllabi. They all were interesting and reflected the instructors' deep subject knowledge and intellectual curiosity to take a journey with their students. That is the kind of course we would all like to create!

There were also red flags for potential issues in community service learning (CSL) courses. I don't have all the answers, of course, and my course design can look very different from someone else's and yet both be very successful. Still, in the spirit of critical reflection that is the backbone of a good CSL learning experience, I offer a few key questions that you can ask yourself about your CSL course design.

What is the organizational capacity of your community partner(s)?

You need a true partner, so ask yourself these questions. Does this organization truly have the existing capacity to support and supervise your students? Do they have a dedicated volunteer coordinator? Do they regularly receive volunteers? If not, do you or your university have the resources to help with this? Do they have the space in their offices for your students? Can they track your students' time and work? 

What is the time-frame of your students' work?

Some Spanish CSL courses are designed for students to do ongoing work all semester long, and some have a reduced start and finish timeline. Furthermore, your community partners' work that students collaborate on might be ongoing, daily tasks for the organization, an ongoing specific project, a short-term specific project or even a one-day event. All of these time frames are valid, as long as they meet the learning objectives you have set forth for your students and meet your community partners' needs. My Spanish CSL students have worked in all these formats--and they all offer good, unique learning experiences. I undestand that there is legitimate concern about universities that live by the semester and communities that don't. It's a true concern. But good planning and communication with your community partner can emiliorate this temporal mismatch.

Will you eliminate any course content?

I sometimes see wonderful course syllabi and calendars that are unfortunately too jam-packed. Often this happens when you take the syllabus for an existing course and then layer CSL on top of it. Take a deep breath and cut. I know it hurts. I know it's all important. But there is a limit to how much content and course components we can pile into a course--and cram into students' brains. Give your content some breathing room. And don't forget, you can save some of the things you cut and assign them as reflection prompts, individual research projects, etc. In other words, if you simply cannot bring yourself to eliminate content, think about redistributing and reformatting it.

How will you handle students' critical reflection?

You know that critical, structured reflection is an essential component of any CSL course. But have you thought about how you will lead students to this? Let me just suggest that students benefit from well thought-out prompts that guide students through these three steps: What? So what? Now what? (I'll share my prompts in a future post.) And here's another idea: take the paper assignment(s) that you currently use in your course and edit the instructions so that they cover the three steps. In other words, don't drop what's already working well for you or add CSL assignments to an already full course: weave CSL into it.

What terms will you use to describe students' work?

Look through all your course materials, and if you find the word "volunteer," replace it with "CSL work." This is a subtle, but important change. Some students (and some faculty) object to "forced volunteerism." But they aren't volunteering; they are doing a learning assignment. Think about it like this: we call it "undergraduate research," "volunteering in a physics lab." Keep the focus on the learning. That's what we're all here for.

What system will you use to track students' CSL work?

One concern I hear a lot is: how will I know if my students are truly doing their work in the community? There are many answers to that question, but the most important is that your community partner needs to be your partner on this and have their own system for volunteer tracking. I add two other layers to this:
1. Students must update their worklog on our wiki weekly, simply stating the time they worked and a short sentence about the work they did.
2. Students must complete a community participation rubric and turn it in along with their midterm and final exams. 

We carefully design reflective activities for our students. Hopefully these questions will help you reflect on your own course design. Remember, CSL courses are always a work in progress because we deal with real people in real time in complex situations. If you need a hand or someone to simply bounce ideas off of, email me at arabbott@illinois.edu. I always say that I don't have all the answers, but I do have a lot of experience that can be useful. I hope you'll reach out!

Sunday, June 21, 2015

Continue Your Community Service Learning with an Internship

by Ann Abbott

Did you enjoy working with the community partner in your Spanish community service learning? Do you think you could contribute even more, now that you know more? Are you looking for an internship?

Now you can continue doing the work that you did in your Spanish community service learning, legitimately call it an internship and receive academic credit, all at the same time.

Here's a note from Dr. Kirstin Wilcox (kwilcox@illinois.edu):
ENGL 199-INT (CRN 63954; I'm starting the paperwork for a permanent distinct course number).  It's limited to students who have located an internship for Fall 2015 and requires the instructor's permission (mine!), but I'd be happy to grant permission to students in any humanities department who want to take it--particularly those in unpaid internships.  I can envision students who've taken your service learning course and want to keep working with their community organization coming up with their own project-based internship arrangement with the organization and then taking the internship seminar alongside.  
And then what? Do you know what you will do after graduation? Do you know how you can get a job and continue using your Spanish?

The English department has that covered, too. Here's another note from Dr. Wilcox:

Career Planning in the Humanities is being offered twice in Fall 2016: once in each eight-week session: ENGL 199-CP1 (CRN 65313) and ENGL 199-CP2 (CRN 50105). We've had some trouble lining up the attributes for these classes, so if you run into trouble with either of them, let me know. All the assignments have a lot of latitude for students to research and write specifically about the career paths that interest them.  Last semester I ended up having a significant bloc of art history majors, so I was able to research some resources and links specific to art-history-related fields that they could use as a starting-point.  I'd be happy to work with you and Beth to identify similar resources that might be of particular interest to Spanish/Portuguese majors. 

Wednesday, June 10, 2015

Law and Spanish Community Service Learning

Read the letter from a former AmeriCorps worker and notice how the tasks he/she describes overlap with the kinds of work that our Spanish CSL students do at the Refugee Center and at La Línea.
by Ann Abbott

[Scroll down to see an update.]

I have been thinking a lot lately about Spanish for the Professions, Languages for Specific Purposes and where they fit in our Spanish curriculum. There's a lot to consider:
  • Student interest.
  • Faculty acceptance/resistance.
  • Our instructional capacity.
  • A model that is uniquely "Illinois."
Several Spanish students who are also preparing for jobs in the health professions have begun organizing and making their voices heard. They want a medical Spanish course!

But I also know that we have many students who are thinking that law school could be in their future. I don't want us to build a medical Spanish course just because those students are the loudest. (Although, of course, I like that they are making their wishes heard!) We need to think "big picture" and design a curriculum for students who will be going on to any number of professions and probably changing professions over the course of their lives, too.

So it was interesting to me to have a telephone conversation the other day with someone who is looking at one of my former students for an Americorps job. The former student whom they would like to hire is an excellent candidate because of her personal qualities and a combination of experiences that she has had during college. But, she's also attractive to this organization because she has experience from her community service learning (CSL) courses working with Spanish-speaking clients doing exactly the kind of work they do. That is a powerful testimony to the important pre-professional training students receive in our Spanish CSL courses.

In other words, 

Even though "Spanish in the Community" isn't a "Legal Spanish" course, people who work in the legal world value students' service learning experiences.

This should give us reason to think deeply about the overlap between Spanish for the Professions and CSL. We should also think about how to help students understand that their CSL course can be a "Legal Spanish," "Medical Spanish" or "Business Spanish" course by the kinds of tasks they do in the community, even if that isn't the title of the course.

Having said all this, I'd like to share more information about this particular AmeriCorps opportunity in the hopes that any former Spanish CSL student will consider applying. This particular job is advertised for this year, but even in the future students should look into this opportunity.

In the email, Mr. Pisha sent me more information (but I wasn't able to post the pdfs), and he wrote: 
Applicants are encouraged to contact me directly first, though they will have to go through the Americorps program directly to apply. Best wishes, Schuyler Pisha, Esq.Legal Director - Immigration Law ProgramsCatholic Social Services1600 Bay St.Fall River, MA 02724(508) 674-4681

Massachusetts Legal Assistance for Self-Sufficiency Program
2013-2014
Member Position Description

Position:                    AmeriCorps Legal Advocate
Reports To:               Partner Site Supervisor and/or Designee
Coordinates With:    All employees engaged by the Partner Site Legal Aid Organization
including attorneys, paralegals, secretaries, and volunteers on site, and the MLASSP AmeriCorps program staff.

The Massachusetts Legal Assistance for Self-Sufficiency Program (MLASSP) is a full-time AmeriCorps State program funded through the Corporation for National and Community Service and administered through the Massachusetts Service Alliance.  MLASSP contracts with 28 AmeriCorps volunteer legal advocates (members) to provide legal assistance in civil matters to eligible low-income clients through our partner Legal Aid Organizations (partner sites).  Members serve at the partner legal services organization under the direct supervision of a legal professional (supervisor).  In other words, the AmeriCorps members’ year of service is performed for MLASSP through the partner site legal aid organizations. In AmeriCorps terms MLASSP is a “scattered site” program in which members serve in low-income communities throughout Massachusetts but come together as an AmeriCorps team to meet common performance objectives through participation in MLASSP AmeriCorps activities. 

The following are guidelines of the primary duties of the AmeriCorps members. MLASSP is funded through AmeriCorps to address the national priority of housing assistance. Each member shall have his or her own specific service goals determined individually with his or her supervisor and written in his or her individual Service Plan.  Should the member serve at a partner site that does not routinely do intakes, the site supervisor will make every effort to provide the member with the opportunity to experience the intake process.  AmeriCorps members shall also fulfill additional, secondary duties assigned to them by their supervisor and actively engage in MLASSP AmeriCorps as outlined below and in the member and partner contract. 

  1. Assist Partner Site Attorneys in interviewing at least ninety (90) potential clients for legal assistance in civil matters by screening clients, utilizing those methods of intake and case management prescribed by the partner, including entry into office legal software as needed 
  1. Assist legal professionals in providing counsel or brief service to at least seventy-five (75) lower priority civil cases including housing assistance to economically disadvantaged individuals.  Included in these cases, members will provide the resources needed to access appropriate housing for at least fourteen (14) economically disadvantaged individuals, including homeless individuals, elders, and/or veterans.
  1. Assist Partner attorneys in preparation and representation of at least thirty (30) high priority civil cases as indicated by the site supervisor and/or designee. Included in these cases, members will provide eighteen (18) economically disadvantaged individuals, including homeless individuals, elders, and/or veterans, the assistance they require to transition into or be maintained in safe, healthy, affordable housing. 
  2. Coordinate with and assist other Partner staff to provide high quality legal assistance to clients, including coordination of program-wide activities, for example, community legal education.
  3. Develop and maintain a working knowledge of community needs, desires, and resources   and establish meaningful working ties with community groups of and for the poor in order to assist them in realizing their legal rights and to make them aware of the services the Partner offers.  Utilize this knowledge to assist in expanding the range of services available to clients.
  4. Participate in community legal education activities, including designing pamphlets and making presentations to groups in the community.  Assist in the development and delivery of clinics for clients as needed.
  5. Coordinate at least one local or regional community outreach event that addresses a pressing civil issue in the community, thus allowing the partner site to expand its ability to provide much needed services. 
  6. Recruit, train, support, and manage five (5) volunteers who will serve approximately twenty hours (20) each to further the outreach of the partner site.
  7. Develop and improve competence in working with those significant cultural groups that reside in the area of service.
  8. Negotiate on behalf of eligible clients with landlords, government agencies, utility companies and others as necessary.
  9. Undergo ninety (90) hours of directly supervised client activities by a legal professional.
  10. Complete monthly reflective narratives, end-of-year written essay and exiting paperwork, and attend all MLASSP and AmeriCorps specified events.
  11. Improve skills and knowledge by regularly reading relevant legal materials and engaging in legal activities that the Member has performed few times previously or not at all.  Request training when needed.  Conduct legal research.  Assist in the preparation of reports on issues affecting low-income people.
  12. Develop working relationships with social service and governmental agencies offering services to clients.
  13. Maintain accurate and complete files, including complete recording of client and volunteer activities for statistical purposes.  Timely prepare and file such reports including weekly timesheets, monthly narratives, exiting paperwork and all others as are required by the AmeriCorps program policies and/or the Partner’s policies.
  14. Participate in Partner program activities, including case review, unit meetings, and staff meetings.  Represent partner site in statewide activities such as coalitions and statewide trainings.
  15. Use generally any available language skill, which she or he possesses to assist clients; however, translation activities shall be commensurate with the member's knowledge and experience and with the demands of his/her other activities and with the approval of the legal supervisor.
  16. Use best efforts to develop proficiency in the job-related software used by the Partner.

Update: Here's a message from the student.
"I did hear back from the AmeriCorps position in Massachusetts and have accepted that position. I am very excited, as this was my first choice for next year (and I kind of fell behind on many other applications myself!). I'm not sure what he told you about the position, but I will be working in an office that does immigration law, so I'm very excited to take some of the experiences from your class with me to that new environment and see how it suits me.
Schuyler Pisha actually emailed me to extend the offer the day that he spoke with you and said that you provided a glowing recommendation, so I did want to thank you so much for your role in helping me get this position. I also spoke extensively about my experience with La Linea in my interview, so again, thank you; I am so grateful to you and for your class for providing me with the experience that I needed to get this position. I'm still not sure where I'm going long term, but the experience has been very important for me in thinking about ways that I can take my education and passions forward into a workplace and career."

Monday, June 8, 2015

Student Reflection

by Nicole Tauster

Last semester (Fall 2014) I took SPAN 232 with Ann and this semester (Spring 2015) I was able to take SPAN 332. I immensely enjoyed both classes and would thoroughly recommend them to anyone! Not only did I learn a lot inside the classroom, both from Ann and my classmates, but with the unique opportunity to volunteer outside of class I really broadened my horizons.

Both of these courses are designed to teach us about the Latino immigration in the U.S. and even more specifically in our local community of Champaign-Urbana. In class I learned about the countless dangers immigrants face just trying to reach the U.S. and the myriad of problems that await them when they do arrive. I learned that the U.S. has made it nearly impossible for anyone to enter the country legally or become a legal citizen and that is why so many immigrants are here illegally. Out in the community I learned that many immigrants are honest, hardworking people who want nothing more than to be here legally and receive the rights they deserve as human beings. I learned that even though many people think illegal immigrants aren’t contributing to our society and economy, it’s just the opposite. They work, earn paychecks, and part of their wages go to state and federal taxes, just like everyone else’s. I learned so much about these people, but I also learned about myself.


I always knew I wanted to work with people—I am, after all, the definition of a “people person”—but now I have considered working with immigrants, or at least educating others about their plight. I learned that speaking Spanish with people is something I want to keep doing. Because of this I decided to apply to jobs to teach English in Spain after graduation. I am happy to say I was accepted to program through CIEE and will be headed to Madrid in Fall 2015! And I am also happy to say that I think the things I learned in SPAN 232 and 332 and the skills I gained from volunteering in the community will only benefit me and aid me in my job next year. Working with adults and children alike and with many diverse people from backgrounds very different than mine has been preparation for what I think I will face in Spain. So take these courses—and take them seriously! Ann makes them very fun, but think of them as more than just class credits. Ann—and her wonderful classes—may just open your eyes and change your life!

Sunday, June 7, 2015

Unaccompanied Migrant Minors and Chamapaign Urbana

by Ann Abbott

Around this time last year, the headlines were screaming almost every day about the "crisis" at our border, especially about the children from Central America who crossed multiple borders, on their own, to read the United States.

In one year, the memory has faded for most people.

In one year, there is still much work to be done. Thankfully, we have very dedicated people in the Champaign-Urbana area who are making things happen for the unaccompanied minors who are in our town.

Above, you can read what these children have to say. What they think. What they fear. What they hope for.

Here, you can read a statement from CU Immigration Forum about these children.

Monday, June 1, 2015

Student Reflection

by Nicole Tauster

The Power of Speech

I’m sure I have posted about this on this blog before, but I just have to reiterate the power of being able to speak to someone in their native language. Think for a minute about someone who is an immigrant in this country… They might not know English very well, even though that’s all they hear day in and day out. They might get berated for not learning English now that they live in the United States, even though our country doesn’t have an official language. So now imagine what it must feel like when a stranger actually speaks to them in Spanish (or whatever their native tongue is). It must be such a relief! Maybe it feels like they are being accepted for they are, maybe it feels like you’re extending an olive branch of sorts to them… I can’t quite be sure because I have never been on that side of such an exchange, but I can tell you what it feels like to be the person who reaches out.
Let me tell you, it is a wonderful feeling to see that other person’s face light up with recognition when you speak to them in their native language. When they smile because you are taking the time to ask them questions about themselves or their family, you feel like just maybe you made a small difference in their day.

And let me also tell you that this spans all ages and genders, it doesn’t matter. Last semester when I took SPAN 232 I volunteered at ECIRMAC (the Refugee Center) and worked mainly with adults. This semester I volunteered at the Crisis Nursery for SPAN 332 and interacted with young children. But using my Spanish skills had the same effect in both places: it seemed to put people at ease. At first the kids at the Crisis Nursery would be wary of me and pretty quiet, but once I started engaging them and speaking to them in Spanish, they opened up. It was like watching a flower bloom right before my eyes and soon they were chattering away to me and we were playing side by side. It was the same thing with their parents; sometimes they had to wait around while the staff gathered things/papers for them when they came to pick up their children. When this happened, I usually tried to talk to them in Spanish. Since I had spent most of the day with their child or children, I would comment on things I noticed or ask them questions about their kids. Spanish-speaking parents are just like any other parents: they are proud of their children. So when I commented to one mother that her daughter was a good big sister to her brothers, or how I noticed her son really liked to open and close doors, she smiled and laughed and relaxed. Then we could actually engage in conversation. I imagine she probably had a bit of a wall up, like many might if they feel like outsiders, like her children did with me at first. But speaking Spanish to all them made a difference.


So just consider that in the future. If you have an encounter with a Spanish-speaking person—whether it’s a 4-year-old child, a peer, a parent, or an elderly person—do NOT be afraid to use your Spanish skills! You may find you put them at ease with something as simple as speaking to them in their native language. And trust me, the looks on their faces will make it totally worth it. 

Tuesday, May 26, 2015

When Information Coalesces across the Spanish Curriculum


by Ann Abbott

Sometimes when you teach Spanish community service learning, it can feel like you're all alone. It can feel like you have to fill all the gaps in students knowledge about immigration, professional skills, specific vocabulary--and all in just one semester. 

It can feel like we're all teaching in different directions, with different goals.

And then...

Sometimes it can feel like our students take complementary courses, learning things that expand their understanding of the issues we see in a Spanish CSL course. 

Here's a message I received from a student this semester; the video is at the top of this post.

Hola Ann,  Quiero compartir un video muy poderoso que vi en clase hoy. Estoy en la clase SPAN 312 de Pilar Martinez-Quiroga. Es una clase de literatura espanola y Pilar eligio el tema de la inmigracion y la emigracion de Espana por este semestre.  Entonces hoy vimos el video parte 1 de "Europe or Die" cual es "Storming Spain's Razor-Wire Fence." Es sobre los Africanos intentando a entrar Melilla (tierra espanola en Marruecos) y llegar en Europa eventualmente. Hay una valla muy grande entre Melilla y el resto de Marruecos patrullado por la Guardia Civil.  Es muy interesante porque yo pensara que una muralla asi solo existia entre Mexico y los Estados Unidos, pero es casi lo mismo en Marruecos. Fue muy impactante para mi y me recuerdo mucho de la pelicula "Quien es Dayani Cristal?" y todos los asuntos de la inmigrancion latina de que hablamos en su clase en el semestre anterior. 

Monday, May 25, 2015

Student Reflection

by Nicole Tauster

[A note from Ann: Dr. Glenn Martínez's talk took place early in the spring semester, but I am just now posting Nicole's reflection.]

La charla de Glen Martínez fue muy interesante, especialmente la discusión de la explotación de enfermeras hispanohablantes como traductoras en sus trabajos. Profesor Martínez presentó los resultados de una investigación hecho en un hospital urbano en Phoenix. Unas enfermeras quienes son habladores nativos de español contestaron preguntas sobre cuándo ellas usan su español en el hospital y cómo se sienten en esas situaciones. Muchas de ellas sentían que no pasaron bastante tiempo con sus pacientes porque los médicos que no hablen español siempre piden a las enfermeras por ayuda cuando tienen enfermos hispanohablantes. Esto no molesta algunas de las enfermeras porque ellas quieren ayudar a los enfermos expresar sus sentimientos mejor, pero otras se sentían mal o estaban nerviosas si pensaban que el nivel de su español no era suficiente para traducirlo todo. Pero el problema verdadero es esta explotación de la habilidad de hablar español sin reconocimiento o recompensación. Hablar español no es un requisito para trabajar en este hospital en Phoenix, entonces debe ser algo especial, algo extra que un candidato puede añadir al hospital. Pero no lo es; es una expectación de muchos de los empleados en el hospital.

Esto es casi el opuesto de que hemos aprendido en nuestra clase y de lo que hemos visto en nuestra comunidad en Champaign-Urbana. Aquí, yo creo, es algo bueno si Ud. pueda hablar español. No es una expectación de personas que hablan inglés como su primera lengua sino algo extra. Siempre estamos oyendo que hablar español tiene valor comercial; puede ayudarnos conseguir trabajos si somos bilingües. Me lo han dicho las mujeres de ECIRMAC y Azucena y otras en el Crisis Nursery también. Entonces es muy interesante que en las profesiones médicas, un área muy respetada, la habilidad de hablar español no está considerada algo especial que merece reconocimiento.

Espero que la situación de las enfermeras en el hospital de Phoenix sea un caso aislado y en otros lugares y profesiones sea diferente, pero la verdad es que no lo sé. Aunque no estoy segura, voy a continuar a creer que mi habilidad de hablar español es algo especial. Quizás si yo lo trato así, mis empleadores y los miembros de mi comunidad harán el mismo. 

How to Talk about Education Experience in Business-like Terms

by Ann Abbott

I wanted to share an email I received from a former student who worked with Teach for America. Aside from the fact that I am very proud of her work, I want students to take a close look at the second paragraph, where she has teased out the transferable skills that she developed while doing Teach for America.

Think about how you can do the same thing based on your Spanish community service learning work, community-based team projects (SPAN 332) and social media marketing (SPAN 202).

Here's her note to me:

How is everything going for you and your family back in Illinois?  I follow you on Facebook and it looks like all is going well!  I am just beginning my second year with Teach for America and already starting to think about post-TFA jobs.  I am applying for various business jobs, and hoping to land something international where I can use my Spanish skills.  

During my past year I have been very humbled by my experience here in the Delta, and although I am choosing a slightly more lucrative path, I have gained and continue to gain some very valuable experiences here.  For your students who are unsure what to do after graduation and are passionate about community service- I highly recommend TFA.  The skills I have gained in this environment are easily transferable to a business setting.  Communication, data analysis, organization, management, and working in a fast paced environment with no supervision have all lead to my heightened sense of readiness to successfully enter into the business field.

Student Spotlight: Kelly Klus in Colombia

by Ann Abbott

For all my students who think about living and working abroad after they graduate: this video tells Kelly Klus' story of living in Colombia and teaching English this past year.

Think about it! But don't over-think it. If Kelly had a good experience on this program, you know that you could, too.

Student Reflection

by Nicole Tauster

Knowing Your Audience

Obviously in the course Spanish and Entrepreneurship we are going to discuss entrepreneurship, but particularly social entrepreneurship. Throughout the semester one of the most important things we talked about was the fact that you have to create something that would solve a problem in the community and/or provide a needed product or service. If you don’t create something of value, what purpose will it serve? No one is going to want or need it and you won’t be making any difference. In order to really help a community or a specific group of people, you have to know what it is they need.

I think CU Immigration Project struggles somewhere around here… They are a wonderful organization, one that I had the opportunity to volunteer with a few times this semester, but they are lacking the knowledge to truly progress and make a difference. It’s not that they don’t know what the Latin American immigrants in the Champaign-Urbana need or that they aren’t providing useful services, because they are. They have passionate people working to help advocate for immigration rights and the resources to help people. The problem is that they just don’t know their audience well enough.

I volunteered to help at workshops CU Immigration Project put on to teach people about DACA and DAPA and how to check if they were eligible, apply, etc. And both times hardly anyone showed up. There were always plenty of volunteers, but no one for them to help. I thought it was very strange, especially considering each workshop was at a different time of day and different location. The second one was supposedly even more advertised than the first, yet even less people attended. One of the women in charge of the events actually confessed to me that she didn’t know why so few people were showing up. She speculated maybe some had to work during the day and so they were unable to attend, or perhaps they were afraid and thought that the legal processes were a trap. She admitted she didn’t know and needed to find out.


I myself can only speculate as to why hardly anyone attended these events, but it is up CU Immigration Project to investigate the causes for lack of attendance. They have so much to offer, but until they truly get to understand their target audience they will not be as successful as they can be.

Thursday, May 21, 2015

Results of Community Based Team Projects

by Asilah Patterson & Marcos Camarillo

What?

This semester our group focused on a social media marketing campaign for Darcy Lear who is a Spanish Lecturer at the prestigious University of Chicago. Here business, DarcyLear.com offers a variety of services including academics (writing coach for PhD candidates), job/career transitions (resume critiquing and interview preparation), and on campus workshops (interview preparations, professional school applications, and job search documents).

In a time like now when social media is extremely popular, we knew that we needed to utilize the most commonly used outlets in order to ensure that Darcy’s services would be publicized to the fullest. One major source that we utilized was Darcy's Twitter page, which was very beneficial to our project. Twitter allowed Darcy to be connected to other professionals that offered similar services while simultaneously promoting her own. Marcos and I were also aware of the “peak” hours of Twitter (which can be classified as the time of day where individuals are the most active on the website) and we recognized that Darcy needed to produce tweets during this time. We took into consideration the busy schedule of Darcy and decided to use a database called Hootsuite which gave Darcy the ability to plan her tweets from days to even weeks ahead. The database would automatically post her tweets which enabled her to market her services without the constant stress physically tweeting every three hours.

One important aspect of Spanish 332 that we also decided to use was the “hashtag”. In class, Professor Abbott spoke about the importance of the hashtag and how it has the ability to expose a smaller business to a broader audience. What is so fascinating about this is that it is completely free of charge. We were able to promote Darcy’s services faster and more efficiently.


In total, this campaign was very successful. Darcy has increased her Twitter followers and has received some clientele from this project. Although her numbers did not increase drastically, we are very content with our results. It takes time to build a strong foundation for a social media marketing campaign.

So what?

One thing that we have definitely learned from this experience is the importance of time management. In order for a social media marketing campaign to be successful one must constantly be engaged on various outlets of social media. We are full aware that life can be very busy so utilizing databases like Hootsuite, or SocialOomph will make marketing less time consuming.

We also recognized the importance of having multiple accounts on different platforms. During our project, Marcos and I completely forgot about our Facebook clientele and this is problematic because we could have potentially lost clients. By not staying actively engaged on both websites, we put our Facebook campaign at risk. We are now fully aware of how beneficial it is to pay close attention to multiple outlets of marketing.

In short, Marcos and I learned that there are easier ways to produce desired results. We also learned that it is imperative to be familiar with new technology so that it is easier to maneuver throughout the databases (Twitter, Facebook, Hootsuit, SocialOomph, etc.). As technology continues to evolve, I am certain that newer resources will be created for small business owners like Darcy Lear.

Now what?

With the videos and tweets we helped Darcy compose, we are also reaching out to a wide variety of people. The videos are posted on YouTube offering interview skills techniques in bothSpanish and English. Since YouTube is so widely used, the chance to reach out and affect others outside of the Champaign-Urbana community dramatically increases. A lot of the time, person who are looking for jobs aren't sure of how to appropriately respond to a lot of the questions. With help from such an academic professional, like Darcy, were able to best assist those needing guidance for their interview processes. Working with social media and Darcy has helped us learn a lot about the "twittersphere" and the plethora of people we actually reach out to. Even if we're not able to personally help these people, they can use any of the other videos Darcy's posted as references or also look up Darcy's Twitter for informative consulting and advising tips. Within the community it's important to spread the word about projects and people like Darcy. Being in such an academic setting, the advice is very useful for those seeking employment post-graduation or throughout their education. Although Darcy's Twitter followers have increased a lot as well with Facebook subscribers, there's still a long way to go. To maximize the effectiveness of Darcy's consulting, the course and community should follow and subscribe to her page. The easiest thing about this all is that it's so simplistic. It's either on Facebook, Twitter, or Darcy's blog so it's really accessible to the majority of people. Hopefully Darcy Lear's social media can grow to help a lot more people than just the Champaign-Urbana and UIUC community and that others may gain such insight from the very useful information.

Monday, May 18, 2015

Results of Community Based Team Projects

by Ken Kliesner, Shafia Murad, Annissa Zak, Julianna Ryuh

What?

Our group took a different approach to the SPAN 332 project. We chose to search out grants to apply to that would allow us to get university funding for putting on an event that works with the Immigrant community. We ended up applying to the Service Learning Grant with a proposal to put on a DAPA registration event for the Champaign-Urbana Community, partnered with ECIRMAC (East Central Illinois Refugee Mutual Assistance center). A few of our group members had attended a similar event weeks prior and had seen the impact that it made on people’s lives and wished to continue making that impact! (If you’d like to learn more about DAPA visit this site: http://www.nilc.org/dapa&daca.html.) So our group wrote a grant which contained our proposal, the budget, and the impact that it would have on service learning at the university by hosting a DAPA registration event. Unfortunately, there was a federal court order which suspended DAPA implementation after we had submitted our grant, making it impossible to even register for DAPA. That's the only reason why we believe we didn't get it!

So what?

We learned a lot from this group project in which most of us had not really had much experience. Writing a grant proposal takes a lot of commitment and careful planning and it was definitely a new and very useful experience that offered us a lot of practical knowledge and understanding. Even though we were not awarded the Service Learning Grant, we still learned a lot about the DAPA program and how we could educate the immigrant community about it. Additionally, we developed some very useful teamwork skills and gained the necessary practice needed to write a winning grant proposal in the future, be it in the context of professional work, community service, or our future education and research. Not only did we write the best proposal that we could, but we had to ensure we completed all of the other requirements (filling out multiple forms, getting the proper signatures, researching prices and venues, ensuring our project would mutually benefit Illinois students and the community, etc.) on a very short timeline. We started this grant proposal just three weeks before the proposal was due, so we had a lot of work to do in a very short, finite amount of time and the fact that we completed everything with high quality and in a timely fashion shows that we efficiently and effectively worked together to accomplish our goal.

Now what?


Our group did not get any grants to continue with our project for DAPA. Through this project, we became more aware of DAPA and how it can be a huge help to undocumented immigrants from getting deported unfairly. We also found out how there is a community in Urbana-Champaign that helps undocumented immigrants with their applications.  Some of us are graduating this year, but even if we cannot personally help with DAPA in Champaign- Urbana, we will find volunteer opportunities to help the Latino community in different areas. Hopefully more volunteers participate in volunteering and the DAPA program gets reinstated by the federal government so more parents of children born in the United States can stay with their children.

Results of Community Based Team Projects

by Justin Chacko, Sheila Shenoy, Nicole Tauster

What?

We worked with Dr. Pilar Egüez Guevara, editing and transcribing videos for her project entitled “Comidas que Curan”, the goal of which is to inform the younger generations of Esmeraldas, Ecuador about nutrition and how to make traditional foods in healthful ways. Dr. Guevara traveled to Esmeraldas and interviewed several abuelas about traditional dishes that they have been preparing for their families for years. She filmed these women preparing the dishes and then spoke with them afterwards about the preparation and personal connections they had to each food. We used a lot of the footage, which was in separate clips to help her edit the individual video segments and render them together into one cohesive product. We transcribed some of the clips by adding subtitles in certain parts to make a professional-looking final product that she could post on her website.

 So what?

It was important -- not only to us but also to Dr. Egüez Guevara -- that these videos were as professional and didactic as possible. While the cinematography was aesthetically pleasing, the most important point to get across was the information presented. Editing and putting together a short video merely showing how to make the recipes would have been simple, but the only way to truly relay the information presented was to add text and present it in an educational manner. The cultural aspects could have been featured in and learned from academic journals. However, we needed to take into account our target audience, the young “YouTube generation” of Millennials. The best medium to communicate with them is not through text, but rather through technology, specifically quick and fun videos they are probably more likely to come across.

Now what?

The video will reach a wide variety of people based on the format the information is presented in, as well as the fact that YouTube is a popular social media site that connects a vast, global audience. Many of these recipes are quite old and are not in any cookbook that can be found. Instead, these traditional dishes are kept only in the minds of the people of Esmeraldas and passed down orally from generation to generation. Through the videos, we are able to link the people of Esmeraldas, particularly the younger generations, and allow them to reconnect with their heritage and rich culture. Likewise, they can learn a little more about the nutritional benefits of the recipes from the videos and can lead healthier lives. As we were working through this project, we discovered a few key takeaways that we believed could contribute to our future success. Specifically, we were able to come up with creative ideas that apply directly to our plans for the following year. Some of our group members are involved with social media and digital marketing, and have found these videos as a way utilize video platforms to combine the aspect of culture with technology to disseminate cultural awareness to a wide audience. With some of our group members teaching abroad in Spain next year, we can effectively use the skills we have learned and used throughout the process of our project to share our experiences outside of the United States. Those interested will be able to learn a lot about a different culture, heritage, food and lifestyle.    

Results of the Community Based Team Projects

Shreya was the photographer.
by Shreya Vasavada, Kimberly Soto, Brittany McCauley, Vicky Pavlou

What?

Our group had to attend two different events, one of which was Read Across America day and the other which was a Public Engagement Symposium. In order to maximize efficiency we split our group into two pairs and each pair worked on one of the event projects. Kimberly Soto and myself worked on the Read Across America project, While Shreya Vasavada and Vicky Pavlou worked on the Public Engagement Symposium. All four members of our group attended both of the events on the day they were scheduled and we worked together to carry out the activities that the events required us to perform. Also, to guarantee success, we all came together for group meetings and reported what we were working on. Everyone communicated efficiently and asked for help when needed. Read Across America was held on March 7th. For our project, we had to set up a table promoting reading in Spanish. At our table we provided Spanish books and four English books, and an activity in which kids could win candy prizes, if she/he solved a matching puzzle story. In order to create our game, we chose three Dr. Seuss books, both in English and Spanish and picked a page from each book. We created a poster of the pages and replaced all of the nouns with pictures describing them instead. The object of the game was to match the missing words to the corresponding pictures. The children were able to practice their Spanish by reading the stories we provided and playing this matching game. Some of the children knew very little Spanish, but we helped them read the poster. The Public Engagement Symposium, held on March 10th, was an event in which we had to create a booth in order to promote our Spanish 332 class and teach people what the class entails. For our booth, we made posters with pictures of the different community projects that our class offers, and we created an activity in which slips of paper with stats about our community partners were put into a bowl and people who approached our table had to choose one and decide what community program they thought the stat was about. We provided brochures people can read while passing by our booth. The brochures had more information about our class and testimonials. We had many material things on our booth, but I personally think the individuals enjoyed hearing us speak about the class,

So what? 

We noticed that we were one of few booths that offered activities in Spanish at the Read Across America event and we think it was very important to include the Spanish speaking community in events like these. Also, kids learn better when they first learn to read in their native language and then are taught reading and writing in English so it is important for them to come to these events and feel encouraged to read instead of feeling left out. We were also very excited to see how some kids wanted to see the words in Spanish even though they didn’t know any Spanish. We think it’s very important for kids at a young age to become aware of language and cultural differences in a community. Since there wasn’t many Spanish booths, there isn’t many Spanish speakers attending these events. If we are able to continue creating this program, I believe we will be able to attract a different population: Spanish-speaking population. It is important to gather different activities in Spanish and English to expose a diverse crowd. The very few Spanish speakers were shocked when they saw our booth, they always stated that there is never activities for their children who speak Spanish. The Public Engagement Symposium was a great way for other community members and UIUC staff and students to learn about SPAN 232 and 332. Community member that did not know of these classes were asking us for Professor Abbott’s email so that the students could help translate for various community events. Many individuals were intrigued about our class and the great things we do for the community. Hopefully, this was a great way to promote our class and get more people involved with the community.

Now what?


Through the various platforms that we were able to take part in, as mentioned in the previous section, there is still much work to be done not only on our projects but also other community projects. The Read Across America Campaign was a perfect place to be able to promote bilingualism through Spanish and English children’s books and reading activities. For the future students who take part in the campaign, it would be beneficial to have a compare and contrast of English and Spanish so that children are able to make the connection of the English word to the Spanish equivalent. This way, rather than simply matching pictures to words, they are able to start forming concrete examples and they may remember these words better. The Public Engagement Symposium was something that none of the group members knew what to expect. However, to our surprise, the setting was very formal and professional. With professionally made posters filled with figures and numbers, we felt intimidated but would like to advise next year’s students to keep it authentic! This year, the symposium gave out little booklets designed like passports. There were a select few booths listed in the passport that one must visit and collect a sticker from. Ultimately, a filled passport was the ticket to entering a raffle. One of the booths included in this passport was ours, Spanish in the Community (see attached picture of stickers). For those who stopped by our table to either chat with us and grab a sticker for their passports, we shared our personal experiences of working in the community. For future years, we would advise that the students dress professionally and are eager to share their experiences. We found that the more eager we were and the more diverse experiences we had, the more people wanted to listen. Ultimately, for the future, we hope that Spanish in the Community can reach greater heights and we are able to be a helping hand in various aspects of the community. Integrating Spanish into the community, like we did with Read Across America, is imperative to raising awareness of the importance of the language. The public engagement symposium was a great way to let others know of the work we do and also learned many other ways to be involved around the C-U area. We thank Ann Abbott for the great platforms to apply our skills not only in the classroom, but also outside! The skills and lessons learned in this course will be taken with us and applied to our careers and lives even after.

Results of Community Based Team Projects


by Annette Popernik, Adam Klauss, Bryan Boccelli, and Danielle Binder

What?

La Línea is a helpline dedicated to the Spanish speaking and immigrant community of Champaign-Urbana. Since 2010, La Línea has served the diverse Latino community by helping with advocacy, translation, referrals, etc. As a team, we focused our attention on developing their Facebook page. Our goal was to communicate with and inform the community of various opportunities and resources as well as expand the reach and activity of La Línea’s Facebook posts. From the start, we decided we wanted to have a general layout of what we would post each day, week by week to have similar themes but to also make sure that our posts were varied enough. On Mondays, we posted about various events happening in the local community, from community gatherings and La Línea fundraisers to educational events like DACA Workshops and Health Fairs. On Wednesdays, as a form of empowerment, we informed them about Latinos making national news. Lastly, on Fridays, we posted information about agencies and organizations that can help with a variety of problems including healthcare, immigration rights, domestic violence, etc. With our strategy we were able to promote La Línea and the services we provide but also involvement in the community, empowerment, and education. We often followed our schedule but sometimes added a post in between or diverted from the theme for that day. We realized the need for flexibility if there was something happening in the community or an issue or event we wanted the clients to know about such as Governor Rauner’s budget cuts.

So what?

Posting on the Facebook page over the course of this semester allowed our group to really collaborate and work together as a team. When a client calls the helpline to ask a question, they only get a sneak peak into what La Línea does. With the schedule we set up for the semester, we were able to inform clients about events and resources they wouldn’t think of asking about or wouldn’t have typically known about. We made sure the clients’ needs were being met through the Facebook page. Our goal was to post relevant material that would benefit the community and inform them of resources they could use that they might not have known about. The various community-hosted events that we promoted over the course of the semester such as the DAPA and DACA information sessions were crucial because La Línea serves many immigrants. Our group was able to work very closely editing and revising every single post on the Facebook page to make sure everything that was posted was pertinent, useful information that the Champaign-Urbana immigrant and refugee community could use. It was really important for us to have posts in English and Spanish since La Línea serves English and Spanish speakers. We made sure the grammar and usage of Spanish was as accurate as possible because we wanted to show clients the effort and careful deliberation put into each post, which helped create rapport for and confidence in La Línea as a whole.

Now what?

La Línea has brought so many wonderful opportunities to Latinos living in the Champaign-Urbana community. Our hard work has contributed to a large social media following of individuals who use our services to seek out ways to immerge themselves and become a part of the growing community. From our advertising of various activities, group outings, restaurant deals, special events, etc., we have promoted a strong and stable place for Latinos to come together and share common interests. We learned the importance of teamwork and collaboration by working together to create a schedule for online posts and making sure we paid close attention to the needs of our followers. People choose to actively follow La Línea’s Facebook page because it is consistently updated with new opportunities. In addition to the online support, the page also provides the helpline’s phone number if further detail is requested about a particular subject or event. In the future, the social media team can connect current clients with the Facebook page by telling them about the page and what it is for. Awareness is crucial. Other future strategies can include creating themes based on the needs and interests of Latinos and immigrants specifically in the Champaign-Urbana community, but the team should investigate and find evidence as to what those needs and interests are versus basing it on personal opinion. There is room for improvement and as La Línea grows, other forms of social media can be used to market the agency as well. So many Latinos utilize our services and we are happy to lend a hand. Because of our growing popularity, we hope that more and more people will find the support we provide helpful and continue to visit our page!