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Saturday, April 25, 2015

Student Reflection

by Annette Popernik

La Mirada


Siendo ya casi el fin del año escolar, habrá unos cambios en La Línea. Nuestro “intern” se está graduando y tendremos uno nuevo para el verano. Entre este y otros cambios, el equipo ejecutivo decidió que queremos dejar las cosas listas y preparadas para los nuevos voluntarios y el nuevo equipo. Reflejamos que típicamente nos llegan menos llamadas en el verano pero aun ahorita en la primavera, no han habido muchas llamadas. Pensé en hacer más llamadas a otras agencias en la comunidad, como antes había hecho. La desventaja de hacer esto sería que posiblemente nos llegarían demasiadas llamadas o al contrario, muy pocas llamadas ya que no se sabe cuanto Hispano asiste a cada agencia. Me puse a pensar en otros lugares donde podríamos encontrar a muchos Hispanos. En cuanto cambie la mirada, o sea la forma de ver la situación, me llegó una muy buena idea.

Me acordé que la iglesia de St. Mary’s tiene un ministerio Hispano. Pensé que hay tantos Hispanos en el área de Champaign y Urbana que deben de estar dispersados entre muchas iglesias. La fe es muy importante en la cultura Hispana, especialmente la cultura Mexicana. Esto lo se por mi propia experiencia trabajando con los Hispanos y por ser Mexicana mi misma. Hicimos una lista de iglesias que sabemos que tienen o un ministerio Hispano o muchos Hispanos que asisten a ciertas misas. Entre esas iglesias incluimos St. Mary’s, Stone Creek, Windsor Road Christian Church, Vineyard Christian Church y St. Matthew’s. Hablamos del hecho que tendríamos que ser muy cuidadosos en como pedirles a las iglesias que nos dejen dejar nuestra información en forma de folleto. Estando cerca de una universidad, muchos piden hacer estudios con los miembros de las iglesias. Les informamos a los voluntarios que iban a hacer las llamadas pero que tendrían que enfatizar que no estamos pidiendo nada de los miembros de la iglesia sino estamos para servirles a ellos. Somos un recurso para los Hispanos y los inmigrantes en la comunidad de Champaign y Urbana.

Últimamente, decidimos también llamar a la escuela de Garden Hills que es una primaria con un programa bilingüe. Muchos de los estudiantes hablan español y son hijos de inmigrantes. Pensamos que sería beneficial para ellos que tuvieran nuestra información para que si ellos no pudieran ayudarles a los padres o a los hijos, podrían darles nuestra información para que nosotros podremos ayudar. Han de haber muchas formas en que podemos ayudarles a los padres de los niños en la primaria entre encontrar las clases de inglés, DAPA para ellos y DACA para sus hijos, servicios legales entre otras cosas. Afortunadamente, muchas de las iglesias han contestado positivamente y seguimos en contacto con otras. Esperemos que este iniciativo resulte en muchos clientes. Hemos avanzado en muchas maneras y esto nos abrirá la puerta para servir a más clientes.  El futuro traerá muchas oportunidades para La Línea.

Sunday, April 19, 2015

Resume Writing Tips

by Ann Abbott

Recently I was asked by a parent to give some advice on a student's draft of his resume. This person's child will graduate from college in May and look for a job, probably in sales. (That is a common first job.)

Although I'm not sharing the entire resume here, I still think that my comments can be helpful to anyone. And for the record, I always recommend Darcy Lear's services. They are very reasonably priced (it's a true investment), and the people she works with have great success.

Here's my message:


Show, don't tell

He needs verbs in his bullet points with real specific information. People are more interested in accomplishments than tasks. 

Quantify

Can he add numbers/data to his bullet points to give a more precise idea of what he accomplished?

Sales

He should do a search for qualities that employers seek in sales people. Off the top of my head I would imagine: willing to travel, not afraid to make cold calls, proactive, excellent record-keeping and organization. Those should be highlighted prominently. And, yes, if he applies for different types of jobs he needs to have slightly different resumes. It's a lot of work... 

Example

Change the bullet point that currently says "Designer profiles series/blog" to something like: 
"Contributed ten blog posts of designer profiles in one month. Cold called twenty prominent designers (50% acceptance; 10% Spanish-speakers), conducted telephone interviews, drafted posts, submitted to team for editing and posted final versions in WordPress on or before deadline."

Skills

Most of the skills should be eliminated by incorporating them into the "show, don't tell" bullet points.
I hope this is helpful. Definitely, Darcy can do a good job. I'm pretty amazed at the success rate for the people she works with. I just wish more of my students would invest in it--and it doesn't even cost that much.

Anyway, good luck! Resume writing takes more work than many people realize.

Ann

Thursday, April 16, 2015

Service Learning as Underdog within Departments

by Ann Abbott


I received a message from a colleague at another university who has run into resistance toward community service learning (CSL) from faculty because they say the word "service" implies that students are doing religious "mission" work.

This is what I replied to my colleague: 
Oh, [Name]. It's so discouraging to always have to be explaining ourselves and proving ourselves. And it's usually to people for whom no amount of explaining would ever be enough anyway.

I've never, ever heard that particular confusion. But I have heard a lot of people say that it makes us look like a "service" department.

You can tell them that there is a journal called Michigan Journal of Community Service Learning and that there are many books and research articles published about "service learning." If they are unfamiliar with the term, they can see that it is a commonly accepted term in research venues as well as in umbrella organizations of higher education (like the AACU, Carnegie, etc.). 
But don’t waste too much of your time on those people, amiga mía. Just keep doing your good work. :)
Ann
This is total BS. (Sorry, but I don't know what other term to use.) Just because a faculty member isn't aware of a field of scholarly work doesn't mean that field doesn't exist.

Did the Americas only exist once Columbus "found" them?

No.

This is resistance. This is power. This fear in the face of pedagogies and research areas that threaten the status quo in language departments.

Tuesday, April 14, 2015

Careers in Study Abroad: Advice from a Pro

by Ann Abbott

Study abroad programs are always looking for talent.

Our talented students (grad and undergrad) are passionate about languages and cultures and jobs that draw upon that passion.

I'm excited to hear what my friend Dr. Joan Solaún has to say.

Please join us!

Saturday, April 11, 2015

Student Reflection

By Annette Popernik

¿Y ahora qué?

Desde agosto de 2014, La Línea ha crecido y avanzado más de lo pensado. Tenemos un equipo más grande. Hemos tenido orientaciones y talleres para mejorar nuestras habilidades. Nuestra página de Facebook se ha desarrollado mucho. Hemos mandado nuestra información a diferentes agencias en la comunidad para poder mejor asistir a nuestros clientes. ¿Y ahora que? Mi plan personal para desarrollar a La Línea este semestre era involucrarnos más en la comunidad y esto ya lo hemos hecho. Pero decidimos tomar otro paso que tiene dos implicaciones: involucrarnos más en la comunidad universitaria y ganar dinero para tener un fondo para nuestros clientes.

El evento todavía se está preparando. Hay mucho que hacer antes de que llegue el 30 de abril. Somos una agencia sin fines de lucro, pero el dinero que ganaremos en nuestro evento será dinero de emergencia. Típicamente, nos llegan llamadas muy diversas. A veces, nos llaman sobre dónde encontrar clases de inglés. Pero a veces es más grave y los clientes no siempre tienen suficiente dinero. Nuestro dinero de emergencia será para los clientes que tienen una emergencia y necesitan ayuda financiera. ¿Qué será el evento? Venderemos “walking tacos” afuera del YMCA en el campus. El YMCA no solo es donde está la oficina de La Línea, pero también es un lugar central del campus donde muchos estudiantes pasan y muchos pasan con hambre. Al aprender de la idea, no me gustó. “Walking tacos” son hechos de Doritos o Fritos con carne, lechuga, etc. Me parecen poco auténticos de la comida hispana pero queremos representar la cultura hispana. Sin embargo, los estudiantes conocen este tipo de comida y les gusta. Sugerí también vender dulces mexicanos, ya que son auténticos. Así, podremos vender lo que a los clientes (los estudiantes) les gusta para también algo nuevo y auténtico que también podrán probar. Esperemos que este evento tenga éxito pero más que nada, demuestra nuestra dedicación a la comunidad y como La Línea se ha desarrollada en una agencia muy activa en el campus y la comunidad de Champaign-Urbana.

Friday, April 10, 2015

Spanish in Health Professions: A Talk by Prof. Glenn Martínez

by Ann Abbott

I'm looking forward to Glenn's talk! (See one student's reflection on the talk below.)

Thursday April 16 - Glenn A. Martínez (Ohio State). "From valuable to vulnerable: Heritage language health professionals and the ecology of language in health care along the U.S.-Mexico border" - Co-Sponsored by the Center for Advanced Studies and CLACS (US Title VI Grant).  4-5 PM Lucy Ellis Lounge (FLB 1080)
 
Language barriers in health care have attracted the attention of researchers, practitioners and policy makers over the past 15 years. In response to the growing and incontestable negative consequences of language discordance in health care encounters, policy makers have proposed two immediate solutions: the use of professional medical interpreters and the use of bilingual health professionals. Very little thought was given to the language ecologies that could emerge in the simultaneous deployment of both professional interpreters and bilingual health professionals. While the use of professional interpreters has developed significantly over the past decade including the formation and strengthening of national organizations, the development of national certification, and the commercialization of services, the use of bilingual health professionals has remained largely unchanged. In this paper, I present a phenomenological analysis of heritage language health professionals (HLHP) in hospitals along the U.S.-Mexico border. Through in-depth interviews and personal reflections, I demonstrate how the language ecology of health care has become hostile to the HLHP. I argue that the growth of the professional interpreter industry has generated structural vulnerabilities that submit HL language practices to ongoing processes of surveillance and discipline. Further, I argue that these processes considerably restrict the ability of HLHP to serve Spanish-speaking populations. I conclude by arguing for the need for greater collaboration between health organizations and universities in developing recognized heritage language programs for future health professionals.

Bridget Chaput's reflection

Me encantó la charla de Glenn Martínez. Fue muy interesante aprender cómo el español se relaciona con los profesiones de la salud. Uno de los temas que él mencionó fue la explotación de las enfermeras bilingües. Yo nunca pensé que el bilingüismo podría ser una cosa mala, pero estas enfermeras que pueden comunicar en las dos lenguas hacen más trabajo, y no reciben más dinero. De hecho, a veces estas enfermeras necesitan dejar sus pacientes para ayudar otros.

Otra cosa que Glenn Martínez explicó es el uso del teléfono Cyracom, un teléfono para la interpretación. Nunca he oído sobre el teléfono Cyracom, y pienso que los pacientes quieren una persona allí que pueden explicar la información. Una llamada por el teléfono no es muy personal. 

Esta charla conecta con mi experiencia en la comunidad latina. Es cierto que la gente se siente más cómoda cuando una persona puede hablar en su lengua nativa. Yo pienso que cuando dos personas hablan la misma lengua, hay un sentido de confianza en la relación. Por ejemplo, el otro día, yo fui al restaurante mexicano El Charro para pedir si puede tener un recaudador de fundos. Cuando el empleado vio que soy blanca, creo que él pensó que yo no puedo hablar español y él no pareció interesar. Sin embargo, cuando yo le dije que el recaudador de fondos es para La Línea, él estaba muy contento y dijo que estaba familiarizado con la organización. Estábamos conectados porque ambos pueden hablar español, y queremos ayudar a la gente que habla español. Este caso se relaciona con la charla, porque muestre cómo la lengua puede conectar a las personas. 

Finalmente, me gustó aprender sobre los diferentes profesiones y cómo se conecta con el español. Además, estoy trabajando en un certificado de los estudios de traducción, y él dijo que el mundo va a necesitar muchos intérpretes médicos en los próximos años. ¡Es algo para pensar! 


Why Do I Blog?: Guest post for Network of Business Language Educators

Click to read my post at the NOBLE website.

Wednesday, April 8, 2015

Live and Work in Colombia

by Ann Abbott

Read the message below from my student Annissa.

See this post about Kelly Klus, my former student who is living and working in Baranquilla, Colombia this year.

Read this post with teaching ideas I put together for anyone who is teaching a second language but wasn't trained in that.

To learn more about the program please visit: http://colombia.aiesecus.org 
To highlight a few points however:
  • Teachers will work 40 hours weekly - 15 hours in preparation and 25 hours teaching.
  • The first 15 days of the program will be spent in Bogota during which time housing is covered.
  • After this period, teachers will travel to their assigned cities and 1 month of housing will be covered there for them. The transportation to this city is also covered.
  • This program will also cover the cost of the visa required to participate.
In addition, this is a very cost effective program as the administration fees only cost $600 after being accepted. Students must buy there own air fare, travel insurances, visas, etc as mandated by the country and the University. 
If you know anyone who is interested they need to: 
1. Send to cesar1.vargas@aiesec.net their CV and a video of maximum 2 minutes telling why they wanna go to Colombia to teach english and their prefered times and days to have a 30 minutes skype chat.
2. Cesar will contact the EPs directly to arrange the interview and confirm their application.
3. Every Monday and friday he sends the application packages of the EPs to the TN taker, from that moment, the TN Taker(Heart For Change) will contact the EP through email to arrange a second interview, the faster the EP schedules the interview the faster the decision regarding his application will be made.
4. The TN Taker will notify Cesar if the EP gets accepted, rejected or if they need a third interview, in any of those cases i will notify the EP directly of the decision and simultaneously the TN Taker will send the EP an email requesting a third interview.
5. If an EP gets accepted i will send an email confirming the decision and placement and explain the next steps.
Many Thanks,
ANNISSA M. ZAKLOCAL COMMITTEE PRESIDENTAIESEC ILLINOISillinois-president@aiesecus.org || +1(919)3977922 || Skype ID: annissa.zakwww.aiesecus.org || www.aiesecillinois.com || www.facebook.com/aiesecillinois

Spanish AND Portuguese in Community Service Learning

by Ann Abbott

So many of my students would love to be bilingual. That's their goal, and that's what they spend years working toward.

But why stop there?

I speak Spanish and Italian. I have studied Catalan, and I can understand a lot of Bergamasco (the dialect spoken in the area of Northern Italy where my husband is from).

You can speak more than two languages.

I work in the Department of Spanish and Portuguese. It makes a lot of sense to learn both of these languages.

And one of my students this semester is doing just that. Ken Kleisner is taking Portuguese classes here, and he plans to study abroad in Brazil this summer. Here's what he said about using Portuguese in our Spanish CSL course:
One of the most important things I have learned about the success of social entrepreneurship is that you absolutely must know your client and audience.  This has been directly applied through my time at the Refugee Center, where I have learned a lot about the struggles that some of the immigrants in Illinois go through, with origins ranging from Latin America to the Middle East and Northern Africa to all facets of Asia.  I have been able to not only use my Spanish in translating for some of these immigrants and refugees, but even my Portuguese, which has been equally as rewarding for me!  Now when the directors at ECIRMAC have an Angolan refugee or are in need of any Portuguese speakers, my name is the first they think of.  This is rewarding enough as it is, let alone actually learning the extremely tragic stories of these refugees, and actually being able to play a role in aiding them in becoming political refugees.  Even being able to be exposed to another type of Portuguese has been incredibly interesting, as the dialect I mostly study is Brazilian.

Ken was even so kind as to offer his email for any student who would like to talk to him about picking up Portuguese while studying Spanish, too. kleisne2@illinois.edu

Monday, April 6, 2015

Kat Kolomban's Thesis: Parent and Teacher Perspectives on Congolese Students in the American Education System

Kat Kolumban and her thesis advisor, Prof. Irene Koshik
by Ann Abbott

Every semester I have one or more students who write such elegant reflective essays that I just sit back, read and enjoy their ideas and the prose with which they express them.


This semester I had that same experience with a Master's thesis from Kathleeen Kolumban for the Master of Arts in Teaching English as a Second Language. The thesis was titled "Parent and Teacher Perspectives on Congolese Students in the American Education System. I read her 112-page thesis while I was traveling early this semester, and it was like reading a novel! I kept scrolling down the screen to see what was next, what cultural practice she would describe next, what implication for practice she suggested next, what was the next piece in the puzzle of Congolese students, their parents and their ESL teachers in Champaign-Urbana. And her writing was so clear that I was able to just focus on the ideas. Brava, Kat!

I won't describe Kat's work here except to say that she interviewed Congolese parents and ESL teachers who have Congolese students in their classes in the Champaign, Illinois school district. 


I will, though, share a few of my comments. 


Writing Style

Kat's clear, clean, compelling writing style is a real gift. I hope that she realizes that she is a good writer and treats that as a gift. That means that she should write, write and write! 


Things I will reflect upon

There was a lot of wonderful, important information throughout the thesis. However, I noted two things in particular that I want to think more about and act upon if possible:
  1. There appears to be "language rivalry" among the non-English speaking families. That is, Spanish-speaking families and students appear to have more resources which then gives them more chances for success. While on the one hand those Spanish-language resources were hard-fought and well-deserved, those solutions can turn out to also be problems if they set up language communities to feel resentful and create conflict. (This parallels the "Spanish problem" in language departments, where other languages feel that the size of Spanish programs hurts their enrollments and programming.)
  2. If this is the situation in Champaign, imagine what it is like in smaller, more rural towns in East Central Illinois new-growth communities? Worse! What happens in Rantoul? Arcola? In Effingham? In Robinson? They need this kind of information and training, even if it is not specfically about Congolese families and students.
  3. In describing the confusion that Congolese parents feel about "levels" and choosing classes (instead of following a pre-determined path that is the same for everyone on that same path), Kat mentioned that not knowing about these things can end up hurting students' chances to go to college. It would be good to identify a series of those "high-stakes choices" and frame them in a timeline for parents.

Orality

In describing cultural differences, Kat's thesis noted the importance of orality and oral storytelling in Congolese culture. My comment was that in the thesis, this was pointed out as "problem" to be solved by letting the Congolese parents know the expectations for written work so that they could better help their children succeed in school. I pointed out one of my mantras:
"We shouldn't just learn about other cultures; we should learn from them."
In other words, what is good about orality? What benefits does it have? How could "mainstream" students benefit from increased orality?

Now what?

The typical last section in an academic research project includes implications for future research and/or implications for practice. However, in an engaged research project like Kat's, we can think more broadly about the last step in the critical reflection process (What? So what? Now what?) I'd love for Kat to think about how her wonderful insights and information can be transformed into useful information for a variety of audiences and in a variety of formats. What about some of the following?
  1. An infographic about the local Congolese community to present to the mayor, board, and school board, simply to raise awareness?
  2. A visit to our local public access television and radio show about immigration.
  3. A guest lecture in a U of Illinois course.
  4. Etc.
With so much wonderful information to share, I am excited to see what Kat will do next. Congratulations on your work!

Saturday, April 4, 2015

YouTube Video Edits as Reflection/Assessment for Spanish Community Service Learning

by Ann Abbott

I try to make my reflections and tests be learning opportunities. That is, I don't just want to know what students know, I want them to learn something new through the process of taking my test or writing a reflective essay.

What's even better than that? When the product of their reflection/exam can actually be used for an authentic purpose in the community. To meet an authentic, community-identified need.

I was emailing with Ricardo Diaz this week about the interview that Allison Gattari and I did on public access radio and television. (I was letting Ricardo know how much I enjoyed the conversation and felt that we had just scratched the surface.) When he gave me the link to the CU Immigration TV YouTube channel and I looked at the page again, it dawned on me:

My students could provide editing for the videos that would increase their value for the channel. Ricardo agreed, and so my "Spanish in the Community" and "Spanish & Social Entrepreneurship" students will do the following:
  1. Watch two videos. (I will assign specific videos to each student to avoid overlap.)
  2. For each video, write a detailed summary to be used in the "description" field for the video. Do this in both English and Spanish.
  3. For each video, choose relevant tags. Again: English and Spanish. Before you choose tags, read these tips about choosing relevant tags.
  4. Then write a 400-word reflective essay in Spanish
    • ¿Qué? What were the videos about? Describe them.
    • ¿Y qué? Connect the information in the videos to what you have observed during your work in the community.
    • ¿Ahora qué? Based on your own experiences in the community, what other kinds of YouTube videos do you think would be most helpful to the local Latino immigrant community? Why? Why do you think adding this information to the videos is important?
Not only will this exam (or reflective essay, I have to decide) allow them to learn more about Spanish-speaking immigrants, immigration policies and immigration reform advocacy, they will also develop digital literacy skills. Few students know about metadata or SEO. I hope they'll be able to take that knowledge and experience to the job market with them.

Toolkits for Service Learning and for Community Engaged Scholarship

by Ann Abbott

Last semester I visited University of South Florida and enjoyed getting to know the wonderful group of people who works at their Office of Community Engagement and Partnerships

I follow their Facebook Page, and I was very excited to see a recent post referencing their Toolkit for Community Engaged Scholarship. They also offer an excellent Service Learning Toolkit, Bibliography, and many other pieces of information that can spark your creativity or answer your questions.

Click, read, and use this great information to update your course or create one from scratch. 

Wednesday, April 1, 2015

Spanish Community Service Learning: How to Pull Your Students Back in after a Long Break

by Ann Abbott

Spring break seemed to arrive late this year. So yesterday was the first class I had with my students after the break. It felt like we hadn't seen each other in a long time, so I wanted to get down to basics with them again--rev up their Spanish after some time away, remind them how to actually be helpful in their work in the community and bring them back to Champaign-Urbana and our local Latino community.

For my Spanish in the Community class, we did the following:

Transition back to Spanish

I put them in pairs and told them to talk about their spring break for five minutes without stopping.

Follow-up

I wrote on the board "Igual a ___, ____" and "A diferencia de ___, ___". 

I asked one person to report on something interesting about their partner's spring break. The next person I called on had to start their sentence about their partner's spring break with one of the two phrases above. Example: "A diferencia de Clarissa [the previous person's partner], Corey [their partner] hizo un viaje dentro de EEUU." This meant that they had to listen to what the other people were saying so that they could use it as a connector. The students did a great job making connections, listening to each other, and speaking in Spanish.

Transition back to Spanish in our local community.

I told them that I was going to read them some messages, and they had to take down the information onto a pink telephone message pad. (This is something I do frequently and have blogged about several times already.) I told them that the first message contained a lot of infomration. Too much information! So they needed to go through the following steps:
  1. Escuchar y entender.
  2. Aclarar. (Hacer preguntas específicas para tener un recado correcto.)
  3. Evaluar la información y prioritizarla. There are two kinds of information you absolutely need in your message so that it is useful to the person who receives it.
    • Action items.
    • Sufficient context.

Message #1

Like I always say, this seems easy...until you actually have to do it. I read them the following message from a Facebook group that I belong to: 

"IMPORTANTE: Algunas personas han recibido llamadas de un area (855) diciendoles que tienen una demanda por un prestamo que no han pagado, por un cheque que escribieron sin fondos, porque le deben al IRS (Oficina recaudadora de impuestos), por que le van a cortar la luz sino hace un deposito o por varias otras razones. TODO esto es un FRAUDE, NO se dejen convencer o intimidar por esta gente y no den iformacion personal. Esta gente fraudulenta esta tratando de usar muchas formas para abusar de los demas. Si reciben llamadas de numeros desconocido lo mejor sera no contestar. Desafortunadamente no se puede levantar una demanda con la policia si no hay perdidas materiales. Hay que tener cuidado con estos ladrones!"

Clarification

Would you know how to put that together in a coherent, clear way on a small pink message pad? 
Would you know what information is imprescindible and what information is prescindible
Would you know what information you can summarize in your own words and what information should be taken down word by word? 
The students asked me questions to clarify what was going on--and they asked excellent questions that got at precisely the information that they needed to be repeated or clarified. However, a couple of students did this, not all. Knowing what questions to ask is so important!

Comparisons

I put the students in pairs and they compared and contrasted their messages. Then we talked about how they made their decisions. They did a great job, but it's something that they all need to continue working on. 

Message #2

I passed out more pink message slips, and I told them that this message was different than the first. It had a lot of detailed information that needed to be written very precisely--error free--by them. And I read this:

"¿Egg hunt en el agua? Sábado 4 de abril en el centro acuático de Urbana. Para niños de 2 a 10 años únicamente. Se requiere registro previo. El costo puede ser de $6 - $8 depende del lugar donde vivan e incluye el pase por ese día para usar la alberca. Pueden registrarse en el numero 217.367.1544 o en el Phillips Recreación Center. 
Horario (muy importante llegar a tiempo) : 
2-3 años --10:00am
4-5 años -- 10:30am
6-8 años -- 11:00am
9-10 años -- 11:30am"


Clarification

Again, they had to ask me very precise questions (not just "repita, por favor") to ensure they had the information down correctly. As usual, the numbers were the most difficult thing for them to understand and write down correctly.

Comparisons

I put the students in different pairs and they compared and contrasted their messages. 

More messages

We did the same thing with the next two messages: 

"West Side Park
Para niños de 2 a 10 años únicamente el sábado 4 de abril. No se requiere registro previo pero es muy importante que lleguen con bastante tiempo de anticipación porque generalmente hay problemas de estacionamiento. Paseos gratuitos en carretas con paja entre las 10 y las 10:45 am.
El egg hunt comienza a las 11 am en punto. 
West Side Park – 400 W. University, Champaign."

"CU Recreation (organización que provee programas recreativos y servicios a personas con habilidades diferentes) esta llevando a cabo también un egg hunt.
Domingo 29 de marzo a las 3 pm en Eisner Park – 1311 W. Church Champaign 
Niños de 2 a 10 años únicamente
Registro : Hays Recreation Center, 1311 W. Church St. en Champaign.
Código del programa (para registro) 415554-A1."

Conclusions

Finally, I told students that we had just practiced listening for details and focusing on individual messages and pieces of information. Now I put them into new pairs and asked them to change their perspective on the messages, to look up and see a bigger picture: what do these messages tell you about our local Latino community? 

Students came up with good ideas:
  • They have a way of communicating and informing each other about events.
  • They like to participate in fun activities just like everyone else.
  • Our community can be more inclusive if everyone is informed about events in a language they understand.
  • Still, this is a vulnerable community, and they can be easily preyed upon because of their precarious situations.
It was wonderful to be back with my students. And it was wonderful to see them so active, engaged and participatory in this lesson plan that required them to push their language skills forward and learn more about our Spanish-speaking community.

Feel free to try this or a variation of it with your students. Let me know how it goes! And please share with me your lesson plan ideas that get students back into the groove of things after a long break.