The border between the United States and Mexico is an arbitrary line with a history that is increasingly less fluid. As border "security" is tightened, families from Mexico and other parts of Latin America are left feeling much less than secure as deportation and the border keep parents, siblings, spouses and children apart.
If the family in this video were the only one, this would be a very sad story. But since this story is played out time and again in thousands of families in the US and Latin America, the border's separation of families is desvastating. Here's a link to a 10 minute short documentary film about a divided family, called "Exiled in America": http://www.youtube.com/watch?v=Hy5cKRAtHAY
Tonight I heard the story of a 2nd grade American citizen who was left orphaned in Texas when his mother was deported to Mexico. It resonated with our local community because we have families in our neighborhood like that, too, as friends and family are left to pick up the pieces and fill in the gaps of the lives that are separated and torn apart.
We see that our immigration system is broken. The answer is in making human dignity a priority and repairing the damage that has been done to families in our midst. Let's work together to fix the system.
Wednesday, September 22, 2010
Saturday, August 7, 2010
Spanish Entrance Exams for Homeschoolers
Thanks to online learning options and disciplined young scholars, students entering a brick and mortar college from homeschooling may come in with as many as two years of college credits already earned. Students from public, private and home- schools may have questions about receiving credit for their previous studies in a language, or may wish to take CLEP exams or placement exams to place into higher levels on campus.
http://www.collegeplus.org/infopacket/
CollegePlus helps youth and adults coordinate their studies online to prepare for credit-granting exams and to take online courses for the beginning or completion of a college degree.
Prior to teaching Spanish online, I was very skeptical about how students could learn language through a computer-based program. Now I have seen students' vocabulary expand, their understanding of grammar grow, and their confidence and interest in the language soar. Students taking a course online can expect to do many more exercises and activities than in-class students. The practice allows students to cement the new expressions into their memories. Locally, Ivy Tech Community College offers an online Spanish curriculum that has been revised this year.
Online Spanish requires complementing study time with speaking outside the "class" with speakers of the language. Local conversation groups can be found at restaurants, colleges, libraries, and churches.
In Northwest Indiana, conversation groups are available at Chela's restaurant in Highland. In Valparaiso, at the Valparaiso International Center, at Don Quijote restaurant, at Immanuel Lutheran Church (1700 Monticello Park Drive, near Glendale and Roosevelt), and on campus at Valparaiso University for current students.
Where do you practice Spanish? Let me know: send an email to share your favorite setting(s) and locales for practicing the language.
http://www.collegeplus.org/infopacket/
CollegePlus helps youth and adults coordinate their studies online to prepare for credit-granting exams and to take online courses for the beginning or completion of a college degree.
Prior to teaching Spanish online, I was very skeptical about how students could learn language through a computer-based program. Now I have seen students' vocabulary expand, their understanding of grammar grow, and their confidence and interest in the language soar. Students taking a course online can expect to do many more exercises and activities than in-class students. The practice allows students to cement the new expressions into their memories. Locally, Ivy Tech Community College offers an online Spanish curriculum that has been revised this year.
Online Spanish requires complementing study time with speaking outside the "class" with speakers of the language. Local conversation groups can be found at restaurants, colleges, libraries, and churches.
In Northwest Indiana, conversation groups are available at Chela's restaurant in Highland. In Valparaiso, at the Valparaiso International Center, at Don Quijote restaurant, at Immanuel Lutheran Church (1700 Monticello Park Drive, near Glendale and Roosevelt), and on campus at Valparaiso University for current students.
Where do you practice Spanish? Let me know: send an email to share your favorite setting(s) and locales for practicing the language.
Saturday, July 10, 2010
First Day of Summer School
Summer school is always an adventure.... packing sixteen weeks of Spanish into an accelerated format means taking a deep breath and diving in.
On the first day of class, it is important to set the tone for a comfortable learning environment. How to do that is a challenge, when the teacher and students don't know each other. Some students are shy to speak aloud in class--and especially in a second language. Other students want to share what they know or to get back to speaking after time away from the language. Striking a balance, including everyone, embarrassing as few as possible, and making learning enjoyable is a challenge. This group is up to it!
This time, we started with a chapter on foods. The class runs from 3-6 pm. After making introductions and going over the syllabus, I wanted to play an icebreaker, so I asked students to pick a favorite color and handed out construction paper to each of them in their choice of color. Then, I showed them mine, blue, and shared how blue makes me feel....in Spanish, of course. Then, students shared how their favorite colors make them feel...but only those students who felt like sharing had to talk.
By 5 pm we were well into the food vocabulary. I could almost hear the stomachs rumbling. Late afternoon is a challenging time to teach words relating to grocery shopping, working in the kitchen, sharing recipes, and dining out. After repeating the new vocabulary (on foods) aloud, we talked about the grammar for the chapter (gustar and similar verbs) by talking about colors, and foods we like and dislike. I asked for volunteers, and we read _Vamos a comer_ (a children's book) aloud, acting out parts. A few good actors were discovered in the class. This will be a fun semester. :)
Thursday was the second day of class. We had our first quiz. Summer school flies by--but three hours a day allows ample time for immersion. I am making every effort to work cultural information into every few minutes of class. Students love culture. They crave it. I am seeking to feed that hunger with information and a taste of Hispanic living. For homework, in preparation for writing a review of a favorite restaurant, I invited students to visit an area restaurant as an optional homework assignment. The in-class essay Monday can be about any restaurant, any visit, ever. But in case students want a recent experience to write about, together we produced a list of Northwest Indiana authentic Hispanic restaurants that we like.
Sometimes a class really meshes. The group gets along and bonds right away. With other groups it takes time, and that is okay, too. There are days, too, when the intersection of vocabulary, grammar, communication, culture, and energy come together to crystalize in an ideal class. Other times, the grammar is a chore, the vocabulary list feels stilted, the drawings in the book are hard to figure out, the words are impossible for students to pronounce, and people forget to turn off their cell phones. Learning language is worthwhile even then. But this week's two first classes at the start of Summer Session II were some of those good days, when the students raise their hands and ask challenging questions, make mistakes and don't feel ashamed, see connections and try new things, and the technology in the classroom works with every click. I missed being in the classroom since classes let out in May, and am delighted to be back in class with a group of eager students. Welcome to summer school!
On the first day of class, it is important to set the tone for a comfortable learning environment. How to do that is a challenge, when the teacher and students don't know each other. Some students are shy to speak aloud in class--and especially in a second language. Other students want to share what they know or to get back to speaking after time away from the language. Striking a balance, including everyone, embarrassing as few as possible, and making learning enjoyable is a challenge. This group is up to it!
This time, we started with a chapter on foods. The class runs from 3-6 pm. After making introductions and going over the syllabus, I wanted to play an icebreaker, so I asked students to pick a favorite color and handed out construction paper to each of them in their choice of color. Then, I showed them mine, blue, and shared how blue makes me feel....in Spanish, of course. Then, students shared how their favorite colors make them feel...but only those students who felt like sharing had to talk.
By 5 pm we were well into the food vocabulary. I could almost hear the stomachs rumbling. Late afternoon is a challenging time to teach words relating to grocery shopping, working in the kitchen, sharing recipes, and dining out. After repeating the new vocabulary (on foods) aloud, we talked about the grammar for the chapter (gustar and similar verbs) by talking about colors, and foods we like and dislike. I asked for volunteers, and we read _Vamos a comer_ (a children's book) aloud, acting out parts. A few good actors were discovered in the class. This will be a fun semester. :)
Thursday was the second day of class. We had our first quiz. Summer school flies by--but three hours a day allows ample time for immersion. I am making every effort to work cultural information into every few minutes of class. Students love culture. They crave it. I am seeking to feed that hunger with information and a taste of Hispanic living. For homework, in preparation for writing a review of a favorite restaurant, I invited students to visit an area restaurant as an optional homework assignment. The in-class essay Monday can be about any restaurant, any visit, ever. But in case students want a recent experience to write about, together we produced a list of Northwest Indiana authentic Hispanic restaurants that we like.
Sometimes a class really meshes. The group gets along and bonds right away. With other groups it takes time, and that is okay, too. There are days, too, when the intersection of vocabulary, grammar, communication, culture, and energy come together to crystalize in an ideal class. Other times, the grammar is a chore, the vocabulary list feels stilted, the drawings in the book are hard to figure out, the words are impossible for students to pronounce, and people forget to turn off their cell phones. Learning language is worthwhile even then. But this week's two first classes at the start of Summer Session II were some of those good days, when the students raise their hands and ask challenging questions, make mistakes and don't feel ashamed, see connections and try new things, and the technology in the classroom works with every click. I missed being in the classroom since classes let out in May, and am delighted to be back in class with a group of eager students. Welcome to summer school!
Tuesday, June 2, 2009
One bite at a time
I'm teaching a crash course---one year of Spanish in two weeks for a homeschool student. I encouraged him to study a few minutes at a time, several times per day. "Just ten minutes!" I said. "In your car, before you go into work. Then review a vocab list as you eat lunch." Learning language in small bursts works better than trying to do marathon study sessions when you're already tired. Many times, students think it takes a four hour chunk to get any work done.
When I was writing my dissertation, which ended up being 300 pages long, a friend told me two things that helped me get a handle on the project. She said: "eat the elephant one bite at a time;" and she also said something about "mommy sized chunks." These two mantras got me through a difficult application process for an organization that I wanted to serve; and they got me through a doctoral dissertation that seemed like a monumental task. Marla Cilley, the author of the book Sink Reflections, encourages people with messy houses in a similar way: "baby steps". Whatever your slogan, it helps to be reminded that learning language happens one word at a time.
I have noticed I absorb more when I digest small chunks of information. Try learning 20 new words by reading through the list several times a day for 3 days. Cramming is torture, but creating routines helps us feel organized and in control. The progress is measurable and steady.
I encourage students to consider their day and find a few wasted moments where they can practice language. A list of phrases, a verb conjugation, or a short reading assignment wrapped around your cell phone in your pocket can make learning Spanish a priority in your life. You'll never feel bored if you take advantage of those windows of free time. Don't grind your teeth while waiting in line. Smile and study! You'll be amazed how much you can get done.
When I was writing my dissertation, which ended up being 300 pages long, a friend told me two things that helped me get a handle on the project. She said: "eat the elephant one bite at a time;" and she also said something about "mommy sized chunks." These two mantras got me through a difficult application process for an organization that I wanted to serve; and they got me through a doctoral dissertation that seemed like a monumental task. Marla Cilley, the author of the book Sink Reflections, encourages people with messy houses in a similar way: "baby steps". Whatever your slogan, it helps to be reminded that learning language happens one word at a time.
I have noticed I absorb more when I digest small chunks of information. Try learning 20 new words by reading through the list several times a day for 3 days. Cramming is torture, but creating routines helps us feel organized and in control. The progress is measurable and steady.
I encourage students to consider their day and find a few wasted moments where they can practice language. A list of phrases, a verb conjugation, or a short reading assignment wrapped around your cell phone in your pocket can make learning Spanish a priority in your life. You'll never feel bored if you take advantage of those windows of free time. Don't grind your teeth while waiting in line. Smile and study! You'll be amazed how much you can get done.
Wednesday, May 20, 2009
Playtime
When studying something new, variety in approaches to learning can keep our minds engaged for longer periods of time.
When children approach Spanish for the first time, they quickly become bored by bookwork. Memorizing vocabulary lists is tedious work. And learning English and Spanish equivalents requires processing all new language input through the mind's translator: not a very efficient way to "live" in another language.
Playtime in the target language allows children to absorb new expressions while doing something they love. I recall as a child feeling delighted when my mom or grandma made time to play tea party with me, or when my dad sat down on the floor to build towers out of blocks. As busy parents, it is a challenge to find time to stop and play.
As we play, as "language instructor" I create an atmosphere of linguistic immersion by describing what is happening in the play kitchen, or narrate what the fire engines are doing, or describe the problems that the baby doll is experiencing, or why it's important to be careful with the toy iron and ironing board. All in Spanish--and yet to the child it makes sense because of sound effects and the "prop". Often a child will begin to ask for vocabulary in order to be able to respond. Before long, we're having a conversation that can expand and grow into real world communication.
When children approach Spanish for the first time, they quickly become bored by bookwork. Memorizing vocabulary lists is tedious work. And learning English and Spanish equivalents requires processing all new language input through the mind's translator: not a very efficient way to "live" in another language.
Playtime in the target language allows children to absorb new expressions while doing something they love. I recall as a child feeling delighted when my mom or grandma made time to play tea party with me, or when my dad sat down on the floor to build towers out of blocks. As busy parents, it is a challenge to find time to stop and play.
As we play, as "language instructor" I create an atmosphere of linguistic immersion by describing what is happening in the play kitchen, or narrate what the fire engines are doing, or describe the problems that the baby doll is experiencing, or why it's important to be careful with the toy iron and ironing board. All in Spanish--and yet to the child it makes sense because of sound effects and the "prop". Often a child will begin to ask for vocabulary in order to be able to respond. Before long, we're having a conversation that can expand and grow into real world communication.
Thursday, May 7, 2009
Intercultural Project
Ivy Tech Community College requires students in Spanish 101 on-line to conduct an intercultural project. They're encouraged to get out of their comfort zone, and to immerse themselves in Hispanic culture through visiting in someone's home, attending a cultural event or religious service, or interacting through a social networking site.
My students attended a birthday party, a quinceañera, a Cinco de Mayo fiesta, a Latino community cultural event, and a family reunion. Their reports include meaningful observations and a sense of accomplishment, as, after just 8 weeks of on-line Spanish, they've taken the step to immerse themselves in the culture and to use their Spanish language skills in the real world! Students who did some research ahead of time had the best experience, and their papers reflect their interest and their investment of time and energy. This was an excellent project! While some students reported feeling apprehensive at first, they became more comfortable as they stayed and made friends. Several commented that they never would have attended an event like the one they did, but that now that they'd broken the ice, they would be back for sure!
My students attended a birthday party, a quinceañera, a Cinco de Mayo fiesta, a Latino community cultural event, and a family reunion. Their reports include meaningful observations and a sense of accomplishment, as, after just 8 weeks of on-line Spanish, they've taken the step to immerse themselves in the culture and to use their Spanish language skills in the real world! Students who did some research ahead of time had the best experience, and their papers reflect their interest and their investment of time and energy. This was an excellent project! While some students reported feeling apprehensive at first, they became more comfortable as they stayed and made friends. Several commented that they never would have attended an event like the one they did, but that now that they'd broken the ice, they would be back for sure!
Sunday, March 22, 2009
Out of the Mouths of Babes
I love teaching language to children. "Teaching" might not be the right word. Perhaps it is more accurate to say I love surrounding children with language. Their brains absorb the substance in which they're absorbed...or something like that.
Some children react to a new language by listening. They stop. Their eyes become wide--and they seem to be full of wonder. Some children cooperate in silent recognition that the new language serves the same purpose as their first language. They just "get it" that communication is happening, and they often answer questions correctly, but in their mother tongue. Other children rebel. "No!" they holler as they hide under the table. (Seems like that reaction is most common among children whose language teacher is related by blood--and who is switching out languages on them on the sly, without precedent.) A few children will mimic--parroting back sounds and words, often to the delight of their parents, who are footing the bill for the lessons.
I have enjoyed reading about Ana Lomba's language classes in Princeton, New Jersey, and recommending her CD and book _Play and Learn Spanish_, available at a bookstore, library, or www.analomba.com.
I teach all ages--and have had students in their eighties and others under a year old. I love working with self-motivated students, who are learning for a purpose. When learners are pre-school age, their purpose is not well-defined, but they are driven by sheer curiosity to explore, to test, to try, and to expand their horizons, linguistic and otherwise. If you're a parent, consider starting your child on languages from the start. Google "bilingual baby" to get some ideas. You don't have to be fluent to be part of the child's linguistically diverse environment. Have fun!
Some children react to a new language by listening. They stop. Their eyes become wide--and they seem to be full of wonder. Some children cooperate in silent recognition that the new language serves the same purpose as their first language. They just "get it" that communication is happening, and they often answer questions correctly, but in their mother tongue. Other children rebel. "No!" they holler as they hide under the table. (Seems like that reaction is most common among children whose language teacher is related by blood--and who is switching out languages on them on the sly, without precedent.) A few children will mimic--parroting back sounds and words, often to the delight of their parents, who are footing the bill for the lessons.
I have enjoyed reading about Ana Lomba's language classes in Princeton, New Jersey, and recommending her CD and book _Play and Learn Spanish_, available at a bookstore, library, or www.analomba.com.
I teach all ages--and have had students in their eighties and others under a year old. I love working with self-motivated students, who are learning for a purpose. When learners are pre-school age, their purpose is not well-defined, but they are driven by sheer curiosity to explore, to test, to try, and to expand their horizons, linguistic and otherwise. If you're a parent, consider starting your child on languages from the start. Google "bilingual baby" to get some ideas. You don't have to be fluent to be part of the child's linguistically diverse environment. Have fun!
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