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Developing a Four-Year Comprehensive Program for Spanish Heritage Learners
Graciella Nápoles & Kari JaeckelEvanston Township High School
Evanston, Illinois
Presentation Agenda
I. Demographics & Background Information
II. Rationale for SHL ProgramIII. Evolution of SHL Program at ETHSIV. Curriculum DevelopmentV. Curricular ContentVI. Current Projects
Evanston Township High School
Four-year, comprehensive high school Located in Evanston, Illinois, a Chicago
suburb along the Lake Michigan Shore Serves the city of Evanston and a portion of
the neighboring village of Skokie Total district population of approximately
78,000 Community offers ethnic, economic, racial,
and cultural diversity that is reflected in the student body
Evanston Township High School District 202
Demographic Information
47%
36.30%
10.70%
3.10%
2.90%
White
Black
Hispanic
Asian
Multiracial
Demographic Information2007-2008
Student Achievement at ETHS4 performance levels (Prairie State Achievement Examination – Grade 11)1 – Academic Warning 2 – Below Standards 3 – Meets Standards 4 – Exceeds Standards
(Based on PSAE Results – April 2007) Reading Scores
1 2 3 4
White Students
1.0% 10.6% 40.7% 47.7%
Hispanic Students
12.5% 60.4% 22.9% 4.2%
Demographic Information Students We Service
10.7% of population at ETHS or students are Latino (2007-2008)
5 years ago this was 7.5% 124 students enrolled in SHL courses in 2007-
2008 Regular, Honors and AP levels in SHL classes Enrollment of Latino students in 5 AP Spanish
Literature course is steadily increasing 54 Latino students have taken both the AP
Spanish Language and Literature exams since 1997-1998; all but one received passing scores (3,4, or 5)
Demographic Information Students We Service, continued
Enrollment of Latino student in 5 AP Spanish Literature class
School year # Latino students Class enrollment 3 or higher on AP exam07-08 5 38
*also 9 in 4 AP06-07 10 45 100% Lang 93% Lit
*also 4 in 4 AP05-06 14 39 100% 83%
*also 9 in 4 AP04-05 3 29 100% 93%
03-04 5 29 100% 86%
02-03 10 24 100% 91%
01-02 7 28 100% 96%
00-01 5 20 100% 100%
99-00 0 12 -- --
Identification and Placement of SHL Students
Articulation with Middle Schools
Collaboration with Counselors
Placement Process: speaking, oral reading fluency, writing sample, teacher checklist
Creating a Spanish for Heritage Learners Program
1. Identify Heritage Language Learners Students raised in homes where non-
English languages are spoken Students who speak and/or understand
the heritage language Students who are to some degree
bilingual in English and the heritage language
Creating a Spanish for Heritage Learners Program, continued
2. Needs of Heritage Language Speakers Opportunities to develop greater
bilingual communication range Opportunities to use heritage language
to connect with other disciplines and acquire new info
Opportunities to develop insight into the nature of their heritage language and culture
Creating a Spanish for Heritage Learners Program, continued
3. Instructional Options for Heritage Speakers Transfer of Literacy Skills
Focus on reading & writing Editing written language Teaching strategies designed to
monitor the use of non-standard register
Creating a Spanish for Heritage Learners Program, continued
4. Language Maintenance Issues of identity and language Reading culturally-relevant texts
Rationale for Spanish for Heritage Learners Courses at ETHS
Goal: To provide academically challenging and relevant courses to educate Latino students in Spanish, increasing their language and literacy skills in their home language
Academically equip students for future careers, higher education, and AP Language and Literature courses in Spanish
Rationale for Spanish for Heritage Learners Courses at ETHS, continued
Courses contribute to ETHS goals as well as World-Class Instructional Design and Assessment (WIDA) goals: Provide opportunities for all students to
perform at their fullest potential Provide equitable educational
opportunities for Latino students
Developing a Four-Year Sequence of Spanish for Heritage Learners Courses
Characteristics of a Level 1 SHL Student: Often more English-dominant Sometimes at a loss for vocabulary; switches
back and forth between Spanish and English in informal conversations
Can read and understand intermediate-level readings, but writing in Spanish, like speaking experience, has been limited to informal use of language at home and with bilingual friends
Often struggles academically Literacy skills in English may also be low
Developing a Four-Year Sequence of Spanish for Heritage Learners Courses, continued
Characteristics of a Level 2 SHL Student: May be more dominant in English than in
Spanish for academic purposes, and have little or no schooling in Spanish, or…
May be a native speaker of Spanish with limited formal schooling in Spanish
Lacks academic and literary vocabulary in Spanish
Can read and understand intermediate-level readings, but writing in Spanish, like speaking experience, is still limited
Often struggles academically Literacy skills in English may also be low
Developing a Four-Year Sequence of Spanish for Heritage Learners Courses, continued
Characteristics of a Level 3 SHL Student: Maybe fully bilingual in spoken language May have some formal schooling in Spanish, but prefers to speak
English, or … May be a native speaker of Spanish and an ELL, and have extended
formal schooling in Spanish Comprehends nearly all spoken Spanish, informal and formal,
academic and personal Rich vocabulary development in Spanish if student is more Spanish-
dominant and has more schooling in Spanish; developing Spanish vocabulary if schooling was primarily in English
Can read and understand most readings that use contemporary language and more concrete themes and topics; is developing comprehension and confidence with abstract and symbolic language in Spanish
Writing in Spanish lacks development, often mimics spoken language
Often struggles academically Literacy skills in English may be low
Developing a Four-Year Sequence of Spanish for Heritage Learners Courses, continued
Characteristics of a Level 4 SHL Student: Has experience in academic Spanish Can communicate in speaking and writing completely in
Spanish, though may still code switch or use English in public/school settings
Comprehends nearly all spoken Spanish, informal and formal, academic and personal
Rich vocabulary development in Spanish if student is more Spanish-dominant and has more schooling in Spanish, developing Spanish vocabulary if schooling was primarily in English
Can read and understand most readings, and is developing confidence with abstract and symbolic language in Spanish
Writing in Spanish shows development, though common spelling, grammar and punctuation errors are still evident
Often struggles academically Literacy skills in English may be low
General Strategies for Teaching Spanish Heritage Learners
Holistic language arts approach, taking into account students’ backgrounds and cultures
Guide students in identifying what it means to be Latino
Foster positive attitudes through enabling students to gain a better understanding of their heritage language
Use of a variety of materials – culturally-relevant readings (short stories and other selections), history and geography, current events articles and films
Sample Unit: Level 1 Spanish For Heritage Learners
Myths & Legends of Latin America
OVERARCHING UNDERSTANDINGS Students will understand what storytelling is and how its role
has changed. Students will understand what legends and myths are. Students will understand the differences between legends and
myths from various Hispanic cultures and other places around the world.
ESSENTIAL QUESTIONS What is storytelling and how has its role changed? What are legends and myths? What are similarities and differences between legends and
myths around the world, including the various Hispanic cultures?
Sample Unit: Level 1 Spanish For Heritage Learners, continued
Myths & Legends of Latin AmericaDESCRIPTION OF FORMATIVE ASSESSMENTS Participation in daily group and class discussions Quizzes on individual readings Dictations Journal writing Daily homework Quizzes on sound-symbol correspondence
DESCRIPTION OF SUMMATIVE ASSESSMENTS Paragraph summary of myth or legend Guided expository writing using specific transition words Unit exam
THINGS STUDENTS NEED TO KNOW AND BE ABLE TO DO Comprehend text at a beginning/intermediate level Understand correct sentence structure Begin expository writing Use correct punctuation and capitalization Use pre-reading strategies: vocabulary, text-scanning, predictions Use graphic organizers to help with comprehension and comparison of texts
Sample Unit: Level 1 Spanish For Heritage Learners, continued
Myths & Legends of Latin America
OPPORTUNITIES TO LEARN Reading Selections:
Myths and Legends of Latin America:“La llorona”“La Virgen de Guadalupe”“Los tres consejos”“La comadre Sebastiana”“Los novios”“Guanina” “La creación (hace mucho tiempo)”
Vocabulary Development: Reading Related
Language Mechanics: Review of capitalization and punctuation Dictations
Phonetics: Sound-symbol correspondence (review)
Sample Unit: Level 1 Spanish For Heritage Learners, continued
Myths & Legends of Latin America
OPPORTUNITIES TO LEARN, continued Language Structure
Review of sentence structure Writing Development
Continue journal writing Introduction to expository writing Short paragraphs and transition words Paragraph summary of legend or myth Comparison/Contrast of two legends or myths
Film “Macario”
Sample Unit: Level 4/4AP Spanish For Heritage Learners, continued
Literatura Fantástica: Chac Mool
OVERARCHING UNDERSTANDINGS Students will understand the characteristics of literatura
fantástica. Students will have an understanding of Fuentes’ short stories. Students will have a better understanding of contemporary
Mexican society. Students will have a better understanding of Aztec mythology
and symbols.
ESSENTIAL QUESTIONS What is literatura fantástica? What are the features of Fuentes’ short stories? What are the characteristics of contemporary Mexican society
and how are they reflected in Mexican literature? What is the importance of Aztec myths and symbols?
Sample Unit: Level 4/4AP Spanish For Heritage Learners, continued
Literatura Fantástica: Chac Mool
DESCRIPTION OF FORMATIVE ASSESSMENTS Written assessments Group assessments
DESCRIPTION OF SUMMATIVE ASSESSMENTS Summary of the short story Descriptive piece modeled after the style of the work cuento
arqueológico Unit exam
THINGS STUDENTS NEED TO KNOW AND BE ABLE TO DO Read and comprehend unit selections Identify elements of Aztec myths and recognize their influence in
contemporary Mexico Apply knowledge of writing concepts (description and summary) Identify characteristics of literatura fantástica
Sample Unit: Level 4/4AP Spanish For Heritage Learners, continued
Literatura Fantástica: Chac Mool
OPPORTUNITIES TO LEARN Reading Selections:
“Chac Mool”
Vocabulary Development: Reading Related Definition of genre of literatura fantástica
Cultural Enrichment: Review of Aztec mythology Contemporary Mexico
Writing Development: Cuento Aqueológico
Texts and Materials
Levels 1 & 2: Nuevas Vistas, Curso Uno (Holt, Rinehart and Winston) Nuevas Vistas, Curso Dos (Holt, Rinehart and Winston) Sendas Literarias (Pearson Prentice Hall) Other short stories from a variety of sources
Levels 3 & 4: Manual de ortografía y gramática para hispanos (Pearson
Prentice Hall) Cinco maestros (Coleman, ed.) Literary works from a variety of sources
Current Projects
Developing reading and writing strategies for all SHL classes Through work in Professional Learning Community
Technology integration Visual and audio prompts for designated
topics and themes to enable students to employ registers of language in a variety of settings both aurally and orally (using the Language Laboratory).
Current Projects, continued Reading Strategies (sample from Level 1)
El trabajo en el campo by Rose del Castillo Guilbault
Before reading (sample questions):
1. ¿Conoces a alguien que trabaja en el campo?
2. ¿Qué tipo de vida lleva la gente en el campo?
3. ¿En dónde en los EE.UU. hay muchos trabajadores agrícolas de origen mexicano?
Current Projects, continuedReading Strategies (sample from Level 1)
El trabajo en el campo by Rose del Castillo Guilbault
While reading (sample questions):
1. ¿Cómo se sentía la narradora la primera vez que trabajó en el campo?
2. ¿Por qué el jefe de los campesinos no quería contratar a la familia?
3. ¿Qué comprendió la niña con respecto al trabajo agrícola de la familia mexicana?
Current Projects, continued
Reading Strategies (sample from Level 1)El trabajo en el campo
by Rose del Castillo Guilbault
After reading (sample questions)Multiple choice questions
Current Projects, continuedReading Strategies (sample from Level 4)
Cartas de amor traicionadoby Isabel Allende
Before reading (sample questions):
1. Si quisieras impresionar a una persona que no te conoce muy bien, ¿qué tipo de cosas le escribirías en una carta o mensaje electrónico?
2. ¿Es posible enamorarse a través de la escritura?
3. ¿Qué te sugiere el título de este cuento?
Current Projects, continuedReading Strategies (sample from Level 4)
Cartas de amor traicionadoby Isabel Allende
While reading (sample questions):
1. ¿Qué había puesto Analía en una caja de sombreros durante un año?
2. ¿Qué hacía Luis cuando ella le mencionaba las cartas?
3. ¿Qué motivos tenía la persona que escribió las cartas?
Current Projects, continued
Reading Strategies (sample from Level 4)Cartas de amor traicionado
by Isabel Allende
After reading (sample questions)Multiple choice questions
Current Projects, continuedWriting Strategies
Cloze text activities taken from in-class readings
Guided essays representing a variety of genres
Current Projects, continuedTechnology Integration
Listening activities including speakers from a variety of Spanish-speaking countries in different contexts
Video clips on a variety of topics with discussion prompts to follow
Internet research and PowerPoint presentations
ResourcesAzulejo. Colbert, Colbert, Kanter, Maura & Sugano
eds, Wayside Publishing. 2002.
La ensenanza del español a hispanohablantes:Praxis y teoría. M. Cecilia Colombi and Francisco X. Alarcon eds, Houghton Mifflin Co. 1997.
“Teacher Preparation and the Heritage Language Learner: What Teachers Need to Know.” Guadalupe Valdez, Stanford University. 2000.