 I'm Gabriela Zapata, I am a professor at Texas A&M University and today what I'm going to do is to talk a little bit about Trajectos, which is the book, the open book for beginning Spanish that I developed with graduate and undergraduate students at my institution. So what I'm going to do right now is to share my screen and then I'll tell you a little bit about the book. So what I'm going to do is to talk about the book in connection. First of all, I'm going to talk about some of the key concepts that guided the content that we developed. These concepts I have to do with current second language education. Then I'm talking about a little bit of, you know, diversity equity and inclusion and how we have incorporated it into the textbook. And I will refer also to how we have worked with multimodal materials and how you know we have the principles of multiliteracies in particular learning by design in Trajectos. Finally, I'm going to tell you a little bit about my materials development cycle and suggestions for people whom I want to want to adapt Trajectos or other open materials. So we're going to start with some of the key concepts in language education current language education. And I'm going to start with two what I think are two crucial concepts that we have to take into account and we took into account when we developed Trajectos. First of all, we wanted to develop content that of course was connected to the use of Spanish for communication. So, our content was going to be the what of communication. And then of course we wanted to provide context, and this is defined by Donato, listen and donato as the frame around the contents of a natural communication that allows the speech event to be understood properly interpreted appropriately and described in a relevant and accurate fashion. So the idea is that the goal for instruction as presented by listen and donato as and as we try to incorporate in Trajectos was to, to create materials that were going to be comprehensible, meaningful, full, memorable and purposeful. And when we think of materials that are going to be meaningful. We thought we think we have the idea that the material has to matter to students and involve mass involved topics and interactions to which students can relate. And also, when we talk about purposeful, we, what we mean is there should be a reason for student learning and a goal to achieve so language has to be used for a purpose in particular. Okay. So, also, you know, we can summarize these ideas in you know the idea of knowing how, when and why to say what to whom. So that is exactly what we wanted to do with the materials we wanted students to be able to use materials to communicate. Now, when we were developing Trajectos, what we had in mind was the idea of developing performance. So the idea that Trajectos was going to be used in an instructional setting. So our focus was performance and we wanted to create materials that were going to allow for students use of the L2 in the interpersonal, interpretive and presentational modes of communication. And also, when we were thinking about Trajectos when we wanted to since you know, the framework in that is important to me the way that I, that I do research on that I apply my classes is framework that has to do with multiliteracies. We wanted to create materials that would allow students also to grow as multiliterate people. And what do we mean by that. And also, you know, a multiliterate person has a repertoire of literate knowledge and practices so this person is able to understand new texts, and is able to understand the new texts have different purposes audiences and context. Also, the multiliterate a multiliterate person understands how social and cultural diversity affects the way we communicate literate practices. They understand, and they're able to use traditional and new communication technologies. So they understand how different semiotic systems work their their structure their function and their use. And also, they understand how to look at text and analyze them critically. So they understand how texts are related to their, there's always a motivation behind the creation of a text there's a reason there's the person that has created the text isn't a position of power. Sometimes you know their voices that are heard and voices that are not heard. And so they need to learn how to understand that. And we wanted to create tasks that would allow students to work with particular text and become or grow as multiliterate person, people. So we're going to talk about diversity, equity and inclusion, and what we mean by that intersect us well so we talk about diversity. We make reference to the multiplicity of social identities and experiences that we find in the Spanish speaking world but in our world in general so this has to do with race class gender, age, nationality, sexual orientation disability, language, region of residence and other aspects of a person's life world. Also, when we talk about inclusion, we talk about the idea that all voices matter and everyone has a voice. And then when we talk about equity is the idea of providing the same opportunities for all and full participation. When we incorporate the idea for us was to pay attention to diversity, equity and inclusion in all our materials in order to feel our that in order to create belonging for our students and also in order to create to reflect, you know, belonging in terms of, you know, the Spanish speaking world. Also, our goal was of course to when we were developing trajectory, we hope that, you know, people were going to be able to use trajectory and create, you know, inclusive educational settings. So what do we mean by that the idea is that you know, I like this definition of inclusive education through inclusive educators that is provide this definition is provided by a very recent work by Telfer and howly, and they say that inclusive educators do what they can to counter inequity and create new social order. And so they use three broad strategies they give all students access to a common curriculum. They place students in classes randomly to assure proportional representation, and they reframe the curriculum to make room for multiple perspectives and intersect us we, we thought that we would be able to do. So that's the idea of, you know, creating an open text that will give students access to a common curriculum. And also, we wanted to reframe the curriculum to make room for those multiple perspectives so we wanted to present those multiple perspectives. And for us, so then it was crucial to recognize, you know, we wanted to recognize in our in our textbook that teaching and learning are political. We wanted to avoid other in an exhaust in exoticism in our content. We wanted to address our students needs and focus on representation in terms of, you know, L2, but also in terms of their identity and their life worth. And so we wanted to foster investment and that's why we wanted to provide, like we said, you know, contextualization, meaningfulness and purposefulness in terms of you know how the content is related to was related to our students life worth, but also you know what they could do with the language. And, of course, we wanted to tie the L2, learning to their personal experience to what we were doing that you know it was important for us and I think it's important for anyone who is developing materials to face and understand our biases. We face some fears, and we also had to understand where we were coming from our positionality, and we also have to take into account our privileges. And of course, I mean, as a, the main, you know, person in the project, I, of course, I was willing to learn from not only the students that were going to be using trajectors, but also from the students that collaborated with me in the book. And of course, I mean, we were really privileged because of course we were developing an open book. And so we, we, our main advantages was the affordances that are offered by open education this this whole idea this open world. So we were not, we were not dependent on a publisher, a commercial publisher. And so we were not facing censorship which was extremely important for me. So now we, I'm going to give you examples from trajectors and what you see here is what we have on the website on you know how we have incorporated issues of diversity, equity and inclusion, also performance based instruction and multi literacies. So let's have a look at the topics that we address in trajectory. So we have a strong focus on local Hispanic and Latinx communities. We made an effort to make our local communities the center of trajectors. So we have a focus on race and ethnicity. We talk about, you know, we have topics that have to do with linguistic diversity. We have dialects and other languages in context with Spanish, and we also have you know, and two accents from the students that collaborated with us, and also in terms of inclusive, inclusive language is very important to us. So for example, something that I recently changed was the pronouns that we were using he and she for the, for example, we also have, we address ability, cultural appropriation, colonization and its effects, gender and sexual identity, poverty and discrimination, COVID-19, the effects of climate change, animal rights and activism. In the cultural sections, we have a strong focus like a set of on local and Hispanic communities. So we have topics that are related to students experiences. But also, we wanted to emphasize the contributions of local and Hispanic communities. So we have, we have a focus on, for example, educators such as Gloria Saldúa, Padmora, Tomas Rivera, Francisco Jimenez. We present the Hispanic and the Latinx families through the artistic visions and cultural access. For example, we have Carmen Roman Garza, we have stories, and also, you know, some of the stories that some of the, some of the authors that already belong to the canon, you know, if there is a canon of Hispanic Latinx literature, such as Garisoto, and we have new authors such as Matelopeña. When we talk about urban spaces, we approach urban space spaces through our activism, focusing on murals, for example, and artists such as Barbara Carrasco, Irene Cervantes, the same when we talk about, you know, music and contemporary art, we do it from a social and activism perspective. So we have people like Aloe Black, Rina Nunez, both of whom, both are, you know, Afro-Latinos, and we have a very young artist, Michael Menchaca. We have very specific, you know, projects that have to do with activism. And then when it comes to, you know, other topics, we introduce students to things that they already know that are common in their lives, like for example, taco trucks, but we approach that from the contributions of, you know, the local Latinx community. And when we talk about celebrations, we incorporate Native American celebrations. So for example, what you see there, you know, which is the Año Nuevo Mapuche. So, and so what we approach all these topics with tasks that allow students to do research, you know, to do research in their local and targeted communities. We have tasks that have to do with comprehension and interpretation activities for the analysis of multimodal materials. Students have to develop multimodal materials and they also have to reflect on and propose solutions for social problems in their communities. So here I have some examples of some of the images that we have included in Trajectos. So we have some diverse families, so we have, you know, families. We have ability, you know, we have same sex families, we have multiracial interracial families, and we also even have, you know, animal families. Then we also have, for example, here we have images have to do with activism, you know, and social projects. We also have again here when we approach sports, we approach sports, yes, but we also have, you know, ability, you know, really in relation to sports. We also have, you know, different ethnic groups. We have, you know, we, we, we've made an effort to include, for example, Afro Latinos in our, in our content. In our approach to the examples when we talk about Native Americans, we have, we focus on language and beliefs, effects of colonialism. The role of women. We also have, you know, the effects of COVID-19, linguistic rights, activism and social justice. We also have topics that have to do with the LGBTQ plus community. And what you have here is, for example, one of the videos that we have used to have to do with a the development of a place for, you know, an establishment of a place for LGBTQ plus people in Mexico, you know, the community. Now, when we, when students work with this multimodal materials, we also, you know, make an effort to not only have the analysis of language but also we want students to analyze other semiotic resources. So our point is to connect different modes of communication, not only language, but with other tools in relation to the main message. So not only how language is used but also, you know, other semiotic modes. And then we also want students to critically analyze images or, for example, music and language. And we also have, for example, when we talk about the analysis of language, we always analyze language in terms of content, you know. So, and then when students have to create materials, they have to use the language but they also have to create multimodal materials. Because we want to not only, you know, analyze language and use a language using connection to form a message, but we also want students to apply the second language creatively. And in particular, we have topics that have to do with social justice and activism. We also have a focus on dialects and languages in contact with Spanish. So we have cold switching, for example. We also have, you know, some of the languages that are in contact with Spanish, we have information about different dialects of Spanish, and we also have, like I said, some information about inclusive Spanish. And the important thing for us is that, you know, we have another kind of diversity equity and inclusion intersect us and this has to do with the people that work with me, the students. So like I said, you know, I had seven graduate students, six female and one male student that work in trajectory 21 and the graduate students. We also have students that were LGBTQ in our group, first generation we also had international students. And in a spot of our undergraduate students we had 14 Latinx and Hispanic students and nine of them were first generation. We also have L2 Spanish learners that were part of the dialects. So, for their participation, all undergraduate students were given academic credit for their work. And also, you know, they, sorry. We have some training for them so we, they learned about OER licenses they learned about the framework that we use. They do research for resources, they we merge them in the OER world. Also, they have to, you know, they, we have training in materials development. And so we also allow them to incorporate their own experiences and their identity in the in the materials that they develop and they have to do with their experiences, their knowledge in terms of culture, in terms of Texas and we also allow them to incorporate their Spanish variety in the materials that they develop. So here we have some images of our collaborators so these are our students, the students that participated, they were part of our group, they gave us their photographs, they recorded some of the videos. And also here we have, you know, these are all personal photographs that they share with us and gave us permission to use in the textbook. And now I'm going to tell you a little bit more about how we have incorporated performance based instruction. So we have interpretive, the interpretive mode of communication so what we have here. So we have for example topics related to. Students like world and social aspects we use authentic materials. We have we use multimodal materials. So we had we use written texts with visual elements. We had videos, infographics websites posters. And we also we have texts that could be produced by students. And we have pre activities and comprehension and interpretation tasks. When it comes to the interpersonal and presentational many times we combine them we have discussions and creative projects. For example, students have to talk about the analyze ads together posters, they have to develop groupings for websites, logos videos, they have to propose solutions, you know, for for social problems so they have to do activism and research. They might involve this this this the interpersonal and presentation and by involved the use of other multimodal ensembles. So what we have here is that you know they have personal opinions, and they also have to you know they have to create multimodal materials. And we have here more information. I'm showing you some of how we, we combine both the interpretive and person and presentation also, you know where students had to, you know, not only work with videos but they also have to do research and they had to create their own, for example, blueprints for video. And the final thing that I want to show you is how I developed the materials, my materials development cycle. So, what I did was, first of all, you know, the research part was the point of departure was students life worlds and academic and personal needs. When we develop projectos, our idea was that the, the main audience for this textbook was going to be students at Texas and a university university students. Also, you know, what I what I is very important for me is always to have socio cultural connections in the materials that we develop. It's always important to me to know what is happening in the world, what is contemporary what are the issues that students are interested in that are happening in students world. And also, I always make a point of looking at materials and you know issues and then looking for the voices that are not heard. And my goal is to incorporate those voices. You know, the creative, the resources, you know, on the creative process. I look for, you know, of course, I develop multimodal materials, you know, and I look for multimodal materials, I develop tasks that are grounded in learning by design in the education that I presented. And I also look at, you know, social justice standards for guidance, for example, like the standards developed by learning for justice. For me it is important to focus on critical issues, social justice, and also important to incorporate existing student artifacts as much as possible. So I try to create tasks that are going to be that for which students will have to students work is going to be equitable and at the same time challenging. And when it comes to tasks, when I develop in the tasks per se, I want that to be meaningful purposeful and tasks that require students or, or allow for students to use the L2 critically. Also, I put a lot of emphasis on cooperative learning. And I also incorporate activities that have to do with comprehension, interpretation and also reflection. And when it comes to meaning making the idea is to use more than one semiotic system, not just language, but that is semiotic systems as well. My hope is that, you know, students work is going to result in renewable artifacts. I was going to give students the, the opportunity to be authors, and the opportunity to use L2 meaningfully and purposefully. Also, I hope that when students work with trajectory those, they will reflect and feel inspired to act in their world beyond the classroom so perhaps you know just spark a little, you know, fuse for you know, activism, and, or the idea of involvement in social change. And here what I've given you is some are some references some of the, the references some of the works that I have referenced. Thank you very much.