 Bueno, finalmente, pues muchas gracias por estar aquí con nosotros, nos dan gusto que este todo el mundo con nosotros. I mean it's really nice to see people again, face to face, be at a room with so many people interested in the same thing that we are interested in, which is developing OERs, developing heritage language development for teachers and for instructors. So great to see you guys here. The topic of our presentation today is integrating bilingual communities, OERs to the curriculum. This is something that we're doing at the university and that we want to bring and share with you so you can see, so you can have an idea of what we're doing at our own institution, and hopefully this will give you ideas that you can take back to your own institution and start creating and then sharing with us and everybody else in our community of practice. We're also interested in diversity and critical linguistic awareness in the Spanish heritage classroom, so those are things that are going to be present in what we're doing. This isn't basically the structures. We have three sections. Section one will introduce the tech summer workshop participants to the concept of bilingual communities for Spanish heritage learners through a personal life experience or personal life experience, and we'll tell you a little bit about what we're doing here and what we're thinking when we did this type of exercise that we will present. The section two is going to identify important points to consider in our creation for tech summer workshop participants, and in this case the section will summarize potential linguistic and metalinguistic topics and protection of approximation to consider in the planning stages, and mainly we're dealing with linguistic, but a lot of metalinguistic concepts and topics as you will see. And section three is going to provide you with the opportunity to apply this new knowledge by preparing OERs yourself where the concepts learners are integrating. So hopefully if we have enough time and hope we do, you will get an opportunity to start your own OER that you may later on think about sharing. Okay, so we will define bilingual communities and presentation of linguistic and metalinguistic learning terms, highlight benefits and issues in using or creating OERs, and identify stakeholders and challenges in integrating OERs in our teaching. So the presentation is about a set of OER exercises focused on increasing linguistic confidence and generating a critical linguistic awareness of language in Spanish heritage students enrolled in a Spanish heritage language course, and also in Spanish in the U.S. course at a water university. The main focus is exercises that I am particularly using in a Spanish in the U.S. course, but that can be also used in a heritage course, and you will see later on. These courses are characterized by heterogeneous groups of learners with differences not only in socioeconomic and academic backgrounds, but also with quite a wide range of skills in Spanish and in English, both. Okay, so our goal here with what we have called bilingual communities, and I know the title of bilingual communities has been used before in other courses, especially Spanish heritage courses. But our goal here is to increase students' awareness of bilingual linguistic abilities and an appreciation of the bilingual identities as every comic post to other bilingual communities worldwide. And really I'm aiming, or we're aiming for the five C's, the communication, connections, the other, all the five C's. The bilingual communities exercises are intended to compare and to contrast students' shared experiences and communities, social problematics as students become aware of their own reality as bilinguals and increasing appreciation for heritage languages. This is important for us because our own community in South Texas, sometimes students don't see themselves as part of the worldwide bilingual community, and we want to change that. We want them to think of themselves as part of a worldwide community that shares different problematics, different ways of speaking, different ways of, and similar ways of thinking and of identifying ourselves. So this is one of the main goals that we have here. Part of the bilingual community's ideologies unit that we will present was produced during the UTRGB Teaching Ethics Center FLC Writing for Tensions Across Community Session, and a grant came along with that, so I want to acknowledge that. That was back in spring 2022. Okay, so we have a QR code that you can send. So now take some time just to scan and enter your name or your real name or any name to join the quiz. These are some concepts that we want you to become familiar with before we start. So with your phone, respond. There's a minute to respond, but it's just so we can practice. The first question. What do you think? I think it's easy, right? These are concepts that we will see later, right? And also, if you answer quickly, they are closer. Yeah, very good. There you go. Perfect. I didn't know you were going to speak Spanish, right? There you go. There you go. The contact between Spanish and Guarani. We made it. We don't need to show this. Yeah, very good, very good. Yes, yes, yes, perfect. Very good, yes. Yes, yes. Very good, there you go. Wow. Don't worry, we're going to talk about these topics, right? This language too. Let's see, the third question, there you go. It's from Argentina. The exchange of codes between Spanish and Italian. In the talk of Italian immigrants, it's called Como. My language is in different parts of the world, right? Very good, very good. Ah, very good, very good. Very good, very good. Perfect. Flavia, why Flavia was the first one? Very good. There you go, Marco. Here comes the fourth, your chance, Marco. In the pronunciation of the new Brunswick in Canada, the mix of French and English is called Como. Is that right? I don't know. Okay, let's see. Okay, very good, very good. Very good. Flavia, another time, Flavia. Very good. Very good, Paola, wow, very good. The winner. So, as we said, we use these exercises, both in the classes of Herencia, as in the classes of Spanish in the United States, the bilingual communities. We define bilingual communities as communities where two or more groups speak different languages that are in contact. In these situations, the linguistic groups are in contact at a social level. Our goals with these exercises, well, we want to focus on writing. We want to emphasize the idea of writing as a process. We want individual and group discussions. We want semi-formal exercises. We want specific linguistic and metalinguistic topics discussed. We want to form a community of practice We want to center on specific social and effective topics relevant to bilingual SHLs, Spanish heritage learners. They're also intended to promote a sense of classroom community and they're designed to foster a critical awareness in bilingual SHLs. And like I was saying, we want to foster both the five Cs. Okay? The bilingual community activities that we are working on and we're really starting with this unit are a complement to our textbook, which is Spanish in the United States. It's by Jalice Fuller. And in our university, what we have is we have textbooks that become available to students digitally. It's a program that we have for our university, so we use this textbook. Even though we're using a textbook, students are really not paying for the textbook. It's just become available to them through our university. So they can just think and get the textbook. So that's what we're using. Bueno, y también algo importante sobre estas unidades de bilingual communities es hablar de los beneficios de esta reflexión, de la reflexión que buscamos no nada más de los estudiantes, sino de nosotros mismos como estructores. Vemos por ejemplo la cita de la Corte, donde también cuando llegamos al salón, hay que hablar un poco de nuestra propia experiencia como estructores, que les vamos a pedir a los estudiantes también que reflexionen sobre su propia identidad, sobre su experiencia con la lengua, con las lenguas que hablan, pero también empezar por nosotros mismos. Bueno, y también algo que tratamos de incorporar en estas unidades de comunidades bilingües es la pedagogía crítica. Entonces también tratamos de poderar a los estudiantes porque lo que vemos en esta cita es que muchas veces vienen a la clase con estas ideas, estas ideologías de la estigmatización que hay sobre la lengua que hablan sobre las lenguas que hablan en relación aquí a donde estamos, a la lengua dominante. Y pues con la pedagogía crítica, de conciencia crítica, buscamos empoderar a los estudiantes que reflexionen, que se concientisten sobre su propia identidad, sobre las ideologías que hay sobre la lengua, sobre su herencia. Entonces como vemos lo que dice Parra, finalmente la meta es empoderar a los estudiantes y que reflexionen sobre su identidad bilingüística de su experiencia aquí en Estados Unidos y también como parte de una ciudadanía de nivel global. Y pues ahora, otra prueba es diferente va a ser con Google Forms entonces si pueden escanear muchas pruebas para tener el acceso y ahorita voy a abrir la actividad para que la podamos ver también en la pantalla aunque ustedes la van a ver en el teléfono. Y por cierto integran algunas de estas tecnologías en sus clases a los estudiantes le gustan mucho este tipo de dinámica. Si, pudieron abrir algunos. Si, pudieron abrir algunos. Bueno, entonces son 10 preguntas hay 10 conceptos términos que se manejan en su sociolingüística y también van a ver las definiciones Entonces tienen que conectar esas definiciones con los conceptos bueno, voy a salirme de aquí porque no lo hacemos juntos aquí para poder ir viendo, ¿no? Entonces la alternancia de dos o más no se lee todo, ¿no? Dos o más expresiones del mismo elemento ¿ya me lo digo? Si, podría ser de las cámaras pues digo pero tenemos también esta opción variación es otra pregunta la alternancia de dos o más formas la alternancia de dos o más formas lingüísticas la alternancia de dos o más formas lingüísticas sería variación, ¿verdad? la siguiente sería definición estrecha de alguien que se quiera un contexto donde recibió input en una lengua donde trabajó algo de proficiencia en esa lengua o un tipo de entendimiento al menos en esa lengua, quería estudiar anteerencia estudiar anteerencia, muy bien ¿qué más tenemos? Cepuensias del español y el inglés en un mismo ya discurso sabemos que esto sería el cambio de código muy bien este español usos del español en todos los países consideran normativos aceptables de los transeptos comunicativos y esta es la definición de... en el vivo de España en los Estados Unidos sería el español general, ¿verdad? español general la traducción literal ¿a traducción literal? una opción de la respuesta que es calco calco, muy bien idea sobre la lengua propia idea sobre la lengua propia y ajena ideologías ideologías, muy bien variedad de la lengua que tiene los lingüísticos propios de una región geográfica ¿cuál es la mejor opción ahí? sí pueden ver plazosiones dialectos dialecto, variación, ¿no? variación de la lengua variedad modificación de una característica lingüística que pusieron para ahí ¿qué es la mejor opción? modificación de una característica lingüística a ver Marco cambió cambió el lingüístico palabra tomada de otra lengua puede ser calco sí puede ser calco pero calco ya la usamos prestamos y valorización negativa de inuso modo de hablar esta es mi automatización muy bien para ver todas las respuestas pero bueno ahí tienen esa idea conceptos que vamos a estar usando para una clase y también algunos de estos para la presentación en esta sección del workshop vamos entonces a estar identificando estas comunidades y lingües y esos temas relevantes a estas comunidades en estos ejemplos que vamos a mostrar de los OERs y evaluar las ventajas para aplicar esta aproximación sociolinguística que I'm the critical language awareness for that la instrucción de SHL estas son los unidades temáticas que vamos a ver vamos a presentar estas unidades temáticas que hemos pensado en usar para desarrollar la escritura la lectura y estas aproximaciones críticas a la lengua entre los monolingües y bilingües de español en los Estados Unidos y como dije también en algunas clases de SHL y había olvidado mencionar porque vimos en la presentación de Carl, lo que nos hablaba del city license entonces si ven aquí la que nosotros usamos se pueden usar la misma pero si la pueden modificar entonces ahí está lo que pueden ver este es la que usamos también para las unidades que preparamos la primera unidad la primera unidad entonces se llama bilingual speech Carl was talking about taking from one the idea of maybe taking something from one OER and introducing it in another or using it in another this is happening here because we're using a lot of materials from the reflexiones book that Carl showed a while ago so we're using some of that material because it's going to be used in for heritage language learners in the class and also for this class in Spanish in the U.S. that I'm teaching and the courses in Spanish in the U.S. it's a beginning course it's at the 2000 level but it's mainly our population is mainly Mexican American heritage I mean a lot of I would say most of them would qualify as heritage learners speakers of Spanish we're going to need this hand out and later in the activity that we're going to do at the end they're going to have access to that folder where the group activity hand out that they're going to use for the activity that they can write and modify that's the first one we made this one called bilingual speech, the second one is the one called ideologies of language we thought it was going to be called languages and language prejudice and resistance which is also about these topics so the first unit basically is about loans we started talking about loans and something that I want them to see that my students see is that we have loans both in English and in Spanish and there are different types of loans so we started with English historical and in this case we're giving them photos and then we're giving them words in other languages that we hope that they more or less recognize so for example the word number one, kids in the Nordic, the old I mean what is the word English today? kids, right? change the meaning but we keep using the loan and many of them don't know why in English we have these types of loans Rena in old Norse what do you think it is in English? Rena, what does it look like? what does it look like in English? I don't know the number three Whiskey in English in Gaelic it means water of life Whiskey so they see these making connections and they realize we have this kind of phenomenon this happened at some point in English where these words passed from these different languages to what we call the language we have more the same idea of why languages take this type of why languages take words a language takes words from others because we don't know how to speak we all know we don't know how to say the word that's why we use three words I don't know how to say the word there are other reasons we can discuss them with them let's ask them this question and I ask them what do you think these words are in English? the word name do you think it is three words? they are just guessing it do you think it is three words? say it is three words yes it is three words it is a French word it is three words what would you say? yes it is three words of the Nordic miracle it is three words of what language it is three words it is exactly the same in French so it is this idea they are all three words so it is this dynamic with them people didn't know in the old English no, of course they are taken by other people and we can start to discuss obviously what we want at the end the connection with what happens in their own communities nowadays that is at least my goal as a teacher in this type of exercise then we think about these things to discuss we ask them questions there is something here also in this case I gave you two French sentences I put this sentence in French what do you think it is in English? you already know you already know what it is in English someone has an idea could you translate the sentence? someone who doesn't speak French can they recognize words? yes, right? surprise obligation wow, do you speak French? no they use this type of reflection now if you line up your decisions ideas about your sentence think about what you were able to decide for the meaning you have to reflect on this why can we do this why can't we see the history of the language and then read about how we speak the languages this is how we speak it what we talked about in the activity in the test that you took we saw many of these words we want in this reading we talk about the Chiak more now we are going to talk about the Prestamos in our own communities what happens with the Prestamos something I ask them why don't we feel how did they feel when they learned that these words in French, in Nordic they went to English what do you think it was what was the social language then in what I am in England because some of you had some kind of prejudice about these Prestamos there are prejudices in our communities when we talk about the English Prestamos in Spanish for example this type of thing we also talk about Academy Men which is a comic that is written what they call Chiak in this region of New Brunswick in Canada and I am going very fast and I am going to explain the idea about this but then what do they see they are seeing these linguistic modalities written which is not common it doesn't happen I ask them questions after we try to decipher I more or less tried to make the translation of Chiaka in Spanish and then we talk about this what do they think, they like the translation they don't like this, what don't they like because some of them say that the Spanish doesn't have rules it can happen anything then here we see no it can't happen anything because when I made the translation of Chiaka in Spanish it didn't come out as it did we don't talk about the names what is Chiak, what is Spanish they like to call the Spanish because yes because no there is stigmatization about the word itself all of this can be talked about but as I said we need a little bit of knowledge at least a little bit to do this and it can be done at different levels in different institutions if we are in High School we need to adapt it for example in the first one I said it's about time that I'm in the front page we started to use the word we use the word we use the word we use the word we use the word we use the word we use the word what does it have to do with me but whatever you care I don't know they start to discuss all of this and finally another important thing in this comic is that Academy is asking how it is called hotcap in French and when I discover the word in the dictionary they say who says this? I will use it because they invited me to give an example in a festival of hotcap festival so they say I'm going to think when I say the word in French I'm going to say hotcap so that's the idea of how it is called how it is called in Spanish anyway there's more to think about and at the end it's important Fabian Severo who has been recognized as a writer won a prize at the national level in Uruguay and there he is reciting his experience at school the poems don't have titles but they have numbers 34 my mother spoke very well I understood Fabi Fabi I brought half a liter of milk I did I said to Donia so they have the discussion and they have to write this for a journal they have to write this journal about this and there are several questions that are asked they are discussed before they are discussed as a group and then they start writing we don't expect them to write but they have the option either in English, in Spanish or a combination of the two so these are more or less the instructions that we ask for the students and here we see the credits of the images and quickly we want to show you this other unit it's not the same so let's see let's see let's see so that they start to reflect and analyze themselves about the language and for example we ask them to write what they associate with each of their languages and this is the first step because the next activity that they describe so the first one is my body, my language so how would they start for example with the head and then how do they define what words they associate with each of their languages and here for example as in the previous we saw that the subject was about the loans in these ideologies and here some exercises about some of the myths about the language what do they think because we probably already know them but if they are myths we would think that they are not true but we still have them internalized we think they are made and the daily that they see a video I don't know if we can see just a few seconds of the video so that they can hear besides Spanish and English here for example we see how that person speaks of Luciana not finished plus they are washable fashionable styles for the whole family make a slash he led it between Broussard and Lafayette with the church and school of Broussard with Lafayette is kind of what I claim my family my family is from New Orleans it's been a few years generations but I'm sure it's not bad I would say that I'm a Creole kind of kind of all that stuff together Creole would be my new wall inside well it's just a test to have an idea of how that person speaks and also at the end the facilities we are just starting we still need to add for example objectives like in the previous we didn't have this reflection but here we do see it we have used this type of exercises in other facilities but I think it's important for students that they write about these themes at the end of the unit they are going to write it also depends on the class the level we can give them the freedom or a combination especially in the first weeks of the semester it depends on the class the level of the class that is in this case the main reading is the fuller they have to read the chapter to make this type of exercise and make these comparisons between the community and the community the results are very interesting so in the reflections in the diaries a lot of things have to do with perspective but more critical where they start to talk about the bilingualism of a critical point a lot of things have to do with practice but it's the beginning for our students and the idea of teaching and originally the units were created for a class that is called Spanish in the United States that is offered in English and in Spanish so many of the institutions are only in English but it's also easy to translate it depends on the course they teach you can change everything the course is in English and in the last class you can study in Spanish or in a language and that happens in the discussions where someone writes in Spanish and another person in English responds and to not return to the PowerPoint presentation we will go directly to the last stage of this presentation so let's see what we can do because we don't have much time in a few minutes we can't create a whole unit but at least we can start to think about how we can use or what we can use of the examples we have shown so if you go to the paper of José Esteban and Janine Fernández you will see that it is called Group Activity Handouts there are 10 because as we can see we don't all have laptops so we are going to ask since we know the person who is on the side or the other person of the session so if you work with someone in couples or in groups of 3 you will see a laptop to be able to see the handout so since you have the access to this handout with the assigned groups let's see if at least we can start with this first page and complete the number 1, 2 and 3 we have already talked about the first presentation about how to look for images and that we can modify and also give the credits there are also two options to look for images we don't have much time and besides the image before we have to think about what topics you would like to choose and what bilingual communities would you choose do not think about what they have about what they know 1, 2 and 3 1, 2 and 3 and also if you see below the number 4 are topics you can also go to the 4 to have an idea of what they can work or develop I think everything is going well more or less they have an idea for 1, 2 and 3 but now let's see if we can complete one of the following steps 5, 6 or 7 the structure that we mentioned how to prepare a diary, a reflection or look for a video that you can use for this topic for these bilingual communities or maybe you can think of some reading that you can find on the internet or you can work on reading in the place where there are communities in some important events in the ideologies that are related to these languages or you can work on the 6 or the number 7 and at the end let's see if we have 100 or less so that someone or two groups present what they did we have like 15 minutes let's start presenting some of our ideas we have the group number 6 sorry? Julia, so do you want to say what you want to say? I don't need a microphone can everybody hear me? I think it might be for the I'm going to use the microphone I'm not going to scream so Emily is a college professor but I work with high school students so I was trying to do it like between college students and high school students they are not that different but for high school students I believe you need to be very explicit like how many minutes do you have how you are going to do it like step by step like going through every single thing so they don't forget so we decided to choose the topic of el español y las actitudes that Emily suggested that we see this very often so then we established our goal what is our goal for this activity so the goal is to reflect on their attitude towards their language and the dominant language and then to activate the previous knowledge is like take 5 minutes to look at the image what colors are in the image why they use those colors are you familiar with the character and the image what is the implication of the image what have you seen this before and how do you feel about it so they are going to take 5 minutes to reflect on their own and then they are going to take a turn with the elbow partner or another partner and then discuss the responses and they are going to have guiding questions for that discussion which is like are your responses similar or different experiences impacted your answers to the questions and then there is going to be a whole class discussion like what do you see what is things that are similar to other classmates responses or not and then after that that they have heard their classmates responses then we give them two examples from a historical point of view and then we give them instructions to the other partner take 10 minutes to read the excerpts and make sure to use evidence from the excerpts to justify your answers we did not have time to develop their guiding questions for the students to answer while they are reading the articles but Emily suggested this the letter by Benjamin Franklin to the Germans how he was saying like they need to speak English so this is not necessarily about race but it's about the language because German people are like white people in America so it is about if you are in the United States you need to speak English and then the other article that I haven't put there that also Emily suggested it was the New York lawyer that wanted to report people that were speaking Spanish and in Starbucks to the authorities like you shouldn't be speaking Spanish between you and he was very upset about it so they have to compare the two articles and see from a historical point of view what this implication and then reflect again on their own experience and hear others on par when it comes to high schoolers it's very important for them to verbalize things in order to internalize the concepts especially when there is something new or they have a strong opinions about it even though they don't think that they have but they do have extremaestation about their own language like I don't want to speak in the class because everybody is going to laugh when they are speaking the right Spanish so that was the activity that we created one other reason the unity can be developed and then if you share it with this type of license and you can create your own thematic unity for the class and if you want to share it and at the end you were talking about this idea that this doesn't happen here one of the reasons why I chose to show videos from other bilingual communities talking about this concept that may be difficult to talk about for some of the students is that they can see this happening in other communities and then reflect on their own community thank you someone else was there are you ready? do you want to share? can't you send it? to my email you have to send it to the email to show it later there it is you can hear me I'm with the mask what we want to discuss in this unit is the use of the language and for this we take an image of a tunnel that will work as a metaphor between how you use the language and how other people use it and at the same time we want to put an audio on the means of transport to make the analogy between how in different parts different means of transport can be used how the language is used in different parts because not all means of transport work in the same communities in the same way then it was more than anything to reflect a little on how my use of the language in my linguistic community will work in my community and when others go there may be different uses but at the same time there will always be similar things more than anything we we started with something this can be added both in high school and in university about what is the linguistic bullying we were changing the subject and we could make a variation between what is the language of Honduras and Tex-Mex and we started with what is vocabulary in front of Honduras and Tex-Mex they were using handouts music, videos and of course the images would be the yaw and the Honduras we are in the process to get the images from Honduras and there was two zones one is valla pues y hablo español de Polanche which is many realities what is the popular language how the difference how is the the linguistic violence that we have and when you come to Texas or when you come to another country you also face language bullying no people face linguistics to speak differently so we want to teach the variety of languages between San Antonio and Honduras there is a mix because although they do not believe it we also use many words in English now it is global communication so it would be important what they think they think and this could help us to accept to accept that we all speak Spanish or we speak Spanish and from reading we can see what is the vocabulary what are the lyrics the lyrics of the song and there we are in the process and as you can see the topics are interrelated ideologies attitudes and in this case they talked about linguistic bullying but it has to do with the idea of variation but also ideologies of what is the standard what is the language accepted and in this case we can make the students own their variety understand that this is accepted very good I think we have finished our presentation thank you very much thank you for your participation your participation