 OK, welcome back. I hope everybody enjoyed their lunch, short lunch break. And now we are ready for our last part of the workshop or our last presentation. And before we start, let me just remind you that if you stay until the end of the workshop, we will have a raffle at the end for two gift cards. Right? Is that two? So stay tuned. We're going to have this presentation. And then at the end, we'll have a question and answer session with all the presenters. So our last presenters are again, Jose Esteban Hernandez and Janina Hernandez. And now we get to hear more about specific activities to do in the classroom. So their talk is called Creating OERs for the Spanish Heritage Language Classroom. Actually, I want to start by announcing the Sixth National Symposium on Spanish as a Heritage Language. It's the perfect symposium for this crowd. This year, it will be hosted at the University of Texas Rio Grande-Ranley, which is about six hours from here in McAllen. And so if we want to continue this discussion, we will be more than happy to welcome you at the symposium in McAllen. So please really consider it. The symposium has presentation, panels, and workshops. So it's a three-part component. So this would be perfect for the continuation of what we started here today. Yes. If you look, well, this is the email. So send me an email, and I'll send you the link for the web page. I'll be also sending the link to Joseline so she can share it in the Korea's web page. So yeah. Ah, exacto. Gracias por recordarme. OK, so para los que están dando clases de herencia, hay un concurso muy interesante, muy importante también. Entonces es el concurso de creación literaria. En el pasado se llamaba Spanish Creative Writing. Entonces hay para estudiantes de high school y de universidad y de college, creo. Entonces los quiero animar a que motiven a sus estudiantes. Tenemos poesía, cuento, y ensayo. Short story, poetry, and essay. So what about your students? And the address to send those is the same email that you see here. Creación, Spanish creación literaria. Entonces vamos a celebrar el Spanish Day en el simpocho. Realmente se celebra. Ejemplos de otros años, porque eso inspira a los estudiantes a escribir. Yo les leo ejemplos de otros estudiantes. Luego de decir, ah, que puedo hacer eso. Les muestro los que han ganado antes. Sorry. Some of the units that we have created, so we've kind of used some of the similar activities to the ones that you already saw earlier this morning. So we are going to be talking how we prefer those units. So it's a collaboration with Cariel. And we are working on open educational resources. I'm speaking here with Coral. We just work like you, so just as an audience. And then since then, we have been participating in the last three workshops. Right, so one of the things that motivated us to do this is that, like Gabriela was saying yesterday, we were looking for materials. And we felt that the book that we have didn't really fulfill all the expectations that we had for our students. So here are some of the questions that we had when we first came into the project. We were asking ourselves, who were our students? And then we started asking us what we want them to learn in our classes. And we asked ourselves what they know already, because they are heritage language learners, so they're bringing a lot to the classroom. They're not coming with nothing to the class. So they are bringing a lot already. And we also thought about what our options were now, right? Because we wanted to create material. And we know that there are a lot of books. And we started looking. We started asking people in other institutions what they did. And then we asked, again, ourselves what we want, and what is it that our students want in trying to decide what materials we wanted to create. Maybe we even thought about looking for that perfect book or going back to another type of book, right? So we asked ourselves, is there a textbook or a book or a text that can help us achieve our goals? So those were some of the questions that we had coming into the project. And also, these are some of the questions that we have been listening to yesterday with Gabriela and today with Flavia. So first, we need to think about our students. So what are the needs that we think they have? So what do we want them to learn? So it's basically about the same that we have to think of. Right. And some of the people that are motivating us to do the material that we're working on are people like Claudia Holguin and collaborators. The other project comes out of the University of Oregon. Jose Lina, I think, mentioned that project today. And their project is titled Empowering Learners to Spanish. So these are excellent examples if you want to work with critical thinking approaches, specifically critical language approaches, critical language awareness approach. And also Sonia Balash and collaborators. Even though her project is mostly geared towards second language acquisition. But that's also a great project. And it also served as a model. So her project is called Spanish in Context 1 and 2. And I think part of the project is also in Corral's work page, if not all of it. So these are our models. So also this morning with Flavia, so we saw some of those needs that we think are important for the heritage Spanish learners. So this is what Valdez and Paricio are proposing. And Flavia pointed out some more points that needs to have been pointed out. Yes. More needs. What does that have to do with critical thinking, critical awareness? What were some of our goals in the reflexiones? Because we titled our project Reflexiones. And you'll see why. So the main focus of the project is on writing. Part of four, basically focusing on the four basic skills. We emphasize the process of writing, the idea of writing as a process. And we focus on the individual and group discussion. These are semi-formal exercises. But you can definitely change the approach that you want. I mean, if you want them to write something more informal, you can adapt them. If you want them to do something more formal, you can also adapt. Salute. Particularly an orthographic and grammatical point centered on a specific social and effective topic relevant to SHLs. I mean, we're not trying to cover everything because we know that SHLs already know some are very strong in some grammatical and orthographic points. We're trying to cover those that the research says that they need to scale up on. Salute. They're intended to promote a sense of classroom community. And they're designed to foster a critical awareness in SHLs. All right? So these are some of the topics that we cover on those SHL classes. So we have two classes, so 2313, 2315. So we already have four units that cover 2313. And now we're still working on the 2315. So today, so we are going to present the example for the first unit. And the 2315, which is still in progress. And then the other thing that I want to point out before I forget is that when we say we, it's Yanina and I, but also some of the TAs, some of which are present here that have also collaborated in this. Without their help, this would have been much, much harder. So yes. So we're going to talk about the benefit of reflective practices. And Flavia touched a little bit on that today. This is from La Corte. Basically, he says that as instructors, we have to reflect on what we want to bring into the classroom about our setting, about our own teaching and personal experiences. Because that is going to be important in how we deliver the message that we want to convey to our students. Maybe we can read a little bit about exactly what he says. He says, reflective practices should be an essential component of language teacher courses and programs in L2 or general education units for both TAs and undergraduate students. Interactors, reflective practices should also address their own background as native or non-native speakers of the languages that they teach. Personal experience as language learners, experience with different kinds of teaching, attitudes, or preferences concerning pedagogical or curriculum options, views about communities, the heritage languages, where the language is used, and so on. And so with that, we are also thinking about our own students in the classroom. So in the units that we have been working, so we focus on the critical language awareness. So this is what Paras says. So many heritage learners bring into the classroom important feelings of student participation about the way they speak. We challenge not only the use of their languages, but also their sense of identity in relation to the American and country of origin mainstream cultures. Some of the things that we've been talking about, we've talked about this in different terms. We've talked about pride and empowering, et cetera. So that's important to us. So how can critical awareness empower students? And Paras has this subset up, I think. And she says, the purpose of our profession comprises engaging students in deep reflection to raise critical awareness around important and sensitive issues, such as language ideologies and the power structures that have shaped students' beliefs about their own languages, cultures, and identities. The ultimate goal of teaching heritage languages to the power students and the linguistic identities as part of their lives in the United States and as part of their global citizenship. So like Flavia was saying earlier, I mean, we are teaching the orthography and the grammar, but we also want to focus on these sociolinguistic aspects and also in critical awareness, critical language awareness, which is what we were talking about a little bit. So we're presenting an example of the thematic unit. So you have the handout. So it's the one that says manual de discussion y reflexión unidad uno. So it's one paper on both sides. You have it in your folder, or you should have it. Yes, so it's something like this. So you can see on the side. So it's all the people that we have been working on this unit. So yes, they found it. Manual de discussion y reflexión. And I think you already passed it. And you see on the back it has the CC license. So basically, on the unidades that we cover, so they are divided in manual de reflexión y discusión, so where we have some readings and we also have some discussion questions for them to read and then discuss in groups or to elaborate a reflection. So the reflections are one of the main activities that they do. The other part is manual de práctica, so where they have some opportunities to learn or to review some of the grammatical points that we consider are important for the SHLs. So en el manual de reflexión y discusión, vamos a ustedes tienen algunos ejemplos. So we start with the, first with the topic. So they have a reading where they can reflect on some of the sociolinguistic aspects of the language. For example, this is titled Quien so yo. This particular unit is la identidad de la lengua, as you can see. So la tuta is about la identidad de la lengua as an individual and as a group and as part of the group of speakers of Spanish in the US. So we don't have the reading, but then the unit continues with a video that it's also related to the same topic, identity. I don't know if we can play it. Después tenemos esta parte para discutir generalmente. Así es la unidad. En este caso, tenemos varias preguntas. Esto, por ejemplo, sería bueno para cuando, por ejemplo, se van a hacer algo de una historia digital también. Puede ser como un ejemplo para un proyecto. Y estas actividades, bueno, esta actividad la pueden hacer en el salón de clase, como ustedes prefieran o si la quieren dejar de tarea. La lectura sobre la identidad, perdón, se me olvidó, pero la lectura sobre la identidad hablamos sobre esta idea de nuestra, la negociación de la identidad a través de la lengua, etc. Así que eso es importante también para ellos. Algo de lo que estábamos platicando hace el reto, esta idea de introducir la lectura, la lectura en la clase que siempre sean relevantes para ellos, que sean relevantes para ellos. En este caso, tenemos una lectura que se llama paisano. Y les pedimos, antes de que empiecen la lectura, pues que piensen, por ejemplo, en este caso les preguntamos, les decimos que la palabra paisana se refiere a una persona natural en un país. Y que piensen qué relaciones hay entre la palabra paisana y la entidad de una persona, etc. Entonces para que discutan. Y la lectura, entonces, es sobre una persona que empieza la universidad y que encuentra a alguien del mismo pueblo de sus padres. Es latino él y encuentra en la universidad a alguien que está trabajando que es del mismo pueblo de su padre. Y entonces ahí empieza esa relación entre el estudiante y la persona que trabaja en la universidad, que es un conserje. Entonces también tienen en el handout algunas de las actividades que están relacionadas con esta lectura. Entonces también les dimos una copia de la lectura paisano. No sé si la han escuchado, la han visto antes en sus clases. Entonces, en esta actividad, primero empezamos con el autor que lo conozca. Entonces pueden presentar algo sobre su biografía, sobre Francisco Jiménez, y que la biografía va a ser muy importante, no es relevante para entender un poquito más el contexto de la lectura. Entonces podemos comenzar con algunas de estas preguntas de dónde es el autor, dónde creció. Y después, entonces, ya pueden empezar a leer la lectura. Y también aquí ponemos algunos ejemplos de algunas preguntas para hacerlas después de leer la lectura. También esta sección está incluida en uno de los handouts. Y, pues, si tienen tiempo, entonces, pueden incluir también este paso que, entonces, escriban un cuento donde los estudiantes se reflejen con la historia, con la biografía también del autor. Lo bueno de los ejercicios, obviamente, es que estos pueden ser adaptados. Si ustedes quieren cambiarlos, se pueden cambiar. Aquí, por ejemplo, estamos pidiendo que escriban un cuento breve. Y, a veces, en este caso de ejemplos, yo les pido que, en este tipo de ejercicio, yo les pido que escriban y que aya voces de las personas de la comunidad y que hablen, más o menos, que tratan de reflejar el habla de la comunidad, más o menos, como ustedes pensarían que se puede reflejar, ¿no? Utilizando rasgos que ellos piensen pueden reflejarlos. Bueno, y estas actividades son de lo que llamamos el manual de reflexión y discusión. Pero, igual, en la parte de gramática que le llamamos manual de práctica, también incluimos algunas preguntas que alguna sección de actividades o preguntas que están, que son relevantes a lo que ya le leyeron. Por ejemplo, está en la lectura del paisano. Entonces, son algunas oraciones que tienen que traducir y que tienen que ver con el contexto de la lectura. También, por ejemplo, en el manual de práctica, bueno, vamos a presentar unas actividades donde hablamos de las palabras homónimas y del acento diacrítico. Entonces, también aquí vamos a usar la lectura otra vez para buscar esos ejemplos, ¿no? En cuanto a la unidad, toda unidad tiene una reflexión. Esa es la parte de escritura. Entonces, les damos un formato a seguir. Les pedimos que reflexionen antes de escribir. Tenemos esa sección antes de escribir y luego tenemos listo para escribir, ¿no? Y ahí damos las instrucciones. En tu primera reflexión tendrás que escribir sobre la lengua y tu identidad. Tu público sería tus propios compañeros y tu profesor, así que el requisito podría hacerse muy formal. Puedes escribir principalmente en español, aunque en otras clases les he dicho que pueden escribir algo en inglés si necesitan realmente. Sobre todo, con ese obción, la mayoría no la toma por alguna razón, ¿no? Pero, bueno. Sí, porque este es un ejemplo de una unidad para el segundo curso que tenemos de herencia, pero sobre todo en el primer curso, si les damos la oportunidad, no va a haber oportunidades donde ellos puedan empezar con inglés, ¿no? O pueden usar inglés y español. Pero también nuestra experiencia es que, aun así cuando les damos esa opción de que pueden usar inglés, siempre lo escriben en español. La mayoría de las reflexiones son descripciones. Generalmente, las descripciones van en el curso, generalmente hay un proyecto en donde tienen que escribir más persuasivo o contrastivo, et cetera. Pero aquí es meramente escribir. Más importante es escribir y que escriban cosas sobre ellos que después puedan compartir con la comunidad, con los compañeros. Entonces, lo más importante ahí sería esta confianza que debe haber entre ellos y los compañeros, porque lo comparten generalmente de manera oral. O al final, en mi caso, no sé cómo lo manejé tú, pero al final también hacen como un show donde ponen sus reflexiones y los demás pueden ir a verlas y hablar sobre esto. Entonces, es bastante personal, al menos esta parte. Muy, muy personal, ¿no? Luego cuando leemos si son historias fuertes saber todo lo que están diciendo sobre ellos, ¿no? Claro, porque algunas son historias de inmigración, otras son historias de algo que han discriminación, et cetera. Y bueno, y también cosas de ellos, ¿no? Sí. Aquí les damos algunas, por ejemplo, para la primera reflexión, ¿tienen preguntas que pueden responder, aunque no tienen que responder las preguntas? Por ejemplo, te hacen enfrentar a situaciones similares a las confrontadas en la lectura. Explica cuáles han sido y qué. ¿Qué significa la identidad para ti? ¿Cómo crees que los personajes de la lectura expresan su identidad? ¿Cómo crees que el contacto con tu cultura ayuda al desarrollo de tu identidad? ¿A qué grupos sociales pertenezas actualmente? ¿Cómo es que los utilizas para asociarte con unos o distinguirte de otros? ¿Explica cómo te identificas? ¿Explica cómo utilizar la lengua por expresar tu identidad? Et cetera. Entonces, como ven, son muchas preguntas demasiadas. Entonces, no tienen que contestarlas todas, son solamente un párrafo lo que van a escribir y pueden utilizar esto como una guía. La contestó, perdón. Era un párrafo, porque todos van a decir, how long? ¿Cuánto tienen que escribir? ¿Cuántas palabras? Yo estoy en una página. Bueno, y en el formato que ahí explica lo que tienen que hacer, que se puede modificar. Si ustedes quieren dos páginas, lo pueden hacer o menos, también. OK, gracias. Si, entonces, generalmente les pedimos una página que no incluimos todos los detalles de todas las instrucciones, pero una página y doble espacio, a veces, depende el tema puede ser de espacio y medio. Para muchos, lo difícil es escribir una página, porque algunos quieren escribir dos páginas, página y media, porque piensan que es un tema que no se puede contar en una página. Sí, porque a veces nos dicen, ¿te puede ser más de una página? Pues sí, no. Pero mínimo una o alrededor de una. Después, cuando nos entregan las reflexiones, nosotros les comentamos, tal vez podemos poner algunos identificar algunos puntos dramaticales en los que pueden mejorar, pero también les damos retroalimentación de un poco sobre los temas que están hablando para que también ellos sientan que nos estamos identificando con todo lo que estamos leyendo y lo que ellos están escribiendo. Entonces, después, cuando les entregamos las reflexiones, ellos, después, tienen una oportunidad donde van a pensar, a reflexionar sobre lo que escribieron y sobre lo que les comentamos. Entonces, ellos van a hablar sobre esto en la ortografía, como pueden mejorar en la puntuación, en el vocabulario, ya después de que la escribieron. Entonces, que la vuelvan a leer y evaluar un poco de lo que hicieron. Y luego, bien, el manual de práctica. No tenemos mucho tiempo, porque queríamos darle más tiempo a ustedes, pero lo podemos mostrar. Todos tienen un manual de práctica, y estas son las partes más tradicionales donde tienen ellos la ortografía. Los ejercicios que mostramos esta mañana vienen de un manual de práctica también. Así que no sé si hay este, pero de uno. Sí, entonces, por ejemplo, los acentos. Y en palabras que pensamos que donde hay este, no sé si le llamamos errores comunes o en lo que necesitan este más apoyo. No hay ejemplos de algunos acentos ya críticos. Y después, también, cómo usar esas palabras. Ya las practicaron, pero ahora se escribieron oraciones, escribieron un párrafo. ¿En cuánto tiempo se cubría esta elección? ¿En cuántos horas? Tenemos cuatro. Generalmente, las unidades, como dije, complementan otras cosas. La primera vez que yo las utilicé complementaban el libro, cosas que yo pensaban no estaban en el libro. Pero la segunda vez que ya las usé fueron cuatro y ya no sé el libro. Ya no sé el libro, usó las unidades. Hago otras cosas. Hago un proyecto y discutimos una película. Y hay otras cositas que hago, sí, sí, sí. Pero, entonces, son cuatro unidades. Yo diría que unas dos, tres semanas, depende del instructor. ¿Qué frecuencia por semana de clase? Enseñamos dos veces por semana. Claro, dos veces por semana. Esa fue una clase militaria. Pues yo le digo, en este caso, sí, si en este caso tendrían que complementar algo que, tal vez, ustedes traigan su libro, por ejemplo, y estos serían complemento a un libro o a otros que ustedes hagan. Entonces, más ejemplos de actividades que mostramos, los diferentes por qué o por qué, más ejemplos. Y como habíamos visto este ejemplo anterior, que aunque ya estamos viendo la parte gramatical, pero todavía estamos reciclando, ¿no? Toda la información que estamos viendo en esta unidad. Yo enseñaba clases de traducción. Yo me gusta mucho la traducción. Así que siempre, en mis clases de Jévit, siempre hay un componente de traducción, de una manera o otra. La bibliotografía, en este caso, los calcos. Más ejemplos de cognados. Entonces, creo que de aquí sale la parte. A veces los reciclamos, no en, por ejemplo, los de 23, 15, algunos los volvemos a usar en 23. En el, bueno, en el segundo semestre, porque pensamos que necesitan, necesitan reforzar esas palabras de ese vocabulario, ¿no? Entonces, algunos ejemplos de las palabras, ¿no? Para que las busquen en inglés, en español, ¿no? Y que comparen la diferencia. Y aquí siempre, como decía, como decíamos esta mañana, y lo volvió a enfatizar Claudia. Flavia, este es el clan de Holguín y ahora sí. Flavia, perdón. Y aquí siempre pensar en esos, ese componente social lingüístico, obviamente, ¿no? Paridad, todos esos términos de los que hemos estado hablando, ¿no? Siempre pensar en términos de esto. No, y después ir a un paso más, ¿no? Ahora usar esas palabras, ¿no? Que estamos estudiando. Las unidades que hemos estado preparando, unas ya, una creo que están, creo que nada más tenemos ahorita una en la página no de las que les hemos estado hablando en estos días, pensamos compartir el resto de material que tenemos y la resolución. Los gustó el modelo, pensamos que es un buen modelo, porque hemos estado trabajando muy desde acá con Claudia, tenés el apoyo de ellos de diferentes maneras. We think that the material that we're trying to create covers the needs of heritage learners. And we hope to measure how well these activities work with our students, the reception, engagement, and development skills. We haven't done that yet, but we hope to do so soon. And we also consider that the exercise would reflect a more realistic portrayal of the variation in culture while developing SSL reading and writing skills, like Flavia was saying. A lot of things of Flavia and Gaviela, and we were saying this morning, that's what drove us to do this type of project, thinking in our students in our classes. OK? Well, now it's time for an activity for you. So think about the courses, or I think that you've already had ideas from yesterday. So in the courses that you have, according to the type of students that you have, think about some activity or presentation that you can elaborate, or maybe you can adapt something that you've already used before, but with what we've seen from yesterday, think about how you can modify this activity, or this presentation. So you choose an interest issue for a students of experience in two or three slides. Let's try to use Google Slides to prepare this activity, this presentation. Because what we would like to do is, well, here we have the examples, but now they want to present them, volunteers to share what they did, the ideas they have. Me? Yes, OK. OK. No, but can we open the link? OK, sure. But I can explain, and then I can put it in the link. Yes, of course, yes, of course. I talked a little bit about this yesterday, but what I have done with my students is to do a project where they go to the community, in the community, to the offices in the hospital, for example, the police, and some stores. I tell them they have to go to four different places, that is, different. They can't go to four stores because if they go to Target Best Buy Walmart, they're going to get my answers. And I give them one or two questions, and then I tell them, you're going to create the questions. I mean, the first question for the employees in the stores or in the professional buildings is, what is the impact of Spanish in your business or in your workplace? For example, yes, in the hospital, for example, if a family comes and they don't speak Spanish, what is what they do? I mean, how do they manage it? And then other questions in the stores, for example, if they pay more for the employees who speak Spanish or not, and how does the business affect them? And then I give them those questions for a starting point, and then they go. They go to groups of two or three students and they're going to create a poster board with photos of the places, and then they present to me, and then I take them to the University of Tech State in San Marcos and we present the projects to the students who are taking the class that is called Spanish for Professions in Tech State. And then they tell me, students, but I don't want to present. And no, what we do is we put the poster boards in a rounder and they separate together their project and the students of Tech State are going to make the questions to my students. So it's like an exchange of questions and ideas and all that, and they like it a lot. It's very interesting, yes. Well, so this is what they're going to share, right? How much? Yes, yes. Are they in the technology? Is there anyone else who wants to share? Do you want to open the link? Yeah, it's the Christy Sanchez-Foske-Hartmakes. Or do you want to be here or stand in front of the camera? How do you want to do it? No, I want to be here. Okay, fine. So I just put it together really fast and it's all in English because I put it together really fast and because I was scared that I would make a grammar mistake in front of a group of Spanish teachers. Oh, and look, it says 15. I'm not even sure if I used 15. Okay. So I was thinking about, false cognates have been mentioned a couple of times and it's something that I know my curriculum goes over, but also thinking about the, what is it, multi-linguistic, like using different forms of language. And so I came up with a little project to be like a group project. You can go to the next slide. So basically just an introduction, what are cognates? What are false cognates? And then the next one is to write a dialogue in cartoon or skit form. I'm using at least five false cognates. So incorrect use of, sorry. Incorrect use of cognates can often be humorous. Injecting humor will improve your project and make it more interesting. Assign roles, use an online program to make a cartoon strip, be creative. If you're not sure, I don't add, I've, in the past when I've left things open for students to come up with their own ideas of how they wanna do something, I've gotten some really good results. So if you're not sure if your idea will work, ask me, like those were my two ideas, but I don't want to restrict it to that. But then if someone is really comfortable speaking, then they might encourage their group to do a skit. If they're really comfortable with the writing or they're someone who's artistic, but maybe not as strong in linguistics, then they can all find their own roles. You can go to the next one. And then practice your presentation, because I've had a lot, especially my heritage speakers, like to think that they can just get up there and wing it, and it always ends badly. And then the next one is to present it to the class, make eye contact. And then the next one, then I would want them to brainstorm how they can, because they've just put all this work into this, how can you use this out in the community? What can you do with it? Even if, like, hoping that they might be like, oh, I can like read this skit or show this cartoon to my little sister and she'll think it's funny. And then there's a list of example false cognates to use on there in the next slide, and that was it. Muy bien. Muy bien, gracias. Muy bien, muy muy bien, gracias. Alguien más que quiera presentar? So I did one just super brief. I'm Barbara, so I think I'm on the second page. Barbara? Barbara, keep going. La próxima. There I am. So just to give people an example of ways in which you might want to use Radion Bolante in your classroom, this is actually an episode about a Peruvian journalist who came to the great state of Maine where I live during the beginning of the Trump administration and the discrimination and the problems that he faced, living in a state in which I believe there's one percent of the population is Latino or identifies as Latino and there are more trees than people. So it's a great story about his, what he faced as a person coming to work and live and live with his wife who's American in Maine. The second slide is just a synopsis of the video of the episode. And my idea was that students listen to this and think about how Marco's story relates to either their story or someone else's story. I'm often quick to not ask students to self-identify but maybe think about somebody else because they may not want to talk about their personal story. And then the third slide, as I said, this was super quick. One thing people don't always know about Radion Bolante is there are sound slides attached with each of the episodes, so if you click on that hopefully it will open up. And it is the episode, the audio of the episode. Go ahead and click on the link and hopefully the internet's will be nice. So to give you an idea, so you can actually read while you're, read the text as it goes by which many, many students find helpful but it is also obviously available in a podcast form if people simply want to listen to it while walking around, et cetera. So that's simply an idea. So the episode lasts about 40 minutes but if you've not listened before, one of the ways people think about Radion Bolante is it's this American life but in Spanish. And so it's stories about Latin America told from the perspective of Latin Americans. So anyway, so that's an idea of how you might be able to want to use it. This would be wonderful as a way to model something that the students can do themselves. I mean, their own experience modeled through these. This is great. Thanks for sharing. By the way, in the last presentation I also liked the way that you were guiding the students through the production of the presentation so this is great, too. Thank you, thanks to you for sharing. Okay, mine is on the first page, I'm Bridget Morgan and it ties so perfectly with what went on. I like to turn the mirror on Key and I Somos. So what I do is I have the students look at the, the very top is the actual. This one right here? Yeah, the Bridget Morgan, yeah. And the instructions are there. They go to the Visit the United States site that is marketed to Mexico. And then they find their state and we have a good time because they look at Indiana and say, where are these places that they're marketing to Mexico? We've never been there and don't understand how you can do this. So we reflect on what the vocabulary is. We have a state motto called Honest to Goodness Indiana which no one understands but that's our motto. We also gave you Mike Pence, we don't understand that either. But so the, I ask my heritage learners, how do you connect this region, this presentation of your region to your community? What do you consider, there's a lack of information about the Hispanic communities in this marketing and it's the Amish, it's the French that settled Notre Dame or something. I mean it's just these people that we don't see anymore. And they can then, they need to pick two scenes from the video, they create a script, they have to talk about their student register or their register to whom they're marketing. Then they actually create the script and they have to record a radio announcement for me. And I warn them that I'm very good friends with the announcers on Tavoro Latino. So I'm gonna get feedback on how good their presentations are and there's even some ways for them to look at advertising for a region. And then I gave a couple of samples. One was the most timid heritage learner in class who created this beautiful come and visit Indiana. And one that even did a soundtrack for his little 30 second ad, which I didn't expect at all. But it was multi-literacy, it was reflection, it was authentic material and a way to think about ourselves. Is that here? What? Did you see that? Is it here? This one right here? Pick one of those, pick one of those. Either one. Either one. No one. It's in the same, it's in the same. Oh, okay, I'm sorry. I thought it was in a different way. This one? Yes. Okay. Thank you. Okay, here I go. No, it was right. ¿Te gusta usar el autobús de transporte para viajar a lugares diferentes? Sin duda, la ciudad pequeña de esta venta da la oportunidad. Puedes visitar muchos lugares, pero hay dos que son muy interesantes. Un lugar interesante es el Teatro Morris. En este lugar puedes ver obras de teatro. Los actores son muy espectaculares. Otro lugar que puedes visitar en South Bend es la Universidad de Notre Dame. Puedes ver partidos de fútbol americano en el autónomo. También puedes ir a comer en los restaurantes de la calle Eri. Son restaurantes que tienen comida muy deliciosa. Visita y disfruta de South Bend hoy. What do you do with the audience? I'm sorry, what did you say did you do with the audience after? After they do this? I have a friend who is a locutor on Suboro Latino, he's a radio announcer, and I have him critique some of them if they want on. So do they play them in the radio? Do they actually play them in the radio? No, but what he does is these are students that never imagined a professional use for their language. And he said, oh, you know, you're very good. You could be a teacher. You could help tutor, and they've never imagined that their voice would be anywhere except in the Spanish classroom and hopefully hiding from me, so. I'm thinking that I could use something like this in my second language classroom for listening comprehension, too. Alguien más que quiera compartir, porque ya vimos los videos, pero creo que ustedes en vez de que pideas tienen canciones. Lenguaje académico. Lenguaje académico, ¿dónde está? En primero. ¿Ahora? Unid, ¿por qué? ¿Cómo se podría hacer? ¿Por qué no hacemos otra mientras lo vuelven a? Valemos a otro y luego regresamos. The second one. ¿Van la Sonora de Vivida? Maybe. Yeah. One of the many things that I've stolen. But it has the, who it was borrowed for, it was from a Northwest Arkansas writing project in English, and the purpose was to be shared and for everybody to do them, and so my friend and I adapted it, or translated it and adapted it and stuff, so. And we use it for AP, but it's really not necessarily high level. It's the first thing that we do during the year to be able to get to know them, who are you, and just really quickly, that's what you actually give the students, so you're welcome to just use it and print or change it. But they basically pick five songs. They go through a process of thinking about events in their life and connecting it to music because they love music, and they can pick songs in English or Spanish. It doesn't matter, but they pick songs and they basically do a write-up and they do an introduction of themselves and it described the five songs and why they're meaningful to their life. And I'm sort of making fun, but some of them get really, really, really, we stand and cry when they present because they talk about somebody who died coming over and somebody who's passed in their grandma and things like that, and other ones are like, the University of Michigan fight song is my favorite, and it's like, wow, thanks for bearing your soul with me. But they only have to present the stuff that they share that can pick one of the five songs and their introduction to get to know each other because some of them don't, they'll share very, very, very serious things with me, but they don't necessarily want to share with the whole class. And so that way it allows them to open up to me more, knowing they don't have to share everything, but they can, and so you really learn a lot, well, for one about their writing skills and things and just who are they are and where they're from and everything. And they really like it because it's all about music and stuff. Muy bien, muy bien. Excelente, excelente, muy bien, sí. Yo creo que lo puedo usar. Pueden comentar también ustedes sobre... OK, la mía es Margaret en la primera página. Es sobre la lengua y la identidad. Es algo que usé en mi curso del 23-13 y es un capítulo de la casa en la calle Mango que se llama No Speak English entre mamacita y su esposo. Y tienen que leer el cuento después escribir un diálogo entre mamacita y su esposo en la cual están discutiendo qué lengua deben usar en la casa. Porque el esposo quiere que use el inglés y ella no habla nada. Y después tienen que escribir un diálogo entre la naradora que es una niña de 10 años y mamacita y piensen en el registro que están usando sería lo mismo, el mismo registro entre una niña y la señora mayor que entre el esposo y la esposa. Y ahí haríamos a los estudiantes de reflexionar sobre estos términos que vemos, estas componentes de todos el linguísticos que hemos estado hablando durante todos estos días, ¿no? Y también como mamacita, Anela está otra vez en su país. Exacto. Tienen que pensar en expresar lo que dicen sus padres. Si sus padres han dicho la misma cosa sobre sus deseos de regresar. What's her that's yours, let me in. I need a mask. My document's on the main part of the sharing Google Doc. First page? Yeah. I'm sorry, I missed it. It's like in the main shared area. Yeah, because I uploaded it in the folder. Yeah, not on that particular doc. Right here? Okay. Yeah, the Google Drive, like if just back to the main Google Drive. Because I uploaded it following that and it went there instead. Oh, okay. Yeah, it should be in there. It's, okay, I don't see. Okay, yeah, it's in there somewhere. It's under Jennifer. What do you call? Okay, someone else should go. What is? Okay, there it is. It's in files, I guess, not folders. Yeah, no, it's weird. I see it on mine with a few, with several others. I tried it, went to the other place. Yeah, I'll keep trying. You get what's there? Okay. Tienes uno? Okay. Yeah, that one's. All right. I'll put it there. I don't know. I don't know how to finish this. Siento escuales? It's with Megan and Melissa down there. Megan Sheldon and Melissa Negro. Ah, yeah, that's it. No, up. Megan Sheldon and Melissa. Yeah. So our activity focused on linguistic identity and the role of Spanish and heritage learners' lives. And there's a poem by Melissa Lozada Oliva. I don't know if you guys are familiar with it. It's my Spanish. We put the link in the document. And it's, I mean, you can play a part of it if you want. It's, yeah, sure. So many topics for discussion right there. Yeah, so it's a great poem. And so we started it out with, before you show them the poem, ask them like cuál es el rol del español en tu vida y qué significa ser bilingüe. So you can do that in groups or as a class and however, whatever you feel. And then play them the video and then ask them like qué significa el español para la poeta but emphasizing to them the way that the language goes far beyond the language. That it's family, that it's feelings and thoughts and memories. And then is it similar to like tu definición that you gave before? And then cuál es el impacto de usar el inglés para describir el español in this case. And do you wanna talk about the second half? Or no, okay, okay. And so then Melissa was talking about how in her classes, her heritage classes, she's actually had students write poems and how successful that's been. And it seemed kind of like the perfect follow up to this. So then having them write their own poem that accomplishes one of these two objectives. And this is in Spanish, define el español or describe lo que el español significa para ellos personalmente, so using the same way that losada oliva has used in her poem. And then having them actually recite and perform the poem using losada oliva as a model in their poetic performances which can be done the next day or if you have time in the same class or something like that. It's like art and poetry and literature. I mean Flavia was mentioning art and Gabriela was mentioning poetry. It seems like this go hand in hand with the social classes, right? Muy, muy bien. Gracias. Para aquellos que te despiden de escribir algo así en sus plazas, entonces que participen en el concurso de poesía para febrero. Así que ahí está el próximo ganador del concurso. Está aquí, ¿no? Okay, ¿verdad? Thank you. Okay. Chris Cashman, I think it's on the second page. Second page, yeah, there it is. So my first year heritage course, we read a lot of extracts from Celia Cruz's biography. And so they get a little bit of a crash course in Cuba and its history and its culture and salsa music and whatnot. And Celia spends a lot of time writing about la relación que ha tenido con su papá, okay? Y cómo es que su papá se oponía a su carrera como música, como artista. And since I work in a fine art high school that's like really super relevant. So, you know, her journey as an artist and my students comparing it to their own journey as artists. So, so we can go ahead and go to the, a comenzar antes de leer. This is a discussion question that I've had, I've brought for the last three years and oh my gosh, es imposible que parende a hablar. O sea, hablan y hablan y hablan. Crees que la relación que tiene el joven hispano con su padre es distinta que la relación que un joven blanco tiene con el suyo o con el joven americano. Y hablan y hablan y hablan y hablan y hablan. And it's always fascinating conversations, okay? And then, go on. And then we read the part of Celia Cruz's autobiography, autobiography where she talks about her father and the relationship and how he was against her singing and public and going into the arts and he wanted her to be a teacher like all the other muchachos decentes de la comunidad hacían, you know, en aquel entonces and then, go on. And then the assignment that I give afterwards is mi padre. So, they get a chance to write about their own relationship with their father. They compare it to what Celia Cruz said. And then I also give a disclaimer like if students are uncomfortable writing about their relationship with their father, they can choose someone else anonymously. It can be, you know, some of them have written about famous people and their relationship with their father, but I always give a disclaimer if students are uncomfortable with that. And so, yeah, that's an assignment that always, and boy, reading their responses is just incredible. And some of them sharing, like it's, this has always been a hit. So, yeah. Muy bien, hay muchas ideas. No sé si tienen preguntas, comentarios de también no tanto de lo que presentamos nosotros, pero lo que presentaron este, ustedes aquí en. Comentarios hacia. O sea, algo, no? Comentarios, preguntas. Okay, I'm on the list, finally. Jennifer Lang-Rigal, the last one. I wanted to share this because it's more of a socio-linguistic activity. And this is for practicing a lot of the terms that you all presented this morning. And I use this in a class. It's really relevant to these topics, but I think it could also, I use it in a class Spanish in the US, but I think it could be used just to practice that terminology and apply it. So the preactivity is this first part here where you kind of come up, use the categories to come up with examples from US Spanish of the semantic transfer or extensión semántica, calcos, prestamos. Another variance, this could be adjusted depending on how much knowledge your students have on this. It's a linguistics class. I expect a lot more knowledge. And then the second step is to listen to a video. And I use the videos on the spin techs, which are great and a lot of, it's all US Spanish basically. So I take a good video that has some examples of some of these features and then they fill out as we listen, we pause the video. And so they practice identifying some of these variants in the speaker's speech. And I usually show the transcript, they're in transcript too, just to help them out so they can read it and hear it because it's not like a listening test or anything like that. It's really just finding it in speech and but I think it helps them understand what Spanglish really is. And so it goes with discussions of Spanglish and why people speak differently and what defines their dialect or their way of speaking. So yeah, we listen to it several times obviously because it's hard to catch it, pause after every 15 seconds or so. And they can just note them down in that graph. And I use this as an assessment, as a practice and then as assessment. And of course I have to make a key and note down as many as I can find and hope that I caught them all. But yeah, it could be just be focused on the semantic variants, so like the calcs and the bar wings and stuff like that or lexical and code switching too. So it kind of brings all the features together. Good exercise. This is for a phonetics or linguistics, should I continue with this? Okay. Have you, is that going to be in the folder? Am I using it? Well, thank you for sharing. I mean, this is great. I mean, a lot of ideas, a lot of things that we can now implement in our classroom and they're gonna be there in the folder for you guys to share to go in and see what's there. Remember, adapt the idea with OER is that we adapt, we get what we need and then we adapt it to our own reality, our students. So, great, thank you. Gracias. Yes. Gracias. Thank you. Thank you so much. Donina and Esteban, thank you again. And thank you everybody for sharing and I want to remind you that you can all put creative commons licenses on all this work that you've shown us today. You can go back and add that and then that way you'll have some of your rights reserved, right? Remember, like Sarah explained yesterday. So that way we can all share and use each other's work. And right now we have the question and answer session but if you want while we set up, you can go for a two minute break and there's fresh coffee out there too. And there's a lot of these cookies and pastries left. There's some here and some by the coffee out there. Please help us take care of those. And algo más. Is there any more now? Yeah, so a couple more minutes and then we'll be back, okay? So help yourselves.