 Yes, so for our first presentation, it is really my pleasure to introduce Dr. Carl Blythe, who is, as he said, the director of the Center of Open Educational Resources and Language Learning, COREL, and you can see here in the agenda the nice logo. And he is also a professor of French linguistics at Texas and UT Austin. His main research interests include applied linguistics, French social linguistics, discourse studies, and of course all his work with OER through the last, I would say, decades. So his presentation today is going to focus on opening up foreign language education, the affordances OER on OEP for language learning. So please, all of you, welcome Dr. Blythe to our workshop. Hey, thank you very so much, both Jocely and Flavia. Thank you. Yeah, gotten everybody now oriented. I just going to remind you that everything that we're showing you today, there is a copy of Jocely showed you the copy that Google Doc that has embedded links to everything. In addition, we are recording this Zoom. So literally everything, all the documents, videos, PowerPoint slides, Google Docs, all of that is available for you, OK? And let me remind you then, since it's hard to have a discussion with 100 people or 85 people, however many people we have joining us at the moment, make sure that your microphone is off because sometimes even a little bit of noise can be distracting. There will be times at the end of our talk that I will open it up to the floor and people can talk. But just kind of good Zoom etiquette is make sure that your microphone is muted. OK, so let's get started. I need to share my screen and let's see. Is that sharing for you? Yes. Great. Here we go. Center view, play from start. Here we go. Now this is a PowerPoint, but I'm going to give you, we're going to break this up a little bit. And I'm going to run this, the first session goes until 10.30, I'm not going to be talking that whole time. So you'll be, have a chance to do something. And then we'll take a break from 10.30 to 11. And as Flavia said, you can then make sure you've downloaded everything. You can go get another cup of coffee, but let's just hunker down. We're going to have it a little bit more than an hour here for the opening session. And I've changed the title just slightly because opening up foreign languages didn't seem to make a lot of sense to me since we're really talking about heritage Spanish in this context and this workshop. And as you know, heritage Spanish is not a foreign language, especially not here in Texas. And that makes all the difference. This shift from foreign to heritage. And one of the problems, of course, is that commercial materials, since they're mass marketed, they're really for a foreign language student. And that may sometimes be inappropriate for a heritage Spanish student. I know I'm here, I'm preaching to the converted. You all understand the implications of that. Sometimes commercial materials actually reinforce negative stereotypes that we want to avoid with heritage Spanish students. They can reinforce even feelings of linguistic insecurity. If I, oh, my Spanish isn't good enough or I don't speak the right kind of Spanish. So because we can't always depend on commercial products, we have to do it ourselves. And that comes back to OER, that comes back to open education, essentially open education, which is really what we're all about here at Coral is educators helping educators to create our own, to create our own materials, to create our own methods. We're helping each other learn how to do what we do better. So I'm going to talk to you then more specifically today about the affordances of OER, I'll be explaining what those acronyms mean and OEP for language learning in your classrooms. Let's get, let's get started here. So as I said, our logo, I love our logo, Natalie created it years ago. And I'm still I still really like it. It's focused on OER. It's in the heart of our acronym, we're the center for OER. And of course, language learning is what brings us all together. So O is open. And that means the whole point is that education is a social system, but it tends to shut down. It tends to close people out. We want to keep open. We want to keep education as open to as many people as possible. That means that we want them to have access. And there are various barriers to access, namely money, finances. At the, excuse me, at the college level, tuition is going up and it's shutting people out of access. They don't have access to educational opportunities. So more specifically, open educational resource or OER refers to, as I say here, educational material offered freely for anyone to use involving the following permissions through an open license. That last two words that open license is important. If it doesn't have this free stuff on the internet, that is not necessarily an OER. It must carry an open license. And we'll be talking about those in just a minute. I will draw your attention. If you look at this slide at the bottom of the screen, there's something that says CC By. That is an open license. In fact, everything that we're sharing with you today and open education is really just about sharing. Must have an open license that will allow you to do all of these, what we call the five Rs. Retain, reuse, redistribute, remix and revise. So retain, now, let me explain what those rights are. Retain, when you, in the digital era, you can now, you can rent a textbook from a publishing company that's entirely digital. And at the end of the semester, it disappears. It literally goes away from your desktop, from your computer. But in the world of open education, we believe that it's important for the students, once they've taken a course to retain those materials because they may want to go back and use those. Reuse simply means copy. You know, when you have a textbook, you're not supposed to make a copy of that textbook. Of course, language teachers violate that copyright law all the time because we make copies of all kinds of things to use in our classrooms. Redistribute just means that you make multiple copies and you pass them out. That's why it looks like a copy machine here. So you don't wanna make one copy because you have multiple students. You wanna make copies for all of your students. Remix, of course, means to take a little bit from this textbook and put it together with a little bit from that textbook. That's the notion of remixing are also called mashups. And finally, even to the granular level of revising, we're allowing some of these licenses will allow you to go into the textbook. I keep using the word textbook, but it could be anything. It can be a lesson plan and actually change the words. So imagine if I have a photograph of my students and you wanna take my lesson plan or my activity and you wanna replace my photograph with your photograph, that's fine, that's called a revision. So these are called the five Rs, retain, reuse, redistribute, remix and revise. And together they form the world of copyright permissions that we're gonna negotiate in open education. So why OER? Well, I'm gonna give you two quick questions. I've already mentioned the financial problems. Finances tend to close down educational opportunities for people and it has really become, I know that everybody's heard about the problem of the rising cost of tuition, but if you look at this first graph here, textbook prices have become a really big deal now on college campuses in the average four or five years to get a college degree. It's roughly about $5,000 that the average American student pays for pedagogical materials. And that's especially important when we're dealing with people from lower income families, people who don't necessarily, who may be the first in their family to go to college, they're not expecting the high price of textbooks. And so this can be a real deal breaker. We are finding now surveys are showing that people are not going to college because of a high price of tuition and now textbooks. And I might add in secondary level, it's even worse because 10 years ago when the Great Recession hit in 2008, Texas Education Agency and many of the state agencies, the educational agencies, they slashed budgets for textbooks. And guess what? That budget has not come back in the intervening 10 years. So what we have now are, we have Spanish teachers across the country calling us up here at Coral and saying, I don't have textbooks, what am I supposed to do? So it truly is a crisis. The pedagogical reasons I already alluded to at the very beginning, textbooks are old and they're out of date. Everybody loves to complain about their old fashioned textbooks that have a president from 10 years ago or they're citing a television show that no longer exists, those kinds of things. But more importantly for the context of heritage Spanish, it's a particular context. And since commercial publishers have to go after the mass market, they create generic materials. Now I don't want to bash publishers, they do a good job at what they can do. But what we're trying to do is adapt materials to the specific needs of our classroom. So I'm sure that you know more than I do about the pedagogical reasons why you need to have particular materials for the particular setting of heritage Spanish. So let me try to play this really short kind of public service announcement that we created at Coral that explains the concept of OER. Traditional language textbooks are limiting. With no way to customize them, teachers can feel stuck. We're here to tell you about open educational resources. An OER is any material shared by its creator that has a Creative Commons or other open license and is available at low to no cost. While traditional textbooks have a copyright preventing you from making copies or modifications, OERs allow you to remix, revise and reuse materials, creatively adapting your resources and sharing them with language teachers and classrooms all over the world. Come explore this new pedagogical landscape and open up your resources and your classroom. Okay, so I think that you now kind of understand the concept of OER. It's anything that you can use for learning or teaching but that it must have a Creative Commons license. It must have an open license because if it has a copyright, the C in the circle, that shuts it down. It does not allow sharing. So what we're trying to do today is promote sharing amongst ourselves. So copyright is actually a plural term copyrights because it gives rights to publishers and authors and a couple of rights, maybe one right to the user. As I mentioned, the right to copy, the right to distribute the copies, the right to make changes or what we call derivatives and copyright law and of course, even the right to sell those derivatives. Those are all rights that are usually belong to the publisher or the author. So the user, well, all you can do is simply use your textbook and that's it, all right? You're not allowed to do any of the other things that would be a violation of copyright. But we're gonna change that and we're gonna, this slide introduces you to the wonderful world of open licenses and I want you to become a little bit more familiar with that and it's really the notion of creative commons refers to then basically culture. We create things to be shared in a culture in a free way. Language belongs to all of us. The Spanish language is not copyrighted. It is part of the creative commons. We can create new words and new expressions, new texts and we can share it with other members of the commons. But also creative commons is an actual organization that exists, they are copyright lawyers and they're trying to come up with an alternative to the existing copyright laws. And they've come up with this easy system. If we look at the right side of the slide, you see the icons, attribution, non-commercial, share alike and no derivatives. Let me explain these four icons and so after that you'll be able to interpret any open license and you're gonna come across them real quickly. Okay, so attribution means simply saying thank you. It says, somebody has created this and I'm gonna point back to if I use their materials, I'm gonna say, I'm going to acknowledge. For example, Jocely and Delia will be talking to you later about the materials that they've developed here at the University of Texas at Austin. Well, it's fine, go ahead and use their materials but please point back to them and say I attribute the original to Jocely and Delia. That's only good practice, right? That's just being a good educator. We are sharing our materials but we also expect then people to say thank you. That's attribution. Non-commercial, that's pretty obvious. Sometimes the license will say you can only use this in for nonprofit reasons and so I don't want you to make any kind of commercial transaction from it. No derivatives, the equal sign will say you can't change it. It's how you start with it. It's gotta be how you end with it. It's got to be the same so no derivatives are allowed. Remember something like in that little video you were able to see people switching things out and moving text around and editing. No, no, no, no, no. That means making a derivative or change. And finally, sharing alike, the recycling kind of image here. I prefer to, I think it's a bit of a misnomer. It really just means license alike. You have to adopt the same license. So if I find a piece of media and it has this license, I have to adopt their license. Okay, so let me, let's take a look at how these icons are put together here on this graph. So you see on the right, the C in the circle is what we understand is traditional copyright, which is not very open because it says, all rights reserved for the author or the publisher. We want to share as teachers, we want to share the rights with other teachers and with students. So over here in the far left, the most open kind of content of all is called public domain. In fact, we don't even know necessarily who created it. It's in the public domain. We can use this any way we want to. There may not be any attribution because again, we don't know who to say thank you to. The next most open license is CC by. And that simply says, you can use this any way you want to just give attribution to the originators. The next one CC by SA is you, I have to adopt this particular license. I say, thank you to let's say, Joselli and Delia. I'm using their materials. I may be using their syllabus for my Spanish heritage course, but I need to say, I need to put their names on the syllabus that I'm using. CC by NC, I must give attribution and I can't sell this. I can't make any money from it. No non-commercial. CC by NC SA, I've got to adopt this license on my materials, can't make a profit and I have to give attribution. CC by ND, I can't change it. Okay, I'm not. So if I have this license, if I come across this license, I can only use the content as is. I'm not allowed to make any kind of derivation. And finally, the most closed open license is I have to give attribution. By the way, attribution is on all of these because that's kind of the scene of, quote, non. We are not here to plagiarize. No, no, no, no. We are here to give attribution to everybody to say thank you. So that's found on every single license. Not non-commercial, non-derivatives. Okay, that's it. You can now read licenses. Okay, you'll get more practice at that. So C in the circle means all rights reserved, basically the whole point of open educational resources is to negotiate those rights within users. So remember that open in this context means that you're free to use them according to their, the permissions. That's why you need to pay attention to the copyrights to know what kind of permission you're being given. So what kind of, what are OER? Basically anything you use for teaching and learning which covers a huge variety of materials. Here's an activity created for heritage learners that's in our database for our Heritage Spanish project. And remember I said at the beginning please go and take a look at our website. We've got lots of content that people are sharing for you to use. But this is simply a Google doc and it's only one page. It outlines an activity to do with a link and then it has a CC license on it which is a CC by license. So it can be very small, one activity that two teachers create. This was, Maybell was a graduate student at Texas A&M and she attended one of our workshops at Coral. She created this really cool activity that was actually about 10 pages long and had lots of different media. So it was much more involved. It was part of a project that we call the foreign languages and the literary in the everyday. And so she created that and she put a CC license on it. It's available in this archive, theflight.org project. So a lesson let's say. A syllabus, I've already alluded to that. Here's a syllabus shared to you by our own Department of Spanish and Portuguese. And it carries this license. So you have to pay attention to that and it gives you permission to use the license according to these restrictions here. Language, okay, this is a Portuguese podcast. Orlando Kellm is a very prolific OER producer in both Spanish and in Portuguese. So it can be an audio file. It can be a podcast. It can be much larger. Here is an example of a textbook that we've published. These two instructors are Betsy Arnold and Rose Potter taught for many years in public schools and in the AP Spanish course. And so these are materials that we've developed in a full textbook. Videos, if you don't know about the Spin Text project, please go and visit that. We have hundreds of videos from Spanish speakers here in Texas with the Arc, with transcripts. You can download all of this content and use it. So you can download all of these videos to your laptop, so forth. Okay, so anything, it can be basically anything you use, including as I mentioned, a PowerPoint. So notice every single one of these slides, I'm giving you permission to use it as you wish. Just give us attribution, okay? That's that little icon. All right. So let's take a look at some of this content. Let's find some of this content. And by the way, there is a ton of open content on the internet, photos, videos, images, text. It is quite amazing. The problem is that people don't know how to find it. They don't know how to find the good stuff. There's a lot of stuff on the internet. So let me show you two search engines. The first one, of course, is Google. Most people use Google, but Google has a button. You can do an advanced search with Google instead of just typing in a keyword and then searching the internet. You might want to do, you might wanna filter your results for only open content, right? Only pieces of content that carry an open license, an OER. And so you'll notice at that, when you click on the advanced search button, you get something that looks like this. And it works very much like all search engines you're familiar with. You wanna type in an exact word or phrase here. You can sort it by the language. But importantly, at the very bottom, you wanna sort by usage rights. And it will give you all of those separate CC licenses. Okay, so here I've selected free to use or share even commercially. So I'm looking up the word graffiti. I want perhaps texts or images that deal with graffiti and I want them to be completely open for me to use. Okay, here's what we're gonna do. I want you, this is something, this is worth the price of admission for this workshop that you learned this one page. It's called CC Search. CC, of course, for Creative Commons. And you'll notice that it has a lot of these different fields. These are all, these are different search engines that search the internet for specific kinds of content. So here Flickr is a huge repository of images, primarily photographs. Jemindo is for music. So different audio files. YouTube, as you know, is the largest repository for video content. But what we've done is we've selected under here, we're filtering it according to the CC license, according to, so we want to use only, we want to search these repositories for open content. So let me give you a task to do. I'm gonna take a break here. And this is, everybody has their laptops open. And what I want you to do then is go to the CC search engine. Here is the URL. So let me show you how this works. I'll go back to it. So here I'm now on the internet and I want you to conduct your own CC search. I want you to do, I'll give you about six or seven minutes to play with this. So let's do, you are going to do a unit and the whole point of using content is to make it as absolutely as timely and relevant as possible. So you want to talk about race relations in countries all over the world because of course the Black Lives Matter movement has gone international. And so there's my keyword. And if I want to look for images, click on this and now it's gonna search for open content on Flickr. Hi, Carl, it looks like you might have to change your sharing because now we still see the slide. Okay. Okay. I think maybe if you stop sharing and then start sharing again. Okay, stop sharing. Okay, let me try this. So thank you for that. You couldn't see what I was. Okay, here we go. Is that good? Yeah, okay. Yeah, okay. So as I was just showing you, let me back up. So I typed in Black Matters in the CC search. I chose Flickr and I'm gonna conduct then an open search and I have all of these images and there are gonna be thousands of them are all open for you to use as educators any way you want to, okay? So let me give you, remember that what I'd like you to do is go here, type in oldsearch.creativecommons.org and play with a couple of these different search engines. You're probably all familiar with Google but there are more search engines here and it's your one-stop shopping. I will give you, it's let's say we are at 942. So let me give you about five minutes to take a look around, all right? On your mark, it's set, search. Okay, so we've talked about the CC licenses and the different kinds of OER and I just introduced you to one very powerful search webpage it's called CC Search and let's keep on going. Now you may be thinking, well I don't wanna just search for media. I wanna search for already made OER, some like a textbook you talked about that or lesson plans, something along those lines that have been created by other teachers for me. And so you're right, the place to start, I would, before you start to create your own materials you need to kind of consume some other materials and there are these things called repositories that are probably better for somebody who's new to OER or open education. So a place like Merlot or OER Commons or even as I mentioned, Coral is one of 16 language resource centers and I'm looking at the time so I'm only going to show you one OER repository and that's Merlot. You can even visit Coral. Coral you can consider then a repository because we simply have lots of ready made OER and you can search that according to language so you can choose to look at only Spanish materials on the OER website. But Merlot is a large repository and I think it shows you, I think, well, what you can do with it. So now you should be able to see the Merlot. I clicked on the link here which is embedded in my PowerPoint. And if you want to browse the site and by the way, this stands for kind of a multimedia educational resources so it's in all different kinds of fields. So you want to browse, let's see, goodness. Where is this? Learning exercises, bookmark, peer review. Let's go, let's start with materials and you want to filter it then according to your discipline. Again, I mean, we can see your actual screen we're seeing the PowerPoint. Oh, okay. Sorry. No, no, no, thank you. All right, let me go back. Sorry for these technical difficulties folks. Now can you see? Yes, yes, yes. Okay, so thank you, Flavia. So what I did was I'll just back up here. I went to Merlot and you're gonna have to dig down some of these repositories are huge. So I'm browsing it according to let's say materials and then it loads for me and I need to look at by discipline and of course language learning will be in the humanities and then American studies, Chicana, Latina studies, Jewish studies, what am I looking for? Ah, world languages. Notice that there are over 3,000 OER here. So there's a lot of content. Click on the, and now we're gonna filter according to the language and we finally see that Spanish has 485 and it's always updated. The great thing about this, ah, look at this. The first thing that pops up, Spanish proficiency exercises by our own Orlando Kelm. The great thing about this is that it has an editorial staff that curates the OER so that you can have some kind of assurance of the quality. One of the problems about just going to search engines is you find all kinds of stuff but it's not the good stuff. So the great thing about this is that you can go through and it will find materials that have been vetted by an editorial staff and they even have then different reviews, okay? So let me give you then just a minute to go back. I'm gonna do the same thing. We're gonna stay with Merlot. And let me take you to the top, OE, the URL here is merlot.org. Type that in and take a look at their Spanish materials. Remember, I went to browse. I clicked on materials and then I loaded and then it went to humanities. I clicked on humanities and then it took a minute to load. I chose world languages. I kept drilling down and then finally I chose Spanish. And then it's gonna give you lots of various so I have 400 OER to look at. Again, we're just familiarizing you with a repository. So take five minutes and look around to find an OER there. Okay, go. Okay, I think I know that that's not enough time to look through all 485 or whatever OER here but again, it's just to get you a little bit equated with the interface of one repository which represents then many different kinds of repositories. So when you wanna, excuse me, when you wanna find more OER and find more OER repositories, simply go to Google and type in OER repositories and you'll be surprised by how many different kinds of repositories there are out there. Some of them are better for STEM, right? For science and technology and they are for world languages or humanities, you will be able to find that. I'm showing you Merlot because that's a really good one. NFLRC.org is also a really good one. Let me go through some of these. I mentioned Coral of course, as our website can be considered a repository. We have lots of different Spanish materials or Spanish OER and they're highly modular so you can mix and match them. The Heritage Spanish site of course is growing as people are contributing to it. We have something called Español Abierto which has multiple OERs. I wanna bring to people's attention a new first year program called Trajectos by Gabriela Zapata from Texas A&M. It's entirely online and now in our beta form so you can start, you can use it right away. And again, because it carries an OER license you are free to go in and change it in any way you want to. So it's a really interesting site. She even has examples of how you can adapt the materials to your own classroom. There is a section called El Mundo Tejano because of course she's teaching Spanish here in Texas but of course she tells people will look if you're teaching in Spanish and California. Here's how you can adapt this section to the California context and so forth. So okay, that is then the wonderful world that's called Trajectos by Gabriela. That's our latest OER in Spanish. A really great repository is called Open Textbook Library. And again, you don't have to remember the URL just type in OER Textbook Library, Open Textbook Library, excuse me. And this is out of the University of Minnesota and these are entire textbooks. There's several textbooks that are available in Spanish. Trajectos is not yet reviewed because it's just brand new and it still is going through final kind of editorial changes, but hopefully that will be reviewed and available through this repository soon. We have many of our other textbooks that are available here. Okay, so let's say we're gonna move on we already done the task of looking at Merlot and I'm gonna wrap things up here so we can get to your questions. So the benefits for OER through the words of our own open educators. And this is Megan who is a curriculum designer at a public school system outside of St. Louis called Parkway School District and they contacted us a couple of years ago. This is happening all over the United States because as I mentioned in the beginning, textbooks are a real problem because people simply don't have them anymore. They're not available or they're not enough to go around. So this was a crisis in the Parkway School District and Megan got in touch with us and said, I'd like to go open. I'd like to adopt OER, but where are they and how do I do it? And so they started creating their own they created a multi-year project with a team of their own teachers from the district. And of course, this is a huge undertaking but I told them, you don't have to do it all by yourself. That's the whole point of sharing. That's the whole point of OER is that we help each other out. And yeah, so she says here that we've coupled OER with 90% target language use. And that was really the driving force there. They wanted to create materials that would keep the students in the target language. Ignacio was a graduate student in a program in anthropology and now he's finished and he's a professor at the University of Kansas. And he works on the Kiche language. So an indigenous language in spoken in Guatemala. And what he was amazed by was that was how once you create materials or create something and then give it to the world so many people start to find out about it and it creates word of mouth. And he wrote this. This is actually a little blurb. He wrote that they were amazed when they finished the Kiche course. Again, this is a less commonly taught language. It's an indigenous language spoken by about a million people in Guatemala. And within a year they had over 75,000 views. So it has been adopted now by Mexican universities that are using it as their primary text to teach Kiche. This is from a Chinese instructor teaching, I believe in kindergarten or elementary school level and she created a lesson. But for her, it was really about being a member of a community of other teachers who were sharing their ideas. So by creating the materials and sharing the process with other people she got new ideas as being a member of a kind of a collaborative team. And finally, I say this again and again and again. It really has reduced the cost for students. At the University of Texas, I'm in the French department. We saved our students now more than $3 million. And that's a lot of money. If we think about it in our first year program, we've created our own materials. And if you think about how a textbook can be about $200 per person, that's over time that's a huge savings. This is a really cool idea. I wanted to add this slide here, this notion of you can create materials with your students. In other words, involve the students in the creation of the materials themselves. Because sometimes if we're trying to create student-centered materials, why not have them be co-authors with us? This was a project by a professor at University of Oklahoma. Of course it's an upper level Spanish literature class, but she was teaching them about anthologies as a genre. And she gave them various texts. She taught them how to write then interpretations of the text and to create their own anthology. And then they published it. They went through the actual steps of editing it with native speakers and then finally publishing it. So yeah, the idea here is to create materials with your students. So going open, this is the whole point focusing now on you. I want you to think about open education. It's not just as these objects out there, but as practices. So OER now you understand means any object, it's an open educational resource for you to use in your teaching. But it's also about open educational practices. So please share what you produce. Think about sharing what you produce. Think about adapting these OERs to your classroom. And that brings in the whole notion of collaborating and mentoring. You may know something that somebody else doesn't know, share that information with them because it's about sharing knowledge. Innovating, experimenting, researching, empowering, all of these are open educational practices. Showing gratitude, I said. When somebody creates a syllabus and they share it with you, that's an act of intellectual, I mean, I'm so excited when I get something from somebody who has done so much of the work for me. So make sure that you point back to them and give them attribution. Use repositories. And I might even say that we can talk about OER as a value system, being open to other people, being more open-minded, listening to others and always thinking about ways to include people who are shutting or who are being shut out of a system. Okay, so I've been thinking a lot about the Black Lives Matter movement and thinking about when we had discussions at Coral about how we can change our own practices as an institution and include then the voices of people who have been shut out. So in particular African-American students who may not be taking our courses and who should be taking our courses, but maybe our materials don't speak to them. So I think that there is a lot of resonance to what I'm trying to say about the notion of openness and the current events today. So let's all kind of think about how we, first of all, as heritage Spanish speakers, you're thinking or teachers, you're thinking about how to include people who have been shut out of the Spanish speaking world in various ways. But let's keep then expanding that notion of inclusivity through open educational practices. So what's next? I want you to share ideas throughout this workshop with your colleagues, join some kind of communities. There are various communities out there that are gonna help you become open educators. Put a CC license on something that you create. It's easy, go to creativecommons.org and they show you how to do it, use repositories and then include your students in creation of materials or some ideas. And finally, this has been an infomercial for an OER course that we've developed at Coral. Click on, all of this is available to you if you wanna find out more. It is an entire course which goes much more in depth than I'm able to do in an hour here. Okay, thank you so much. And now I'm gonna ask Flavia to help me out. I know she's been looking at the chat room and we're gonna talk a little bit about your questions and the things that you posted. So Kars, thank you for your presentation. It was great as always. And I think that the course that is available will be really useful for everybody here. Some of us are more familiar with OER and the use of the licenses. Some people are new to it but I think that is a good reminder for all of us. So Gabrielle was saying that in the Merlot site, Medida Loca, which is a program, a video program, is not available. What happened when you are interested in a material that it seems to be OER or it seems to be available then will you try to get it? Carl, you should stop sharing your screen before you keep going. Okay, thank you. Got it, yes. As I'm cleaning up my desktop here, yeah. Okay, so that's a great question and I think the way I'd like to, first of all, these repositories, even though I said that they have an editorial staff, you're gonna have to get used to, you're gonna have to become flexible. When I say be open, that means also be flexible because everything that's digital, the wonderful thing about being digital is that it's dynamic but the terrible thing about it being digital is that it's dynamic because things change and sometimes you have an OER and the links sometimes don't necessarily work. That is just a mind ship that you're gonna have to get used to. So even though many of the materials then will be operating perfectly or functioning perfectly, there will be some bumpiness, there will be some materials that are a little bit outdated or you might even find that some of the materials that say that they are actually open are not particularly open. So you still need to pay attention to the copyright license. So I don't know maybe the local, I mean, there's so many different OER coming out, I can't keep track of all of them. So the main point is buy or beware, do your homework, look at the, go through and take from the repository what you can for like other people, the reviews for example, but please pay attention to the copyright. Fantastic. And then April asked two different questions. The first one I think that I can answer it regards our own presentation in this workshop. Part of our, I mean, belonging to the corals a model of work involves everything that we produce and share with you through these days is going to be CC, it will be community comments, it will be shared and you're able to use it with different licenses, you have to check in each particular presentation. But yes, we're sharing all the content, all the material and the video recordings that we're doing now will be edited and posted later on. And then the other question, I think that this is an exciting one because it feels like, I mean, people are starting to feel I want to do this, I want to start sharing and you've seen Creative Commons is how do you really, I mean, start, what will be best practice you are interested in? Okay, I want to participate, I want to collaborate for requisites, I mean, some kind of training, how do you... Okay, what a great question because that's really the focus of this workshop is that people start to say, ah, this is a collaborative effort, so how can I join in? As I said at the beginning, if commercial publishing companies can't do everything for the Spanish, for the heritage Spanish peaking world, that's okay, we can fill the gap and that's exactly what it's about. First of all, I would say you're doing it already. Many people are, look, everybody creates, that's the notion of the Creative Commons. It's just that not everybody shares it back with everybody and that's the step that I think that's the missing link here. So people already create syllabi, they create activities, they create lesson plans, you're doing it all, right? And I can assure you that that content that you're creating, that creative content that you are creating is valuable to other people. One of the problems is that, number one, people don't necessarily see this as worthy of sharing to other people. I can assure you it is. When I taught a course last semester and it was a new area, the notion was on multimodalities, I contacted my colleagues and said, has anybody ever taught this course? Do you have a syllabus you can share? It was incredibly helpful because then they sent me reading lists in syllabi and I was so much farther ahead than if I had done everything on my own. I created a syllabus and a syllabus, everybody can do that. And I had then a credits in my syllabus and I pointed back to the people that had shared their syllabi. So then what did I do? I created a syllabus with a CC license on it. So essentially what we're trying to do is create an input structure for sharing. That's really it. So what I would say is, you're already creating content right now. Think about how you can then take a CC license and remember you to go to creativecommons.org. There is an entire webpage that shows you how to find a license and put that license on your document. And then, since we've created this archive, which is called now TEX, the Texas Coalition for Heritage Spanish, there's a place for you to upload that and you can share it with everybody now, all the participants of this workshop. So that's the place where you should start. Start with what you're already doing. You don't have to get grandiose, I'm gonna write a textbook, no, no, no, no. Start small and go through the steps of learning about the license, how to put the license on your syllabus or your activity and share it with the group, okay? I wanna say one other thing too. Once you put the license and once you share it, you put it in a place and archive like this a repository where other people can have access to it. Make sure you put your address, your email, because people will contact you. And that's the other thing. It's not just the object, it's the interactions that you have with your colleagues around the object because they're gonna wanna ask you questions and then they will then be in contact with you and say, here's what I did with your materials, I adapted it in this way. And then ideas just keep on going and going and going. And Chacely just share our link. So you can start thinking about sharing, you have the rest of the summer to maybe revise a lesson plan and activity, a collaboration that you did with your students and by the end of summer, you can come back and upload it and we can all share it. Yeah, I wanna challenge everybody as you're thinking, listening to all these presentations, have in the back of your mind, what could I actually share with the rest of these people? Right? So I'm glad I kinda started that off. So that's now that's in your mindset as you're listening to everybody. Well, I have another question. I think we have a couple of minutes to complete the Q&A. And basically a page is asking, what happened when you just find a website or repository that says it was last modified in 2020 or 2018, but the actual material says, for instance, it was created in 2003. It means that the material is just old or how do you measure that? Yeah, so, well, first of all, that's no different than what you might find in commercial materials. What they often do, well, they have multiple additions, but sometimes they don't change everything. Although they'll change 10% of it to make it look like they changed it profoundly, but actually it's a superficial change. But that's a good point. You will, when you adopt like a large OER, like a textbook, you don't necessarily find out those issues until after teaching it. Everybody knows that. When you adopt a textbook, that looks pretty good because you looked at the first three or four chapters, but the last couple of chapters don't look so great. So that's really hard to figure out on the first pass. What I would say is to contact other people. The open textbook library, for example, because the stakes are high when you're adopting a textbook, you need to vet that. And one of the great things about this is in our profession, we have journals where you can read about if you're a language program director and you want to adopt a textbook for your, what do you do? Well, you might go to like Espana and you might read a review of that textbook, but the open textbook library, they have many people who have used that one OER and they're incredibly lengthy. The reviews are really lengthy. So, you know, imagine all these people who've gone to that restaurant and those Yelp reviews. People can really tell you an awful lot about the intricacies of the textbook. And the reason I like some of these repositories, and you're gonna have to find the ones that you like, sometimes they have templates where they have criteria that they have to meet. So the idea that, oh, OER is anything goes, no, that's not true. Actually, some of them are very rigorously vetted, but it depends entirely on the repository. That's why I'm thinking that the open textbook library is really setting a standard. If you find a textbook, you might have 20 professors or instructors around the country that write lengthy reviews of those materials. So, as always, it's buyer beware. You have to do your own homework. It makes sense. And finally, I have, I think, a last question from Gabriela. Thinking about what happens when you had your license as a Creative Commons, but that license is not respected. And I'm thinking that maybe you selected no for sale, no for, I mean, commercial purposes, and then you find out that somebody is selling that material. Yeah. So I said, I alluded to open education as a value system. Well, guess what? Not everybody shares your values. And it is troubling to people that this is a possibility. Let me say that this is a probability. This is likely to happen. So that's the downside. And I don't want people to be so afraid of the downside that they don't see the upside because they're incredible advantages. So I will only talk about it from my own personal perspective. What I find is that for me, I started out being somewhat open. And over time, I've become more and more and more open. And in fact, early on, when we created a French textbook, an entire textbook, within a year we came across a site that was using all of our content, charging people for it, and not giving us any attribution at all. In fact, what they were doing was just plagiarism, but they were even going further than that than they were actually profiting off of our materials and never telling anybody that these materials existed for free at the University of Texas. So what did we do? We contacted them. We found out how to contact them. And we sent them a threatening email, basically, which threatened kind of legal action. And by the way, Creative Commons, you can go to their website and they, because they're lawyers, right? They have templates for this because this is part of the game. So that's a pretty worst case scenario, but the upside of that. So I wanna say, yes, this happens. I recognize that. But it's a infinitesimal kind of, it's so small that, and I don't want that to color my opinion about most of my colleagues because most people really wanna play the game of sharing with me. And once we show them how to do it with this infrastructure, they're happy to point back to us and give us credit for it. So yes, it has happened, but it has not been a huge problem. And when the problems do arise, we have to tell people, uh-uh, that's not allowed, that's not right. And I will also say that some people aren't quite aware of how to play the game yet. So they're not aware that they've taken something and they should actually, they're not respecting our CC license. So I think what we need to do is just keep on educating people. And through this, I have, and it's not just myself, I've watched other people who've become open educators in this way. And they realize that if you open up, it comes back to you in a way that you just can't anticipate. It's the kind of all the unintended consequences of idea creation. Your ideas will spark ideas that you had never thought about. So the more open, I think the better. Carl, thank you so much. Tantas gracias. Oh, the same thing. Everybody, I mean, we can unmute ourselves, he may be clapped. So our next session we have today, we're gonna hear from Alana Cuesca, who is from the Client Independent School District. And Alana started teaching about 22 years ago, and she graduated from Texas A&M with degrees in interdisciplinary studies in Spanish. And she spent the majority of her years in education teaching upper elementary bilingual students in California and in Texas. More recently, she's made the move to teach Spanish to English speakers and she's continuing her work with heritage and native speakers in middle and high school. She started the Spanish for Spanish speakers program in her school and she's really enjoyed establishing and refining the program. So today, Alana's gonna speak to us about small group literacy instruction in the native and heritage language classroom. So thank you, Alana. Thank you. Good morning. I wanna make sure that I, first of all, thank everyone at Carl for allowing me to participate this year. I'm really excited to get to share some things with you. I may have kind of a different perspective than some of the other presenters as I am in the K-12 schools at this point as well. But I'm excited to do that. And I really have actually used some of the things that Coral has put out on their website and really enjoyed them, which is how I kind of got involved with Coral to begin with was using some of their things. But I want to talk kind of about two different situations that we see a lot in K-12 education. And that's heritage learners, I'm sorry, who are in the regular classroom, the regular world language classroom because we have a lot of those. And then also heritage learner and native classrooms. Not everybody has the, I guess, ability to have that in their school. So I'm gonna share my screen and hope that I do this correctly. So while you get, is that looking okay everyone? But if you can see it, we're gonna try to get on this near pod. Awesome, thank you. So if you'll get onto this near pod, it shows you at the top how to get there. You join at join.nearpod.com. Or if you have a different device, there is an app for it. And you'll just type in this code to be able to join us. And I will be sharing it on my screen as well. Just to make sure I did this correctly, you're only seeing that one part, right? This one screen, thumbs up, yeah, okay. Yes, you got it right. Okay, good. I never know for sure I'm getting the right, sharing the right part. Okay, so while you all are kind of getting onto that and joining, today I want to talk to you, a little bit about small group literacy instruction. And like I said, I'm gonna be in sort of a different context than some of the rest of you, but I have spent time in a dual language classroom, in a bilingual classroom, and in high school, I was also an adjunct for ESL. So kind of teaching the reverse, but still language acquisition. And now I'm in middle school. And you may find a lot of the things that I have are really colorful because I found that it really does kind of hold attention. And I created some of those things in Canva and I will be giving you the access to those templates. If it's something that you think you could use or modify for your purposes. All right, so hopefully everyone has been able to get in. There will also be in the top part of the screen, the top left, the code to get in. So if you're not exactly there with us, it is okay. You'll be able to follow along up here, but it will allow you to be interactive with the presentation. All right, so first of all, I'd like to get to know a little bit about some of you. So if you can kind of let us know, I'll hide your names. And if you can let us know what level you're at, I can kind of gauge a little bit better where everyone is. Okay, I see some fellow middle school teachers. All right, a lot of high school too. Almost everybody, right. So if you're using Nearpod with your class, which is a great way to keep students interactive during your online lessons, if you're gonna be teaching that way. And then you can share the results so that you all can see those on your end as well. So it looks like the most are high school and college or university. All right. So then my next question, just to kind of get to know everyone is, do you currently have a heritage or native curriculum in your school or district? Like that they put out for you that you have to follow. So there are several options there. I know that every district or school is a little bit different. Sometimes you have the ability to do that yourself and sometimes you do not. In my school district in particular, we do not have a heritage or native curriculum. We do have a textbook that is kind of old and outdated that we are allowed to follow, but none of the rest of the classes, no other Spanish classes that I teach have. I have those textbooks either. So it would be kind of weird to use it for some of the kids in class and not for others. I see most of us have to write all of those things for ourselves. So if you look at the graph, you can see most everybody has to write all of their own materials, which is why it's so great to have heard everything that Carl was saying and that we can all share with each other and really use this community that we're building to help our students because that's really what's at the center of everything that we do. It's just wanting to help them be successful and help them find a place in the system, right? All right, so here's just some information. You'll have access to this slide presentation afterwards. If you'd like to talk with me or anything else that you maybe I could help with, I'll be more than happy to help you there. All right, so today, what I'm gonna talk about is ideas about some possible frameworks for daily literacy instruction. And this mostly comes from my work with Tina Hargedon and C.I. Liftoff. And I've really found that there are a couple of things that will help when you have those mixed classes where you have heritage learners sitting in your regular Spanish classes. And also when you have completely heritage and native speaker classes, which obviously is the preferred way as well. So I'll give you some reading and writing ideas for small groups and some online options for teaching reading to, while you have to engage in distance learning, either synchronous or asynchronous classes, which I think is something that we all are kind of struggling with right now to make sure that we're able to attack that when the time comes. And I have included some reading options for you, some fillable PDF graphic organizers that you can use in your classroom with your students and a Google form template if that is something that you like. So towards the end, you'll kind of see what I mean by that. So which of these topics interests you most? Because these are the things we'll be talking about. So I just kind of wanna gauge how I should focus my time a little bit since we have such a limited amount of time today together. So which one of these helps you the most? And you can do this where you have to, on Nearpod, if you're just learning, you can use this to be able to approve your, what your students are writing, but you do not have to, you don't have to approve each one. You can allow them to do it, but I have found, especially with my middle school students, that if I allow them an open license to just put anything up there that they would like, that it becomes sort of iffy, a little bit dicey. All right, so I think there's a pretty good mix, but I see a lot of online options. And so I'm glad that we will get to cover all of that. And hopefully we all find something that you can use today. All right, so the first thing that we're going to do is talk about a framework and why to implement a framework. And I'm sure you've all heard this before because there's tons of research out there about why students need structure and predictability and how it fosters learning. I will say that in my own personal experience in all levels of education, I've taught from the third grade all the way through college. And I have always found that when I have a really good framework or a really good predictable structure that I have a decrease in discipline issues, I am more relaxed as the teacher. And if I'm more relaxed, then my students are definitely more relaxed. And when you have a relaxed environment, you have an increase in engagement, which I think is really key, especially to doing the next one, which is improving relationships. It's much easier to build those relationships with students when you have a trusting environment as well. And it does provide more opportunities to implement personalized learning. And where I teach now in Klein ISD, we have a really big push for personalized learning as I think is true in most schools. And when you have that relaxed environment, when you have that engagement of students, you really have the ability to do that. And it is super important in what I've seen to have those personalized learning options for my heritage language students as well. And I feel like when you have that, you are able to see better gains in their learning objectives. So how do you implement our strong structure as specifically with heritage language classrooms? So you have to find something that works within your schedule. And I have a couple of options here that I'm gonna talk to you about today as far as a framework goes. And most of this came from the daily instructional framework that was created by Tina Hargedon. And she does have a group called CI Lift Off on Facebook. If you wanna join that, she's part of the World Language Proficiency Project. And it really has helped me to be able to adapt her daily framework. So she has a daily framework that she uses for all world language classes, regardless of the language, right? And that is really ideal for English speakers who are learning Spanish, but not necessarily for heritage language learners. So I've created a couple of framework options for that explicit purpose. So always starting with some sort of get started thing, I think it's really important to incorporate silent reading and for that to be free voluntary reading or FVR. And if you have not heard of the work of Mike Pito, he has my generation of polyglots. He's a really good resource as well. He wrote a book. I'll talk about that in a little bit, but he really emphasizes the importance of silent reading. And I think any just good teaching would help you understand that students need to be engaged in their reading that they need to want to read and not something that we shove in their faces, but something that they've selected, some selected texts. So that silent reading time for me, I always have my students as they come in, pick a book regardless of what level they're at. I have a lot of things and I never tell them, oh, that's not your level. So you can't read that because I feel like literature is literature and as long as they're reading, that's awesome. So I have a pretty good library built up over a few years. I have some articles. I have some student written texts from previous years and all of those things are in my FDR library. So I always start with some sort of silent reading. It kind of helps to calm the mood once we've come in and gotten started. And then I do allow for that mini lesson in oral input and this is gonna depend on what kind of class you have. So I have this year or last year, sorry, and we'll again this next year, one class devoted to heritage learners. And in that class, those students are not literate yet in Spanish. They can understand it and they can speak it, but they, and some of them limited still, but aren't really reading and writing yet. So for them, I would have more of kind of the oral input, make sure that we were reinforcing that. And it also gives me a chance to kind of stick those mini lessons in there so that they can have time to get some teacher input. So this, the one on the left that you see, the daily framework really is the NSHL class is what I would use for those students and how it would kind of differentiate. Then we always do a write and discuss because of course we all know that that is one of the biggest struggles for a lot of heritage learners is the writing piece. And so I'll show you that method of write and discuss a little later on. And then we always read back what we've written, sorry, and have a time to notice things about the language. And this is a great place for you to kind of slip in a quick grammar lesson or a quick grammar practice as well. And then I always make them accountable. That student accountability and assessment piece at the end of class is really imperative to making sure that we're all staying on the same page. So in the beginning and that getting started time, I'm gonna tell them what the objective is. I'm gonna make sure that they're ready to go. And then by the end, I kind of bring it all full circle for them. So the one on the right is a different kind of framework. And we'll talk about that in just a second. That is for when we are focusing on a specific book. And I know there are a lot of differing opinions about whether you should read novels as a class or whether you should read them in small groups or whether it should always be each student doing that for themselves. And in my experience, I have found that a mix of all of that tends to help and reach more learners. So when you're talking about trying to reach a larger population, that's why I have two of them, right? The one on the left and the one on the right, because the one on the right is something that I probably will only use once per grading quarter. And during that time, we'll talk about those in just a minute, a little bit more specifically some things that we can do in literature circles. And I really think that that could go all the way up through the highest levels of education, really. It kind of allows you to personalize their learning to have them split into levels, because when you have students in a heritage language class, they are not all at the same level. We all know that as well. So how many of you currently teach? I'm just no shame or anything here. I'm just wondering how many people currently teach with like a consistent framework daily in your classes? If you just take the poll real quick and enter your answer. So I have a few more people. All right, so I think you'll see here, I'm gonna share it with you. There's really a pretty great mix of all of the people there who are kind of sometimes doing it and sometimes not. So I think you would be able to see that was a little bit of consistency. And also, I mean, obviously this depends on how your classes are designed and all of that as well. If some of you are on block scheduling and you have longer class periods, I do have a framework for that as well. And so if you want to text me, sorry, message me later and let me know, I will be more than happy to share that with you as well. All right, so now we'll talk a little bit about reading, which was that first, that second framework that I had showed you. So before we get started here, I really want to try the breakout session. I may need a little help with this. So in the group, and I'm gonna put you into groups in just a second, you're going to share some things that you do in your classroom to foster lifelong readers in Spanish. And then be ready to share a couple in the group chat when we get back, all right? And we're just gonna allow about seven minutes or so. Okay, all right, so I'm sorry, I didn't, I was trying to listen, but what I want everyone to do, and I know that Edna is manning the chat so that we can go on and so get through everything today is just type something in the group chat so that we can share with everyone because you are all in different groups. Something that you do in your class foster lifelong readers in Spanish. So if you'll just, I'll give you just about 30 seconds. You'll just type something and share in the chat so that we can all learn from everyone else, which is what we wanna do. Did I see a few of them coming through? There are like a hundred people here and there's only nine, so type them in that chat. There we go. And hopefully you can kind of read through those as I'm moving on here and hopefully find some things I hope to look through them myself when we're done. All right, so I'm talking about reading. I wanted to really talk about the importance of FBR and pleasure reading. Like I was telling you before, this book right here called Practical Advice for Teachers of Heritage Learners of Spanish is a book by Mike Pito that is not completely by him. It is a collaborative effort by a lot of heritage Spanish teachers and they have some really great ideas about reading in the Heritage Language Classroom and I've given you a list of some other places to go with some live links and everything where you can find more things about that. But pleasure reading is, I feel the best way to really help Heritage Language Learners develop and I agree with Mike Pito that he said pleasure reading is among the very best ways to help HLLs develop their language and literacy skills. The more they see it, the better they become at writing, the more they read and see different kinds of texts by different authors and we always wanna try to use a variety of those as well. So I use this daily framework within that and here are a few things that I use for these station rotations. So I still keep the same getting started part at the beginning where I give them the objectives, where I talk to them. I usually have some sort of fun activity like would you rather or what would you prefer and give them two awful choices if you've never heard of that game before or get them talking about something that's happening in the world at that time. So I give them something to think about when they come in and they know that when they come in, they do that in their journals and then they also choose an FBR book. But for this time when we're in literature circles, which like I said, I don't do all the time, I have found that kids get really bored of it if we do it all the time. So I do it about once every quarter, which is the grading periods for us in crime. And so once a quarter, we go on this framework, which is a little bit different, but we still did that getting started. So they still have that. We still do the closing and student assessment. So they know what to expect, how class is gonna start, how it's gonna end. And then I keep the same three stations. So they're always gonna read silently in one of them. Sometimes I do allow them to read with a partner if they're all reading the same book. But that's not always the case. I do split them into groups so that I can work with them and that work with the teacher part of it. And the reason that I do that is because this allows me to really reach every student. And I feel like one of the biggest problems that we as heritage language teachers have in general is the fact that our classes are so varied. Their levels of language are so vast. You have some students who really aren't very literate. You have some students who had great schooling and education where they're coming from. And so it's because of the variety within one class. And oftentimes, we don't have a chance to split them into too many classes. Unfortunately, the reality is that, for example, in language arts classes, they have a pre-AP and an AP and an on level and a resource and we don't have that. So all of those native speakers or heritage learners are gonna get put into the same class, but they're not all at the same point and they're not all ready to move at the same pace. So some of them need really basic things like these story mountains over here. Some of them really need to start there. They really need to see, are they understanding, are they comprehending the very basic parts of a story? Some of them need to work on a higher level thinking things like, what do you think the moral is of this story? How did the character change within the story? And so I always have them working with me for part of the time and this is my chance to do some small group instruction to really focus them in and believe me, especially with me teaching middle school and some of you who teach elementary, I understand this as well. You really have to train the troops at the beginning to stay in their stations. I know all of you who are in higher ed, sometimes that's a little bit easier, but I know even with my high school students, they were off task super easy unless I set some really good routines. So I just wanted to really talk about the framework because in order to make, to increase the efficacy of a reading program and to really be able to meet each student at their level of reading, to personalize that learning, you really have to set those routines from the very beginning so that they know what's expected so that they're staying on task. So if they have finished the book that they're reading, then I allow them to work on this choice board and I've given this to you in the resources. This is such a generic example. Really, this is a great place for you to put whatever it is that you are working on at that point in the year, whatever it is that you are, maybe it's just short, this one is from a short story unit that I did. So we don't always read books and literature circles. Sometimes they're articles from newspapers. Sometimes they are, sometimes we're reading an actual novel. Sometimes we're reading an opinion kind of essay or something. So there are lots of different things. The example that I gave you is from when we were reading short stories. And so these are different things that hit all of those different types of learners. And I know that if they are still reading, then they answer questions about what they're reading and you change these up as they go, obviously. So I have given you access to the Canva templates for that. And I know some of you are like, there's so much color, but you know, there's so much brain research that shows that seeing things in color really does help you to understand and to remember them. And so I know that for some of you, it looks really maybe elementary-ish, but I can say that teaching high school, I still used super colorful documents and the students were really more engaged in those kinds of things too, they really liked to look at them. All right, so let's make a list because I know that there are a lot of you who already know some great places to find some heritage literature, or some Spanish literature, sorry. So I want you to enter a novel that you would suggest or it doesn't have to be a novel, it could be a website, it could be any kind of thing that you think would be good for heritage or native speakers of Spanish and kind of the approximate level. Is it like a higher level? Is it more advanced? Is it kind of an intermediate of text? Good, I've seen a lot of those come in. I have a lot that I like to use and I have left you a list and resources of those as well. Let's give you a second to read some of these. Oh good, some of these I haven't seen before. Yeah, there are some, I will say there are some, I've seen this a couple of times now in here, a couple of TPRS books that are really great, but I would say that I have noticed more often than not that those are not really authentic texts. For heritage learners, I'm not saying you have to do this but I generally try to look for, especially for my like more native students too. I try to look for things that are originally written in Spanish, not that it's always that way but I have a lot of kids who maybe Spanish isn't their dominant language anymore, they speak it and they understand it, but as far as academics go, they have kind of moved into English more and they'll try to find those in English instead of doing them in Spanish. And so I've tried to find texts that were, are originally written in Spanish as well but these are a lot of things and I'm glad to leave this here. You'll have access to this as well later on. All right, so here are some book lists that I like. So all of these, when you get this PowerPoint presentation on Google Slides, you'll be able to click on all of these and there are just a lot of places that you can go to find good books of literature, sometimes by level and sometimes you may have to go through it yourself as well but I really think that having a good variety of texts, especially since you're gonna have a variety of students, levels that having all of those things are good and some people shy away from getting, you know, like picture books. So I just wanna also say picture books aren't always easy. They're not always easier texts. Sometimes it's a little bit higher text and vocabulary and also even as an adult, I like reading children's books. I like reading children's picture books too and it's not any less of a, you know, reading experience because it has pictures in it. So I don't want you to shy away from things that you think are, you know, too young for them. I do read aloud in my class often and the kids always love it. So I have these 14 year old boys who will still, you know, come up and gather round and watch me read a book. So I don't want you to think that it's some, something that you can only do if you're an elementary school teacher. I mean, I did it in elementary, sure, but even teaching high school, I read things to them as well and I do it under the document camera. It may be a look a little different. You might not have them sitting on the floor around you but even 14 year old boys, 13 year old boys that I teach in middle school get super excited when I pull out that kind of a text. So I don't want you to shy away from any kind of reading. All right, so let's talk just a little bit now about writing. And I am going to put you into smaller groups this time because we are kind of running short on time. And so I'm gonna just give you five minutes but I'm gonna put you into much smaller groups when we get there in just a second. First, I want you to draw what you think your students look like when you ask them to write. Like, okay, we're gonna have to write. This is not art class. I'm really bad at art as well. So please don't feel like you can't. And don't worry, your names aren't on it. So it's okay. Yeah, I'm seeing lots of the same. I love the meme, that's awesome. Yes, so I feel like writing is such an important part of literacy too but man, do some of them get really scatterbrained whenever they start just fearful that they're gonna have to read their writing in front of someone. So I always make sure that I create a safe environment for them whenever we're writing. And I do have them keep notebooks and I make sure that they know that I'm gonna be the one who's reading their writing and that it's not one of their peers. Yes, oh no, I love some of these are great. I love the memes, those are awesome. Yeah, what? Why, brofake? Yes, do we have to? And so yes, of course, in order to prep for AP and especially in those IB classes that they're gonna go on to, they've gotta be able to do it, right? So you have to make sure that that's part of your literacy instruction as well. So what do you use for your writing program? Do you have like a specific program? Do you have a curriculum that you follow? Just throw a few answers in there. Don't worry, your names are not shown. So no one's gonna know that it was you. If you don't have a program, do you have like a curriculum that you follow or just don't have anything? You just kind of make it up. Okay, good. There's that. My heart, yes. So some people do have a curriculum. A lot of people do not. More than not, they do not. Potowski, I've seen those things as well. So some people have project-based learning and writing embedded, that's awesome. So I tend to go, yeah. Okay. So I want you to be able to talk about what you do to foster lifelong learners. And because we're kind of short on time, I'm just gonna make this like five minutes, but I'm gonna make it super, sorry, I'm gonna make it in. Someone said to make it. Okay, so we're gonna make these smaller. And there are your room invites. I'm gonna set it for five minutes, just five minutes. I know y'all want to have a lot of time. Welcome back. If you could please drop in the chat your best takeaway from that breakout time. I know it was super short, I'm sorry, but we're running kind of short on time. And I have one more thing that is the online component that I really want to get through too. So if you can just drop in the chat, something that you learned or something that maybe you didn't get to say, but you wish you had and so that everyone can kind of look at those as we're going through. So it'll be just a couple seconds before I start. All right, I see a few of them. So keep dropping those in the chat so that everybody can benefit from hearing those things that you thought were really great. So we always get better ideas when there's more of us. All right, so as far as writing goes, I wanted to re-emphasize that I am a teacher who uses a comprehensible input in my classroom, both with my regular students, my English speakers, and with my heritage learners as well. And I really think that Tina Hargedon, there's a quote from her here about that. And write and discuss is a really important component of my daily framework. And it allows us to, like she says here, lead a quick discussion of syntactical, morphological and lexical elements of the language, which is where a lot of our heritage speakers struggle with those sorts of things. So how can we make writing useful? So through this daily framework, there are all of these things incorporate writing in them. First of all, I mean, that is great as well. So they are writing about reading, which if you are someone who has been introduced to the world of Lucy Colkins or Teachers College, then you understand those things and how important they are too to process what you're reading, but also gives you a chance to practice your writing skills as well. But within the daily framework, how does that work? Well, there's a process called write and discuss, and really it's adapted from Tina Hargedon and Mike Pito. Tina started it, Mike Pito has kind of evolved it a little bit, and I've learned it from them and then also evolved it myself. So this is how I work, write and discuss. So at the end of class right here after our oral input, we do a write and discuss. And I feel like it is probably the second most. I think reading is the most important, but I feel like it's the second most important part of class, especially for heritage language learners. So that mini lesson or oral input could be a video. I mean, it could be that you're creating like a one word image together. And yes, even with heritage language classes, I do that and the kids really get into it and they really enjoy creating those stories. And so they create one word images, which is a pretty traditional CI technique. And then they create a story about their images and then they have these narratives going on about these characters. And I always display them in their art gallery on our wall. And then they think about all the parts of a story. So it gives them like some creative writing outlets as well during that mini lesson or input time. And if you need some other ideas or whatever for that, I'd be more than happy to share some of those too. But after that happens, so after we've had either the mini lesson or the oral input for the day, whatever that might have been, then I make sure that we have a write and discuss time. And I always keep at least 10 to 15 minutes. Even if sometimes I run out of time for the reading and noticing, I always make sure that I keep that much time. So we co-create, if you can read there over on the how to write and discuss, we co-create a summary of texts of what you learned, experienced, watched, read together during class. And then, I know this sounds weird, but we do coral read the text together to make sure we're all on that right spot. Then we coral translate the text. Sometimes it helps for them to see the differences in languages when they are going back and forth. And this is mainly for, that part is mainly for my students who are heritage learners who are still maybe using some of their rules, an English grammar with their Spanish. So it kind of helps them to see the differences there and when to use which one. And then I always have them notice any features. I call it noticing. And so when we read back over it, I have them notice, what is it about it that you notice? A lot of times with heritage language classes, I get a lot of things about words, interestingly enough, that they didn't realize how it was spelled. So now, we said, I see how on a base, and they thought it was A-S-I-A instead of H-A-C-I-A, right? So we get those kind of differences in spelling that they're hearing it and they know that's the word we were using, but then they also now have seen it. So maybe that's part of what they notice about the language. And then finally, I'll have them copy the text that we co-created, which will only be about five to seven sentences, not a long text, not like a huge paragraph because you don't have time for that in 10 minutes. So we would have them co-create a text of sentences and then I'm gonna have them copy it in their notebooks and then I'm gonna have them write at least two more sentences, add at least two more sentences of their own either at the beginning or at the end, or if there was a sentence that when they were calling them out, they, you know, I didn't choose their sentence, but they really wanted it to be in there, then that's how that would work. So I would have a, normally I would have a camera if I was in person, but here is the other version of that. So in Canva, I've shared this template with you. And so we don't ever decide on the title until we've created the text. So you would text here, you would write here together and this is just a place marker. So you can write whatever it is that you all are writing. And once they're done, you know, you get the input from them. If you're doing an online class that's synchronous, you can have them, you know, drop their sentence suggestions in those chat, but I also have a Google form that I'm gonna show you in just a minute, which is another way to do that as well. So here's a way to write and discuss virtually. Although when you were in class, it would be either on the board or it would be under a document camera and then you're gonna have them, you know, copy that and then add two sentences to it. And then I'm gonna be the one who looks at those. Now the sentences we wrote together, they should be copying and they should be perfect. So really when I go to review student work, I'm only looking for those two extra sentences. Did they make it make sense in the context of paragraph was, you know, did they do, you know, were they following the things that, and really I'm only looking for the things that we're learning about at that point, right? The things that the mini lesson that we have at the time. All right, so I'd love to be able to go through, write and discuss and practice it with you, but we're kind of out of time today and we're gonna skip that one too. So I wanna have time for questions at the end. And so I wanna make sure that I get to this because I feel like it's a super important part right now. So how do you do all this online? And some of you talked about that. So one way that I have found, which really came from a couple of friends of mine who had this idea and that kind of hatched up a version of it. And, you know, I've been writing curriculum as well with the World Language Proficiency Project and we've been using some of this Google form kind of way as well. And I've given you a link here when you have it to get into the Google form yourself, but it's a way that to keep students accountable and engaged even when you're not with them, online. So here is the Google form. So this is just a sample Google form and you can certainly change it however you would like. So it's just for online learning and accountability. So I don't know how many periods in the day you have, I have eight. And so I would have them choose which class period it was that they were in because when they submit this form, I as a teacher can see the responses here. So I would have them put their period first name and last name. And then when we're doing that, getting started part of the day, I call it part I'm bizarre. And at that point, they have to answer whatever is there. Now, if I was completely online and it was a synchronous class, meaning that you were teaching it at the same time the students were there, then I would probably have them write it here, but also, you know, just keep it to keep class moving and stuff. I would probably project, share my screen with that question or image or whatever it was that they had to. Sometimes it's a picture that they have to respond to and give some feedback on. Sometimes, like I said, it's just a thought provoking question. And so this would be a place for them to do that. Then whenever they're reading silently, they use this space to tell me what book that they were reading or whatever it is. So I know especially when we're doing online learning, they don't always have access to reading actual books and things because, you know, here where I am, the libraries aren't open so they couldn't even go there and get a book. So I do have a few online texts that I share with my students that I did at the end of the year. I shared an entire Google folder and they could choose one of those to read. They also are allowed to read magazines if they have them at home, whatever they have that they can read. Sometimes it's an article, but whatever they're doing here, if it was something online, they have to put the link here so I know what they were reading. And then I'm gonna have them use these questions which you saw in an earlier one. And so they're going to go through here and choose one of the questions and answer it. Choose one of the questions and answer it. Choose another of the questions and answer it. They're gonna do three of those. And I'm gonna give them some time to do that in class. If we're in a synchronous class asynchronously, they could also do this as well. And it gives you some good data and an ability to kind of evaluate. And I always tell them that for the reading part, I'm not grading your writing. Although you may be a teacher who really wants to grade their writing and then as well, and that's fine. But usually when I'm grading like just straight up comprehension, I don't do that. Then I give them a place to take notes, whatever it was that we learned about that day. And then we have our shared writing. So like I was telling you, that write and discuss time, we, during that time, I may let, if it's a synchronous class, I'll give them the ability to just put it in the chat. But if there's something that didn't get used in the write and discuss, then they could do that. Also they don't have notebooks at home that you can check, right? So I want them to be writing it on a piece of paper or something at home, but I also wanna be able to assess if we're completely online, I wanna be able to see what they're writing. So I asked them to do it here. And with synchronous classes, which is what I had at the end of last school year, if you could call it an actual school setting. But anyway, what I had them do was write it in here. And by the end of class, they had to have submitted this to me. So they couldn't go and check somewhere else and write something else or whatever. So they had to stay in this and then they had to do that as well to submit it. And the great thing about Google Forms is it does have a timestamp of when they submitted that as well. And then when I talked to them about thinking about reading, right? So I mean thinking about writing. So what did you notice when we were writing? Then I would have them right here. What did you notice about the language? What did you have that you noticed? Normally I would get some feedback and we would do that in class. And like I said, sometimes it's great, sometimes it works, sometimes it doesn't. But otherwise I would have them write it in here because maybe I didn't get to them. Maybe they did try to write it in the chat but maybe I wasn't able to get it from them in the timeframe that we had. And then I always give them on the Google Form a chance to just tell me something, maybe a note to me about something that they missed or something they didn't understand or something they feel like we need to go over again. And then they'll click submit and I'll be able to see all of their responses after class, I'll be able to go through. And that way I'll be able to also kind of know for next time, what did I need to hit on more? What did I not complete or whatever? But I think that this is a really great way for you to keep students accountable and engaged and especially in these times where we're kind of uncertain if we'll have to be partially online or all online. And so I just wanted to offer this as a suggestion and option for you to be able to go online. And I did use it with my classes that last month of school, last month and a half, two months of school, but and it went really well and it does allow them to, it does keep them accountable. And so I know that some people work on different LMS within their school. I know ours is, our school works with Schoology. I know that Canvas has some abilities to, you know, ask them questions and have them respond there as well. And that's great. But there are some people who don't have those systems in place. And so this is just another way to do that or to add into your Google classroom. And it went really well at the end of the year. And so I hope that maybe it's something useful for you as well. So I just want you to take a second and think about one thing that maybe you learned from me or your colleagues that you can use because I'd like to be able to look at this board later and kind of see what those are. And so if you'll just put it right here. I'm seeing lots of great things. Yay. All right. So while I'm putting these up, I know Edna has been watching the chat and we only have about like 13 or 14 minutes left. So I just want to make sure that I, or not that much, sorry, about 10 minutes left. So I just want to make sure that I can answer whatever questions you may have. So Edna. Yeah. There was a lot of activity in the chat room. Oh no. People have been sharing all kinds of materials. So there is great conversation. So I think people are concerned about how to get the list of these materials that we have the sharing or how do we get the list from NearPod? There is one question about how to get the list from NearPod. I'm going to have it and I'm going to put it in this folder. Sorry. Maybe I wasn't this folder that you all got from us which has all of my graphics and fillable PDFs in it. I will add it to that once I make it from your chat. You mean the list? Yeah. I'm going to look at the NearPod and I'll make a list of it and I'll put a Google doc in this folder, this Google folder and hopefully that will help you to have that. But there also are some live links in my presentation that will hopefully help as well. And also just to let you know I'm going to have a presentation tomorrow about reading too. And I found this great site called Wakelet. So I am curating material and all these resources, well not all of them that I can see in the chat, but I'm going to start adding them. I'm going to copy and paste all these ideas and maybe try to incorporate them. But yeah, I am sharing also in my folder if you go to the materials, I downloaded the PDF with some of these materials that I can see here and they are already in my collection. So you can even, if you don't want to open an account with Wakelet because that would be a great idea to share for us to share collections. But if you don't want to do it, you can download the PDF that I have right now in my folder. Awesome, so there will be a couple of places for you to get those. So that would be a good way to collect and maybe to help us and have all these resources. And there is another question about for you. Is there a translation for the house on Mango Street? Does anybody know? Do you know if there is a translation? Into English or in Spanish? Into Spanish, I guess. Yeah, I have one. Yeah, it's online. There are a lot of free versions online. I can send the link. I'll put it in my book list that I'm going to make from your all's list here. Okay, and do you know of websites that have books available online for free? What do you recommend? So your public library has a lot of those and it's free for you to join the public library. And so, especially here in Texas, I know we have a pretty great network of that. And so you can get on public libraries. I'm sure that some other people have shared some in the chat as well. There are a lot of places to find. I know Newsy LA has a lot of great articles there that are pretty relevant and also have questions already built into them. And there are some free publications online as well that will give you... And also in my collection, I have two actually two collections. One is for books or stories that you can download for free and there is material for all ages, but there is also another collection that I have for websites and blogs that you can follow such as Mike Peter, the one that you mentioned. It's called My Generation of Polyglot. Yes, yes. So I have several groups that you can join there or blogs or yeah, there are several independent authors that they publish books that maybe you can find interesting too and there are in my presentation, which you'll be able to click whenever you have it. There was that page that was a list of all of the like different links and book lists that I've used before too. So go into there and there should be a lot of those as well. Any other questions? Yes. All right. There was another question about Canvas. Do you need a Canvas subscription for the feature that you mentioned? So it's Canva, right? It's not Canvas is. Oh, it's Canvas. Yeah, so I just wanted you to know when you're looking for it because Canvas is an LMS that's used by a lot of school districts but a learning management system, that's what LMS is but there is also it's kind of like Blackboard or Schoology, right? But Canva is a way that you can create materials. It's right here. I'll go home so you can see it. So you can create a free account here and then you can create different designs and things there and you can have folders and you can create teams and like share it with a bunch of people and it is free for educators. So just so that you know, there is a free educator account and they do give you the pro version free as an educator. So that's helpful. And that's where I made most of the materials that I left for you as well. Let me see if there is another one. Somebody was asking about rubrics. Can anyone, do you know anything about rubrics? Maybe everyone, can everyone post rubrics? Sure, I could put some reading rubrics in there for you as well that are aligned with Actful Standards. I usually use rubrics when I'm reading that are all Actful aligned and really go through that. I know that you may not be, I don't know about collegiate level Spanish and if that's something that you all have to use but I have a lot of rubrics that I use for reading and I do have a rubric that I use for the choice board as well if that's what someone was talking about and I will, I get those for you and drop them in that Google folder. Awesome. I think that's it, those are most of the questions. Awesome and I think we're out of time anyway, so who do I need? Perfect timing. Yeah, thank you all so much for having me and it was awesome getting to share some things with you all. Thank you so much, Alana, for your presentation. Thank you, Alana, thank you. For sharing your work and I think we have a lot of great ideas to share and what I love is that everybody's sharing their own so it'll be great to have a place where we can all go and look at everything people are sharing. Yes, definitely. So now we are gonna move, we have lunch now but before we head out to lunch I just wanna make a quick couple announcements. So first of all, we have a whole hour for lunch and then after that at 1.15 we have the online poster session and I just wanted to let y'all know that the poster session the way that worked was we had people submit kind of little descriptions of projects they were working on and then we read their proposals and we accepted their proposals to create a poster and so we put all of these because we're digital this year they're all in padlet and we've sent already the link where you can go and look at the posters and then watch a short little video of each person speaking about their project and these are sometimes research related sometimes pedagogy or whatever they're doing in their classrooms so it would be great if you get a chance during lunch to take a look at those because in the poster session at 1.15 what we're gonna do is have the presenters available to answer any of your questions about their projects or anything you wanna know more about them and the same poster presenters are gonna be there for the lunch session tomorrow as well so you have an opportunity to do that tomorrow too and just to keep you thinking about this if you wanna present during the poster session next year then you can also get some ideas of what types of work you can do to submit for next year so I don't know if any Flavia or Sarah do you have any other announcements before we go to lunch? No Shasta, I mean take your time stretch your back and if you have time revise the posters again so when we come back at 1.15 we're ready to start engaging with the presenters and it will be kind of an open round table with multiple questions. Yes the poster session will be pretty informal you just kind of drop in and out as you want if you wanna listen or to ask questions and then at 2 o'clock we'll have our next workshop so thank you everybody for participating. Sarah? Oh I was just gonna say I'm gonna let you can make comments on the posters too so we love to see your comments. Yeah. Great so we'll see you in an hour or so. Muy bien, buen provecho. Buen provecho. Language Ideology Project or Language Identity Project and that's the kind of start of the course and then there are different projects along the way something I have to do with like say academic writing which they have to do a formal typical class essay some things are more performative some things are more presentational for the different modes of communication but yes they're all planned out and they're all specifically linked to whatever the theme is for instance the academic papers linked to well the science unit basically and that'll be a few different things but one of the most current ones being the coronavirus and sort of how Latinos are more affected than the general population and why and kind of being into some of those issues so they'll be way for them to kind of see something more topical more something that we're all thinking about right now anyway but then also taking a critical lens to it as well. Thank you and another comment or question says could you define what you consider authentic material? Yeah, that's a great question because for a lot of people could it be you know is it a question is it something written is it a question of the audience is it a question of the author and for me I just typically choose things written by native speakers for native speakers so basically it'll always be things like news articles YouTube videos sometimes something more casual, documentaries those kinds of things not that I'm opposed to an instructor create content for the Spanish classroom because that's also nothing to context of course and that's also probably why the person is asking the question but that's just so people just for students to kind of get a broader sense of how the language is used basically. Okay, perfect. So those were the questions that I saw on the actual board on the actual poster. I can open it up to if anybody has any questions if they want to raise their hand or they can ask something in the chat as well. Any other questions for Michael Alreg? It looks like someone raised their hand, Gabriela. I don't see where it shows me where they raised their hand. Oh, I'm sorry. Yes. Thank you. Go ahead. Okay, thank you. This is Gabriela and Michael's colleague and Veronica's colleague. I'm also at SMU. I just wanted to add that this course is going to be huge for us because up until literally before the proposal of this course we have only had in theory two but really one course for heritage Spanish speakers and that was the course that I mentioned to some of the people that I talked to in the breakout group. It's advanced Spanish for heritage speakers. And so everybody and anybody who was a heritage speaker would fall into that advanced Spanish course and we do have a conversation course but that one hasn't been often too frequently so we have been really lucky to finally be able to with this course acknowledge the fact that our heritage speakers are not really a homogenous group so we're really thrilled to have this and thank you, Michael, for creating this. Well, thank you, Gabriela. And that's a great point too. It's just that yeah, we want to better serve our community as much as we can. So I actually have a quick question. You said that you have two courses, right? So you have like a beginner's heritage and then now you're creating this one. Is that correct? No, basically. So and actually both Gabriela who just spoke and Professor Leone as well, there we start the program started with an advanced course. So we have both a mainstream and heritage version of the advanced Spanish after students complete fourth semester. So we've sort of started at the top and then worked our way down. So we have an advanced course and then now probably an intermediate course or no, we're now on intermediate course. And I don't know that we don't tend to have the same kind of population size that a lot of other programs do in Texas. So we might not expand much further down than that. But hopefully, I mean, that'd be a nice pull one day, I think. Yeah, this is great because if I'm the one that I'm starting to get this path going. So the beginner and then they kind of, we don't have an intermediate. They just kind of jump back to the non-native track or the native track. So I think having that intermediate course in there to bridge both of them, I like to get them a little bit further down because eventually they kind of line up with the L2s. So they kind of, you know, they go through that path. But I definitely need to expand more but it's a one person process at the moment. But I think that's really useful for me as far as in my university to have something as far as for the intermediate level. So thank you for that too. Thank you too for your insight. That's very helpful. That's actually why I want to do this because it's so nice to hear one else's ideas and approaches. Yeah, sometimes we feel alone. And all that input and collaboration really does help. Right, for sure. Yeah, thank you so much. Any other questions for Michael? I'm looking here to see if there's any hands, I think. Oh, Marta. Marta, go ahead and ask your question. Hey, and I see that this intermediate heritage Spanish course is focused on the linguistics part of what it is to teach a heritage language. I do teach in a high school where I develop a program and we have three levels. And I am making sure that history is part of this, my advanced courses. Because I do think that our students' identities benefit from knowing our history here in this country. So I haven't seen anything. I'm looking through your poster and I haven't seen anything specifically to the history of the U.S. Latinos. But in my experience, and that's what I see their brain really and their identity really blooming is when they start making connections between their identity and our history as Latinos in the U.S. I'm not talking about the history of Spain or the history of Latin America. What are your thoughts about that? Oh, yeah. I mean, every unit actually has a lot of literature and history and history or I guess literature from the context of having students explore their own history, for instance. So firstly, I have slated. I think that I'm pretty sure I'll use. There'll be a couple of things. Actually, one thing isn't actually in English, but there was a book written by, and I'm blanking on her name right now, but it's called Chicanofasa, which is actually written in English. But it'll be a complimentary piece to something they read in Spanish so they can translate language and work through both languages to kind of talk about some of these issues. Because it talks about, I'm not really the author's name, but she's from Oxnard, California. So it talks about sort of the questions of being Latino. And then we also, with that, the complimentary piece of that is actually a historical piece. So first we work through her narrative through her personal perspective, and then we look at the history of maybe why she feels that way or sort of immigration patterns in the U.S., for instance, might be something that comes up. And so that's sort of how everything's integrated, basically. I have here, is it Michelle Cerros, the person you're talking about? Oh, well, yes, yes, thank you. Oh, yeah, okay. Yeah, somebody wrote it in here. I don't know. Thank you. I was like, because I was like, how am I blanking on this name? No, it's okay. Somebody, Eric Martinez, just wanted to comment that Latino history in the U.S. is a great way to hook students. And April Goforth is asking, if you have any resources regarding the history that you could share? Oh, sure. I could try to think of something. Let me think of what I'm... Perhaps, just, is there like a way that maybe they can send some of these resources to everybody later, since we're kind of like putting them on the spot, maybe, you know, so they can gather something, I don't know. Yeah, because it's mostly just articles and just things that I can send a list of things I find online that I think are good, for instance. Yeah, Sarah, I think there's a way we collect things usually, right, to share with other participants. Like, we could put it on the Google Drive if you send it to us. So it's accessible to everybody, right? I guess... Yeah, you could just send an email and then we'll put it in Drive. Yeah, if you usually have like a Google Doc, we'll share. Or if you could put it on a Google Doc, then we'll just link it to our Google Drive, where we have everything. Okay, I guess the first thing that comes to mind is, for one, for instance, one thing we'll watch, at least part of, will be, Yo soy boricua para que tú lo sepas. And so, basically, students will get to learn part of Puerto Rican history in that, for instance, as well. So, I'm trying to think of actual written things. Is that what people are wondering about is like written? Yeah, I have Luis Aviles Gonzales says Acuña, Occupied America, I guess I'm sharing. And Mercedes Fernández Asenjo says the harvest of the empire, both the book and the documentary. So that's really good, too. Oh, that reminds me. So yeah, well, actually, we'll read a chapter from El Espejo Interrado by Carlos Fuentes, and we'll watch part of the documentary for that as well. And actually, we'll watch José Leon Portillo, we'll watch part of his documentary. It's, I forget what it's about, I forget what it's called right now, but yeah, that's most of a watch, historically. Yeah, I use a lot of film and visual in my classes, so I always like to have the visual component or like a film or something that goes with it. So that's really good. Right. Somebody here, Marta also says PBS Latino Americans and Mercedes Fernández also says the doc, oh, the documentary's on YouTube. She doesn't hear that. Yeah. Thank you so much. Thank you, everybody, for all of those resources. Yes, that's awesome. Let me check my little hands over here and Steve, anybody else? Anybody else have a question or anything to say about Michaels? If not, we will move on to, Alicia Munoz. Hi, Michael, thank you so much for your poster and your presentation. Thank you. I was just wondering if you could talk a little bit more about the grammar instruction, because I know that was one thing that you mentioned that you do more sort of targeted instruction. And that's probably the reason for it. So the first project that's brought up in the video, that's actually used as a benchmark to see where students are. And then from there, we'll get an individualized plan and we use Canvas as our online LMS. And so basically, I'll just sort of have preloaded things. For now, I'll just have preloaded sort of the things I know that heritage speakers have difficulties with traditionally. And if I need to upload more things, of course I will. But it'll be a mix of different videos. Some of them actually from the Coral website. Some of them from one of the textbooks. I like some of the explanations and other kind of, so it'll be like an explanation followed by an activity. And so as we go through with each project, different areas of growth will be pinpointed. And it'll be an opportunity to basically in the comments on Canvas, basically a link to some of the things or mention and tell them to go to the resources module on our Canvas page and ask them to complete that. And I'm guessing I'll probably, the way I'll handle it is over the course of the semester require somewhere in the range of, I don't know, 10, 15, 20 kind of things for students to work on. And then just sort of, then also require that they use maybe whatever that structure is in the next project. That way I can see that maybe there's been growth there, for instance, or maybe so on a formative level and then summatively, or sorry, on a summitable, but then form, formatively in class, maybe then also kind of look for those things as well as they go through in different assignments, basically. I don't know if that makes sense, but. Yes, it does. Thank you for that question. Um, anybody else have a question? I think, I think I should move on to the other posters and there will be more time tomorrow as well. Oh, okay. Thank you so much, Michael. Thank you. Thank you for that. Yeah. Okay. So our next poster comes from Angela Contreras Wise and her title is Conocimiento y Adquisición Ortográfico. And I'm going to start here where are you, Angela? Are you here, Angela? Yeah, I'm here. I was just unmuting myself. I'm sorry. It's okay. I just wanted to make sure that we had you here. Okay. So I'm going to start with some questions that have been posted on here on the poster board. And it says tonica. Well, it's a good question. In the discussion, I included just the list of words. Normally, when you do a kind of test like this, you have to consider the phonetic inventory that is to be included, right? It must have different factors, such as the frequency of the words. It was seen that many of the students of the second language have a lot of use of other words unlike those of heresy, right? So to develop these strategies, as I was explaining, it's a binary process in which the students, first of all, must identify that prosodic accent and second, know the rule. At the level of experience, the students of the second language have a lot more experience than the students of heresy, precisely because the way they've been alphabetized. So that's one of the responses that I would give to that question. Very good. Perfect. Another question that we have here says, what other orthographic features apart from the tilting were studied and what are the implications of the study? Yes, they were included words of regressive assimilation, that is to say, words that are included or that contain two elements of which one is copied to the other, such as combat or convenience. The B is passed, it becomes bilabial when one says with living but it is normally transformed into an M. So there those features are assimilated in the same way, in the same way, comfortable. The N is transformed into an M but it can also be said that it can be a linguistic transfer for what is written with M in English, right? So what was basically seen was whether there was transfer or not and what kind of features or elements can be included in a lesson plan, right? So that the students have the conscience of the two grammar differences. Perfect. Very good. Thank you very much. Does anyone have a question for Angela Contreras? I'm going to see here quickly just to see if there is a little hand. Right now I don't see anything. Does anyone want to say something in the chat? Everything is fine. And I don't see any questions until now. Yes, I can say something while it's so much. The spelling is an element that has been left because the majority of instructors say, well, or they passed or did not pass but normally it does not touch that subject and it is a subject that has been forgotten especially in inheritance. It is criticized a lot, but it is not done much. So you have to take into account that the spelling is the pillar of the lexicon and of the reading and also of the understanding of the reading and writing, obviously that if you do not master that component the other components also affect so it is important to take into account and the call that I do is to do more exercises in class and you can see what part is not working this. Because definitely the spelling is derived first from the phonology that the Spanish is a transparent language and second from morphology then look at why or how to better group certain words so that the students learn the spelling of them, right? I have a question before going with the Veronica teacher I agree with you I put a lot of emphasis on spelling, right? But in a way that will not scare them but what do you think of the teachers or other teachers that say that spelling really does not have much importance until they reach higher levels because the important thing is that they understand and as long as we can understand it nothing happens because I have talked to many people like that and they tell me that it does not matter and I do not have to focus much on that and I agree with you In fact, Carrera has a very good article in 2002 where she talks about the professional level in spelling and this is because especially if the students focus on careers like translation teaching, journalism etc. what I have to do with the written language is vital so there will be much less the competition for them is quite big because there will be many people who have many orthographic abilities that go beyond in fact I met a case in a university where they did not hire a teacher because their presentation had a a an an orthographic element that was not conventional it is not canonical, right? so I did not get the job because of that that seems important to me and I have to treat it from basic levels from the beginning here I have the teacher Veronica just to support my colleague Angela that orthography is essential in our language and as now in this time of the media and with the texts it has deformed everything that is understood by orthography that there is a joke that my students always tell them orthography is becoming and this is not a joke, right? I also have examples of real-life cases in which not only they do not give jobs but it has become chaotic I wanted to say an idea and said another so I think contextualizing is important and not only to give the rules but always always apply it from the most basic and I love that this is not just a tradition this is our norm of identity thank you very much here also Gabriel Germán says that people also say that grammar does not matter and it is true but it is not true either we also need grammar I go with Gabriela she also has a question Gabriela I come with a different perspective I am going to invite Ángela to contemplate this in her subsequent studies of this topic to give you a little context because I am a phonetic and phonologist so it is true that grammar is important but grammar also changes so instead of saying that this is that the language is deforming I think in the fact that the language especially the Spanish language where there is an extensive contact of English and Spanish is a linguistic change of which we are witnesses and saying that then I wonder if Ángela could for example if the results that she observed between the speakers through the fact that the accent is fundamentally predictable in Spanish so yes dad and dad do not mean the same but there are few people who are native speakers of Spanish or who are bilingual of Spanish and English that would get confused with that so I am not against that we teach them the affiliation but if there is a strong resistance between the speakers we are all witnesses then maybe we are what we should see because they resist so much and what happened to me my phonetic and phonological background is the predictable accent in Spanish that's all thank you Gabriel I find your posture very interesting and precisely this test what I did was was primarily for the tilt for the class not for the nature of the class because it was phonetic and phonological so here it was about that the students developed the perception through these basic elements of Spanish however as we know we even have the same monolingues so it is a long process and the study is called to do more empirical studies and to take into account that that orthographic element is vital to develop all other skills thank you just to say something quick they are commenting in the chat that the orthography causes a lot of stress in the speech and they are also asking if you can share in a Google Doc how you are doing it some exercises that you recommend to teach orthography it says as a teacher your students have a lot of difficulties especially when we come to the analysis of poetry also what else I think we have to go to the next right Josely? thank you if you don't have time to do all the poetry remember that we have tomorrow's session if you don't have time you can start tomorrow or present tomorrow thank you very much Angela sorry thank you is she wrong? hello here I am ok your project is called the attitude of heritage speakers of Spanish towards their own Spanish accent and here I have 14 questions I will see in the Padlet ok let's see what there is Lisa thank you for sharing your research how does the heritage speaker desire to be perceived as foreign accent free compared with the L2 desire to be perceived as foreign accent free if you realize the questions we were talking about during the lunch but I can ok perfect I had not seen ok so they discussed it I don't know if you want to bring it to the light now again questions probably we see new ones and we will see the new ones ok let's see down here there is one in your videos I don't know if you saw that but it says inferiority complex did you see it? ok perfect so let's go to questions that are here someone has a question for the accent right do you want to tell us a little bit about your while we do some questions about your project? yes perfect I wanted to comment a little bit about what we were talking about during lunch about the the relationship that exists between the students many of you have inferiority complex about your accent and that you should not take into account in the classroom that having a native accent is the normative part of the reason why I wanted to do this project is because instead of saying if the students want to sound like native speakers that is what is expected so why not ask and see if it is what they want to do the objective is not to be the normative but to see what is the attitude they have for other later studies about how they perceive themselves between them with different levels of advanced level of minor proficiency and how they perceive the monolingual speakers or bilingual speakers with different groups how they perceive others and what is the influence of those perceptions and in your study what was your result what did you get in the study the results initial or more basic that can be done without relationships that in general that the students want themselves to sound like native speakers is almost the middle and they want the other speakers to hear them and perceive them as native speakers also their level of anxiety is a relatively high level let's say 4 out of 6 by the way, all these questions came from the bilingual language profile the questioner was already validated so and in general this is the perception of them already for issues of if it has to do with anxiety if it has to do with how much they use what is the influence of how much Spanish they use at home or in different areas if it has to do with what they want to be perceived as native speakers the interesting thing is as we know, most of the speakers speak Spanish at home and in the others as they go forward saying that they are adults they no longer use Spanish that also comes out in the result but there is no influence in that the more they speak Spanish at home the more they want to be perceived as native speakers so it probably has to do with issues of that the environment at home is a safe environment so it doesn't matter how you sound so that's something interesting of the results here I have a question that says what is the accent that students try to imitate the one of their parents, grandparents or another accent in Spanish because between Spanish speakers there is a lot of discrimination in terms of the most desirable accents yes exactly there we are already talking about issues of language so no this pilot studio what it also makes me realize is that it is needed as a follow-up with them to start discriminating on social-linguistic or the background and to see questions like this to ask the students okay accentism is linguistic discrimination what do you mean by native speakers right, exactly and that's why it's not that the foreign accent or native accent as the desired or as the expected but it's simply a question of what is the attitude of the students at no point is indicated in the classroom or at no point in the language what is the desired so really what you want to do here is to simply do a recollection of what are the attitudes of the students what they think about exactly what they think they don't have to do with what is done in the classroom exactly so I don't think that way you have to do with discrimination very well thank you very much sorry about the other question about the native speaker that's also another another matter what does a native speaker mean if it's a probably the children for them the connection they have with the Spanish are the native speakers their parents but their parents are bilingual and now they live here so if all these aspects of social-linguistic they probably have to do with magazines that have to be done after thank you very much I think I think do you want us to continue with the next or do we stop here we have seven minutes left yes more or less if you want we can start with the next and then we can continue tomorrow ok perfect thank you very much ok then we continue with Emily Emily Bernate are you there? yes now yes Bernate ok your project is called using oral history projects to promote language literacy and culture interesting I have two questions here on the board already one of them is just a comment saying what a fantastic way to connect students to their community and I agree that's awesome and somebody else says this seems like a great idea were all of the interviews related to bilingualism or were the students offered the option to create additional interview questions based on personal community interest this is from Melissa B ok great well yes and no the interviews were 30 minutes long the students started working with an archivist first and the archivist was from the recovery project in Houston and helped them research ideologies about language maintenance and bilingualism in the first half of the 20th century so since they already had research material then they tried to identify how they thought those ideologies were different or not in their own community and so they did have 30 full minutes with each of their interview subjects and they tried to develop questions that they thought would help them relate bilingualism in the first part of the 20th century and those ideologies and maintenance with ideologies in their own community so yes they made up their own questions and they definitely covered a lot more topics because I told them they had to interview everybody for 30 minutes because I wanted good interviews that we could analyze later thank you so much for that explanation does anybody else have anybody have a question here we have just about four more minutes if anybody would like to comment on anything or say anything if not I could just describe the project um and it just if you can tell us a little bit about your program at St. Ed's too sure so it is here in Austin it's a small liberal arts university and we are Hispanic serving we're one of the universities that has the largest and the longest running camp program which is for migrant workers and their families and so a lot of our heritage students are also from the camp program and this class we tried to kind of like hide it on the bulletin until a little bit later during registration so that we mostly get freshmen in there I love it to be just for freshmen after that we really only have one heritage class for them because most of our majors and minors are heritage learners anyway but we try to get the ones that haven't had as much exposure to Spanish first in a class just with them and we try to get them in their freshman year and we do a lot of recruitment with the camp program and we also go to some of the high schools and work with the bi-literacy programs here in Austin schools one of the schools next to us Travis High School for those of you that are also in Austin it's one of the few schools that has a really great bi-literacy program and so they have very strong students that have a lot more experience really than our heritage learners with Spanish but it gives our students to be mentors and leaders and show them around the cafeteria at a university and how to make a university schedule so that they're also being cultural ambassadors of how to manage a college education as a Latino student wow that's amazing I would like to know more I would like to connect with you later that's amazing thank you for sharing that yeah so it is a small program yeah we really only have one heritage class but in reality all of our classes are heritage class yes thank you so much for that and I just have here a comment from Stendi Rohn I believe it's directed to you Emily saying una de las aplicaciones puede ser que una vez sabiendo cuál es la actitud de los alumnos entonces se puede trabajar con ellos sobre cuál es el origen de sus actitudes y si ellos piensan que sus expectativas personales implicarían discriminación lingüística un autoanálisis de las actitudes impuestas así mismos and Marta says your program sounds amazing and a great idea to Stendi and Emily they Luis Edis is saying that living history is amazing just to kind of you know end this but yes living history is amazing that's a good way to end this right yeah thank you so much thank you Emily for sharing with you and we didn't get to Veronica right is it Veronica Leon and Maria Margarita but as Josely said you will be able to present tomorrow perfecto perfecto thank you everybody gracias thank you okay fantastic so I mean always fixing this some small technological gaps guys so basically it's a real pleasure to introduce my colleague and friend Canavermejo she's originally native from Spain but been living here in the States for a very long time and is currently a professor of Spanish at Houston Baptist University where she also coordinates the study abroad program and she has been successfully bringing students to Spain for several years now. Her primary areas of teachings are Spanish as a second language and Spanish as a heritage language as well as bilingual education she oversees the second language placement exam and that's one of the parts that we've been talking about for a long time what happened when we have to decide how to place students and all the levels that we have to consider her field of study explore heritage language education second language education bilingual education and social linguistics with a specific interest in Spanish in the US so today's presentation will be focused on core issues that we face when assessing Spanish for heritage members. Welcome and karma. Thank you very much Flavia for such a nice presentation now I'm a speech less I don't think that I can continue with the workshop I'm sorry this is a funny remark. Okay first of all well first I wanted to say thank you to Corral for inviting me to participate in the workshop it's an honor for me Buenas tardes a todos a sé que es una tarde un poquito difícil ahora mismo porque acabamos de comer tenemos el estómago lleno y quizás necesitamos un poco de café o té. Okay pero lo que quiero hacer ahora es como bien Flavia dijo vamos a hablar sobre assessments y lo que quiero es compartir mi pantalla con ustedes primero para estar segura de que lo pueden ver okay pueden ver mi pantalla no un momento seguimos trabajando con la tecnología y ahora pueden ver la pantalla ahora sí ahora pueden ver la pantalla el problema es no voy a poder hacer break rooms and share at the same time perfecto muchísimas gracias bueno lo primero que quiero decirles para comenzar que se les había puesto en google un documento un cuadernillo que lo van a necesitar porque vamos a realizar varias actividades y este cuadernillo que es lo que tengo aquí se van a necesitar so espero que la mayoría de ustedes o bien tengan acceso al cuadernillo en línea o lo hayan imprimido porque definitivamente lo vamos a necesitar okay so para comenzar voy a quitar un poco minimizar el cuadernillo y abrir el power phone si se puede no quiero abrir ok so como creo que Giselle dijo esta mañana vamos a utilizar un poco las dos lenguas so durante la presentación quizás a veces hablar en inglés a veces hablar en español trataré de hablar mayormente en inglés ok ahora mismo sabemos que la población hispana una cosa quiero mencionar mi cámara está en este monitor que tengo pero el power phone lo tengo si me ven del lado es por eso porque estoy cada uno de un lado pero lo que quería decirles como todos sabemos the highest population in the United States has been increasing and not only has been increasing but at the same time the population of the Hispanic students has been increasing they also have been the number of highest learners that we find in our classes this has definitely show interest in scholars wanting to really to investigate the two core issues that we are going to be talking about in this presentation now that I would like to share with you in this presentation this afternoon one is the academic language placement and the other one is the language assessment which are the two core issues we will be talking about today but before we start I would like to ask everybody hello everybody a couple of questions we have over a hundred people right now so I'm not going to go to break our rules we will have several activities later on that I will go to break our rules but right now what I wanted to do is I wanted to have in reference to the three questions that I had what I would like to do is you can raise your hand and you can answer one of the questions I'm not going to have time for everybody to answer three questions so maybe a couple of people can answer question one, question two and question three and then the rest can write it down their comments on the chat because Miss Delia is helping me with the chat so we will be able to see a later so I'm going to ask the first question and just please anybody that wants to join I think that you have to be new in order to answer to the question so the first question that I have for you is what is your personal experience with assessments anyone can answer the question do we have any volunteers anybody who is raising their hand so I assume that nobody has experience with assessments I would like to comment that for me the most difficult is the use of the rubrics are very detailed and complex rubrics for assessments yes okay so that's what is being your experience anybody else wanted to comment about their personal experience with assessments what can the issues they have what can assessments have they use how do they feel about assessments I can talk a little bit about the assessments that we have in my classroom and I'll keep it short but typically so I do this with the Spanish department at my school we have reading assessments listening assessments writing assessments and we have it in the past it really worked out for us to have them really split up and some of them we use rubrics some of them it's just really like a picture bank that they pulled from some of them are like read a story and then answer questions and I use this across the board for non-natives and heritage speakers and they really work out in terms of letting us as the teachers know what skills they're really strong with but I will tell you that we're definitely having to tweak these because we found that having that many types of assessments being spread out over the course of the six weeks or you know a grading period was a little stressful for the students but definitely we did try to incorporate you know like I said speaking, listening, reading, writing in any way that we could so that's my experience anybody else can tell us what kind of assessments do they use and their institutions in a high school here in Garland we've used assessments to identify the heritage students and of course we covered the four skills what I noticed in most of them is in the speaking skills most of them, a lot of them I won't say most of them but a lot of them were very shy of speaking and so it was very in some cases we had to drop the speaking skill and do it one by one one to one, face to face with one of the teachers because they didn't feel comfortable enough to record their own output in front of others Florentia is this assessment that it has been created at your institution or this assessment is that you have gone from other institutions from a place where you have created your own assessments this is a district assessment now actually they're going towards assessments that are computer based so the one coming next year is going to be much better than the one we've been using and these assessments are specifically for heritage language learners or there are assessments for they're they're triggered for heritage but basically because when you look into high school whether they pass Spanish 2 they look into the different types there is a Spanish 2 assessment then once you identify the ones that are heritage speakers then you need to see if they would pass Spanish 3, Spanish 4 and AP so in which levels would they be identified and located for the future academic year someone else can answer what type of assessments are you familiar with I have a question so I might just be the only person who is confused are we talking about formative assessments or placement is it just for placement this is what we're going to be talking about so the first question is for placement like how we assess heritage students for placement that's what I said this is how we assess in general what instruments do you use are you in high school or where are you at high school so my idea at the beginning is to see what kind of instruments are we using at different institutions what kind of instruments do you use and then we're going to get into different types of assessments definitely we're going to talk about the formative and the placement and we will talk about the difference of the three of them I'm sorry, I was just a little confused no problem, thank you very much for asking the question very good afternoon I wanted to add at the State University of San Diego we created a diagnostic test with location it covers four areas so I wanted to comment with you what we do first of all the test consists of a oral dictator to see how prepared are the students in question of orthography, placement at that moment we have another section of the test and it's a multiple option where we evaluate the knowledge of grammatical structures what they know at that moment they don't have to study they didn't have to prepare for the test it's a diagnosis and we also have another section of the reading to see what is the capacity to read, how long I read a story and then there is an activity of printing in multiple options also and it also has the a writing section we give you an open topic especially something that involves them family immigration, things like that and in that way we see the different abilities what we lack is the question of oral we would like to incorporate to evaluate at that moment their abilities of speech not only the others because we cover the others with the writing and reading and the overview of grammatical thank you very much for sharing and this is a assessment that has been created by you we made it between several colleagues and we have applied it to distribute because we have a Spanish-speaking population of very heterogeneous speakers so we have very well prepared people with a lot of scholarly if we are in San Diego then at the foot of the border we have people from Tijuana from Senada from Ecuador who already have some scholarly or from other countries and on the other hand we have the students who have for the first time the opportunity to study their language in an academic context that they have never had any exposure so we have to distribute them according to those very particular needs because there is so much diversity of needs that we could not cover with it would have to be a multiplicity of sections to give them or adjust them we have to somehow find the way to place them in a class that suits them the best possible we have four levels that are offered for speakers by heredity and in that way this is between us my colleague Georgina Macías she could also if you would like to add something thank you very much but we need the component of what we have talked about I would be very interested in that I would like to thank you and as we said we have a limited time so with additional questions I would love to be able to answer them in the chat or in the chat but I would like to continue with the presentation okay due to all this the field of heritage language learners has been pressed to find effective ways not only to identify but also to place the students so today what I am trying to do is kind of sharing information is first of all try to sorry to provide an overview of what is the work that has been done in reference to assessments talk about a little bit what is the purpose and the significance of assessments what are the different types of assessments what are all the alternatives that they have been proposed to assessments we will talk about several unsolved issues we will also have a practical section where you will be working with written examples to identify essays that it has been written by students and we will also be able to work with other examples where you will be able to be by the students and proficiency levels and we like to finalize this presentation I will also present some resources and links that I think will help all of that to find that information that we need for assessments before I would like to start with a little bit of the terminology that we are going to be using that in our presentation very simple very fast so the first one is what is an assessment an assessment as I say we are going to be sharing and gathering information about our learners a placement exam like Yeltsin said is an assessment there is one type of assessment then assessment can be either being based curriculum neutral or curriculum based and this we will talk about so the curriculum neutral that means the assessment or the placement or the test that is designed whatever sorry the curriculum based this has been designed with a specific program in mind and this is different between the two of them the other one that we want to use we are going to be talking and using is achievement assessment proficiency assessment so achievement assessment is determine how much language the student has learned during the course of instruction well proficiency is telling us what is the student can do with the knowledge that it has from the language then there is going to be we are going to be talking about different type of assessment which is the formative the summative replacement so the formative assessment is used mainly to improve instruction and to feedback to the student and to the instructor the summative assessment is used towards the end actually not towards the end but at the end every time that we finish either a semester or a unit and a placement the main purpose of placement is to really to place the students so it is important that we know as the students that we have or the population of the students that we have it is really a group of is really a very a group of students so it is really important that we know what kind of students we have in our classroom because all these different characteristics is the one that complicates sometimes the assessment even though that we place the students still when we have it in the class still the group is not a normal Chinese group is still being an Italian group but this we use a way to divide the students and two major groups I think a lot of us we are familiar with the major two groups of there that are the ones that are nearly arrived and the one that they were you was born and they were racing here in the United States she based this distribution and based on the schooling the academic skills and the language characteristics that they have so I'm not going to go one by one but at least to mention like if we're talking about newly arrived we're going to have a variety of population because some of them maybe have a good schooling in the whole country well others they might just have a little schooling in the whole country when we're talking about the U.S. born then we're going to find the same situation some of them they have good academic skills in English some of them they may have access to bilingual destruction in the U.S. so we are really looking at a completely heterogeneous population and this is what it makes so difficult sometimes to do assessments of these students now I like to sorry stop my sharing and but everyone before I stop my sharing we're going to go to the breakout rooms so that's everybody has access to these two essays that I have put on the google because you're going to need these two essays in order to work on the different groups the idea here is that you look at it as the two essays and you decide on your group if these two essays belong to heteroslanguage learners or belongs to non-heteroslanguage learners it was written by or they are mixed non-heteroslanguage learners so that's what I would like to do I don't think that it will take a lot of time because we don't have a lot of time so I will say that I will do the breakout room for about six minutes in each of your group I would like you to choose one person so when we come back that person will be the one who will say okay we have decided that student one is whatever and we have decided that a student two is whatever based on this let me go to the break and runes so now could you please let me know what each group have decided about a student one and a student two so hello I can go first okay who is this Jelson thank you very much so in my group we decided that the student number one is that HLL and student number two is that non-HLL because they use the verbs in the past that's why in student number one it was a little confused with the verb set and the star which is normal to see and they use more complex words and student number two was very organized very direct and had words of transition and then we also had some people that say really well there's no you can go with either one there's no really specific words or or pattern that you're looking for to be able to decide which one it would be that's it okay alright anyone else thank you anyone else we'll do a couple more in our group we thought there was a possibility that they were both coming from HLL students the possibility here is that for student one someone mentioned that their use of the subjunctive was an indication that it could come from my heritage students and I'm thinking for student two where they're using me like MI but they spell it like me like in English ME I feel like that is something that I've seen so many times throughout this year this past school year that I can see that both of these could potentially be HLLs one more person please in our group yes Nelda yes it's alright that the paragraph one is from heritage language students we talk about their prepositions the conjugation of the verb and I have seen the DC with my freshman students and we decided that the paragraph two is from native speakers because it's fluid you can see that it flows so you said HLL great teacher speaker student one is student one is HLL and student two is native alright well sometimes most of the time we are pretty easy for us to distinguish what is an HLL and what is an L2 but in this case student one is the L2 it's an intermediate class L2 and student two is an HL really? yes student one is an intermediate Spanish so yes most of the times it doesn't happen most of the times it's pretty easy for us to distinguish between one and the other but sometimes what the idea is that sometimes they have errors that they can be common to them alright let's continue with assessments thank you for your participation on that assignment okay so due to the uniqueness of the student population that we working with the term of placement or assessment has been even being a problem even before the term of heritage language learners being used and because of that the uniqueness of this group a lot of the institutions especially at the beginning now they've been changing little by little but they have resorted to use a standardized placement sometimes they have used a full AP stamp and a collection of more assessment that they have been available and as we all know these all assessments they were designed with L2 and mine so what it seems to be which is really problematic with our students there has been a lot of um sorry this one okay I missed one there has been a lot of research on different areas on different aspects of what heritage language learners are and but it hasn't mean as many when it comes to assessments at the end of the presentation I will provide you a link with a resource where you will be able to have all the information from all the different studies that it has been done about assessments since 1989 to 2018 the assessment the study that has been done with the Heritage Language Learner they had really taken to a different perspective one of the perspectives is we wanted to know what is the difference between the Heritage Learner and the non-Hartus Learner from a morphological and syntaxes point of view and also from the way that these students construct their speeches another way of looking at the research that it has been done is from a language education perspective a lot of the studies that they have coincided is that there is really a lack of the studies yet describing Heritage Language Proficiency standard and also the validity of this assessment that we are using the tools that we are using are the tools that we are using reliable so there is this difference between these two group of studies of research and one they are worried about the morphology of the assessment that we are analyzing once is from the language perspective now whenever we do assessments all the assessments has a reason there is a purpose and we can say that all the purposes assessment is divided in three categories they can be either administrative they can be instructional and they can be a research and the only way is to place a student so we do assessments because we wanted to place a student into a specific course or to extend a student from course that is from the administrative point of view whenever we do from the instructional we wanted to evaluate the learning needs we need to determine the learning objective and provide feedback and from the research we wanted to experiment to evaluate teaching methods what we can know is by assessment then what is the significance of assessment definitely assessment is really important and the reason that is important is because not only it help us to place a student into the appropriate levels or the instructional levels if a student are placed on the appropriate instructional levels the students are going to be more satisfied also it help us to have a better quality program the assessing also help to explore and modify if we need to make any changes to the curriculum if we need to make any changes to the instruction it also help us to sorry if we have assessments we can provide information to our different institutions to make different assessments that they are just appropriate for the hurtless language learner instead of relying on assessment that they originally were designed for language learners second language learners now I don't know if I'm going to try the break-in rooms again Sarah can you try the break-in rooms for me yes sure we will have this one we're going to have 10 minutes for this one and it's the same so we have three different essays and what I will ask you to please with these three different essays that you have or examples is to try to place this as students well what level will you place them will they be intermediate, will they be advanced will they be beginners how will you place them and where do you base your information on it okay and the same we will have one person from each group that will tell us how you got have you arrived to the decision that you made to place them in different proficiency levels alright so how about who wants to start and to tell me what have you decided and how what are the proficiency levels that you have put the students on in our group group 19 Luis? yes Luis sorry we think collectively that number two is beginner for the use of the n's and several things that look a little I don't know that call attention then we decided that number one would be intermediate and number three would be advanced okay we leave it to the collective that correct us, help us or confirm someone else please in our group we also coincide the student is the one who has his creativity but his language, his writing is more conversational there are many mistakes of spelling there are many things for the whole path as we see there in red the student one would be intermediate but not so much and so basic and clearly the student three is advanced I wanted to comment that for my group yes we also coincide if we have to put them on levels however it is also important to recognize that these three students are typically in our same class and here the question is how we can help them not necessarily to say that they are on this level because they are all in the same class as a teacher, as a teacher how can we help them how can we give them the feedback so that they can continue to grow academically and develop Spanish in my group we decided that the two was the beginner the three was intermediate and the one an advanced intermediate since the student number one conjugates their verbs better than the student number three okay very well we are also in the one another reason why we put it in the advanced is the structure how do you organize the ideas it has an introduction phrase and clearly it identifies the conclusion phrase and what did they do with the two? the two basic and the three? this is the most complex but if we had to categorize one in each one we didn't know if it was like this the activity or not, the three we were between intermediate or not thank you very much someone else? yes in our group no one was a beginner because a beginner the truth is that they don't develop the writing so the student number two would be in intermediate and the student number one and three in the borderline between intermediate or advanced and it draws a lot of attention that the student number one uses your your privacy thank you very much I think that most of you have agreed if we had to do the levels these are based on levels that were already established in a university these were exams that they took and due to the exam and other parts of the assessment to put them in different levels of the proficiency and definitely the student number two as most of you agreed would be a beginner although I agree that beginner beginner can't be because it really has a series of knowledge then student number one was considered intermediate and student number three was considered advanced really the difference between student number one and student number three is not that big because the groups that were put in are not that big really the student number one and student number three are both intermediate simply with a level definitely the student number three is a little more advanced and it should be as we have been talking about these groups of students that we have are really heterogeneous therefore it is so difficult to sometimes evaluate them thank you very much I would like to continue with this I find it very interesting but we will continue now we are going to talk about the different types of assessments that there are as we said there are many types of assessments there are a lot more types of assessments but we are going to talk about three particular assessments for now and we are going to be divided into three groups there is the placement meaning this is what we do before we put them on the classes then formative assessment that is what we do during so that means and summative is what we do after the fat now we are going to talk a little bit after each of them so placement the placement assessment I am going to be skipping some of them because it is already almost three o'clock so placement assessment is one of the different placement assessments that they are so all of them they are measuring different characteristics there is all of them they are measuring different characteristics all of you have the assessments that you are using they have commonalities with what they are measuring here as you see in here there is a lot of assessment they are all from Spanish oops, sorry okay they are really measuring what is recommended is that it is three big groups that has been measuring one is what is called the receptivity skills which I am going to take right here the lexical recognition the vocabulary is the one that is the receptivity skills the productivity skills we have to be able to do the practice skill and when we talk about productivity skills we are going to be talking about special formats special focus and form those forms that we know that the HL have problems with and finally the creative people skills so we need to measure the creative people skills too and then it will be a combination of the reading and writing and the listening and the speaking so the majority of them they have this portion that they are measuring also some of them they have background questionnaires okay, background questionnaires a lot of the times they are used originally at the beginning of a placement to really distinguish between what is going to be HHL and non-HLL so a lot of the questionnaires that is what it helps as when we are doing assessments okay, Ferco has proposed a model that I have put in here for you for the assessments and this model what is really covered is the three skills that we were talking the receptivity skills the productivity skills and the creative skills and this is kind of what she proposed that it needs to be included and taken into account what we are designing or developing an assessment okay, so I am not going to go every single one but the preliminary consideration is the teaching mission the program is student characteristics and the course content and then with the test what the students know and the linguistic gaps that they have what are as we said the receptor practice and creative skills and then how when we do this assessment they have to be a multifaceted approach because we have to use many different like a dictation, a partial translation a grammar, a reading a writing, so we are going to be reading assessing all the skills of these students to really get a picture exactly of what proficiency level they are so this is for you now what I have in here I have two different sorry okay, two different examples there is many different examples I get one from Corel the first one is from Corel a high school and I am going to have time to show you but it is on the PowerPoint and it will be available to you so this one is from a high school and as I say I took it from Corel which is available for us to see as an example and there this heritage speaker exam or placement is divided in sections so the first three sections is reading and the last two sections is writing okay, this is what it mainly consists of then a band a band is a company that it has a placement exam that is based on all the sectors production and critical skills which is already available and it is available from the 7th grade to be used for a student from 7th grade all the way to university and college students so I would recommend that you take a look at it of these two assessments that they are available to give you ideas or if you are looking for an assessment your institution is looking for an assessment that is already been done or is already to go maybe a band will be a place where you can start looking at okay sorry, alright so formative assessments okay formative assessments we know and the research indicated that we do need a placement exam we need a placement exam but a placement exam is not just sufficient so that is why we have the formative assessment the formative assessment is what we do and what it has been proposed by caretta and other scores that is what we do during when they are taking the classes because that will help us not only to see how the students are developing but also to provide us the structures with information if we need to change or modify our curriculums or what we are covering is appropriate or is not these are some examples of formative assessments summative assessments here summative assessment is the assessments that we do at the end so when the students have taken the whole semester or a whole year or a whole two semester that is the summative to see what it has learned this final project is considered summative assessment I know a lot of you are familiar with the three different assessments the formative assessment, the summative assessment and the placement so take it into account we are not going to break up wounds because we don't have the time to be working from my side so thank you Sarah for helping me up to here with the break and roll but backtrack into your own experience with assessment practice as language teacher and consider whether formative or summative options were more common and what type of activities or items appear more frequently in those can we have like about three minutes for you guys to tell me if you can let's talk about question discuss number two do you use more placement do you use more formative assessment summative, do you use a combination or what kind of activities do you have Encarna, si puedo participar Marta? Si, gracias Marta Yo soy coordinadora del programa de heritage in my high school donde tenemos ya como cuatro high schools que están utilizando el programa etc y hemos variado mucho sobre todo porque aceptamos el self identification as heritage language speaker as our placement los estudiantes son los que de self identify as porque si no nos dimos cuenta estamos utilizando como the value schools un tipo de assessment like that and it doesn't work, those are literacy skills we have students who don't have those literacy skills and they can have a conversation with somebody in Spanish si que creo que es muy importante ver por que utilizamos estos placement assessments en otro punto que hablé con mi grupo en cuanto assessments es mis estudiantes si vienen a la escuela con 14 años no me importa su proficiency yo los pongo siempre en el nivel 1 porque quiero que estén tres años en el programa quiero que estén lo máximo tiempo posible expuestos a la lectura la escritura podcasting todo si tenemos grupos bien heterogéneos pero se puede es como dar clase de inglés se puede trabajar con esos grupos heterogéneos es trabajo por supuesto pero al final el beneficio de los estudiantes es mucho mayor estando repetidamente expuestos a la lengua que si es un estudiante que recien llegó de Guatemala y los ponemos en el ultimo nivel, tenemos tres niveles y al siguiente aun no pueden hacer nada gracias muchas gracias alguien mas yo tendría una pregunta para continuar un poquito este lo que acaba de decir Marta Silva cuando nosotros identificamos los estudiantes hablantes de herencia en nuestro programa normalmente no podemos utilizar solamente la self identification y a veces los estudiantes no entienden lo que significa ser hablante de herencia y con algunas variedades estudiantes que vienen de algunas regiones nosotros tenemos a muchos caribeños cubanos, dominicanos portugueños a veces las identidades son confundidas entonces tenemos que nosotros entrevistar a los estudiantes hablar con los estudiantes para identificarlos si querias saber si ustedes tienen alguna sugerencias a propósito de ese tema sugerencia en cuanto a a perdones que escuché la mitad de lo que estaba diciendo you keep breaking off ok perdon es que nada can you hear me si pues nada sugerencia con respeto a otras estrategias que no sean self identification otras estrategias que no sean self identification definitivamente hay diferentes y con esta lista que les voy les dije hay todas estas serie de assessments que están disponibles y al final tengo una serie de links donde hay diferentes assessments que se pueden utilizar pero definitivamente ellas son una ayuda de cómo utilizar aparte de self identification que esto que cada institución dependiendo de lo que necesite por ejemplo Marta le ha funcionado Marta verdad self identification quizás tu punto es que a vosotros nos funciona self identification hay una variedad de assessments que se pueden utilizar no simplemente self identification self identification puede ser parte del assessment no simplemente puedes adquisar el beginning o el punto de partida y eso se puede compaginar o se puede añadir otro tipo de assessments espero que conteste tu respuesta a mi pregunta Marta if I can just tell you one thing no se ustedes pero en mi high school it's not that we have a line of the students trying to take our classes so we didn't have that line of the students we have to go and recruit them from different areas like we had to go to the ELL classes we had to go to the soccer games we had to recruit them because the HL student already imposes on himself or herself that imposter syndrome like I'm not really I'm not really I'm not really a native speaker which I never use that word or that terminology ever so that's not para mi nunca ha sido un problema honestamente cuando un estudiante ha querido matricularse en mi programa en el programa nuestro it's like you are welcome here si tienen dudas una vez que están en la clase that's when you talk to them and you can have interactions with them o si tienen open house o si tienen algo en sus escuelas but that has never been a problem for us just because of that piece of the relationship also all the things that we offer in the classroom I understand Martin because I think that that's not the problem we're only with your institution but with a lot of institutions that we don't have enough students that we can have the luxury to say okay we're going to divide it in here we're going to do this okay but that doesn't mean that we are looking for an assessment or a tool that in the future right now will be able to help us all that's what the whole idea but yes definitely I understand your point because I don't have a lot more time thank you for your questions so there's when we're talking about alternative assessment there's two groups there's been sent researchers that have proposed that we can use at full the at full guidelines to as an assessment for the heritage language learners and send this guidelines it really has worked for some researchers or for some heritage language learners how it has been the case of the Russian and the reason for us is being proposed by Swenther, Marine, Rivera, Martinez and Kegan is because the majority of the speakers the heritage language speakers from Russia they are exposed to the standard variety of the heritage language but we know that that's not the case for Spanish okay therefore at full the guidelines that they were built and based on L2 it may work for some type of heritage language learners how is the case of Russian as has been proposed by this researchers but it definitely we know that it doesn't work for Spanish okay so the reason that it doesn't work for Spanish as we've been talking is because the population that we have is pretty is not homogeneous at all is very heterogeneous and also because we know we can have one tool to really assess two completely different group of speakers which are L2 and heritage learners okay what are dependence issues and I just wanted I have three minutes so I'm going to dependence issues that we have is that we are using all different assessments but the assessments that we use we don't know if they are really standard criteria or reliability and validity we also know that there is not one single assessment that it can cover everything right so we have to come out with a combination of assessments that also there is an issue when it comes to the curriculum that we have and destruction the courses that we offer okay we might have like you might say we don't have the variety we may not have many students or we may only have one course to be able to sit in and we also have as one of the participants was talking sorry that moved still fast but we have all these students in one class and a lot of our teachers a lot of our instructor lack training on how to deal with all these different students so these are all the issues that is still pending when it comes to assessment as well it's not only to destruction to differentiate destruction but also when it comes to assessment as I only have two minutes I believe want to go to all the links so what I did with the links and there is two pages in here of links to slices so what I picked out all the information that is available for assessment I'm not going to be able to go into all of them but what we do is just try to give you a little bit of introduction of what is the information that you're going to be able to find ones that you click on the link so this is what I was saying at the beginning of the presentation here it has all all the studies that it has been done since 1989 to now about assessment here they provide you with reports and with example of assessment so there is two different pages with about nine education that has several assessments for you to look at it so I will just recommend that you go through the links and see because everybody is going to be looking at these links everybody is going to be using it differently it's going to be needing different information from all the links but at least we don't have to start from scratch the idea that there is information in there there is assessment in there the examples in there that it can help us do our work hello I'm sorry thank you very much for your participation I think I have questions do you have questions for thank you very much for all this information so important and we are going to try to apply it as much as possible okay in your university what type of accessories do you use for placement okay in my university we only have a kind of heritage in the university where I am now we only have one and it has been recently that I have been able to use an assessment that means right now we have a placement that is based on the one we work with Dr. Avelpoliti and myself that means that is what we use, the placement that we use to put the students but as Marta said I don't have the luxury to decide because I only have a class until now and I think one of the posters I don't remember exactly how it's called Michael, I think Michael is talking about the idea we are working more or less the same we have started with a group from the top trying to establish different levels but everything is going to depend on whether we have or we don't have the population we have the population but not to be able to have two classes thank you so any student who is self-identified between the students it's not self-identifying but they take a placement exam and the placement exam is done on several parts first they have a background then they have a receptive vocabulary a dictated they have writing, they have reading they measure everything then based on that there is only one class that's true, although it's measured and the class that they start is a 3,000 level if they are not they are going to be in the 3,000 and if we don't have to put them in a 2,000 class that 2,000 class is not a class that is made only for the speakers thank you the mixed class okay Encarna a person asked well some of you made the observation that not all the links that you have are working and I think someone said that Avanti didn't but someone said that if you can give them information about where you can find those placement assessments that you are referring to okay, the corral the first one that was referring to the high school is in corral in the ORR they are open resources okay and the second one the link should be working um they say the one in the notebook the one in the notebook the one in the notebook are the same that are here okay, so hyperlink and the other one is working one moment in the chat link to the corral yes the corral and Avanti the corral the band and the corral the high school the others any more questions? we have another question that you made after the online placement exam for heritage students comments that some people accept anyone who wants to come but others want to know if they focus more on the written part or on the audit part more or less what is used and then it would be interesting to know what is your idea of it the written part, the audit part or the talk to place them it must be a combination of all to know exactly what we are at what level are the students because we have different levels of students and we have students with different levels of perfection some can write that if we only base it on the writing we are not being fair if we only base it on the oral we are not really measuring so it must be a combination of all more questions and others also commented that I am a little surprised to be able to have 3 years of classes for heritage students I know that you say you have one luckily we have beginners and intermediate and then another advanced and a new advanced that will come I do not understand what you have 3 years they want to know many times you think in high school you have beginners then intermediate and then maybe you go into pre-ap or ap but they want to know how many years would be missing and I think that Marta I do not remember who answered that an advanced master is 5 to 6 years but I do not know if that is for heritage learners or for L2 learners it was my answer there is a study of Sara Ardre where she does an analysis of various types of students in Arizona and the conclusion is that if what is expected is an advanced master the students have to complete not just a 4 or 5 years but even a little it is a long time but a complete acquisition of very advanced academic level it is exactly the same study that I was going to talk about it depends on what we are really looking for that the student the last question I have for you if there are no more questions do you have more questions no I have put can you still see my screen yes so there is an active thought can a single instrument adequately serve native speakers and non-native speakers alike any comment I would say no because the needs of the students the students the two do not know anything about the language I think that almost everyone answers that no and someone says it depends that it depends on what one is assessing now there is one thing that I am going to comment on and many times when we talk about native speakers and non-native speakers we sort of throw them in a huge punch and really when we say here in the states your English is our language but there is a huge range of variety with English speakers and I think that is one thing that we have to take into account see the CMOS L2 or the CMOS heritage language the range is tremendous of what we have in this course I want my students to reach this level and the other because it is huge the variety we have exactly and I think that depending on the courses we have and the skills we have and if we only have a course it depends on what the institution has I am completely agree but it depends on what the institution has but yes, we definitely in the same class it will be a totally heterogeneous group we cannot expect that everyone will be at the end when we finish, they will have the same level because everyone needs a series of time and they have a different knowledge yes someone else? no? I want to add that if what they say if at the end of the course each one has a different level the evaluation is very complex yes how to generalize an assessment for everyone if each one has a very different level you will have to be based on what has been taught during that course that you are working with how do you say sorry I do not see a name now it will be based on what has been taught in that semester or in that semester because we really know that the students from the beginning when they enter it is not a homogeneous group therefore when it ends it will not be a homogeneous group either it is still heterogeneous so it is to measure what has really been practised during that semester and the advisors are an essential instrument they have to know what they are looking for and work with the advisors at a high school middle school or university so be kind to your counselors it is true it is true I think that is more in high schools than in universities or in my experience it is that the counselors do not have much idea of what we are talking about when we are not referring to lecturers so we meet with what they want to advise but in reality they do not know what to advise because they themselves do not understand the concepts so I think we really need to teach the advisors what we are talking about because for them they take Spanish as the same difference for them if a student already knows how to speak Spanish or does not know how to speak Spanish Winnie, I think if there are no more questions if there are no more questions or comments I want to thank you apologize for the problems we have had well, that I had with being the breakbooms and I thank you your company and your questions and your participation in the workshop thank you very much thank you everybody for keeping this going and I think that there are many things that we need to continue talking we are going to start with our last event of the day there is actually a round table a conversation actually I do not know if you can make me the host so I can share my screen and the topic for this conversation started with a conversation actually with Carl that he told us we are facing unprecedented times we all know what happened over the spring break when everybody at this index had to move it's just one week or in 10 days from face to face teaching to absolutely online with very different results but it was really a critical situation so the conversation for today is going to be a moment of reflection a reflective moment to start thinking what happened in that transition what happened to us, what happened to our students our classes, our institutions our communities and then start thinking forward because still we are in a period of great uncertainty we don't know I was checking my emails a moment ago and they are still in my university deciding how many classes will be face to face and the rest of us, probably Spanish will be blended and online and they are deciding this today and tomorrow so we really don't know what's going to happen so part of the discussion and the conversation has to do with what will happen if online teaching becomes the new normal for our heritage classes and for starters I would like to share my screen just a second and this is how it's going to work just for questions for all the presenters that participated today and then we will dedicate about 20 minutes in the break rooms so you can talk with your partners classmates about what happened in your particular situation and then we will come back to share ideas so let's start with the sharing please let me know if you can see the slide yes thank you and basically the question is is Spanish as a heritage language teaching online the new normal for us so I'm going to start asking the presenters even the people that are going to speak tomorrow Alana, Delia, Edna if you can summarize your experience during this time how do you kind of address these for questions what went well in the transition what went wrong in the transition how do your students experience and reactions happen regarding this change and basically at the end what are your plans what you're planning to do if online teaching becomes the new normal so please any of you can start Alana I can start so I think that for me we had to really change things a lot actually to move to online very quickly especially since I'm at middle school so not all the students had devices and I live in a place where we have a lot of underprivileged students so I think what went well is kind of after what went wrong so what went wrong was that we didn't have everybody connected and everyone wasn't able to be there in person like in classes and online and all of that but out of that came some really great things and that we were able to figure out a way to connect with our students virtually to give them some support especially those that really needed it at home and especially a lot of my students from my heritage classes and my native speaker classes they were the ones who had a lot of trouble with getting online and getting some internet access so it was nice to be able to help them so I feel like because of what went wrong we figured out some good to start shooting and getting good solutions yes and then how did they experience the change and what is our plan okay so my students really did well with the change well I mean at first we played a lot of games and we did a lot of fun things online to try to help make them want to come to class and so then I figured out the google form that I shared with everyone today during my presentation I'm sorry we didn't have time to really go through it but once I was able to kind of like fix the tweak tweak it a little bit and perfect it for my class and my actual form that I used in class was a little bit longer that included some things throughout our day but once I was able to get that the kids knew what to expect and so whether it was they were there during my class when we met or they weren't able to be there then and they had to watch the zoom recording later that happened to a lot of kids they were still able to participate through the google form so if we go to online teaching again it's really hard with languages especially to do that speaking component and to get that interpersonal communication I think is the hardest part so you know I'm just going to continue to perfect my google form a little bit and try to do more resources and I saw some today that are going to be great to help us with more authentic listening and authentic resources for them hearing different accents and different native speakers talking so I plan to just continue to perfect that google form and to continue to follow my daily framework because that seems to really give them something to grab on to and something to work from them. Thank you. Who else? I'll go ahead, this is Carl. I'm speaking from a different department French and Italian but I think we can generalize across foreign languages so here at the University of Texas what we found was that for languages and we've been conducting surveys now and I've been reading through them we lost about 10% of our students they just kind of dropped they disappeared people who were enrolled we found out that even at a flagship institution like University of Texas you think everybody has great internet access that's not true and so when people moved to the online when we moved online many of our students of course went home that changed their circumstances for some people it was a radical change and they had very different home experiences so we lost a certain percentage of them and some of them never came back but of course what went well I would agree with Alana it was like over time we worked out a lot of the kinks one of the things that worked well for me were office hours I know I don't we have office hours and they don't often come but some reason they were accessing their office hours and they since we all had virtual office hours there was not a lot of difference between off-dropping in and doing one-on-one talk versus going to the zoom everything is in zoom now so office hours seemed to be working really well one of the things I think went well was that we asked them that what did they like and they said they felt grateful our students felt grateful in a way that they hadn't for language classes because of course they get to share they get to talk about themselves it was really a moment of kind of a deeper connection so even though we think that we've lost so much we've lost something we're all feeling that we've lost something in the online component I think don't overlook the fact that just still maintaining connections with your students is important because a lot of them are bored they're lonely and this is meeting a very deep need for socialization in them and so you know is this going to be a new normal well I think yeah what you were saying Flavia you know this is the situation so dynamic and here in Texas the situation is worsening right now hospitalization rates are going up and at the University of Texas they keep saying oh well we'll decide we'll decide but they keep putting it off because the situation is dynamic and so we're we are still completely up in the air about what we will be doing in the fall even though we're saying now officially yes we will have come back I'm listening to the deans and to the president and all these other higher ups and they're changing their tunes because well because the situation is dynamic so I do think that you know it's forced everybody to go online and that we are finding out that we can do things with zoom maybe not as well I agree with Alana it's great for asynchronous I've learned how to do the asynchronous parts much better I'm still working out how to do the synchronous parts of language teaching so that's where I am I can follow up with that thank you Carl yes because I'm also at the University of Texas but I am with the heritage students and so one thing I wanted to follow up on what Carl said about the connection with the students one thing well what went wrong I'll address that first because that's what we don't like what went wrong their situations are so different they have to help with siblings who are now homeschooled they have to help their families keep their business afloat they have to get a job so that's why we lost a lot of students or even if we didn't really lose them they weren't all there you know they could only come sometimes to class but regardless of that when we did meet together synchronously you know we always at these heritage classes one of the things the students say is it builds community right that's one of the main things and they finally out of this huge campus they finally are in a class where they feel like they're with people that are similar to them or they really belong and they have people who support each other and so we still had that line and a lot of my students said this is the only class where I'm actually talking to other people most of them are they became asynchronous and you just you know study the chapter and then go take the test whereas for mine they still held class at the same we all got together at the same time we started the class talking about the news what was going on and just being able to share with the other students what was going on that was the main thing I think that they appreciated and so yes now I have to learn a bunch of technology and all these apps and the Google forms and all that and that I think we all have to work on and it's more work for us because we have to provide the synchronous class and then create material for those students who cannot do it synchronously but we still have to do it I think because that sense of community that the students get when they get together is something that that's what they say they miss the most of being on campus and the socializing and being with their friends so as much as a lot of people say no we need to just give them the material because we can't expect them to all be logged on at the same time we need to at least try to have a little bit of that because it really helps them in many different ways yeah and piggyback a little bit on what Joseli was saying I think we'll be much more at ease with future classes because it just sort of came out of the blue in two weeks you're going to be teaching online through zoom and I had done presentations through zoom but somebody else was always manipulating things I wasn't doing it but the students learned I learned and this summer I'm teaching a class it's not for heritage learners it's an advanced grammar and composition class but I'm finding a lot more things which I think are really good and breakout rooms are excellent because I put them into small groups and at the very beginning I put them into small groups that they would meet each other and we would switch them around every day and then I try and then I use breakout rooms a great deal and I try to go in every day to each one of the groups and you get to meet them because that was my biggest concern the communication still exists I form large groups I have pre-assigned groups and now with flip grid I think it will even be better because that's the way they can meet each other I wish we had voice thread at UT but we don't but it's another excellent tool for students to converse so I think we'll they'll work out much better for all of us in the fall I'm agree with all of you on what went wrong I think it was very difficult for our students everything changed from one day to the next but then as I think just say a lot of them they lost the jobs some of us I have even a student that they lost their apartments so everything completely changed around then but out of that a lot of good came out as well you know they built that community that you guys were talking about I have a student's command and say you know that they're being closest to the classmates because now they depend more on each other to communicate and to get a lot of the things done one of the things that I worked for me besides the soon I wasn't doing the break at that point and we just will have the virtual and the virtuals would really work for them because as Jocelyn mentioned and they said a lot of classes what they were doing it's just a study whatever they have to study take you know the quiz and that was it so they really have the opportunity to converse among themselves and practice so that was a good thing that they like it and the discussion board also they like it because what I have I have a discussion board that is specific for the topics that we were working on it but also discussion board just for them to kind of vent out and that was really good for them they really like that and definitely for the future this is going to be the norm more definitely need to learn a lot more about technology that we can use online and that I think that that will be something that I will have to work on my own. It's interesting because what they hear from you I mean we start with the break break rooms I would like to see what other people has to say it's like the languages inside humanities may take a role that is not expected from us which is that basically will be sustaining the community inside the university if everything continues to be online and I find that truly exciting as an idea that I mean normally Spanish foreign languages we are not the big boys in the academic world but maybe humanities and the role that we play as communicators and sustaining communication can become one of the foundations for really keeping the institutions moving as a real communities of learning that's something they've seen I mean what you're saying has to do with that because the institution is the same other other content areas is just basically everything was posted online they have to study and then take a test or maybe complete a project and that was it. We were the only ones having to meet with them every single week for office hours constant communication some in videos so we were doing a lot of that maintaining community and I think that is something that we should kind of I mean emphasize in our in all our programs answer the questions so yeah I completely agree with all of you and also I just wanted to point out what went wrong for me at the beginning I noticed the high levels of anxiety from all of our students and the level of frustration not only from our students but also from us so it was really difficult but what went well for me is as all of you were saying that it was key to have good communication with my students and to let them know that we all were doing the best that we could at the moment but trying to understand every particular situation and open the channels for communication with all my students that worked really well and definitely if this is going to be the new normal what I'm planning on doing is paying a subscription for the gym because not doing exercises killing me so yeah also learning from all these opportunities and getting resources from things like Quero and the community that we are trying to strengthen here so that's going to be really helpful yeah we need to crash Quero's website just taking resources from everybody I don't know if there is someone else who want to share something there's one more little thing Flavia this has been new to us we were surprised by this but it was also new to our institutions so I think that as it progresses it's going to get much better for all of us I can only see it positive because they are learning a lot they are getting things ready for us we are learning a lot I've learned here today so there's a lot out there and I think we should look at it very positively so great I would like to say one thing representing UTSA and I just wanted to say that our school was just great to try to help everybody and the transition for me specifically my two heritage classes were hybrid already so we were only meeting on Friday so it wasn't too much of a drastic change and my I was teaching an upper division film course so that one we had to do online but we worked through it but just what I kind of like a recommendation is to always be present with them so right away I told them you can contact me through group me or whatever sometimes I'm not stuck to the computer so I don't see their emails but group me go straight to my phone so I see them right away and this is for university of course I'm sure high school is different so I reassure them right from the beginning I'm here all the time I'm with you I'm not leaving you alone don't be scared to ease that anxiety and I think the biggest problem for me with the future is how we develop our online classes as far as the platform so right now I'm getting certified with QM quality matters because we need to structure our online classes in a way that it is easy for the students to follow so if a student has never taken an online class and we already used to maybe online teaching so as the course might look simple but that's because we created it and we're like oh they can follow this they know what to do no they don't know what to do they need clear instructions all the time and guidance so that's something that I'm learning right now and it's helping me a lot as far as what do you need to have on your home page what do you need to do next make sure that everything is clearly labeled make sure your objectives are clear so I think that's something that I still need to work on to restructure my classes my online classes to where it's easy and it meets all the standards for our students to follow because I think a lot of that anxiety for my students where I don't know how to do online we think they're like technology savvy because they're younger or whatever but a lot of them they freak out and they're like I don't know where to click I don't know where to go what do I need to do what assignment am I supposed to turn in so that's something that I think we all need to work on if this continues and we need to do online classes is to make sure that our course format everything that we build is structurally correct as far as the standards for the students to be able to follow it correctly and easily so everything needs to be clear and have other people maybe take a look at it because sometimes our own eyes don't look at it we don't see it we're like oh this is simple they can do this but you'll see all the questions like I don't even know where to start where do I click to begin this course you know so that's something that I think it's just kind of like a recommendation for everybody to kind of like pay attention to that how your instructions have to be very clear in different spaces and everything kind of flows and agrees and everything's aligned with your course objectives your module objectives right and your assessments I want to mention I didn't really say it but I think I mentioned really quickly that our students expressed that they were grateful that is that's pretty wonderful I mean I think they were very generous in their evaluations because they recognize that everybody is doing the best they can under difficult circumstances and so they were they talked about their courses in a different way I think in a personal and meaningful way they were coming back to what Flavia mentioned that for me this has really reminded me of why we do what we do as foreign language instructors or language instructors heritage language instructors and so forth and I just had an interesting conversation I had to drop out of this workshop to go talk to the Dean of the College of Liberal Arts at the University of Texas and our new Dean a very well-known economist and I found myself for about 10 other faculty around the foreign language departments explaining to her why foreign languages were different or what made us so different than other content areas because she really didn't understand and she was asking very good questions and I said well it's not that we're trying to transfer information from our brains to their and content courses we are we now have shifted our kind of paradigm to interaction and communication and so what we are is we manage different situations to get them to use parts of language and so what we're talking about is really about negotiation meaning I use the word input and comprehensive blah blah blah so she listened and she said so basically you're trying to create a community absolutely immunity that's what we do and not only that but we're trying to talk about who they are as people because we always say this in the catalogs but foreign languages are central to the humanities so we want them to understand who they are as human beings and that of course is tied to their identities and to their cultures and to their heritage so it all comes back to what we are and what we do and I feel like in this moment which is pushing us online we're in a way rediscovering the centrality of what it means to be a human and what it means to be connected or not connected to other humans and so I find that it plays out differently in different languages different language communities of course the heritage language community the identity pieces so important and it's just become more important under these conditions so I'm it's weird but I'm excited because I think that people are understanding the value of what we do in a way that they haven't before it's not just about okay so you speak Spanish so you can make more money like your return on investment and we often talk about it learning languages in a very instrumentalist fashion and that's fine that's good but it's more centrally about feeling connected and socializing and knowing who you are as a human and that's pretty powerful okay guys I will stop sharing and I will create we have just a few minutes but I would like to have everybody try to respond to the same questions what went well, what went wrong what you learn, what happened with your students and finally your plans in small groups so everybody has the opportunity to at least share their space. I hope everybody has the opportunity to share a little bit about the experience and talk about plans and for me just having this opportunity to meet all of you being in contact and start sharing resources, ideas projects what we're doing in class it's really a privilege I feel like it's a privilege so thank you everyone if there are comments or any points that you would like to talk about later on about this particular situation the transitioning and the online teaching for our classes we can continue this conversation tomorrow let's start, I'm going to introduce my dear colleague Dr. Flavia del Politi Flavia is originally from Buenos Aires, Argentina and she's now associate professor of Spanish and she's the director of the Spanish Graduate program at the Department of Literature and Languages at Texas A&M Commerce Flavia teaches undergraduate and graduate courses related to the areas of Spanish language pedagogy teaching methods and Hispanic linguistics her primary areas of research include Spanish as a second and as a heritage language curriculum design and Spanish sociolinguistics so we're very lucky today to have her talk to us and her talk is called find the right name core issues in SHL oh no, that was yesterday yesterday I lost it mapping for success alignment in the Spanish heritage curriculum gracias Flavia thank you for such a nice presentation and I'm really happy to be with all of you today I want to start with a disclaimer my presentation and my materials are all in Spanish we'll do some translation but I believe that if we really want our own students to be proud of the language that they speak at home we need to start creating materials and creating positioning of using Spanish in academic settings all the time so this is something that started in my consideration a year ago what happened is that during the spring semester I had the opportunity to teach heritage languages in my institution in a postgraduate class and the graduate students themselves told me that we were using 98% of readings, videos, podcasts using the classes resources, everything was in English only 2% of the materials the academic materials that we had were in Spanish so I think that we need to change that so that's my disclaimer for today and I'm sorry if you have people with limited skills in Spanish I will be translating some pieces there will be some translation but basically I want to start making a strong case for Spanish in the academia so let's get started I'm going to share my screen and the traditional very old-fashioned powerpoint I think some of you asked and commented about the image and indeed it is the moment where the spaceship Space X is connecting with the International Space Station and those last moments of the approach were extremely slow it took more than 15 minutes to travel 2 meters away because they had to be sure that the alignment was perfect before being able to connect both components and I think it's a good metaphor for the topic that I want to talk with you today which is precisely the question of how we align our curriculum at all levels not only at the level of a general program but also at the level of a course but also in the own units and the election plans because I think that the good alignment is what makes our classes successful well as you can see in the presentation as well as the materials under the license of Creative Commons then you can share them you can use them you can also transform them to finish this session I would like both of you to be much more clear the type of challenges that we face at the time of making curriculum for the classes of inheritance I would also like everyone to be able to explain and in some way share the importance of the alignment to assemble any type of program structure from the election that we do for each day of class we have two, three, four, five levels of course and finally I hope that everyone can be familiar and get used to using curricular maps as an extremely useful tool when it comes to implementation then we had an activity of Pre-Tasher I know that yesterday was a long day and it was unfair to pretend to have an extra task but the idea is central at the time of lunch or maybe later it was somehow to focus the previous knowledge that you have about curricular design about basic concepts like curricular map, like alignment articulation, sequencing and see some of the reflections that have been made by authors and academics so what we are going to develop from now on are basically my brief part because I want to dedicate a long period of time of this presentation to both activities Activity B, which is an analysis of the case, and Activity C which is a first attempt to make the use of a curricular map to develop a unit thinking of spanish adherence so more comments if someone asks me what are the challenges and as a whole challenge also the possibilities that appear before challenging situations when we try or need to make a curriculum for spanish adherence there are a series of reasons that are challenging first and something that we commented yesterday, I think that both the presentation of Anna and the presentation of Encarna something that we commented on the tables as you can see is that we have a very large diversity of learners that is, you saw the scheme that Valdez presented very early in the 90s where she recognizes the same seven possible students and that we usually have those seven groups together in the same class related to this is that we do not have standardized levels what type of student are we finding in the class for me it is a beginner level for another person it can be an intermediate level advanced intermediate advanced and I think that the central issue that we continue trying and I see this as a serious problem trying to accommodate the models of proficiency linguistic competence cultural competence of speakers and students of second language languages that you prefer to another population group that are the salons and what I feel is to fit something that works well for a certain type of population try to fit it with a group that is not suitable and we can do a long debate about this but it is obvious that when you try to take a rubric of what it is for example an intermediate high in the model it is not too clear what student of proficiency would enter there and always escape skills there would always be a type of knowledge that the rubric and the description of Axel do not represent another problem that we have at the time of organizing or developing a curriculum is that unfortunately in the majority or in the vast majority of institutions we find that there is a limited number of courses and that they are dedicated only to students of proficiency normally and I tell you data from a survey here in texas of 75 universities of all the state and colleges great universities of colleges that is, tertiary education that they had courses of proficiency 78% had only one to two courses many did not have three institutions had more than three levels that is, a sequence of at least initial intermediate advanced then that is a problem at the time of designing and wanting to make a curriculum because we can make a perfect curriculum for a course a level and then that student has to go to a second language or the world languages and there the the lack of curricular design returning again to the question of standards you already take Axfol or the European framework all definitions, characterizations learning models, big goals they are supporting with a model of learning Spanish as a second language or as a foreign language and finally and I think this is also a challenge that at the same time I see it with a lot of possibility and with many creative opportunities is that at this moment of the discipline we have a plurality of pedagogical focus and we have a list that covers at least five or six models that have been developing in the last two decades we can think of multiple alphabetizations critical pedagogy macro approaches whether textual, discursive, functional we can think of sociolinguistic, model of dialect acquisition we have a set of pedagogical focus that serve, that we know that serve but these focuses are not yet curricularized that is, they have not become curricular and this is the part I think we have the opportunity to transform what we are doing well, then if we consider that we do not have specific standards for teaching not only Spanish but any other language I think that the global goals that different authors have set for education in a language of adherence should be our standards and I think that this proposal has to somehow strengthen with a very dedicated and very privileged work of just transforming global meta specific, clearly described if you go to the notebook on page 5 if I'm not mistaken they have a complete description from the reading of these authors and other authors have proposed definitions for each of these six big goals, yes then the best known which were proposed by Valdez in the 90s are those that have in the first starting at the beginning of the circle and down, yes the maintenance of the language of adherence the acquisition of a prestigious variety the expansion of the bilingual range the transfer of alphabetic skills yes, basically literacy skills the acquisition of academic varieties that connects directly with a prestigious variety and finally and this has been in a way the goals of the new generation of authors that may think that the education of adherence has to focus on the needs of the student, no longer linguistics, but in the sense of social agentivity connection with culture connection with the community and a change in terms of attitudes that is I think we are all very aware of the devaluation that there is about the Spanish adherence in two different contexts on the one hand we have the monoglossic perspectives of English and with the message of you need English to succeed in the United States, I mean English is the language of success and on the other hand we have the representation of what is Spanish in the countries where that language is the major language dominant language, for example Mexico, for example Argentina, for example Spain where the Spanish spoken by the speakers adherence is distinguished and stigmatized so transforming those attitudes is one of the essential steps and one of the goals that we should achieve, so my idea for today's workshop is that you are thinking how would you have standards that were based on these goals we do not have them, they have not been written, they have not been published, they have not been supported by organizations but I think it is the essential point of the game for our work well then changing a little bit the focus of the idea of standardization and what are the goals we return to the essential concept of this workshop which is the delineation and I think we are all quite used to or we have heard the term in the curriculum field basically is the idea that each component that forms part of the pedagogical process the educational process will have a clear logical connection and direct with the other components to form this continuum which is the educational teaching so that continuum will operate well only if the components at different levels are interrelated I think it is also important to consider that the delineation can be seen at different levels I can say that my course has alignment in the way that all its components are organized so that at the end of the semester at the end of the year my students achieve the learning goals that I propose at the beginning I can also think that I need to consider alignment if I am inside a program or a sequence of classes where we have levels or we have degrees and I can see that what I am doing in my class, level 1 will have a direct connection with what will happen in level 2 and also in the past there are previous knowledge previous knowledge that I am taking so the more adjusted the alignment between these elements obviously the result will be much more successful well basic elements or minimums and of course we do not have time to develop a whole curriculum project in 15 minutes but basically these would be the design or the basis of a design minimum to create a complete curriculum for a course a sequence, a program we have goals, learning goals we have contents and stress that we are going to develop we have the instructional process the connection with the students our teaching practice we have a series of resources, materials different types of technologies and finally we have the evaluation construction that obviously has to finish or have to connect with the goals at the end of the day, what I need to measure is the achievements from those initial goals and of course we have other other elements, other components that have weight, institutional context of course we are all immersed in institutional culture with different demands, different policies, different perspectives we also have the variable of the disciplinary framework we are working within the humanities, within the language within the Spanish language and there is a whole framework of how we understand the teaching and learning of a language we have pedagogical focus, I missed the plural I mean we have different ways to focus on the teaching and learning we have the individual learners with their own needs and of course we are having our own training, our own needs our own perspectives all these components work as a kind of big cloud that surrounds the decisions that we take when designing the curriculum here they have another scheme which is the same and these two were attempts to try to visualize the alignment between the components and the cloud of variables that somehow work together and they work on the process of the curriculum so to start with the concept of alignment thinking about it as an integration between parts I suggest that we go to the page 6 where we find the activity B the activity B is a case analysis they have a unit a complete curriculum, a program we are only going to focus on a unit a unit created by a school with very good intentions for a program for native speakers 2 and what we are going to do is analyze the components of that unit from a grid of alignment so I invite you to go to page 6 and gather in groups of 5 people to give 15 minutes to this activity thank you all if you have any comment question or any idea after this activity if you can put it in the chat and we are going to discuss them at the end when we get to the stage of in common so I will basically continue with the presentation but I would like to know well what did you think of this activity that we review of alignment then when we think about aligning a program to achieve that our classes our units our pedagogical routes have alignment and internal cohesion a tool that is highly valuable I think is the curricular map probably you are familiar with this tool many of you have participated in the process of building curricular maps and basically what I am doing is giving you a brief introduction to the topic they have a definition that I think is quite concise because we also have long definitions and there are of course different types of curricular maps but I liked the one that Harden proposes basically curriculum mapping is a systematic analysis of the content of the courses in the curriculum the original Latin word means of the word curriculum looks and translates as the course, the path, the road and I think that is the idea that the learning process is a route is a path and a map precisely as a map in real life is to give us indicators and place us on that route so some of the central properties of a curricular map are dynamic that is, even more than the models that I am going to present now are static, are rubric documents fixed in itself the map has to be dynamic has to be integrated by the action that we are doing that allows us to review it in a consistent way so there is no final map the map is like a snapshot tells me how things are organized at this time but I know there will be changes in second place the maps are microscopic that is, they do not go to the action specific in the classroom they do not go to the lesson of the day or the plan of the day but they try to look at the educational process from a broader perspective and that is why they usually focus on the courses or on the course sequence they are comparative that is, in an ideal world we could all of us who are today participating in this session sit down, make a map of a certain class and then compare it so that comparison allows us to see places where there are disconnections where alienation is missing between us but they are also comparative I can see them at the beginning and at the end of a course I can say this was the map with which I started my class and this is the map that I have built at the end and compare and see precisely what worked what did not work that I had to change they are informative ideally a curricular map and this to share has several levels of access it is shared with the administration of our institution so that they know what we are doing it is shared with the students so that the students can know in what way the route will be taken it is shared with the parents with the families so that they can also see in what way their children the children are building that route and in an ideal way they can share with the whole community so that the community in itself knows what kind of processes are taking place in the classroom and finally and for me it should have been put in another color because it is highly relevant a curricular map is a collaborative work I can create one or two many curricular maps but if I do not have the opportunity to sit down with someone and discuss that design of the possibility of alignment it is very difficult that the work of the curricular map is complete so something essential is to know that the creation of a good curricular map demands a work with another good so I selected this video I hope it goes well it is very brief but basically presents the essential steps for the creation of maps and the good thing is that you can look on YouTube and watch other videos with each of these steps developed more broadly but I liked to have the introduction now should be going and what we talk about are four fundamental phases in the mapping process the first phase is laying the foundation sometimes I have called it the prolog it has to do with getting ready to do your homework do your R&D or research before you actually start developing your initiatives the second phase is launching the mapping initiative and I want to call attention to that as people want to go right to that one first without laying the foundation phase one is laying the foundation phase two is launching the program and how to organize that best and orchestrate it based on the size of your school conditions readiness level of the faculty the third phase is sustaining and integrating mapping into the system so it is not one more thing but rather it becomes the basic way people communicate and share the curriculum and integrating with standards and how it becomes embedded in a sense in a school or district the fourth phase has to do with mapping into the future more sophisticated refined ways of working 21st century replacement strategies taking old ways of teaching and learning and replacing them with new ones and a look into the possibilities for mapping into the future so these are four phases but in essence these are all also four phases for professional development that's exactly right what we're really talking about is mapping so it's professional development and mapping and then if I understand this correctly we're really seeing mapping as this umbrella that encompasses our unit designer professional development all these pieces are fitting into the puzzle yes well you can see the other sections where it develops more in detail each of these stages but I think it's something interesting the way it's presented that the design of a map requires an initial research process before we sit down basically to work with the documents and start the analysis requires collaboration requires institutional development and many times we find enough support or maybe there's no time but I think it's important that each one has the possibility of talking with a close colleague a colleague in another institution a colleague from another place and this platform that we're creating in TEX is one of its goals and part of the mission precisely to have the support and the collaboration of someone when working with this very brief presentation is the need to integrate what we could call pedagogies of the 21st century that is to say start to transform and evaluate these transformations of how we conduct our pedagogical practice I know you ok next well, as I want us to have time to try to start the work of curricular mapping I'm going to give you two very brief examples that I've developed in the last two or three years and I want to use them as an example so that you can see a map in the broadest sense a programmatic sense and a smaller map a map that focuses on the development of a curriculum for a class so let me change let's start with a wide model I think you can see it this is an Excel document this Excel document you have the link in the notebook it is adapted from an open document that created Carnish Melon for the design of curricular maps and it works really well it's not complex and above all it's free you will see that in the resources list in the notebook there are many companies that have created virtual platforms that allow to make curricular maps systematically to have all the information in a digital format but the problem is that many of these companies do not have the option for the school of you the institution of you this tool is free it's basically an Excel document that you can download directly and it comes with a model of instructions so basically it's very easy for when we are working in groups, in teams people read the instructions and map them so this is the curricular map of our Spanish program at the Texas NEM Commerce as you can see here is the name of the program and then we have the different achievements or global goals that are 5 of our program what we hope is that our graduates are capable of doing experiments and skills at the end of the course as you can see here and I put it in gray to make it clearer it's a kind of summary of the instructions the map is built with each one of the courses and I'm going to move my view so you can see the class sequence they are organized by their sequence and by the type of requirement they have the different numbers we advance 33, 341 etc etc until the last two in 483, 489 the course title and then the objectives of each course in relation to the program outcome that is the global goal so if my program outcome is that my students are going to have the capacity to use the Spanish or even higher the goal of speaking in Spanish 1, it has to be connected it's here where I start to see the lines of alignment in second place and this is something that I really liked of the model that they implemented in Karim Melon they have level of competition and level of achievement and level of initial beginner and level of advanced mastery there are certain objectives that are going to be covered of these three levels in each course of course if I'm in a course of initial beginner I won't be able to obtain mastery that would be basically advanced high so there is the correlation between what is expected of a class and what is expected of the final program and finally what is ready is the type of evaluation that is developed to measure and that it has to serve me in the long term to measure the total achievement or the total goal so as you can see we use IPA as a basic classes already at the level of advanced intermediate there are other types of tools videos and academic presentations intermediate elements they start to appear other types of global activities that we do at the end of the course of course this has been adjusted the map was created in 2018 and we made an adjustment last year and of course it will be transforming but what essentially served was to see more clearly the connection between our classes and that is a quite worrying issue in programs especially at the university level where we have this division between the language courses and the content courses so we find overlaps many overlaps we find holes everyone assumed that the students knew certain things but those things were not in any place and it allowed us to start to review the curriculum of individual courses it is a long work and it is a work that does not end and I think that is the essential part but I think the effort we put in doing it and the changes we are making have a huge importance for the achievements we want to obtain well the second tool or model that I want to show you is a curricular map at a lower level or lower or lower level and basically it is a course map and this class that I was talking about last semester I usually use the course maps only in online classes but I think I want to get used to using the maps in all my classes no matter the level no matter the format I think it helps me a lot I think it helps the students and if someone else wants or needs to review how my class is structured I do not need to bring that huge document that is the official syllabus that has like 25 pages with a lot of data and things that are not too relevant I can directly show you my map and simplify it so I tell you how I organized it to be organized by the weekly modules with which the students worked in each two or three modules was covered in a unit and on this first column you can see the week you can see the module you can see the objectives of that week and these objectives are linked directly linked with the global objectives of the class with the learning outcomes the activities that I hope that the students do especially in a online class I wanted to have a very clear description of each of the elements the type of evaluation to measure the achievement of those objectives and the materials that they will use each week UCU is a similar tool so we used it for personal meetings week one, week two each week we had different elements and there were some adaptations of the initial design I added certain materials I eliminated others and that is something normal but what did not change was the basic structure activities evaluation the materials were more dynamic so if you take the work of reading a week with greater care you can see that there are different ways in which these objectives are being measured with these evaluations and these evaluations are linked with the activities that they did during the week so let's go to the presentation and I am quite happy that we are practically in time for the activity that I think will be more interesting which is the one of the notebook on page 8 so on page 8 of the notebook the activity C which has all the materials is basically an attempt that you create a pedagogical unit for the Spanish inheritance in a group and if that unit you consider that it is complete and that it can be carried out my idea would be to share it with all of us and that it was part of the reservoir we have of course using the license of Creative Commons because we want to share it so I will tell you briefly there are more or less 20 minutes we will try to adjust them so that they can have time to think and develop the unit is the unit imagine inside a sequence of units from a class that can be 5 or 6 then it would take a block of time 4 or 5 weeks depending it has to be clear what is the level of the unit the objectives the objectives I need you to think about from the global goals of inheritance education that is, that circle of 6 components that we saw try to think about your goals from these new standards or these new goals that we have and then of course they have a fairly broad list of big topics that we can use for our classes that the theme unit should be supported or supported in our themes the rest is the creativity of the group and basically we are going to do it well, welcome back to finish the common of this presentation I would like to have a few minutes we don't have much time but I would like to have some comments ideas from these questions the questions are very general and look a little bit to see what it was to try to do this activity what kind of conflicts if someone appeared to try to select the theme to understand what criteria they used then I would like to thank you if you basically write in the chat or if you prefer to open the microphone and talk I think we can calmly do this this mechanism and we have more or less about 8 minutes before going to our recess so I'm going to basically stop sharing but these would be the questions of reflection thinking and keep thinking once we finish this session I know some of you asked about the materials yes, the PowerPoint will be available as soon as we finish this session I'm going to incorporate it to the site we have shared I can also share the course map but I can't share the Excel document because it's an institutional document however, they have the link to download the work template and you can do the same activity with your own classes so back to the common room well questions, comments ideas how was the activity well I can participate to our group yes we discussed to choose the topic and discuss what would be the first topic for a unit and choose the one with the identity then we continue to advance we will see the objectives the objectives are the most difficult until now for us being teachers many years of experience but the objectives are still a difficulty or we do it very widely or we don't do it we can measure them and then we don't get to the evaluation part I would be interested in hearing other comments about the evaluation of this unit, what evaluation methods we are going to use and if the evaluation methods have to be linked to the objectives correct but we have to cover all the skills too so it's interesting I liked the word that the video presenter used it's a puzzle it's really a puzzle and if we can't fit the pieces we normalize the final image I think it's an excellent metaphor to have curriculum and alignment so I know that time was insufficient to develop a unit but at least I wanted to try to think about the work of a map and see what challenges that map implies once the objectives are chosen we can start to build the content the skills we want to develop with the type of evaluation and what type of materials what type of elements we are going to use in a class it's good to leave the instructional model because there is more to present and work your unit and that's where I think it's the creativity of each teacher and the method he's going to use in his class thank you we in our group we put it in the chat it's a screenshot of the of the plan the idea was that the group was an intermediate high school and the other was we felt that we had a relationship gender roles and gender identities in Hispanic cultures and from that you can open it because you put it in the chat we started with the questions and I think that helped us a lot to see what the learning objectives are from the questions we made how would you define an everyday hero how do you relate with today's heroes what are the effects of heroism in the community what is the difference between an everyday hero and a superhero and so so so and from that to develop the learning objectives students will understand the importance of Latino heroes in our society and how are they related to their own experiences this was a topic we discussed in high school because there were two nice parts in high school and it is a topic that is interesting how the boys identify with this topic not heroes they appear in heroes that are well known they are popular but sometimes they name their own parents and they develop connections between what they define which is a hero and his personal experience of family it is very interesting so that you are hooked on the family and cultural connection personal it is essential the skills we define interpersonal intrapersonal and the four skills assessment presentation or integrated performance assessment I mean they did practically all of the unit it is a very working team the resource content was missing the idea was to combine those two units because we saw a link between those two units and then of course when you talk about gender roles and gender identities in Hispanic cultures it is very interesting to see the difference of gender that exists so for the teams that started and for the groups that want to continue working the idea again is to push them to prepare materials to share in creative commons the last goal is to get there and what I was saying to Sher Cal that all of you are creating things constantly the only thing missing is the sharing and I think my idea when I proposed this was to push them to start thinking about something we have time for one more comment and I don't know if there are any questions that you want me to review we, Flavia in the group of us, we focus on neither here nor there it is the same identity however, we decide that it is not that we are going to see it as an identity theory and relationship and all that it is something that is more terrorized than the guys and they also want to tell their own stories so under the the theme of and the book of No se lo trago la terra that the guys that book is from before so the guys see it and they identify it and they realize that they can vocalize their own stories or that they vocalize their stories through different ways and now if we are giving classes online that either they write their stories write their poems or that they interview someone, videos, resources what they want to put on the internet create a repository and even the four masters that we were there to say even create a repository between different, for example if we implement it, the four masters I share all my resources with them and then it is created a circle of reading there are resources in which the guys see that other schools are also going through the same and then it makes them you raise awareness that they also have a story to tell that people would want to hear Exactly, and what other students I think that the production is something more that you have to give and that of course we do not have the time to talk too much but the creation of the material is really something that has to be normalized, it is not a special thing a special project has to be something normal in our classes that at the end of the course, at the end of the day there is a material that is shared that is produced for share and that there are other readers, other speakers that are going to consume or interpret that material Exactly, and instead of all the text book and all the theories and all the concepts it is just created by one or two, we would not even know the whole book of Innocelor de la Terra one or two parts and from there that they begin to create the content that is, it does not have to be teacher-center Excellent, thank you so the group of you also in the units In our group we started from the story of the eclipse of Augusto Monterroso one of our colleagues, I think he must be familiar with him because he has the name Monterroso from Guatemala Giselle is going to tell you a little bit more about how we managed to form the unit looking for especially the that the young girls revaluate our heritage great cultural heritage Native American I don't know if Giselle wants to continue Hello everyone Yes, in fact I shared what we did as potentials that were in reality what we focused on if you can see them I read them quickly in our theme actually then yes what is the oral tradition the questions are how do we influence the stories in our cultures but more specifically in your culture why does it exist and where does the oral tradition come from in the Latin American communities how do you present yourself and in what way has it changed because now we are in a very different context so I would be very interested that the students realize that many of the traditions with which they have grown are maintained in different ways and also in what way can we connect the stories, the ones with us and what do they teach us and more specifically talking about the evolution of traditions an example that comes to my mind very clearly is I don't know if you know what is tiktok I think we are not that old I think it is a very very long application right now and I see that I follow many Latin American young people or Spanish speakers that now they share the stories in that way but now they share then it evolves in a very interesting way so I would love to make these connections through this unit that we started with the oral tradition and the story as a tool excellent I think the ideas I'm sure we don't have the time to share but I'm sure the ideas they have generated are highly creative they are interesting for us as teachers and they are interesting for students so the challenge is that they continue to connect and work together and I am in a final unit that we can all see unfortunately we have one minute for Cely to tell me a big question that is pending there were two things from the beginning of the presentation that they asked one is maybe the controversy with the term of the acquisition of the prestigious variety of the language that was one and the other is from the first activity we did to evaluate the first map to know what is your opinion about that map so those are the two things good, about the the prestigious variety as a goal they have to think that that global goal is a previous position to what would be the incorporation of the pedagogical critical models that is, figure in Valdez in 1995, in our first texts also in 1997 and somehow it is linked where we can start to disarm because I think we have to disarm things before we can use them that the question of prestige appears linked internally with the academic variety that is to say in Spanish we are teaching in the school, in the university and what is the position of the community and the culture around that variety taught in the school and as a very short example I can tell you that in Argentina until the 90s the systematic study of the pronominal form with all the verb conjugation system was not part of the curriculum what appeared in the class Castellana was the form of you, so we we studied with this school model in Argentina before the 90s we learned to conjugate the form of you and to know what forms the verbs have but once we got out of the specific class of the Castellana language no one used the you we used you or we used you in the city of Buenos Aires so the prestigious variety of the you was what was predominant and was considered academically acceptable that luckily changed in the 90s and the voice is the form that is taught today and the conjugations and how the verbs are written so when we talk about prestige we are talking about historicity of social constructs and that we have to disarm and probably the idea of prestige within the language of inheritance as a goal is debatable today because we are talking about this situation what is the record in which we are communicating today in Spanish in these presentations it will not be the prestigious variety it will be the formal variety the academic variety and there has been a lot of debate the good thing is that the critical pedagogy they are reviewing that and I think it is something that you have to continue to continue in discussion regarding the unity 1 so that I may ask where I had taken it and I am doing a compilation trying to collect what different schools and districts are doing with the courses for inheritance it is very slow I would like to have a database but there are very interesting things there are very good projects there is the creation of local standards which are extremely valuable and there are also schools that are trying the best they can but again they are forcing the curricular model of second languages to the language of inheritance and that for me is the main problem with the unity of the summerville school that I shared it has several design problems the amount of questions a unit cannot have 20 questions because there is no way to solve them the subject is excellent it is a fascinating subject but the implementation in the contents as many of you have already commented it leaves a lot to be desired if it is limiting it wants to include too much and ends up being practically nothing that is valuable that contributes to the reflection then that would be a problem the alignment is not clear and above all there are no specifically clear objectives what these students are going to develop in a clear way that I can measure it when completing my process you might have noticed in the assessment section there was a list of possible assessments and it is like but all these models or tools serve me to measure all this the central problem is an alignment problem and I know that they have had the best intention to create this unit but it has to be reviewed Hi everyone, welcome back welcome to the next session really for me it is a great pleasure to introduce my colleague Edna we have known each other for a long time and it has always been a pleasure to work with her Edna is assistant professor of Spanish a coordinator of the Spanish teaching minor at some Houston University in Texas she was born in Colombia and earned her PhD in Hispanic linguistics and studies from the University of Houston Edna has a broad range of experience working in the K-12 level as a teacher but also as a teacher trainer and mentor her main research interests include advanced bilateracy for heritage language learners Spanish teacher training and also working with directly with the schools she teaches face to face and online courses in Spanish at all levels of instruction so please let's give her a big welcome and Edna we are very happy that you are presenting today with us Thank you Flavia, thank you for the presentation it is also a pleasure for me to be here, I am very excited to be in this workshop to have the opportunity to share a little and to learn from everyone I will also use English and Spanish I am going to be code switching my power points or my slides are all in English but all of our interaction can be in English or Spanish I am going to be using near part so probably if you were yesterday in Alana's presentation you are already familiar with the platform so I think I decided to use it so that we can interact so I am going to be sharing my screen with another device if you can use your phone or maybe a tablet or you can also access near part in another window if you prefer to do it anyway I am going to be sharing my screen so that you are going to be seeing what we do near part 2 so from the materials that I have in my folder probably you are going to need by the end you are going to need the material that says reading strategies less of land so I will be sharing with you but if you can have it so that you can working groups maybe it will be easier if you have it with you okay well then I think I am going to share the screen so that you can see it near part I hope you can see it it simply has to go to near part sorry join.nearpart.com and enter this code or enter with the code gsbby I think that too in case people are getting late I will copy the link and put it in the chat let me see how do I need to stop sharing and now I am going to put in the chat is this in the chat I think you sent it just to me I am sorry can you do that okay we don't have the code let me see if I can send it again the code will also be in the top left hand corner when you start it so people will be able to see it as long as you share your screen so it's here on the top too right okay I think we can start now okay the presentation also has to do with reading like yesterday's presentation of Alana I am going to be talking about heritage language reading strategies in and out of the classroom hopefully it will be a compliment to Alana's presentation okay so let me see it seems that there are problems with the near part of the participants okay limit of participants that can be put together okay anyways I am going to be sharing with everybody so there is no problem if you cannot join I will be sharing my screen so that you can see I didn't realize that there was a limit maybe because I don't have it you got out anyways all the slides are going to be here so yes okay and also this presentation my presentation is going to be at the end in the folder okay so well my objectives these are my objectives I want us to review some research findings on heritage language reading we will also be discussing the implementation of a reading program for the Spanish class I also want us to reflect a little bit on explicit instruction of reading strategies and by the end I want to share with you some material that I created specifically a lesson plan to teach a reading strategy so okay so let's talk first about research so far about heritage language reading or research so most of the experts agree on saying that it is crucial to promote higher levels of heritage language literacy in general terms I am citing some studies here however most of the studies in this area in the field of heritage language literacy have been conducted around heritage language writing specifically specifically about writing strategies and I am citing some of the studies here just a few studies please ignore the numbers I was trying to do something with those numbers but I decided to change it and I couldn't get rid of the numbers at the end so please ignore those numbers okay so yeah most of the studies have been conducted around heritage language writing strategies I am particularly interested in the factors in studying the factors that affect reading comprehension heritage language reading comprehension and I have studied two factors vocabulary the effect of vocabulary on heritage language reading comprehension and also the effect of having previous knowledge of the discipline and of those two factors I found that probably vocabulary is the one that affects the most so it is really important not having enough vocabulary is really a problem because it impedes reading comprehension I found that in one of the studies of course more studies need to be done but I found in one of the studies that students needed 98 to know 98 percent of the vocabulary in a non-fiction text in order to be able to show adequate comprehension of it so it's a lot of vocabulary that they need paradoxically they don't read because they don't have vocabulary and how they acquire vocabulary paradoxically is through reading so it's a contradiction that's why we have to worry about texts that we offer them that are texts that they can read and that they take them that they understand easy to read at the beginning and that they catch them so that they become independent readers right? of the few studies that are around the area of reading most of them have to do with showing the benefits of extensive reading so most of them have to do they show the benefits of extensive reading and I have a summary of the studies here some of the studies I adopted and translated and also expanded this information from Rodrigo in 2018 and you can see here in the chart the name of the author and the participants in the study the results you see the participants secondary and college students and most of them for most of them the conclusions the conclusion is that students through extensive reading they get to improve their reading comprehension skills and also writing comprehension skills they also get more vocabulary and they also get better in their reading habits and there is one study by Rodrigo in 2013 that concluded that students improved grammar competency the grammar competency in five out of the eight of the grammar structure study so it really has a lot of benefits these extensive reading but we are going to make a difference now it's important to clarify some terminology and to understand the differences between intensive reading and extensive reading and what is an extensive reading program okay intensive reading there are two different or these are two different ways or two different depending on the objective that you have when you read you can read in two different ways to an intensive reading let's say that you have a new equipment a new phone and you don't know how it works then you need to learn how to operate maybe an equipment or a team then what you do is you go to the manual you read the manual but the way you read it you need to focus on the meaning of words because you really want to understand so the kind of reading that you conduct you want to understand every single detail this is intensive reading which is different from extensive when you are reading for pleasure and you are just focusing on the message in general but you are not concentrating on understanding every single detail the goal is comprehension of the text and it's for pleasure for example when you read a novel that's what we call extensive reading now if you add to that extensive reading that way of reading you add doing it abundantly about a topic of interest and doing it for pleasure then you have an extensive reading program you do it every day for example at a certain period of time when you do it abundantly and those are the extensive reading programs that we are talking about because precisely because reading is so important that many world language teachers have turned to the TPRS method which is TPRS stands for teaching proficiency through reading and storytelling this method was created by Blaine Ray in the 80s and is based on maybe you remember Crashin's Comprehensible Input theory according to which the brain needs enormous amounts of comprehensible input to acquire a new language and how do we do that by providing extensive reading interactive books and oral stories to our students Alana Alana has been talking about extensive reading and all the benefits extensive reading that helps improve writing skills and generally contributes to the academic life of the students stimulates reflection and critical thinking reduces stress and especially if we are talking about our population of inheritance connects us with Spanish literature for example and with materials that have to do with their culture and with which they are reflected which helps strengthen their cultural identity linguistic identity which is important and something that seems very important and key especially when we have students of inheritance or these mixed classes where we have inheritance in the second language is that through reading we can make the difference in the classroom reading is a way to differentiate in the classroom and precisely that was what we saw yesterday in her framework she talks about silent sustained reading or free voluntary reading these two terminology that are used depending on the context I was a elementary school teacher and I remember that in elementary school we called it DRDER drop everything and read and it was precisely this period of time in which we solved everything we were doing and we sat down to read so this ideally the connection of children with reading and finding that book that shoots them to reading ideally we should achieve it and have these independent readers to start that process from kindergarten or from elementary school that is our work as teachers but it should not stop there and it is a process that must be continued now that Flavia was talking about the alignment precisely that that type of programs should have continuity from elementary school then secondary school and then to the university for us in the university I speak because right now I am working especially with teachers preparing to be Spanish teachers K through 12 and we have the difficulty of not passing the certification exams and it is precisely because of this because they do not have these reading habits and they have difficulties that is reflected in the writing of the students I am as Alana mentioned yesterday there are several teachers that are promoting and I am following especially Mike Piro who speaks about, he has two phrases that call a lot of attention one is teaching students to read is not the same as teaching them to love reading then it is very important and it is our work as I said to connect them with reading not just teaching them to read but to make them fall in love and another thing Mike Piro proposes is rather than having a reading course with a reading component teachers should lead reading courses with a language component I totally agree with him and I think this is something we should also focus on in the university in other words instead of creating courses that have a reading component we should emphasize a lot of the reading and around reading for example if it is a grammar course that is from reading well this reflects Rodrigo in 2018 proposes these different models to implement these programs of extensive reading she proposes that these three models first can create them as independent courses for us at the university it is very difficult if we already have a curriculum established and create these courses independently a reading course is sometimes quite complicated however it can be done maybe the easiest would be the second model to create these extensive reading programs as a complement of a course that is basically what I am trying to do and my proposal is for example as I told you I work with teachers this semester I will teach a course for teachers to help them prepare to improve their writing to prepare for this exam Spanish-speaking and what I do is to implement a lot of reading that has to do with their profession and around those reading these courses are called Write and Enhanced for me these Write and Enhanced are synonyms of extensive reading so the objective of this course is to help them improve their writing but how do I do it through extensive reading so another way that can be done is with extracurricular activities it is another idea that I have and another plan for example a reading club through reading clubs we can also motivate them if they have to do with their interests with their profession well these are different proposals that I think are interesting to study but I am interested to know about what you do how do you teach reading do you have or know any of these extensive reading programs what do you think are the challenges if there are any for the implementation of such programs so what I want you to do is to get into groups and discuss these two questions and maybe choose one person from the group to summarize and share the discussion with the whole group so what are you doing how do you implement reading what do you see for the implementation so I know we are going to have different people from high school or college level so I want to know what each one of you is doing in order to implement reading in your courses ok so I don't know if anyone wants to share what they discussed about the extensive reading programs if they know any the challenges that are there or the challenges to implement them someone is raising their hand I think I can also comment if I decide how are you Patricia our group I am a community college teacher but our group are two teachers of the school and so we were commenting that for the three even for community and for the children the motivation is a totally decisive issue when choosing a material for the children to read and secondly we were also talking about adjusting the degree of difficulty in reading to the group we have and the other we were seeing that Florence was commenting on the extension that if the text of the reading is too long in their own words they put a wall so it is important the extension the motivation and that it is suitable for the students and in my case I teach at level 200 for example of a blog or that read the summary of a movie because in Spanish because it is the movie that you are going to see and topics that hook them but that they are OER because it is the real text that they are going to face at some point in their life reading not only academic questions but from day to day Yes, perfect I want to comment I want to comment in our group because we did not have many three people and two other people work in high school and I am also surprised that I am almost maybe the only one who represents an organization that works in a way a little informal in Spanish we are a school that only teaches Spanish on Saturday to students and immigrants here in Carolina del Norte and what we do little in this organization because with the little time we have we try to implement extensive reading with the higher grades because we have children from 3 years old to grade 12 and with the grade from fifth grade from elementary to grade 12 we select a short novel and every Saturday we read a part and we reflect we answer some questions that is in my program that is a little informal at the level of the majority that are in this workshop because they have on Saturday to select much more time to choose other type of reading however, my two colleagues are inclined to do extensive reading ok thank you very much I think that Marta Silva is asking for the word ok yes, in our high school in the first level of language we have included in the curriculum a novel a novel by frustration of never finishing a novel because one of the things that we have talked about in my group is that we we cannot do maybe you in college or the teachers of ILA that can give a novel to read at home we have to be very responsible with the time of our students so what is read is what is read in the class so there is not much time to read a novel and if you stop week by week the interest is lost the knowledge is lost so the establishment of a unit to read a novel which is what is done during six weeks in my case has been very very successful the students have hooked enough and another aspect that I wanted to comment is the oral reading that I think comes from the cultural tradition it is not my tradition I like to read in silence and that no one bothers me my students like that we read all together in voz alta making comments and I have a soprano who does this formative assessment as we go with a few questions of reflection ok, very good thank you all for sharing I think I'm going to share something new to continue it looks like Gabriela had her hand raised oh Gabriela oh yes Gabriela sorry if nothing happens just a brief comment in my group we had said that in reality we had recognized the three that we do not do much teaching of reading as such in fact because we do not have resources and tools and such also because of a question that Flavia had talked about a couple of minutes ago and it is a curricular question in reality at the university level there are few classes of reading as such there is writing, there is a class of conversation, civilization, etc. but there are no classes dedicated to reading as such Mayra also commented that primary and secondary there are classes of reading secondary but there are classes of reading but there is no reading as such so it is also a curricular question and well we always work within the framework within the real restriction which is the time what can be covered in about 12 or 14 weeks and well the reading is always left in the back burner as they say that's what always happens we always relegate it if it is not a course of literature then the reading happens a second plane if there are two courses of linguistics we always concentrate on the grammar and we leave it definitely these are the inconveniences that there are well let's go to continue thanks to all for the participation and I will continue in general, yes, because of what I see and because of what they have discussed there are a lot of challenges for the implementation of these extensive reading programs, right? and I think there are some questions that we have to make once we decide that this is what we want to do that we want to implement an extensive reading program and maybe the first question we have to ask ourselves am I a good model reader? am I not a good or a good reader for my students if I am not convinced I will hardly convince them so that is the first question we have to ask ourselves and the other one is about the materials that you also commented about what materials I tell in the classroom in the library of my institution right? if I do not have enough materials what can I do to access more materials the other question is authentic material instructive literature for children is appropriate with teenagers for example and the translations are appropriate here are some questions maybe to answer some of these questions I will go fast to build a library I would say the authentic material if we are thinking about the talkers of inheritance both authentic material and instructive material we know that the population of inheritance is a quite heterogeneous population we are going to have all levels of all linguistic proficiency that is to say on occasions the ideal and the objective is that everything is reading authentic material there are certain students of inheritance that benefit a lot of the activities that we do with the second language learners so I would say that we have to have authentic material as well as grade reading that is to say those that come modified especially for teaching also the diversity of topics we have to take into account that not all of our students like reading fiction so we have to offer them diversity diverse topics and general some of our students like to read science some others like manga maybe 10% of the instructional material has to do with STEM and I think it's really important that we start offering them different kinds of material and also involve students in the search of new books involve your heritage language learners and I'm going to mention here an article that was mentioned yesterday the book of Mike Piro that was mentioned yesterday Alana has an essay he edited a collection of essays of teachers that give practical advice to the teachers of Spanish Spanish and this article in that book that I have in the library in this article she shares her experience writing a grant including her students to get materials to adopt her library so it's important to listen to the voices of our students because we don't listen to them if we don't listen to them the same material that we offer to the second language learners more ideas with this situation that we are in right now of the pandemic we have to create virtual libraries so later I'm going to share with you all the materials that have been available online this will help you to create the library virtual and you have to take into account that they are the students who choose the books they themselves we should teach them to identify the type of reading the appropriate reading for them generally I tell my students that to choose the correct book to read on a page to know that they are interested in the subject is something that interests me I want to learn more if I find more than 5 words that I don't understand maybe it's not the right level of the book also this question about the question of infant literature and the translations maybe infant literature is not the most appropriate because those are not like compiling books due to the topics for some of our students it can be and they are definitely the ones who decide but you have to be careful with this if it's about buying books maybe it's not the best the acquisition of infant literature in the mother tongue also the translations and I think I just mentioned yesterday for example of these bestsellers like Harry Potter or Narnia if there is the English version you have to keep in mind that the student is generally going to go for the English version because it's going to be easier to read if their language is dominant in English and our purpose is to read it in Spanish so maybe it's not a good acquisition it's not a good acquisition these translations well as I told you there are many resources that are going to be found and right now I'm going to show you the collection that you can find where you can find help for those who are interested to start working with the extensive reading so you can find I am following three blogs Mike Peter, My Generation of Podic Bloods which I also mentioned yesterday Frise Headstrom some of them have books or recommend good books so I recommend you to check the blog of Adventures in Heritage Teaching and also several Facebook groups and other resources that I'm going to show you later another important thing the library to be in contact with your library to have a good relationship to work with the library maybe organizing these events I don't know if you have heard of speed dating those of speed dating which is book tasting the version of books is book tasting there is a very interesting article in the National Council of Teachers of English where you can give ideas about how to organize these events well we already have established our community of readers it is also important to look for mechanisms to evaluate the books so these are some suggestions for to maybe to narrow the gaps of that community of readers you can ask your students to rate the books with emoji stickers and you can also create bulletin boards with quotes from the books and also wall charts with reviews written by the students and now that we have to go digital maybe using padlet there is a mistake here padlet or the digital displays books that's another idea and finally for if we talk about evaluation I think it is important that we try to get out of this mentality and the punitive scheme of our educational system in which we always we are going to ask for points and for reading what we traditionally do is the questionnaires of reading comprehension particularly with students it is important to explore different forms that we that show us the comprehension of reading or make them accountable for reading maybe we can explore things like once they read a book or are involved with reading to become booktubers I don't know if you have heard of these influencers that promote reading through YouTube channels they are called booktubers I also have examples in the collection to create podcasts to belong to these social networks similar to Facebook but it is around reading bookreads celebration of books in my university we celebrate book San Jordi on April 23rd is the equivalent of the day of the lovers or San Valentine's Day in Barcelona where there is a exchange of roses and books so we in the university to promote reading we also promote books right now it was going to be open in the university when the coronavirus happened but it is a good idea through these celebrations to get to know Spanish literature so I have already mentioned this is the collection that I mentioned I already mentioned this wakelet and I found this site for these collections so I am new to this but until I understand it is public I don't know if you can access the Nihal Pod but if not I will I think I am sharing the screen I think you can see it if you can see it there are three maybe the ones that are most interested are these two one is the collection of digital reading in Spanish well so here what I did was there are sites that I hope they can use to start creating their virtual libraries many of them for example public art press here in Houston has some free resources and I think it is a good place to explore also for those who are interested there are a lot of sites all free there are some that are also where books are suggested or where there are reviews of books for example latino and latino-american authors to add to your 2020 reading list there are a variety of resources that would be good to take a look there for all ages there are comics there are also National Geographic that can help you to create your virtual library and the other is the one that I mentioned of social media for reading where I have been putting sites like blogs for example or web pages of people that promote reading for example here is the blog that I mentioned generation of polyglots storytelling and several groups that are promoting reading well that is with respect to reading digital now I will talk about the strategies of reading reading strategies so we know that those mental operations that help a reader understand and assign meaning to a text so we know that it is really important to teach them how to use these reading strategies because we want them to become independent readers so here comes my question what reading strategies do you teach if you can in short write about the strategies that you teach what reading strategies and if you can briefly comment on how you use them those that cannot interact through the patlet could write it in the chat so let's think about what reading strategies teach and how they teach them and if you can please share on the board someone or suddenly in the chat I don't know if they see how to do it what reading strategies teach or הא Lo for not I think I have time There are several classifications of reading strategies, but I'm using this one by Rodrigo, in 2018. It already classifies them in meta-cognitive strategies, cognitive and associative. So these cognitive strategies are the ones that help you think about the reader, about the reading process, and there you can read some, like how to read, having the goal, the purpose, the cognitive ones are the ones that have to do with the processes that are mental, that make the reader read, and the associative ones are the ones that have to do with the social nature strategies that the reader uses to help reduce the anxiety that the reader produces, and to stimulate the reader to continue reading. So we can see some there too. Well, so she uses these three, and they are quite a few. Basically, what she proposes, and the experts in general, is to use these three steps, explain, model, and practice, right? Three steps for teaching, because we have to do it, and we have to get out of that idea that this is only done, it is done in the primary. I have found that this has to be done both in the private and in the university. So we can't let this be done by the teacher, because when they get to the university, it turns out that they don't manage the strategies, and we have to do it. We have to take advantage of those moments in which we read, those read-alouds in which we read in a loud voice, as someone was mentioning, to the students, and take advantage of that moment to model the reading strategies. These are exercises, it's not the extensive reading, but rather the intensive reading that we have to do, these practice exercises, where we explain, model, and let them practice the strategies, right? So what I did was create, and we don't have much time left, I'm just going to explain it to you, the idea that I wanted to do, that they worked in groups with this material that I created, but maybe it doesn't reach me in time, definitely. So what I'm going to do is explain to you, there are many strategies that Victoria Rodvigo has, so I said, if I have to start with some, I made a selection of a few, that I think are very important, this is my criteria, but you can think, okay, they would include, or get out of here, but I chose eight, which are the ones that I think, if I have to start on one side, they would include these, right? So here are the definitions, and what I did was create a template, of a lesson plan, and for each strategy, what I propose is to create the plan, of how I'm going to teach it, right? Following these steps, of those that Rodvigo mentioned, then the explanation, which is due to the definition of the strategy, explain the purpose and the example, and the second part, the second step, which is modeling, and the third, the practice. So I have here an example, of how I would use this template, for example, to explain the strategy, to teach, the strategy of meaning differences. So how do I define the strategy? The idea is to do it with a very simple vocabulary, and write, basically, like the script, how I would teach the students, right? So the definition of this strategy, is to use the context to infer the meaning, of the unknown vocabulary, and I would say to the students, something like this, when you find a word unknown in the text, you don't always have to go to the dictionary, sometimes if you keep reading, you will realize that the context, your linguistic knowledge, helps you infer the meaning of the word. Well, then I would go in and explain the purpose, because it is important to use it, if you use this strategy in reading, it will be more agile, you will increase the speed of reading, you will complement more, you will avoid the constant use of the dictionary. And then in the part of modeling, what I propose is, well, you have to do it on the other hand, at all levels, as I already mentioned, which is a thought in Bozalta, it is like a cognitive goal, in which the teacher will reflect, and to put a manifesto and in Bozalta about its processes, metals as they read, then the idea is to select a brief text, and read it in Bozalta, and verbalizing at the same time, suspensations, explaining how to use the context, to deduce the meaning of the words unknown. The next thing would be to create a short activity, for example, with a short fragment of an infant story, or of an infant story, which is very easy, depending on the level, the student will adapt, if it is in university or whatever, but to ask the students, who by couple, take turns to demonstrate the use of the strategy, of course, the teacher would have to be monitoring and guiding the students, noticing that they are still using the strategy. But well, as I told you, time is running out, the idea was to work with those strategies, but I think I don't have time. So, that was what I wanted to share with you, and I don't know if there are any questions, I know that Alana is in charge of the questions, I don't know. But you don't have until 12.15, right? Oh, okay. Oh, I thought it was already, okay, then we can do it, I thought it was already over. The lunch is at 12.15. Okay, okay, I thought it was until 12. So, we can do it, okay, perfect. So, Sara, can you help me please? Yes. Okay. Okay. Thank you. So, Sara, yeah, groups of four. All right. Okay. So, so that's what, what I want you to do one strategy at a time. So you are going to break out in rooms. And with your group, I want you to choose one of the strategies and start working on a lesson plan to teach, to teach that strategy. So maybe you're not going to be able to work on everything, but if at least you work on the first two steps. And then we, when we come back, we will discuss, okay? Okay. Okay. So it seems that you have already discussed, I would like to know your discussions and if someone, if any group wants to share some ideas about the lesson plan that you designed, that you started to create because I imagine that there was not enough time to finish it. But I don't know if someone wants to share what idea, what strategy you worked on and what ideas you have. And how to explain it. I'm going to talk, I'm Myra Pratt. I worked with Mrs. Ibarra and Dr. Aboquich. And one of the things that we said is that sometimes we, as teachers, we combine many of the strategies. We don't just use one, we don't just explain, we don't just model. But for this exercise, we use inferences and try to find a unit and a book, but finally we decided by fatal party that I think that many of you have used it, that there is a lot of material and that it is related so much with the lives of the students who are at the middle school and high school. Okay. And yes, the idea is to be able to combine several strategies, not to be on a special occasion, it can be the students. Today we are going to learn and there are several strategies, not necessarily one focuses on one. But yes, thank you very much Myra for the participation. Anyone else wants to share what they did in the group? In our group we were talking about, we were at different levels, one of the teachers teaches at ninth grade and I particularly teach the 11th in Spanish literature. But we talk about strategies that can be used for both and one of the ones that we commented on is about inferences, how to help students can predict what will come in the text. So we talk about how we can present a part of the text and then ask questions that allow them to predict what the text will say, what the text will present. I focused on the text of the Asario de Tormes, because it is one of those that we have to analyze compulsorily by the College Board. And we were talking about how teaching the definition of what is a pícaro, since the student understands perfectly that it is a pícaro, it can start to make inferences about what is going to happen in each episode and it can start to see the patterns of behavior of the main character and it can start to create connections through each of the episodes. And we decided to combine this strategy with Think, Fair and Share, where the student, first individually, thinks about the text, then shares it with a colleague and then shares it with the class. And this helps him to feel more secure of himself because nobody likes to share simply and be judged, since they had the opportunity to talk to each other, they have more capacity and they have more security to be able to share with the rest of the class. Okay, excellent, thank you very much. Anyone else? A group that wants to share? We also focus on the importance of teaching them directly the strategy without assuming that the students already know it or that they were already taught in their language arts classes. If they already know it, it's perfect, because they practiced it and they remembered this strategy, but if they don't know it, they are teaching them how to be smart learners, also independent. Definitely, thank you very much. Well, thank you all. I think we are on time, but there are some questions that Alana asked me. One has to do with if we should concentrate, so I think something like that, we should focus on the vocabulary teaching, and definitely, the vocabulary teaching, the explicit teaching of vocabulary, is not something that we are doing, it is enough in the classroom. So, we should dedicate a lot of time to the explicit teaching of vocabulary, a lot of exercises to increase the understanding of the reader, exercises of all kinds, but also, if we want to improve the reading, the explicit teaching of reading strategies. This is what we are doing to create plans for how I am going to teach them, what texts I am going to use, what opportunities or activities I am going to create so that they can practice them. This is definitely something that we don't do enough in the classroom and we should dedicate a lot of time and not think that because they are in high school or they already did it in primary school and it is not necessary to reinforce it, not because they are in university, it is not that they did it in school and it is very stupid, I, as a teacher, have to read the classroom, maybe we should reconsider that because the students are arriving without reading strategies necessary to the university and when faced with the Spanish, they need it for their working life and they don't have enough the expertise in reading and writing to to develop and to take advantage of their language. Another question was about TBR Esports and I say that if we have to use this material of everything, of everything we have, especially if we have mixed classes, we have to offer everything and we don't know when we will be able to benefit from it. As I said, the objective is authentic books, but some students need that bridge some are at a level that they need to start reading something so easy and so basic for later and giving tips and steps to get closer to the literature to the authentic books. So I hope to answer the questions. I have a question about Rodrigo but I think you answered in the chat the author, the author I mentioned is at the end of the bibliography the PowerPoint will be found in the folder of my materials too. I also downloaded the Waiklet, the collections, what you see is I downloaded the PDF but if I add more things they won't have access and now it's public and I think you can add more things to the collection or see who you are to create your own collection who you can serve them. So that would be all. Thank you very much. Thank you very much. Thank you all. It's a pleasure to listen to the presentation. Good. Okay, so we have Emily, Maria and Sara Leon. Okay. I hope more people are connecting as we start. I am seeing all I still think they are delighting with their lunch. But I hope you at least listen to me. Well, very good. Hello everyone. Welcome to this second round of poster presentations. Yesterday we had the pleasure of listening to 3.5 of the panelists. So today we are going to start again with Dr. Bernate that if there are questions that couldn't be answered yesterday we had a good overview of your project and understand more or less this very beautiful initiative that I am sure many of you want to hear a little more. So let's first see the comments. There are comments, I think yes, almost all of them are 23 hours. I just saw that there were questions about how you had qualified everything. Can I go back? Yes, so I am seeing the first question tells us right? This seems like a great idea where all the interviewers are ready to bilingualism or where the students offer the option to create. I think we talked about that yesterday. What were some challenges that students encounter? How do you create the project? Is it time-consuming? In Gabriela, the project is beautiful. Can you tell us if it is time-consuming? It is very time-consuming. I had to sacrifice the original syllabus that I had before. That was very traditional. We are going to do a reading, a focus on form and we are going to do a cultural practice and a conversation. I really had to sacrifice the syllabus. I think to answer both of those at the same time more than half of the grades in the class had something to do with the project. This was a semester-long project. It didn't mean that we were only doing a project. The project was the basis for our writing grades, for our research grades, for our reading grades, for our conversation practices. I can answer all the questions by just describing the three phases of the project. If they want to do it in their class, they could do that. The first phase was a research phase. We had an archivist come and we did a lot of reading in that phase. A lot of their grades were based on reading comprehension and selecting articles and comparing articles from fast and present. What people thought about language maintenance in the past versus now. The second phase was the interview phase. We had to prepare the questions. If you're going to do anything with people that are not in the class, you really have to practice a lot. We even had grades for their practice interviews in class and a grade for the analysis of their practice interview in class. Was it long enough? Did you think you were asking really elaborated questions, but you only got 15 minutes when you were supposed to get 30. We met with an ethics person and made sure we were being ethical in our interviews. We had the right consent form. There was a whole interview section where we did the interviews and we worked on posting them online and editing them and grabbing a 30-second clip. The final phase of the semester was preparing for the off-campus event. It really motivated the students a lot more. There were a lot of great conversations about register because it was an off-campus event. They had to do a mini presentation of some part of their little film. They also had to direct a round table with adults from the community. We had a lot of conversations about, okay, oral and written are not registers. This is oral and you have the district superintendent and you have an education there. You're going to ask him this in a certain way and you're going to lead the conversation in a certain way. There were three different phases throughout the semester. We had other activities as well but I would say probably at least 60% of our final grade had to do with a chunk of something that was going on during the semester to lead up to these final events. There is another question in the poster that tells us if it was individual or group? Individual and thousands of qualifications because everything had to be its own step. If it's not its own step, it feels overwhelming to the students. They just say, I didn't want them to give up. Every little component, the analysis of the practice, your initial round table questions, your practice of your round table questions, your practice with the microphone and the fake microphone in class. Everything was individually. They had a couple of pair writing assignments where they would look at each other's interviews and they would discuss and they would say, they would write a little pair wrap together. That was the only thing I ever graded them in pairs, but I think since it's just so heterogeneous, everything almost has to be graded individually and as its own component so that if they mess up on one thing, they don't like throwing the towel for the rest of the semester. Wow. Muchísimas gracias, Emily. Hay una pregunta de los presentes. Nomás vemos muchos en los comentarios. We're very, very excited for this project. Any questions? Comments, maybe? Anyone? Somebody asked how to get access to the syllabus. I don't know. I have all of that. Where do you want it? Este lo puedes mandar y lo podemos subir al website for heritage. Ya no malo subimos. An opportunity to practice those little details, right? Emily, Sorry. Una pregunta cortita. Ugo qué tipo de feedback from the community? From the people that went interviewed and participated in the table. They want to do it again and les digo, ya, I only had funds for one semester because it took a lot There's food in an off-campus place that looks fancy. We got kind of like a wedding venue. So it looks like an old church in the back because it was like an off-campus space. The community really liked it. The community said things like, wow, nunca tenemos la oportunidad de utilizar el español en nuestros trabajos y nunca tenemos la oportunidad de utilizar el español así. So even the community was really appreciative of the way we were dignifying Spanish as a language that's worthy of academic study and of preserving history. The community was actually really grateful at the end of the event. They all took pictures with the students, like little wedding cut pictures in front of the screen. And part of it though, I think elevated it, like getting funds to decorate it and make it look like a nice fancy event, you know? Pretty cool. I wonder, I mean, if there will be any, I mean, we know everybody is fighting for funding. I mean, it's our normal life. But I wonder if Chamber of Commerce, if any association that could also sponsor a Hispanic center, I'm thinking the one in Houston, that they will receive some funding and scholarships and grants, maybe through that, because it looks like an amazing project. And I think that the community component is fundamental. You do need money, you know, if you wanna make it look nice and get things off campus, that's where I think the real lessons about register and getting the students to direct a round table with adults and Spanish. But you need money, but the grant really kind of wrote itself. I've not been good at research grants, but this pedagogy grant, they said, yes, right away, they didn't ask for anything else because it was kind of obvious. The impact is immediate in the community and then it's lasting if you also put it on a website and their name gets on the website. So those kinds of grants, people tend to say yes to that kind of stuff. So if you found a small organization that could give you $1,000 for an event, you could make something super elegant. Very good. I have a few questions in the chat. For example, Paige Anderson asked, did the students pick who was at the community event or did the professor discus you? The students had to do all of the promoting their event and they had to make stuff to do that. They invited all of their interviewees and since we also worked at a bilingual high school, some of the high school kids knew that there was going to be something going on. And so we invited the principal and we invited bilingual administration in the Austin School District to come. We had the bilingual superintendent come. That was really cool. And the principal and vice principal. So yeah, they asked people. And then from my school, I asked some of the professors to join as well that I knew also spoke Spanish. Wow. That's all I can say right now. Este Gabriela Boquic said that you had to get an IRB approval for this project. Yes. So I can help somebody. You don't need an IRB, but you need consent forms where I had worked with an oral history and ethics professor and she was the one that kind of helped us write our consent form. She came to class and did it. So if somebody wants to put stuff online now, the easiest way is that they still, the interviewee retains the right to their material, but gives you the right to put it online for educational purposes. And I'm sure I still have those. And I'm willing to share that. I'm sure the journalism professor that helped us with it would be more than happy for other people to do oral histories and to make sure. But the most ethical way to do it is that they stay the owners of their material, but we are allowed to house it online. Este es más delgado pregunta también. Este, aparte de todo lo educativo y lo formal, were you able to make any other community connections like community centers and stuff like that? The hardest part was really getting the right interviewees. That really was hard for the students. So I know a lot of people in bilingual education and so I had them go to schools and talk to the teachers and then find another teacher. And I was like, oh, you teach cannot, well, do you know anybody in first grade? Well, do you know it? And I just had them talk one by one. And that's why this was like a semester long project because they needed to make the connections in September, schedule the interview for the first one for the beginning of October, schedule the other interview for like the end of October. So it was really spaced out, but yeah, they had to pellears un poco to get enough interviews. And the reason why we have so few on the page is because some of the consent forms were not perfectly clear. And I said, you know what? I'm not comfortable putting anything up there where they missed a spot on the consent form. So yeah, making community connections, I think in like sociology, they call it something like snowball effect where you just start with one person and then you just keep trying. Yeah. So yes, I was nervous the whole semester because I didn't know if the students would find enough people. So I was like in a constant state of anxiety the first time because I didn't know if they would all come through and find enough people. But they did, bilingual speakers are everywhere. If you can convince them that their bilingualism is exactly what we want to hear. Muy bien. Y creo que ahora sí la última pregunta que tengo aquí. Were there any connections made for the future or will there be a follow up plan for this project? So not with the high school just because it's hard to work with the high school and that was the most rewarding part. But I need funds to get them on campus and for issues of making sure that I make it available to students that might have mobility issues. You know, I need a bus. So no high school. This next fall, we are going to transcribe and do some work, more like meta linguistic work with the interviews that we already have. If you look at that spin text page that would be like the idle page that we're trying to get to. So we're gonna work with the videos that we already have instead of making new ones and try to make them more pedagogically and research accessible for other people. Maybe some like grammar tags and things. Awesome. Well, thank you, Emily. I think everybody can probably share like a little small clap on the side of the emoticon, that'd be great. Thank you. Bueno, ahora continuamos con la profesora Veronica León con su tema de cómo estimular la narrativa de toda autobiografía de herencia, perdón. Este entonces, si nos quieres comentar un poquito sobre el trabajo de quien que consistió para los que no alcanzaron a ver el video o leer el poster, y de ahí empezamos con las preguntas. Gracias, Luis, hola, Flavia y el resto de los interesantísimos colegas que se han reunido en esta ocasión y, afortunadamente, via Zoom porque si no, no, a ver, no hubiéramos podido estar ahí y es algo muy positivo. Bueno, primero, esta idea del texto autobiográfico viene directamente de la experiencia del salón de clase al enseñar un curso de herencia para estudiantes avanzados, como lo mencionamos antes. Mi colega, la profesora Gabriela Bochich y Michael Alred, que él estuvo, se está apenas promoviendo la idea del español e intermedio, que obviamente va a ser un curso no solo necesitado, pero como un curso de puente para los cursos más avanzados. Entonces, después de todo esto, la universidad, estamos en Southern Methodist University, tiene una misión de cumplir cierto currículo, el cual uno de ellos, que es muy difícil para muchos estudiantes, es la escritura. Entonces, esta clase para mí, cuando ya empezamos a poner las etiquetas de la clase con el currículum de la universidad, para mí era lógico que tenía que venir a la escritura, a la writing, a la escritura. Y ya al hacerlo más consciente, pues ya teníamos que tener más, más formatos de cómo mejorar la escritura desde un inicio, cómo estimular el vocabulario, cómo mejorarlo por ellos mismos, sino el profesor siendo como el policía, verdad, del español. Todo comienza con un tema que yo lo encuentro natural. Los escritores natos, no sé, pero a todos nos gusta hablar un poquito de nuestra vida. Y ahí comienza el texto autobiográfico. Aunque tuviéramos una familia, dos hermanos, cada uno hablaría de su experiencia, como lo indica García Márquez, en forma diferente. Siendo los mismos padres, siendo el mismo ambiente, ambiente oído al mismo colegio, hablaríamos de su historia en una forma muy diferente. Y ahí es donde comenzamos. La clase hace una mesa redonda. Yo los divido, primero hacemos redonda, todos participan, en cómo sacar algunos temas, ¿verdad? Entonces yo me detengo en la pubertad, que yo creo que esa es una edad así, por decir, se puede mover en años, pero 12 o 13 años, porque si no el estudiante se pierde. Dice, bueno, yo nací en, no sé, en San Luis Potosí, y luego me aceptaron a la universidad, y yo digo, bueno, ¿y qué pasó? Era en medio. Entonces, lo mejor de su escritura viene de esos años. Cuando ellos tienen que hacer un esfuerzo consciente de acordarse de lo bueno y lo malo, ellos no dan conciencia a lo bueno hasta que se acuerdan de lo malo. Y para mí el efecto más grande viene en esta resiliencia, que viene de acordarte de esos pasos, de ese gran sacrificio que hicieron al tener que integrarse a esta sociedad de hispanohablantes enorme, y de ajustarse y de salir victoriosos y de estar sentados en la universidad. Entonces, eso es más o menos el cuadro, que no puse mucho de cómo seguir los pasos de cómo hacerlo ya en cuanto al formato, pero hacemos primero la mesa redonda, luego ellos tienen que hacer un esquema, ellos tienen que escoger sus temas, y ellos, al hacer un esquema muy breve, 100 palabras les pido yo, ya en clase van a desarrollar, y yo se los dejo con su compu, les digo, usted puede usar su compu si eso lo hace sentirse mejor, me dice, puede escuchar música, puede escuchar música, lo que lo haga sentir como un autor libre, y ahí empiezan a flotar las ideas. Entonces lo único que les pido es que no me hagan un solo párrafo que empiecen con una introducción donde hablan del ambiente, eso es muy bonito porque cada uno tiene una preciosa manera de entrar a su vida, luego ya empiezan a contar, escogen ellos quién o qué o qué situación, casi siempre son mudanzas, crisis, cambios fuertes, y luego ellos más adelante y ya hacen un cierre donde sacan el provecho. Para el curso que yo doy a nivel universitario, el primer borrador viene de 700 palabras, pero esto se puede ajustar, obviamente, y acuérdense, ya el esquema tenía 100 palabras, así es que no es demasiado cuando les encanta hablar de su vida, y bueno, este es más o menos, ustedes se dan cuenta, ellos son artistas natos, ellos son escritores, y cuando yo me di cuenta que yo tengo una colección enorme, pensé que esto es para más, esta es la historia de los hispanos estadounidenses, una gran tradición y una hermosa testimonio para nuestra historia. Gracias, y estoy lista para preguntas. Vale, muchísimas gracias por el meta-resumen de su trabajo. Tenemos una pregunta que nos dice, a usted no le preocupa que los estudiantes se traumaticen de nuevo al tener calar de este tipo de momentos? Como yo les digo, yo no soy más que su guía, ellos van a escoger de lo que quieren hablar. Hay un estudiante que me dice, yo no quisiera hablar, es algo no claro que no, claro que no, o sea, yo no soy psicóloga, ni mucho menos, yo les digo, ¿cómo quisieras contar de tu vida? Y es como que le vamos a contar, le vamos a comentar a alguien lo que queremos contar, nada más, lo otro, lo vamos a dejar guardado para otra ocasión y para otro profesional. Aquí se trata de poner en palabras algunos aspectos de tu vida. Vale, esta la misma persona pregunta sobre el porcento de privacidad individual, si uno no quiere revivir estos momentos, creo que ya las más altas no contestó. Totalmente de acuerdo, yo como les digo, nadie va a poner a me preguntan si algunos estudiantes que si lo van a leer en voz alta le digo, no, yo soy lectora, pero obviamente yo jamás voy a usar ninguno de estos textos en forma abierta donde ellos tuvieran que poner algo en frente a todos que, de lo cual se sintieran incómodos, pero ellos mismos saben que escoger, ellos somos que escogen qué es lo que quieren transmitir y siempre son efectos del idioma, de las circunstancias, de los padres, de los cambios que no entendieron, es muy interesante el proceso, verdad, así es que no, definitivamente yo no les digo si hay algo que le preocupa, no lo escriba por favor, punto. No queremos no queremos molestar a nadie. Muy bien, tengo algunas preguntas en el chat, pero veo que alguien alzó la mano, entonces voy a pedirle a Eric por favor comparta su comentario slash pregunta. Este, de casualidad ha tratado de buscar fondos para hacer alguna revista, un poco amateur, pero para que lo puedan compartir o escogen un cuento, una narración que puedan compartir, no sólo con estudiantes futuros, pero bueno, futuros estudiantes, pero también para, a lo mejor con escuelas cercanas, con high schoolers, para que también este animar a los demás, porque ya están en la universidad, ya son líderes, no, y pueden ser líderes en la comunidad. Mil gracias por tu comentario, mira, algo que no dije, fue que en el pasado, aquí mismo en Dallas, Texas, que es donde yo vivo, existe una institución que se llama The Mexico Institute y lidiada por Clara, Clara Inojosa y Clara Inojosa cada año tenía un concurso en el pasado para celebrar algo bellísimo que se llama El Día de la Lengua Española. Entonces, se mandaban estas obras de arte, como les digo, a este concurso y voy a decir lo que, aunque eran jurados que no sabíamos quiénes eran los estudiantes en mis cursos, siempre salían ganadores. Eran dos niveles, era nivel universitario, obviamente, y nivel de preparatoria, y siempre salían victoriosos. Nada más para decirles, me acuerdo que uno de los títulos del cuento era quién dice que Superman no existe. Así para, les digo, estos son genios, genios, y yo los he guardado, ahí los tengo y obviamente tengo los nombres de los estudiantes. Por otra parte, tienes razón, esto no se debería de quedar a nivel trabajo de clase, esto debería de compartirse. Y hay una colega en mi propio departamento, la profesora Pilar Melgarejo, que está creando una revista. Y yo le dije, si tú me permites, mis estudiantes van a poder compartir y en esos estamos, verdaderamente. Y esta revista, con lo del coronavirus, creo que tuvimos un retraso, pero estará por salir, me imagino, en este año. Muy bien, gracias, ambos. Este, Emily pregunta, how do they share these stories after they write them? So, menciona que hay un preso creativo que se escriben en el salón y demás, pero como los estudiantes lo comparten con el resto? Bueno, mira, hasta ahora, yo no he tenido esta, esta interesa, de que ellos se lean unos a otros, porque ahí sí creo que, que es, hay quien dice, no es que yo no, yo no lo hice un buen trabajo, tienen muchas inseguridades, mayormente, pero son escritores, como te digo, geniales, así es mi, mi única para, fantásticos. Yo no les tengo que cambiar nada, absolutamente. Yo les dejo su lenguaje coloquial, les dejo sus expresiones, sus dichos, ellos escriben con el corazón y con emoción, y nada más me juro, les doy ideas para mejorar su escritura. Ahora, es verdad que algunos sí quieren compartir, pero no todos quieren compartir, fíjate. Entonces, yo le he dicho, esta escritura sería un excelente regalo para tu papá o para tu mamá en alguna navidad, en algún cumpleaños, verdad, si lo quieres compartir con ellos, verdad, a ese nivel, pero si ellos no lo quieren compartir, yo siento que es algo todavía más a un nivel testimonial, y claro, si le quitamos los nombres, son geniales, verdad, son escrituras geniales. Gracias. Muy bien. Este, tengo una pregunta de Nereida, que dice, ¿en cuánto tiempo lo hacen, me imagino, la escritura y a qué altura del currículo o modelo semestre? Esto lo hacemos mayormente ya para el primer mes, porque como se necesitan varios versiones, en ese primer mes, ya que se conocen, están cómodos, hemos hecho varios ejercicios orales, ya pueden dar sus comentarios en voz alta, ya no tienen tanta pena, como dicen ellos, de poder dar su opinión. Entonces, ya empiezan a, los pongo a trabajar y los dejo que ellos escojan con quién quieren trabajar y qué quieren escoger. Esa es la primera parte. La segunda parte lo hacemos muy rápido para que no se les pierda el hilo y luego viene que yo lo reviso, les doy por escrito las revisión y ya hacen una segunda versión, ya está, quien me dice, yo podría hacer una tercera para mejorar mi nota, podrías hacer una tercera. Entonces, los que no caen en esta, en esta categoría de que son escritores muy fuertes, los dejo, eso es parte de su creatividad y parte de su proceso de mejorar el español. Muy bien, muchas gracias. Una pregunta muy interesante aquí en el chat también y que creo, todos nos estamos preguntando ahora, si hay algún tipo de archive donde usted tiene estos cuentos. No lo he hecho, pero estoy leyendo aquí en algo del chat que hay quien ya lo hizo y necesitaría obviamente poner, tener el permiso de los estudiantes, yo creo y todo esto. Entonces, un proceso un poquito más largo, pero sin duda se puede hacer. No lo he hecho porque siempre he respetado la privacidad, lo que escriben y eso es muy delicado, muy, muy delicado. Hay quien me ha dicho, jamás, yo no me había acordado de esto desde que sucedió hasta que lo puse por escrito. Entonces, imagínense la carga emocional que esto supone. No, yo no puedo tomarlo y ponerlo así pero aunque le quitaran los nombres para nada, a menos que ellos me permitieran y obviamente, quizás en forma anónima sería la mejor manera. Muy bien. Este, creo que hay más que nada ahora comentarios. Muy, casi todos diciendo el buen trabajo que es esto, así que para respetar el tiempo de todos, vamos a hacerlo lo que hicimos con Emily. Clamps or emoticons are accepted. Gracias, gracias. Muy bien. Muchísimas gracias. Gracias. Este, y ahora continuamos con nuestro tercer, bueno, en este caso, sexto, poster, la radio como medio masivo para atender un puente entre la herencia hispana y el, y se me corta el título, y el, me imagino algo más, perdón. El español. Y el español. Oh, wish it or not. Muy bien. Con mes Chávez, este, o doctora Chávez, I'm sorry. Vivi. Ya, casi, casi doctora Chávez, este, nos podría dar un poquito, nos podría dar un poquito de background sobre su proyecto, y ya de ahí empezamos con las preguntas. Sí, muchas gracias. Mira, este proyecto nació de la inquietud de dar a conocer la literatura hispana en Estados Unidos, en México, porque es una literatura que cubre mucha parte de la historia de los hispanos en el mundo, en particular en Estados Unidos, y tenemos una conexión muy fuerte de todos los países de Hispanamérica con Estados Unidos, simplemente aquí en México, estoy en México, cada familia tiene un amigo, primo, parente, tío, tía, abuelo, abuela, vecino, alguien en Estados Unidos. Hay una conexión con Estados Unidos todo el tiempo. No llegan influencias a través del cine, a través de la cocina, la moda, la música, y por qué no de la literatura. Al fin y al cabo compartimos el lenguaje, el español, hablamos español, hablamos inglés muchas veces. Es muy común ahora que en las escuelas también se incluya el idioma inglés, entonces podemos encontrar poblaciones que son bilingües en México y en Latinoamérica. Y uno de los medios masivos que tiene un gran alcance en las poblaciones y que ha perdurado a través de los años es la radio. No se ha ido, sigue con nosotros. A pesar de tanta tecnología, tantos avances, podemos hacer televisión, películas y lo que queramos con un teléfono, la radio está presente. Vamos manejando, ponemos poner el radio. La radio, vamos a ver la noticia, es que pasa el pronóstico del tiempo y ahí podemos insertar un poquito de lo que es la literatura. Me gusta mucho la literatura y yo quería traer algo nuevo a mi país. Bueno, pues la literatura es para en Estados Unidos. Entonces hicimos este proyecto. Lo presentamos en la Universidad de Guadalajara que tuvo a bien acogernos y desde ahí empezamos del año pasado en octubre con nuestra propuesta empezamos a trabajar y hasta ahora continuamos a pesar de todos los inconvenientes que ha generado esta situación de la pandemia, seguimos. Continuamos. Muy bien, muchísimas gracias. Una de las preguntas en el poster nos dice Sandy, ¿cuál es el proceso de coger libros para el podcast? Mira, inicialmente el proyecto venía a todo muy bien organizado, el mapa y todo, pero trabajamos a base de ensayo y error y también a base de nuestros recursos y nuestras necesidades. Inicialmente introducimos lo que es la literatura hispana en Estados Unidos de acuerdo con la clasificación que propone el doctor Nikolás Canelo de la Universidad de Houston, tres vertientes, la vertiente nativista, la vertiente de inmigrantes y la vertiente del exilio. Entonces una vez explicada lo que era el concepto de la literatura hispana en Estados Unidos y estas vertientes introducimos el primer texto que pertenecía a principios del siglo XX que fue las aventuras de Don Chipote, de Daniel Venegas y bueno, fue un éxito. Me atrevo a decir que fue un éxito por los comentarios que obtuvimos a través de los medios de comunicación y le gustó mucho extendimos los episodios pensábamos cortarlos a cierto punto pero tuvimos que hacer más porque la gente los pidió. Entonces, después de este texto de inmigración continuamos con un texto de esta misma época del exilio que fue los de Abajo de Mariano Asuela y también tuvo un cierto éxito porque era un texto muy diferente después continuamos con textos de Hobita Ida que eran artículos periodísticos para introducir también la voz de una mujer, la voz femenina y con eso cubrimos parte del siglo XX entonces quisimos continuar con otra época pero tuvimos ciertos inconvenientes mi biblioteca de textos literarios de la literatura hispana aquí en México es muy limitada entonces no hay no tenemos estos textos en las bibliotecas tampoco en la universidad no hay entonces con lo que teníamos aquí continuamos un texto fue y no se lo trago la tierra que tiene lugar en la época de los 50's entonces avanzamos un poquito más también un texto nativista y de ahí continuamos con los siguientes textos después seguimos con la casa de mango street que también es un texto nativista y ahora estamos con el año que viene estamos en Cuba que es el exilio estamos tratando de cubrir textos de las tres vertientes cuando hacemos eso pero ahora tenemos algo especial porque estamos ya tratando los textos de lo que provienen de los discursos de los diferentes países de hispanoamérica en este caso de Cuba los textos anteriores generalmente trataban de la cultura mexicoamericana y ahora ya estamos en Cuba entonces así es como nos estamos guiando un poquito con los recursos que tenemos y un poquito con esta temporalidad muy bien muchísimas gracias este creo que lo menciones ya que es el final pero cubren algo de la historia con los estudiantes a la hora de hacer estos podcasts la historia de hablamos del autor hablamos del autor sus antecedentes hablamos de la historia para tener un contexto del escenario donde sucede en qué tiempo y sobre eso comenzamos la lectura damos un antecedentes y del libro y del autor muy bien muchísimas gracias también tenemos varias preguntas aquí en el chat una de ellas es qué acogida ha tenido el proyecto con la comunidad este que creo que se está relacionando un poquito con el rating y después comentar un poquito de eso mira esas parámetros no tengo mucho control y a veces tampoco tengo mucha información porque esta es una radio universidad no es una radio comercial sin embargo a través de nuestras redes sociales tenemos audiencias en estados unidos que nuestro propósito de establecer un puente entre estados unidos y méxico y mandamos el podcast una vez que termine el programa sale un podcast y lo enviamos a través de todas nuestras redes sociales recibimos los comentarios hubo un tiempo en que lo estábamos haciendo FaceTime en vivo y teníamos muchísimos comentarios en ese formato lo tuvimos que suspender debido a las circunstancias que todos conocemos pero no nos detuvimos continuamos con el programa como podemos desde casa y no tenemos ahorita una cierta medida además que ahorita la Universidad de Guadalajara está detenida, está completamente cerrada, cerrada todo la radio sobrevive porque alguien está ahí y sigue la radio fíjate fíjense cómo sobrevive la radio en esta época y lo mismo sucedió en los tiempos de guerra en la posguerra española después de la guerra civil española era la manera que se comunicaban en la radio es un medio sumamente eficaz y no se ha ido caducado es un medio muy poderoso en el que podemos llegar a muchas audiencias en cualquier horario Muy bien, muchísimas gracias ¿Sabe usted el impacto que ha tenido este programa con las escuelas secundarias de la región o también está cae bajo el mismo, no sabemos qué está pasando, no más sabemos qué es bueno Sí, mirá las escuelas de la región No tengo la certeza no tenemos la certeza de que lo estén escuchando porque este proyecto más adelante yo espero poder hacer llegar estos textos, este tipo de textos compartirlos con las escuelas secundarias de tal manera que un joven que esté cursando el sexto séptimo grado pueda también tener una conversación con un joven de Estados Unidos español y tenga que leer la casa en Mango Street entonces ya podemos establecer ahí un puente ese es uno de mis propósitos con este programa Muy bien, otra pregunta que está aquí en el chat de Task Boiler dice hablan de la historia de la radio comunitaria y su impacto político en hispanoamérica No tenemos nada político que solamente literatura el propósito del programa inicialmente promover la lectura y dar a conocer la literatura hispana en Estados Unidos vale, este creo que en el chat se está preguntando también donde se puede escuchar este podcast creo que está en un link literario, perdón pero donde podríamos escuchar los podcast si, mira la doctora Viviana hace ratito presentó una lista de los recursos entre esos recursos está de aquí para allá de allá para acá, si te fijas en el poster en el logotipo el logo del poster esa flechita naranja con la blanca ese es el logotipo si tú vas a Radio Universidad de Guadalajara el enlace está abajo en el cuadrito en el rectángulo naranja también en el chat acabo de poner en el enlace para los que no tienen acceso en waitlet en el chat en estos momentos muchas gracias Viviana ese es un episodio de y no se lo tragó la tierra es un ejemplo de lo que estamos haciendo y si entran ahí pueden ver todos los otros episodios también están todos ese logotipo y tiene el título este estoy viendo que hay otra pregunta en el video los videos también tienen comentarios si has considerado tener guest speakers en tu parka aparte de la literatura si gracias por hacer esa pregunta si al final del libro hemos tenido un invitado para que nos hable acerca de que terminamos desde un punto de vista académico una apreciación literaria hemos tenido la doctora Cristina Campos también es egresada de la Universidad de Houston y ella nos ha hecho una capsula más académica acerca del texto y la gente lo ha recibido muy bien esto para decir esto es por los comentarios que ellos nos comparten muy bien este alguna otra pregunta última pregunta si una pregunta Maria han pensado o han tenido algún tipo de actividad en conexión con los chicos de las secundarias y las preparatorias de la región como para también traer estos textos a que los chicos en las secundarias preparatorias lo usen o también que impacto que hay que ustedes que tiene a nivel programas académicos para que esta nueva tendencia de literatura de inmigración se traiga a los programas de literatura en México wait I think I lost her Maria honestas aquí con nosotros digo en el chat aquí estoy perdón no escuché la pregunta de Cindy la pregunta era más bien como la incorporación estoy recapitulando bien de los chicos de la universidad en cuanto a como implementar esto ya en las programas de licenciatura y de maestría creo me imagino que si, verdad Cindy Cindy yo creo que si, creo que esto puede ser un recurso que se puede utilizar para complementar alguna clase porque como ves son los textos que publicarte publico valga la redundancia y también estamos dando cabida a otras editoriales y comprende precisamente la literatura hispana en Estados Unidos, entonces puede ser un recurso que vayan a utilizar y también porque no contamos con lectores invitados quien guste puede ser si se interese puede ser un lector invitado solo que si requerimos que tenga ese no quiero llamarlo compromiso pero ese entusiasmo de estar con nosotros hasta terminar el libro si eres el personaje principal pues no nos vas a dejar a la mitad y eso no ha sucedido la verdad es que quienes han colaborado con nosotros lo han hecho hasta el final hay, creo que varias personas que se quieren sumar el proyecto como lectores invitados así que yo creo que contactando a Maria más tarde o de manera privada dejándoles saber su información y que están interesados en leer sería claro Eva y Maria Eva por favor mandenme sus datos a mi correo electrónico que está en el poster y si gustan pueden enviar un audio con sus voces para tener un banco de voces estamos ahora trabajando con literatura de hispanoamérica ahorita tenemos un invitado que es un señor cubano porque el libro se trata del año que viene estamos en Cuba y este episodio es el segundo de este libro va a salir hoy a las tres de la tarde ahora central si hace click en el enlace que está ahí ahí sale el programa a las tres no quiero distraerlos del seminario pero es a las tres con los podcasts ahorita tenemos un poquito de espera como les digo está cerrada la universidad entonces no hay técnicos que estén trabajando en esa sección pero lo pueden escuchar a las tres entonces si gustan quien quiere colaborar perdón pueden enviarme un audio yo soy Maria Chávez soy mexicana para tener un banco de voces con mucho gusto ahí los recorriremos a ustedes la verdad que es un placer trabajar con gente que aprecia y que ama la cultura hispanoamericana y especialmente estando en estados unidos porque esto es de aquí para allá y de allá para acá muchísimas gracias podemos darle un aplauso a Maria Chávez casi doctora muy bien y más que nada ya son las dos así que me gustaría primero que nada agradecer a la doctora Emily Bernate a la profesora Verónica León y a la casi doctora María Margarita Chávez por su tiempo y compartir sus experiencias, sus proyectos yo creo que todos estamos muy muy agradecidos con el trabajo que estén haciendo y con y más que nada que están compartiendo todo con nosotros esta en este momento no sé si Josely o Flavia quisieran trimen gracias Luis, muchísimas gracias a todos los presentadores tanto ayer como hoy creo que el sistema del patlet funcionó bastante bien cuando empezamos la planificación habíamos imaginado realmente usar el almuerzo comunitario y tener los posters visibles en las paredes pero bien, pudimos hacer que funcionase con los videos y la verdad que creo que han sido presentaciones todas y que tienen una aplicabilidad bastante concreto y sobre todo nos permite colaborar, así que muchísimas gracias a todos entonces, vamos a continuar con nuestra agenda del trabajo y ahora nos toca la presentación de Josely Delia si me permiten, voy a justamente presentar a ambas lo cual es un placer enorme hemos estado trabajando juntas ya por los años y realmente la manera en que nos hemos organizado y la forma en que trabajan ellas ha sido un aprendizaje para mi entonces, Josely de San José, Costa Rica so beautiful beautiful accent and she uses both which I loved she's currently lecturing in the department of Spanish and Portuguese at the University of Texas at Austin and specializes in teaching courses for heritage Spanish students. Her research interests includes pragmatics, emotion in the second language acquisition, heritage Spanish learners and pedagogy, as well as linguistic attitudes and language maintenance regarding Spanish in the US Josely currently is the co-director of this project the Texas Coalition for Heritage Spanish and again it's a pleasure for me to introduce her Delia Montesinos who is also a very dear colleague she was born in Mexico in the US-Mexico border and she received a BA with a major in Spanish from Trinity University at San Antonio then she lived for almost 16 years in Spain, in Valencia and Castellón and then when she came back she taught Spanish in Roosevelt Independent School District for several years then she got her MA from the University of Texas in 2000 she received her PhD in Spanish Literature from the University of Texas at Austin. She's currently a senior lecturer in this institution for all the heritage classes and she's the owner of two textbooks for teaching Spanish to this population so please both of you welcome and a wonderful presentation on promoting and advocating for your heritage language programs Thank you very much, Flavia how beautiful Thank you for your words and Delia are you there? Are you in mute? Delia? Yes, I am already I can speak if you want Ok, so today we are going to talk about promoting and advocating for your heritage Spanish program because I think this is a topic to which we all face I know that when I arrived in 1995 I asked my students if they are interested and I fell a little but then a colleague if I speak louder she started little by little and as I said thanks to the colleagues we now have a good program but we have gone through many things that we have to help a little if they are starting to do their program Ok, so to start well, a couple of things we have a lot to share a lot of material so let's hope that we have time to cover everything so let's have some breakout rooms and the comments we are going to put it in the chat and what else so if you have questions or comments during the presentation I think that Karna is collecting questions and also something I was going to say we are going to get to the outline that I tell you here if everyone can access Google Drive where we have all our documents there is one that says Outline for Participants and it is a document where you can download and copy and then take notes if you want during the presentation so well we are from Spanish and Portuguese here at UT Austin we have a program that already has several years and it is quite solid, a very strong program for students of inheritance and then we basically decide to share what we have done to fight for our program and this topic like almost all the topics that we have talked about in this workshop came from what you asked last year in the survey that we do at the end of the program we always ask if you are interested and the reading was one of the assessment of the alignment, all of these you have asked them so this also they asked us if we could talk a little about how to help promote the programs so first of all we have to know why the program is needed Spanish as a language of inheritance why do we need an SHL program in order to promote and advocate for the programs we need to be convinced of the reason we have to believe in ourselves in order to be sure and convince others but to do that first we need to understand the needs of our students which is what our students need because it is not about us it is about them so here is the outline and now then Delia yes well we have created and some documents we have not invented ok and these are our goals help us in what is possible who are going to listen to us we can say the administrators the advisors who are key and also our colleagues and if you already have the program maybe something we have here can help you to promote the institute the school and also in the department so we have prepared materials both for students and also for parents because many times you have to convince the parents so I wanted to show you here this is the outline of what I am talking about and I can also put this in the chat because if you have not been able to find it is the one you can use to follow us and take notes ok we continue then we are going to start with a little self-reflection we are going to give you three minutes or maybe only two because we are already late so that you think about your own program your own needs what is my institution's Spanish is a heritage language student population like because all the students are different what are these students' backgrounds what are the students' needs what are my goals for these students and what challenges have I faced regarding this student population and my institution so about two minutes so you can notice in your outline or wherever you want some ideas maybe Elia yes you wrote the two books the one called Connecting Language and Culture yes and really to say that I wrote them thinking in our students at UT because it was material for them that eventually became the book thank you I hope you have been able to think a little now let's start sharing what we are going to do in the first breakout room we are going to share what we think about our own program our needs and we are going to talk about what is your situation now you have to create a new program and you have to fight for them to accept to create a new program or do they already have a program to promote what challenges have you faced regarding this situation in your institution what are some reasons or justifications we can use to promote or advocate for our programs okay great so based on what you talked about in your in your in your in your groups now we are going to do a group brainstorm so let's tell me why do we need a Spanish language learners program why are the benefits we are going to put them in the chat if you want to furiously type everything I know there are a million reasons I will start reading some of them what they say identity they want to they want to to honor their culture just to honor their culture yes language equality it is long overdue oh, oh, Stephad without confidence reinforcement between L1 and L2 race awareness learn about Latinx history yep they can already speak they have a vocabulary to preserve culture long maintenance I think they are ready yes I can't see identity social justice connect with the community okay perfect then then what can we say to convince our administrators and colleagues why we should have this this was one of the hardest things at the beginning I wasn't the one who did it one of my colleagues did because they kept telling us no in the department students needs are different yes for equity get them more advisors so something that administrators and colleagues want to hear about particularly administrators is numbers right so what related to numbers how does this help our program our department well for the department one of our big arguments is that the more heritage learners you get prepared the more students you'll probably have in upper divisions because we hook them we prepare them and then they move forward to upper division good argument what are the results are people saying in the chat better student enrollment goes along with what you just said the student numbers low numbers no classes so it really does go along because the heritage language learners students have very specific needs standard students will be prototypes ooh sooner future donors heritage language learners will be well provided money inclusion equity a need for different curriculum great so there's a lot of things now what about specifically to convince students and or parents that this class is better for them than a different class than the Spanish one what would you say because it's different things what we say to the admins versus what we would say to the students how do we hook the students you will understand the later real world applications um you already speak Spanish they can present the language ooh los padres latinos valoran la educación breach for AP classes job opportunities my student get high school credit and middle school more money pretension de la lengua créditos universitarias cultura ok ok maneras pero entonces en nuestra presentación lo que queremos hablar es del tipo de materiales que podemos crear para promover y abogar por nuestros programa entonces we have a list here of materials different I mean this is not a finite list we have letters brochures we can do presentations make posters videos websites etc and then we have to think about who the audience is for each of these materials is it administrators is it colleagues is it academic advisors is it parents students etc so you can make any sort of combination right you can write letters for admins letters for students or posters for colleagues posters for students whatever different combination you need for your particular situation we are going to show you four examples ok because we don't have time for more but that's what we're going to start with and delia va a empezar con este verdad si este he de decirlo primero esta es una carta mentirita no existe yo creo este pueblo en tejas y existen estas personas pero es algo que pensamos que podíamos dar a los administradores para convencerlos un poco este para grandar la pantalla un poquito para que la lean que pueda dejar que cada uno lo vaya leyendo y básicamente lo que hicimos al principio es la vales un poco la cara los administradores dándole la gracia por todo lo que hacen porque si es verdad hacen mucho por nosotros este y luego tratar de ver por qué empezar a ver por qué y entonces viendo una forma de seguir lavándole la cara pero a la misma vez diciendo para mantener todo lo que han hecho esto sería bueno que hiciéramos también y reconocer que ya hay un programa fuerte no les queremos decir que somos delias porque no lo somos la verdad pero decir lo tienen aquí como para otros estudiantes pero ahora miren para nosotros para estos estudiantes que como mucho señalaban tienen ciertas necesidades entonces les tenemos también que decir que no nada más se nos ha ocurrido la idea sino que lo hemos investigado hemos visto programa porque si se ponen a pensar realmente eso es lo que estamos haciendo hoy aquí eso es lo que hacen continuamente that's what we do as teachers we kill ourselves doing things but we do it ok y luego ya más específicamente por si lo demás han leído muy rápidamente es poner ideas que validen el tener un programa que nos digan por esto y que les llegue rápido porque a veces ven una carta larga y este no la leen pero si no la leen todo por lo menos que lean esto en me están pidiendo link para la carta todo está en ese google drive con nuestros documentos ahí pueden encontrar todo lo que estamos compartiendo y luego termina más o menos diciendo por qué va a ser de beneficio para nuestra escuela para nuestro distrito para nuestro programa para nuestro departamento lo que sea y siempre sacando una cosa que está muy que se considera mucho ahora que estamos viviendo una comunidad global y cada día más y entonces incorpora todos los los las razones los motivos este por qué te vuelvo a decir esto no es una carta para decir yo la voy a tomar y yo la voy a copiar y lo voy a usar no es nada más para dar un poco de ideas porque cada uno tiene que escribir su propia carta para que se note que viene desde uno mismo les hay una cosa lo último dinero diciendo que sabemos que que costará beneficio será mayor manisa always the key les queremos compartir también este brochure que creo el center for applied linguistics que se llama maintain an SNS program esto ya es viejito pero tiene muy buena información que lo pueden usar también cuando ustedes creen sus propias cartas pueden usar datos también que se incluyen aquí y les puedo servir como ejemplo y tiene muchas buenas referencias también entonces ok vamos a seguir el segundo ejemplo que tenemos es un power point presentation for academic advisors que es esto pues el otro día mencionamos de que es importante que los advisors estén de nuestro lado verdad porque muchas veces son los que le dicen a los estudiantes a qué clase de venir y si los advisors no saben pues cómo les van a aconsejar bien a los estudiantes entonces otros hace unos años empezamos a hacer unas reuniones con advisors y vean que estamos en un campus enorme y pues no podemos alcanzar a todos pero extendemos a la invitación a todos los advisors que quieran venir y les ofrecemos algo de comer porque así es como los enganchamos aprender un poco más sobre nuestro programa y lo que hacemos es hacer este power point y ustedes también tienen acceso al power point y esto lo hemos creado entre el equipo con delia y María Luisa Chavarría que también está aquí hoy y ella trabaja muchísimo con nosotros también en el programa así que María Luisa si tienes algo que incluir también bienvenida hicimos esta presentación como para básicamente darles a entender a los advisors qué es un heritage speaker porque a veces ni siquiera saben si ellos no entienden la diferencia no saben cómo mandar a los estudiantes a cuál clase hablamos sobre por qué es importante enfocarnos en estos hablantes con un poco de datos estadísticas por qué son diferentes de los estudiantes de L2 y aquí tenemos unas citas de una presentación que dio Kim Potomsky hace unos años que lo hace muy claro para que los advisors entiendan las diferencias entre los hablantes de L2 y los hablantes de herencia cómo son diferentes emocionalmente académicamente cómo son diferentes entre sí hay un grupo muy heterogéneo y es lo que vemos todos en nuestro salón de clase nos llegan estudiantes de todo tipo y luego bueno por qué es mejor tenerlos juntos o tenerlos separados y por qué y qué pasa cuando no los podemos separar pues nos tenemos que poner más creativos pero si se puede tener una clase especial para ellos es lo ideal verdad entonces hablamos de todo esto les explicamos en detalle cómo funciona nuestro programa todo esto se los dejamos ustedes lo pueden leer con más detalle más adelante y bueno toda nuestra justificación de por qué es mejor para ellos y al final les decimos idealmente esos estudiantes deben empezar desde el principio en el primer nivel que ofrecemos y los tenemos que poner ahí desde el principio para luego ya encaminarlos bien entonces bueno este es un ejemplo los advisors estén de nuestro lado si y también ayuda para los que no pueden venir a nuestra presentaciones porque eso lo mandamos a todos y así lo pueden ver tranquilamente en casa si ellos quieren Chocely todo lo que estamos haciendo aquí es con Creative Commons todo tiene CC license correcto CC by entonces todo lo pueden accesar nada más es CC by Delia estoy pensando que por el tiempo será que continuamos y hacemos el break out solo al final si te parece estamos hablando de que es la primera vez que damos una presentación juntas sin vernos así que la comunicación aquí es un poquito diferente pero vamos bien si entonces en vez de hacer otro break out si bien puede hacer todo vamos a seguir con los ejemplos el siguiente ejemplo Delia quieres comentar este? si, esta es una carta que le pedimos a los instructores de primer o segundo nivel en the L2 classes we ask them please identify students who you think would be good students to go to the heritage program and so our program director actually created this letter and said we could use it so it's a letter that we send to prospective heritage students it has to almost go out the first or the second day of classes because they can enroll or move around but our department's really really good our advisors help us a great deal doing this and of course all the instructors in sending these letters out and one thing that we do tell them because it's called Pepe Martinez or Janice Long the name won't tell me anything because I've had some students who entered the class and said what is this person doing here and they start and say here's where you have to be and there are others who we have to talk to them and be honest with them and then we like them to enter but we also have to let them know everything we expect from them but it's a way that the students decide to come to the classes because the department comes directly from the language program director but it comes with a name and a surname because the instructor already identified them so this is a work that it's difficult but it works ok now let's move on to the last example which is our website and the video that we created to convince the students that we're talking to the students themselves so this is our website from the department and we start here so we write that they identify and then we write the differences that there are not all the same some can speak well and others don't if you fit any of these descriptions then these courses are for you so they can self-identify that's another topic for another day we don't have a placement exam so you can only sign up in the courses and here we have the list of the courses but what we like the most is this video because in the video I'm going to put it but what you're going to see is that Maria Luisa and I we talk a little bit, we write the script and we work with the production team but what we wanted the most is that the students themselves can take these classes so the video lasts about 4 minutes but I think it's worth watching I'm from Cali, Texas and I grew up speaking Spanish at home primarily and I never learned it academically or formally it was the first language I learned because my parents moved here from Guanajuato, Mexico so that's what I learned first my dad's from Mexico City and my family still lives there so I had to learn Spanish growing up in order to communicate with them my mom and my mom every single day just my career in academics and also just spending every weekend in Mexico to visit my father I was born in Zacatecas, Mexico and my family is also from Zacatecas, Mexico the students you just heard are all Spanish heritage learners heritage learners grew up learning Spanish from their parents, extended family or community but their dominant language might now be English here at UT we have a strong program specifically designed for heritage Spanish learners our courses are accelerated because we work with the students linguistic strengths and focus on their specific needs therefore heritage track students can advance more quickly in their linguistic proficiency and fulfill their language requirements faster than traditional Spanish track students through readings and activities that have cultural and practical relevance students are able to further their understanding of their community's history reflect on their personal role and discover pride in their Hispanic identity through our courses students gain a strong grasp of the Spanish language as well as the confidence to use their bilingual and bicultural skills in multiple contexts including formal, academic and professional settings which will help them in their future careers these classes have really helped me because in high school I took a Spanish class for three semester but here is where I really expanded and learned to evaluate a lot and I would like to go back to my high school and give back and teach as many people as I can because I truly believe that being bilingual is something really important and special I now have my Spanish that I can use at home but I also have my Spanish where I can use in a professional environment if you're thinking about taking these classes I say that you absolutely should they have taught me so much and they've influenced so much of my academic career here at UT and not only that but you like meet your best friends through it these classes have helped me because I feel like being on a really big campus where it's kind of hard to find people like you and you can come into a class like this where everybody has been exposed to your culture or a culture that's near yours and it's just nice to be in that kind of environment after taking my first Spanish class I fell in love with it and I fell in love with my culture that I made me decide to change my major to Spanish and now I want to become a Spanish professor when I finally got home and started speaking Spanish with my dad I basically no longer kind of felt embarrassed about the way I talked this class really helped me with my confidence in speaking if you were thinking on whether or not you should take a Spanish heritage speaking class I would say go for it 100% it's for you just even knowing that you're thinking about it should get you excited simply because it's a whole new different experience and it's something that actually helped you dive into more on your own culture and actually forgot more about yourself and find a safe space on campus that maybe you haven't found before if you're thinking about taking this class I would say that in reality you do it because here you're going to learn a lot and like in my experience here it made me feel more comfortable I made a lot of friends that I think are going to give throughout my life if you have any questions please write to us we hope to see you in our courses very soon ok very well then this is the video that was a labor of love it was a great job and we managed to get the funds also to pay so we are very happy that we were able to achieve that ok those are our 4 examples that we bring to you today so now what we want to do is Delia do you want to comment on this? yes so now it's a breakout room a little bit more extended because I know we don't want to be short of time before but here is a moment in a smaller group we can talk about these cards it's worth it the videos the powerpoints how can I apply this to my program and what it would change and talk about the examples because I know we are inside of your group don't think you can't talk about anything please be honest we're used to getting criticism but it just sort of slides off the good things stay and the bad things disappear so please talk about it ok so here it says about the 2 examples but talk about the 4 examples that we gave you strengths and weaknesses and then the idea is how to help in your own programs Sarah I think we can do the breakout rooms again now ok right away ok alright I'll do the same rooms as before thank you I think are there people who haven't been assigned or well there's some people who haven't gone into their rooms that everyone's assigned except Carl I don't know if you want to be assigned to a room probably not I know I just arrived so I'm catching kind of catching up on things ok somebody else just two other people just came into the main room too I don't know if they were previously assigned to ok looks like they're assigned yeah so there's some people left but they've all been assigned to there's no one I'm looking at the time and we can give them a little more if we want what we have left is basically the questions yeah and the 5 minutes we had short we only had 4 so if we can give them a little more time 12 or 13 minutes because we have up to 13 and 15 but the only thing we're going to do is comments and questions so can we give them 10 more minutes yes sounds good so Sarah like 10 minutes starting now maybe it would be a little bit more than 10 total yeah so do you have extra time yeah I think so we were concerned about time we were worried we weren't going to have time yeah so yeah and I think this will be a good breakout room so yeah if we can give them the 10 minutes from now I think it would be great sounds good ok I'm going to go to my room ok I'm going to join the room too you soon oh yeah I'm ready to join a room if you can put me in I'll find one that doesn't have as many people they're all going to be cool alright you should have gotten an assignment Carl yeah got it thanks Sarah I like your collection of backpacks sorry I like your collection of backpacks oh thank you I'm going to know yeah I didn't realize that's what was behind me was everything going ok with the chat it was really moving fast there yeah it was moving really fast all at the same time even when I minimized as you say it was still coming down really fast I think because they were all writing at the same time I mean it's a lot down there's a couple of good questions no questions more than good comments yeah yeah it's great that people are responding it really has been good everybody has been pretty involved yeah it's been a year the format has done it I mean it's just a matter of getting used to it but yeah it's definitely not the same no it definitely is not it has I mean like everything else in life the plot and the minus it's just a different experience is the way the future is going to be yep I think so I hope not either yes I hope not either but enough so we can have the best of both I can't believe it's almost it goes fast I mean even if it seems like it's a long day it goes fast you're back yeah yeah it looks like everyone's out of the room ok are we all back so how was it I suppose we have a lot to say Delia are you there yeah I'm here I'm going to share the screen again and we wanted to leave enough time so we can comment and answer questions that you have so Delia how do you want to do this I think you can put it in the chat and in Carnas but also if there's someone who wants to make a comment I'm going to ask there's not much time left so comment please ok do you want to comment or do you want to better if there are questions that you have left for us let's do that first ok if you want to talk more about some of the topics or examples ok Delia why don't you explain a little bit what you did to make the video that I think has interested you a lot there have been a lot of comments that have liked the video there have been no specific questions about there are comments but if you want to explain that and Sally you can answer as I told you first we had we already we had created Delia a video where we asked some students to send us a video explaining why they would recommend the courses but there was a point that we said our program is already big and we need something done professionally and then we had to convince the department that they would give us money for that because it is expensive to have the team that will film the students in the classroom and then reserve the studio with the whole professional team but asking the students all those students were in my classes and asking them to share it was not difficult because at the end the one who spoke English in Spanish he was the most shy of all I had him like 2 or 3 semesters and the first semester the first day I put him in front of the class he almost died so having asked for that at the end it was a lot but he did it and they really feel that it is worth sharing that was the nice thing about the video is to see that the students can share with the others to convince other students that they do it Maria Luisa is there and I don't know if Maria Luisa has a comment about the video exactly as you said the students had many opinions about the positive that they had participated in these courses that surprised them themselves I know I would like Luis Javiles to talk to us because he has had the experience of working with the two groups I don't know sorry I'm sorry your L2 and the heritage learners oh yeah very different this I feel like I'm sorry I don't know what to say they're very different in a sense that the heritage learners have more craving for cultural cultural content I feel that after teaching both of the classes you can see that the students that are more engaged go further into the language more motivated in the long run I still get emails from them asking me what's the next class and asking who's teaching the classes what's the intel on the content they're very engaged they're very into the class into the material in the curriculum I don't know if I'm answering the question to be quite honest that's okay it was great how about the presentation yes there's a couple of comments and there's one question I think one of the questions has already been answered but the question is that a database at least a US college university with heritage Spanish program someone answer a date call I don't know if you want to add anything to that so there used to be a website where somebody was keeping track of all the programs but it's not being updated a few years ago but on our web heritage website the coral website that we've been sharing we have a list of program profiles where whoever wants to submit their university program profile will happily put it there and we have some already okay the other question to see for you guys is what do you say to students who are afraid to register because they think their standard isn't strong enough well we have we really have some very good supportive advisors in our department we have two advisors and generally they'll send them to talk to us and there they come and they talk to us and we start talking to them and we go more or less giving them a break and we calm them down now we won't tell them if they take the class because you're going to have a good time but I think that at least helped me a lot that they send me to the students to talk to them and you have to explain exactly what they're going to do and why it's good for them and we also compare it with what they would do in the other course so they can realize what the differences are but being very honest with them and telling them you're going to work a lot but we explain the type of students that they're going to see in the class and then they see the video and they hear it from other students so it's not difficult to convince them once that we have them there and the other thing we invite them to go to our classes but always telling them in advance you're going to enter a class that is already developing or is finishing don't think that's where you're going to start so they don't get scared someone else wants to know how they do it to get to the students that are not in the Department of Foreign Language well, we get to students from all over from all the campus from all the majors possible because most of them have to take a foreign language requirement so that's why we want that all the advisors know about our program if not the advisors of Natural Sciences not because they don't have foreign language but the other majors of the campus that all know the difference because almost all students have to have some kind of Spanish credit so that's how we get to them but I think that the video, Josely makes them understand the students and for example Marisa, she was telling me last semester about the great variety of majors that she had in her class and it's incredible if we get to all of them I think the question is how do you recruit them because the person says they have a lot of students that are from Derencia but they're not so interested in taking Spanish classes so what do they do to provoke them what happens is that for the foreign language requirement they have to take a language so first the advisor's job is to say don't take Spanish one take Spanish for heritage learners once we have them in our class that's where we hook them and we tell them if you take a couple more courses you can have a certificate in Spanish for business or Spanish for the medical professions and once they're in the class they realize oh this is actually fun and then I'll have it on my transcript that I have this certificate or this minor so the first thing is the advisor's job and the website to inform them even if it's just one course of Spanish that they have to take that is heritage to hook them up and then they want to continue with our courses I think this is a comment more than a question we do a lot of outreach presenting to freshmen advisors about our classes but the hardest people to convince are our Spanish speaking faculty that don't teach languages Dalia, do you want to talk about that? because it's very true there is a group in UT this year is co-faculty chair which is called the Hispanic faculty and staff association and it's a place where we can also talk to them and they support us and not only faculty but many times it's the advisors the people that the students see on campus then it's to introduce all the groups that can have contact with these students and talk to them about our program and it's more I know and other years have asked the staff can you set up a class for us because they have what they refer to teachers that don't teach languages I have talked to teachers that say when I go to my writing class when I go to my heritage speaker I don't understand what we do with them because they have these courses for the students so I think that part of that is how to convince your colleagues also and for them the information we give to the advisors to explain the difference the benefits and also to watch the video that they listen to the students and talk to the instructors for example I would send them to Luis and tell them how much he liked to teach because many times if you're not in a class of heritage learners it's difficult for them to understand why it's so important apart from that I also want to see another comment it says in my school we have a lot of difficulties with parents that refuse to have their kids in advanced courses like kids gps how we can convince them we generally I find that very often it's just the opposite we get bored in the classes they'll too they start to stop doing the tasks the grade is getting worse and then when they advance the saddest part is that they realize that these are students I'm already in an intermediate because they don't realize that they haven't made the previous effort and then every time they feel more forbidden in front of a population that should speak the worst that they are improving and more than everything is in writing I think what many of these students they are a little afraid reading and writing but more in writing and I think you have to make them see the parents it's an advantage that they see it as something positive that they see it from the beginning as something positive that their child already has knowledge of the language and culture will help them advance faster and then the grade is not going to be better in the other class only because it depends of course on each institution but in our experience it's not going to be better in the L2 classes they get bored and end up getting a lower grade because they weren't engaged right? Do you want to know if you can use the Power Points with your administrators? Yes, everything is there so that they use it everything has Creative Commons CC by License so hopefully it will help them I think if you want to ask directly to them those have been the biggest questions about life Before continuing to finish with more comments the work we leave on your own and this is the last slide it's not that we are going to do it now but it's the optional task if you want to do it is to think about everything we have talked about what would be the most useful promotional materials for your program and think about how you can create your own work what would be the most useful presentation and who the audience will be for your materials and remember that to create the materials you have to think about the needs of your students what is your student population what are their needs and what are your goals for those students and you know that we can support them somehow but I wanted to leave you the task and now we have about 5 more minutes if someone wants to make comments or questions just want to say one thing and then I'll leave it to you Delia, several are grateful for your books thank you very much I'm going to tell you those books were born because I was creating all this material in Canvas and then I said again, because our students will have a lot of paper and the other students in L2 have a book it was like to appreciate them a little and from there the book came out and to give them the thanks also to Maria Luisa and Josely who have helped me a lot by giving me ideas so I would encourage write your book for your own student population you know how to write an open source text book too yes Josely, they have access to PowerPoint also to everything and there is the link someone asked if you just put you, Texas, department Spanish, Portuguese, heritage learners you'll take you straight to it if you want I'll show you how easy to find it if you put it in Google Spanish and Portuguese UT the first page Josely, meanwhile Marta and Lucides, both have asked for the word ok, nothing more here is the link that says heritage language program and there it is I didn't know Marta and Lucides had questions Wobby, ok I just wanted to make a comment for those who are I think more secondary less college and I have made this comment with my group, if they are starting a program and they have some kind of problems with the administration to accept it one of the things I see with this program is the discipline the disciplinary behaviors of the students and the assistance and again this is a very stereotypical, very racist, very discriminatory but it works when I speak with my administrators I explain the importance of when the students are in a group where they feel they belong they tend to have less disciplinary problems because many of my students are in suspension and detention constantly and the work of a teacher again organically is mentor is social worker is bridge with the administration is bridge with the parents so we put a lot of work on top and that's not ideal I don't think it is what it is and it's a good way that the administrators in the background are seeing how to get rid of problems in the middle and say that's a good idea especially to start the program once the program begins my experience is that it runs itself after the second year when the students start talking to each other and really they belong there they are happy there because what we are doing is not that it is easy and boring for them to live their lives that works on its own Thank you Thank you It's good to have that perspective of the younger students and I think you also look at it Yes in fact it was about the same topic that Marta just discussed unfortunately I had to learn how to communicate with the administration the first time I spoke with the administration I was talking about the love that my students have in Spanish and the administration doesn't want to know So my suggestion is the language of the administration are numbers, they are statistics so between more you can measure learning outcomes measure successes beyond high school and bring pie charts graphs etc that's administrators love language we are moved by the personal story and connections admins are thinking about central office that's saying you're spending too much money etc So we also have to be bilingual and know the language of the administration and they are in another world worried about things that are not the things that inform us as teachers Yes and it's something that we were talking about that we are as instructors of these courses we have two jobs because it's not just going and giving classes but like the title of the presentation lawyer for advocate for these programs it's different the job to teach a regular course where we don't have to fight for the courses so it's our double but it's a labor of love for love to art what else I don't know I don't have Well, I tell you if you allow me to congratulate you for your four examples I liked them a lot I think some of these things we are going to adapt to our own program because we are reformulating it a difficulty that we always find is we have a high percentage of students speaking before our campus but disoriented by the teachers they go to regular courses sometimes because they make them believe that they are not going to receive credits or that they don't need that kind of classes there are all kinds of misunderstandings and there is our job to go with these teachers and make them see to orient them because instead of orienting the students in that way we have a particular counselor in the department Spanish Advisor and generally we are going to walk these students who have gone to regular courses the colleagues who walk to talk to our counselor the department and that's where all this motivation is coming from even so the problem is that legally we see that we cannot force them to go to regular courses and they come to us so it is a work of convincing that they feel proud or interested in our culture what it offers to learn Spanish not only spoken but as we say to transition to be bilingual if we want to appreciate our cultural traditions our historical heritage all that is the work of convincing and so far we are in a little that work because we must have students for many sections and although sometimes we are low on the numbers because of that but thank you thank you for your comment I think the time is over now we are on the time I don't know what else for the last final round table a couple of years ago we started finishing the workshop where we have all the presenters and we can answer any questions and just kind of a debrief at the end of the workshop to see if there are any left over questions or comments and I know there is a lot to think about and talk about but what I am going to do is can you help me be a host so I can share my screen Sarah please there is a list of questions that some of you are already looking at I see because they are on the Google drive and it just says what is your main take away from this two day workshop how can you apply some of what you learned into your own work what is one thing you are definitely planning to do or incorporate in your own program or classes there is probably more than one that you would end up doing then it was worth spending the time here I hope and then what other questions do you have about the topics covered in the workshop and what other topics would you like to learn more about so think about all these questions and we are going to have one final breakout group for the workshop to talk about this kind of like your last final thoughts and then when we come back from the breakout room we are going to take a look at some of the comments Sarah can we make some rooms I don't know if you want to do the same ones or different ones doesn't matter maybe let's make different ones so we can meet new people that sounds fun how many people do you want per room same five or so six did we say 20 minutes like 20 minutes so everybody have about five minutes to talk and really we have a nice conversation otherwise it's too short the time is too short okay so 20 minutes alright I'm opening them now so I think we can either use the chat for questions and I know Maria Luisa was going to maybe monitor the questions or comments if you have a specific question for a specific presenter you can do that or if you have a general question for anyone that is welcome as well and if you just want to also share like what's your big takeaway or what you're going to apply for your own program or something you would like to learn more about so this is kind of a now the time to speak okay I have a comment and in my group I expressed the thought that how important this is that the work that you guys are doing not just for Spanish and I know that I'm the only German here but and I was telling them when I came to the United States I was 10 years I was nine and a half almost 10 years old and I had to leave my German behind I was not allowed to speak German once I got here it was forbidden at school there were no classes for me there were no ESL there was nothing it was sink or swim and that was it and I remember having to the fight for me to have the right to speak German was obviously a lost cause because there wasn't no one else to fight with me because there was nobody else to speak German and when I saw each fight for their language I kept being people used to say to me they should just speak English they live in America they should just speak English and I'm like oh no no no let them fight let them go because I saw the handwriting on the wall I knew that the day would come if they won that I would get to speak German as well and that's something that even though you may not know you guys did but because of your fight we the rest of us the Germans the Russians and all the rest of us get to speak our language and we don't have to hide anymore either so this is extremely the work is extremely important it is not it's not just for you it's for everyone no offense but this will benefit everyone if you know what I'm talking about yes thank you thank you for your comment thank you for being here too you're welcome yeah I would say the same thing as an outsider as somebody who is eavesdropping on the conversation and enjoying working on my Spanish I think about a lot of the things that are translate to my area of language instruction so what I like about this particular group even though I'm peripheral and an outsider there's a lot that I can take back there's a lot that's immediately relevant but you're right we are all kind of connected and the heritage language teachers and language students are much more woke as a group we'll use that word because they do think about it in terms of their rights and speaking the language is fundamentally right you have the right to speak your own language and the more we're talking about developing identities in the language classroom so yeah you guys are on the cutting edge you really are thank you Carl and Josely in Flavia just because in the group where I was there were two people who had very good ideas that I think would be excellent presentations for next year where do they sign up to sign up I like the convinced part we will be sending an email probably on Monday just with general information we'll repeat the links the survey again and also assigning a sheet for anyone that is interested in participating as a presenter or just with the posters or creating a full session if you feel like you would like to have like with other people ideas that you have shared around the table exactly we can do that but most important is for you to join our newsletter but actually I think if you register you automatically get added to our newsletter so like it or not I think you're going to be on there but that's where we send so right now Luis is our community moderator and he sends out updates about once a month and important information and once we get started planning next year and then once we have a call for posters we'll send it out in the newsletter and a call for presenters as well very good thank you yeah so that's exciting that we have potential new people there's a question about accessing posters through Padlet and do people have to sign up for Padlet in order to get access to the posters no they can just follow the link and it opens in your screen any more comments questions I think there were several comments obviously on Gabriel Gabriel's comment language ideologies being such a big thing in this country English speaking country right Carl so I think all of us foreign born and foreign speaking people feel that all the time but perhaps things are changing I have a oh sorry I asked a question in the chat I guess it was for more for Carl is it going to be hard for me to learn to do the CC publishing thing because I want to learn how to do that over this so I think my this came up in my talk and how do I get involved there are lots of ways to get involved but still start small right and start with what you're already doing because I think people have these big ideas but they're producing content you're producing documents look at all the different kinds of documents that were shared with you in the last presentation on not even pedagogical documents but promotional documents how to promote your so letters that you write or syllabi or anything that you produce that you've created is of value and that's the main thing to think about because often times teachers say I'm not a textbook writer but if they would share with each other what they do produce it is of value so start small some of the documents and I think the other thing that we found in research on open education is people can often be very intimidated to share this isn't professional and people are going to find a missing accent or something ridiculous like that but most of the time people are very happy to see what another teacher does and then to adapt it so start small and start with what you're already doing and then as you can go to the CC website creativecommons.org great there is a page thank you she put down the link that will help you choose the correct open license and then they even tell you where to put the license on the page and so forth so once you go through it the steps of doing that you really have it down and then you can share it with us and we'll post it in our website the heritage Spanish website so it's doable lower the bar lower your own bar your mental bar and then once you do it a couple of times you will start kind of seeing yourself as I'm an open educator I must admit I look at Jocely now and they're starting to talk about CC licenses I'm like yay because four years ago they weren't doing that and so yeah they've learned a lot too like when somebody told me that I could put a CC license on my PowerPoint but of course why not so it's a mind shift it takes time it's gradual but start small and work your way up I have a kind of in between comment and question for Alana and Esna I was wondering about the book clubs which is a very nice way to get extensive reading and all the things that you talk about were inside or related to the classes themselves and I was wondering how difficult could be to create book club when we have not only students but also their families involved well I tried to give some online options as well because I had to do that at the end of the year is that what you're talking about when it's not in person or outside of class no no no I'm talking about involving students and their families or friends maybe their parents because I cannot imagine a best way to connect with a book that having maybe your big brother reading with you I think it just is for me anyway and I don't know Edna can give her opinion too for me I think the biggest obstacle that I would face in my schools is access to materials so it would be getting the book to the families I have lots of families we do family education nights you know in our area and stuff and so we've been trying to get them at our school where we bring the parents in but a lot of times you know they have a lot and they want to participate so I feel like they want to do that but maybe you know maybe it would be great to it's a great idea to maybe write a grant to help purchase the books for the family to be able to come together and then participate in some way I wonder if through the libraries the public library you can I don't know really I don't know it would just be where there are copies of it yeah exactly I agree with Alana and I was going to say that I have noticed that recently with the coronavirus emergency we have seen that they are digitalizing everything especially libraries so I think that can change because of this tragedy but something positive is going to come out so I think it's difficult but in the future we might be able to see like more resources that are available and especially for our population of Spanish speakers so I am hopeful that's all I can do so far I but I'm thinking right now it's when I mentioned the book club my idea is that it starts in a classroom a class that I teach and then get motivated by students so that we can continue for the next semester but it has to be like I have to I have to start in a class I have to start in a class and then but we have to consider that it can also it might also be digital with a digital library so that's my idea to start building our digital libraries because I think that's going to be the future too I think that yes and there are big repositories outside that we can tap into but it's something that I've been thinking about to get the Hispanic community around our university more involved with our work I think it would be great I think there are some barriers too with some parents who aren't literate themselves and so sometimes I have noticed when I've asked them to help their children with something at home that sometimes they're a little hesitant and then I realize it's not because they don't want to it's because they can't which is why we started the parent education night teach them in advance what their kids were going to be learning so that they felt like they had so maybe something like that having a parent reading kind of thing that you talked to them about before but I think Edna's right it would be really great to use this platform of having zoom and things like that where you could maybe have a zoom parent meeting before and talk about it just getting the materials I guess getting the books in the hands of the that would be the first step of course thank you for including me in this wonderful thing it's been amazing and a really great experience I've learned a lot too well we're so glad you participated Alana and we all learned a bunch from you I was glad all the technology too that's really cool awesome I'm so glad I was worried that we were I was going to be presenting to all university people and I thought it probably wouldn't be I had asked Sarah about it before that I was able to present some things that will be useful but I learned so much from all of you too but Alana really we are the one that we're thankful for us I think there was a very big discussion with all the tech participants I know tech is mostly faculty university professors but we wanted to do this I mean we agreed we need to create a stronger connection with the whole educational system and the fact that you decided to come over I think that you break down the ice for many people so there are a few that are still here we have 72 people still strong Friday afternoon think about this start thinking about it and the east coast people it's like way past happy hour now right? there was a question about how to save the chat how to save all the chats from today you can just click on the button at the bottom where the chat is it has three little dots you click on that save chat and you immediately get it on your desktop a copy of all the chats for the session I just wanted to respond to Alana about feeling like maybe you're an outsider coming into the group I would say that open education first of all that's the whole point is to open it up and come into a group that you may not you're not sure about and I want to say that the leaders in open education are not the people at the most prestigious institutions it's not folks like UT the place that's really innovating are community colleges community colleges are teaching everybody else what's going on they are the center of innovation right now also high school teachers and the reason because high school teachers and community colleges are now our leaders is because it's just necessity they have to the mother of all invention they have to figure out how to do this we have a lot here at UT to learn from you so I think you'll find that open education in general is a really friendly kind of space where people are so yeah welcome thank you I'm looking forward to sharing some more things with you all great any more comments questions I did put it in the chat thank you for teaching me how to save the chat but I didn't know that yesterday so if somebody saved the chat from yesterday can we possibly get that I just downloaded them actually so I can I think I can share them on the google drive oh that's a good idea okay thank you yeah and I'll add them here in the chat too thank you there was also a comment on how to involve families now that we've gone online and there were some suggestions I don't know if anybody wants to add on that issue of how to involve families and participating more with the use of technology Maria Lisa and Josely this might be a little bit just out of the blue for you all but if you all could talk to us a little bit about the course that you all have developed that you'll start teaching in the spring just briefly because I think it would be very interesting to a lot of people what you have designed for the spring I was thinking we should talk to Emily who has been one of the most fun I was just thinking we could involve Emily in the conversation because she's been working with her students at her university and ours have been going but not formally with the course because the course will only begin in spring Emily what was it how has it been for you and your students tutoring students in the middle school your university students tutoring in the middle school um good cell a little bit like a circus sometimes because nonprofit is always like whack-a-mole you know the middle school has a lot of challenges with the building so there were some days that they could not show up to the building because there would be plumbing problems and they were working with a tutoring company but I would say if they're going to do any kind of community work the thing that made it worthwhile for them is that they already had the linguistics class and so they understood a lot of sociolinguistic elements about how to work with somebody from a different culture how to help them with sound differences that they weren't hearing how to approach vocabulary so it really helped that it wasn't just going tutor but that there was also some reflection and applying sociolinguistic knowledge as well but uh yeah working with uh any kind of nonprofit off campus is is wild because um it's a rodeo out there sometimes you know they ask them to do other things and you have to train the students to say no I'm going to go do this instead and sometimes it was um you know schedule changes and you know one day oh I said with that guy too and then it was like no no no I'm working with this one so uh I would say that also if it is for college credit I think keeping the course hours to a minimum is good because then you feel that you have to fill in with other hours to make them really earn it if things start getting cancelled so I was glad that I only had it as a one hour course and part of the time their reflection was to come back and meet with me and discuss things so that it wasn't all of our eggs in one basket but Maya Luisa can you share what they've told you about the zoom option now yeah so speaking to victory tutoring victory tutoring is a program that Austin ISD has where they recruit students from the universities at all the different public schools especially the at-risk students that need help with their English because they're new immigrants and so this uh second have the semester because of the pandemic they went online and surprisingly enough for victory tutoring this has worked really well because it cut down on the traveling on the part of the students which was very complicated anyway and they were able through canvas and through the school the public school authorizing the sharing of materials somebody from the school is there to open the breakout rooms it was surprisingly seamless for them and they found that they were in addition to helping them with their English where they were helping with the digital gap that these students were experiencing so they really do not intend to go back to you know face to face so there was a surprising positive outcome to COVID so um it's a tryout but it was successful and there's we've been talking about the positive uh outcomes and one of them we were talking my breakout room is a lot of you who are here would not be able to attend at the workshop if it would have been in Austin face to face um a lot of people were saying they're far away their districts can't afford to send them and they're really happy that this worked out and so and we gotta I guess look at the positive side we're reaching a lot more people and people were suggesting for next year maybe even if we do it face to face to do some sort of simultaneous stream or something so other people can participate so we're learning a lot from this and I think good things will come out of it yeah most commentaries preguntas I was surprised in my breakout groups most of the um teachers are going to be in you what heritage language and are really happy to know that there are so many open resources available through coral um so they they they really were delighted to hear that they're not going to be alone in this journey and adventure one comment that I have if you guys don't mind um and you know that I teach high school but is to a college level when in the education school of education that we also have to do a good job there by training future teachers of languages to know how to teach our heritage students because it's painful and that's the that's kind of the the point of my dissertation is painful to see how teachers will just not be trained in teaching heritage students I mean um how they students down the humiliate students who speak the language they um they humiliate their identity they they tell them that it's incredible you don't know how to do this oh it's incredible that you write so so poorly so those I mean we have to do we have to work in so many areas but if we start teaching future teachers in of course current teachers on how to address our heritage students as resourceful and powerful and not as lacking and limited I think we'll be doing our our students our community a great favor because these students start becoming traumatized since they're little and I not only speaking from a professional point of view a researcher point of view I have three kiddos who went through the system will come home to me saying my mommy maestra dice que no hablo español ni maestra dice en spanish you know like like oh yeah sure que no se dice así ni maestra dice and that's that's that you know you can do a lot of harm on on kids who've already been harmed by society telling them that they don't belong you don't want that to be our our place of education so good job for all of you who teach heritage you know heritage education courses in the school of education because I think it's a need commentario it's a concern of mine as well and I think that most people that run programs and have contact with the school of education and the programs that they have is an issue and as everything it has to change and of course you know how difficult is to modify institutions so we start with how many credits do you need extra you cannot have more classes you cannot change that then you have to push from faculty they don't want to change their I mean already made up classes where they are teaching the same content of literature and culture from 20 years ago so it's like a battle in several ways at least in my experience and I think that I mean we need to start with the BA programs starting to change and modify the whole curricula and start introducing at least more linguistic classes and more classes on the culture of the Hispanic United States what everybody was saying about the oral history and the background of Hispanics here but it's a change that you need to happen I don't know when so please more comments I think Aurelia loves raising her hand yeah hi thank you Josely I just wanted to comment on what Marta mentioned a second ago and what Flavia just commented as well so I think that yes we the change is going to happen through you know implementing more of these things into our curricula but I think that and also going back to open educational resources I think that those of us who do research and who publish we really need to also rethink that and maybe think about what is the impact of our publications because I think that you know when we do research and we publish in the heritage language journal or you know similar publications we're already you know preaching to the converted and it would be really optimal especially in this field in you know bilingualism heritage language it would be really important that this knowledge you know be you know widely available rather than just in these you know journals so I think that's also going to contribute to a larger a larger change that's all thank you thank you Gabriella and I agree I think that I mean this is for for all of us that there are faculty members and you have this research area and then your service area this area sometimes difficult to balance and we have this I mean idea you have to publish in certain places present in certain conferences and I think that we need to think service as a integrated research and we use open open sources and open open platforms like this one and others to share so I'd like like to say I think that that comment is very important that research is one of those areas that's very closed and it's closed it's not as open to teachers right and we know there are a lot of reasons for that we use as researchers a different kind of language but also the the venue itself the journals are often closed and and people don't have access to them so there is this thing called open journals now so um you know Flavia was just mentioning institutions make you jump through different hoops and they want you to publish in different kinds of journals but I would say that you should be committed to trying to publish in open journal open access journals as much as possible you know language learning and technology for example is one L2 journal is another there's a new one that's just out that is going to be appearing in November I'm very excited about that this it's called Slurp which is a crazy acronym second language research and practice and it's the practice that's important because people can talk about their classroom experiences which is what people really want right how do you do how do you run all the kinds of things that we've been talking about in this workshop but it's going to be considered as scholarly so I think things are changing but again we need to you know make it our job to change not just wait for change to happen and so you can do that by you know getting your voice heard by publishing in open access journals yay there's another one that's not open access but the new Spanish is a heritage language journal that Diego is running in University of Florida and they're going to have it's a brand new journal and Diego Pascual is the editor and they're going to have a section devoted to teaching Hedigo Jinglin it'd be great if anyone can submit their work so silly if I could say something is that okay yeah I was just going to add to what everybody was saying earlier about the attitudes of heritage language teachers I think it's easy to identify those people that are like very obviously mistreating our students but I think it's a good practice for us to look internally in the micro aggressions that we might put on our students when we still use terms like correct and formal I think the more obvious folks are easy to identify I think we have a harder time looking at the ways that we ourselves even if we feel that we're very educated with the cause that we're still speaking in terms of the pure native speaker when we know that that means that native speaker doesn't really exist native speaker is usually the person from the capital of a Spanish-speaking country it's a good exercise to be reflective on the ways that we even still incorporate some out of date traditional ways of thinking about heritage speakers despite being so involved in research and being knowledgeable because I think it's easy to point to the person who tells us oh your Spanish is horrible that's an easy person to identify I think it's harder to look at the nuanced ways in which we're still following these old models in our teaching and me being a person I need to do that often thank you in the chat they're asking you Lucides if you could create an infographic see that another is a challenge yeah it'd be great yeah I would I think that we need to be more transparent we need to say there's a term cognitive speaker that's been around what does that usually mean it means that people empower it means people in the capital city but we understand that for example the New York variety of English is not the English of the US so we were more transparent with our kids and we didn't think that they wouldn't be able to understand these social linguistic concepts they can if we give them examples in real life I mean in the US or British English versus US English I think we're not being we're not being transparent with them because we don't think that they'll understand and that's something I have to work on so yeah so I do world language teacher education and this is just the end of my second year and I've been thinking a lot about this and I was I had to redesign the program last year so I really am trying to bring in more heritage focus to the program because my students will the most of them will teach Spanish but the others will teach Portuguese and French which are also in our area especially with Portuguese a heritage language so I start I try to start with that kind of the politics of languages in the US and whose languages are we teaching and that like the colonial colonizer piece as a starting point and like how did we learn our languages and all of that piece like the personal story first then get into really the methods of teaching languages so that that is always in the first thing that students are thinking about when they're planning but I mean I still have a lot to learn and a lot I can improve on but for me that's important for yeah for our teacher candidates and I try to find as Eric mentioned that they need to go observe heritage teachers but we need more of them too so kind of like this chicken and this is a great topic for a workshop next year right so keep it in mind somebody wants to present