Dear world language teachers, department heads, and administrators,

Thank you for your interest in ¡Profesores Adelante!, a free resource for recruiting future world language teachers in your courses. There are two versions of the modules in this document--one in Spanish and one in English that can be adapted to your target language. Each module contains recruitment resources as well as questions (in Spanish or to be adapted into your target language) that can be used either as writing or discussion prompts. These prompts have successfully piloted in advanced high school Spanish courses, but could just as easily be scaled and scaffolded for lower levels. The modules can be used in a career unit, a school unit, a unit on language--whatever makes the most sense for your classroom.

Should you decide to use these modules, I would encourage you to get in touch with me via email to let me know and so I can answer any questions you might have. I would also ask that you have your students take a survey before and after the modules (links below); this way, we can continue to measure the modules’ role in encouraging students to consider a career in world languages education.

Thank you again, and I hope you find these useful!

Michele Back

Neag School of Education

University of Connecticut

michele.back@uconn.edu

(use this QR code to access the digital version of these modules)

Curriculum modules: ¡Profesores Adelante! (En español)

© Michele Back, 2018. Open access resources.

For more information: michele.back@uconn.edu

 

Antes de empezar: Los estudiantes deben completar la encuesta de pre-módulo al siguiente enlace: https://uconn.co1.qualtrics.com/jfe/form/SV_79sVpet4sahm4uN

Módulo 1: ¿Qué ganan las/los profesoras/es?

En casa o en clase: Ver los siguientes videos:

https://drive.google.com/file/d/0B-gbM9e57W4_UkRpbU9sSDFZR1k/view

https://www.youtube.com/watch?v=ILuY8WiLueI&t=8s

Writing/discussion prompts:

·      Según Taylor Mali, ¿qué gana o qué hace un/a profesor/a? ¿Estás de acuerdo? ¿A ti te gustaría hacer esas cosas? ¿Por qué o por qué no?

·      Hablemos de plata: ¿qué salario consideras adecuado para un trabajo de tiempo completo? ¿Cambiaron tus opiniones acerca de los salarios de los profesores después de ver el segundo video? ¿En qué manera?

·      Imagina que eres un/a profesor/a, y alguien te pregunta, ¿qué ganas? o ¿qué haces? Responde de una manera creativa, al estilo de Taylor Mali.

 

Módulo 2: ¿Cómo es la carrera de un/a profesor/a de lenguas?

En casa o en clase: Estudia la infografía abajo (Bernheimer & Muñoz, 2018).

Después, ve el siguiente video:

https://www.pathlms.com/actfl/courses/4080/sections/5591/video_presentations/42465

Writing/discussion prompts:

·      ¿Cuáles son las cosas de la infografía que crees que te gustaría hacer, o que podrías hacer bien?

·      ¿Qué te gustaba de las cosas que dijo la Señora Fletcher-Adams (o la infografía) acerca de enseñar idiomas?

·      ¿Qué no te gustaba, o qué te pareció que sería muy difícil?

Módulo 3: La crisis monolingüe en los EEUU—y qué puedes hacer acerca de ello

En casa o en clase: Lee el siguiente artículo:

https://elpais.com/internacional/2018/08/13/actualidad/1534192135_735065.html

Después, ve el siguiente video:

https://www.pathlms.com/actfl/courses/4080/sections/5591/video_presentations/42458

Writing/discussion prompts:

·      ¿Por qué crees que hay tan pocos estudiantes en los Estados Unidos que no aprenden otro idioma?

·      ¿Cuáles son las posibles desventajas de ser monolingüe?

·      El subtítulo del video es “dar acceso al mundo a los demás.” ¿Cómo es que aprender lenguas da acceso al mundo?

·      ¿Por qué decidiste estudiar español? ¿Cuáles fueron tus motivaciones? (Un libro que querías leer, un amigo con quien querías hablar, una canción que querías entender, un país que querías visitar, etc…) Describe esta motivación o motivaciones.

·      ¿Qué te ayudó aprender a escribir (o hablar) en español? ¿Cuáles eran las estrategias que usaste para aprender? ¿Cómo ayudarías a los principiantes a usar el español para expresarse?

 

Módulo 4: La alegría de la lengua española

En casa o en clase: Escucha el siguiente podcast (son 30 minutos, pero presta atención especial a los minutos 10:00–19:37)

https://soundcloud.com/americathebilingual/10-america-the-bilingual-podcast-the-joy-of-spanish

Writing/discussion prompts:

·      ¿Qué te da alegría de la lengua española? ¿Hay palabras, dichos, u otros aspectos de la cultura que te da gusto escuchar o a aprender?

·      ¿Cuál era el dicho en este podcast que más te llamó la atención y por qué?

 

Módulo: Pensando en los próximos pasos

En casa o en clase: Ve el siguiente video:

https://www.youtube.com/watch?v=gRlkCUAnou4

Writing/discussion prompts:

·      ¿Cómo usas tus destrezas lingüísticas? (en tu clase, en tu comunidad, en otras áreas)

·      ¿Qué te ha permitido aprender el español?

·      ¿Vas a continuar aprendiendo español? ¿Cómo?

·      ¿Cómo podrías usar la lengua española para el liderazgo (leadership)?

Para terminar: Los estudiantes deben completar la encuesta de pos-módulo al siguiente enlace:  https://uconn.co1.qualtrics.com/jfe/form/SV_ac83uAXl6qhCUpD

(Additional, optional resources: Videos, photos, and links available here:  

http://worldlanguageadvocacy.tumblr.com/)

(use this QR code to access the digital version of these modules)

Curriculum Modules: ¡Profesores Adelante! (non language--specific)

© Michele Back, 2018. Open access resources.

 

Before you begin: Students should complete the pre-module survey at the following link:

https://uconn.co1.qualtrics.com/jfe/form/SV_79sVpet4sahm4uN

Module 1: What do teachers make?

At home or in class: Watch the following video and PowerPoint:

https://drive.google.com/file/d/0B-gbM9e57W4_UkRpbU9sSDFZR1k/view

(teachers can narrate in the target language and change some of the language and graphics on the PowerPoint slides to correspond to their own state, district, and/or language)

Writing/discussion prompts:

  • According to Taylor Mali, what does a teacher “make?” Do you agree? Would you like to do or make those things? Why or why not?
  • Let’s talk about money. What salary do you believe is adequate for a full time teaching job? Did your opinions change about teacher salaries after seeing the second video? How?
  • Imagine that someone asks you “What do you make?” Respond in a creative way, similar to Taylor Mali’s response.

Module 2: What does a world language teacher do?

At home or in class. Study the infographic below (Bernheimer & Muñoz, 2018). Then, watch the following video:

https://www.pathlms.com/actfl/courses/4080/sections/5591/video_presentations/42465

Writing/discussion prompts:

  • What are the items in the infographic that you would like to do, or think you could do well?
  • What did you like about what Ms. Fletcher-Adams said regarding teaching?
  • What didn’t you like, or what did you think would be difficult?

Module 3: The monolingual crisis in the US--and what you can do about it

At home or in class: Read the following news article:

http://www.pewresearch.org/fact-tank/2018/08/06/most-european-students-are-learning-a-foreign-language-in-school-while-americans-lag/

Now, watch the following video:

https://www.pathlms.com/actfl/courses/4080/sections/5591/video_presentations/42458

Writing/discussion prompts:

  • Why do you think there are so few students in the US who aren’t learning another language?
  • What are the potential disadvantages of being monolingual?
  • The subtitle of the video is “giving others access to the world.” How does learning a language give access to the world?
  • Why did you decide to study a language? What were your motivations? (a book you wanted to read, a friend you wanted to talk with, a song you wanted to understand, a country you wanted to visit, etc.) Describe those motivations.
  • What helps you write (or speak) your additional language? What strategies do you use to learn?
  • How would you help beginners use their additional language to express themselves?

Module 4: The joys of multilingualism

At home or in class: Listen to the following podcast (35 minutes--you might want to offer your students 10 minutes to focus on).  https://www.npr.org/2018/01/29/581657754/lost-in-translation-the-power-of-language-to-shape-how-we-view-the-world

Writing/discussion prompts:

  • What gives you joy about your additional language? Are there words, phrases, or other aspects of the culture that you like to listen to or learn?
  • What was the aspect of knowing another language that caught your attention the most, and why?

Module 5: Next steps

At home or in class: Watch the following video:

https://www.youtube.com/watch?v=gRlkCUAnou4

Writing/discussion prompts:

  • How do you use your language skills (in class, in your community, in other areas)?
  • How will you continue learning your additional language?
  • How can you use your additional language for leadership?
  • And, finally, why do you speak your additional language? What does it do for you--and what can it do for others?

Final task: Students should complete the post-module survey at the following link:  https://uconn.co1.qualtrics.com/jfe/form/SV_ac83uAXl6qhCUpD

(Additional, optional resources: Videos, photos, and links available here:  

http://worldlanguageadvocacy.tumblr.com/)