SPANLANG 13SL Immigration and Citizenship · helping to understand and study the 100 US government and history questions of the citizenship exam to Spanish speaking immigrants who

SPANLANG 13 SL • IMMIGRATION & CITIZENSHIP • WINTER 2021

* El Calendario es provisorio y está en proceso de desarrollo

Objectives for Week One: Interpersonal: -invite and interact with classroom speakers -address people according to their age, social rules, position, title -use “usted” and its verbal forms appropriately with community partners -vary language according to the relative formality or informality of interlocutor Interpretive: -explain the location of a country, city, and place -follow and summarize shifting topics in a conversation -get meaning from context -take detailed notes on content Presentational: -prepare oral and written presentations using authentic materials

Semana n° 1 APRENDIZAJE Y SERVICIO COMUNITARIO

RELACIONES EE. UU. CON EL MUNDO HISPANO

Fecha Materias / Actividades en clase Preparación para la próxima sesión / Tarea

martes 12 de enero

Para conocernos mejor… Introducción al curso y a Canvas û Completar mapas. Cifras y estadísticas mundiales. Involucramiento Comunitario:

• expectativas, prejuicios y retos

Familiarízate con el material administrativo y académico de la clase:

• recursos del sitio web del Centro de Lenguas

• requisitos de asistencia Escribir: una carta para solicitar empleo a un centro cívico y CV (Canvas/Assigments)

jueves 14 de enero

Lenguaje Inclusivo:

• ¿todos, todas, todes, todxs, tod@s? Involucramiento Comunitario

• Orientación

Leer y completar guía para discutir en clase: “De la Estabilidad al cambio”, del libro Historia General de México, de Lorenzo Meyer (Canvas) Canvas/Discusión – completar actividad de reflexión “Cuando los migrantes llegan al mar”, videoclip de Ousman Umar, El Pais, y comentar sobre párrafos de compañerxs.

Mirar para el jueves 4 de febrero: La jaula de oro, Diego Quemada-Diez, 2013


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Objectives for Week Two: Interpersonal: -interact with others to meet personal needs in a variety of situations, sometimes involving a

complication, using connected sentences that may form paragraphs and asking a variety of questions, often across various time frames

Interpretive: -anticipate and contrast arguments -continue to develop a more culturally authentic frame of reference -write a résumé and cover letter to Spanish-speaking businesses Presentational: -place increasing emphasis on appropriate presentational language

Semana n° 2

EL LENGUAGE PROFESIONAL INMIGRACIÓN Y LEGISLACIÓN EN EE. UU.

Fecha Materias / Actividades en clase Preparación para la próxima sesión /Tarea

martes 19 de enero

Hitos de las relaciones EE.UU.-América Latina EE.UU.- México:

• discutir “De la Estabilidad al cambio”, del libro Historia General de México, de Lorenzo Meyer.

Lenguaje Respetuoso Informal:

• estrategias para la comunicación: usos de tú y usted; cómo solicitar clarificación

Lenguaje Profesional: • dramatización de entrevistas de trabajo.

Leer: “Cómo fue la primera gran ley para prohibir la inmigración a EE.UU. 130 años antes de la llegada de Donald Trump al poder” Margarita Rodríguez, BBC, 2017.

jueves 21 de enero

Inmigración y Legislación:

• Ley de Exclusión de los chinos de 1882 • Acto/Ley de Inmigración de 1924 • Acto/Ley de Inmigración de 1965,

Lyndon Johnson

Primer Ensayo: Exposición y análisis – La experiencia del migrante.

• Explicación de contenido y formato; • generación de ideas.

Leer: “El programa bracero (1942-1964). Un balance crítico”, Jorge Durand, 2007, y “To be a bracero: Seeing beyond abuses”, Stanford Magazine (Canvas) Primer Ensayo: Comenzar a buscar bibliografía. Canvas/Discusión – completar actividad de reflexión


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Objectives for Week Three: Interpersonal: -anticipate and contrast arguments -self-monitor and evaluate language development -respond to work of peers Interpretive: -keep detailed individual notes on language -research academic and professional topics -take detailed notes on content -get meaning from context -connect knowledge from text with knowledge in a variety of areas Presentational: -prepare oral and written presentations using authentic materials -present oral analyses of authentic texts (both oral and written) and of class discussions -begin to hypothesize and conjecture extemporaneously

Semana n° 3 BRACEROS

INMIGRACIÓN, MUJERES Y SERVICIO DOMÉSTICO


martes 26 de enero

Primer Ensayo:

• Visita de Adan Griego, Green Library – Búsqueda de bibliografía;

• delimitación del tema, enfoque y tesis del ensayo;

Leer: “Hacer del trabajo decente una realidad para los trabajadores domésticos migrantes” (Canvas). Primer ensayo: completar actividad incluyendo tema, enfoque y tesis (Canvas/Assignments)

jueves 28 de enero

Mujeres, inmigración, trabajo doméstico y sindicatos:

• Visita de Inmar Liborio, trabajador de limpieza y Vicepresidente del Sindicato de Trabajadores,

• trabajo, trato y paga dignos. Reflexión guiada por estudiantes: ¿Cómo evitar el abuso de las empleadas domésticas y empleados de servicio?

Leer: “Miigración e identidad cultural”, Patricia Casasa García, 2008 (Canvas). Mirar para el jueves próximo: La jaula de oro, Diego Quemada-Diez, 2013 Canvas/Discusión: Narrar cuento o leyenda y comentar sobre otrxs estudiantes.


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Objectives for Week Four: Interpersonal: -develop greater sophistication, confidence and ease at communicative tasks -support opinions -use of a dictionary to validate choice of language Interpretive: -analyze and synthesize the main ideas and supporting data from authentic written texts -analyze and make predictions -evaluate and take notes on language and content of extended texts such as feature films -compare different regional varieties and social registers of Spanish -identify more subtle nuances of tone and stance typical of formal professional or academic writing Presentational: -interact with others in a variety of situations, sometimes involving a complication, using more

connected sentences, starting to form paragraphs, and asking a variety of questions, across time frames

Semana n° 4 INMIGRACIÓN E IDENTIDAD CULTURAL

BARRERAS DE GÉNERO, CLASE, IDIOMA, IDENTIDAD Y RAZA

Fecha Materias / Actividades en clase Preparación para la próxima sesión / Tarea martes 2 de

febrero

Inmigración e Identidad Cultural

• Reflexión liderada por estudiantes: ¿Deben los inmigrantes abandonar su lengua y tradiciones para asimilarse a la cultura dominante?

DACA: • los jóvenes soñadores

Actividades de Gramática Funcional:

• cómo expresar duda, negación, emoción, probabilidad en el futuro…

Primer Ensayo: Trabajar en el primer borrador y bibliografía.

jueves 4 de febrero

Brincar el Muro, Cruzar la Frontera:

• visita de la antropóloga mexicana Valentina Glockner Fagetti.

Discusión de “La jaula de oro”, Diego Quemada-Diez, 2013. Mesa Redonda Preliminar del Primer Ensayo:

• reflexión, • desarrollo de la tesis, • intercambio de ideas con un/a

compañero/a, • organizar estructura del ensayo.

Actividad: buscar artículos periodísticos que traten el tema de inmigración (noticias, entrevistas, opinión, editoriales) observando lenguaje utilizado y crear una lista de vocabulario utilizado. Leer: mirar TED-Talk de Adela Cortina, “Aporofobia, el miedo a las personas pobres” WDA #1: (Canvas/Assignments)


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Objectives for Week Five: Interpersonal: -discuss academic and professional topics and fully engage in interactive argumentation -self-edit with increasing frequency -seek support and feedback from others -respond to work of peers Interpretive: -answer all fact-based and all analytical reading comprehension questions -connect academic learning with community experience -demonstrate increased understanding of the cultural nuances of meaning in written language Presentational: -write persuasive papers stating and supporting an opinion -use logical reasoning (e.g., cause and effect), comparison and contrast, and appropriate rhetorical

devices; edit work for high frequency errors.

Semana n° 5 EL LENGUAJE PERIODÍSTICO

INMIGRACIÓN Y MEDIOS


martes 9 de febrero

Criminalización de la Pobreza:

• la aporofobia o miedo a las personas pobres

• reflexión guiada por estudiantes: ¿necesitamos un neologismo, aporofobia, para nombrar el rechazo al pobre?

Inmigración y Medios:

• estereotipos, • lenguaje periodístico.

Lenguaje Formal Argumentativo:

• carta de protesta • práctica de narración

Primer Ensayo: Preparar primera versión narrativa. Incluir esquema y bibliografía. Leer: ¿Cómo abordar la migración en los medios: 7 recomendaciones para periodistas” OIM/Naciones Unidas. Mirar Documental: Jorge Ramos, “Discurso de Aceptación Premio a la Excelencia Periodística, Medellin, Colombia”, 8 min., 2017. Tomar notas sobre cuáles son las responsabilidades de los periodistas para discutir en clase.

jueves 11 de febrero

Inmigración y Medios:

• reflexión guiada por estudiantes: ¿cómo evitar la deshumanización y estereotipos en los medios de información?

Actividades de gramática funcional:

• cómo expresar duda, negación, emoción, probabilidad en el futuro…

Entregar: Primer Ensayo, versión narrativa del primer ensayo, esquema y bibliografía (Canvas/Assignments)

Documental: Mirar video sobre muralismo y responder a preguntas (Canvas/Arte Público) Canvas/Discusión – completar actividad de reflexión a determinar (Canvas)


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Objectives for Week Six: Interpersonal: -discuss academic and professional topics and fully engage in interactive argumentation -share information with peers about their content area of focus Interpretive: -keep detailed individual notes on language -become increasingly aware of phrases/collocations typical of formal academic language use -make observations, extrapolations and hypotheses Presentational: -increasingly monitor speech for features not characteristic of formal academic language -deliver presentations on concrete academic topics of interest, using paragraphs level speech

Semana n° 6

INMIGRACIÓN Y ARTE PÚBLICO


martes 16 de febrero

Una Respuesta Artística a la Migración:

• visita de Irene Carvajal, artista-educadora-activista costarricense americana;

• reflexión liderada por estudiantes:¿puede el arte ser una herramienta para el activismo social o político?

Lenguaje Presentativo:

• vocabulario • Práctica para las presentaciones

Segundo Ensayo: elegir tema debatible, entrevistar estudiantes del centro para encontrar ideas relevantes y preparar la tesis argumentativa Primer Ensayo: Preparar la versión final. Incluir esquema, revisión y bibliografía. Prepararse para las presentaciones orales: NO SE PUEDE TENER (Y POR CONSIGUIENTE NO SE PUEDE LEER) EL TEXTO DEL ENSAYO. PUEDEN TENER NOTAS O LISTAS.


PRESENTACIONES ORALES DEL PRIMER ENSAYO Segundo Ensayo – Una argumentación § lluvia de ideas de temas polémicos/debatibles

relacionados a la participación política y cívica de los inmigrantes de nuestra organización.

§ buscar bibliografía Entregar: Primer Ensayo, todas las versiones del ensayo con la versión final con revisiones (Canvas/ Assignments)

Leer: “Inmigración, Género y Salud. Las desigualdades sociales en salud y sus efectos en la salud bio-psico-social de las mujeres en contextos de prostitución”, Ríos Marin, 2014, (Canvas) Segundo Ensayo: buscar ideas para el segundo ensayo, argumentación. Canvas/Discusión – completar actividad de arte público.


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Objectives for Week Seven: Interpersonal: -carry out all previous communicative tasks with greater sophistication, confidence and ease -self-monitor and evaluate language development -self-edit with increasing frequency Interpretive: -follow and summarize shifting topics in a conversation -evaluate and take notes on language (register, tone, syntax) and content of extended texts such as

academic lectures, professional presentations, and feature films -compare different regional varieties and social registers of Spanish -connect and synthesize information obtained when listening to extensive and complex oral

interactions between speakers Presentational: -carry out all presentational tasks with greater sophistication, confidence and ease

Semana n° 7

INMIGRACIÓN Y SALUD


martes 23 de febrero

Migración, Género y Salud:

• vocabulario de salud, • tráfico sexual migratorio, • efectos de la prostitución en la salud de las

mujeres, • reflexión liderada por los estudiantes: las

desigualdades sociales en salud y sus efectos en la salud bio-psico-social de las mujeres en contextos de prostitución.

Segundo ensayo argumentativo: • generación de ideas de temas

polémicos/debatibles

Segundo ensayo: completar actividad incluyendo tema, controversia, y tesis (Canvas/Assignments) Lectura : ¨El debate feminista sobre la prostitución estalla en la Universidad”, El País, 2019 y “La lucha por despenalizar el trabajo sexual en Nueva York”, Antonio Alarcón, 2019, Gatopardo.


Migración, Género y Salud:

• Reflexión guiada por estudiantes: ¿Prostitución o trabajo sexual?

• enfoques jurídicos de la prostitución y descriminalización.

Segundo Ensayo:

• trabajo en clase

Segundo ensayo: preparar primera versión narrativa. Incluir versiones anteriores, revisiones y bibliografía. WDA #2: (Canvas/Assignments)


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Objectives for Week Eight: Interpersonal: -maintain conversations by providing explanations and comparisons of preferences, opinions -communicate respectfully and show gratitude & politeness appropriately Interpretive: -continue with interpretive objectives listed for previous weeks Presentational: -continue with presentational objectives listed in previous weeks -draft an argumentative paper and cite sources -edit work for style, register and syntax appropriate to academic language -employ appropriate rhetorical devices

Semana n° 8

INMIGRACIÓN Y DERECHOS HUMANOS


martes 2 de marzo

DACA:

• legislación para los soñadores. Segundo Ensayo:

• trabajo en clase

jueves 4 de

marzo

Centros de Detención:

• ¿Es ético que las prisiones/centro de detenciones para inmigrantes sean administradas por corporaciones privadas?

• Geo Group, CoreCivic Segundo Ensayo:

• trabajo en clase • entregar ensayo en Canvas/Assignments

entre el 5 y 7 de marzo.

Leer: “El multimilloniario negocio detrás de la detención de inmigrantes en los EE. UU.”, BBC Mundo Canvas/Discusión – completar reflexión final


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Objectives for Week Nine: Interpersonal: -discuss academic and professional topics and fully engage in interactive argumentation -carry out all previous communicative tasks with greater sophistication, confidence and ease -self-monitor and evaluate language development -self-edit with increasing frequency Interpretive: -explain some diversity among products and practices and how it relates to perspectives -understand the main message and supporting details on a wide variety of complex topics Presentational: -carry out all presentational tasks with greater sophistication, confidence and ease -support argumentative paper using a variety of arguments (authority, logic, moral, etc.) -in supporting and opinion, use logical reasoning and appropriate rhetorical devices -write more extensive essays

Semana n° 9

LENGUAJE ARGUMENTATIVO Y PRESENTATIVO LA ÉTICA DE LAS PRISIONES PRIVADAS


martes 9 de

marzo

Práctica de presentaciones orales

• la introducción

Preparación de las presentaciones orales: OJO: NO SE PUEDEN LEER LAS PRESENTACIONES. Pueden tener notas con listas de palabras, ideas, conectores que quieran usar, pero no oraciones. El objetivo es explicar, analizar, argumentar y convencer sobre una polémica relacionada a la inmigración.

jueves 11 de marzo

Práctica de presentaciones orales

• la especulación

Segundo ensayo: preparar última versión narrativa para el último día de clase. Incluir versiones anteriores, revisiones y bibliografía.


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Objectives for Week Ten: Interpersonal: -converse more comfortably with people from the target culture in familiar and some unfamiliar situations and show more understanding of cultural differences -demonstrate awareness of subtle differences among cultural behaviors and adjust accordingly Interpretive: -carry out all interpretive tasks with greater sophistication, depth and complexity -give less rehearsed, more extemporaneous presentations of 20 minutes in length Presentational: -deliver detailed and organized presentations in paragraphs and using various time frames -revise argumentative paper for cohesion and precision -place increasing emphasis on appropriate (oral and written) presentational language

Semana n° 10 INFORMES ORALES

N (Semana muerta)

Fecha Materias /Actividades

martes 16 de marzo

PRESENTACIONES ORALES

jueves 18 de marzo

PRESENTACIONES ORALES Segundo Ensayo: • entregar versión final

(Canvas/Assignments)


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GRADING RUBRIC FOR CANVAS/ONLINE DISCUSSION REFLECTIONS*

A B C D

Timeliness All Discussion entries and responses are submitted on time.

Most Discussion entries are submitted on time.

Some Discussion entries are submitted on time.

Few Discussion entries are submitted on time.

Content

All Discussion entries and responses specifically address Discussion prompts, demonstrate critical thinking through linkages to course concepts, and seek to provide specific examples related to the CELL experience. Spanish is used exclusively, or, if terms in other languages must be used, an explanation in Spanish of the terms is also given.

Most Discussion entries and responses specifically address Discussion prompts, demonstrate critical thinking through linkages to course concepts, and seek to provide specific examples related to the community CEL. Spanish is usually used exclusively, or, if terms in other languages must be used, an explanation in Spanish of the terms is frequently given.

Some Discussion entries and responses specifically address Discussion prompts, demonstrate critical thinking through linkages to course concepts, and seek to provide specific examples related to the CELL experience. Spanish is generally used; terms in other languages sometimes are not explained in Spanish.

Few Discussion entries and responses specifically address Discussion prompts, demonstrate critical thinking through linkages to course concepts, or seek to provide specific examples related to the CELL experience. Spanish is not used exclusively.

Style and Accuracy

All Discussion entries and responses are revised for clarity and conciseness, and edited for common errors.

Most Discussion entries and responses are revised for clarity and conciseness, and edited for common errors.

Some Discussion entries and responses are revised for clarity and conciseness, and edited for common errors.

Few Discussion entries and responses are revised for clarity and conciseness, and edited for common errors.

Community Engaged Language Learning

(CELL)

All Discussion entries and responses attempt to critically analyze and reflect upon CELL experiences, both as specifically related to course topics as well as to broader CELL considerations such as social equity and responsibility. Entries reflect the student's perspective yet also seek to present and understand the perspectives and practices of the student's community partner(s).

Most Discussion entries and responses attempt to critically analyze and reflect upon CELL experiences, both as specifically related to language topics as well as to broader CELL considerations such as social equity and responsibility. Most entries reflect the student's perspective yet also seek to present and understand the perspectives and practices of the student's community partner(s).

Some Discussion entries and responses attempt to critically analyze and reflect upon CELL experiences, both as specifically related to language topics as well as to broader CELL considerations such as social equity and responsibility. Some entries reflect the student's perspective and also seek to present and understand the perspectives and practices of the student's community partner(s).

Few Discussion entries and responses attempt to critically analyze and reflect upon CELL experiences, both as specifically related to language topics as well as to broader CELL considerations such as social equity and responsibility. Few entries reflect the student's perspective while also seeking to present and understand the perspectives and practices of the student's community partner(s).

*If accommodations are needed, please see the “Attendance and Homework Policy:

Accommodations in Stressful Times.”


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GRADING RUBRIC FOR COMMUNITY ENGAGED LANGUAGE LEARNING ACTIVITY (CELL)*

A B C D

Reciprocity

The student demonstrates a deep understanding of the mutual benefit of the interdepend-dent task, engaging with and listening to partners at every opportunity, and becoming increasingly aware of partners’ perspectives.

The student usually demonstrates an understanding of mutual benefit of the interdependent task, engaging with and listening to partners at most every opportunity, and becoming more aware of partners’ perspectives.

The student demonstrates some understanding of mutual benefit of the interdependent task, sometimes engaging with partners and listening to them, at times becoming somewhat aware of partners’ perspectives.

The student demonstrates little understanding of mutual benefit of the interdependent task, and rarely engages with partners or listens to them. The student demonstrates little awareness of partners’ perspectives.

Reflection

The student demonstrates a full commitment to making meaning of the CELL experience. Reflections indicate critical thinking vis-à-vis community partners’ perspectives and practices, as well as course concepts taken from readings, films, and class discussions.

The student demonstrates a strong commitment to making meaning of the CELL experience. Reflections indicate some critical thinking vis-à-vis community partners’ perspectives and practices, as well as course concepts taken from readings, films, and class discussions.

The student demonstrates some commitment to making meaning of the CELL experience. Reflections indicate minimal critical thinking vis-à-vis community partners’ perspectives and practices, or course concepts taken from readings, films, and class discussions.

The student demonstrates little commitment to making meaning of the CELL experience. Reflections indicate negligible critical thinking vis-à-vis community partners’ perspectives and practices, or course concepts taken from readings, films, and class discussions.

Responsibility

The student maintains a positive attitude and constantly seeks to contribute to the CELL endeavor wherever needed.

The student often maintains a positive attitude and usually seeks to contribute to the CELL endeavor wherever needed.

The student sometimes demonstrates a positive attitude and periodically seeks to contribute to the CELL endeavor where needed.

The student rarely demonstrates a positive attitude or seeks to contribute to the CELL endeavor where needed.

Respect

The student consistently attends and demonstrates humility toward community partners and classmates, respecting others’ perspectives and practices. The student seeks understanding through direct engagement in order to recognize and see beyond stereotypes, to forge connections and recognize others’ humanity.

The student often attends and demonstrates humility toward community partners and classmates, respecting others’ perspectives and practices. The student usually seeks understanding through direct engagement in order to recognize and see beyond stereotypes, to forge connections and recognize others’ humanity.

The student sometimes attends and demonstrates humility toward community partners and classmates, respecting others’ perspectives and practices. The student at times seeks understanding through direct engagement in order to recognize and see beyond stereotypes, to forge connections and recognize others’ humanity.

The student rarely attends or demonstrates humility toward community partners and classmates, respecting others’ perspectives and practices. The student rarely seeks understanding through direct engagement in order to recognize and see beyond stereotypes, to forge connections and recognize others’ humanity.

*If accommodations are needed, please see the “Attendance and Homework Policy:

Accommodations in Stressful Times.”

SPANLANG 13SL Immigration and Citizenship · helping to understand and study the 100 US government and history questions of the citizenship exam to Spanish speaking immigrants who

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