Novices can read signs. They are some of the most accessible and potentially relevant “authentic texts” that language learners will encounter. Also, they happen to be the sort of thing that an assessment like the STAMP or AAPPL might throw at them to demonstrate their proficiency. So now when I Read more…
My colleagues told me the vocabulary was too low-frequency, that I should not waste my time on regional words they had never even seen, like chapulín. But I had five goals that have only a little to do with learning particular vocabulary words: Reinforce essential verbs soy and me gusta Practice Read more…
Saturday is the day! We’re taking the Just Plain Dog Show by bilingual storm! Parks & Rec has agreed to provide us with some tables and chairs, and groups have been preparing materials on a variety of topics related to animal welfare that they want to promote at some exhibit Read more…
The first day, I’ll give students a survey to let them rate the which Driving Questions capture their interest the most on a scale of “Now that I know this is an option, I cannot enjoy class without exploring this” to “I could get into this” to “Please, I think Read more…
My unit on the Afrolatino Experience has evolved since last year. I have 4 distinct countries whose experiences we survey, a few key texts–of truly varied forms–for each, and essential questions that facilitate reflection, comparison, and contrast among the four countries. Essential questions: ¿Cómo se expresa la herencia africana en Read more…
It’s spring break, but before spring break, I decided to celebrate. Spanish II finally wrapped up their Afrolatinos unit early last week, and Spanish I’s wikis are a little slow-going at the moment. Plus we had a measly 4 days in the week before spring break FINALLY got here. So Read more…
OK, they’re all still pretty shaky on conjugation, but the kids that unabashedly belted out Mexican jokes in Spanish class a month ago now identified the line between jokes and racism, citing an interview by an Afromexican pop star, saying that pointing out race does nothing, but connecting race to Read more…
I don’t wish to presume with my next essential question (much harder to formulate than the last for Spanish 2), but I do want students to compare experiences and to develop a deeper sympathy for other cultures. In that spirit, I will be asking: ¿Qué es ser afrolatino? I intend to Read more…
My first problem was that even I was unconvinced by how tightly connected the appliance/peso lesson from my Spanish I cooking unit was. Solution? Record something juicy from my narcocorridos unit! Second problem? Though the lesson was, I believe, sufficiently juicy, I was only able to get 7 of the Read more…
I have been rolling this idea around in my head since last year, but just now feel ready to take it on. Below are my ideas for a unit on narcocorridos and the proposed ban on their production. Think it’ll work? What can I do to make it work better? Read more…