Linea abierta

407 Pages·2007·25.24 MB·English

MlicUMENT BESU_
2,08
1
C mu icacion en Espanol. Edici
TITLE
.Linea abierte-
maestro (Open Line ** Comminication in Spanish.
Teacher's-Edition).
Center for
Dissemination and Assessment
bilingual
INSTITUT,1011
Education:: Austin, Tex.
Office of Bilingual EdScation and-.Minority
SPONSik
ngua ges
Affairs (Eti)d Washington, D.C.
.
PUB -D.ATE
79
399p.
NOTE'
Dissemination and Assessmenttenter tar flilingua;
AVAILABLE FROM
Education, Educational Service Center, Region XII,
7703 North Lamar", Austin, TX.78752 {$12.00)
_ANGSAG,
Spanish'
DPS PRICE.,.
MPO1 iPC16 PluS Postage.
*Bilingual Education: Elementary Secondary Education:
DESCRIPTORS,-i
*Reading
Grammar: *Languige Skills: Listening Skills :
Skills: *Spinish: Speech.Skills: *Teaching Methods:
Vocabulary:, *Writing Skills
ABSTRACT
.!
ext that is
This teacher's guide.ccrresponds-to the
the first of a series of foUr _Units concerning language skills for
Spanish speakers of limited English-speakid4-ability in-grades 6-9.
The text' includes a variety _of learning. experiences designed to
develop competence in the student's cognitive and affective skills
derived *from the following basic areas: listening, speaking, reading,
and Writing. The teacher's text is composed of 16 units; each
containing the following components: 41)concepts;
(2) objectives,
(4) activities, and 45) evaluation. The concepts
(3) resources,
section states the key'ideas cf the unit. Theebjectives are stated
in behavioral terms that specify some observable or,melisurable
behavior,the. student is expected to,dexonstrate at the,end of the.
unit. The resource section contains a suggested list of audio-visual
tetching certain units. The
or manipulative matbrials recomsended'in
activities section embodies a-variety of instructional activities
suggested for consideration in preparing.lesson_plans. The evaluation
sectien includes a test designed to-Measure_the student's mastery, of
the concepts taught. The velume_iS__cenclu'ded=_with d glossary that
contains an alphabetized list ofall neW7-WordSZintfoduced in ther--
student text_._ wR
p rtfamotA
_
____*Wwwworime
3P:Wsr* 00A( #73 *
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comunicachin en espailo
DISTRISUIC
R.
NATIONAL DISSEMINATION
.AND ASSESSMENT CENTER
FOR BILINGUAL EDUCATION,_
7703 NORTH LAMAR AUSTIN, TEXAS 78752
TELEPHONE: [phone].
"PERMISSION TO REPRODUCE THIS
U.S. DEPARTMENT OF HEALTH..
EDUCATION & WELFARE
MATERIAL HAS BEEN GRANTED BY
NATIONAL INSTITUTE OP
EDUCATION
REPRO.
THIS DOCUMENT HAS BEEN
FROM 1
OUCED EXACTLY AS RECEIVED
ORIGIN-
nie PERSON ON ORGANIZATION.
OPINIONS
A TING IT. POINTS OF VIEW OR
REPRE.
STATED DO NOT NECESSARILY
OF
SENT OFFICIAL NATIONAL INSTITUTE
HE EDUCATIONAL RESOURCES
EDUCATION POSITION OR POLICY
INFORMATION CENTER-(ERIer
1C1ON-'DELMAESTRq
Dissemination and. Assessment Center
Bilingual Education
Education ,5erviceCentor, Region XIII
11703 North Lamar
Austin, Texas 78752
The project reported herein was performed pursuant to a Grant, from the US,
-Office Of EdUCatfori, Department of Health, Education and Welfare. However, the
opinions expressed herein do not necessarily' reflect the positions or policy of the
U.S. °Mos of Education, and no official endorsement by the U.S. Office of Educa-
tion should bo Inferred,"
r
The Dissemination and' Assesuhent Center for 131116'gual Education is a special
E.S.E.A. bilingual project funded by the U.S. Office of Education through the Edu-
cation Service Center, Region XIII. OACBE has selected these materials for dissernl
nation; however, the opinions expressed herein do not necessarily reflect its posi-
tion or policy nor that of Education Service Center, XIII.
This publication wes,developed and printed with funds provided by the Bilingual
Education Act, TitlitV II of the Elementary and Skondefy Education Act of 1995,
as amended by Fublie Law 93.380.
ISON.0-80417-379-0
FortyortiIndependent School District
Fort Worth. Texas
All Rights ReserVed
1979
Thia Aguila *slants
Series is comprised of bilingual cure
cola (Spanish English a=
renCh-English) designed to meet'the
.needsof.students of limited
nglish speaking ability and their'
teachers in the piddle.school grades (6-91.
Curriculum-produats
consist of texts for atudeats
and teachers and supple entary
materials,such as audit- visual aiAs,
maps, and poster,
The Aguila-Vsta;ti 'Series was developed by the
Eilingual
Materials Development.Center under
a Title VII grant awarded to
the Fort WorthIndepenadat School District by
the United States
Office of Education.
A Comprehendive product evaluation desigp
gas: utilized in developifig the*series
In their fotmatiVe stages materia s were subjected to
'internal quality checks intended to evaluate Validity of-content,
.
simplicity-of desitInPr correlation-of -objectives and tests, and
relevancy-and appropriateness of_activitieth for tie, intended
audience.
Design testinTwageconducted by curriculuM special-
ists', subject area consultant, and tethers.
NatiOnal pilot
testing took place inselebted clastiroo
sites in-dordination
with other centers 4n the National Netwomk.--of Centers for
Falingual pmcation.
Evaluation data were'analyzeid and imple-:
t..eArSnia revision process.
Afliks publication -is the result of
a concerted_ effort of
i.ndiVidUals., Writers, editors, artists, typists, evalua-
or
administrators 'of the Bilingual Materials Development
Centerr dev,ted fiumeroua hours toward development and publication
of this prOduct.
Consultants, teachers, students, and centers
of the National Networle of Centers for Bilingual. Education also
iprovided invaluable suppqrt efforts.
Abiertak leivei',Uno (Contuniodo:i n en
This pliiii vatiorl,` L ni
Bilingual Materiels Development
,
_
a anO.Z), was -deVelOped. b
the'
Xndepon- --.-7-
=y t -Center-tinde,r-a-,;Title:fV11-,gran.t--
awarders td-kie Fcirt.!-Worth-
cient.iSchoig Distria) by the! pnit eid btates Office of Education..
.
A-orapr hen
ye
eva3luatidih design, was utilized in develop-
produc
.
in4 the
a pare of the Aguila .Volante series.
' which
In the formati e ,stages the
materials were subjectd to
1
e
,
intended to evaluate
.internal.qUality c ecks
validity of content,
'and.-
n, correlation of. oblectives and-tests;
simplicirty of 'lea
rap
opriateness of activities for theAntende
relevancy .ajld
audience.
hors' of this publication were
The'
A
.6
Angelina 01,ivares
Concesa Hernfindei
Ayda
Luis Diaz
any_ liours reBearching,' writing
new spent
and checking the
ty of -theselitaterials, irr cooperation with a _committee
of cla.Sar om teachers
under the Department of Foreign
for the For
Werth Independent Schobl District.
14nguage
The
flaterial
were als
esigned tented in the clasarooM under the
directi#
of Sill Martinez, EMDC Evaluator.
Teachers -participa-
ting in the design teat
and
were Jose.Mgreno, Alic TZavala,
Cynthi= Salazar.
_..
pilot test verlisi;on was completed and testing was conducted.,
duri =
the 1976.4917; school year in coordination., with other "
cent rs in the.,National...Network of Centers:.for Bilingual Educa-.
tic.
Sdlected classrooins in New Mexico,- Colorado, and Texas
wer _utilized in evaluating .these materials.: The data produced
e pilot test " was' .reviewed, and necessary_ revisiens were
by,
1.n orporated into thia,versipn.
The _revision team included Ayda
fin, Jerome
Robe-tta Hciliday, Luis biai, EVelyn Villa
filbert,
M
'O. Dell, and WhitriefiGraves.
The- qcgrdf.; des:ign%is by -Whitney -
..,
,
,
yes,.
i.
.
_
--sersorinel-inVolved- in the- devel pment-of= this
er-:
publication included Carlos E. Pfirez, Project: Director; jean,
L_ opez ,Assts tent .,Directors ; Aituro
ornpabil' andiJose.
vid chapa4. Paulette Shook, Lids J.- Meia, and inimerrigs typists.
,
our sincere appreciation-
each intlividUai who
We-eRpress
-
has contributed to the
of-the publication,
development
..
.
-
- -
-4--
_
-
it
of
irat_ofi a _seri
the f
ano
fOur_ levels -_of lanquage_
skills for
of limited
Spanish speakers
'English-Opeakin
grades
Each level- consists of bOth a teacher text,, and a.
-,6-9.
.
student text constituting a complete course of study: .Level
has 16 units, each of .-rich consists of three ,parts.
The United Staten
a pluralistic sooletv composed of many
ethnic grqUps, each seeki,ng
an identity through its own partic
In the field
unique, cli-ltural background and language.
of education it is a responsib4ity of the- tichobl,s to meet the
needs of this multilingual,, multicifltaal society.
The middle .schaoi student is caught in a turbulent whirl
,
df insecurity and change during
a time of trying to resolve ,p r-
/
sonal cultural conflicts and. is making decisions in terms of
.
%
vocational and academic prepaTiation
all of whidh will .determine
educatiOnal,progreSs, way,, of life, and
individual
postitiorc
d
.
prder
give equal
to &II ethnic!
806
opportunity
social, mental, and
groups and td mfiximixe their phydical
ti
emotional= deVeloPmenb, the school curriculum should assist,' th
transient student in solving problems.of living
incorpor'atin
-into the educational .proceSs -t
heritage,
-familiar nlanguage
t
arhing styles of various ethnic groups -thus
acknowledging their-equal 'value And importance.
The Spanishspeaking student in `grades
like. any other
and
student, has :an internal'mpea to know,,to be heard,
-iespon
-part-in-activttieswhich-give-him-or-her-a-sense-'
bility, some independence, an opportunity to choohe at
and most of all to experience sucbess
meeting
developedor.the purpose of
Thia_text...h4
these unique needs of -the'.Spanish.spaking student of- the middle .-
It includes a variety of learning experi-.
schoolgrades
-6-9.
student's cognitive
ences 'designed' td develop competence-in the
and affectiVe skills derived fripm thetollowing basic areas:
writing,-With-an-emphasis:-
irg, speaking:, reading, and
lie
the first three--
.ti
-',The_materialsprepared'for Ois.level are deSigned to pro-
and systematic development of
mote the continuous progressive
sequence
the basic language skills as. outlined in the scope and
.
.
Different emphasis-are giVen at each succeeding grade, leVel,. and
used with increasingly difficult
the -ekills-are taught and
Most of the dkilla taught in one grade level are re-
material.
each.
inforced -in the ethers, but with a different emphasis at
level.
CRUCIAL' PROBLEMS AFFECTING THE EDUCATION -OF7-SPAN I SH'7NATI VE'SPEAKERS--
said- to be7_-a--ladder-for:-----the-poorta=climb
"Education
of the Spanish,speakfn
'it_is---
on... " but for most
-
y:andimAnyStep0 are lassingm,.
present situation
..
0
regarding the teaching of Spanish -;to dative speakers in,grades
six through nines is regrettabl6 due to the unavailability of
adequate materia s to meet the linguistid needs of these
-tudents5--
Lack Of,SpanishRe Reding Materialt.
in grades
For the Spanish-speaking student
-ix through nine
there is very little reading material iaSpanish-which the stu-:
rom Latin America'7but
There are some books
dent can reath
the.extehaive vocabulary they contain usually makes it inpos7,
Bible to use'them exdlusively with SpaniSh speakers from the
United States."2
Coome
Advantages of Zfnea Abierta, Nivei Uno (Comuncac 672 en eepahol)
of Study
This course of study is directed tg the Spanish- speaking
Rather
student who already has oral competency' in the language.
than taking a foreign language approach, it stresses content
which will assist the student in acquiring reading and writing.
While the steps remain (listening, speaking,. reading,
skill
-Ating), the time required to move from one to another ..is
and
tened and the type of activities-which----are inefodUced in
sh
Tatnicia. CaSitisextort,-
AnetTliny=6"
New York: _Harper _and Row_.P.ublishers.,_1_966,L
2
Blanco, = 'Tehing-- pa
Snish- as l-a-Standard
George M
ac
azit:
Grades
iii
dissertation, LUnImez
7.
tivitied
theoe.stepa are quite different from the
each of
.
tea There-are no dia-
usually basifo to a fortign language.
,
logues and pattern drills; instead, there are activities-to
It is not necessary-that the
gbnerate oral communication.
to read; instead he is encouraged'
nt
jControlled writing, is in-'
develop decoding skills In Spanish.
.
.
troducell and quickly.moves to free expression 'based- on the
'voodbulary. which the student-brings from-home.
LANGUAGE VARIATION
The teaohershouId'keep In mind that
internal'
thisJiatLn, Wbiah'
diversity exists among. Spanish speakers Of
ie_reflected in_the_manY:_variations of Spanish- found_ in
4mpaiL
reat as to
The .differences are not sd
fence today.
munication, but -to expect absplute=uniforMity'wOUld be. utterly
The Spanish of the Southweat, is prten considered to be
,
.
influenced by the English language to such an extent-tbat-it
The influence Is unde
(Tex-M4k).
a corruption of the language
niabler,butit is not &corruption,. It is an, astonishingly pure
.
well analyml and taken into
Spanish, when the;aircumstances a
account,
L-ffe
n-ax---,-used.,An--hbouthwes=
.
anguage.
y the Englis
-
NOR UOLOGY ,AND PHONOLOIY
phOlogy and phonology both
0
roughly de monstrate the variations present in, many.
apeaking°
other ''Spaninh-
regi4 ns.of the wor d; e.g.,
That is
aietra, .Juy6, pa
Jue, vanesna
onde,. agUela.
to say that !these. errors ..are: tYpiCally found not only
in:the-Southwedt
but alse.in'every counixy where Span-
,
ish
spoken.,
r,
LEXICON - The Spanish-speaking-r_tudent10 vocabulary.outside.0_
the United States Is deelpPed. by direct study and
directly from the environment- The abeve conditions do
Southwest,
not' holds true for the Spanish speakOF of the
_anid.as,a,, consequence, the vocabulary is-limited and--
under.the infludnce of. the English,Aanguage.
,
rule
Examples
aip%tar, magaBln, tole
ique ts,
brecya
This program, is based on the idea that the langUage t rought_
to school by,thestudent is a linguistically.Validlhedium of
63Mmunication.It is-also recognized that no one dialect of Span-
.--
An
tndard.
new words are introduCed,,synenyms
ish. is the Only
for thesame 'word which are pre erred fn digferent regions of-
.,...
the United States Are also given.-
FORMAT OF TEACHER TEXT'_
I
-..-The teacher's text is Compobe
EaCh part doncentrateSonA.-±differentareaLof
parts_each.