TEACHING PHILOSOPHY
Essential to my language instruction is the full immersion approach. I promote the constant and exclusive use of the target language, and always engage structured Spanish with historical, socio-political, as well as cultural and artistic productions from different origins, time periods and geographies. My aspiration as educator is to see my students leave the classroom with a more holistic appreciation and understanding of the Spanish speaking world, and with motivation to use the language as an active, practical tool with which to continue a dialogue with in the broader global community.
Essential to my language instruction is the full immersion approach. I promote the constant and exclusive use of the target language, and always engage structured Spanish with historical, socio-political, as well as cultural and artistic productions from different origins, time periods and geographies. My aspiration as educator is to see my students leave the classroom with a more holistic appreciation and understanding of the Spanish speaking world, and with motivation to use the language as an active, practical tool with which to continue a dialogue with in the broader global community.
Communicative Method
All my classes—be it introductions to literature, cultural studies courses, or advanced courses on the literature of Early Modern Spain— are student-led and student-centered, immersive, and communicative, with emphasis on critical thinking and the production of meaningful, unrehearsed language. Planned around the five goal areas identified as the 5 C’s, or readiness standards for language learning (ACTFL) — communication, cultures, connections, comparisons and communities— my lesson plans are carefully designed to cover all basic forms of communicative skills (listening, speaking, reading, and writing) on a daily basis. I also understand that language needs to be properly contextualized, and whenever possible, taught in conjunction with the literature, history and culture of the Hispanic world.
Understanding that classroom time is often limited to only a few hours a week, it is important that I make use of each minute by both maximizing input and also providing ample opportunities for students to produce the target language in a real-life context. I use PowerPoint presentations with little or no text, and lots of visual support, to ensure comprehension, and promote communication. I regularly incorporate cultural elements in the form of short stories, poetry, films, and current events. These elements allow students to experience sophisticated language in context, expose them to unique perspectives, and stimulate discussion.
All my classes—be it introductions to literature, cultural studies courses, or advanced courses on the literature of Early Modern Spain— are student-led and student-centered, immersive, and communicative, with emphasis on critical thinking and the production of meaningful, unrehearsed language. Planned around the five goal areas identified as the 5 C’s, or readiness standards for language learning (ACTFL) — communication, cultures, connections, comparisons and communities— my lesson plans are carefully designed to cover all basic forms of communicative skills (listening, speaking, reading, and writing) on a daily basis. I also understand that language needs to be properly contextualized, and whenever possible, taught in conjunction with the literature, history and culture of the Hispanic world.
Understanding that classroom time is often limited to only a few hours a week, it is important that I make use of each minute by both maximizing input and also providing ample opportunities for students to produce the target language in a real-life context. I use PowerPoint presentations with little or no text, and lots of visual support, to ensure comprehension, and promote communication. I regularly incorporate cultural elements in the form of short stories, poetry, films, and current events. These elements allow students to experience sophisticated language in context, expose them to unique perspectives, and stimulate discussion.
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Exploring Blame and Tradition: In our Intro to Literature class, students immersed themselves in Lorca's 'Bodas de Sangre" and "La casa de Bernarda Alba", debating the roots of the plays' tragic events. From tradition to gender expectations to patriarchy, each perspective was dissected through character portrayal. Prepped in debate attire and props, students delved into arguments, dedicating the entire class to their interpretations. Reflecting afterward on Franco's Spain, they connected themes to historical contexts, fostering critical thinking beyond the text. #LiteratureClass #Debate #CriticalThinking
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Student-centered and student-driven instruction
In order to promote healthy discussions, all my classes are student-centered and supportive of leadership, inclusion, and equity. I always provide students with both a clear understanding of the course expectations and a delineated roadmap to meet those expectations successfully, both inside and outside the classroom. By presenting myself as a facilitator of interactions and exploration rather than the central authoritative figure and sole source of knowledge in the classroom, I succeed at providing a stimulating and safe environment in which students feel confident to freely use their Spanish to engage the content and each other.
In order to promote healthy discussions, all my classes are student-centered and supportive of leadership, inclusion, and equity. I always provide students with both a clear understanding of the course expectations and a delineated roadmap to meet those expectations successfully, both inside and outside the classroom. By presenting myself as a facilitator of interactions and exploration rather than the central authoritative figure and sole source of knowledge in the classroom, I succeed at providing a stimulating and safe environment in which students feel confident to freely use their Spanish to engage the content and each other.
Instruction that promotes global awareness and cross-cultural understanding
For example, when exploring identity, we delve into personal narratives from various cultures, emphasizing the common threads of self-discovery and self-expression. Through literature, film, guest speakers, and interactive exercises, students reflect on their identities while empathizing with others' experiences.
Similarly, in discussions on conflict and resolution, we analyze real-world scenarios and historical events, drawing parallels between different cultural contexts. By examining the underlying causes of conflicts and strategies for peace-building, students gain insights into intercultural relations and the importance of dialogue in resolving disputes.
Similarly, in discussions on conflict and resolution, we analyze real-world scenarios and historical events, drawing parallels between different cultural contexts. By examining the underlying causes of conflicts and strategies for peace-building, students gain insights into intercultural relations and the importance of dialogue in resolving disputes.
CONTENT CREATION
In addition to teaching, I have extensive experience in content creation and curricular implementation. I have helped develop and strengthen the Spanish language curriculums at different institutions, most recently at the Croft Institute for International Studies, at the University of Mississippi, At the University of Kansas (KU), I served both as course coordination of several sections of intermediate and Honors Spanish courses, and as content contributor for Acceso (http://acceso.ku.edu), a web-based digital curriculum for intermediate-level Spanish. I am currently working on a Film and Conversation textbook – En pantalla grande – designed for intermediate to advanced Spanish conversation classes.
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