Education without Frontiers

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Educación sin fronteras.
Proyecto académico y de intercambio internacional entre Castilla y León (España) y California (EE.UU.)

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  • DETAILED PROGRAM AND CALENDAR OF ACTIVITIES
  • Education without Frontiers

    1. 1. Chula Vista Learning Community Charter School Academic and International Exchange Program between Salamanca, Castilla y León , Spain and Chula Vista, California, USA Education without Frontiers
    2. 2. Objective and Collaborating Institutions <ul><li>The goal is to establish a program that begins with primary students </li></ul><ul><li>up to the university level. We wish to create a consciousness inthe </li></ul><ul><li>student body that makes them aware of the advantages of becoming </li></ul><ul><li>biliterate, bilingual, and bicultural, and to further emphasize the </li></ul><ul><li>importance of higher education as a tool for success. Having this </li></ul><ul><li>mindset at an early age will give students the opportunity to </li></ul><ul><li>establish a clear vision toward academic and life-long objectives. </li></ul>
    3. 3. Objective and Collaborating Institutions <ul><li>Collaborating institutions: </li></ul><ul><li>Elementary: Chula Vista Learning Community Charter </li></ul><ul><li>Middle School: Rancho del Rey </li></ul><ul><li>High Schools: Otay Ranch and Olympian High Schools </li></ul><ul><li>IES: “Federico García Bernalt” and “Tierra de Ciudad Rodrigo” </li></ul><ul><li>University: UCSD: Dr. Christine Hunefeldt and Ruth Padrón ,CILAS </li></ul><ul><li>University: USAL: Dr. Manuel Alcántara, Vice Chancellor of International Relations </li></ul>
    4. 4. Reasons to Support the Program Education without Frontiers <ul><li>a. The understanding of a language that is distinct from the individual’s primary language contributes to the overall development of adolescence. Therefore, the study and practice of English and Spanish is indispensable in this day and age as society becomes increasingly aware of globalization. </li></ul><ul><li>b. The importance of bilingualism (English/Spanish) is essential based on the following facts: English being the official language for international relations and Spanish being a language that is largely spoken by more than 400 million people. </li></ul>
    5. 5. c. The ability to acquire a new language develops an essential characteristic that creates Tolerance towards other cultures and further develops a student’s social and cultural experiences when collaborating with other individuals that do not share the same cultural background. d. Each group of students will have the opportunity to practice the language being studied and apply the skills to become fluent in the language through actual cultural experiences abroad. Reasons to Support the Program Education without Frontiers
    6. 6. Content Objectives, Curriculum Areas of Focus and Activities <ul><li>Conceptual Objectives: </li></ul><ul><ul><li>a. Carry out oral and written discussions: scientific, historical, political, cultural, technical, etc. </li></ul></ul><ul><ul><li>b. Know the phonological, morphological, lexical,and textual skills of the language as a subject for acquisition. </li></ul></ul><ul><ul><li>c. Awareness of the major periods in Literature such as plays and authors that have represented a major artistic and cultural transcendence. </li></ul></ul><ul><ul><li>d. Capable of transferring language skills into both languages of the subject being instructed. </li></ul></ul>
    7. 7. <ul><li>Procedural Objectives: </li></ul><ul><ul><li>Participate in all lectures conducted throughout the program and critically interpret the subject of instruction through oral or written form. </li></ul></ul><ul><ul><li>Express through oral or written from the diverse methods of communication. </li></ul></ul><ul><ul><li>Analyze linguistic situations by observing the diversity in language. </li></ul></ul><ul><ul><li>Utilize language, either orally or in written form. </li></ul></ul><ul><ul><li>Interpret literary plays, identifying the components that form it artistic content, and understanding the figurative language of the time period. </li></ul></ul><ul><ul><li>Research and utilize appropriate references of study in the subject matter. </li></ul></ul><ul><ul><li>Critically analyze the different uses of language in social settings. </li></ul></ul>Content Objectives, Curriculum Areas of Focus and Activities
    8. 8. <ul><li>Behavior Objectives: </li></ul><ul><ul><li>Develop individual style of expression and a </li></ul></ul><ul><ul><li>positive and conscious attitude toward the richness </li></ul></ul><ul><ul><li>of bilingualism and biculturalism. </li></ul></ul><ul><ul><li>b. Value the use of language, oral or written. </li></ul></ul><ul><ul><li>c. Appreciate literary plays, identifying the components literary plays as a means for individual expression, illustration of the world, and as a way to discover humanity. </li></ul></ul><ul><li> d. Enjoy literary anthologies as a way to acquire </li></ul><ul><ul><li>new learning and experiences to encourage the love for reading. </li></ul></ul><ul><ul><li>e. Interpret literary works as a form of artistic expression </li></ul></ul><ul><ul><li>and be able to differentiate between attitudes that </li></ul></ul><ul><ul><li>perpetuate discriminatory beliefs. </li></ul></ul>Content Objectives, Curriculum Areas of Focus and Activities
    9. 9. &quot; Educación sin Fronteras &quot; Exchange/Academic Program Outline <ul><li>First phase: </li></ul><ul><li>Beginning in January 2008 the Dual Language/ Spanish </li></ul><ul><li>Speaker students will be engaged in a technology project </li></ul><ul><li>entitled “Global Pals” that will Involve our students regularly </li></ul><ul><li>communicating with students in Spain via email to perform </li></ul><ul><li>specific standards-based activities. </li></ul><ul><li>Second phase: </li></ul><ul><li>USA students academic trip to Spain, Spring 2008 from March </li></ul><ul><li>26 to April 5 th . </li></ul>
    10. 10. &quot; Educación sin Fronteras &quot; Exchange/Academic Program Outline <ul><li>Third phase: </li></ul><ul><li>Spaniard students exchange program to be done during the spring of 2008 </li></ul><ul><li>a. May 10 to 31 st , 2008 for a period of 21 days. </li></ul><ul><li>b. Spaniard students (10-25) will stay with USA families whose </li></ul><ul><li>students are participating in the exchange program. </li></ul><ul><li>c. Mr. Salas and three Spaniard teachers will accompany them. </li></ul><ul><li>d. They will attend Sweetwater secondary school for 7-10 days, </li></ul><ul><li> and 5 days they will take workshops at UCSD – CILAS to receive </li></ul><ul><li>a certificate of participation. </li></ul><ul><li>e. The other days they will have cultural excursions to L.A. County </li></ul><ul><li>and San Diego County. </li></ul><ul><li>f. All students will participate in a reception given by the Embassy </li></ul><ul><li>and Consulate of Spain in the U.S.A. </li></ul>
    11. 11. <ul><li>Fourth phase: </li></ul><ul><li>USA students exchange program to be done during the fall </li></ul><ul><li>break of 2008 </li></ul><ul><li>a. Sept. 13 to Oct. 3, 2008 for a period of 20-21 days. </li></ul><ul><li>b. USA students (10-25) will stay with Spanish families whose students are participating in the exchange program. Ms. Meza will accompany students along with Mr. Perez Duque or another certificated teacher. </li></ul><ul><li>c. They will attend the Spanish secondary school for 7-10 days and 5 days they will take workshops at the University of Salamanca to receive a certificate of participation. </li></ul><ul><li>d. The other days they will have cultural excursions to the Providences of Segovia, Avila, and Salamanca. </li></ul>&quot; Educación sin Fronteras &quot; Exchange/Academic Program Outline
    12. 12. Last phase: a. USA Dual Language students, will attend a summer camp at UCSD sponsored by CILAS to receive a mini course in Iberian and Latin American studies. b. The parents will also have workshops to attend at the universities to promote superior education and the goal of the project &quot; Educación sin Fronteras.&quot; &quot; Educación sin Fronteras &quot; Exchange/Academic Program Outline
    13. 13. Benefits to the District <ul><li>It will promote the Sweetwater Union High School District’s vision, beliefs, mission, objectives, and strategies. </li></ul><ul><li>It will support the District and Site Strategic and Action Plans. </li></ul><ul><li>It will reinforce our commitment to the students we serve and whose future we have been entrusted to shape with an “invincible sense of promise.” </li></ul>
    14. 14. Benefits to Our Students <ul><li>Allow students to have a clearer vision of the opportunities that are given when one acquires another language besides its own. </li></ul><ul><li>Encourage students to develop the skills necessary to succeed in higher education and the world of work and to be integral citizens of not only their own society, but also the global society. </li></ul><ul><li>Provide students the opportunity to develop cultural appreciation and tolerance through their first-hand experiences of studying abroad. </li></ul>
    15. 15. <ul><li>Collaboration Team </li></ul><ul><li>Manuel Alcántara and Antonio Tapia, University of Salamanca, Spain </li></ul><ul><li>Joan Miguel Salas Sivera, Department of Orientation and Alicia Avila Losada, Department of English from “Federico García Bernalt” High School, Spain </li></ul><ul><li>Teresa Hernández, from “Tierra de Ciudad Rodrigo” High School , Spain </li></ul><ul><li>- Francisco Pérez Duque, Chula Vista Learning Community Charter School, Chula Vista, California </li></ul><ul><li>Christine Hunefeldt and Ruth Padrón , University of California, San Diego </li></ul><ul><li>- Lilia Meza, Rancho del Rey Middle School, Chula Vista, California </li></ul>

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