1. 1

2. 1. Introduction
2. Methodology: The Project Process
3. Goals
4. The linguistic resource
5. Findings
6. The short film
7. Conclusions
8. References
2

3. • 15 % of students of foreign origin in Secondary
Schools in Spain are from Morocco
3

4. 9 miles from North Morocco to the South of Spain
across the Strait of Gibraltar
4

5. • From Tánger
(Morocco)
• From Tarifa
(Spain)
5

6. • A threat to the receiving group: decline of
academic standard or a challenge?
6

7. • Lack of language skills causes lack of motivation to
continue studying.
7

8. The project “Más Allá Del Español (M.A.D.E.)”
(Beyond the Spanish Language)
8

9. • A better understanding of the learning context
9

10. • Multidisciplinary team: 5 linguists, 3 audiovisual
students, 2 computer engineers and 1 anthropologist
10

11. • Fieldwork in origin (Northern Morocco).
11

12. • Fieldwork in Madrid (Spain).
12

13. TEAM & PROCESS
Linguistic contrastive
Jclic: a free program An enriching experience
study
March-April May-June
January-February
November-December
Anthropologist: Anthropologist: Field
Anthropologist: Techniques work (Morocco)
Anthropologist: Qualitative
Participant observation participation I.E.S Linguists: Evaluation
interviews
I.E.S Linguists: Linguistic and adjustment
Linguists: Learning
Linguists: Conceptual resource Audiovisual team:
to program games
design Audiovisual team: Production
Engineering team: Casting and filming
Audiovisual team: Engineering team:
Website design
Plot Engineering team: Website contents
Website creation
13

14. To create an on-line resource; to change attitudes
14

15. • We decided to develop:
1. a linguistic contrastive study of Spanish and
Moroccan Arabic Language
2. a social study based on qualitative research
techniques
• On the basis of both studies, we started to create a
website where both the teacher and the student or his
family find games, videogames and audiovisual
materials.
• This resource could allow them access to the aspects of
the Spanish language and culture which differ most
from their own language and culture.
15

16. • A large set of traditional games (100)
http://www.gros.es/maes/congreso/
16

17. • Association games: one choosing the correct
verb ser or estar (both meaning to be)
17

18. • Multiple-choice exercises
18

19. • Word search
19

20. Videogame: for students not necessarily motivated
clever: lista
(listo)
wise: sabia
(sabio)
bat: murciélago
20

21. after forming the word donde, which means where:
21

22. The ethnographic findings allow us to understand
the socio-cultural context of our subjects of study:
Minor students with Moroccan origin
22

23. Our subjects of study belong to transnational
families: Moroccan parents, Spanish sons
23

24. When he is in Morocco, he is Spanish. When he
is in Spain he is Moroccan.
24

25. Our students´ families
have experienced
what Alejandro
Portes defines as:
“Segmented assimilation”
25

26. Family support
Students say that their families push
them to continue with their studies
26

27. Lack of multicultural competence
of teachers
27

28. http://www.gros.es/maes/congreso/
28

29. • “Más allá del español (Beyond the Spanish
Language)" is a nonprofit educational and
multidisciplinary project.
• A resource (fun, with audiovisual materials) for
the inclusion of Moroccan students in Secondary
Classrooms.
• It has grown with a rich and positive
anthropological experience.
• Lectures and professionals of two Universities,
students from the Secondary School "Cañada
Real" (in Galapagar, Madrid, Spain) and teachers
and other professionals attached to the School.
29

30. • The linguistic resource for the Moroccan
students and the short film for the Spanish
students will be finish by the end of July
• Some exercises have been changed after our
findings, such as gender and cultural examples
• Throughout these months the Moroccan
students have felt important and appreciated
• We are hopeful that this project will be only
the first step of the next project
30

31. Avedon, E.M. & Sutton-Smith, B (1971). The study of games. NewYork: J.Wiley cop.
Sayahi, L. (2011). Spanish in contact with arabic. In Díaz-Campo, M. (Ed.), Handbook of Hispanic sociolinguistic
(pp.479). Chichester: Wiley-Blackwell.
Aparicio, R. y Tornos, A. (2006): Un estudio sobre hijos de migrantes que se hacen adultos. Marroquíes,
Dominicanos, Peruanos. Madrid: Ministerio de Trabajo.
Champoux, J. E. (1999): “Film as a Teaching Resource”. Journal of Management Inquiry (206-217). Vol 8: 2.
Collins, A. y Halverson, R. (2009): “Rethinking Education in the Age of Technology: The Digital Revolution and the
Schools”. New York: Teachers College Press.
Flick, U. (2004): Introducción a la investigación cualitativa. Madrid: Morata.
Geertz, C. (1987): La interpretación de las culturas. México D.F: Gedisa.
Martín Rojo, L. y Mijares, L. (2002): Voces del aula. Etnografías de la Escuela Multilingüe. Madrid: CREADE.
Más allá del español (Beyond the Spanish Language) (provisional web page) http://dealter-
ti.com/sara/indice.htm
Mijares, L. (2002): Viejos esquemas para nuevas situaciones: gestión y contradicciones del programa de
enseñanza de lengua y cultura de origen (ELCO) marroquí (pp. 47-63). Suplementos OFRIM.10.
Onder, B. (2001): Writing the adventure game. In Laramé, F. D. (Ed.), Game design perspectives (pp. 28-40).
Massachusetts: Charles River Media Inc.
Revilla, P., Aguilera, M. E. y Thanar, N (2010). “Utilización del genograma para el estudio de la tipología
estructural familiar en los migrantes de Marruecos”. Fundesfam, 2:2, enero 2010. Disponible en:
http://www.fundesfam.org/REVISTA%20FUNDESFAM%201/005originales.htm
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