Project mas allá del español 2 (2)

1
1.   Introduction
2.   Methodology: The Project Process
3.   Goals
4.   The linguistic resource
5.   Findings
6.   The short film
7.   Conclusions
8.   References
                                        2
• 15 % of students of foreign origin in Secondary
  Schools in Spain are from Morocco




                                               3
9 miles from North Morocco to the South of Spain
across the Strait of Gibraltar




                                              4
• From Tánger
                  (Morocco)




• From Tarifa
  (Spain)


                           5
• A threat to the receiving group: decline of
  academic standard or a challenge?




                                           6
• Lack of language skills causes lack of motivation to
  continue studying.




                                                     7
The project “Más Allá Del Español (M.A.D.E.)”
(Beyond the Spanish Language)




                                            8
• A better understanding of the learning context




                                                   9
• Multidisciplinary team: 5 linguists, 3 audiovisual
  students, 2 computer engineers and 1 anthropologist




                                                    10
• Fieldwork in origin (Northern Morocco).




                                            11
• Fieldwork in Madrid (Spain).




                                 12
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
To create an on-line resource; to change attitudes




                                                 14
• 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
• A large set of traditional games (100)
http://www.gros.es/maes/congreso/




                                           16
• Association games: one choosing the correct
  verb ser or estar (both meaning to be)




                                                17
• Multiple-choice exercises




                              18
• Word search




                19
Videogame: for students not necessarily motivated
                                      clever: lista
                                      (listo)
                                      wise: sabia
                                      (sabio)
                                  bat: murciélago




                                                20
after forming the word donde, which means where:




                                             21
The ethnographic findings allow us to understand
the socio-cultural context of our subjects of study:
       Minor students with Moroccan origin




                                                   22
Our subjects of study belong to transnational
 families: Moroccan parents, Spanish sons




                                            23
When he is in Morocco, he is Spanish. When he
         is in Spain he is Moroccan.




                                            24
Our students´ families
          have experienced
           what Alejandro
          Portes defines as:

“Segmented assimilation”

                              25
Family support
Students say that their families push
them to continue with their studies




                                        26
Lack of multicultural competence
          of teachers




                              27
http://www.gros.es/maes/congreso/




                                    28
• “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
• 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
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
                                                                                                           31
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Project mas allá del español 2 (2)

  • 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
  • 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
  • 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 31
  • 32. 32