1.
1

2.
1. Introduction2. Methodology: The Project Process3. Goals4. The linguistic resource5. Findings6. The short film7. Conclusions8. 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 Spainacross 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 & PROCESSLinguistic 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 understandthe 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 supportStudents say that their families pushthem 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 theSchools”. 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.htmMijares, L. (2002): Viejos esquemas para nuevas situaciones: gestión y contradicciones del programa deenseñanza 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 tipologíaestructural 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