Preparing Students for Jobs of the Future

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Session presentation with three virtual guests at the 2013 "American Association of Teachers of Spanish and Portuguese" conference.

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  • Preparing Students for Jobs of the Future

    1. 1. Katrina Beeck Danika Cornelius Mary Risner Melissa Swarr AATSP 2013 San Antonio, Texas Preparing Students for Jobs of the Future
    2. 2. Overview Introductions  DanikaCornelius-Spanish for Leadership/Business Quotes from the “real world”  Melissa Swarr- Spanish for Healthcare Language for Specific Purposes (LSP)/NOBLE resources  Katrina Beeck- Spanish for the Community and the Workplace
    3. 3. About You…
    4. 4. SPANISH FOR LEADERSHIP Danika Cornelius
    5. 5. Seacrest Country Day School Naples, FL
    6. 6. Communication and support from Mary and Cristin NOBLE resources
    7. 7. http://www.gsb.stanford.edu/news/bmag/sbsm0305/leadership.shtml
    8. 8. Leadership Literature Studies: Don Quixote Sor Juana Inés de la Cruz José Martí
    9. 9. Other lessons accomplished this school year: -Reading news articles -Keeping an online journal with weebly.com -Creating resumes -Learning basic phone skills such as greetings, making appointments, and leaving messages -Learning more complex numbers such as decimals and fractions -Acquiring business etiquette knowledge through readings, discussions, presentations, and role play activities…
    10. 10. Helpful resources Dave’s ESL Café: www.eslcafe.com (I used the “Business English” activities in Spanish) Country Reports (Spanish): www.es.countryreports.org (Resource presented by CristinBlees) Notes in Spanish Podcast: www.notesinspanish.com
    11. 11. Biggest Struggle: Initial lack of support/buy-in from fellow teachers Student feedback: I really enjoyed how the lessons were not from a textbook. We got to explore many different topics. I felt like we had a lot of input on what we got to study. My favorite part of the course was when we went on the fieldtrip to see the replicas of the Niña and the Pinta. I felt like the literature we read was coming alive. I got to talk to the people on the ships about the possibility of becoming a crew member. It was so cool. I would have enjoyed the course even more if we had done less literature and more business skills studies, because I plan on going into this field in college. This course was great, because I feel like I finally had a breakthrough with my speaking abilities! I can actually respond to open-ended questions and present without looking at my notes the entire time. I really know Spanish after completing this course. I look forward to using my Spanish in my career.
    12. 12. Current plans in progress: -Invite more guest speakers to the class -Through the efforts of Dr. Risner and NOBLE: Set up connection with Brazilian class learning Spanish -Establish service learning component as part of the curriculum Locally Internationally
    13. 13. INTERMISSION
    14. 14. Student Testimonials What did you like best about the class? • I liked how it helped prepare for learning the process of getting a job and being able to use Spanish with it. Also the different types of projects were fun. • It covered a lot of different topics in a globalized world. • I liked how it solidified our Spanish through talking and presentations. • I really liked the interviews with different professionals. • It's applicability to the real world. **CristinBleess course-Spanish for Leadership
    15. 15. Student Testimonials How do you think the SFL class will help you use Spanish in the "real world"? • Worked on things that were all real world situations. • It showed us how the real world works in a way and gave us skills that would benefit us in the competition for future jobs. • Talking about jobs is helpful, as well as resumes, and just talking a lot in general. • I learned phrases that made my Spanish sound less basic and how to present myself in a more professional manner. • It prepares me for more formal interactions with people where you're trying to make a good impression. **CristinBleess course-Spanish for Leadership
    16. 16. Lack of A Global Mindset • A survey showed that amongst the poorest performing of the so-called employability skills exhibited by school-leavers were international cultural awareness skills. http://www.think-global.org.uk/news/blog-item.asp?n=12723 • Earlier this month, another executive from Manpower Inc. was quoted in a New York Times article as saying that although their clients can find workers with technical skills, those candidates “don’t have a global mindset or can’t work with people in different cultures.” http://blog.nafsa.org/2011/07/28/is-having-a-global/
    17. 17. Ed-Deloitte Consultant • Language is a BIG plus - understanding all of the side conversations, interacting with more senior executives (particularly in Sales functions) who may not speak English as well, or just being able to interpret e-mails as they are forwarded or data as it is sent is all much easier with language understanding. • Cultural awareness is also critical. My colleagues who work internationally less frequently tend to become impatient, have unrealistic deadlines, or are otherwise culturally biased when we are working overseas. This can lead to frustration or, worse, misunderstandings with our clients if not corrected.
    18. 18. The Languages of Business
    19. 19. Spanish for Healthcare Melissa Swarr
    20. 20. Why? • Experience in post-secondary education – Basic Spanish I/II in nursing college did not provide students with the conversational skills needed to communicate with patients. • Though taboo and a possible liability, nurses were still being asked to interpret for doctors. • Because I asked! (I have no background in healthcare!) • Selfish reasons…
    21. 21. How? • I approached the department coordinator to talk about the need for a course geared toward healthcare-bound students who had more than the basic language skills I was seeing at the community college. • We agreed it would have a prerequisite of level IV high school Spanish. • It was a long process- getting approval does not mean it begins the next year. • Budget consciousness…
    22. 22. How? • The first semester it ran, there were four sections out of my six total for the year (block schedule)! • I mapped out my course and decided how I wanted to approach such a broad topic... • The kids gobbled up an entire week of my preparation in the first two days! • There were several times during the first semester where I was only a day or two ahead of the kids! It is work, but the reward was worth it.
    23. 23. What? • What do you think nurses and nursing students were looking for in a Spanish course? It wasn’t being delivered… • What would you do to go about breaking a theme like ‘Healthcare’ into a high school course? • What supplemental materials/tech gadgets/sites could you use to help lighten your workload? • What did I have to explain to my supervisor and principal as they set out to observe this class? It’s not what you may think…
    24. 24. Who? Whotakes the course? • Any student looking to go into any field of health, and has completed our level IV takes the course to get a good perspective, especially patient intake and demographics, patient care instructions, assessing pain, ethical situations associated with interpretation, etc. Whoteaches the course? • At this point only the person that proposed and prepared the course has taught it (or wants to). Job security!
    25. 25. When? • When is a good time to dive into a new course, prepare every piece of material and every word so that it correlates to your specific subject – every worksheet, activity, idea, homework, project, etc.? Never. As mentioned, the rewards outweigh the workload the first year. Personally speaking, I look forward to the switch from teaching the same basics over and over… this is the course where I can have a little freedom and a little fun. I’m not so tied to “covering” material in the curriculum. Additionally – the type of student signing up for this level and this type of specified course is typically a very self-motivated individual, and chooses to take the course based upon personal goals rather than fulfilling university entrance requirements.
    26. 26. Where now? • Current public school economic struggles and OpenCampusPA… • Online Spanish!?!? I agree! I disagree! Wait… • Here we go again, more changes, more work…Moodle… • The rewards … an example…
    27. 27. Challenges • The process takes time – supervisor approval, proposing the course and administrative approval… then into curriculum guides and talking it up before students can register. • No matter how much you prepare, you are never prepared enough until you teach through a new course once. Expect frustration. (Projects… great idea! Whew, a breather! Wait! Now I must grade them!) • No matter how much you plan, when the students are learning you will realize there are changes to your course (order of things, topics, etc.) that you need to make. • No human is a walking encyclopedia, a fountain of information, or a Google search tool… there will be questions that you do not know the answer to… simply say you do not know, find out, and get back to the student. (But do use trustworthy sources.)
    28. 28. Challenges • Frankly, any new course is a lot of work for a teacher. A new course that you create all materials for is even more work. Arm yourself with plenty of reference materials to pull from. Use resources to help you… I made myself a book and used Edmodo. • Teacher flack and negative peer feedback… all departments are different. You may have teachers who are jealous, some who are envious, and some who are just angry. The answer for this is simple. • Don’t bank on first year numbers to be the norm. New courses, new interest, ebbs and flows… eventually it all evens out. My class ran four sections the first year and has evened out to two per year (one per semester) with full classes between 20-28 It is worth it! • Word of mouth is a powerful tool… an example of meat and potatoes and the teacher everyone loves but the course they hate. • ** A special admonition for a healthcare course…
    29. 29. A peek…
    30. 30. INTERMISSION
    31. 31. LSP Professional Community
    32. 32. Facebook: Language Learning for Business & the Professions
    33. 33. LinkedIn – Language Learning for Business and the Professions
    34. 34. Twitter @langforcareers
    35. 35. SPANISH FOR THE COMMUNITY & THE WORKPLACE Katrina Beeck
    36. 36. Katrina Beeck, Muskego High School, Muskego, Wisconsin Adding LSP at Your School: Spanish in the Community and the Workplace
    37. 37. Background A 7th grade Spanish 1 program was added, therefore creating the need for a 6th year program at the high school level. The World Language Department made the decision to add add semester long courses in hopes to retain students.
    38. 38. Step 1: Survey your students Survey your students!You want to develop courses that relate to YOUR students! • Spanish in the Community and the Workplace • Spanish Culture and Current Issues • Spanish Composition and Conversation • Spanish Conversation through Film • Spanish Art • Spanish Literature
    39. 39. Step 2: Write a proposal and get approval from your district Last summer we wrote 4 proposals: All require a Spanish 3 prerequisite. In order to take AP Spanish the prerequisite is Spanish 4 or 2 semester electives - one being composition and conversation. 1.Spanish in the Community and the Workplace 2.Spanish Composition and Conversation 3.Spanish Culture and Current Events 4.Spanish Conversation through Film All were approved, but only the first 2 listed are being run next school year. 2014-2015 school year all should run.
    40. 40. Spanish in the Community and the Workplace is a course that will allow students to apply the Spanish they have learned in previous courses to community and career-related situations. It will raise students' awareness of the use of the Spanish language across the professions and of the importance of bilingualism in the United States and abroad. The main topics covered will be Community, Employment, Business, Medical, and Education and Social Service, but students will have the opportunity to explore careers of specific interest to themselves. In the works for 2013-1214.. Spanish in the Community and the Workplace!
    41. 41. Sample Activities • conversations(in person and on the telephone) • emails • brochures • business and marketing plans • Memos/letters • proposals • interviews with Spanish speaking professionals • cultural scenarios
    42. 42. Materials and Resources •Newspapers : La Prensa, Hola Hoy • Magazines: People en Español • Internet sites: audiolingua.com, practicinginspanish.com, laits.utexas.edu/la exec/laexec.html#, DiyChart.com • Spanish speaking professionals from your community • Books: Comunidades más allá del aula, Cultural Intelligence, BARNGA, 52 activities for Improving Cross- Cultural Communication
    43. 43. What Can You Do At Your School? What Interests Do Your Students Have?
    44. 44. Q & A
    45. 45. Contact Information Katrina Beeck katrina.beeck@muskegonorway.org Danika Cornelius dcornelius@seacrest.org Mary Risner mrisner@latam.ufl.edu Melissa Swarr melissa.swarr@comcast.net

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