lavia for such a nice presentation now I'm a speech less I don't think that I can continue with the workshop I'm sorry this is a funny remark. Okay first of all well first I wanted to say thank you to Corral for inviting me to participate in the workshop it's an honor for me Buenas tardes a todos a sé que es una tarde un poquito difícil ahora mismo porque acabamos de comer tenemos el estómago lleno y quizás necesitamos un poco de café o té. Okay pero lo que quiero hacer ahora es como bien Flavia dijo vamos a hablar sobre assessments y lo que quiero es compartir mi pantalla con ustedes primero para estar segura de que lo pueden ver okay pueden ver mi pantalla no un momento seguimos trabajando con la tecnología y ahora pueden ver la pantalla ahora sí ahora pueden ver la pantalla el problema es no voy a poder hacer break rooms and share at the same time perfecto muchísimas gracias bueno lo primero que quiero decirles para comenzar que se les había puesto en google un documento un cuadernillo que lo van a necesitar porque vamos a realizar varias actividades y este cuadernillo que es lo que tengo aquí se van a necesitar so espero que la mayoría de ustedes o bien tengan acceso al cuadernillo en línea o lo hayan imprimido porque definitivamente lo vamos a necesitar okay so para comenzar voy a quitar un poco minimizar el cuadernillo y abrir el power phone si se puede no quiero abrir ok so como creo que Giselle dijo esta mañana vamos a utilizar un poco las dos lenguas so durante la presentación quizás a veces hablar en inglés a veces hablar en español trataré de hablar mayormente en inglés ok ahora mismo sabemos que la población hispana una cosa quiero mencionar mi cámara está en este monitor que tengo pero el power phone lo tengo si me ven del lado es por eso porque estoy cada uno de un lado pero lo que quería decirles como todos sabemos the highest population in the United States has been increasing and not only has been increasing but at the same time the population of the Hispanic students has been increasing they also have been the number of highest learners that we find in our classes this has definitely show interest in scholars wanting to really to investigate the two core issues that we are going to be talking about in this presentation now that I would like to share with you in this presentation this afternoon one is the academic language placement and the other one is the language assessment which are the two core issues we will be talking about today but before we start I would like to ask everybody hello everybody a couple of questions we have over a hundred people right now so I'm not going to go to break our rules we will have several activities later on that I will go to break our rules but right now what I wanted to do is I wanted to have in reference to the three questions that I had what I would like to do is you can raise your hand and you can answer one of the questions I'm not going to have time for everybody to answer three questions so maybe a couple of people can answer question one, question two and question three and then the rest can write it down their comments on the chat because Miss Delia is helping me with the chat so we will be able to see a later so I'm going to ask the first question and just please anybody that wants to join I think that you have to be new in order to answer to the question so the first question that I have for you is what is your personal experience with assessments anyone can answer the question do we have any volunteers anybody who is raising their hand so I assume that nobody has experience with assessments I would like to comment that for me the most difficult is the use of the rubrics are very detailed and complex rubrics for assessments yes okay so that's what is being your experience anybody else wanted to comment about their personal experience with assessments what can the issues they have what can assessments have they use how do they feel about assessments I can talk a little bit about the assessments that we have in my classroom and I'll keep it short but typically so I do this with the Spanish department at my school we have reading assessments listening assessments writing assessments and we have it in the past it really worked out for us to have them really split up and some of them we use rubrics some of them it's just really like a picture bank that they pulled from some of them are like read a story and then answer questions and I use this across the board for non-natives and heritage speakers and they really work out in terms of letting us as the teachers know what skills they're really strong with but I will tell you that we're definitely having to tweak these because we found that having that many types of assessments being spread out over the course of the six weeks or you know a grading period was a little stressful for the students but definitely we did try to incorporate you know like I said speaking, listening, reading, writing in any way that we could so that's my experience anybody else can tell us what kind of assessments do they use and their institutions in a high school here in Garland we've used assessments to identify the heritage students and of course we covered the four skills what I noticed in most of them is in the speaking skills most of them, a lot of them I won't say most of them but a lot of them were very shy of speaking and so it was very in some cases we had to drop the speaking skill and do it one by one one to one, face to face with one of the teachers because they didn't feel comfortable enough to record their own output in front of others Florentia is this assessment that it has been created at your institution or this assessment is that you have gone from other institutions from a place where you have created your own assessments this is a district assessment now actually they're going towards assessments that are computer based so the one coming next year is going to be much better than the one we've been using and these assessments are specifically for heritage language learners or there are assessments for they're they're triggered for heritage but basically because when you look into high school whether they pass Spanish 2 they look into the different types there is a Spanish 2 assessment then once you identify the ones that are heritage speakers then you need to see if they would pass Spanish 3, Spanish 4 and AP so in which levels would they be identified and located for the future academic year someone else can answer what type of assessments are you familiar with I have a question so I might just be the only person who is confused are we talking about formative assessments or placement is it just for placement this is what we're going to be talking about so the first question is for placement like how we assess heritage students for placement that's what I said this is how we assess in general what instruments do you use are you in high school or where are you at high school so my idea at the beginning is to see what kind of instruments are we using at different institutions what kind of instruments do you use and then we're going to get into different types of assessments definitely we're going to talk about the formative and the placement and we will talk about the difference of the three of them I'm sorry, I was just a little confused no problem, thank you very much for asking the question very good afternoon I wanted to add at the State University of San Diego we created a diagnostic test with location it covers four areas so I wanted to comment with you what we do first of all the test consists of a oral dictator to see how prepared are the students in question of orthography, placement at that moment we have another section of the test and it's a multiple option where we evaluate the knowledge of grammatical structures what they know at that moment they don't have to study they didn't have to prepare for the test it's a diagnosis and we also have another section of the reading to see what is the capacity to read, how long I read a story and then there is an activity of printing in multiple options also and it also has the a writing section we give you an open topic especially something that involves them family immigration, things like that and in that way we see the different abilities what we lack is the question of oral we would like to incorporate to evaluate at that moment their abilities of speech not only the others because we cover the others with the writing and reading and the overview of grammatical thank you very much for sharing and this is a assessment that has been created by you we made it between several colleagues and we have applied it to distribute because we have a Spanish-speaking population of very heterogeneous speakers so we have very well prepared people with a lot of scholarly if we are in San Diego then at the foot of the border we have people from Tijuana from Senada from Ecuador who already have some scholarly or from other countries and on the other hand we have the students who have for the first time the opportunity to study their language in an academic context that they have never had any exposure so we have to distribute them according to those very particular needs because there is so much diversity of needs that we could not cover with it would have to be a multiplicity of sections to give them or adjust them we have to somehow find the way to place them in a class that suits them the best possible we have four levels that are offered for speakers by heredity and in that way this is between us my colleague Georgina Macías she could also if you would like to add something thank you very much but we need the component of what we have talked about I would be very interested in that I would like to thank you and as we said we have a limited time so with additional questions I would love to be able to answer them in the chat or in the chat but I would like to continue with the presentation okay due to all this the field of heritage language learners has been pressed to find effective ways not only to identify but also to place the students so today what I am trying to do is kind of sharing information is first of all try to sorry to provide an overview of what is the work that has been done in reference to assessments talk about a little bit what is the purpose and the significance of assessments what are the different types of assessments what are all the alternatives that they have been proposed to assessments we will talk about several unsolved issues we will also have a practical section where you will be working with written examples to identify essays that it has been written by students and we will also be able to work with other examples where you will be able to be by the students and proficiency levels and we like to finalize this presentation I will also present some resources and links that I think will help all of that to find that information that we need for assessments before I would like to start with a little bit of the terminology that we are going to be using that in our presentation very simple very fast so the first one is what is an assessment an assessment as I say we are going to be sharing and gathering information about our learners a placement exam like Yeltsin said is an assessment there is one type of assessment then assessment can be either being based curriculum neutral or curriculum based and this we will talk about so the curriculum neutral that means the assessment or the placement or the test that is designed whatever sorry the curriculum based this has been designed with a specific program in mind and this is different between the two of them the other one that we want to use we are going to be talking and using is achievement assessment proficiency assessment so achievement assessment is determine how much language the student has learned during the course of instruction well proficiency is telling us what is the student can do with the knowledge that it has from the language then there is going to be we are going to be talking about different type of assessment which is the formative the summative replacement so the formative assessment is used mainly to improve instruction and to feedback to the student and to the instructor the summative assessment is used towards the end actually not towards the end but at the end every time that we finish either a semester or a unit and a placement the main purpose of placement is to really to place the students so it is important that we know as the students that we have or the population of the students that we have it is really a group of is really a very a group of students so it is really important that we know what kind of students we have in our classroom because all these different characteristics is the one that complicates sometimes the assessment even though that we place the students still when we have it in the class still the group is not a normal Chinese group is still being an Italian group but this we use a way to divide the students and two major groups I think a lot of us we are familiar with the major two groups of there that are the ones that are nearly arrived and the one that they were you was born and they were racing here in the United States she based this distribution and based on the schooling the academic skills and the language characteristics that they have so I'm not going to go one by one but at least to mention like if we're talking about newly arrived we're going to have a variety of population because some of them maybe have a good schooling in the whole country well others they might just have a little schooling in the whole country when we're talking about the U.S. born then we're going to find the same situation some of them they have good academic skills in English some of them they may have access to bilingual destruction in the U.S. so we are really looking at a completely heterogeneous population and this is what it makes so difficult sometimes to do assessments of these students now I like to sorry stop my sharing and but everyone before I stop my sharing we're going to go to the breakout rooms so that's everybody has access to these two essays that I have put on the google because you're going to need these two essays in order to work on the different groups the idea here is that you look at it as the two essays and you decide on your group if these two essays belong to heteroslanguage learners or belongs to non-heteroslanguage learners it was written by or they are mixed non-heteroslanguage learners so that's what I would like to do I don't think that it will take a lot of time because we don't have a lot of time so I will say that I will do the breakout room for about six minutes in each of your group I would like you to choose one person so when we come back that person will be the one who will say okay we have decided that student one is whatever and we have decided that a student two is whatever based on this let me go to the break and runes so now could you please let me know what each group have decided about a student one and a student two so hello I can go first okay who is this Jelson thank you very much so in my group we decided that the student number one is that HLL and student number two is that non-HLL because they use the verbs in the past that's why in student number one it was a little confused with the verb set and the star which is normal to see and they use more complex words and student number two was very organized very direct and had words of transition and then we also had some people that say really well there's no you can go with either one there's no really specific words or or pattern that you're looking for to be able to decide which one it would be that's it okay alright anyone else thank you anyone else we'll do a couple more in our group we thought there was a possibility that they were both coming from HLL students the possibility here is that for student one someone mentioned that their use of the subjunctive was an indication that it could come from my heritage students and I'm thinking for student two where they're using me like MI but they spell it like me like in English ME I feel like that is something that I've seen so many times throughout this year this past school year that I can see that both of these could potentially be HLLs one more person please in our group yes Nelda yes it's alright that the paragraph one is from heritage language students we talk about their prepositions the conjugation of the verb and I have seen the DC with my freshman students and we decided that the paragraph two is from native speakers because it's fluid you can see that it flows so you said HLL great teacher speaker student one is student one is HLL and student two is native alright well sometimes most of the time we are pretty easy for us to distinguish what is an HLL and what is an L2 but in this case student one is the L2 it's an intermediate class L2 and student two is an HL really? yes student one is an intermediate Spanish so yes most of the times it doesn't happen most of the times it's pretty easy for us to distinguish between one and the other but sometimes what the idea is that sometimes they have errors that they can be common to them alright let's continue with assessments thank you for your participation on that assignment okay so due to the uniqueness of the student population that we working with the term of placement or assessment has been even being a problem even before the term of heritage language learners being used and because of that the uniqueness of this group a lot of the institutions especially at the beginning now they've been changing little by little but they have resorted to use a standardized placement sometimes they have used a full AP stamp and a collection of more assessment that they have been available and as we all know these all assessments they were designed with L2 and mine so what it seems to be which is really problematic with our students there has been a lot of um sorry this one okay I missed one there has been a lot of research on different areas on different aspects of what heritage language learners are and but it hasn't mean as many when it comes to assessments at the end of the presentation I will provide you a link with a resource where you will be able to have all the information from all the different studies that it has been done about assessments since 1989 to 2018 the assessment the study that has been done with the Heritage Language Learner they had really taken to a different perspective one of the perspectives is we wanted to know what is the difference between the Heritage Learner and the non-Hartus Learner from a morphological and syntaxes point of view and also from the way that these students construct their speeches another way of looking at the research that it has been done is from a language education perspective a lot of the studies that they have coincided is that there is really a lack of the studies yet describing Heritage Language Proficiency standard and also the validity of this assessment that we are using the tools that we are using are the tools that we are using reliable so there is this difference between these two group of studies of research and one they are worried about the morphology of the assessment that we are analyzing once is from the language perspective now whenever we do assessments all the assessments has a reason there is a purpose and we can say that all the purposes assessment is divided in three categories they can be either administrative they can be instructional and they can be a research and the only way is to place a student so we do assessments because we wanted to place a student into a specific course or to extend a student from course that is from the administrative point of view whenever we do from the instructional we wanted to evaluate the learning needs we need to determine the learning objective and provide feedback and from the research we wanted to experiment to evaluate teaching methods what we can know is by assessment then what is the significance of assessment definitely assessment is really important and the reason that is important is because not only it help us to place a student into the appropriate levels or the instructional levels if a student are placed on the appropriate instructional levels the students are going to be more satisfied also it help us to have a better quality program the assessing also help to explore and modify if we need to make any changes to the curriculum if we need to make any changes to the instruction it also help us to sorry if we have assessments we can provide information to our different institutions to make different assessments that they are just appropriate for the hurtless language learner instead of relying on assessment that they originally were designed for language learners second language learners now I don't know if I'm going to try the break-in rooms again Sarah can you try the break-in rooms for me yes sure we will have this one we're going to have 10 minutes for this one and it's the same so we have three different essays and what I will ask you to please with these three different essays that you have or examples is to try to place this as students well what level will you place them will they be intermediate, will they be advanced will they be beginners how will you place them and where do you base your information on it okay and the same we will have one person from each group that will tell us how you got have you arrived to the decision that you made to place them in different proficiency levels alright so how about who wants to start and to tell me what have you decided and how what are the proficiency levels that you have put the students on in our group group 19 Luis? yes Luis sorry we think collectively that number two is beginner for the use of the n's and several things that look a little I don't know that call attention then we decided that number one would be intermediate and number three would be advanced okay we leave it to the collective that correct us, help us or confirm someone else please in our group we also coincide the student is the one who has his creativity but his language, his writing is more conversational there are many mistakes of spelling there are many things for the whole path as we see there in red the student one would be intermediate but not so much and so basic and clearly the student three is advanced I wanted to comment that for my group yes we also coincide if we have to put them on levels however it is also important to recognize that these three students are typically in our same class and here the question is how we can help them not necessarily to say that they are on this level because they are all in the same class as a teacher, as a teacher how can we help them how can we give them the feedback so that they can continue to grow academically and develop Spanish in my group we decided that the two was the beginner the three was intermediate and the one an advanced intermediate since the student number one conjugates their verbs better than the student number three okay very well we are also in the one another reason why we put it in the advanced is the structure how do you organize the ideas it has an introduction phrase and clearly it identifies the conclusion phrase and what did they do with the two? the two basic and the three? this is the most complex but if we had to categorize one in each one we didn't know if it was like this the activity or not, the three we were between intermediate or not thank you very much someone else? yes in our group no one was a beginner because a beginner the truth is that they don't develop the writing so the student number two would be in intermediate and the student number one and three in the borderline between intermediate or advanced and it draws a lot of attention that the student number one uses your your privacy thank you very much I think that most of you have agreed if we had to do the levels these are based on levels that were already established in a university these were exams that they took and due to the exam and other parts of the assessment to put them in different levels of the proficiency and definitely the student number two as most of you agreed would be a beginner although I agree that beginner beginner can't be because it really has a series of knowledge then student number one was considered intermediate and student number three was considered advanced really the difference between student number one and student number three is not that big because the groups that were put in are not that big really the student number one and student number three are both intermediate simply with a level definitely the student number three is a little more advanced and it should be as we have been talking about these groups of students that we have are really heterogeneous therefore it is so difficult to sometimes evaluate them thank you very much I would like to continue with this I find it very interesting but we will continue now we are going to talk about the different types of assessments that there are as we said there are many types of assessments there are a lot more types of assessments but we are going to talk about three particular assessments for now and we are going to be divided into three groups there is the placement meaning this is what we do before we put them on the classes then formative assessment that is what we do during so that means and summative is what we do after the fat now we are going to talk a little bit after each of them so placement the placement assessment I am going to be skipping some of them because it is already almost three o'clock so placement assessment is one of the different placement assessments that they are so all of them they are measuring different characteristics there is all of them they are measuring different characteristics all of you have the assessments that you are using they have commonalities with what they are measuring here as you see in here there is a lot of assessment they are all from Spanish oops, sorry okay they are really measuring what is recommended is that it is three big groups that has been measuring one is what is called the receptivity skills which I am going to take right here the lexical recognition the vocabulary is the one that is the receptivity skills the productivity skills we have to be able to do the practice skill and when we talk about productivity skills we are going to be talking about special formats special focus and form those forms that we know that the HL have problems with and finally the creative people skills so we need to measure the creative people skills too and then it will be a combination of the reading and writing and the listening and the speaking so the majority of them they have this portion that they are measuring also some of them they have background questionnaires okay, background questionnaires a lot of the times they are used originally at the beginning of a placement to really distinguish between what is going to be HHL and non-HLL so a lot of the questionnaires that is what it helps as when we are doing assessments okay, Ferco has proposed a model that I have put in here for you for the assessments and this model what is really covered is the three skills that we were talking the receptivity skills the productivity skills and the creative skills and this is kind of what she proposed that it needs to be included and taken into account what we are designing or developing an assessment okay, so I am not going to go every single one but the preliminary consideration is the teaching mission the program is student characteristics and the course content and then with the test what the students know and the linguistic gaps that they have what are as we said the receptor practice and creative skills and then how when we do this assessment they have to be a multifaceted approach because we have to use many different like a dictation, a partial translation a grammar, a reading a writing, so we are going to be reading assessing all the skills of these students to really get a picture exactly of what proficiency level they are so this is for you now what I have in here I have two different sorry okay, two different examples there is many different examples I get one from Corel the first one is from Corel a high school and I am going to have time to show you but it is on the PowerPoint and it will be available to you so this one is from a high school and as I say I took it from Corel which is available for us to see as an example and there this heritage speaker exam or placement is divided in sections so the first three sections is reading and the last two sections is writing okay, this is what it mainly consists of then a band a band is a company that it has a placement exam that is based on all the sectors production and critical skills which is already available and it is available from the 7th grade to be used for a student from 7th grade all the way to university and college students so I would recommend that you take a look at it of these two assessments that they are available to give you ideas or if you are looking for an assessment your institution is looking for an assessment that is already been done or is already to go maybe a band will be a place where you can start looking at okay sorry, alright so formative assessments okay formative assessments we know and the research indicated that we do need a placement exam we need a placement exam but a placement exam is not just sufficient so that is why we have the formative assessment the formative assessment is what we do and what it has been proposed by caretta and other scores that is what we do during when they are taking the classes because that will help us not only to see how the students are developing but also to provide us the structures with information if we need to change or modify our curriculums or what we are covering is appropriate or is not these are some examples of formative assessments summative assessments here summative assessment is the assessments that we do at the end so when the students have taken the whole semester or a whole year or a whole two semester that is the summative to see what it has learned this final project is considered summative assessment I know a lot of you are familiar with the three different assessments the formative assessment, the summative assessment and the placement so take it into account we are not going to break up wounds because we don't have the time to be working from my side so thank you Sarah for helping me up to here with the break and roll but backtrack into your own experience with assessment practice as language teacher and consider whether formative or summative options were more common and what type of activities or items appear more frequently in those can we have like about three minutes for you guys to tell me if you can let's talk about question discuss number two do you use more placement do you use more formative assessment summative, do you use a combination or what kind of activities do you have Encarna, si puedo participar Marta? Si, gracias Marta Yo soy coordinadora del programa de heritage in my high school donde tenemos ya como cuatro high schools que están utilizando el programa etc y hemos variado mucho sobre todo porque aceptamos el self identification as heritage language speaker as our placement los estudiantes son los que de self identify as porque si no nos dimos cuenta estamos utilizando como the value schools un tipo de assessment like that and it doesn't work, those are literacy skills we have students who don't have those literacy skills and they can have a conversation with somebody in Spanish si que creo que es muy importante ver por que utilizamos estos placement assessments en otro punto que hablé con mi grupo en cuanto assessments es mis estudiantes si vienen a la escuela con 14 años no me importa su proficiency yo los pongo siempre en el nivel 1 porque quiero que estén tres años en el programa quiero que estén lo máximo tiempo posible expuestos a la lectura la escritura podcasting todo si tenemos grupos bien heterogéneos pero se puede es como dar clase de inglés se puede trabajar con esos grupos heterogéneos es trabajo por supuesto pero al final el beneficio de los estudiantes es mucho mayor estando repetidamente expuestos a la lengua que si es un estudiante que recien llegó de Guatemala y los ponemos en el ultimo nivel, tenemos tres niveles y al siguiente aun no pueden hacer nada gracias muchas gracias alguien mas yo tendría una pregunta para continuar un poquito este lo que acaba de decir Marta Silva cuando nosotros identificamos los estudiantes hablantes de herencia en nuestro programa normalmente no podemos utilizar solamente la self identification y a veces los estudiantes no entienden lo que significa ser hablante de herencia y con algunas variedades estudiantes que vienen de algunas regiones nosotros tenemos a muchos caribeños cubanos, dominicanos portugueños a veces las identidades son confundidas entonces tenemos que nosotros entrevistar a los estudiantes hablar con los estudiantes para identificarlos si querias saber si ustedes tienen alguna sugerencias a propósito de ese tema sugerencia en cuanto a a perdones que escuché la mitad de lo que estaba diciendo you keep breaking off ok perdon es que nada can you hear me si pues nada sugerencia con respeto a otras estrategias que no sean self identification otras estrategias que no sean self identification definitivamente hay diferentes y con esta lista que les voy les dije hay todas estas serie de assessments que están disponibles y al final tengo una serie de links donde hay diferentes assessments que se pueden utilizar pero definitivamente ellas son una ayuda de cómo utilizar aparte de self identification que esto que cada institución dependiendo de lo que necesite por ejemplo Marta le ha funcionado Marta verdad self identification quizás tu punto es que a vosotros nos funciona self identification hay una variedad de assessments que se pueden utilizar no simplemente self identification self identification puede ser parte del assessment no simplemente puedes adquisar el beginning o el punto de partida y eso se puede compaginar o se puede añadir otro tipo de assessments espero que conteste tu respuesta a mi pregunta Marta if I can just tell you one thing no se ustedes pero en mi high school it's not that we have a line of the students trying to take our classes so we didn't have that line of the students we have to go and recruit them from different areas like we had to go to the ELL classes we had to go to the soccer games we had to recruit them because the HL student already imposes on himself or herself that imposter syndrome like I'm not really I'm not really I'm not really a native speaker which I never use that word or that terminology ever so that's not para mi nunca ha sido un problema honestamente cuando un estudiante ha querido matricularse en mi programa en el programa nuestro it's like you are welcome here si tienen dudas una vez que están en la clase that's when you talk to them and you can have interactions with them o si tienen open house o si tienen algo en sus escuelas but that has never been a problem for us just because of that piece of the relationship also all the things that we offer in the classroom I understand Martin because I think that that's not the problem we're only with your institution but with a lot of institutions that we don't have enough students that we can have the luxury to say okay we're going to divide it in here we're going to do this okay but that doesn't mean that we are looking for an assessment or a tool that in the future right now will be able to help us all that's what the whole idea but yes definitely I understand your point because I don't have a lot more time thank you for your questions so there's when we're talking about alternative assessment there's two groups there's been sent researchers that have proposed that we can use at full the at full guidelines to as an assessment for the heritage language learners and send this guidelines it really has worked for some researchers or for some heritage language learners how it has been the case of the Russian and the reason for us is being proposed by Swenther, Marine, Rivera, Martinez and Kegan is because the majority of the speakers the heritage language speakers from Russia they are exposed to the standard variety of the heritage language but we know that that's not the case for Spanish okay therefore at full the guidelines that they were built and based on L2 it may work for some type of heritage language learners how is the case of Russian as has been proposed by this researchers but it definitely we know that it doesn't work for Spanish okay so the reason that it doesn't work for Spanish as we've been talking is because the population that we have is pretty is not homogeneous at all is very heterogeneous and also because we know we can have one tool to really assess two completely different group of speakers which are L2 and heritage learners okay what are dependence issues and I just wanted I have three minutes so I'm going to dependence issues that we have is that we are using all different assessments but the assessments that we use we don't know if they are really standard criteria or reliability and validity we also know that there is not one single assessment that it can cover everything right so we have to come out with a combination of assessments that also there is an issue when it comes to the curriculum that we have and destruction the courses that we offer okay we might have like you might say we don't have the variety we may not have many students or we may only have one course to be able to sit in and we also have as one of the participants was talking sorry that moved still fast but we have all these students in one class and a lot of our teachers a lot of our instructor lack training on how to deal with all these different students so these are all the issues that is still pending when it comes to assessment as well it's not only to destruction to differentiate destruction but also when it comes to assessment as I only have two minutes I believe want to go to all the links so what I did with the links and there is two pages in here of links to slices so what I picked out all the information that is available for assessment I'm not going to be able to go into all of them but what we do is just try to give you a little bit of introduction of what is the information that you're going to be able to find ones that you click on the link so this is what I was saying at the beginning of the presentation here it has all all the studies that it has been done since 1989 to now about assessment here they provide you with reports and with example of assessment so there is two different pages with about nine education that has several assessments for you to look at it so I will just recommend that you go through the links and see because everybody is going to be looking at these links everybody is going to be using it differently it's going to be needing different information from all the links but at least we don't have to start from scratch the idea that there is information in there there is assessment in there the examples in there that it can help us do our work hello I'm sorry thank you very much for your participation I think I have questions do you have questions for thank you very much for all this information so important and we are going to try to apply it as much as possible okay in your university what type of accessories do you use for placement okay in my university we only have a kind of heritage in the university where I am now we only have one and it has been recently that I have been able to use an assessment that means right now we have a placement that is based on the one we work with Dr. Avelpoliti and myself that means that is what we use, the placement that we use to put the students but as Marta said I don't have the luxury to decide because I only have a class until now and I think one of the posters I don't remember exactly how it's called Michael, I think Michael is talking about the idea we are working more or less the same we have started with a group from the top trying to establish different levels but everything is going to depend on whether we have or we don't have the population we have the population but not to be able to have two classes thank you so any student who is self-identified between the students it's not self-identifying but they take a placement exam and the placement exam is done on several parts first they have a background then they have a receptive vocabulary a dictated they have writing, they have reading they measure everything then based on that there is only one class that's true, although it's measured and the class that they start is a 3,000 level if they are not they are going to be in the 3,000 and if we don't have to put them in a 2,000 class that 2,000 class is not a class that is made only for the speakers thank you the mixed class okay Encarna a person asked well some of you made the observation that not all the links that you have are working and I think someone said that Avanti didn't but someone said that if you can give them information about where you can find those placement assessments that you are referring to okay, the corral the first one that was referring to the high school is in corral in the ORR they are open resources okay and the second one the link should be working um they say the one in the notebook the one in the notebook the one in the notebook are the same that are here okay, so hyperlink and the other one is working one moment in the chat link to the corral yes the corral and Avanti the corral the band and the corral the high school the others any more questions? we have another question that you made after the online placement exam for heritage students comments that some people accept anyone who wants to come but others want to know if they focus more on the written part or on the audit part more or less what is used and then it would be interesting to know what is your idea of it the written part, the audit part or the talk to place them it must be a combination of all to know exactly what we are at what level are the students because we have different levels of students and we have students with different levels of perfection some can write that if we only base it on the writing we are not being fair if we only base it on the oral we are not really measuring so it must be a combination of all more questions and others also commented that I am a little surprised to be able to have 3 years of classes for heritage students I know that you say you have one luckily we have beginners and intermediate and then another advanced and a new advanced that will come I do not understand what you have 3 years they want to know many times you think in high school you have beginners then intermediate and then maybe you go into pre-ap or ap but they want to know how many years would be missing and I think that Marta I do not remember who answered that an advanced master is 5 to 6 years but I do not know if that is for heritage learners or for L2 learners it was my answer there is a study of Sara Ardre where she does an analysis of various types of students in Arizona and the conclusion is that if what is expected is an advanced master the students have to complete not just a 4 or 5 years but even a little it is a long time but a complete acquisition of very advanced academic level it is exactly the same study that I was going to talk about it depends on what we are really looking for that the student the last question I have for you if there are no more questions do you have more questions no I have put can you still see my screen yes so there is an active thought can a single instrument adequately serve native speakers and non-native speakers alike any comment I would say no because the needs of the students the students the two do not know anything about the language I think that almost everyone answers that no and someone says it depends that it depends on what one is assessing now there is one thing that I am going to comment on and many times when we talk about native speakers and non-native speakers we sort of throw them in a huge punch and really when we say here in the states your English is our language but there is a huge range of variety with English speakers and I think that is one thing that we have to take into account see the CMOS L2 or the CMOS heritage language the range is tremendous of what we have in this course I want my students to reach this level and the other because it is huge the variety we have exactly and I think that depending on the courses we have and the skills we have and if we only have a course it depends on what the institution has I am completely agree but it depends on what the institution has but yes, we definitely in the same class it will be a totally heterogeneous group we cannot expect that everyone will be at the end when we finish, they will have the same level because everyone needs a series of time and they have a different knowledge yes someone else? no? I want to add that if what they say if at the end of the course each one has a different level the evaluation is very complex yes how to generalize an assessment for everyone if each one has a very different level you will have to be based on what has been taught during that course that you are working with how do you say sorry I do not see a name now it will be based on what has been taught in that semester or in that semester because we really know that the students from the beginning when they enter it is not a homogeneous group therefore when it ends it will not be a homogeneous group either it is still heterogeneous so it is to measure what has really been practised during that semester and the advisors are an essential instrument they have to know what they are looking for and work with the advisors at a high school middle school or university so be kind to your counselors it is true it is true I think that is more in high schools than in universities or in my experience it is that the counselors do not have much idea of what we are talking about when we are not referring to lecturers so we meet with what they want to advise but in reality they do not know what to advise because they themselves do not understand the concepts so I think we really need to teach the advisors what we are talking about because for them they take Spanish as the same difference for them if a student already knows how to speak Spanish or does not know how to speak Spanish Winnie, I think if there are no more questions if there are no more questions or comments I want to thank you apologize for the problems we have had well, that I had with being the breakbooms and I thank you your company and your questions and your participation in the workshop thank you very much thank you everybody for keeping this going and I think that there are many things that we need to continue talking we are going to start with our last event of the day there is actually a round table a conversation actually I do not know if you can make me the host so I can share my screen and the topic for this conversation started with a conversation actually with Carl that he told us we are facing unprecedented times we all know what happened over the spring break when everybody at this index had to move it's just one week or in 10 days from face to face teaching to absolutely online with very different results but it was really a critical situation so the conversation for today is going to be a moment of reflection a reflective moment to start thinking what happened in that transition what happened to us, what happened to our students our classes, our institutions our communities and then start thinking forward because still we are in a period of great uncertainty we don't know I was checking my emails a moment ago and they are still in my university deciding how many classes will be face to face and the rest of us, probably Spanish will be blended and online and they are deciding this today and tomorrow so we really don't know what's going to happen so part of the discussion and the conversation has to do with what will happen if online teaching becomes the new normal for our heritage classes and for starters I would like to share my screen just a second and this is how it's going to work just for questions for all the presenters that participated today and then we will dedicate about 20 minutes in the break rooms so you can talk with your partners classmates about what happened in your particular situation and then we will come back to share ideas so let's start with the sharing please let me know if you can see the slide yes thank you and basically the question is is Spanish as a heritage language teaching online the new normal for us so I'm going to start asking the presenters even the people that are going to speak tomorrow Alana, Delia, Edna if you can summarize your experience during this time how do you kind of address these for questions what went well in the transition what went wrong in the transition how do your students experience and reactions happen regarding this change and basically at the end what are your plans what you're planning to do if online teaching becomes the new normal so please any of you can start Alana I can start so I think that for me we had to really change things a lot actually to move to online very quickly especially since I'm at middle school so not all the students had devices and I live in a place where we have a lot of underprivileged students so I think what went well is kind of after what went wrong so what went wrong was that we didn't have everybody connected and everyone wasn't able to be there in person like in classes and online and all of that but out of that came some really great things and that we were able to figure out a way to connect with our students virtually to give them some support especially those that really needed it at home and especially a lot of my students from my heritage classes and my native speaker classes they were the ones who had a lot of trouble with getting online and getting some internet access so it was nice to be able to help them so I feel like because of what went wrong we figured out some good to start shooting and getting good solutions yes and then how did they experience the change and what is our plan okay so my students really did well with the change well I mean at first we played a lot of games and we did a lot of fun things online to try to help make them want to come to class and so then I figured out the google form that I shared with everyone today during my presentation I'm sorry we didn't have time to really go through it but once I was able to kind of like fix the tweak tweak it a little bit and perfect it for my class and my actual form that I used in class was a little bit longer that included some things throughout our day but once I was able to get that the kids knew what to expect and so whether it was they were there during my class when we met or they weren't able to be there then and they had to watch the zoom recording later that happened to a lot of kids they were still able to participate through the google form so if we go to online teaching again it's really hard with languages especially to do that speaking component and to get that interpersonal communication I think is the hardest part so you know I'm just going to continue to perfect my google form a little bit and try to do more resources and I saw some today that are going to be great to help us with more authentic listening and authentic resources for them hearing different accents and different native speakers talking so I plan to just continue to perfect that google form and to continue to follow my daily framework because that seems to really give them something to grab on to and something to work from them. Thank you. Who else? I'll go ahead, this is Carl. I'm speaking from a different department French and Italian but I think we can generalize across foreign languages so here at the University of Texas what we found was that for languages and we've been conducting surveys now and I've been reading through them we lost about 10% of our students they just kind of dropped they disappeared people who were enrolled we found out that even at a flagship institution like University of Texas you think everybody has great internet access that's not true and so when people moved to the online when we moved online many of our students of course went home that changed their circumstances for some people it was a radical change and they had very different home experiences so we lost a certain percentage of them and some of them never came back but of course what went well I would agree with Alana it was like over time we worked out a lot of the kinks one of the things that worked well for me were office hours I know I don't we have office hours and they don't often come but some reason they were accessing their office hours and they since we all had virtual office hours there was not a lot of difference between off-dropping in and doing one-on-one talk versus going to the zoom everything is in zoom now so office hours seemed to be working really well one of the things I think went well was that we asked them that what did they like and they said they felt grateful our students felt grateful in a way that they hadn't for language classes because of course they get to share they get to talk about themselves it was really a moment of kind of a deeper connection so even though we think that we've lost so much we've lost something we're all feeling that we've lost something in the online component I think don't overlook the fact that just still maintaining connections with your students is important because a lot of them are bored they're lonely and this is meeting a very deep need for socialization in them and so you know is this going to be a new normal well I think yeah what you were saying Flavia you know this is the situation so dynamic and here in Texas the situation is worsening right now hospitalization rates are going up and at the University of Texas they keep saying oh well we'll decide we'll decide but they keep putting it off because the situation is dynamic and so we're we are still completely up in the air about what we will be doing in the fall even though we're saying now officially yes we will have come back I'm listening to the deans and to the president and all these other higher ups and they're changing their tunes because well because the situation is dynamic so I do think that you know it's forced everybody to go online and that we are finding out that we can do things with zoom maybe not as well I agree with Alana it's great for asynchronous I've learned how to do the asynchronous parts much better I'm still working out how to do the synchronous parts of language teaching so that's where I am I can follow up with that thank you Carl yes because I'm also at the University of Texas but I am with the heritage students and so one thing I wanted to follow up on what Carl said about the connection with the students one thing well what went wrong I'll address that first because that's what we don't like what went wrong their situations are so different they have to help with siblings who are now homeschooled they have to help their families keep their business afloat they have to get a job so that's why we lost a lot of students or even if we didn't really lose them they weren't all there you know they could only come sometimes to class but regardless of that when we did meet together synchronously you know we always at these heritage classes one of the things the students say is it builds community right that's one of the main things and they finally out of this huge campus they finally are in a class where they feel like they're with people that are similar to them or they really belong and they have people who support each other and so we still had that line and a lot of my students said this is the only class where I'm actually talking to other people most of them are they became asynchronous and you just you know study the chapter and then go take the test whereas for mine they still held class at the same we all got together at the same time we started the class talking about the news what was going on and just being able to share with the other students what was going on that was the main thing I think that they appreciated and so yes now I have to learn a bunch of technology and all these apps and the Google forms and all that and that I think we all have to work on and it's more work for us because we have to provide the synchronous class and then create material for those students who cannot do it synchronously but we still have to do it I think because that sense of community that the students get when they get together is something that that's what they say they miss the most of being on campus and the socializing and being with their friends so as much as a lot of people say no we need to just give them the material because we can't expect them to all be logged on at the same time we need to at least try to have a little bit of that because it really helps them in many different ways yeah and piggyback a little bit on what Joseli was saying I think we'll be much more at ease with future classes because it just sort of came out of the blue in two weeks you're going to be teaching online through zoom and I had done presentations through zoom but somebody else was always manipulating things I wasn't doing it but the students learned I learned and this summer I'm teaching a class it's not for heritage learners it's an advanced grammar and composition class but I'm finding a lot more things which I think are really good and breakout rooms are excellent because I put them into small groups and at the very beginning I put them into small groups that they would meet each other and we would switch them around every day and then I try and then I use breakout rooms a great deal and I try to go in every day to each one of the groups and you get to meet them because that was my biggest concern the communication still exists I form large groups I have pre-assigned groups and now with flip grid I think it will even be better because that's the way they can meet each other I wish we had voice thread at UT but we don't but it's another excellent tool for students to converse so I think we'll they'll work out much better for all of us in the fall I'm agree with all of you on what went wrong I think it was very difficult for our students everything changed from one day to the next but then as I think just say a lot of them they lost the jobs some of us I have even a student that they lost their apartments so everything completely changed around then but out of that a lot of good came out as well you know they built that community that you guys were talking about I have a student's command and say you know that they're being closest to the classmates because now they depend more on each other to communicate and to get a lot of the things done one of the things that I worked for me besides the soon I wasn't doing the break at that point and we just will have the virtual and the virtuals would really work for them because as Jocelyn mentioned and they said a lot of classes what they were doing it's just a study whatever they have to study take you know the quiz and that was it so they really have the opportunity to converse among themselves and practice so that was a good thing that they like it and the discussion board also they like it because what I have I have a discussion board that is specific for the topics that we were working on it but also discussion board just for them to kind of vent out and that was really good for them they really like that and definitely for the future this is going to be the norm more definitely need to learn a lot more about technology that we can use online and that I think that that will be something that I will have to work on my own. It's interesting because what they hear from you I mean we start with the break break rooms I would like to see what other people has to say it's like the languages inside humanities may take a role that is not expected from us which is that basically will be sustaining the community inside the university if everything continues to be online and I find that truly exciting as an idea that I mean normally Spanish foreign languages we are not the big boys in the academic world but maybe humanities and the role that we play as communicators and sustaining communication can become one of the foundations for really keeping the institutions moving as a real communities of learning that's something they've seen I mean what you're saying has to do with that because the institution is the same other other content areas is just basically everything was posted online they have to study and then take a test or maybe complete a project and that was it. We were the only ones having to meet with them every single week for office hours constant communication some in videos so we were doing a lot of that maintaining community and I think that is something that we should kind of I mean emphasize in our in all our programs answer the questions so yeah I completely agree with all of you and also I just wanted to point out what went wrong for me at the beginning I noticed the high levels of anxiety from all of our students and the level of frustration not only from our students but also from us so it was really difficult but what went well for me is as all of you were saying that it was key to have good communication with my students and to let them know that we all were doing the best that we could at the moment but trying to understand every particular situation and open the channels for communication with all my students that worked really well and definitely if this is going to be the new normal what I'm planning on doing is paying a subscription for the gym because not doing exercises killing me so yeah also learning from all these opportunities and getting resources from things like Quero and the community that we are trying to strengthen here so that's going to be really helpful yeah we need to crash Quero's website just taking resources from everybody I don't know if there is someone else who want to share something there's one more little thing Flavia this has been new to us we were surprised by this but it was also new to our institutions so I think that as it progresses it's going to get much better for all of us I can only see it positive because they are learning a lot they are getting things ready for us we are learning a lot I've learned here today so there's a lot out there and I think we should look at it very positively so great I would like to say one thing representing UTSA and I just wanted to say that our school was just great to try to help everybody and the transition for me specifically my two heritage classes were hybrid already so we were only meeting on Friday so it wasn't too much of a drastic change and my I was teaching an upper division film course so that one we had to do online but we worked through it but just what I kind of like a recommendation is to always be present with them so right away I told them you can contact me through group me or whatever sometimes I'm not stuck to the computer so I don't see their emails but group me go straight to my phone so I see them right away and this is for university of course I'm sure high school is different so I reassure them right from the beginning I'm here all the time I'm with you I'm not leaving you alone don't be scared to ease that anxiety and I think the biggest problem for me with the future is how we develop our online classes as far as the platform so right now I'm getting certified with QM quality matters because we need to structure our online classes in a way that it is easy for the students to follow so if a student has never taken an online class and we already used to maybe online teaching so as the course might look simple but that's because we created it and we're like oh they can follow this they know what to do no they don't know what to do they need clear instructions all the time and guidance so that's something that I'm learning right now and it's helping me a lot as far as what do you need to have on your home page what do you need to do next make sure that everything is clearly labeled make sure your objectives are clear so I think that's something that I still need to work on to restructure my classes my online classes to where it's easy and it meets all the standards for our students to follow because I think a lot of that anxiety for my students where I don't know how to do online we think they're like technology savvy because they're younger or whatever but a lot of them they freak out and they're like I don't know where to click I don't know where to go what do I need to do what assignment am I supposed to turn in so that's something that I think we all need to work on if this continues and we need to do online classes is to make sure that our course format everything that we build is structurally correct as far as the standards for the students to be able to follow it correctly and easily so everything needs to be clear and have other people maybe take a look at it because sometimes our own eyes don't look at it we don't see it we're like oh this is simple they can do this but you'll see all the questions like I don't even know where to start where do I click to begin this course you know so that's something that I think it's just kind of like a recommendation for everybody to kind of like pay attention to that how your instructions have to be very clear in different spaces and everything kind of flows and agrees and everything's aligned with your course objectives your module objectives right and your assessments I want to mention I didn't really say it but I think I mentioned really quickly that our students expressed that they were grateful that is that's pretty wonderful I mean I think they were very generous in their evaluations because they recognize that everybody is doing the best they can under difficult circumstances and so they were they talked about their courses in a different way I think in a personal and meaningful way they were coming back to what Flavia mentioned that for me this has really reminded me of why we do what we do as foreign language instructors or language instructors heritage language instructors and so forth and I just had an interesting conversation I had to drop out of this workshop to go talk to the Dean of the College of Liberal Arts at the University of Texas and our new Dean a very well-known economist and I found myself for about 10 other faculty around the foreign language departments explaining to her why foreign languages were different or what made us so different than other content areas because she really didn't understand and she was asking very good questions and I said well it's not that we're trying to transfer information from our brains to their and content courses we are we now have shifted our kind of paradigm to interaction and communication and so what we are is we manage different situations to get them to use parts of language and so what we're talking about is really about negotiation meaning I use the word input and comprehensive blah blah blah so she listened and she said so basically you're trying to create a community absolutely immunity that's what we do and not only that but we're trying to talk about who they are as people because we always say this in the catalogs but foreign languages are central to the humanities so we want them to understand who they are as human beings and that of course is tied to their identities and to their cultures and to their heritage so it all comes back to what we are and what we do and I feel like in this moment which is pushing us online we're in a way rediscovering the centrality of what it means to be a human and what it means to be connected or not connected to other humans and so I find that it plays out differently in different languages different language communities of course the heritage language community the identity pieces so important and it's just become more important under these conditions so I'm it's weird but I'm excited because I think that people are understanding the value of what we do in a way that they haven't before it's not just about okay so you speak Spanish so you can make more money like your return on investment and we often talk about it learning languages in a very instrumentalist fashion and that's fine that's good but it's more centrally about feeling connected and socializing and knowing who you are as a human and that's pretty powerful okay guys I will stop sharing and I will create we have just a few minutes but I would like to have everybody try to respond to the same questions what went well, what went wrong what you learn, what happened with your students and finally your plans in small groups so everybody has the opportunity to at least share their space. I hope everybody has the opportunity to share a little bit about the experience and talk about plans and for me just having this opportunity to meet all of you being in contact and start sharing resources, ideas projects what we're doing in class it's really a privilege I feel like it's a privilege so thank you everyone if there are comments or any points that you would like to talk about later on about this particular situation the transitioning and the online teaching for our classes we can continue this conversation tomorrow let's start, I'm going to introduce my dear colleague Dr. Flavia del Politi Flavia is originally from Buenos Aires, Argentina and she's now associate professor of Spanish and she's the director of the Spanish Graduate program at the Department of Literature and Languages at Texas A&M Commerce Flavia teaches undergraduate and graduate courses related to the areas of Spanish language pedagogy teaching methods and Hispanic linguistics her primary areas of research include Spanish as a second and as a heritage language curriculum design and Spanish sociolinguistics so we're very lucky today to have her talk to us and her talk is called find the right name core issues in SHL oh no, that was yesterday yesterday I lost it mapping for success alignment in the Spanish heritage curriculum gracias Flavia thank you for such a nice presentation and I'm really happy to be with all of you today I want to start with a disclaimer my presentation and my materials are all in Spanish we'll do some translation but I believe that if we really want our own students to be proud of the language that they speak at home we need to start creating materials and creating positioning of using Spanish in academic settings all the time so this is something that started in my consideration a year ago what happened is that during the spring semester I had the opportunity to teach heritage languages in my institution in a postgraduate class and the graduate students themselves told me that we were using 98% of readings, videos, podcasts using the classes resources, everything was in English only 2% of the materials the academic materials that we had were in Spanish so I think that we need to change that so that's my disclaimer for today and I'm sorry if you have people with limited skills in Spanish I will be translating some pieces there will be some translation but basically I want to start making a strong case for Spanish in the academia so let's get started I'm going to share my screen and the traditional very old-fashioned powerpoint I think some of you asked and commented about the image and indeed it is the moment where the spaceship Space X is connecting with the International Space Station and those last moments of the approach were extremely slow it took more than 15 minutes to travel 2 meters away because they had to be sure that the alignment was perfect before being able to connect both components and I think it's a good metaphor for the topic that I want to talk with you today which is precisely the question of how we align our curriculum at all levels not only at the level of a general program but also at the level of a course but also in the own units and the election plans because I think that the good alignment is what makes our classes successful well as you can see in the presentation as well as the materials under the license of Creative Commons then you can share them you can use them you can also transform them to finish this session I would like both of you to be much more clear the type of challenges that we face at the time of making curriculum for the classes of inheritance I would also like everyone to be able to explain and in some way share the importance of the alignment to assemble any type of program structure from the election that we do for each day of class we have two, three, four, five levels of course and finally I hope that everyone can be familiar and get used to using curricular maps as an extremely useful tool when it comes to implementation then we had an activity of Pre-Tasher I know that yesterday was a long day and it was unfair to pretend to have an extra task but the idea is central at the time of lunch or maybe later it was somehow to focus the previous knowledge that you have about curricular design about basic concepts like curricular map, like alignment articulation, sequencing and see some of the reflections that have been made by authors and academics so what we are going to develop from now on are basically my brief part because I want to dedicate a long period of time of this presentation to both activities Activity B, which is an analysis of the case, and Activity C which is a first attempt to make the use of a curricular map to develop a unit thinking of spanish adherence so more comments if someone asks me what are the challenges and as a whole challenge also the possibilities that appear before challenging situations when we try or need to make a curriculum for spanish adherence there are a series of reasons that are challenging first and something that we commented yesterday, I think that both the presentation of Anna and the presentation of Encarna something that we commented on the tables as you can see is that we have a very large diversity of learners that is, you saw the scheme that Valdez presented very early in the 90s where she recognizes the same seven possible students and that we usually have those seven groups together in the same class related to this is that we do not have standardized levels what type of student are we finding in the class for me it is a beginner level for another person it can be an intermediate level advanced intermediate advanced and I think that the central issue that we continue trying and I see this as a serious problem trying to accommodate the models of proficiency linguistic competence cultural competence of speakers and students of second language languages that you prefer to another population group that are the salons and what I feel is to fit something that works well for a certain type of population try to fit it with a group that is not suitable and we can do a long debate about this but it is obvious that when you try to take a rubric of what it is for example an intermediate high in the model it is not too clear what student of proficiency would enter there and always escape skills there would always be a type of knowledge that the rubric and the description of Axel do not represent another problem that we have at the time of organizing or developing a curriculum is that unfortunately in the majority or in the vast majority of institutions we find that there is a limited number of courses and that they are dedicated only to students of proficiency normally and I tell you data from a survey here in texas of 75 universities of all the state and colleges great universities of colleges that is, tertiary education that they had courses of proficiency 78% had only one to two courses many did not have three institutions had more than three levels that is, a sequence of at least initial intermediate advanced then that is a problem at the time of designing and wanting to make a curriculum because we can make a perfect curriculum for a course a level and then that student has to go to a second language or the world languages and there the the lack of curricular design returning again to the question of standards you already take Axfol or the European framework all definitions, characterizations learning models, big goals they are supporting with a model of learning Spanish as a second language or as a foreign language and finally and I think this is also a challenge that at the same time I see it with a lot of possibility and with many creative opportunities is that at this moment of the discipline we have a plurality of pedagogical focus and we have a list that covers at least five or six models that have been developing in the last two decades we can think of multiple alphabetizations critical pedagogy macro approaches whether textual, discursive, functional we can think of sociolinguistic, model of dialect acquisition we have a set of pedagogical focus that serve, that we know that serve but these focuses are not yet curricularized that is, they have not become curricular and this is the part I think we have the opportunity to transform what we are doing well, then if we consider that we do not have specific standards for teaching not only Spanish but any other language I think that the global goals that different authors have set for education in a language of adherence should be our standards and I think that this proposal has to somehow strengthen with a very dedicated and very privileged work of just transforming global meta specific, clearly described if you go to the notebook on page 5 if I'm not mistaken they have a complete description from the reading of these authors and other authors have proposed definitions for each of these six big goals, yes then the best known which were proposed by Valdez in the 90s are those that have in the first starting at the beginning of the circle and down, yes the maintenance of the language of adherence the acquisition of a prestigious variety the expansion of the bilingual range the transfer of alphabetic skills yes, basically literacy skills the acquisition of academic varieties that connects directly with a prestigious variety and finally and this has been in a way the goals of the new generation of authors that may think that the education of adherence has to focus on the needs of the student, no longer linguistics, but in the sense of social agentivity connection with culture connection with the community and a change in terms of attitudes that is I think we are all very aware of the devaluation that there is about the Spanish adherence in two different contexts on the one hand we have the monoglossic perspectives of English and with the message of you need English to succeed in the United States, I mean English is the language of success and on the other hand we have the representation of what is Spanish in the countries where that language is the major language dominant language, for example Mexico, for example Argentina, for example Spain where the Spanish spoken by the speakers adherence is distinguished and stigmatized so transforming those attitudes is one of the essential steps and one of the goals that we should achieve, so my idea for today's workshop is that you are thinking how would you have standards that were based on these goals we do not have them, they have not been written, they have not been published, they have not been supported by organizations but I think it is the essential point of the game for our work well then changing a little bit the focus of the idea of standardization and what are the goals we return to the essential concept of this workshop which is the delineation and I think we are all quite used to or we have heard the term in the curriculum field basically is the idea that each component that forms part of the pedagogical process the educational process will have a clear logical connection and direct with the other components to form this continuum which is the educational teaching so that continuum will operate well only if the components at different levels are interrelated I think it is also important to consider that the delineation can be seen at different levels I can say that my course has alignment in the way that all its components are organized so that at the end of the semester at the end of the year my students achieve the learning goals that I propose at the beginning I can also think that I need to consider alignment if I am inside a program or a sequence of classes where we have levels or we have degrees and I can see that what I am doing in my class, level 1 will have a direct connection with what will happen in level 2 and also in the past there are previous knowledge previous knowledge that I am taking so the more adjusted the alignment between these elements obviously the result will be much more successful well basic elements or minimums and of course we do not have time to develop a whole curriculum project in 15 minutes but basically these would be the design or the basis of a design minimum to create a complete curriculum for a course a sequence, a program we have goals, learning goals we have contents and stress that we are going to develop we have the instructional process the connection with the students our teaching practice we have a series of resources, materials different types of technologies and finally we have the evaluation construction that obviously has to finish or have to connect with the goals at the end of the day, what I need to measure is the achievements from those initial goals and of course we have other other elements, other components that have weight, institutional context of course we are all immersed in institutional culture with different demands, different policies, different perspectives we also have the variable of the disciplinary framework we are working within the humanities, within the language within the Spanish language and there is a whole framework of how we understand the teaching and learning of a language we have pedagogical focus, I missed the plural I mean we have different ways to focus on the teaching and learning we have the individual learners with their own needs and of course we are having our own training, our own needs our own perspectives all these components work as a kind of big cloud that surrounds the decisions that we take when designing the curriculum here they have another scheme which is the same and these two were attempts to try to visualize the alignment between the components and the cloud of variables that somehow work together and they work on the process of the curriculum so to start with the concept of alignment thinking about it as an integration between parts I suggest that we go to the page 6 where we find the activity B the activity B is a case analysis they have a unit a complete curriculum, a program we are only going to focus on a unit a unit created by a school with very good intentions for a program for native speakers 2 and what we are going to do is analyze the components of that unit from a grid of alignment so I invite you to go to page 6 and gather in groups of 5 people to give 15 minutes to this activity thank you all if you have any comment question or any idea after this activity if you can put it in the chat and we are going to discuss them at the end when we get to the stage of in common so I will basically continue with the presentation but I would like to know well what did you think of this activity that we review of alignment then when we think about aligning a program to achieve that our classes our units our pedagogical routes have alignment and internal cohesion a tool that is highly valuable I think is the curricular map probably you are familiar with this tool many of you have participated in the process of building curricular maps and basically what I am doing is giving you a brief introduction to the topic they have a definition that I think is quite concise because we also have long definitions and there are of course different types of curricular maps but I liked the one that Harden proposes basically curriculum mapping is a systematic analysis of the content of the courses in the curriculum the original Latin word means of the word curriculum looks and translates as the course, the path, the road and I think that is the idea that the learning process is a route is a path and a map precisely as a map in real life is to give us indicators and place us on that route so some of the central properties of a curricular map are dynamic that is, even more than the models that I am going to present now are static, are rubric documents fixed in itself the map has to be dynamic has to be integrated by the action that we are doing that allows us to review it in a consistent way so there is no final map the map is like a snapshot tells me how things are organized at this time but I know there will be changes in second place the maps are microscopic that is, they do not go to the action specific in the classroom they do not go to the lesson of the day or the plan of the day but they try to look at the educational process from a broader perspective and that is why they usually focus on the courses or on the course sequence they are comparative that is, in an ideal world we could all of us who are today participating in this session sit down, make a map of a certain class and then compare it so that comparison allows us to see places where there are disconnections where alienation is missing between us but they are also comparative I can see them at the beginning and at the end of a course I can say this was the map with which I started my class and this is the map that I have built at the end and compare and see precisely what worked what did not work that I had to change they are informative ideally a curricular map and this to share has several levels of access it is shared with the administration of our institution so that they know what we are doing it is shared with the students so that the students can know in what way the route will be taken it is shared with the parents with the families so that they can also see in what way their children the children are building that route and in an ideal way they can share with the whole community so that the community in itself knows what kind of processes are taking place in the classroom and finally and for me it should have been put in another color because it is highly relevant a curricular map is a collaborative work I can create one or two many curricular maps but if I do not have the opportunity to sit down with someone and discuss that design of the possibility of alignment it is very difficult that the work of the curricular map is complete so something essential is to know that the creation of a good curricular map demands a work with another good so I selected this video I hope it goes well it is very brief but basically presents the essential steps for the creation of maps and the good thing is that you can look on YouTube and watch other videos with each of these steps developed more broadly but I liked to have the introduction now should be going and what we talk about are four fundamental phases in the mapping process the first phase is laying the foundation sometimes I have called it the prolog it has to do with getting ready to do your homework do your R&D or research before you actually start developing your initiatives the second phase is launching the mapping initiative and I want to call attention to that as people want to go right to that one first without laying the foundation phase one is laying the foundation phase two is launching the program and how to organize that best and orchestrate it based on the size of your school conditions readiness level of the faculty the third phase is sustaining and integrating mapping into the system so it is not one more thing but rather it becomes the basic way people communicate and share the curriculum and integrating with standards and how it becomes embedded in a sense in a school or district the fourth phase has to do with mapping into the future more sophisticated refined ways of working 21st century replacement strategies taking old ways of teaching and learning and replacing them with new ones and a look into the possibilities for mapping into the future so these are four phases but in essence these are all also four phases for professional development that's exactly right what we're really talking about is mapping so it's professional development and mapping and then if I understand this correctly we're really seeing mapping as this umbrella that encompasses our unit designer professional development all these pieces are fitting into the puzzle yes well you can see the other sections where it develops more in detail each of these stages but I think it's something interesting the way it's presented that the design of a map requires an initial research process before we sit down basically to work with the documents and start the analysis requires collaboration requires institutional development and many times we find enough support or maybe there's no time but I think it's important that each one has the possibility of talking with a close colleague a colleague in another institution a colleague from another place and this platform that we're creating in TEX is one of its goals and part of the mission precisely to have the support and the collaboration of someone when working with this very brief presentation is the need to integrate what we could call pedagogies of the 21st century that is to say start to transform and evaluate these transformations of how we conduct our pedagogical practice I know you ok next well, as I want us to have time to try to start the work of curricular mapping I'm going to give you two very brief examples that I've developed in the last two or three years and I want to use them as an example so that you can see a map in the broadest sense a programmatic sense and a smaller map a map that focuses on the development of a curriculum for a class so let me change let's start with a wide model I think you can see it this is an Excel document this Excel document you have the link in the notebook it is adapted from an open document that created Carnish Melon for the design of curricular maps and it works really well it's not complex and above all it's free you will see that in the resources list in the notebook there are many companies that have created virtual platforms that allow to make curricular maps systematically to have all the information in a digital format but the problem is that many of these companies do not have the option for the school of you the institution of you this tool is free it's basically an Excel document that you can download directly and it comes with a model of instructions so basically it's very easy for when we are working in groups, in teams people read the instructions and map them so this is the curricular map of our Spanish program at the Texas NEM Commerce as you can see here is the name of the program and then we have the different achievements or global goals that are 5 of our program what we hope is that our graduates are capable of doing experiments and skills at the end of the course as you can see here and I put it in gray to make it clearer it's a kind of summary of the instructions the map is built with each one of the courses and I'm going to move my view so you can see the class sequence they are organized by their sequence and by the type of requirement they have the different numbers we advance 33, 341 etc etc until the last two in 483, 489 the course title and then the objectives of each course in relation to the program outcome that is the global goal so if my program outcome is that my students are going to have the capacity to use the Spanish or even higher the goal of speaking in Spanish 1, it has to be connected it's here where I start to see the lines of alignment in second place and this is something that I really liked of the model that they implemented in Karim Melon they have level of competition and level of achievement and level of initial beginner and level of advanced mastery there are certain objectives that are going to be covered of these three levels in each course of course if I'm in a course of initial beginner I won't be able to obtain mastery that would be basically advanced high so there is the correlation between what is expected of a class and what is expected of the final program and finally what is ready is the type of evaluation that is developed to measure and that it has to serve me in the long term to measure the total achievement or the total goal so as you can see we use IPA as a basic classes already at the level of advanced intermediate there are other types of tools videos and academic presentations intermediate elements they start to appear other types of global activities that we do at the end of the course of course this has been adjusted the map was created in 2018 and we made an adjustment last year and of course it will be transforming but what essentially served was to see more clearly the connection between our classes and that is a quite worrying issue in programs especially at the university level where we have this division between the language courses and the content courses so we find overlaps many overlaps we find holes everyone assumed that the students knew certain things but those things were not in any place and it allowed us to start to review the curriculum of individual courses it is a long work and it is a work that does not end and I think that is the essential part but I think the effort we put in doing it and the changes we are making have a huge importance for the achievements we want to obtain well the second tool or model that I want to show you is a curricular map at a lower level or lower or lower level and basically it is a course map and this class that I was talking about last semester I usually use the course maps only in online classes but I think I want to get used to using the maps in all my classes no matter the level no matter the format I think it helps me a lot I think it helps the students and if someone else wants or needs to review how my class is structured I do not need to bring that huge document that is the official syllabus that has like 25 pages with a lot of data and things that are not too relevant I can directly show you my map and simplify it so I tell you how I organized it to be organized by the weekly modules with which the students worked in each two or three modules was covered in a unit and on this first column you can see the week you can see the module you can see the objectives of that week and these objectives are linked directly linked with the global objectives of the class with the learning outcomes the activities that I hope that the students do especially in a online class I wanted to have a very clear description of each of the elements the type of evaluation to measure the achievement of those objectives and the materials that they will use each week UCU is a similar tool so we used it for personal meetings week one, week two each week we had different elements and there were some adaptations of the initial design I added certain materials I eliminated others and that is something normal but what did not change was the basic structure activities evaluation the materials were more dynamic so if you take the work of reading a week with greater care you can see that there are different ways in which these objectives are being measured with these evaluations and these evaluations are linked with the activities that they did during the week so let's go to the presentation and I am quite happy that we are practically in time for the activity that I think will be more interesting which is the one of the notebook on page 8 so on page 8 of the notebook the activity C which has all the materials is basically an attempt that you create a pedagogical unit for the Spanish inheritance in a group and if that unit you consider that it is complete and that it can be carried out my idea would be to share it with all of us and that it was part of the reservoir we have of course using the license of Creative Commons because we want to share it so I will tell you briefly there are more or less 20 minutes we will try to adjust them so that they can have time to think and develop the unit is the unit imagine inside a sequence of units from a class that can be 5 or 6 then it would take a block of time 4 or 5 weeks depending it has to be clear what is the level of the unit the objectives the objectives I need you to think about from the global goals of inheritance education that is, that circle of 6 components that we saw try to think about your goals from these new standards or these new goals that we have and then of course they have a fairly broad list of big topics that we can use for our classes that the theme unit should be supported or supported in our themes the rest is the creativity of the group and basically we are going to do it well, welcome back to finish the common of this presentation I would like to have a few minutes we don't have much time but I would like to have some comments ideas from these questions the questions are very general and look a little bit to see what it was to try to do this activity what kind of conflicts if someone appeared to try to select the theme to understand what criteria they used then I would like to thank you if you basically write in the chat or if you prefer to open the microphone and talk I think we can calmly do this this mechanism and we have more or less about 8 minutes before going to our recess so I'm going to basically stop sharing but these would be the questions of reflection thinking and keep thinking once we finish this session I know some of you asked about the materials yes, the PowerPoint will be available as soon as we finish this session I'm going to incorporate it to the site we have shared I can also share the course map but I can't share the Excel document because it's an institutional document however, they have the link to download the work template and you can do the same activity with your own classes so back to the common room well questions, comments ideas how was the activity well I can participate to our group yes we discussed to choose the topic and discuss what would be the first topic for a unit and choose the one with the identity then we continue to advance we will see the objectives the objectives are the most difficult until now for us being teachers many years of experience but the objectives are still a difficulty or we do it very widely or we don't do it we can measure them and then we don't get to the evaluation part I would be interested in hearing other comments about the evaluation of this unit, what evaluation methods we are going to use and if the evaluation methods have to be linked to the objectives correct but we have to cover all the skills too so it's interesting I liked the word that the video presenter used it's a puzzle it's really a puzzle and if we can't fit the pieces we normalize the final image I think it's an excellent metaphor to have curriculum and alignment so I know that time was insufficient to develop a unit but at least I wanted to try to think about the work of a map and see what challenges that map implies once the objectives are chosen we can start to build the content the skills we want to develop with the type of evaluation and what type of materials what type of elements we are going to use in a class it's good to leave the instructional model because there is more to present and work your unit and that's where I think it's the creativity of each teacher and the method he's going to use in his class thank you we in our group we put it in the chat it's a screenshot of the of the plan the idea was that the group was an intermediate high school and the other was we felt that we had a relationship gender roles and gender identities in Hispanic cultures and from that you can open it because you put it in the chat we started with the questions and I think that helped us a lot to see what the learning objectives are from the questions we made how would you define an everyday hero how do you relate with today's heroes what are the effects of heroism in the community what is the difference between an everyday hero and a superhero and so so so and from that to develop the learning objectives students will understand the importance of Latino heroes in our society and how are they related to their own experiences this was a topic we discussed in high school because there were two nice parts in high school and it is a topic that is interesting how the boys identify with this topic not heroes they appear in heroes that are well known they are popular but sometimes they name their own parents and they develop connections between what they define which is a hero and his personal experience of family it is very interesting so that you are hooked on the family and cultural connection personal it is essential the skills we define interpersonal intrapersonal and the four skills assessment presentation or integrated performance assessment I mean they did practically all of the unit it is a very working team the resource content was missing the idea was to combine those two units because we saw a link between those two units and then of course when you talk about gender roles and gender identities in Hispanic cultures it is very interesting to see the difference of gender that exists so for the teams that started and for the groups that want to continue working the idea again is to push them to prepare materials to share in creative commons the last goal is to get there and what I was saying to Sher Cal that all of you are creating things constantly the only thing missing is the sharing and I think my idea when I proposed this was to push them to start thinking about something we have time for one more comment and I don't know if there are any questions that you want me to review we, Flavia in the group of us, we focus on neither here nor there it is the same identity however, we decide that it is not that we are going to see it as an identity theory and relationship and all that it is something that is more terrorized than the guys and they also want to tell their own stories so under the the theme of and the book of No se lo trago la terra that the guys that book is from before so the guys see it and they identify it and they realize that they can vocalize their own stories or that they vocalize their stories through different ways and now if we are giving classes online that either they write their stories write their poems or that they interview someone, videos, resources what they want to put on the internet create a repository and even the four masters that we were there to say even create a repository between different, for example if we implement it, the four masters I share all my resources with them and then it is created a circle of reading there are resources in which the guys see that other schools are also going through the same and then it makes them you raise awareness that they also have a story to tell that people would want to hear Exactly, and what other students I think that the production is something more that you have to give and that of course we do not have the time to talk too much but the creation of the material is really something that has to be normalized, it is not a special thing a special project has to be something normal in our classes that at the end of the course, at the end of the day there is a material that is shared that is produced for share and that there are other readers, other speakers that are going to consume or interpret that material Exactly, and instead of all the text book and all the theories and all the concepts it is just created by one or two, we would not even know the whole book of Innocelor de la Terra one or two parts and from there that they begin to create the content that is, it does not have to be teacher-center Excellent, thank you so the group of you also in the units In our group we started from the story of the eclipse of Augusto Monterroso one of our colleagues, I think he must be familiar with him because he has the name Monterroso from Guatemala Giselle is going to tell you a little bit more about how we managed to form the unit looking for especially the that the young girls revaluate our heritage great cultural heritage Native American I don't know if Giselle wants to continue Hello everyone Yes, in fact I shared what we did as potentials that were in reality what we focused on if you can see them I read them quickly in our theme actually then yes what is the oral tradition the questions are how do we influence the stories in our cultures but more specifically in your culture why does it exist and where does the oral tradition come from in the Latin American communities how do you present yourself and in what way has it changed because now we are in a very different context so I would be very interested that the students realize that many of the traditions with which they have grown are maintained in different ways and also in what way can we connect the stories, the ones with us and what do they teach us and more specifically talking about the evolution of traditions an example that comes to my mind very clearly is I don't know if you know what is tiktok I think we are not that old I think it is a very very long application right now and I see that I follow many Latin American young people or Spanish speakers that now they share the stories in that way but now they share then it evolves in a very interesting way so I would love to make these connections through this unit that we started with the oral tradition and the story as a tool excellent I think the ideas I'm sure we don't have the time to share but I'm sure the ideas they have generated are highly creative they are interesting for us as teachers and they are interesting for students so the challenge is that they continue to connect and work together and I am in a final unit that we can all see unfortunately we have one minute for Cely to tell me a big question that is pending there were two things from the beginning of the presentation that they asked one is maybe the controversy with the term of the acquisition of the prestigious variety of the language that was one and the other is from the first activity we did to evaluate the first map to know what is your opinion about that map so those are the two things good, about the the prestigious variety as a goal they have to think that that global goal is a previous position to what would be the incorporation of the pedagogical critical models that is, figure in Valdez in 1995, in our first texts also in 1997 and somehow it is linked where we can start to disarm because I think we have to disarm things before we can use them that the question of prestige appears linked internally with the academic variety that is to say in Spanish we are teaching in the school, in the university and what is the position of the community and the culture around that variety taught in the school and as a very short example I can tell you that in Argentina until the 90s the systematic study of the pronominal form with all the verb conjugation system was not part of the curriculum what appeared in the class Castellana was the form of you, so we we studied with this school model in Argentina before the 90s we learned to conjugate the form of you and to know what forms the verbs have but once we got out of the specific class of the Castellana language no one used the you we used you or we used you in the city of Buenos Aires so the prestigious variety of the you was what was predominant and was considered academically acceptable that luckily changed in the 90s and the voice is the form that is taught today and the conjugations and how the verbs are written so when we talk about prestige we are talking about historicity of social constructs and that we have to disarm and probably the idea of prestige within the language of inheritance as a goal is debatable today because we are talking about this situation what is the record in which we are communicating today in Spanish in these presentations it will not be the prestigious variety it will be the formal variety the academic variety and there has been a lot of debate the good thing is that the critical pedagogy they are reviewing that and I think it is something that you have to continue to continue in discussion regarding the unity 1 so that I may ask where I had taken it and I am doing a compilation trying to collect what different schools and districts are doing with the courses for inheritance it is very slow I would like to have a database but there are very interesting things there are very good projects there is the creation of local standards which are extremely valuable and there are also schools that are trying the best they can but again they are forcing the curricular model of second languages to the language of inheritance and that for me is the main problem with the unity of the summerville school that I shared it has several design problems the amount of questions a unit cannot have 20 questions because there is no way to solve them the subject is excellent it is a fascinating subject but the implementation in the contents as many of you have already commented it leaves a lot to be desired if it is limiting it wants to include too much and ends up being practically nothing that is valuable that contributes to the reflection then that would be a problem the alignment is not clear and above all there are no specifically clear objectives what these students are going to develop in a clear way that I can measure it when completing my process you might have noticed in the assessment section there was a list of possible assessments and it is like but all these models or tools serve me to measure all this the central problem is an alignment problem and I know that they have had the best intention to create this unit but it has to be reviewed Hi everyone, welcome back welcome to the next session really for me it is a great pleasure to introduce my colleague Edna we have known each other for a long time and it has always been a pleasure to work with her Edna is assistant professor of Spanish a coordinator of the Spanish teaching minor at some Houston University in Texas she was born in Colombia and earned her PhD in Hispanic linguistics and studies from the University of Houston Edna has a broad range of experience working in the K-12 level as a teacher but also as a teacher trainer and mentor her main research interests include advanced bilateracy for heritage language learners Spanish teacher training and also working with directly with the schools she teaches face to face and online courses in Spanish at all levels of instruction so please let's give her a big welcome and Edna we are very happy that you are presenting today with us Thank you Flavia, thank you for the presentation it is also a pleasure for me to be here, I am very excited to be in this workshop to have the opportunity to share a little and to learn from everyone I will also use English and Spanish I am going to be code switching my power points or my slides are all in English but all of our interaction can be in English or Spanish I am going to be using near part so probably if you were yesterday in Alana's presentation you are already familiar with the platform so I think I decided to use it so that we can interact so I am going to be sharing my screen with another device if you can use your phone or maybe a tablet or you can also access near part in another window if you prefer to do it anyway I am going to be sharing my screen so that you are going to be seeing what we do near part 2 so from the materials that I have in my folder probably you are going to need by the end you are going to need the material that says reading strategies less of land so I will be sharing with you but if you can have it so that you can working groups maybe it will be easier if you have it with you okay well then I think I am going to share the screen so that you can see it near part I hope you can see it it simply has to go to near part sorry join.nearpart.com and enter this code or enter with the code gsbby I think that too in case people are getting late I will copy the link and put it in the chat let me see how do I need to stop sharing and now I am going to put in the chat is this in the chat I think you sent it just to me I am sorry can you do that okay we don't have the code let me see if I can send it again the code will also be in the top left hand corner when you start it so people will be able to see it as long as you share your screen so it's here on the top too right okay I think we can start now okay the presentation also has to do with reading like yesterday's presentation of Alana I am going to be talking about heritage language reading strategies in and out of the classroom hopefully it will be a compliment to Alana's presentation okay so let me see it seems that there are problems with the near part of the participants okay limit of participants that can be put together okay anyways I am going to be sharing with everybody so there is no problem if you cannot join I will be sharing my screen so that you can see I didn't realize that there was a limit maybe because I don't have it you got out anyways all the slides are going to be here so yes okay and also this presentation my presentation is going to be at the end in the folder okay so well my objectives these are my objectives I want us to review some research findings on heritage language reading we will also be discussing the implementation of a reading program for the Spanish class I also want us to reflect a little bit on explicit instruction of reading strategies and by the end I want to share with you some material that I created specifically a lesson plan to teach a reading strategy so okay so let's talk first about research so far about heritage language reading or research so most of the experts agree on saying that it is crucial to promote higher levels of heritage language literacy in general terms I am citing some studies here however most of the studies in this area in the field of heritage language literacy have been conducted around heritage language writing specifically specifically about writing strategies and I am citing some of the studies here just a few studies please ignore the numbers I was trying to do something with those numbers but I decided to change it and I couldn't get rid of the numbers at the end so please ignore those numbers okay so yeah most of the studies have been conducted around heritage language writing strategies I am particularly interested in the factors in studying the factors that affect reading comprehension heritage language reading comprehension and I have studied two factors vocabulary the effect of vocabulary on heritage language reading comprehension and also the effect of having previous knowledge of the discipline and of those two factors I found that probably vocabulary is the one that affects the most so it is really important not having enough vocabulary is really a problem because it impedes reading comprehension I found that in one of the studies of course more studies need to be done but I found in one of the studies that students needed 98 to know 98 percent of the vocabulary in a non-fiction text in order to be able to show adequate comprehension of it so it's a lot of vocabulary that they need paradoxically they don't read because they don't have vocabulary and how they acquire vocabulary paradoxically is through reading so it's a contradiction that's why we have to worry about texts that we offer them that are texts that they can read and that they take them that they understand easy to read at the beginning and that they catch them so that they become independent readers right? of the few studies that are around the area of reading most of them have to do with showing the benefits of extensive reading so most of them have to do they show the benefits of extensive reading and I have a summary of the studies here some of the studies I adopted and translated and also expanded this information from Rodrigo in 2018 and you can see here in the chart the name of the author and the participants in the study the results you see the participants secondary and college students and most of them for most of them the conclusions the conclusion is that students through extensive reading they get to improve their reading comprehension skills and also writing comprehension skills they also get more vocabulary and they also get better in their reading habits and there is one study by Rodrigo in 2013 that concluded that students improved grammar competency the grammar competency in five out of the eight of the grammar structure study so it really has a lot of benefits these extensive reading but we are going to make a difference now it's important to clarify some terminology and to understand the differences between intensive reading and extensive reading and what is an extensive reading program okay intensive reading there are two different or these are two different ways or two different depending on the objective that you have when you read you can read in two different ways to an intensive reading let's say that you have a new equipment a new phone and you don't know how it works then you need to learn how to operate maybe an equipment or a team then what you do is you go to the manual you read the manual but the way you read it you need to focus on the meaning of words because you really want to understand so the kind of reading that you conduct you want to understand every single detail this is intensive reading which is different from extensive when you are reading for pleasure and you are just focusing on the message in general but you are not concentrating on understanding every single detail the goal is comprehension of the text and it's for pleasure for example when you read a novel that's what we call extensive reading now if you add to that extensive reading that way of reading you add doing it abundantly about a topic of interest and doing it for pleasure then you have an extensive reading program you do it every day for example at a certain period of time when you do it abundantly and those are the extensive reading programs that we are talking about because precisely because reading is so important that many world language teachers have turned to the TPRS method which is TPRS stands for teaching proficiency through reading and storytelling this method was created by Blaine Ray in the 80s and is based on maybe you remember Crashin's Comprehensible Input theory according to which the brain needs enormous amounts of comprehensible input to acquire a new language and how do we do that by providing extensive reading interactive books and oral stories to our students Alana Alana has been talking about extensive reading and all the benefits extensive reading that helps improve writing skills and generally contributes to the academic life of the students stimulates reflection and critical thinking reduces stress and especially if we are talking about our population of inheritance connects us with Spanish literature for example and with materials that have to do with their culture and with which they are reflected which helps strengthen their cultural identity linguistic identity which is important and something that seems very important and key especially when we have students of inheritance or these mixed classes where we have inheritance in the second language is that through reading we can make the difference in the classroom reading is a way to differentiate in the classroom and precisely that was what we saw yesterday in her framework she talks about silent sustained reading or free voluntary reading these two terminology that are used depending on the context I was a elementary school teacher and I remember that in elementary school we called it DRDER drop everything and read and it was precisely this period of time in which we solved everything we were doing and we sat down to read so this ideally the connection of children with reading and finding that book that shoots them to reading ideally we should achieve it and have these independent readers to start that process from kindergarten or from elementary school that is our work as teachers but it should not stop there and it is a process that must be continued now that Flavia was talking about the alignment precisely that that type of programs should have continuity from elementary school then secondary school and then to the university for us in the university I speak because right now I am working especially with teachers preparing to be Spanish teachers K through 12 and we have the difficulty of not passing the certification exams and it is precisely because of this because they do not have these reading habits and they have difficulties that is reflected in the writing of the students I am as Alana mentioned yesterday there are several teachers that are promoting and I am following especially Mike Piro who speaks about, he has two phrases that call a lot of attention one is teaching students to read is not the same as teaching them to love reading then it is very important and it is our work as I said to connect them with reading not just teaching them to read but to make them fall in love and another thing Mike Piro proposes is rather than having a reading course with a reading component teachers should lead reading courses with a language component I totally agree with him and I think this is something we should also focus on in the university in other words instead of creating courses that have a reading component we should emphasize a lot of the reading and around reading for example if it is a grammar course that is from reading well this reflects Rodrigo in 2018 proposes these different models to implement these programs of extensive reading she proposes that these three models first can create them as independent courses for us at the university it is very difficult if we already have a curriculum established and create these courses independently a reading course is sometimes quite complicated however it can be done maybe the easiest would be the second model to create these extensive reading programs as a complement of a course that is basically what I am trying to do and my proposal is for example as I told you I work with teachers this semester I will teach a course for teachers to help them prepare to improve their writing to prepare for this exam Spanish-speaking and what I do is to implement a lot of reading that has to do with their profession and around those reading these courses are called Write and Enhanced for me these Write and Enhanced are synonyms of extensive reading so the objective of this course is to help them improve their writing but how do I do it through extensive reading so another way that can be done is with extracurricular activities it is another idea that I have and another plan for example a reading club through reading clubs we can also motivate them if they have to do with their interests with their profession well these are different proposals that I think are interesting to study but I am interested to know about what you do how do you teach reading do you have or know any of these extensive reading programs what do you think are the challenges if there are any for the implementation of such programs so what I want you to do is to get into groups and discuss these two questions and maybe choose one person from the group to summarize and share the discussion with the whole group so what are you doing how do you implement reading what do you see for the implementation so I know we are going to have different people from high school or college level so I want to know what each one of you is doing in order to implement reading in your courses ok so I don't know if anyone wants to share what they discussed about the extensive reading programs if they know any the challenges that are there or the challenges to implement them someone is raising their hand I think I can also comment if I decide how are you Patricia our group I am a community college teacher but our group are two teachers of the school and so we were commenting that for the three even for community and for the children the motivation is a totally decisive issue when choosing a material for the children to read and secondly we were also talking about adjusting the degree of difficulty in reading to the group we have and the other we were seeing that Florence was commenting on the extension that if the text of the reading is too long in their own words they put a wall so it is important the extension the motivation and that it is suitable for the students and in my case I teach at level 200 for example of a blog or that read the summary of a movie because in Spanish because it is the movie that you are going to see and topics that hook them but that they are OER because it is the real text that they are going to face at some point in their life reading not only academic questions but from day to day Yes, perfect I want to comment I want to comment in our group because we did not have many three people and two other people work in high school and I am also surprised that I am almost maybe the only one who represents an organization that works in a way a little informal in Spanish we are a school that only teaches Spanish on Saturday to students and immigrants here in Carolina del Norte and what we do little in this organization because with the little time we have we try to implement extensive reading with the higher grades because we have children from 3 years old to grade 12 and with the grade from fifth grade from elementary to grade 12 we select a short novel and every Saturday we read a part and we reflect we answer some questions that is in my program that is a little informal at the level of the majority that are in this workshop because they have on Saturday to select much more time to choose other type of reading however, my two colleagues are inclined to do extensive reading ok thank you very much I think that Marta Silva is asking for the word ok yes, in our high school in the first level of language we have included in the curriculum a novel a novel by frustration of never finishing a novel because one of the things that we have talked about in m