Lucía OsaMelero Spanish and P ortuguese SPN 327G Advanced Grammar and Composition Bilingual 1 WHO IS A HERITAGE SPEAKER A heritage speaker also called a heritage language learner is a student who is ID: 631763
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Slide1
Learning Basic Grammatical Concepts through Authentic Literary Texts
Lucía
Osa-Melero
Spanish and
P
ortugueseSlide2
SPN 327G Advanced Grammar
and
Composition Bilingual
1. WHO IS A HERITAGE SPEAKER?
A heritage speaker, also called a heritage language learner, is a student who is
exposed to a language other than English at home
. Heritage speakers can be categorized based on the prominence and development of the heritage language in their daily life. Some students may have full oral fluency and literacy in the heritage language; others may have full oral fluency, but their written literacy was not developed because they were usually schooled in English. Another group of students -- typically third- or fourth-generation -- can speak to a limited degree but have difficulty expressing themselves on a wide range of topics.
Slide3
Objectives of Advanced Grammar and Composition
The Spanish language program
focuses
on the development of three major types of
competencies
linguistic competence
(linguistic proficiency in Spanish including knowledge of phonetics/phonology,
morphosyntax
, lexicon, discourse, etc.)
communication/ interactional competence
(communicative abilities in Spanish, including knowledge of
sociocultural
uses of the language, pragmatics, cultural background/perspectives)
metalinguistic
competence
(awareness of language as a conceptual, symbolic system)Slide4
Course description and objectives
SPN 327G bilingual is the third course in The University of Texas bilingual track Spanish program geared towards native and/or heritage speakers.
The course focuses on
further developing speaking, listening, literary reading, and formal and academic writing skills in Spanish while building vocabulary, learning the nuances and in-depth concepts of basic grammatical rules, linguistic terminology of Spanish, and gaining a better understanding of Hispanic cultures in order to communicate in an accurate, effective, and informed manner within a variety of
sociocultural
situations.Slide5
Ways to enter the Advanced Grammar and Composition
Bilingual class
University Placement test, designed for non-heritage speakers
AP placement taken after high school
Bilingual courses sequence in the departmentSlide6
Generally, what skills or abilities do students bring to my class?
Oral skills: Advanced oral skills within an informal register
Listening skills: Advanced within formal and informal registers
Reading skills: Intermediate-high
Writing
skills:
Advanced (
orthography issues)
Metalinguistic
ability
:
very
basic
Grammar and linguistic knowledge: extremely basicSlide7
Abilities that need immediate attention
Oral skills within formal registers
Presentational skills
Written skills
Formal register
Orthography (lack most of the conventions)
Discourse organization and punctuation
Listening skills
Sophisticated topics
Metalinguistic
knowledge
Syntax
Sentence structures
Morphology
Linguistic terminologySlide8Slide9
Disparity
In comparison with traditional classes
, heritage speakers classes deal with an extreme disparity of skills and abilitiesSlide10
Combining skills
Reading comprehension is one of
their most advanced skills
Metalinguistic
competence and linguistic terminology knowledge
is one of their
lowest
skills
Combining both skills should result in an increase of both performancesSlide11
Literature analysisLinguistic analysis
Novelas
y
Fichas
de
lectura
List
of contemporary novels
LISTA DE NOVELAS PARA 327G Bilingüe
Siglo XX
Rayuela
de Julio Cortázar (Argentina)
La casa de los espíritus
de Isabel Allende (Chile)
Paula
de Isabel Allende (Chile)
Nuestros años verde olivo
Roberto Ampuero (Chile) [novela de detectivesca]
Pasiones griegas
Roberto Ampuero (Chile)
El caso Neruda
Roberto Ampuero (Chile)
El amor en tiempos del cólera
de Gabriel Garcia Márquez (Colombia)
El coronel no tiene quien le escriba
de Gabriel García Márquez (Colombia)
…Slide12
Fichas de lectura
During reading students have to complete
“
Fichas
de
Lectura
”.
This set of activities
consists of
reading
comprehension
and
interpretation questions
combined
with linguistic
analysis and
grammatical
knowledge questions Slide13
The book
Modelo
de
Ficha
de
Lectura
I. La Novela
Título de la novela
Autor/a
Editorial
Fotógrafo de la foto de portada
Número de páginas
Lugar de edición
Año de ediciónSlide14
The author
II. El/la autor/a
Fecha y lugar de nacimiento y fallecimiento (si el/la escritor/a ha fallecido)
Edad (edad a la que escribió la novela que has leído)
Otros trabajos (otras novelas u otros libros conocidos)
Obra más conocida
Contexto social que destaca en su obra
Premios recibidos (nombre del premio, donde y cuando)
Foto (busca una foto en Internet y pégala en tu ficha)Slide15
Characters
IV. Personajes
a)
Personaje protagonista.
Descripción física (usa adjetivos específicos y expresiones figurativas)
Descripción Psicológica
Dato interesante o particular sobre este personaje
Algo que te encanta de este personaje
Algo que te disgusta de este personaje
b
) Personaje secundario
1
c
) Personaje antagonista (si existe)Slide16
The plot
V. Marco de la obra:
Espacio físico ¿dónde sucede el argumento de la novela?:
Periodo de tiempo en el que ocurre el argumento:Slide17
Linguistic analysis
Categorías sintácticas
Escribe un párrafo corto que describa un lugar o parte de un lugar donde sucede una acción importante para la novela.
Ahora escoge una oración de dentro de este párrafo que contenga explícitamente las siguientes categorías
sintácticas.
-Sujeto
-predicadoSlide18
Linguistic analysis
Encuentra
una
oración
de
tu
párrafo
que
contenga
objeto
directo
objeto
indirectoSlide19
Advanced syntactical analysis
Busca en el último capítulo de tu novela dos oraciones que… (pon mucha atención a este ejercicio, busca ayuda si es necesario):
Oración que contenga una cláusula principal y cláusula subordinada nominal
(
ej
- Sol prefiere que su esposo no la llame Solito)
Una que contenga una cláusula principal y cláusula subordinada adjetival
(
ej
- Sol necesita un esposo que la cuide más)Slide20
Advanced syntactical analysis
Una que contenga una cláusula principal y cláusula subordinada adverbial
(
ej
- en cuanto decida retomar la comunicación con su esposo, se dará cuenta de todo lo que se ha perdido)
Una oración que contenga una subordinada adjetival con pronombre relativo
(que, el que, lo que, cuyo, quien)Slide21
Grammatical categories
VII. Categorías gramaticales. Céntrate en el mismo párrafo
Del mismo párrafo encuentra un/a
1) Sustantivo masculino
2) Sustantivo femenino
3) Adjetivo
4) Adverbio
5) PreposiciónSlide22
Morphology
Morfología. De los capítulos que has leído encuentra
tres
palabras
con:
un prefijo (antes de la palabra) Anota la página
ejm
:
des
hecho
un sufijo (al final de la palabra). Anota la página
ejm
: honesta
menteSlide23
Lexicon and semantics
Semántica: Vocabulario
Escribe
10
palabras que no conocías
y que has aprendido a través de la lectura. Puedes usar el diccionario. Escribe la definición en español o la traducción al inglés.
Escribe
10
cognados
que hayas encontrado a lo largo del texto . Anota la página.
Slide24
Escribe
3
cognados falsos que hayas encontrado, es decir dos palabras que el autor usa correctamente pero en ocasiones los hablantes la usamos mal. Anota la página.
Ejm
: carpeta (incorrectamente se usa “carpeta” para referirse a la moqueta o protección del suelo, cuando en realidad es un bolsillo de papel para guardar documentos, algo muy común en las oficinas)
Escribe 3 expresiones o dichos populares
que encuentres en tu novela. Anota la página.Slide25
Orthography (spelling)
X. Ortografía
Encuentra a lo largo de tu novela una palabra que contenga. Anota la página :
1) la grafía
k
2) la grafía
c
pero
que tenga
sonido /
k
/
3) la grafía
c
pero
que tenga
sonido similar a /
s
/
4) la grafía
z
6) la grafía
g
pero
que tenga
sonido similar a /
j
/
7) la grafía
j
8) “
h
” intercalada
9)
h
al principio de la palabra
10) la grafía /ll/
11) la grafía /y/
12) la grafía /
r
/ con sonido fuerte
13) la grafía /
r
/ con sonido débilSlide26
Stress rules and patterns
XI. Acentuación.
Encuentra tres palabras para cada grupo y anota la página al lado de cada palabra.
Agudas que no lleven tilde
Agudas que lleven tilde
Llanas que lleven tilde
Llanas que no lleven tilde
Esdrújulas
Monosilábicas con tilde
Monosilábicas sin tildeSlide27
Stress rules and patterns
Palabras
que
contengan
un
diptongo
(
subraya
la
combinación
de
vocales
)
Palabras
que
contengan
un
hiato
(
subraya
la
combinación
de
vocales
) Slide28
Free response to the book content
XII. Opinión personal sobre el contenido.
Respuesta libre. Slide29
Students feedback about “fichas”
15 minutes
short questionnaires
in-class
after
r
eading
the
novels and completing the “
fichas
”
.
Generally, students thought the activities were
useful, positive, and hard.
Very few answers were negative. (2 out of
10) Slide30
Students feedback about “fichas”
In general terms, what
did you like the most about
the
“
fichas
” assignments
? What has been the most
interesting
thing
about this assignment?
I loved reading novels from
latino
authors. Honestly, I did not know I could read the whole novel, but I did it!
I picked up reading before bed again. I like that I read in Spanish before bed, it makes me dream in Spanish.
I discovered Angeles
Mastretta’s
novels and I love her writing style. My next novel is going to be “Mal de
Amores
” and I am sure I am going to love it as much as “
Arráncame
la
vida
”.Slide31
Reading and interpretation activities
What do you think about the activities in which you
had to write about the novel, the author, the
characters, the plot
and the message
of your novel?
That was easy, I could answer without much problem.
I liked writing about it because it made think about how much I knew about the novel.
Talking about the characters was easy. I had to decide who was the antagonist, and that was not easy to find in my novel.Slide32
Linguistic analysis through the novel
What is your opinion about the linguistic
analysis
a
ctivities
i
ncluded
in the “
fichas
” assignments?
Trying to complete the syntactic activities was very challenging. However, I think it helped me a lot to review the material we studied in class and to understand it better
.
The syntactical activities were hard, but it was amazing to see that I could find those grammatical categories on my own and analyze them
.
Finding the subordinate clauses in the novel was difficult. It made me reread the pages from a different perspective.
A
couple
tim
es
I had to visit the tutoring center to get help with these activities. The tutors were great and helped me complete the activity and understand the selection of the sentences.
These activities
made me read the pages from a total different perspective. Somewhat fun!Slide33
Grammatical categories
What is your opinion about finding words that
fell
under the
specific
grammatical categories in
the
“
fichas
”
assignments
?
These were easy, but still I had to stop and think to decide if it was and adjective or a noun
.
I like how this activity made me
think
about the gender of the words all the time. I had never thought about words this way
.
I still have problems differentiating between an adverb and an adjective, but I think the practice in class really prepared me to find these categories in my short stories.Slide34
Lexicon and semantics
What is your opinion about the lexicon/
semantics
(activities about
the meaning of the words)
activities
included
in
the “
fichas
” assignments?
I learned so many new words. I
looked words up in
the dictionary at least twice every
page, but I think it was good because I still remember some of
those words.
Ex:“la
maraña
”
I really liked trying to find “
cognados
”, there
were
soooooo
many. Finding
cognados
falsos
was hard, but I finally found a couple Ex: “
asisitir
” “
experimentar
”Slide35
Further research
Study about attitudes and beliefs towards literature and linguistic analysis. More detailed questionnaire.
pre-reading and post-reading
Study about the effects of the “
fichas
” on the linguistic knowledge. Comparison of two or more sections.
pre-reading and post-readingSlide36
Thank you
for your attention
Questions?