byYvonneFariño

CreatedbytheCenterforAppliedSecondLanguageStudies,UniversityofOregon

ExpeditionaryLearning-AnEffectiveApproachforHeritageLanguageEducation

ExpeditionaryLearningisonewayIcandrawonmystudents’livedexperiences,academicknowledge,andhomeliteraciesvialearningexpeditions.LearningExpeditionsgivestudentsanopportunitytoengagedeeplyinaninquiryaboutasinglethemeortopicatthecoreofthecurriculum.

DugganAcademystaffworkunderthepremisethatstudentsdonotcomeasemptyvesselsandmoreimportantlythattheyhavehadvaluablelifeexperiences,whetheritisliteracyskills,concepts,orfundsofknowledgeaboutthetopicortheme.Asaresult,LearningExpeditionsinviteeducatorstobecomecolleaguesasstudentsintegrateskillsandinstructionacrossthecontentareasbutinwaysthatallowstudentstodemonstratetheirknowledgeinthebestwaystheyknow.Forexample,expeditionsaffordstudentsopportunitiestousetheirresearch,reading,writing,andpublicspeakingskills,aswellastheirfundsofknowledgeinaccomplishingtheirfinalproduct.Inthismanner,theexpeditionsbecomeahighlyfocused,real-worldapplicationthatengageslearnerstogobeyondthecurriculumandnotjustacrossthecurriculum.IamfindingthatLearningExpeditionsareagreatwayforheritagelearnerstosharetherichnessthatexistswithineachother,theirfamilies,andtheircommunities,becauseitiscenteredfromandaboutmultipleperspectives,authenticity,andreal-worldapplication.

Myobjectivefordevelopingatwo-weekLearningExpeditiononElMovimientoMuralistaMexicanowithmyheritagelanguagetenthgradelearnerswastonotonlybeautifytheschoolwithstudents’artistictalentbutalsofortheschoolcommunitytolearnwhatstudentshavetosayviatheimages.Thegoalsforthesetwoweeksareto:

• learnaboutstudents’andtheirfamilies’talentsandhistorytoaffirmtheminourcurricula• explorestudents’culturalandlinguisticidentityastheyconversewiththeirfamiliestolearn

abouttheirstories• engagetheschoolcommunityinmultipleconversationsofhowcriticalliteracycansupportthe

schoolcurriculatoempowerstudentsandtheirfamilies• definewhatacommunityoflearnersmeansandidentifycommunitiesoflearners• havestudentsvisualizetheirfutureselves

IusedTheIntegratedPerformanceAssessment(IPA):ConnectingAssessmenttoInstructionandLearningmodel,theAPSpanishandCultureModelfromtheSpanishAPCurriculumFrameworks(Lesson1:Elartecomoventanayespejo),andtheExpeditionaryLearningModel.

ThedescriptionofElMovimientoMuralistaMexicanoLearningExpeditionIdevelopedisincludedhere.

byYvonneFariño

CreatedbytheCenterforAppliedSecondLanguageStudies,UniversityofOregon

ElMovimientoMuralistaMexicano

Theme:PersonalandPublicIdentities/Lasidentidadespersonalesypúblicas

Timeframe:Twoweeks/Dossemanas

RecommendedContexts:

•Constructingandnarratinganewculturalidentitythroughthearts(murals)/Construyendoynarrandounanuevaidentidadculturalatravésdelartemuralista

OverarchingEssentialQuestions:

•Howareaspectsofidentityexpressedthroughthearts?/¿Cómoseexpresanlosdistintosaspectosdelaidentidadatravésdelarte?

•Whatsymbolsareimportanttorepresentthecustoms,traditions,andperspectivesofacommunity?/¿Quésímbolossonimportantespararepresentarlastradiciones,costumbres,yperspectivasculturalesdeunacomunidad?

•Howdoexperiencesshapeaperson’sidentity?/¿Cómodefinenlasexperienciasdeunapersonasuidentidad?

•Whatstories[ofthoseexperiences]areessentialtoknow,andhowwillknowingthosestoriesempoweracommunity?/¿Quéhistoriassonimprescindiblesdeconocer,andcómoelconoceresashistoriasledavozyfortaleceasucomunidad?

•Howdotheartsbothchallengeandreflectculturalperspectivesandwhatisofvalueinacommunity?/¿Cómolasartesdesafíanyreflejanlasperspectivasculturalesyloquesevaloraenunacomunidad?

LessonSummary

Thepurposeofthelessonistointroduceartasameanstounderstandculturalidentityandeducatethepublicaboutthecommunity’sfundsofknowledgeandstruggles.Anothergoalistogivevoicetothatwhichmaynotbeknowninmainstreameducationandtounderstandtheperspectiveofvariousmembersinacommunity.Lastly,thegoalofthelessonistoempoweracommunitytocommunicatetheirmessageincreativeandunconventionalways.

Inthelessonstudentswill:

• Recognizethewaysthatrelationshipsamongculturalproducts,culturalpractices,andculturalidentitysymbolizepowerfulexamplesofacommunity.

• Analyzehowmuralsareunconventionalwaystocommunicateagroup’sstruggles.• Analyzehowmuralsrepresentaculturalidentitywhiledepictingculturalproductsand

practicesintheirart.• Makeinferencesaboutculturalperspectivesbyanalyzingtheproductsandpractices

depictedinart.

byYvonneFariño

CreatedbytheCenterforAppliedSecondLanguageStudies,UniversityofOregon

• Identifythestoriesthatwillrepresenttheirfundsofknowledge,struggles,traditions,andcustomsoftheirowncommunityandcomparethemwiththoserepresentedbytheartistsoftheMexicanMuralistMovement.

• Comparetheroleoftheircommunity’sculture,asdepictedintheirart,withothermembersofthecommunityawaytoengagethelargercommunityinconversationsaboutandreflectionsonculturalidentityandperspectives.

• Observetheprocessofthetransmissionofculturethroughproducts,practices,andsymbolsandhowthosecanbeinterpreted,thusgivingwaytoamultiplicityofperspectives.

Finally,IusedthetendesignprinciplesthatThorntonCreek,aSeattlePublicSchool,followsfortheirexpeditions,whichIwillpostintheclassroomasstudentsbeginElMovimientoMuralistaMexicano.Pleaseviewtheschool’stendesignprinciplesathttp://thorntoncreek.org/expeditions

References

http://elschools.org/

http://thorntoncreek.org/expeditions

http://www.apsva.us/Page/16415

IntegratedPerformanceAssessment(IPA):ConnectingAssessmenttoInstructionandLearningmodel.ForeignLanguageAnnals,39(3),359-382

APSpanishandCultureModelfromtheSpanishAPCurriculumFrameworks.Lesson1:Elartecomoventanayespejo(http://vistahigherlearning.com/media/pdf/temas_authorized_syllabus.pdf)