Promoting Understanding: English/ Spanish Literacy Program

Deborah Mosley-Duffy

Deborah Mosley-Duffy

Maria Rojas-Driscoll

Lindenwold High School, ELL

Haddonfield Memorial HS, AP Spanish 5

Core Curriculum Standards:

Language Arts Literacy 3.1, 3.2, 3.3, 3.4

World Languages 7.1, 7.2

Technology 8.1 A, 8.2 B

Consumer, Family & Life Skills 9.1 B; 9.2 A, B, C, D.

Acceptance and esteem for differences (societal, linguistic, cultural, and economic)

Appreciation and concern for others

Students from two diverse linguistic, societal, cultural, and economic groups within the same county will gain a greater understanding of each other through a year-long bilingual exchange. The newest

English language learners from Lindenwold will communicate with Haddonfield AP Spanish 5 class in a structured year-long program that stresses real life skills in communicating in a second language. Literacy activities/collaborative communication between two diverse teen populations will benefit both groups. Also, university involvement will help student teachers gain a greater understanding of the immigrant population (background and needs).

Lindenwold Hispanic immigrant population; Haddonfield upper middle class AP Spanish students; Rowan University student teachers.

Timeline and Project Scheduling:

One entire year with specific tasks accomplished each month. E.g.:

September:Identify partners based on ability level and interests; writing personal letter to partner in other school in target language; digital photographs and e-mail to other class; practice interviewing peers; Rowan University visitation for ESL juniors and seniors; explanation of on-going journal entries and meta- cognitive writing. 

October: Exchange via email an essay written in target language. Partner from other school will peer edit and send back.

November:  Lindenwold visits Haddonfield; thank you cards sent from LHS   in English; essay writing at LHS contrasting two schools; Thanksgiving cards sent from Haddonfield in Spanish.

December: Exchange of a five-paragraph essay (in target language); written descriptor of holiday event in target language.

January:Telephone conversation from class on set topic. If possible I-Pod cast or video production.

contrast essay at Haddonfield on two schools; recipe exchange.

March: Sharing of favorite book through PowerPoint & presentation

April through May: Writing to be peer edited by partner; students e-mail each other, keeping paper copies of their writing for grades.

May 22: All-day culminating activity for both groups: Taller Puertorriqueño/ National Liberty Museum tour; participate in discussion on civil liberties/Bill of Rights; lunch together.

Language Arts Literacy:   Response, journal, letter writing (both formal and informal); five-paragraph composition, simple paragraph writing, creation of cards, e-mailing, orally presentations.

World Languages:  Cultural aspects of American and Hispanic culture including Day of the Dead, holiday celebrations, foods; reading, writing in target language.

Technology: Composing on computer, e-mailing, use of computer to design and organize the day’s events

Hurdles: Getting written work in on time from students;

monitoring e-mails

Solution: Set deadlines specific to each project and incorporate class time to accomplish tasks;

all e-mails must be copied to cooperating teachers

Performance-based Education: Performance will be based on the reading, writing, and communicative competence of the students.

Cooperative Learning:  Each school works in groups to prepare for the visitation event; inter-school partners also work collaboratively. Interdisciplinary Approach:  Involves many aspects of many subjects.

Personal Growth Outcomes: Fosters greater understanding and rapport between the new immigrant to this country and the entitled established wealthier individual; gains in language acquisition in the students’ reading, writing, listening and speaking.; recognition of the need & benefits of bilingualism.

- Final culminating Project

- Video Recording of days’ activities

- Presentation of Video to Library/Media Centers at LHS and HMHS

- Press Release local newspapers

- Certificates of Participation to all participants

Key Findings: To be determined at conclusion of the project..

Community Involvement:  The two school communities interact continuously. Taller Puertorriqueño, Inc. and Raíces Culturales Latinoamericanas have joined forces to present Visítenos: A Cultural Encounter, an activity experienced on the final day.

Parents and Volunteer Involvement: Parents of both schools support the project, providing an ethnic luncheon for the two groups and volunteering on the tour to Rowan University and with preparations.

Reflection Activities: The student’s keep journals throughout the year in response to this exchange. Class discussions, written reviews and essays reveal students’ changing perceptions.

Means of Assessment: Students will be graded on their reading, writing, and oral presentations. The students will get immediate feedback from their partners as to their speaking, listening, and writing abilities. Each group will be divided into sub-groups which will be graded on responsible planning and organization of the events.