Wilson Tech at Western Suffolk BOCES

HV RBERN at SW BOCES

CONVERSATIONAL SPANISH FOR EDUCATORS

"Newcomers" & "BEGINNERS"

START

Pronunciation Greetings, introductions, and leave-taking expressions Information parents need to enroll their children in school Talking about age Nationalities, origin, Spanish-speaking countries & sentences of affirmation Family, capitals in South and Central America, school personnel More greetings and farewells (frequent use) & school vocabulary Key expressions & characteristics of people and things In the cafeteria, food Days, months, dates, holidays Colors, curriculum, weather Enlisting parents’ support

CONTENT

Offers essential tools for communicating with Spanish-speaking students, parents, personnel

FOCUS

Focuses on aspects of school life and education about which you will most likely have to communicate with Spanish-speaking students and their parents

Emphasizes two main skills: listening and speaking* Input * Output

Uses standard Spanish that can be understood by any native speaker of the language

Focuses on everyday words, phrases and expressions that are useful, providing an opportunity to learn words and sentences without worrying about grammar

Goal: Use of the target language, except when teaching pronciation and some grammar (Communicative approach)

METHODOLOGY: CREATING an Immersive Atmosphere for Learning Maximizing the Use of Target language

Whether learners are participating in person or virtually, it is important that they feel surrounded by the target language and culture. (...) It serves as a sort of cultural island where the target language is heard, seen and used, creating an immersive atmoshpere for learning.

Source: "The KEYS to Strategies for Language Instruction" - 2017Leslie Grahan

Research informs us that we learn language best

When meaning can be communicated in the second language without the use of the native language (English)

Through extended listening experiences and negotiation of meaning

When the language is used in a relevant, meaningful context

Source:Book Study for The KEYS to Strategies for Language Instruction (2023-2024)Session 4: Chapter 3, Part 1 NYSED OBEWL

MAximizing Target Language Use

• Provide comprehensible input that is directed toward communicative goals

• Make meaning clear through body language, gestures, and visual support (scaffolding)
• Conduct comprehension checks to ensure understanding
• Negotiate meaning with students, and encourage negotiation among students
• Teach students strategies for requesting clarification and assistance when faced with comprehension difficulties

• Offer feedback to assist and improve students’ ability to interact orally in the target language

Source:Book Study for The KEYS to Strategies for Language Instruction (2023-2024)Session 4: Chapter 3, Part 1 NYSED OBEWL

REQUIRED BOOK

McGraw-Hill's Spanish for Educators, Premium Second Edition 1st Edition by José M. Díaz (Author), María Nadel (Author)

• English-Spanish mini-dictionary • Spanish grammar primer • Hundreds of practical, hands-on exercises • Bilingual forms and letters for parents • Review of key vocabulary and pronunciation • Audio recordings of hundreds of key expressions, available via the McGraw-Hill Language Lab app PLUS• Audio recordings of hundreds of key expressions, available via the McGraw-Hill Language Lab app

ADDITIONAL SPEAKING PRACTICE (Marisol's feedback)

audio recordings

Optional speaking practice (voice message recordings)For some sessions, you will have the option to submit a spoken audio-MP3 to receive personalized feedback. You will send the audio file before Sunday 11 AM: * weinermarisol@gmail.com, including your complete name in the email, or * WhatsApp

OPTIONAL LISTENING/SPEAKING INDEPENDENT PRACTICE

AI/ML language tutor

aUTHENTIC AUDIOS

How to change your name on Zoom during a meeting

MATERIALSCLASS

Google Drive Handouts for each session1st week of January

Once registered, I will send you a short questionnaire to get to know you a little bit before starting (Things you like to do, cultural heritage, students, etc.)

PROFICIENCY LEVELS

newcomers

Participants who do not have any proficiency to communicate in Spanish

beginners

• Beginners level 1: Participants who can interact in a simple way including asking and answering simple questions about themselves, and initiating and responding to simple statements in areas of immediate need or on very familiar topics.
• Beginners level 2: Participants who can use simple everyday forms of greeting and address, and can handle very short social exchanges (eg.: asking and answering questions about what people do at work and in their free time, etc.)

self-assessment orientation TOOL

newcomers

beginners oral interview