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Language Symposium ͞tŽƌůĚ>ĂŶŐƵĂŐĞƐĂŶĚƚŚĞZŽůĞƐdŚĞLJWůĂLJŝŶ ĐĂĚĞŵŝĂ͟EŽƌƚŚǁĞƐƚĞƌŶhŶŝǀĞƌƐŝƚLJ
Spanish for Special Purposes: Spanish for Social Workers and Spanish for Medical Professionals Presented by Dolores Higgs and Claudia Muñoz Cano. April 12, 2013.
About UNAM Chicago y UNAM Chicago is an extension school of the National University of Mexico (UNAM) founded in 2002. y Promotes the Spanish language and Mexican culture, as well as the development of academic programs with institutions and individuals interested in our endeavors. y Since 2006, our school has developed Spanish language courses for professionals in collaboration with centers and institutions of higher education in the fields of Medicine and Social Work.
About teaching languages for specific purposes y
y
Early ϴϬ͛Ɛ͗ The role of communication in a language = (CLT) The need to speak a foreign language in professional settings = (LSP) Features in common : -‐ Learner-‐centered focal point. -‐ Meaningful language input and output. -‐ Different language learning approaches for teaching methodology and material production. LSP Features (Gálová, 2007): -‐ The urgency of applying meaningful communicative output into specific interactions. -‐ The integration of relevant profession-‐specific learning approaches into the teaching methodology and material production.
About Spanish for Specific Purposes y ĂƌůLJϴϬ͛Ɛ͗ US Department of Education (CIBERs) Centers for International Business Education and Research AATSP (1988) Spanish and Portuguese for Business and the Professions publication y Recent proposals: -‐ Needs assessment: Lepetit & Cichocki, 2002. -‐ Textbooks review for medical Spanish : Hardin, 2012. -‐ Curriculum Development: Sánchez ʹLópez, 2006 and Lear, 2007.
Sánchez-‐López (2006): -‐ Student Specificity: WHO ? -‐ Needs Assessment: WHAT TYPE ? -‐ Communicative Precision: FOCUS ? -‐ Real-‐life and Task-‐based Methodology: EXPERENTIAL LEARNING! -‐ Instructional Flexibility and Interest: DESIGNING , ADJUSTING & CONNECTING Lear (2007): a) PROFESION-‐SPECIFIC LEARNING METHODS b) BILINGUALISM AND CULTURAL IDENTITY
Our programs y 2006 : Spanish for Social Workers -‐ Started with three levels : Basic, Intermediate and Advanced. -‐ Currently offering: Basic 1, Basic 2, Intermediate and Advanced. y 2010 : Spanish for Medical Professionals -‐ Started with four levels : Beginners, Advanced-‐ Beginners, Intermediate and Advanced. -‐ Currently offering: Basic 1, Basic 2, Intermediate and workshops for the Advanced level.
Our Needs Analysis
Interviews and surveys: profession-‐specific coordinators, faculty and participants during placement testing, visits to centers/institutions, and on the first day of classes. Main goals: -‐>ĞĂƌŶĞƌƐ͛ƉĞƌĐĞŝǀĞĚŶĞĞĚƐ͘ -‐Target situations for language use. -‐Language outcomes.
WĂƌƚŝĐŝƉĂŶƚƐ͛Survey SPANISH LANGUAGE NEEDS 1. Briefly, describe three personal goals for /interests in taking a class to learn/practice Spanish: a) b) c) 2. Briefly describe two situations related to your profession where you would like to speak Spanish at: a) b) 3. Write five sentences that you would like to say in Spanish and of course understand the possible answers: a) b) c) d) e)
Our goals y Cultural competence: Being familiar with Spanish language varieties, speakers͛ƐŽĐŝĂůĐŽŶǀĞŶƚŝŽŶƐ͕ǀĂůƵĞƐ and expectations, cultural beliefs, rituals, and practices. y Pragmatic competence: Establishing successful doctor-‐ patient and social worker-‐client communication and rapport building. y Linguistic competence: Identifying , learning and practicing the language system : grammar ,vocabulary and semantics within profession-‐specific context.
Our materials
Textbooks available for Medical Spanish and Spanish for Social Work. Authentic materials: brochures, articles from Spanish newspapers, magazines, Spanish TV programs, and Internet. Institutional text books and course packs.
Spanish for Social Workers
Language teaching and learning for specific purposes in the field of Social Work. Who are the intended learners? What are the goals? How they should be assessed?
communication
͞Knowing how, when, and ǁŚLJ͕ƚŽƐĂLJǁŚĂƚƚŽǁŚŽŵ͘͟ (Standards for Foreign language Learning in the 21st Century, 1999, p. 17).
Boletín estadístico: El impacto de los estereotipos y los roles de género en México. Instituto Nacional de las Mujeres, 2007.
Boletín estadístico: El impacto de los estereotipos y los roles de género en México. Instituto Nacional de las Mujeres, 2007.
Spanish for Medical Professionals WHAT = To asses the patient and respond to their concerns. WHERE = At the hospitals, clinics and health-‐centers. WITH WHOM = Spanish-‐speaking patients. WHY = To requests/provide a service. Syllabi type: Task-‐based. Task for us: as Ellis (2003) proposes: -‐ A task is goal directed. -‐ A task involves a primary focus on meaning. -‐ A task has a clearly defined outcome. -‐ The linguistic resources needed to complete the task are chosen by the participants. Tasks type: Focused and unfocused tasks : pedagogical and real-‐world. (Ellis,2003)
Task sample TASK: ZĞƐƉŽŶĚŝŶŐƚŽƉĂƚŝĞŶƚ͛ƐĐŽŶĐĞƌŶƐ͘ LEVEL: Intermediate. DESCRIPTION: As a final activity to consolidate the grammar and vocabulary practiced in class, students will watch and listen to a short video of a patient narrating how she fell down on the street while she was walking and hurt her knee. She will also provide relevant information that will help students prompt the necessary questions to assess the situation and make recommendations. SUB-‐TASKS: -‐Formulate questions to know the intensity and the quality of the pain. -‐Formulate questions to clarify the chief complain. -‐Write possible recommendations to alleviate the pain and prevent further complications (if any).
^ƚƵĚĞŶƚ͛Ɛe-‐mail
Date: 31 Oct 2012 15:56:27 -‐0700 From: Subject: Respuesto sobre su dolor de rodilla To: Estimada María, Buenos noches. Escribo sobre su descripción de dolor en su rodilla izquierda después de caller en el camino. Tengo unas ideas para subir su dolor y voy a incluirlos al final de este e-‐mail, pero también tengo unas preguntas para ustéd. Aquí están las preguntas: y ¿En cuál parte de su rodilla le duele? ¿Le duele por el anterior, el posterior, la izquierda, la derecha, adentro, etc.? y En un escala de 0 a 10, si 0 es "no dolor" y 10 es "tanto dolor que necesita ir a la sala de emergencias, ¿cómo fuerte es su dolor? y Favor de escribir su dolor. ¿Cómo se siente? ¿Es dolor que quema, dolor sordo, dolor agudo, dolor punzante, etc.? y ¿Todavía tiene raspaduras en sus rodillas? Si sí, ¿están mejorando o continuan estar inflamadas? y Dijo que su rigidez es peor por la manaña después de levantarse. ¿Es lo mismo con su dolor? ¿Cómo cambia su dolor durante el día? y ¿Cuáles actividades se empeora su rodilla? ¿Cuáles se mejora?
WĂƚŝĞŶƚ͛Ɛresponse From: To: Sent: November 6, 2012 10:57 AM Subject: RE: Respuesto sobre su dolor de rodilla Buenos Días Dr. XXXXX Adjunto documento con las respuestas a sus amables preguntas. Ya me siento mejor. Fui con mi médico traumatólogo para revisión y afortunadamente no tengo fracturas, solo el dolor del golpe. Agradezco sus consejos y los tendré en cuenta. Saludos. María.
Assessment: Direct and indirect system reference tests and direct performance-‐referenced tests : Simulations clinician-‐patient. Criteria for simulations: hED͛Ɛ >ĞdžĂŵĨŽƌƚŚĞ intermediate level (Certificate of Spanish as an Additional Language):
Fluidez (Fluency)
0 1 2 3
Léxico (Vocabulary)
0 1 2 3
Gramática (Accuracy)
0 1 2 3
Interacción (Global task)
0 1 2 3
Componentes pragmáticos y discursivos 0 1 2 3 (Content and context)
Progress and Challenges in both of our programs: a) Needs analysis P: Better instruments. C: Need more time for implementation.
b) Materials P: A variety of authentic materials.
C: Need proper cataloguing and classification.
c) Instructors P: Estableshing a desired profile (academic background and experience). C: Need more time for training.
Sources Ellis, R. (2003). Task-‐based Language Learning and Teaching. Oxford University Press. Gálová, D. (Ed.), (2007). Introduction in Languages for Specific Purposes: Searching for Common Solutions. Cambridge Scholars Publishing. Newcastle: UK. Instituto Nacional de las Mujeres, México (2007). El impacto de los estereotipos y los roles de Género en México. Boletín estadístico: http://cedoc.inmujeres.gob.mx/documentos_download/100893.pdf Jarvis, A. et. al., (2006). Basic Spanish for Social Services Second Edition. Houghton Mifflin Company. U.S.A. Lear, D. (2007). An Innovative Curriculum for Basic Spanish Students: Spanish in the Professions: Bilingualism in the U.S., Global Business Languages: Vol. 12, Article 9. Available at: http://docs.lib.purdue.edu/glb/vol12/issl/9
Lowe , I (2009). Needs Analysis. Available at: www.scientificlanguage.com/esp/needsanalysis.pdf National Standards in Foreign Language Project (1999). Standards for Foreign Language Learning in the 21st Century. Yonkers: NY Omaggio Hadley, A. (2001). Teaching Language in Context. Third Edition. Heinle & Heinle. Boston: MA. Peck, S. (1987). Spanish for Social Workers: An Intermediate-‐Level Communicative Course with Content Lectures. The Modern Language Journal, Vol. 71, No. 4 (1987) pp. 402-‐409. Sánchez-‐López, L. (2012). Spanish for Specific Purposes. The Encyclopedia of Applied Linguistics Published Online : November 5, 2012. DOI: 10.1002/9781405198431.wbeal1095 Universidad Nacional Autónoma de México (2010). Certificado de Español como Lengua Adicional (CELA). Centro de Español para Extranjeros. D.F: México.