Xavier University
Spanish 258
Summer 2015
Language and Culture in Guatemala
Professor:
Dr. Diane Ceo-DiFrancesco
Office:
Schott 909
Contact Information:
745-3423
ceo-difr@xavier.edu
Class Meetings:
May 11-22
M-F 9:30 a.m.-1:15 p.m.
Texts:
404 CLC
El niño campesino deshabilitado: Una guía para promotores de salud,
trabajadores de rehabilitación y familias. David Werner.1990. Palo Alto,
CA: Fundación Hesperian. (Please purchase.)
Guatemalan Journey. Stephen Benz. Austin: University of Texas Press,
1996. (Copy is on reserve in the XU library, also available as an electronic
copy on the XU library website).
Mayan Folktales: Folklore from Lake Atitlán, Guatelmala Translated and
Edited by James D. Sexton. Albuquerque: University of New Mexico
Press, 1999 (A copy is on reserve in XU library.)
To the Mountain and Back, Jody Glittenberg. Long Grove, IL: Wavegrove
Press, 1994. (Please purchase, rent, borrow.)
Children’s Book in Spanish to take to Guatemala (provided)
Additional Readings and Audio Visual Resources will be placed on
Reserve or Canvas
Description and objectives:
This course will provide an introduction to the Spanish language and the Guatemalan culture in
the context of Service Learning in Guatemala for occupational therapy students. Each course
session will include an integration of the language and culture of Guatemala. Through Spanish
language immersion and differentiated instruction based on competency levels, the course will
focus on the acquisition of conversational Spanish as well as specialized lexicon used in the field
of occupational therapy. Cultural integration will include the history, culture, customs, practices,
products and perspectives of the Guatemalan people. This course is taught in Spanish.
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Co-requisite: HOCS 405
Note: This course does not satisfy the Core Language Requirement at Xavier University.
Language: The principal goals of language study in this course are to prepare you to
communicate in Spanish with the Spanish-speaking clients with whom you will be working in
Guatemala, as well as basic survival skills for navigating travel within the country. This course
will emphasize each of the four language skills in varying degrees to provide the necessary
language to achieve your goals.
Your level at the end of the course will depend partly on your previous experience with
Spanish and your commitment to the course and the practice required, but you can expect to have
obtained the following skills on a basic level by the end of the course:
* You should be able to understand some Spanish spoken at normal pace, and develop
skills and coping strategies for filling in the gaps of imperfect comprehension.
* You should be able to ask and answer questions on a variety of everyday topics,
describe people and places, narrate recurring (present) events, and express likes and dislikes.
* You should be able to perform some daily routines, particularly telling people to do
something for your occupational therapy work.
In order to achieve these goals class attendance, participation and practice outside
of class are very important. Therefore, irregular attendance and/or lack of preparation or
participation will result in a lower grade.
Culture: Lectures, films, readings, guest speakers and discussions are designed to provide an
introduction to major topics related to Guatemalan society, including history and politics,
economics, art and music, literature, religion, ancient Mayan civilizations, education and health
care. The language and cultural integration should sufficiently prepare students to observe
experience and interpret this new culture during their fieldwork in Guatemala.
Responsibilities of Students:
(1)
Attend and participate fully in all classes.
(2)
Prepare all reading and written assignments before class and complete them at
the scheduled times. No Assignments will be accepted beyond the determined
due date.
Evaluation:
Language preparation, participation, Discussions, reflections
Assessments (songs, quizzes, children’s books)
Presentations*
Exam
Final portfolio*
*Format and Evaluation Rubrics are available on CANVAS.
20%
20%
20%
20%
20%
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Agenda de clases:
Día 1:
11 de mayo 4:30-7:15
Introducción del curso
Estrategias para aprender el español
Los saludos y las introducciones
Las partes del cuerpo
Las canciones infantiles
Los libros infantiles y cómo seleccionar uno
La geografía de Guatemala
Estadísticas interesantes de Guatemala
Video: Guatemala: The Human Price of Coffee
Selección del tema para la presentación
Tarea:
Comparación de estadísticas: Los EE.UU. y Guatemala
Lean los capítulos 1-2 To the Mountain and Back
Lean las páginas 1-7, Prologue; 96-105, The Gringo Presence; 133-143,
Chichicastenango; Guatemalan Journey
Foro en Canvas
Día 2
12 de mayo
Repaso: los saludos y las introducciones, las partes del cuerpo
Los mandatos para la terapia ocupacional
Los números y la edad
Los datos importantes sobre el niño
La lectura de los libros infantiles
Las canciones infantiles
La música de Ricardo Arjona
Las relaciones entre los EE. UU. y Guatemala
Videos: Guatemala Silenced, When the mountains tremble
Historia de Guatemala
Selección del cuento folklórico para su presentación
Discusión de la lectura
Tarea: Lean Introducción: Mayan Folktales: Folklore from Lake Atitlán, Guatemala
Lean capítulos 3 y 4, To the Mountain and Back
Foro en Canvas
Practiquen las canciones infantiles
Practiquen en voz alta: los saludos y las introducciones, las partes del cuerpo, los
mandatos, las preguntas típicas
Practiquen los cuentos, busquen los visuales para la presentación
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Vean El norte antes del 19 de mayo
Día 3
13 de mayo
Repaso de los mandatos, los saludos, las partes del cuerpo, los números y las preguntas
La familia y la importancia de la familia
Las canciones infantiles: grabación
Lectura de los libros infantiles: grabación
Las costumbres mayas, la ropa y los tejidos
Los colores, la ropa y el traje indígena
Cómo regatear, el dinero, el tipo de cambio, cómo ir de compras
Discusión de la lectura
Video: Splendor in the Highlands: Maya Weavers of Guatemala
Presentación: Iximche Tecpán
Presentación: Los mayas y sus costumbres
Presentación: La guerra civil y el Parque de la paz
Tarea: Presentación del cuento
Lean capítulos 5-8 To the Mountain and Back
Practiquen el vocabulario
Practiquen las canciones infantiles
Practiquen en voz alta: los saludos y las introducciones, las partes del cuerpo, los
mandatos, las preguntas típicas
Vean la película El norte antes del 19 de mayo
Día 4
14 de mayo
Práctica de los mandatos, lectura de los libros infantiles, canciones infantiles,
Los cuartos, los muebles, los aparatos eléctricos, el baño (Cohen 42 9:30-10:15)
Las preposiciones de lugar
Presentaciones de los cuentos
Los mayas y sus costumbres
Video: Mayan Highlands
Discusión de la lectura
Tarea:
Evaluación: lectura del libro infantil, introducción y saludos,
conversación, canciones infantiles (2)
Lean capítulos 9-12 To the Mountain and Back
Lean páginas 69-81, Religion, Guatemalan Journey
Vean El norte antes del 19 de mayo
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Día 5
15 de mayo
Entrevista: Steve Osborne (To be confirmed)
Evaluación: Lectura de los libros infantiles, introducción y saludos, conversación, canciones y
juegos
Expresiones y mandatos con los juguetes
Presentación: Introducción e historia de los hogares,el proceso de adoptación, Shyrel y Steve
Osborne
Presentación: El cuidado médico en Guatemala y la preparación de los terapistas ocupacionales
Celebraciones religiosas: Corpus Christi
La religión y la espiritualidad
Video: Reparando
Assignment: Lean capítulos 13-15 To the Mountain and Back
Lean páginas 109-121 Antigua, Guatemalan Journey
Vean la película El norte
Diá 6
18 de mayo
Canciones infantiles , Juegos infantiles
Unas muletas para Pepe, páginas A1-A2 El niño campesino
Las diferentes discapacidades, capítulos 7-24 El niño campesino
El vocabulario médico
El examen y la evaluación del niño
Cómo identificar las discapacidades, capítulo 6, El niño campesino
Discusión de la lectura, la película El norte
Video: A Wheelchair for Petronilia
Capítulos 64, 65, 66 El niño campesino
Tarea:
Lean páginas 121-133, Lake Atitlán; 11-32, Guatemala City, The City Dump; 52-55,
Street Children; 166-175, The Biotopo del Quetzal; Guatemalan Journey
Taller: 7:00-9:00, Departmento de Terapia ocupacional
Día 7
19 de mayo
Juegos digitales, canciones infantiles, juegos, capítulo 49 El niño campesino
Los planes terapéuticos (Práctica en Cohen 42 9:30-10:30)
Capítulo 42 El niño campesino
Presentaciones: el Agua y el Lago Atitlán, El Basurero
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Los asuntos ecológicos: el Lago Atitlán, Volcán Pacaya, El basurero
Video: Recycled Life
El norte
Consejos para viajar
¿Dónde estoy?
Tarea: Lean capítuos 16-18 To the Mountain and Back
Lean páginas 81-85, Guatemalan Journey
Día 8
20 de mayo
Juegos, canciones infantiles, capítulo 35 El niño campesino
Presentación: La nutrición y los programas de bienestar social en Guatemala
Los gustos y la alimentación, capítulo 36 El niño campesino
La comida guatemalteca
¿Te gusta? Arroz, frijoles, tortillas, ¿Qué más?
La comida y los restaurantes
¿Cómo puedo comer esto?
Por favor, quiero, un café
Cómo poner la mesa
Excursión: ¡De compras! tienda de comestibles, compren algo para probar y para la fiesta
Tarea: preparen para el examen final
Fiesta de Buen viaje, 7:00-8:30, la casa de Carol
Día 9
21 de mayo
Práctica en Cohen
Canciones infantiles
Los planes terapéuticas
El vocabulario médico
Presentación: El papel de la mujer y los niños en la sociedad
Repaso para el examen
Explicación del proyecto final
Tarea: preparen para el examen final
Día 10
22 de mayo
Examen final
12:00-1:20 almuerzo, Valle Verde
7
26 mayo 7:00-8:30
Preparación del equipaje
Cohen
Suggested Readings
Bell, Elizabeth. (2005). Antigua, Guatemala: The City and Its Heritage. Antigua, Guatemala:
Antigua Tours.
Fudge, Sara. (1992). A Perspective on Consulting in Guatemala. In Susan Cook Merrill (Ed.),
Occupational Therapy Across Cultural Boundaries (pp. 15-37). London: The Haworth
Press, Inc.
Grandin, Greg, Deborah Levenson and Elizabeth Oglesby (Eds.). (2011). The Guatemala
Reader: History, Culture, Politics. Durham, NC: Duke University Press.
Loucky, James, Marilyn Moors (Eds.). (2000). Maya Diaspora: Guatemala Roots, New
American Lives. Philadelphia: Temple University Press.
Manz, Beatriz. (2005). Paradise in Ashes. Oakland: University of California Press.
McConahay, Mary Jo. (2011). Maya Roads: One Woman’s Journey Among the People of the
Rainforest. Chicago: Chicago Review Press.
Menchú, Rigoberta. (1987). I, Rigoberta Menchú An Indian Woman in Guatemala. London:
Verso.
O’Dwyer, Jessica. (2010). Mamalita: An Adoption Memoir. Berkeley, CA: Seal Press.
Siegal, Erin. (2011). Finding Fernanda: two mothers, one child, and a cross-border search for
truth. Oakland, CA: Cathexis Press.
Wheeler, Jacob. (2011). Between Light and Shadow: A Guatemalan Girl’s Journey through
Adoption. Lincoln, NE: University of Nebraska Press.
Wilkinson, Daniel. (2004). Silence on the Mountain. Durham, NC: Duke University Press.
I. ACADEMIC HONESTY
You should be aware of the University policy on Academic Honesty, excerpted here from pp. 54-55 in the
2006-2008 University Catalog. This policy applies to all courses in the Department of Modern Languages.
“All work submitted for academic evaluation must be the student’s own. Certainly, the activities of other
scholars will influence all students. However, the direct and unattributed use of another’s efforts is
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prohibited as is the use of any work untruthfully submitted as one’s own.
Penalties for violations of this policy may include one or more of the following: a zero for that assignment
or test, an “F” in the course, and expulsion from the University”
Your instructor may use plagiarism detecting software, such as Turn-It-In, to review your written
assignments. As you can see, penalties for violations can be severe, so you are encouraged to submit only
your own work in all your classes
II. Department of Modern Languages ATTENDANCE POLICY
The Department of Modern Languages at Xavier University strives to increase the student’s fluency and
competency in listening, comprehension, speaking, reading, and writing while providing a solid
grammatical background for the modern language offered. The focus is on a communicative and
proficiency-based approach while providing an in depth exposure to the
workings of both language and culture of the target language. A significant key to success in a modern
language course which teaches a skill and moves at a fast pace is regular class attendance.
The entire range of the students’ skills can be evaluated only if they are in class. Therefore, we will allow
NO absences without penalty. Any absence will result in a loss of 3% per absence from the student’s final
course participation grade. Attendance will be accurately documented to ensure fairness in enforcement.
If a student is more than 5 minutes late, he/she will be COUNTED AS ABSENT. Students are
strongly discouraged to schedule appointments or interviews during class time!
There is a strict NO MAKE-UP POLICY. A grade of zero will be given for any missed work.