Chile y la Literatura Infantil y Juvenil
Proposed Fulbright-Hays Group Project Abroad (pending funding)
June 28-July 30, 2008 (tentative dates)
APPLICATION FORM
Please type or print clearly. You may attach additional sheets as necessary. Additional copies of
the application may be downloaded from http://www.uwm.edu/Dept/CLACS/. Applications must
be postmarked by March 3, 2008 to be eligible for consideration.
BIOGRAPHICAL DATA
Name:
School:
School Address:
City:
State:
Zip:
Home Address:
City:
State:
Work Phone: (
Zip:
)
Home Phone: (
)
Email:
Passport #:
Expiration date
Do you consider yourself to be a member of a minority or under-represented group? If so, please
explain.
Are you a U.S. citizen?
Yes
No
If not, what is your visa status?
Gender:
Female
Male
Race/Ethnicity
Emergency Contact
Name:
Relationship:
Street Address:
City:
State:
Home Phone: (
Zip:
)
Cell Phone (
)
Email:
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PROFESSIONAL BACKGROUND
(Answer as applicable for classroom teacher or library media specialist.)
Current Position:
Years in Current Position:
Public
Private (check one)
Subjects Taught:
Classroom Teachers: Grade level/s at which currently teaching
K
1
2
3
4
5
6
7
8
9
10
11
12
Total years of classroom teaching experience (indicate number of years at all levels):
PK-5
6-8
9-12
Other
Library Media Specialists: Grade levels served by your library
K
1
2
3
4
5
6
7
8
9
10
11
12
Total years of library experience (indicate number of years at all levels):
PK-5
6-8
9-12
Other
Provide specifics on your teaching/library media certification.
Are you:
Initial Educator
Professional Educator
Do you expect to be employed at the same school in 2008-2009?
Master Educator
Yes
No
Please list courses, if any, you have taught in the last five years with Latin American or
children’s literature content:
Year:
Course Title:
# of
Students:
% Time devoted to
Latin America
2
Please describe your school library collection, particularly in terms of Spanish language
materials.
Please briefly describe the ethnic/racial composition of your school’s student body. Give actual
statistics if available.
How does this compare with the ethnic/racial composition of your community?
How would you describe your community?
Rural
Urban
How large is the community in which you teach?
Please list professional associations of which you are a member. (Give definitions for any
acronyms.)
Have you made any presentations or led sessions at professional meetings, outreach programs,
in-service workshops, etc? Please include dates when describing your participation.
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EDUCATION
Where did you receive your undergraduate degree? What were your major(s) and minor(s) in
college?
Have you earned an advanced degree or taken graduate level courses?
Have you studied outside the United States at the post-secondary level?
If so, where and when?
If you have traveled outside the United States, please list your trips in reverse chronological
order. Include trips for study, tourism, business, or any other reason.
Dates:
Countries Visited:
Purpose:
Other Related Experience:
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LANGUAGE SKILLS
Because the Chile program will be conducted completely in Spanish, we request that applicants
have a minimum oral proficiency rating of Intermediate High on the ACTFL scale (American
Council on the Teaching of Foreign Languages). According to ACTFL, an Intermediate High is
defined as:
INTERMEDIATE HIGH
Intermediate-High speakers are able to converse with ease and confidence when dealing with most routine tasks and
social situations of the Intermediate level. They are able to handle successfully many uncomplicated tasks and social
situations requiring an exchange of basic information related to work, school, recreation, particular interests and
areas of competence, though hesitation and errors may be evident.
Intermediate-High speakers handle the tasks pertaining to the Advanced level, but they are unable to sustain
performance at that level over a variety of topics. With some consistency, speakers at the Intermediate High level
narrate and describe in major time frames using connected discourse of paragraph length. However, their
performance of these Advanced-level tasks will exhibit one or more features of breakdown, such as the failure to
maintain the narration or description semantically or syntactically in the appropriate major time frame, the
disintegration of connected discourse, the misuse of cohesive devises, a reduction in breadth and appropriateness of
vocabulary, the failure to successfully circumlocute, or a significant amount of hesitation.
Intermediate-High speakers can generally be understood by native speakers unaccustomed to dealing with nonnatives, although the dominant language is still evident (e.g. use of code-switching, false cognates, literal
translations, etc.), and gaps in communication may occur.
More on ACTFL Oral Proficiency Guidelines may be found at:
http://actfl.org/files/public/Guidelinesspeak.pdf
Please self-assess your oral proficiency. I believe my Spanish language skills are:
below the level described above
at the level described above
above the level described above
Comments:
Please note: applicants will be accepted pending a brief telephone interview, a portion of which
will be conducted in Spanish. We need to be sure that individual language abilities will allow
the group project to function as planned within an immersion setting.
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ESSAYS (in English)
Answer the following questions in separate 1-2 page (max) essays on separate sheets. Please try
to structure each response as a cohesive essay, not a list of discrete answers to the questions.
The essays will be evaluated for quality of writing as well as for content. Please type,
double-spaced.
How are Latin American topics taught in your classroom or school? How could children’s
literature resources assist student learning or support classroom teaching? What resources
for Latin American-themed support are available in your school? If you feel the current
coverage is limited, how might you improve it? How would your participation benefit
specific goals/objectives of your school or district?
Why are you interested in the Chile y la Literatura Infantil y Juvenil Project? Having read
the program description, define at least two learning goals if selected. Individuals with
diverse interests and backgrounds will participate. How might you contribute to the group
experience? How do you plan to incorporate/share what you learn when you return?
ATTACHMENTS
Please include the following as part of your application packet.

Evidence of health insurance coverage (i.e. photocopy of policy or insurance
identification card).

Two letters of reference from professional colleagues.
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PARTICIPANT AGREEMENT FORM
According to the proposal submitted to the U.S. Department of Education, each participant must
agree to the following stipulations.

To read, prior to the pre-departure sessions in Milwaukee, all items on a short list of
books and articles to be recommended by the project coordinators.

To attend the orientation sessions in Milwaukee on May 3 and June 7, 2008, as well
as to complete the online orientation available through D2L, and to travel as a group
from Chicago on the scheduled departure date.

To participate in the program in Chile including all lectures, field trips, group
sessions, and meetings, using Spanish as the primary language of participation.

To complete all assignments, including curriculum development projects, while in
Chile and prior to return to the U.S.

To make two outreach presentations in their school, at the district level, or statewide.

To complete all requested evaluations of the study tour issued by the project
coordinators.

To comply with all necessary international travel requirements.

To assume responsibility for health and accident insurance coverage. Please check
with your insurer to be certain that your coverage continues while traveling.
If you agree to all of these requirements, please sign below (after printing completed form). If
not, explain your specific objections.
I, _________________________________________, will comply with the above requirements
if I am selected as a participant in the Chile y La Literatura Infantil y Juvenil program.
If you are not chosen in the initial selection process, would you be willing and able to serve as an
alternate on less than 15 days notice?
Yes
No
Applications must be postmarked by March 3, 2008. Send two copies (original plus 1) of
the completed paper application and attachments to:
Julie Kline
Fulbright-Hays GPA 2008
Center for Latin American and Caribbean Studies
University of Wisconsin-Milwaukee
PO Box 413
Milwaukee, WI 53201
(414) 229-5986 ph
(414) 229-2879 fax
jkline@uwm.edu
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