Learn it Play it #1 by Learn it Play it

For you, by you

The non-Traditional

December 2011

Are you ready for the new studen ts? In this issue The FAC What’s happening in our school? Think Up Too cool to tuukul? The New Student Who are they? The Facbook Check our profile

These two brothers above

(whose names we forgot to ask) experiment with the learning world around them, the world around the arriate. What they learn is play the game. Which game? The game of education, perhaps. Find out the rules and play with them. Accept the challenge, don’t be just a bystander. Make the difference!

“Attitude determines performance”- Ricardo’s night life text text text Page 7…. Text text text “We will always have Paris” TextT ext Text TextT Text... Page 13...TextT ext Text TextT Text...

con el multilingüismo de esta publicación. En esta edición descubriremos juntos algunas historias y hechos interesantes. Conoce a nuestro guardia nocturno Ricardo Pech y a Edwin, un chico trilingüe de la comisaria de Sisbic, conoce la auténtica historia de San Nicolás y conoce qué hacen algunos estudiantes como Hugo Pech Borges y su “Language club”, también a los que están a punto de terminar la licenciatura y se preguntan ¿Y ahora qué hago? Esto y más en nuestra edición de “Learn it and Play it”. Por último, ¿estás dispuesto a tomar el riesgo y aprender sobre la nueva cultura de trabajo en el salón de clase?

Staff Fernando Sabido Editor in Chief Arelí León Copy Editor Jesús Varguez Reporter Shary Torres Reporter Mirna Flota Design Nancy Salazar Photography Juanito Outside Consultant

¡Hola UADYs! Hola amigos, es un placer presentarles esta edición de “Learn it, Play it”. Esta publicación promueve una nueva cultura de trabajo en el salón de clase. El proyecto “Learn it, Play it” sigue una simple filosofía: el aprendizaje y la enseñanza son una practica social con relevancia en la vida real. El concepto de nuevo estudiante refleja al estudiante que trabaja diferente, aquel que está activo en el salón de clase, aquel que no teme cometer errores, y aquel que participe en la co -construcción del aprendizaje y el manejo flexible de los roles maestro-alumno. Co-construcción se refiere al hecho de trabajar conjuntamente y evitar el método tradicional, que es proporcionar información a los alumnos sin obtener

ningún resultado de pensamiento crítico, autodescubrimiento y desarrollo holístico. Manejo flexible de roles se refiere al hecho de compartir autoridad y dialogar, evitando el monologo y la adoctrinación unilateral. Asimismo, queremos romper las barreras entre LEII y LE porque al final ambos seremos educadores y responsables de la enseñanza. Las dos licenciaturas formamos parte de esta Facultad, las dos podemos contribuir, cada una a su manera, como se evidencia

El nuevo estudiante va a París todos los días, tiene una vida nocturna con Ricardo, conoce a Edwin en Sisbic, toma un minuto fuera de la escuela, “toma una coca” con Santa Claus, y además piensa

inside the box, outside the box, over the box, under the bow, with the box, without the bow and about the box.. Adelante…

¡¡OIGAN MAESTROS!!

Seremos sus alumnos muy pronto. ¿Ya están listos? Jimmy Nail Yah May Tene in ka’aba Jimmy. In amigosobé wilberth yeten Yeyson Téne ki’ shoc’ telesecundaria Téne in ká’ajale Cuch-holoch. Tene us’ti huich kalantik pe’ek I like bo’x. Tene ki’ cha’antik goo’kú. My name is Jimmy. My friends are Wilberth and Yeyson. I study in telesecundaria. I am from cuch holoch, Mexico.

Clarissa Nidelvia Tun Uicab I k’aba Clarissa. In cajale cuch holoch. Tene shokpalen. Tene basha te cancha futbol. Tene tanquelen pale. Ta’ne shok tie biblioteca. My name is Clarissa. I am from Cuch-Holoch. I am tall and friendly. I am play soccer. We read in the library. I have good brothers. Bibliography

Fernando

Special thanks to:

Jimmy Tzakún

Auer, P. & Wei, L. (Eds.). (2009). Handbook of Multilingualism and Multilingual Communication. New York: Mouton de Gruyter. Creese, A. & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? The Modern Language Journal, 94 (1), 103-115. Garcia, O. (2009). Reimagining bilingualism in education for the 21st century. (lecture given at Annual Conference on 14 November 2009 at the University of Reading. Retrieved 13 July 2010 from: http://www.youtube.com/watch?v=rVI41CMw6HM&feature=channel

Think UP

December 2011

Everyday in France A lot of people don´t believe me when I tell them that I travel to France every day, they instead start laughing at me. When they ask me how this can be possible, I tell them that it is really easy, I look at all those French people walking around while I am standing in front of the Eiffel Tower, then I go for some food in the most elegant restaurants, and enjoy a glass of Demi blonde with local food

such as the foie gras with mustard seeds and green onions in duck jus. I have been even in the Sacré Cœur. I remember once I watched the Fête de la Musique that is when parisians go into the streets and play music. I have been involved in some problems there in France but they were good experiences. I have enjoyed of this culture, and the trip starts just by putting my headphones on and let the music guide me. Jesús, LEII

The FAC

December 2011

The FAC Language Club Hugo, in charge of the language club, tells us about this opportunity.

“The language club is intended to create an environment where students from the LEII are able to practice their English abilities while communicating with their peers. Learning is meant to be achieved indirectly Hugo Pech Borges acquiring mastery over the language b y using it in different Learning is meant to m a n n e r s and purpobe achieved indirectly ses.

“

”

The language club is an extracurricular activity and therefore no grade is given by attending to it or participating” There are only three simple rules regarding the language club. 1. English must be used at all times. 2. Participation is essential to learning. 3. Respect is fundamental to create a fun and instructional environment.

Student opinions: Why did you join the language club?

: Joel, Luis, Richy

Alfonso Marrufo

Carol

“I decided to enter the club because it is extremely important to practice the language (English) so to keep it fresh within ourselves and it doesn’t fade away. In the Club, we discuss topics related to any concern, a member of the group may have, and we express our ideas and thoughts in a relaxed way, without the pressure of making a mistake that might be penalized”.

“I joined the language club because the main purpose for me is to improve my pronunciation and fluency in English. The classes are very funny and interactive, you have many opportunities to speak and learn new vocabulary in each class. We practice our listening skills through songs and comments of our classmates”. Reporter: Jesus

The FAC

Social Service: What, when, how? Social Service is coming to town, maybe this year, maybe the next. Do you know what to do when it comes? Well, we talked to some students and this is what they reported to us. The best time to start: Many students agreed that you should start it as soon as you have 70% of your credits. They told us that if you do this you’ll finish 4th year with nothing more to do but paperwork. The downside is that you’ll be very busy most of your college time. Others said it’s better to do it in your fourth year when you have more time, a good idea if you’re a full time student and have few subjects to pass that year. One last option is to wait after finishing all the courses, on your fifth year. That way you only focus in your social service to graduate Which project should I choose? For English teaching, the-

re are a few choices. Nevertheless, more options are offered every year. In 2011, the projects were: Inserción Universitaria, Adopta un amig@, Impulso Universitario, Apoyo a la Coordinación de comunicación y lenguas, Efectos de una Intervención Educativa en la comprensión de textos, Educación para los adultos, among others. Whatever option you choose, you should consider where the sessions are held, schedules assigned, and most importantly what you’ll be doing. It’s also advisable to talk with people who have worked in the project(s) you’re interested in, or with the person in charge of the project. For further information: The social service department is located on the 3rd floor at the UADY main offices in downtown. Reporter: Shary

December 2011

Up December, 2011

Esto está en Alemán, la mejor traducción obtendrá un regalo sorpresa. Envía tu respuesta a: time_yourlife@hotmail.com

Paris Aprender no tiene fronteras El ser estudiante de la Universidad Autónoma de Yucatán en la actualidad nos proporciona una amplia gama de vertientes en cuanto a la formación académica, personal y social que toda persona adscrita a la institución debe poseer por el simple hecho de la trascendencia que debemos presentar ante nuestra sociedad […]. Una pequeña forma de presentar esta notoriedad en nuestra formación es la de poder realizar estudios de movilidad o intercambio en cualquier institución diferente a la cual pertenezcamos, de esta oportunidad yo he formado parte y me permito compartir mi experiencia a lo largo de un mes de estudios en la Universidad de Paris Est – Creteil Val del Marne. Al principio como toda nueva experiencia en la vida uno no encuentra la manera de describir la emoción de encontrarse en una nueva escuela, nuevos compañeros, un nuevo lugar, y sobre todo de llevarse lo mejor de todo lo que se pudiera lograr en ese pequeño periodo de un mes. La idea de valerse con todas tus habilidades ya sean buenas o malas ante una nueva cultura, un nuevo idioma, una economía acelerada, una sociedad individualista y la falta del hogar fortalecen de manera enorme la percepción de lo que significa la autonomía del ser humano. El estar durante un mes en la ciudad de París y convivir con mis compañeras en el mismo departamento ha sido una de las experiencias más divertidas en mi vida debido a la mezcla de ideas, gustos, intereses y edades que presentábamos, sin embargo esto nunca fue impedimento alguno para

sacar adelante cada situación que se presentaba. Durante el periodo que nos encontramos en París nos percatamos de los diferentes aspectos positivos y negativos de la educación, cultura y sociedad en Francia. La gran mayoría de los aspectos negativos comunes los padecemos como mexicanos, tales como la desigualdad social, los fenómenos de migración, problemas políticos etc., sin embargo, la forma en que la sociedad francesa vive y se desarrolla de manera individualista nos dio una idea de lo que demanda la vida en una ciudad que no para. En cuanto a las características positivas se presenta la multiculturalidad y la gran gama de valores de las diversas culturas que coexisten. Como resultado se observa una mezcla inigualable con sentido de tolerancia y hermandad que cada habitante tiene hacia los demás. Por último, el decir que esta experiencia haya sido única resultaría pequeño ante la gran cantidad de aprendizajes y hechos vividos, los cuales quedarán marcados en mi mente y mi vida como inolvidables. Sergio Amaury, LE

December 2011

The FAC

“Y ahora... ¿qué hago?” Problems faced after graduation We know that recently graduated students have not acquired much experience in the working world, which may lead to difficulties finding a job. Partners from previous LEII generations shared they faced troubles adjusting to their students’ needs, bosses’ needs and their students’ parents’ needs. Mainly because they never considered how many demands one single classroom could have. A graduated mentioned he had problems working with autonomous kids, in Montessori school, who are not used to the role of traditional teacher. Another teacher shared her experience working with over 40 students in

Language Games

one classroom. It was not only the amount of students, but also there were at least three different levels in the group. So, adapting ourselves to a life full of new responsibilities is what makes challenging the teaching practice. One may think after finishing the classes and receiving a diploma, finding a job would be easy. However, finding a job and adapting yourselves to a totally new life can make more than one feel unprepared.

L.W. (1889– 1951) We learn languages Kids play games Same thing: We learn forms of life.

ThiNk

Santa is bringing an answer..

Reporter: Shary

The FAC

December 2011

How to graduate? I’m a graduated student, and I’ll tell you about my After the exam I decided I was going to wait for my results, and thank GOD I got the experience... required points to pass the exam. Before the exam I was really nervous! I couldn't study. I just read some information about the English history, because that is the worst subject for me ( I mean I hate theory, I haven't had good grades in those subjects since primary school).

I recommend it, but if you have the opportunity to read your four year notes you should do it and you can The exam was not difficult, but it was complicated get a higher to answer, because it limits your answers to the score. ones that are provided there (multiple choice Abisai Mena tasks). You just need to choose one, but sometimes there are answers which are not included there; so you need to choose among the options provided.

The graduation rap Lyrics: Calle veinte & CentavoBro 2.0

If you wanna saber ¿qué? al fin hacer, how to gradúate, mas bien, infatúate yourself and your profession, I’ll make a full confession. No tengo idea.

O hell, let’s take the Acreel, no es tan cruel, pues es solo un examen Y really no es que derramen tu bola cerebral. ¿Qué tal?

Tal vez la escuela ni es pa’ la educación. What daddy once told me, I think is right on “Con los lobos, hijito, va a correr, aullar que no sabes ni quieres saber. Es blanca la nieve. Es grande el mar. Los hombres son tontos and freedom is far.”

Or do another curso ekis, Problem is, you pass, your check is still no good without a title, ay, you know, a papelito, lindo mito. O hago monografía de lo que nunca sabía, with all the science, truth and light, they’ll give me my title, right? The title, te digo, te garantiza que really eres alguien, Lisa.

If you wanna saber ¿qué? al fin hacer, how to gradúate, mas bien, infatúate yourself and your profession, I’ll make a full confession. No y no tengo idea.

You are on page 11

The New Student

December 2011

The future is BIG in Sisbic Come along...

Can you imagine teaching children who are barely 8 years old and already know three languages? Have a look at this story…

So, we walked the streets of Sisbic and visited some of the families in their homes. We wanted to get to know them better and introduce ourselves. Walking from house to house, we also invited ever more of the curious children to come and play with us. In the afternoon, we returned to principal field in front of the comisaría where the Sisbic people hold political meetings or celebrate corridas or fairs or have circuses. We received children from four to eight years old, all really friendly and even jovial, to do activities like painting, contests, and playing volleyball. And there we met EDWIN, a very special six-year-old. GUESS WHAT? He started to speak to us in Maya! Problem for us: we don’t speak it. Our surprise got bigger when he switched to Spanish realizing we didn’t understand a single word. He told us he knows three languages: Maya, English and Spanish. He speaks Maya at home, Spanish when he is playing with his friends, and some English when he is at school. Amazing! We find Edwin should be an inspiration! After all, lots of kids in Yucatan speak TWO or MORE languages. Maya is very common, Spanish is required in our current education programs, and English is now to be taught in public primary schools - it’s the Law. So, our future students will be trilingual, at least, and that’s why we say the future is BIG in Sisbic. You, the future teacher, are you sure you can deal with this? These kids are getting ready. Don’t you think WE should do the same?

As part of our social service, the three of us (Mirna, Nancy and I) travel to the Sisbic and Tixméuac communities in the Southwest of Yucatan twice a month. We do activities with the kids in these communities. It was a sunny hot morning the first time we went. Bartolo, the van driver, picked us up, a very friendly guy who loves listening to loud music - he’s very special. Arriving in Sisbic, he started honking and honking, and immediately, children came out of their houses shouting: “Miren, los UADYs! Los UADYs ya vienen.” They were so excited to see us there we felt we were among They are waiting for you… friends, even if we hadn’t met Reporters: Mirna, Nancy & Arelí each other yet. It was a wonderful welcome! 7º LEII

December 2011

Facbook

Nightlife Ricardo Do you know Ricardo Reyes Pech Lopez? Did you know he works as the night guard in the faculty? Did you know he speaks English? Well, you will get to know him better with this interview… “Me gusta el idioma inglés esa es la razón por la que decidí estudiarlo, mi primer contacto con el idioma fue cuando estaba muy niño. Recuerdo que mi papá trabajaba para unos gringos quienes me consentían mucho, tal vez por eso inconscientemente me empezó a gustar saber sobre su cultura y también me gustaba su forma de hablar. Cuando estaba ya grande me encontré con unos libros que ofrecían aprender inglés sin la necesidad de un maestro, estos libros me ayudaron a dar mis primeros pasos en el idioma y a reforzar el gusto por éste. Algunos amigos me preguntaban el por qué no entró a unos cursos regulares, pero yo les decía que ya estaba muy grande y que no creó que me sirva; pero finalmente no me decidí por mí sino por mis hijos, debido a que el inglés es una materia que les exige en la escuela y si yo sé un poco, puedo ayudar a mis hijos y compartir tiempo con ellos”. Reporter: Jesus

I was tired out and I was very hungry but… I started to laugh I would like to laugh with you one moment. So, let me to tell you the reason because I learnt to laugh too much. One day my sisters and mother told me that our family could be very rich if I could go to work because I was a boy then when I was six years old I started to go to work with my

father as a bricklayer, when my father and I arrived to the job, I was tired and I was hungry, then, there were several workers and they were eating so, one worker wanted give me a bit of chicken to eat. but my father told him very angry that we don´t need to eat anything because we had eaten two chickens and my father started to laugh. I was very hungry and I wanted to cry but I was frightened and I preferred to start to laugh like m a d . When my father and I finished to work, we went at home walking more than two kilometers then I was tired out and I was very hungry. My mother asked to my father money because she did not have food to eat, my father was drunk and he didn´t have money then he tried to hit to my mother so my mother, sisters and I went out running at Woods. I was frightened and i was hungry… but… I started to laugh like mad. I remember when I started to go to school I was seven years old and my father and mother told me I will

07 buy my shoes and my notebooks because I was boy and I could work like bricklayer. I went to work with my father under the sun because I wanted to buy my shoes and notebooks. I went to work walking from Mulsay to Tapetes in merida yuc. Mex. The firs week I was working my father didn´t can to pay money because he paid everything. Then he doesn't gave me money. I did not can to buy my shoes and notebooks. And after working I went to school without notebooks without pencils and without to eat. Then, during class I was sleeping, I was tired. I was very hungry and during the playtime. I was dreaming and thinking where my parents could give me something of food, so I was walking around of the school. I was tired, I was hungry but… I started to laugh like mad. Many things I don´t tell you in this letter but remember me when you feel like to cry… only laugh at heart. I am your friend.

Ricardo R. Pech Lopez

Facbook

December 2011

December 6 is ….

Este borracho se llama “HoHoHo”. A los niños les trae las cocas, para que se emborrachen ellos también (y cobra poco). Algunos creen que “HoHoHo” es Santa Claus. Para ver la verdadera historia de San Nicolas, checa, por ejemplo Jacobus de Voragine, The Golden Legend or Lives of the Saints del año 1275, o sigue leyendo...

The New Student

Workshop for new LEIIs LEIIs–– Initiation

SANTA CLAUS

http://www.adbranch.com/wp-content/uploads/cocacola_for_santa_1950.jpg

December 2011

ST. Nicholas and the Schoolboys by Gerard David (ca. 1512), National Gallery of Scotland-Edinburgh.

Tres jóvenes fueron a la ciudad a buscar trabajo, había una terrible hambruna. Un carnicero les prometió comida y trabajo a los muchachos, pero luego los mató para vender su carne. Nicolas escuchó los gritos de los atormentados, castigó al carnicero y revivió a los jóvenes.

Parece que el cuento aún es relevante. El santo representa a los maestros. El carnicero es la economía neoliberal, vende a los niños. Tenemos que salvarlos.

New LEII students were offered a two-week English workshop before they start the degree due to the professor Webber’s experience with previous generations.

New LEII students had to take an English course before starting the first semester degree. This course allowed the teachers to find out the real level of the students, and based on that, divide them in groups to pay more attention on those who needed it. In an interview with professor Webber, she gave reasons to do it. She noticed that “students from previous generations, started first semester lacking knowledge about the language there were supposed to acquire in high school. So, this course was excellent for them to know which areas needed to be improved and face the first semester successfully”. A graduated LEII teacher, Maricruz Albornoz, said about her experience: It was great when teacher Hannah told me that she was planning to do a workshop for the new degree students, in order to improve their English skills. Even better, she invited me and other new teachers to have the opportunity to acquire a little more experience that would have curricular value.

Sandy and I could put into practice what we learnt in the degree. We tried to elaborate and use attractive materials based on the workshop outline prepared by teacher Hannah. We believed it worked well because the new students paid attention and were involved in the class that was a lot of fun. However, if I could modify something of the workshop, it would be the division of groups. In our group most of the students have a good elementary or pre-intermediate level and they were able to express themselves in English. Still, there were like 5 people who needed help. They seemed to have started with very basic level of English. For that reason, I think there should have been a third group for those who needed more practice to master the level they were supposed to have. So, I really enjoyed working in that workshop, and it was a great experience for a new teacher like me. If I had another opportunity, I would do it again.

A letter from first semester of LEII was received: A través de este medio, […] nos gustaría dar nuestra opinión en cuanto a los cursos impartidos durante el verano como preparación para iniciar la carrera. A quienes tenemos dificultades con el idioma nos permitió darnos cuenta de en qué áreas debemos reforzar nuestros conocimientos, y a los demás nos ayudó a recordar ciertas cosas. Además, las dos semanas de curso fueron de mucha utilidad para resolver ciertas dudas que teníamos. La didáctica fue muy interesante, ya que a pesar del corto tiempo y de no manejarnos con respecto a un libro, las dinámicas nos ayudaron. Así mismo, las instructoras del curso nos tuvieron mucha paciencia y nos trataron con amabilidad, respondiendo a nuestras dudas y dándonos consejos. Se encargaron también de hacer que perdiéramos el miedo a hablar y expresar nuestras ideas en otro idioma, en este caso, el inglés. Consideramos que es una buena herramienta ya que el curso permite que los alumnos, al iniciar las clases regulares, no tengan que empezar de cero y que la mayoría pueda dominar el idioma a un mismo nivel. Nos parece una idea excelente que a partir de este año se implemente este tipo de curso para los alumnos de nuevo ingreso, y sobretodo que alumnas (os) de niveles avanzados, bastante preparados, sean quienes ayuden para que éste pueda llevarse a cabo.