Connecting World Language Curriculum to Global Workplace Skills, Vol. II by UF Center for Latin American Studies

Connecting World Language Curriculum to Global Workplace Skills A Handbook for K-12 Educators Volume II Editor Mary Risner Curriculum Authors Katrina Beeck, Brian Crouch, Chris Gellermann, Janet Graham, Sean Hill, Jamie Patterson, Diana Ruggiero Layout/Design Christa Markley

first publication | December 2021 This handbook was made possible by the generous support of United States Department of Education Title VI Centers: Center for International Business Education and Research (CIBER) at Florida International University & the University of Florida Center for Latin American Studies.

Table of Contents Introduction and Recommendations...............................................3 Lesson Topics: World Languages & CTE.......................................5 Current and Past K-12 LSP Projects.............................................53 LSP-Specific Organizations/Events .............................................55 Bibliography - Language for the Workplace with K-12 Focus ......................................................................................................57 Author Bios...................................................................................59

Introduction This handbook builds on the work of the first volume published in 2015. It aims to provide K-12 teachers with resources and ideas to help them develop relevant and engaging curriculum to meet the needs of our rapidly changing world of work. While most of the included activities feature Spanish, teachers across languages are encouraged to use the models to adapt to the needs of their particular regional context and language taught. An additional goal of this Volume II is to recognize and disseminate the hard work and innovative activities of these pioneer K-12 world language instructors as they prepare students for a global workplace, whether they continue on for a degree in higher education, or directly enter the workforce. Clearly many more teachers are offering innovative real-world activities in their classrooms, and it is hoped that they will reach out to the NOBLE project to share their work with colleagues.

Recommendations Languages for Specific Purposes (Languages & Careers) with Technology: Virtual exchange As more educators have become confident with the use of technology post-pandemic, we encourage all to consider integrating new teaching approaches into their classrooms. One such approach that connects students to native speakers and opportunities for project-based learning and problem solving is Virtual Exchange (VE). “Virtual exchange involves the engagement of groups of learners in extended periods of online intercultural interaction and collaboration with partners from other cultural contexts or geographical locations as an integrated part of their educational programmes and under the guidance of educators and/or expert facilitators.” (O’Dowd, 2018, p. 5) Virtual exchange is known by a variety of terms you may have heard: telecollaboration, collaborative online international learning (COIL), teletandem, virtual teams, etc. There is a multitude of publications on VE at the post-secondary level, but much fewer describing K-12 VE activities. There are, however, quite a few organizations that can assist educators in integrating VE into their classrooms that focus on developing necessary global career skills. Some organizations are listed below and offer free trainings, grant opportunities, and other types of support. Not all of these VE groups focus on language exchange exclusively, but they offer cross-cultural experiences at a variety of ages. Testimonials of students and instructors confirm that VE is a guaranteed way to bring energy and excitement into the classroom while students acquire a variety of skills and knowledge.

Steven’s Initiative https://www.stevensinitiative.org/resources/ Empatico https://empatico.org/ i-Earn https://www.iearn.org/ Global Ties https://www.globaltiesus.org/ O’Dowd, R. (2018). From telecollaboration to virtual exchange: state-of-the-art and the role of UNICollaboration in moving forward. Journal of Virtual Exchange, 1, 1-23. Research-publishing.net. https://doi.org/10.14705/rpnet.2018.jve.1

Languages for Specific Purposes (Languages & Careers) with Career & Technical Education Another innovative way to help students and other subject area instructors appreciate the value of language study and its practical application across disciplines is connecting with a school’s Career & Technical Education (CTE) academies. This is a natural way to merge language and intercultural competence across professional fields. A list of the different CTE Career Clusters can be found here at the national CTE association, Advance CTE site: https://careertech.org/career-clusters . The Asia Society has worked with Advance CTE to integrate global skills into CTE education. A few of their resources to globalize the curriculum through ready-to-use materials and free teacher training modules are listed below. These resources can help instructors with ideas to engage with their local CTE colleagues depending on the global industries in your area, and to garner support from school administrators. Global CTE Classroom Projects asiasociety.org/education/global-cte-classroom-projects Reports: Why global and CTE? asiasociety.org/education/background-information-globalcompetence Career Readiness in a Global Economy asiasociety.org/education/career-readinessglobal-economy-stem-and-cte Global Competence through Career & Technical Education (CTE) asiasociety.org/education/global-competence-through-career-and-technical-education Coming soon… Global competence training modules for students: asiasociety.org/education/student-global-competence-training-modules

Lesson Topics

World Languages & CTE page

International Business La Publicidad y Las Ventas Global Business Trip

Katrina Beeck Janet Graham

Muskego High School

Domino’s Pizza Entering Foreign Markets

Janet Graham

Center for Advanced Professional Studies (CAPS), Blue Valley School District, Overland Park, KS

Marketing Blunders Around the World

Janet Graham

Center for Advanced Professional Studies (CAPS), Blue Valley School District, Overland Park, KS

Business 6 Travel - for business 8

International Marketing and Advertising Center for Advanced Professional Studies Cultural Blunders (CAPS), Blue Valley School District, Overland Park, KS

Healthcare El turismo médico y las farmacias

Sean R. Hill

Grand Valley State University & Delta College

En el consultorio

Giving nutritional and healthy living advice The Types of Interpretation

Chris Gellermannn

New Smyrna Beach High School, Volusia County Schools

Jamie Patterson

Centennial High School

Feria de la Salud Medical Interview Consecutive vs. Simultaneous Interpreting Exercise

Katrina Beeck Diana Ruggiero Diana Ruggiero

Muskego High School

Para mantener la 17 salud Principles of Medical 21 Interpretation Medical 23 25 27

University of Memphis University of Memphis

Job Search La entrevista de trabajo y el currículum The Interviewing Process Job Shadow or Community Volunteer Experience Mock Job Interview

Sean R. Hill

Grand Valley State University & Delta College

The world of work

Katrina Beeck

Muskego High School

Business

Katrina Beeck

Muskego High School

Spanish in the Community and the Workplace

Diana Ruggiero

University of Memphis

Business Ethics & Sustainability Introduction to Global Travel

Brian Crouch

Valwood School

Destinations

Brian Crouch

Valwood School

Economic Development and Tourism MEDC and LEDC Project

Brian Crouch

Valwood School

Brian Crouch

Valwood School

Corruption, Ethical Standards, Social Responsibility & Sustainability Slavery Footprint - How many slaves work for you?

Janet Graham

Center for Advanced Professional Studies (CAPS), Blue Valley School District, Overland Park, KS

Janet Graham

Center for Advanced Professional Studies (CAPS,) Blue Valley School District, Overland Park, KS

Travel and Tourism/ Economic Development Travel and Tourism/ Economic Development Travel and Tourism/ Economic Development Travel and Tourism/ Economic Development Ethics, Social Responsibility and Sustainability Social Justice / Fair Trade / Global Awareness

38 40 42 44 46

La Publicidad y Las Ventas

Time required to complete lesson

Katrina Beeck, Muskego High School

Unit Theme Language

Business

Grade Level

High School (9-12)

Spanish, Any language

Proficiency Level

Intermediate Low to High, Advanced Low

Real world professional context Enduring Understanding

Essential Questions

1-2 WKS

Business When hired as a bilingual employee you will not only be expected to use your Spanish, but also use your cultural knowledge to interact appropriately with clients.

1. How do I demonstrate that I am culturally appropriate and have built a relationship with my clients? 2. Why will my product sell in the chosen country? 3. What price will the product sell for in the chosen country?

Standards □ 1.1 Interpersonal communication

■ 2.1 Cultural practices and perspectives ■ 3.2 Acquiring new information

□ 1.2 Interpretive communication

■ 2.2 Cultural products and perspectives □ 4.1 Language comparisons

■ 1.3 Presentational communication ■ 3.1 Connections to other disciplines

Lesson Objectives & Learning Goals

■ 4.2 Cultural comparisons

Knowledge (what In order to sell a product a sales team must meet the needs and interests of their students will know) clients. Pricing of a product varies from country to country depending on the currency and the exchange rate.

Skills (what students Students create a presentation that persuades board members from a Spanish will be able to do) speaking company to buy their product.

Communicative Language Functions (where applicable) Essential Vocabulary

numbers, fractions, percents, vocabulary related to the product being sold

Intercultural knowledge

Students are graded on their ability to show the importance of building a relationship with a client. They demonstrate that they have researched their chosen country by providing specific details on why their product will sell in their chosen country. Students also learn about the currency and exchange rate of the country.

Materials & Resources La Publicidad y Las ventas information sheet, numbers and fractions note sheet - docs.google.com/document/d/19NvdgP4h1k3 Qf6ojxWN6CVxGwFt70rzuCX53E8YMy-0/edit

Steps for lesson activity 1

Present the hand out “La Publicidad y Las Ventas” to the class, explaining in detail the expectations of this project.

Students divide up into groups of 2 or 3 based on a Spanish speaking country they are interested in doing business with.

Once divided into groups students research the country to agree upon a product that would sell in this country. As long as the students can prove why the product will sell and to whom their target market is, the teacher will give them the okay to begin their project. The product may be an actual product already sold, an adaptation to a product or may be a newly created product. Example: Representatives from Betty Crocker travel to Walmart Mexico to sell a box mix of Conchas.

Students have work time in class to complete and practice their presentation). Students should go over the rubric and score themselves - Are they missing anything?

Day of presentations: One group is chosen to present and one group is chosen to be with the teacher on the executive board. The group presents to the board and after, the board members complete the rubric and discuss in private if they would launch the product.

Cross-Curricular Connections Cross-Curricular Connections

Business

How might this lesson tie into other subject areas to reduce the “silo” effect between disciplines? How might it help develop collaborations between instructors across disciplines, particularly CTE? This project was developed in collaboration with the Business department. It helps students to develop the skills necessary to be a member of any business team. It also encourages them to work on leadership skills, which will be an asset in any career.

Community Connections

In-person or virtual guest speaker from local/global business or organization, consulting project

How might this lesson engage students with the world around them at the local or global level to provide experiential learning opportunities? This project will help to prepare students for real-life experiences in business. An expansion of this activity would be for the students or the teacher to reach out to international businesses and have a guest speaker talk to students about their experiences traveling and presenting to clients in Spanish.

21st Century Skills

Investigate the world, recognize perspectives, communicate ideas

Global Business Trip Janet Graham, Center for Advanced Professional Studies (CAPS) - Blue Valley School District, Overland Park, KS

Unit Theme Language

Travel for business

Grade Level

High School (9-12)

Any language

Proficiency Level

Novice Mid

Real world professional context Enduring Understanding

Essential Questions

Time required to complete lesson

HRS

Business Learn how to prepare and plan for all aspects of a business trip. This is a capstone activity that can be used as an interactive, comprehensive final activity at the end of the semester.

1. What are the important things to research and understand before traveling to another country on a business trip? 2. How does culture impact business negotiations and decision making? 3. Why is it helpful to understand some local history before visiting a country?

Standards ■ 1.1 Interpersonal communication

■ 2.1 Cultural practices and perspectives ■ 3.2 Acquiring new information

■ 1.2 Interpretive communication

■ 2.2 Cultural products and perspectives ■ 4.1 Language comparisons

■ 1.3 Presentational communication ■ 3.1 Connections to other disciplines

Lesson Objectives & Learning Goals

■ 4.2 Cultural comparisons

Knowledge (what Students will understand ALL the details that could be considered prior to an

students will know) international business trip. This is a fun activity that is meant to link together all the cultural knowledge that students have studied throughout the course, including cultural dimensions, corruption levels, exchange rates, time zones, language, business practices, styles of eating, and geography.

Skills (what students Students will plan an entire business trip including all the details required.

will be able to do) This activity will help them plan a complete “hypothetical business trip/” SUMMARY of KEY ITEMS TO PLAN for an International Trip: Air Travel, Time Zones, Money & Exchange Rates, Lodging, Meals & Ground Transportation, International Business Etiquette, Business Practices & Protocols Basic Country Facts, Corruption levels, Cultural Values (Hofstede, etc) - only give the 1 or 2 MAIN differences, Language, Packing Tips, Notes

Student teams will create a slideshow with BRIEF and interesting highlights of their trip and present it to the class. This will include photos, maps, budget, money, food, key language phrases, etc. This will be a high-level presentation lasting 5 minutes.

Communicative Language Functions (where applicable) Essential Vocabulary

international date line, jet lag, dual voltage appliances, 220/110, driving on the left side, name of local currency, key phrases. time zones

Intercultural knowledge

The inquisitive skills of exploring all aspects of another country and culture are essential to a rewarding and productive business trip.

Materials & Resources Janet’s 10-page packet that is handed out to students in Word or Google Doc format. All URL links required for the lesson are included in this packet. docs.google.com/document/d/1Q3qfZ__qNWdR7gtkbQCzG0qKhf_Hb_q3UCc08D_Zhi4/edit

Steps for lesson activity 1

Students: Find a group of students (about 3 is good) and pick a city and country from this list of cities and countries quite far away: in Africa, Asia, Middle East or Oceania.

Instructors: allow each team to select a city and country from the list below. For small classes, instructor should allow each team to pick a DIFFERENT continent, to keep the final presentations interesting and to maximize geographical learning. For larger classes, all destinations may be assigned as suggested below. Long-distances are preferable so that student have to calculate crossing the international date line, and figure out more complex time zone differences. Africa - a). Nairobi, Kenya /b). Capetown or Johannesburg, South Africa / c). Kampala, Uganda. Asia - a). Beijing or Shanghai, China or Hongkong, China. /b) Delhi or Mumbai or Bangalore, India /c) Singapore / or d) Ho Chi Minh or Hanoi, Vietnam. Middle East - a) Dubai, UAE or b) Doha, Qatar. Oceania - a) Sydney, Australia / b) Auckland or Christchurch, New Zealand

Students - after you’ve found a team and you’ve selected a destination, then plan your trip. Have fun! Divide and conquer - with each person researching a few sections from the packet. After about 1 hour of preparation (in class or at home), then prepare a slideshow.

Create a slideshow with BRIEF and interesting highlights - photos, maps, key info (only) - not all the details. Students stand up and present the slideshow in a 5-minute fun, informal presentation (approx 10 slides total).

Cross-Curricular Connections Cross-Curricular Connections

Social sciences, business

Community Connections

In-person or virtual guest speaker from local/global business or organization

How might this lesson engage students with the world around them at the local or global level to provide experiential learning opportunities? If you would like to make this a more formal project, then students could plan a business trip, and then present it to someone who has already traveled to that destination. That community partner will be able to validate (or correct) any discrepancies in their research. You might also be able to connect students with a virtual speaker LIVING in that country, after they have researched all the travel aspects involved.

21st Century Skills

Investigate the world, recognize perspectives, take action, communicate ideas

Domino’s Pizza Entering Foreign Markets

Time required to complete lesson

MINS

Janet Graham, Center for Advanced Professional Studies (CAPS) - Blue Valley School District, Overland Park, KS

Unit Theme Language

International Marketing and Advertising

Grade Level

High School (9-12)

Any language

Proficiency Level

Novice Mid

Real world professional context Enduring Understanding

Essential Questions

Business Understanding cultural and language differences are essential when expanding a business to another country.

1. What are the cultural values with regard to pizza in a new country? 2. How did Domino’s adjust to language, advertising and food differences? 3. What changes to their menu did Domino’s do to adjust to religion and cultural preferences?

Standards □ 1.1 Interpersonal communication

■ 2.1 Cultural practices and perspectives ■ 3.2 Acquiring new information

□ 1.2 Interpretive communication

■ 2.2 Cultural products and perspectives ■ 4.1 Language comparisons

■ 1.3 Presentational communication ■ 3.1 Connections to other disciplines

Lesson Objectives & Learning Goals

■ 4.2 Cultural comparisons

Knowledge (what Students will understand why entry strategies and marketing techniques have to students will know) be adapted to each new country.

Skills (what students Students will be able to discern the complexity and number of details involved in will be able to do) being successful in a global expansion.

Communicative Language Functions (where applicable) Essential Vocabulary

marketing, target market, localization strategy

Materials & Resources Video: Domino’s Pizza Entering Foreign Markets (produced by McGraw-Hill) - youtu.be/tLESjhnE_6Y

Steps for lesson activity 1

In-class activity: Show the Video (about 10 minutes). Have students complete a written handout after the short video clip, or simply discuss the questions in class after watching the video. Or, individual activity: The entire activity may be assigned through the Learning Management System as individual work. Step one: watch the video and step two, answer the questions. Note: because all of the provided questions are openended, it is advised to set this up in the LMS as a simple assignment with one submission vs. a quiz (which will take a long time to grade each question).

Answer these questions: • What is Domino’s mission / primary corporate goal? • Describe the cultural “faux pas” that they made in their initial promotional campaign in the UK. • Explain some different ways that Domino’s uses advertising in various countries, and talk about how they were different than American commercials: India, South Korea, Mexico • Mention three of the benefits of a Domino’s franchise in Mexico: • Describe some of the 4 P’s that Domino’s modified in the Mexican market: Product ______________________________ Place _______________________________ Price _______________________________ Promotion _______________________________ • • • •

What strategy did they use when faced with a currency crisis and economic downturn in Mexico? Discuss in class the concept of “localization strategy” and give examples of how Domino’s utilized that. What is Domino’s current global presence this year – meaning how many countries are they located in now? Go to the Domino’s website. Look at the Corporate site, and at least one other country, and discuss several cultural differences.

Cross-Curricular Connections Cross-Curricular Connections

Social sciences, health

Community Connections

In-person or virtual guest speaker from local/global business or organization, consulting project

How might this lesson engage students with the world around them at the local or global level to provide experiential learning opportunities? Pizza is a popular food that all students can relate to. When a familiar company is used as an example, it is easier for students to make the global connection. Example: looking at foreign menus for common burger, chicken and pizza restaurants will immediately demonstrate the “localization strategy.”

21st Century Skills

Investigate the world, recognize perspectives, take action, communicate ideas

Marketing Blunders Around the World

Time required to complete lesson

MINS

Janet Graham, Center for Advanced Professional Studies (CAPS) - Blue Valley School District, Overland Park, KS

Unit Theme Language

Cultural Blunders

Grade Level

High School (9-12)

Any language

Proficiency Level

Novice Mid

Real world professional context Enduring Understanding

Essential Questions

Business Adequate cultural and linguistic research is required, in order for companies to avoid costly global expansion mistakes.

1. How important is correct translation? 2. Why is it essential to have a local person review a company’s marketing materials and strategies? 3. Why is it possible for very large corporations to make cultural and linguistic mistakes when expanding overseas?

Standards □ 1.1 Interpersonal communication

■ 2.1 Cultural practices and perspectives ■ 3.2 Acquiring new information

□ 1.2 Interpretive communication

■ 2.2 Cultural products and perspectives ■ 4.1 Language comparisons

■ 1.3 Presentational communication ■ 3.1 Connections to other disciplines

Lesson Objectives & Learning Goals

■ 4.2 Cultural comparisons

Knowledge (what Students will learn how essential it is for companies to do comprehensive

students will know) research prior to an international expansion. Expanding into a new country requires a manager to understand the nuances of culture which may impact the local marketing and human resources strategies. These “intangibles” are crucial and must be identified and understood if a company wants to be successful in the new market, but it can be much harder to define and measure than other risk factors.

Skills (what students By understanding previous marketing blunders, students will have a better will be able to do) knowledge of the steps required prior to global expansion.

Communicative Language Functions (where applicable) Essential Vocabulary

entry strategy

Intercultural knowledge

religions, product taboos, etc.

Materials & Resources The Most Common Mistakes Companies Make with Global Marketing hbr.org/2015/09/the-most-common-mistakes-companies-make-with-global-marketing Master List of Marketing Blunders docs.google.com/document/d/1TvpeNT6at3-sRI9teRXzviDhR0ohJgSizf3UJ1EPoQQ/edit?usp=sharing BLUNDERS - Int’l Marketing - MASTER Slideshow - 3 years compiled of research by students docs.google.com/presentation/d/1nL2or64pnjA6oQlfmBLBtUKJV0KmK56mvcB5eB3CnCE/edit?usp=sharing Translation Goofs - mit.edu/~jmp/humor/transl8.html ------------------------------------------------------------------------------------------------------------------------------FAILED GLOBAL EXPANSIONS MORE in-depth RESEARCH (this could be an entirely DIFFERENT lesson): Video (4:20 minutes) - INC. Intuit’s Scott Cook on Failed Global Expansion: ‘We Should’ve Known Better’ TARGET - Required • Video (5 minutes) - Global Toronto: Retail: Why Target Canada Failed • Video (8 minutes) - Failed Projects - Target Canada (this video gives the FULL background) • Article: Harvard Business Review: Why Target’s Canadian Expansion Failed • Article: The Globe and Mail: How Target botched a $7-billion rollout • Articles & Videos - Supplemental (select one additional company of interest) WALMART Video: (7 minutes) - CNBC: Why Walmart Failed in Brazil? • Article: Journal of International Management: Why Walmart Failed in Germany • Article: New York Times: Wal-Mart Finds That Its Formula Doesn’t Fit Every Culture HOME DEPOT - Video (6 minutes): Why Home Depot Failed In China STARBUCKS - Video (7 minutes): Why Starbucks Failed in Australia DISNEY - Article: AllEars Blog: Why Disney Would Like You To Forget Disneyland Paris’ Opening Day • Video (20 mins): Defunctland: The Failure of Euro Disneyland OR... find another company from The Catalogue of Catastrophe which provides an ongoing record of some of the most notable and interesting project failures from around the world, describing “Why Do Projects Fail?”

Steps for lesson activity 1

Introduction: “Lost in Translation” is a common cause of failure for many international product launches. Other companies fail in a new country simply because they neglect to consult and fully utilize their local business contacts in the target country, or overlook critical cultural differences. But translation fails are more fun, let’s look at a few ...

You said WHAT? A ballpoint pen that won’t make you pregnant ... Parker Pens had a fun time explaining themselves after bringing their product to Spain ... and promptly ensuring people it wouldn’t get them pregnant. Their slogan was “It won’t leak in your pocket and embarrass you” but translated to “It won’t leak in your pocket and make you pregnant.”

A soft drink that brings your ancestors back to life ... Pepsi was trying to crack the Chinese market, but ended up with a highly offensive campaign. Instead of promoting their famous slogan “Come alive with Pepsi generation,” they marketed themselves by accidentally saying “Pepsi brings your ancestors back from the dead.”

Student activity: pair up and select ONE product from the Master List of Blunders. Each team signs up for one blunder. Master List of Marketing Blunders docs.google.com/document/d/1TvpeNT6at3-sRI9teRXzviDhR0ohJgSizf3UJ1EPoQQ/edit?usp=sharing

Each team researches the one blunder selected. Team prepares a 1-slide presentation in Google Slides, sharing about the Marketing Blunder. Your team should add their slide to the slideshow (include as many of these items as possible): • • • • • • • •

Product NAME and Company NAME and origin country IMAGE / Logo Link to Video Clip (if possible) New Country that the product was introduced Year (approximate) Blunder type (translation? other, description...) URL LINK Your names

Teams should be prepared to present their slide in class.

Cross-Curricular Connections Cross-Curricular Connections

Social sciences

How might this lesson tie into other subject areas to reduce the “silo” effect between disciplines? How might it help develop collaborations between instructors across disciplines, particularly CTE? WL students can assist business students to assure that translations and cultural contexts have been researched thoroughly.

Community Connections

Consulting project

How might this lesson engage students with the world around them at the local or global level to provide experiential learning opportunities? This is a short term project. There are a lot of case studies (Target in Canada / Home Depot in China) of companies that failed during their expansion.

21st Century Skills

Investigate the world, recognize perspectives, take action, communicate ideas

El turismo médico y las farmacias

Time required to complete lesson

MINS

Sean R. Hill, Grand Valley State University & Delta College Unit Theme Language

En el consultorio

Grade Level

High School (9-12)

Spanish

Proficiency Level

Novice High, Intermediate Low, Intermediate Mid

Real world professional context Enduring Understanding

Essential Questions

1. 2. 3. 4.

Medical The costs of healthcare in the United States drive many to seek services outside of the U.S. Students will see that the procedures for accessing healthcare and medicine is not uniform across the world and that new arrivals to the U.S. may not understand those differences.

What is medical tourism and how does the cost of healthcare in the U.S. drive it? How is Mexico affected by changes in U.S. health care? How does access to medicine in other countries compare to accessing medicine in the U.S.? Why is it important to curb access and distribution of antibiotics?

Standards ■ 1.1 Interpersonal communication

■ 2.1 Cultural practices and perspectives ■ 3.2 Acquiring new information

■ 1.2 Interpretive communication

■ 2.2 Cultural products and perspectives □ 4.1 Language comparisons

■ 1.3 Presentational communication

■ 3.1 Connections to other disciplines

Lesson Objectives & Learning Goals

■ 4.2 Cultural comparisons

Knowledge (what People travel internationally for health care; antibiotics and other medicines can students will know) be picked up at pharmacies without prescriptions in some countries.

Skills (what students Identify costs and benefits of healthcare and its economic effect between the

will be able to do) U.S. and Mexico; compare access to pharmaceuticals in Latin America and U.S.

Communicative Language Functions (where applicable) Essential Vocabulary Intercultural knowledge

This lesson is an extension activity to a typical unit on “the doctor’s office and body parts.” Therefore, it is expected that students have learned those concepts before reading the news articles

The expectations of accessing health care and medicine varies across countries.

Materials & Resources Links: Por qué millones de estadounidenses vienen a México a buscar atención médica - xataka.com.mx Turismo médico de Estados Unidos a México crecerá al triple - forbes.com.mx elparacaidista.com/salu8 scidev.net/america-latina/health/news/en-guatemala-antibioticos-se-venden-en-tiendas-y-sin-receta Empanadas ilegales en el consultorio | Doctor Negrete - YouTube These are included in the activity with the questions found on the document below: drive.google.com/file/d/1xBWfXvzSUfwkwGu8h2VXORxZkK55-VIB/view?usp=sharing

Steps for lesson activity 1

This is an independent activity where students will interact with the news articles, blogs and videos. After students have learned the appropriate vocabulary for the doctor’s office/hospital, accidents/illnesses, and body parts, students will engage with primary sources in the TL to answer the questions for each section. The first section includes reading two different articles regarding medical tourism, specifically for Americans seeking services in Mexico, and the costs associated with medical care in the U.S. and abroad. Part of the focus is examining shifting political party power and the effects on how many people seek services in Mexico. Both of the sources are Mexican news sites, although Forbes may be familiar to some students. As stated, because this is from a TL site for TL speakers, there are a lot of verbs used that incorporate the future tense. Students are urged to look for meaning and to not focus on the form as much.

The second website is a blog for recent arrivals in the U.S. and discusses the procedures needed to get a prescription when one is ill. As students focus on meaning, they need to determine who the audience or reader is, as well as comment on the discussion of how, in many countries, it is solely necessary to head directly to a pharmacy to purchase antibiotics or other medications. This site is intended for people arriving in Florida, but also provides resources for locating pharmacies in the U.S. The subsequent site has a news article and a video for students to watch. The question that students have to answer deals with the excess usage of antibiotics and the relationship to the rise of resistant bacteria. This provides students a great connection with not only the health care fields, but biological sciences as well.

The final link is to a video from a comedy series between a doctor and patient that discusses making small, healthier choices that will lead to more positive outcomes. Student need only answer that they are discussing.

Cross-Curricular Connections Cross-Curricular Connections

Science, health, economics

How might this lesson tie into other subject areas to reduce the “silo” effect between disciplines? How might it help develop collaborations between instructors across disciplines, particularly CTE? This lesson ties the traditional doctor/hospital visit for illness or injury with body parts lessons and vocabulary acquisition with an investigation into how health services and policy decisions affect people’s ability to access medical care. It creates an application of this vocabulary to students studying health and biological sciences, allowing them to work together to look at unintended consequences of public health policy. It also provides students entering the health professions an opportunity to understand some of the different expectations cross-culturally in seeking medical treatment. This can help students increase their customer relations skillset and to understand differences they may encounter in their community or in a work-study situation.

Community Connections

Virtual guest speaker from local/global business or organization; potential application of the extension activity could involve students creating pamphlets that communicate the procedures for obtaining prescriptions in the U.S.

How might this lesson engage students with the world around them at the local or global level to provide experiential learning opportunities? This is a great application of health services related vocabulary to applied themes. While students may have heard of traveling nurses, they may not have heard of Americans traveling abroad to be able to afford healthcare services. Similarly, they will probably not have considered the procedures required for accessing medicine in the US. Therefore, students interested in the health sciences will find this a particularly good use of their language and cross-cultural skills in order to understand the financial implications of health policy and how different health services operate outside of the U.S.

21st Century Skills

Investigate the world, recognize perspectives

Giving nutritional and healthy living advice

Time required to complete lesson

MINS

Chris Gellermannn, New Smyrna Beach High School, Volusia County Schools

Unit Theme Language

Para mantener la salud (to maintain health)

Grade Level

High School (9-12)

Spanish

Proficiency Level

Novice Low, Novice Low-Mid, Novice Mid

Real world professional context Enduring Understanding

Essential Questions

Medical Students will learn Spanish vocabulary for My Plate food groups and specific food vocabulary. They will learn simple ways to give advice in Spanish regarding nutrition and healthy living.

1. What are the essential food groups and which specific foods fall into which category? 2. How do you give advice about eating and living healthy to another person in Spanish? Would it be expressed differently depending on who the person is? ( formal vs. familiar register) 3. At end of lesson students will be given various hypothetical patient conditions and give appropriate advice drawing on their medical knowledge. For example, a client has a broken bone. They would want to advise the patient to eat/drink dairy products that contain calcium. They will apply nutritional knowledge acquired in medical academy, health or nutrition class but in Spanish!

Standards ■ 1.1 Interpersonal communication

■ 2.1 Cultural practices and perspectives ■ 3.2 Acquiring new information

□ 1.2 Interpretive communication

■ 2.2 Cultural products and perspectives ■ 4.1 Language comparisons

■ 1.3 Presentational communication ■ 3.1 Connections to other disciplines

Lesson Objectives & Learning Goals

□ 4.2 Cultural comparisons

Knowledge (what Next Generation Sunshine State Standards (NGSSS) addressed in this lesson: students will know)

- Interpersonal Communication: The student will be able to engage in conversations and exchange information, concepts, and ideas orally and in writing with a variety of speakers or readers on a variety of topics in a culturally appropriate context in the target language. - Interpretive Listening: The student will be able to understand and interpret information, concepts, and ideas orally from a variety of culturally authentic sources on a variety of topics in the target language. - Interpretative Reading: The student will be able to understand and interpret information, concepts, and ideas in writing from culturally authentic sources on a variety of topics in the target language.

Lesson Objectives & Learning Goals

Knowledge (what - Connections: The student will be able to acquire, reinforce, and further students will know) his/her knowledge of other disciplines through the target language

- Comparisons: The student will be able to develop insight into the nature of the target language and culture by comparing his/her own language(s) and cultures to others. This lesson corresponds with Chapter 3B of Autentico level 1, Para Mantener La Salud but could be adapted to any unit of food or healthy living. Students will have noted down new vocabulary for eating and living healthy. They will have noted down, recited and made some connections with vocabulary words in previous lesson. In lesson they will be reading and interpreting short conversations about eating healthy in the “vocabulario en contexto” section of chapter. Additionally, they will engage in several short listening activities where they will need to interpret the advise for being healthy given, and distinguish between healthy and non healthy behaviors. Thus, this lesson at the very beginning of chapter will teach the concept of eating and living healthy and model some vocabulary to express this in Spanish. Inherent in this concept are the concepts of food groups or classifications and types of physical activity and exercise. There are several pre-requisite skills required in this lesson; basics of pronunciation, using cognates, previously taught vocabulary for food etc., parts of speech (nouns, articles, adjectives, verbs). Also, it requires that students know how to read a dialogue which I have learned not to take for granted... sometimes they don’t.

Skills (what students 1. Students will be able to read and interpret conversations about healthy will be able to do)

eating and living 2. Students will be able to listen to and interpret conversations about healthy eating and living 3. Students will be able to categorize food vocabulary in Spanish into the food groups in Spanish using the authentic Mi Plato graphic organizer. 4. Students will be able to write nutritional/health advise in Spanish 5. Students will be challenged to customize that advise to specific medical conditions

Communicative Language Functions (where applicable) Essential Vocabulary

The vocabulary list that goes with the unit in Autentico is at end of chapter in the linked PDF. There is also an autentico app that anyone can load to their Apple device and this gives access to all vocabulary for each chapter. Any food and healthy living vocab would be useable with this lesson. * anyone can get a free demo to access audio at Savvas.com/Autentico Again the vocabulary, written fotonovela conversation with audio and the audio exercises could be replaced with similar content.

Communicative Language Functions (where applicable) CONTEXTUALIZED GRAMMAR STRUCTURES

Intercultural knowledge

Students should learn and practice with simple formulas for giving advice in Spanish before this lesson. For example: Tiene(s) + que + infinitive of verb Hay + que + infinitive of verb Debe(s) + infinitive of a verb Es bueno/malo + infinitive of a verb Es saludable + infinitive of a verb And of course they can use the negative of these by just putting a “no” in front. Remind students of formal vs. familiar register. Remind and further elaborate with students regarding formal vs. familiar register. Would you use formal or familiar with a patient?

Materials & Resources 1. Mi Plato link: drive.google.com/file/d/15mIiC8PUI9jqS_Cvb7g12dlBGSBUCy5l/view?usp=sharing 2. Link to Autentico level 1 capitulo 3B para mantener la salud PDF: drive.google.com/file/d/1J2np3xeui-aJ-U-NDII75Nluq6zGnsB/view?usp=sharing

Steps for lesson activity 1

Focus: Hand out the Mi Plato graphic organizer and have them find shoulder partner use vocab list to put 2-3 foods/ drinks in each of the categories. Actual paper plates could be used for the students to create Mi Plato and list foods. (Teacher will adjust student pairings as needed) - 7 minutes

Communicate Learning Target to students: Transition with objective to read and interpret conversation about diet, to listen and interpret passages about healthy eating and living. To use Mi Plato to give nutritional advise for a few specific medical conditions as door pass. - 3 minutes

Model navigation through Savvas to Vocabulario en contexto pp 148-149 text. Students will go to this on their device. - 2 minutes

Play audio of conversation through sound system while following text with cursor having students follow. - 2 minutes

Remind about reciprocal reading and model. - 3 minutes

Partners engage in reciprocal reading of text hashing out meaning, not translating word for word, noting questions, words and phrases they don’t understand. - 10 minutes

Employ choral reading to read text for third time. Question students to interpret text, what they think and discuss. 10 minutes

Complete listening activity 1 ¿Qué debe comer Paco? pg. 149 text - 3 minutes

Complete listening activity 2 Una salud perfecta pg. 149 text with a kinesthetic response. - 3 minutes

Exit slip - 5 minutes: give students following or similar medical conditions and ask them to give nutritional advise in Spanish using their Mi Plato graphic and phrases such as: Debe(s)... Hay que... Nesecita(s)... Es bueno....

Cross-Curricular Connections Cross-Curricular Connections

Health, Culinary Academy

How might this lesson tie into other subject areas to reduce the “silo” effect between disciplines? How might it help develop collaborations between instructors across disciplines, particularly CTE? The lesson was planned and design to connect Spanish with the Medical Academy. It would fun to collaborate with the Culinary Academy. Student groups could actually plan and prepare healthy meals or meals with specific nutritional goals. They could make cooking videos of such a project.

Community Connections

Service learning project; creating PSAs related to health and nutrition

How might this lesson engage students with the world around them at the local or global level to provide experiential learning opportunities? Submit posters/presentations to World Language or CTE Medical Academy Fairs or conventions. Create PSAs related to health and nutrition and post in the cafeteria.

21st Century Skills

Recognize perspectives, take action, communicate ideas

The Types of Interpretation

Time required to complete lesson

MINS

Jamie Patterson, Fulton County Schools; Maria Salazar, Centennial High School

Unit Theme Language

Principles of Medical Interpretation

Grade Level

High School (9-12)

Spanish

Proficiency Level

Mid-Advanced

Real world professional context Enduring Understanding

Essential Questions

Medical I know and can discuss the different types of interpretation and when they are appropriate.

1. What are the different types of interpretation and how do they differ? 2. When should each type of interpretation be used and why?

Standards ■ 1.1 Interpersonal communication

□ 2.1 Cultural practices and perspectives

■ 3.2 Acquiring new information

■ 1.2 Interpretive communication

□ 2.2 Cultural products and perspectives

□ 4.1 Language comparisons

■ 1.3 Presentational communication □ 3.1 Connections to other disciplines

Lesson Objectives & Learning Goals

□ 4.2 Cultural comparisons

Knowledge (what When an interpreter must be used, the difference between interpretation and students will know) translation, the types of interpretation

Skills (what students Analyze and compare the types of interpretation, evaluate concepts such

will be able to do) as bilingualism and interpretation, differentiate between simultaneous and consecutive interpretation

Communicative Language Functions (where applicable) Essential Vocabulary

La interpretación simultánea, La interpretación consecutive, La interpretación a la vista, La traducción a vista, La interpretación de enlace, La interpretación susurrada, El orador, La retención, La inmediatez, Una cabina aislante, Tardado, Fiel, La precisión, La conferencia, El simposio, El congreso, Las reuniones de trabajo, Un debate, Una entrevista, Un discurso

CONTEXTUALIZED GRAMMAR STRUCTURES

Preterite and imperfect tenses to discuss personal past experiences with interpretation, present tense descriptions of terms; conditional tense determinations of when to use a particular type of interpretation.

Materials & Resources (All materials and resources are in Spanish) PPT intro to definitions and examples of use of the different types of interpretation; graphic organizer to group video examples under appropriate type; vocabulary activity (English and Spanish of all essential vocabulary)

Steps for lesson activity 1

Teacher and students talk about what they will learn and do (2-3 minutes) Review the Essential Questions & Standards: (What should your students know, understand and be able to do today?) • What are the different types of interpretation and how do they differ? • When should each type of interpretation be used and why?

Get the students interested (3-5 minutes) Talk about a time you were involved in an interpreting situation. (Share short story about being a patient, witnessing a need for an interpreter, or being an interpreter for a patient.) Ask these questions; have a discussion. Encourage personal examples. (Why should students care about this? What do students already know about this? What have students experienced?)

Give students new information; provide guided practice (5-7 minutes) Present essential vocabulary in chunks. Provide written examples in both languages using flash cards, PPT or whiteboard, and discuss similarities across languages. Start with types of interpretation, move to definitions/adjectives, then example locations/scenarios of each. Review all vocabulary in context by showing video clips of interpretation scenarios. None of these scenarios is in a medical setting. Ask questions that can be answered with one to two words, e.g., what type of interpretation is this? Where is this interpretation taking place? Is the interpretation exact or an approximation?

Have students use the new information (Work period, 25-30 minutes) Using the graphic organizer and re-watching the video clips on their devices, students categorize each clip according to the type of interpretation and write descriptors (adjectives or nouns) for each clip. Students may work individually or with a partner. Clips may be viewed multiple times. Upon completion, student may search for additional clips of interpretations. Students work with a partner to review and discuss their findings.

Student share-out Student or student pairs share out information from graphic organizer and new clips. Discuss.

Revisit essential questions Teacher suggests a medical setting and asks which type of interpretation would be appropriate and why? Students offer answers to EQs.

Cross-Curricular Connections Cross-Curricular Connections

Health, language arts

How might this lesson tie into other subject areas to reduce the “silo” effect between disciplines? How might it help develop collaborations between instructors across disciplines, particularly CTE? Language learning is relevant across all disciplines; however, Spanish for medical interpreting focuses in on health (science!) and language arts particularly. English and WL teachers would be well served to collaborate on teaching strategies and engaging practice activities for vocabulary, reading, writing, etc. Teachers of the Health Science career pathway would benefit by providing a different (language) perspective to the work. Most students in any high school study Spanish, so they would be able to identify with the WKSP content. Combined field trips would provide rich, real-world exposure.

Community Connections

Authentic interpreting scenarios

How might this lesson engage students with the world around them at the local or global level to provide experiential learning opportunities? Although this particular lesson is introductory and does not engage in an outside community, the Workplace Spanish course provides multiple opportunities for guest speakers and field trips to clinics, conferences, etc.

21st Century Skills

Investigate the world

Feria de la Salud

Time required to complete lesson

Katrina Beeck, Muskego High School

Unit Theme Language

Medical

Grade Level

High School (9-12)

Spanish, Any language

Proficiency Level

Intermediate Low to High, Advanced Low to High

Real world professional context Enduring Understanding

Essential Questions

Medical Students will help improve the lives of Spanish speaking individuals who attend the health fair.

1. Why is it important to educate people about this topic? 2. What are possible solutions to help with this problem?

Standards □ 1.1 Interpersonal communication

□ 2.1 Cultural practices and perspectives

□ 3.2 Acquiring new information

□ 1.2 Interpretive communication

□ 2.2 Cultural products and perspectives

□ 4.1 Language comparisons

■ 1.3 Presentational communication ■ 3.1 Connections to other disciplines

Lesson Objectives & Learning Goals

□ 4.2 Cultural comparisons

Knowledge (what Students will understand that it is important to educate Spanish speakers in the students will know) community on health related topics.

Skills (what students Students will research a problematic health topic, present on the topic, give a will be able to do) solution to the topic.

Communicative Language Functions (where applicable) Essential Vocabulary

Vocabulary will be dependent on the topic covered. All vocabulary looked up will be entered into the vocabulary sheet and placed in the booth to ensure everyone understands the presentation.

Intercultural knowledge

Although not required, researching health problems more prevalent in the Hispanic community is encouraged.

Materials & Resources Feria de la Salud information sheet, graphic organizer, and rubric - docs.google.com/document/d/1SZiI__ienBLo0c64WMm28IpiE8xk3PNYFMnbjxX5qA/edit

Steps for lesson activity 1

Teacher introduces students to the project and answers any questions.

Students begin to research health topics that will not only better the lives of the Spanish speakers that attend the fair, but also that relate to their future profession. For example, a student who would like to be a teacher (not a health field) would be asked by their school district to talk about test anxiety in children at the health fair.

Students complete the Feria de la Salud organizer sheet and have it approved by their teacher

Time is spent making a display board and practicing what they are going to say when someone comes to their booth.

Day of the health fair students set up their booth inside the classroom and in the hallway. Spanish students from other classes, Spanish teachers and administrators are invited to attend the health fair.

The teacher grades the projects by walking around the day before the health fair while students are practicing and during the health fair.

Cross-Curricular Connections Cross-Curricular Connections

Science, health

How might this lesson tie into other subject areas to reduce the “silo” effect between disciplines? How might it help develop collaborations between instructors across disciplines, particularly CTE? Depending on the topic chosen, this project can develop various collaborations between disciplines. Students are encouraged to speak with professionals in the field they would like to go into to discuss the possible relevant topics.

Community Connections

In-person or virtual guest speaker from local/global business or organization, consulting project

How might this lesson engage students with the world around them at the local or global level to provide experiential learning opportunities? The scenario for this lesson is that it is a health fair that takes place in the United States specifically for Spanish speaking community members. Students will learn about resources available to Spanish speaker in their community

21st Century Skills

Investigate the world, recognize perspectives, communicate ideas

Role Play - Medical Interview

Time required to complete lesson

D AY S

Diana Ruggiero, University of Memphis Unit Theme Language

Health and the Body

Grade Level

Undergraduate 1, 2, 3

Spanish, Any language

Proficiency Level

Novice to Advanced

Real world professional context Enduring Understanding

Essential Questions

Medical and health services professions; social work; medical interpreting; other Profession specific vocabulary and cultural differences factor in communication and quality of care in medical and other professional contexts.

1. How do I engage appropriately with clients in this specific professional context? 2. What specialized vocabulary do I need to successfully communicate within this specific professional context? 3. What cultural knowledge do I need to be aware of to successfully communicate within this specific professional context?

Standards ■ 1.1 Interpersonal communication

■ 2.1 Cultural practices and perspectives ■ 3.2 Acquiring new information

□ 1.2 Interpretive communication

□ 2.2 Cultural products and perspectives

■ 4.1 Language comparisons

□ 1.3 Presentational communication

■ 3.1 Connections to other disciplines

■ 4.2 Cultural comparisons

Lesson Objectives & Learning Goals

Knowledge (what Students will learn about specific vocabulary and about relevant cultural factors students will know) needed to communicate in a medical context.

Skills (what students Students can effectively communicate with Spanish speakers in a medical will be able to do) context.

Communicative Language Functions (where applicable) Essential Vocabulary

Body vocabulary (el oído, la cabeza, la garganta, el cuello, la espalda, el estómago, el pecho, la pierna, etc.); pain vocabulary [dolor, doloroso(a), agudo, pulsativo(a), quemante, profundo, de hormigueo, la presión, la tensión, etc.), quantity and frequency vocabulary (un poco, mucho, fuerte, moderado, constante, más o menos), medical vocabulary and expressions [la presión, la presión alta/baja, los latidos cadiacos, la temperatura, el consultorio, el diagnóstico, el laboratorio, la farmacia, la sala de recuperación, la sala de espera, el/la cardiólogo(a), el/la quiropráctico(a), el/la ginecólogo(a), etc.].

Intercultural knowledge

Cultural Competence vs Cultural Humility Knowledge: Across cultures we may encounter similar/ different beliefs regarding health, healing, and wellness. It is important to be aware of these aspects to provide quality care for patients across the globe. See Dr. Diana Ruggiero’s video Cultural Competence vs Cultural Humility in Health Care https://youtu.be/ 59dZiFVFdtM

Materials & Resources Dr. Molly Martin’s Medical Spanish Podcast (available on iTunes, free: itunes.apple.com/us/podcast/medical-spanish-podcast/ id263417520?mt=2); Memrise medical Spanish course (free; memrise.com/course/65695/medical-spanish-12); see also medicalspanish.com for vocabulary lists, and other learning resources); Cultural differences in health and medicine (dimensionsofculture.com/2011/03/cultural-values-of-latino-patients-and-families); Worlds Apart video series on cross-cultural health care (youtu.be/K5d_iPaUrWw); Role Play example videos (youtu.be/4s4t2M0fAwc); Featuring Luz Merissa Vargas (youtu.be/IQuLOzgRcIE)

Steps for lesson activity DAY 1

Ask students to reflect on their experience at a medical doctor’s office: When and why do we visit the doctor? What tends to happen during a doctor’s visit (outline the basic steps from reception room to check-out and pharmacy); What basic things do we need to communicate to the doctor? Describe the interaction you might expect between a doctor and patient. What would you consider a positive doctor’s visit (in other words, what do you ideally expect of a doctor in terms of treatment and care)?

Introduce the topic and activity: briefly explain that across cultures we might find a diversity of beliefs and attitudes regarding health, healing, and wellness, but that modern (Western) medicine is practiced in many parts of the world today. Regardless of language, a visit to a doctor’s office in many parts of the world will be the same, though doctor/patient relationships and care might differ. Also note that in some parts of the world, traditional medicine is used in conjunction with modern medicine to provide more holistic care. The activity used in this lesson is meant to reinforce specialized vocabulary relating to healthcare and the body and to introduce students to cultural differences and similarities in health, wellness, and healing.

Introduce the relevant vocabulary for talking about pain and the body (parts of body, expressions of pain and the body, expressions of frequency and pain and the body, etc.). Then use a TPR (Total Physical Response) activity to reinforce the vocabulary learned. For example, have students show/move the body part they are talking about.

Next, present specific vocabulary related to healthcare (healthcare specialists, parts of the doctor’s office/emergency room, procedures, etc.). Ask questions like, “Who do we see if we have a problem with our heart?” “What does a doctor use to check our temperature?”, etc. Teachers can create a jeopardy-style game of Kahoot using the vocabulary in this section to help reinforce the vocabulary learned.

Play the Role Play example video (youtu.be/4s4t2M0fAwc). Use video as a model for the students.

Place students into groups of two. Have them compose a brief dialogue (sketch) between a doctor and client.

DAY 2

Give the student groups time to finish or practice their dialogues. When ready, give each student pair an opportunity to perform their dialogue for the class.

Next, show a clip (any) from the Worlds Apart video Series (noted above). Have students reflect on the video clip: How did cultural differences inform the quality of care given and received? What sorts of cultural factors might healthcare providers need to consider providing quality care to clients from other parts of the world? How do we show empathy?

If time permits, randomly choose students to engage in improvised role-play. In advanced classes, the teacher can choose two students to play the role of doctor and patient. In a beginner or intermediate classes, the teacher can assist in the improvised role-play. If playing the part of a patient, the teacher can demonstrate cultural differences in Latinx approaches to health and medicine through questions, comments, expressions, and body language specific to a particular Spanish speaking country or region. Lastly, ask students to reflect on the activity: What was the activity like for you? How did culture factor into the activity? How did the student(s) adapt/respond? What do they need to improve on or learn moving forward to interact with doctors or patients in a real-life situation?

Consecutive vs. Simultaneous Interpreting Exercise Diana Ruggiero, University of Memphis

Unit Theme

Language

Interpreting and translating, Occupations, business, or medical Spanish, (or any unit relevant to Spanish for specific purposes).

Grade Level

Undergraduate 2, 3

Proficiency Level

Intermediate to Advanced

Spanish

Real world professional context

Enduring Understanding

Essential Questions

1. 2. 3. 4.

Medical and health services professions; social work; Business, Law and Law Enforcement, Government and Non-governmental Agencies, Professional Interpreting. Profession specific vocabulary, cultural differences, and other related factors inform meaning production and communication in a Consecutive/Simultaneous interpreting event.

How do I interpret in a consecutive/simultaneous interpreting context? What specialized vocabulary do I need to successfully interpret in this context? What cultural knowledge do I need to successfully interpret in this context? What other factors do I need to be aware of in an interpreting context?

Standards □ 1.1 Interpersonal communication

■ 2.1 Cultural practices and perspectives ■ 3.2 Acquiring new information

■ 1.2 Interpretive communication

□ 2.2 Cultural products and perspectives

■ 1.3 Presentational communication ■ 3.1 Connections to other disciplines

Lesson Objectives & Learning Goals

■ 4.1 Language comparisons ■ 4.2 Cultural comparisons

Knowledge (what Students will learn about occupation-specific vocabulary and about cultural

students will know) and other relevant factors needed to successfully interpret for clients in each professional consecutive/simultaneous interpreting context.

Skills (what students Students can effectively interpret in a specific professional simultaneous will be able to do) interpreting context.

Communicative Language Functions (where applicable) Essential Vocabulary

Varies (context dependent).

Intercultural knowledge

Cultural Competence vs Cultural Humility: Speakers of different countries, and even within a given country, may have different accents, vocabulary, colloquial expressions, and nonverbal ways of communicating similar ideas. It is important to be aware of these aspects and prepare accordingly to successfully interpret between two speakers in a consecutive/simultaneous interpreting context. Students will acquire specific techniques for consecutive/simultaneous interpreting.

Essential Skills

Materials & Resources Interpreter Training Resources website youtube.com/watch?v=IKilAFpBBp8; Center for Participatory Change interpreter toolkit youtube.com/watch?v=fq7_viRwI2Q&list=PL5xrQpeCBARIZPbQZq6x 5C_qLDDDrAc5m Check out Dr. Diana Ruggiero YouTube Channel on LSP youtube.com/channel/UCF9EIY2Lw5yaS2_cRnHvAYg

Steps for lesson activity 1

Begin by playing a game of “telephone,” either in Spanish or English (depending on the level) and using messages containing more than one sentence. Ask students to compare the initial and final message. What happened? Is the message the same or different? How is it different? Was the overall meaning of the message maintained? What was more important to the students as they played, maintaining fidelity of words and word order (grammatical structure), or maintaining fidelity of meaning? Game explanation: es.wikipedia.org/wiki/Tel%C3%A9fono_descompuesto

Introduce topic/activity: give brief presentation on interpreting and address the need for interpreters in the fields of medicine, business, law, and other professions. Then play a video on interpreting, demonstrating what interpreting entails (youtu.be/bB-DFehnwS0).

Warm up with a brief translation exercise. Place students in pairs and have them work together to translate from Spanish into English sentences and phrases provided by the teacher (these should incorporate the relevant vocabulary and grammar of the unit). These sentences/phrases should be prepared beforehand and should progress from simple to more complex sentences with the final sentence/phrase incorporating colloquial expressions not easily translatable into English. The teacher should compose these sentences with the level of the students in mind. The teacher can read aloud and students write or show in slide and have students write. The teacher should read the phrases while students work together to compose the translations. You can do a round of written translation and a round of oral interpreting. Ask students to reflect on the task: How was the experience? What sort of adjustments did they have to make to complete the task? How would they rate their final translations/interpretations?

Briefly reiterate the differences between translating and interpreting (refer to previous video) and segue into the next simultaneous interpreting activity: Have student do a shadowing exercise, refer to youtube.com/watch?v=A3WM6Ljt8iI First, students get into pairs and one student starts telling a story (in the language they are studying) and the other student starts shadowing 2-3 words into in, without interpreting. You can do this for 1 minute. Then you switch, every student does it. You can then use the first language of the students as well. Second, have student pairs take turns interpreting sentences/phrases dictated by the teacher (these should incorporate the relevant vocabulary and grammar of the unit). Teachers should prepare these beforehand, mindful of the level of the students, and should give six examples (each student will interpret three times per pair). Change the level of the sentences (from simple to challenging, incorporating a not so easy to interpret colloquial expression or saying). Each student will start reading the sentence and the second one, “interpreter” will interpret 3 words after the first one started (simultaneously). Please refer to a shadow and switch technique. Have students reflect on the experience: How was the experience? What adjustments did they have to make? Did they focus more on accuracy of word choice and grammatical structures or did they focus more on the overall meaning? How similar and different was it from the previous translation/ interpretation exercise? How would they characterize or define simultaneous, consecutive and interpretation, and the difference between the two? How about shadowing? What is the purpose? Have students generate techniques that might be helpful in a simultaneous interpreting situation.

Play Video: interview with an interpreter on challenges in translating and interpreting (youtu.be/MDBORMdqGOw): Ask students to relate the interpreter’s experience with their own. Ask what other factors interpreters might need to consider to successfully interpret from one language into another: How might cultural factors and nonverbal elements of communication (i.e., body language) contribute to or influence interpretation? Recommended reading Ruggiero, Diana. “Body language awareness: Teaching medical Spanish interpreting.” Translation, Globalization and Translocation. Palgrave Macmillan, Cham, 2018. 185-206.

La entrevista de trabajo y el currículum

Time required to complete lesson

MINS

Sean R. Hill, Grand Valley State University & Delta College Unit Theme Language

The world of work

Grade Level

High School (9-12), College

Spanish

Proficiency Level

Novice High, Intermediate Low, Intermediate Mid

Real world professional context Enduring Understanding

Essential Questions

Business What to include in a resume, what you should not be asked in an interview

1. How do I prepare when applying for a job? 2. What is included in a resume? 3. How do resumes compare across cultures?

Standards □ 1.1 Interpersonal communication

■ 2.1 Cultural practices and perspectives ■ 3.2 Acquiring new information

■ 1.2 Interpretive communication

■ 2.2 Cultural products and perspectives □ 4.1 Language comparisons

■ 1.3 Presentational communication ■ 3.1 Connections to other disciplines

Lesson Objectives & Learning Goals

■ 4.2 Cultural comparisons

Knowledge (what What to include as they write their own resume in Spanish and what questions students will know) they should not be asked during an interview

Skills (what students Write a simple resume in Spanish, either for a position in the U.S. or the Spanishwill be able to do) speaking world; identify questions they should not be asked during an interview; describe differences between Spanish-speaking countries’ and U.S. resumes.

Communicative Language Functions (where applicable) Essential Vocabulary

Students will have learned about professions and vocabulary related to the job search and office in this unit. This extension activity builds on the cultural products and practices between the United States and the Spanish-speaking world.

CONTEXTUALIZED GRAMMAR STRUCTURES Intercultural knowledge

Shortly before where this activity is presented, students were recently introduced to the present perfect tense. That is why multiple questions are framed this way. Students will find differences in the example resumes regarding information that varies crossculturally. Similarly, they will compare questions that cannot be asked between the US and Mexico during a job interview.

Materials & Resources The links used for this activity are included in the following document: drive.google.com/file/d/1n-uY3EUOGFQC9Mu6ONvR5FrDocj3CCJO/view?usp=sharing • • • • •

visualcv.com/es/internacional/EEUU-cv/ resumelab.com/resume/what-to-include resumecoach.com/spanish-resume/ gipe.ua.es/es/como-hacer-un-curriculum-vitae-ejemplo es.slideshare.net/infopana/curriculum-vitae-alberto-lucasgarces

• slideshare.net/KatherineFlores03/curriculumvitae-102846649 • issuu.com/soyimaster/docs/cv_silvino_herrera_2019 • pt.slideshare.net/guestbfb46db/hoja-de-vida-juan • cvwizard.es/consejos/poner-foto-cv

• solocontestas.com/10-preguntas-prohibidas-en-el-trabajo-oen-una-entrevista-para-trabajo/ • betterteam.com/illegal-interview-questions

• empleo.gob.mx/articulo/245/preguntas-que-no-tienes-queresponder-en-una-entrevista-laboral

Steps for lesson activity 1

After students have learned the vocabulary associated with this lesson, they will begin this application exercise. They will begin by reading the introduction, which explains how originally I had planned on using my Spanish in the workplace before becoming an educator.

Then, the cross-cultural skills we are going to examine are contextualized in my work experiences outside of the US. Students begin by answering the first questions about whether they have ever written a resume before and then they utilize two sites to describe what is included in a typical resume or CV.

Then, students will use two different sites that describe resumes in Spain and are asked to note any differences they see.

After this, students will look at actual resumes from four job applicants that have been posted online. They are to write down anything that surprised them. Typical answers include the length, photos, and inclusion of very personal data, like height, weight, and how many kids they have.

Then, students examine the pros and cons of including a photo with their resume.

Next, students examine the prohibited questions during the interview process in both the US and Mexico and write their reactions to this online journal.

Lastly, students use their presentational skills to create a resume in Spanish, either for a target audience here in the US or in the Spanish-speaking world, utilizing the conventions of the audience they choose.

Cross-Curricular Connections Cross-Curricular Connections

Business

How might this lesson tie into other subject areas to reduce the “silo” effect between disciplines? How might it help develop collaborations between instructors across disciplines, particularly CTE? Many high schools have BMT or Business Management and Technology courses or opportunities for work-study internships with local businesses. In classes where students might learn these topics or have to go through an application procedure for CTE, for example, this activity might be a good collaboration so students can create their resume in both languages and understand cross-cultural practices in the office.

Community Connections

In-person or virtual guest speaker from local/global business or organization; consulting project; translation of documents/materials

How might this lesson engage students with the world around them at the local or global level to provide experiential learning opportunities? Students engage with resources from Spanish-speaking sources to learn about job application practices both in the US and abroad. Then, they have the opportunity to create their own resume, which could be used to solicit employment with an agency or work-study internship where work is accomplished bilingually. Perhaps students could offer a consultation project for immigrant populations to help prepare resumes in English with U.S. resume expectations.

21st Century Skills

Investigate the world, recognize perspectives, communicate ideas

The Interviewing Process Katrina Beeck, Muskego High School

Time required to complete lesson

1-2 WKS

Unit Theme

Business

Grade Level

High School (9-12)

Language

Spanish

Proficiency Level

Intermediate Mid, Intermediate Low-Mid, Intermediate Mid-High, Advanced Low

Real world professional context Enduring Understanding

Essential Questions

Business Students will reflect upon what career they would like to go into and discover what they will need to do to land their dream job.

1. What job would I like in the future and what education is needed for that job? 2. What programs, internships and volunteer work should I do to make myself as marketable as possible? 3. What should I do before, during and after an interview?

Standards ■ 1.1 Interpersonal communication

□ 2.1 Cultural practices and perspectives

■ 3.2 Acquiring new information

□ 1.2 Interpretive communication

□ 2.2 Cultural products and perspectives

□ 4.1 Language comparisons

■ 1.3 Presentational communication ■ 3.1 Connections to other disciplines

Lesson Objectives & Learning Goals

□ 4.2 Cultural comparisons

Knowledge (what Students will know what to include in a cover letter, how to prepare before, students will know) during and after an interview, and how to write a follow up thank you letter

Skills (what students Students will create a cover letter, interview for a job and write a follow up will be able to do) thank you letter.

Materials & Resources A wide variety of articles related to this topic can be found on the internet. Two articles that can be used to spark discuusion are Apretón de Manos - docs.google.com/document/d/1h8wC12Sak9c5s1qM-BnofpiJAGhpfjazz1V8KK2xosI/edit?usp=sharing Cosas que no debes hacer durante una entrevista de trabajo - docs.google.com/document/d/1A_ ObXZ84R5EaFvLvSgy6ZiXrCsI2KiYlId4MO5XnVl4/edit?usp=sharing Assignment descriptions and Rubrics Write a cover letter - docs.google.com/document/d/1NpQEZ53Av-Us9NWpb9r5_hnNZW0RdMjESMnoOh03o1Y/ edit?usp=sharing Interview - docs.google.com/document/d/1o4ZCqMWg8pdEnpbSZRi0rIw7uzxqRqnqAcgTvcpImpw/edit?usp=sharing Write a follow-up thank you letter - docs.google.com/document/d/1s6G9cFhAEcgG12kpwgYTz8jwjCq7xri-hZRyF41G-ss/ edit

Steps for lesson activity 1

Students brainstorm, research and discuss possible jobs they would like to do.

After choosing a job, students research and create a list of what education, internships, volunteer work, etc. they will need in order to best prepare themselves for this job.

Individually for homework or during class students read and discuss the two attached articles. For Apreton de manos they read for homework and come with the questions answered. In small groups they talk about their answers and then a spokesperson shares out with the entire class. For the entrevista article, students read the article at the beginning of class and reflect upon their own actions. We have a group discussion after and students write down what each of them needs to individually work on.

For the rest of the days leading up to the interview we practice walking, sitting and giving a handshake with confidence. Hopefully by the time the interview happens students will automatically walk with confidence into class.

Students decide on a job to apply for and write a cover letter by following the information on the cover letter rubric.

Class has a discussion about questions students have been asked during an interview and what they think should be asked during an interview. Possible interview questions are handed out and students write answers to the possible interview questions.

Students practice with different partners asking and answering interview questions

Students sign up for a slot to interview with the teacher

After their interview, students write a thank you follow-up letter by following the rubric.

Cross-Curricular Connections Cross-Curricular Connections

Business

Community Connections

In-person or virtual guest speaker from local/global business or organization

How might this lesson engage students with the world around them at the local or global level to provide experiential learning opportunities? This lesson will engage students with the world around them by giving them the opportunity to research available jobs in the area and discover what experience they should have to make them the most marketable as possible.

21st Century Skills

Investigate the world, take action, communicate ideas

Job Shadow or Community Volunteer Experience

Time required to complete lesson

This assignment is given at the beginning of the semester and due at the end.

Katrina Beeck, Muskego High School

Unit Theme Language

Spanish in the Community and the Workplace Spanish, Any language

Real world professional context Enduring Understanding

Essential Questions

SEMESTER

Grade Level

High School (9-12)

Proficiency Level

Intermediate Low to High, Advanced Low to High

Various Career Fields Students will understand that Spanish is used in their community and they can continue on with their Spanish and be a bilingual employee in the future.

1. What career do I want to pursue? 2. What bilingual job opportunities are available to me in my community? 3. What would my day look like as a bilingual employee?

Standards ■ 1.1 Interpersonal communication

■ 2.1 Cultural practices and perspectives ■ 3.2 Acquiring new information

□ 1.2 Interpretive communication

□ 2.2 Cultural products and perspectives

■ 1.3 Presentational communication □ 3.1 Connections to other disciplines

Lesson Objectives & Learning Goals

□ 4.1 Language comparisons

■ 4.2 Cultural comparisons

Knowledge (what Students will know what bilingual jobs are available in their community, what students will know) bilingual employees do while at work.

Skills (what students Students will reach out to bilingual employees in their chosen field, job shadow will be able to do) the employee, complete a reflection form and present to the class about their experience.

Communicative Language Functions (where applicable) Intercultural knowledge

This will vary based on the job shadow the student completes.

Materials & Resources Anticipated job shadow form: docs.google.com/document/d/1VeI_r7Ejodg9YKnLDBH6UUoiPN9JOQ_OqVZKdIF3hSI/edit Reflection sheet: docs.google.com/document/d/10WvB8S06SXAFrhlKFTplpJHF9Ox5YJUALkYQvErRhHA/edit Presentation info sheet: docs.google.com/document/d/1KX2Hw6nuNF8bIKOD-X25xws0CKtVhBeASCz0jpxjJUc/edit Thank you letter info sheet: docs.google.com/document/d/12_4eT49jBeA8An8E6XJ9CJi1pSy0jriuhFu5xkNyLnA/edit

Steps for lesson activity 1

At the beginning of the semester students begin to research what job or career path they are interested in pursuing in the future.

After students have decided on a career, they begin to search for bilingual employees in their area who are currently working in the field they would like to work in. Some students are interested in the same field so therefore search for a bilingual employee together. Once the employee is found, the students email or call the person. They introduce themselves, explain the purpose for their call and hopefully set up a time to do a job shadow. A Job Shadow Anticipation form is due mid-semester to help keep the students on track.

While at the job shadow, the employee signs off on the student’s reflection form and the student takes pictures to be included in his/her presentation.

Students complete the reflection form and hand it in for a grade.

Students follow the Job Shadow Presentation Information sheet and prepare a presentation for the class.

Cross-Curricular Connections Cross-Curricular Connections

Dependent on the job shadow

How might this lesson tie into other subject areas to reduce the “silo” effect between disciplines? How might it help develop collaborations between instructors across disciplines, particularly CTE? This is a very open ended project. The students have the opportunity to chose any career path and job they are interested in.

Community Connections

Job shadow

How might this lesson engage students with the world around them at the local or global level to provide experiential learning opportunities? Students are attending work with a bilingual employee and experiencing what it is like to work in their chosen field.

21st Century Skills

Investigate the world, recognize perspectives, take action, communicate ideas

Mock Job Interview

Time required to complete lesson

D AY S

Diana Ruggiero, University of Memphis

Unit Theme Language

Business, Occupations

Grade Level

Undergraduate 2, 3

Spanish

Proficiency Level

Intermediate to Advanced

Real world professional context

Essential Questions

Any

1. How do I present myself appropriately to prospective employers? 2. What specialized vocabulary do I need to successfully communicate in this specific context? 3. What cultural knowledge do I need to be aware of to successfully communicate in this specific context?

Standards □ 1.1 Interpersonal communication

■ 2.1 Cultural practices and perspectives □ 3.2 Acquiring new information

□ 1.2 Interpretive communication

□ 2.2 Cultural products and perspectives

■ 1.3 Presentational communication ■ 3.1 Connections to other disciplines

Lesson Objectives & Learning Goals

□ 4.1 Language comparisons

■ 4.2 Cultural comparisons

Knowledge (what Students will know how to present themselves appropriately in a job interview students will know) scenario conducted in Spanish.

Skills (what students Students will be able to use appropriate vocabulary, grammar structures, and will be able to do) behaviors to successfully win a job.

Communicative Language Functions (where applicable) Essential Vocabulary

Varies (dependent on the focus of the unit and job created by the teacher for the activity).

Intercultural knowledge

Cultural Competence vs Cultural Humility: Countries vary in terms of norms and expectations regarding business culture. It is important to investigate these cultural differences and similitudes to successfully present oneself in a job interview. Many jobs require different specialized vocabulary. It is important to know what keywords are needed and phrases associated with the job and industry in question to win the job interview.

Materials & Resources Business Vocabulary businessspanish.com/Topics.htm Tips for doing Business in Latinoamerica doing-business-international.com/2021/02/tips-for-doing-business-in-latin-america Gastronomic Business in Spain youtu.be/fTjFSFubJcE Doing Business in Latin America: Common Cultural Stumbling Blocks youtu.be/vk7_quQ1uxY BBC article on business etiquette in Latin America bbc.com/capital/story/20150202-kisses-close-talk-and-business Business Etiquette PDF kcba.org/streaming/Documents/COLLABORATIVE-Handout_1.pdf Mock interview youtu.be/vGoedhM5b6I Answering Job Interview Questions in Spanish youtube.com/watch?v=ZsBkAMVx30Q LinkedIn article and sample job interview questions by Darcy Lear linkedin.com/pulse/ready-answer-job-interview-questionspanish-darcy-lear

Steps for lesson activity DAY 1

To start, show a video on job interviews: You can search for short film (corto) such as youtu.be/-inb1Hl9dHU (La entrevista) or “The Internship” interview scene (start at 18 seconds: youtu.be/28L5epip9TQ)

Ask students to recall their own interview experiences. What type of job was it? What sorts of questions were they asked? Did they have a similar funny experience or anecdote to share? What did they learn from the experience (the “do’s” and “don’ts”).

Introduce the lesson/activity. Inform the students that regardless of country, language and job, there are certain norms and expectations when it comes to interviewing. That said, however, remind them that one ought to be aware of cultural differences that might influence expectations regarding behavior in business settings. The lesson will include a mock interview and a discussion of business culture in Latin America or Spain. (Note that this activity may be preceded or accompanied by other related activities such as creating business cards (paper, QR code), Linkedin profile, a resume or portfolio, and cover letter and in Spanish. If this activity is used as the culmination of a unit, create a job, and have students “apply” for the job by submitting a resume and cover letter prior to the culminating interview project discussed below).

Present or review the relevant vocabulary (dependent on the job description provided by the teacher). For example, if the job is a clerical position, present vocabulary about business correspondence (enviar correos electrónicos, adjuntar documentos en formato pdf, etc.), technology and office equipment (la fotocopiadora, la computadora, el teléfono, etc.) computers and software (el archivo, base de datos, bajar, etc.), customer service (el cliente, servicio al cliente, la factura, el pedido, la transacción), and other office vocabulary [i.e., el presupuesto, reunión, la conferencia, ética laboral, contrato laboral, el jefe(a), la empresa etc.]. Review the vocabulary using a game such as Jeopardy, Kahoot.

Watch a video on a mock-interview (i.e., youtu.be/vGoedhM5b6I). Use as a model. Ask students to reflect on the sorts of questions asked. As the students respond, generate the question on the board (or have a set of questions prepared on a slide).

Have students work in pairs to compose answers to the questions generated. Have them then take turns being interviewer and interviewee using the questions and answers discussed.

Have students read about Latin American/Spanish business culture or etiquette kcba.org/kcba/streaming/Documents/ COLLABORATIVE-Handout_1.pdf. In pairs, ask them to generate a list of some of the similarities and differences between business culture/etiquette in Latin America and the United States based on what they read or observed. Briefly discuss as a class and generate a summary list on the board. Ask students to reflect on the following question and discuss briefly as a class (or in partners): How are cultural differences relevant to a job interview situation?

DAY 2

Do an improvised mock interview with individual students randomly chosen. If time permits, interview all students in 6–10-minute blocks (individual sign-up) and have them dress as if for an actual job interview. If the teacher desires, he/ she may choose a candidate or number of candidates to “hire” and have the assignment linked to actual “jobs” or roles/ tasks requiring extra responsibility in the classroom. If this is a culminating project for a unit that includes a resume, cover letter, and/or portfolio, have them submit a cover letter and resume in application for the “job” prior to the interview and have them present their portfolio as part of the interview.

Sample Ideas (real world/community connections) •

CSL: Increasingly popular among academics and administrators at institutions of higher learning, Community

•

translating/interpreting: Related to CSL projects are translation and interpreting opportunities.

•

Internships: Also related to CSL, internship opportunities provide specific opportunities for students to apply

•

Shadowing: Though not as in-depth as an internship, professional shadowing may likewise prove valuable

•

Guest Speakers from the CommunitY: Inviting guest speakers from the community into the

•

InterviewS: Students can interview local professionals and organizations serving the target language population.

Service Learning is an effective pedagogical method ideally suited to providing real world and community connections for LSP. As the growing literature on CSL shows, CSL provides numerous educational, professional, and personal benefits to students in addition to support and assistance to community partners and the communities they serve. CSL projects require invested community partners and may vary in terms of their length, scope, and degree as well as type of student engagement from full immersion within a physical community to virtual engagement with community partners online. Though developing and maintaining sustainable community partnerships takes time, CSL is a worthwhile method as it can be tailored to suit the specific language needs of the students and class in question.

Whether as an assigned project or as volunteer work, students can put their specialized language skills to use in translating and interpreting through various local organizations and institutions in need of such services. Local school districts, local and national volunteer/non-profit organizations (i.e., churches, libraries, community centers, the Red Cross, etc.) often need assistance in translating and interpreting for events or for general communication with speakers of the target language. While often integrated into broader CSL projects, translating and interpreting may also be incorporated into class as standalone projects or volunteer opportunities. Virtual translation/interpretation, via Zoom or telehealth, is encouraged. their language skills to a real-world context. Teachers may work with community partners to place individual students in internship roles or ask that students themselves establish internship opportunities depending on their respective interests and career goals. Given that such experiences would be specific to each student, the teacher would act as a facilitator and mediator for the internship experience, supplying the classroom/theoretical component and accompanying reflective learning assignments for student processing and learning. Though likewise often conceived as part of CSL projects, internships may also be incorporated as stand-alone projects specific to individual students. to student learning in that students may see how language skills are put into practice by professionals daily. Based on the career interests of the individual students, the teacher or student can request a shadowing opportunity of relevant local and national agencies and institutions (i.e., immersion schools, courtrooms, health and public services organizations, community centers, volunteer organizations, etc.).

classroom to discuss issues of relevance to the target language community or to professionals and organizations serving the community is a useful tool in engaging students and building enduring and meaningful networks and community partnerships.

Possible Implementation Plan Arrange with your language coordinator at your local school/institution to find and solicit volunteers to integrate one or more of the activities listed above into their Spanish one and two classes. They will report their observations and report later, providing assessment. Hope all the ideas are helpful and become an asset to your program. While you program or class might not be LSP, these activities can be adapted to any circumstances and allow for creativity.

Introduction to Global Travel

Time required to complete lesson

MINS

Brian Crouch, Valwood School Unit Theme Language

Travel and Tourism/Economic Development Any language

Real world professional context Enduring Understanding

Essential Questions

Grade Level

High School (9-12)

Proficiency Level

Mid-Intermediate

Business Types of tourism and structure of a major global industry

1. What is the Travel and Tourism Industry? 2. How does it impact the globe?

Standards □ 1.1 Interpersonal communication

■ 2.1 Cultural practices and perspectives ■ 3.2 Acquiring new information

□ 1.2 Interpretive communication

■ 2.2 Cultural products and perspectives □ 4.1 Language comparisons

□ 1.3 Presentational communication

■ 3.1 Connections to other disciplines

Lesson Objectives & Learning Goals

■ 4.2 Cultural comparisons

Knowledge (what Learners will understand the number of different types of tourism. students will know)

Skills (what students Learners will be able to identify types of tourist from data or source material will be able to do)

Communicative Language Functions (where applicable) Essential Vocabulary

Travel, Tourism, Tourist, Domestic Travel, International Travel, Outbound, Inbound, Mass tourism, Specialized Tourism, Independent Tourism, Packaged Tourism

Intercultural knowledge

Students will be able to see how economic development impacts cultures and peoples

Materials & Resources PPT Introduction, Activity 1 PDF All of the documents and handouts can be found here: drive.google.com/drive/folders/1TxhGbwbLVlJfqZ9AEyaBm3WqWJPzc7 WM?usp=sharing

Steps for lesson activity 1

Teacher will show Notes: Main Types of Tourism - Definitions of key terminology (domestic vs. international, inbound vs. outbound, etc.); Introduce Activity 1

Teacher should take time and provide examples of what is being described on each slide. Use probing questions like, “What comes to mind when you think of <this type of tourism>. This lesson is based on dialogue and having students interact with things that they may know about but do not necessarily have the vocabulary to describe it.

Students can either be paired up or work individually to complete the activity. The questions are broad and will continue to allow the students to learn research skills and build knowledge. The questions do not necessarily have specific answers but allow for dialogue. Once students complete this assignment in pairs, bring the class back together and discuss everyone’s findings.

Cross-Curricular Connections Cross-Curricular Connections

Social sciences, Hospitality

Community Connections

Consulting project

How might this lesson engage students with the world around them at the local or global level to provide experiential learning opportunities? This lesson provides students with perspectives on other countries and allows them to see what destinations will do in order to attract people to come and spend money.

21st Century Skills

Investigate the world, recognize perspectives, communicate ideas

Destinations

Time required to complete lesson

Brian Crouch, Valwood School

Unit Theme Language

Travel and Tourism

Grade Level

High School (9-12)

Any language

Proficiency Level

Mid-Intermediate

Real world professional context Enduring Understanding

Essential Questions

MINS

Travel and Tourism/Hospitality Understanding how destinations attract different types of travelers

1. What is a destination? 2. What are the characteristics of specific destinations? 3. In what ways to certain destinations attract certain clientele?

Standards □ 1.1 Interpersonal communication

□ 2.1 Cultural practices and perspectives

■ 3.2 Acquiring new information

□ 1.2 Interpretive communication

□ 2.2 Cultural products and perspectives

□ 4.1 Language comparisons

□ 1.3 Presentational communication

■ 3.1 Connections to other disciplines

■ 4.2 Cultural comparisons

Lesson Objectives & Learning Goals

Knowledge (what Learners will be able to identify different types of destinations. Learners will students will know) understand how different destinations impact local economies.

Skills (what students Describe a destination and how it attracts specific clientele. will be able to do)

Communicative Language Functions (where applicable) Essential Vocabulary

Destination, Resorts, Beach Resorts, Purpose Built Resort, Integrated Resort, Town, City, Country Destination, Urban Destination, Rural Destination, Coastal Destination, Island Destinations

Intercultural knowledge

Students will be able to see how economic development impacts cultures and peoples

Materials & Resources PPT, Introduction to The World Travel and Tourism Council (Assignment) All of the documents and handouts can be found here: drive.google.com/drive/folders/1TxhGbwbLVlJfqZ9AEyaBm3WqWJPzc7 WM?usp=sharing

Steps for lesson activity 1

Teacher will instruct the students using the PPT to introduce and explain the different types and classifications of destinations and how the impact local areas.

Teacher will also need to direct students to understand how destinations develop depending on the climate and geographical features of the area.

After the instruction students will be introduced to the World Travel and Tourism Council through the assignment.

Cross-Curricular Connections Cross-Curricular Connections

Social sciences, Travel and Tourism/Hospitality

Community Connections

World Travel and Tourism Council

21st Century Skills

Investigate the world, recognize perspectives

Economic Development and Tourism

Time required to complete lesson

MINS

Brian Crouch, Valwood School Unit Theme Language

Travel and Tourism

Grade Level

High School (9-12)

Any language

Proficiency Level

Mid-Intermediate

Real world professional context Enduring Understanding

Essential Question

Travel and Tourism/Hospitality/Economic Development How economics of a country relates to and influences tourism

1. How does economic development relate to a country’s tourism industry?

Standards ■ 3.2 Acquiring new information

□ 1.1 Interpersonal communication

□ 2.1 Cultural practices and perspectives

■ 1.2 Interpretive communication

■ 2.2 Cultural products and perspectives □ 4.1 Language comparisons

■ 1.3 Presentational communication ■ 3.1 Connections to other disciplines

Lesson Objectives & Learning Goals

■ 4.2 Cultural comparisons

Knowledge (what Learners will be able to recognize the difference between a More Economically students will know) Developed County and a Less Economically Developed Country; The types of countries that make up MEDCs and LEDCs; Examples of tourist destinations within different types of countries.

Skills (what students They will be able to differentiate whether a country is developed or will be able to do) underdeveloped in regards to economic development and tourism.

Communicative Language Functions (where applicable) Essential Vocabulary

Economic development, Gross Domestic Product, Tour generating area, Tourism receiving area

Intercultural knowledge

Students will be able to see how economic development impacts cultures and peoples

Materials & Resources All of the documents and handouts can be found here: drive.google.com/drive/folders/1TxhGbwbLVlJfqZ9AEyaBm3WqWJPzc7 WM?usp=sharing

Steps for lesson activity This lesson is more or less the capstone of this whole introduction to Travel and Tourism and provides students with a frame of reference for how travel operates and functions to both the national and international economy. The topics and information is complex and can even be broken down into two lessons if need be.

The main goal is to walk the students through the terms, use the graphics on the PPT and ask probing questions to gauge students understanding.

Move through the slides slowly and make sure to take time to explain topics and how they relate to tourism. This is also foundation for the final lesson in this series of which students will create their own presentations about countries. The intro assignment will be expanded on in the next lesson but this intro creates a controlled and easy to swallow format for a larger project.

Cross-Curricular Connections Cross-Curricular Connections

Social sciences, Language arts, Hospitality, Economics

Community Connections

Virtual guest speaker from local/global business or organization

21st Century Skills

Investigate the world, recognize perspectives, take action

MEDC and LEDC Project Brian Crouch, Valwood School

Unit Theme Language

Time required to complete lesson

Travel and Tourism

Grade Level

High School (9-12)

Any language

Proficiency Level

Mid-Intermediate

Real world professional context Enduring Understanding

Essential Question

2-3

CLASSES

Economics Types of tourism and structure of a major global industry

1. What are the differences between developed and under developed countries?

Standards □ 1.1 Interpersonal communication

□ 2.1 Cultural practices and perspectives

■ 1.2 Interpretive communication

■ 2.2 Cultural products and perspectives □ 4.1 Language comparisons

■ 1.3 Presentational communication ■ 3.1 Connections to other disciplines

Lesson Objectives & Learning Goals

□ 3.2 Acquiring new information

■ 4.2 Cultural comparisons

Knowledge (what The difference between a MEDC and LEDC (More Economically Developed students will know) County and a Less Economically Developed Country)

Skills (what students Students will create presentations and become experts on assigned countries. will be able to do) Students will be able to compare and contrast a MEDC and LEDC.

Communicative Language Functions (where applicable) Essential Vocabulary

MEDC- More Economically Developed Country, LEDC- Less Economically Developed Country

Intercultural knowledge

Students will be able to see how economic development impacts cultures and peoples

Materials & Resources All of the documents and handouts can be found here: drive.google.com/drive/folders/1TxhGbwbLVlJfqZ9AEyaBm3WqWJPzc7 WM?usp=sharing

Steps for lesson activity 1

Teacher will go over the differences between a MEDC and LEDC.

Teacher will introduce the project and then release students to work on them. Project: Students will choose 1 MEDC and 1 LEDC and complete a Google Slide Presentation that covers the follow: What makes the country a MEDC or LEDC?

Students will identify examples of tourist destinations within each country. How many people arrive to the countries annually? How has this changed over the years? (increased vs decreased), List possible reasons why Accessibility - How does a person get to and travel around the country? Built and Natural Attractions - What types of built and natural attractions exist. Climate - What is the weather like in each country? (Best time to travel there) Events - What are some major events that would attract visitors? Language - What is the major language and how widely is English spoken?

Choose 3 of the following to study in depth: Culture, Traditions, Gastronomy, History, Architecture (Data Source: https://www.wttc.org/economic-impact)

Cross-Curricular Connections Cross-Curricular Connections

Social sciences, Language arts, Hospitality, Economics

Community Connections

Consulting project

21st Century Skills

Investigate the world, recognize perspectives, communicate ideas

Corruption, Ethical Standards, Social Responsibility & Sustainability

Time required to complete lesson

MINS

Janet Graham, Center for Advanced Professional Studies (CAPS) - Blue Valley School District, Overland Park, KS Unit Theme Language

Ethics, Social Responsibility and Sustainability Any language

Real world professional context Enduring Understanding

Essential Questions

Grade Level

High School (9-12)

Proficiency Level

Intermediate Mid

Leadership I can describe and discuss the nature of ethics, how corruption impacts countries, and I can discuss social responsibility and sustainability in cross-cultural and international contexts.

1. What is the definition of ethics and how does it relate to corruption? 2. What is an ethical dilemma, and why is a person’s beliefs about whether a decision, behavior or action is right or wrong impact these ethical issues? 3. What role do leaders take in an organization’s social responsibility and sustainability decisions?

Standards □ 1.1 Interpersonal communication

■ 2.1 Cultural practices and perspectives □ 3.2 Acquiring new information

■ 1.2 Interpretive communication

□ 2.2 Cultural products and perspectives

□ 4.1 Language comparisons

□ 1.3 Presentational communication

■ 3.1 Connections to other disciplines

■ 4.2 Cultural comparisons

Lesson Objectives & Learning Goals

Knowledge (what Global leaders and managers must be keenly aware of the implications of

students will know) corruption and different ethical standards in different countries. Some have lost their careers or even gone to jail due to practices that are ‘expected’ in one country but illegal in another. This activity will give you a chance to review case studies concerning corruption and ethics and ask you to provide a thorough evaluation of the best ethical practice in global business.

Skills (what students Analyze and evaluate the Corruption Perception Index by comparing various

will be able to do) countries’ ranks and scores of perceived corruption. Understand key terms such as ethics, CSR (corporate social responsibility) and sustainability by reviewing real-world case studies and examples.

Communicative Language Functions (where applicable) Essential Vocabulary

Corruption, Ethics, Corporate Social Responsibility, Sustainability - all in the business leadership context

Intercultural knowledge

Be able to understand the concept of ethical behavior, which conforms to generally accepted social norms of a particular country. Compare differences between countries based on their ranks and scores, and then understand how that corruption can impact the daily lives of people in those countries that are high in corruption.

Materials & Resources Introductory videos: Corruption Perceptions Index Explained | Transparency International (4 mins 30) - youtube.com/watch?v=9JoNjIfbPV0 What is the Corruption Perceptions Index? (1 minute) - youtube.com/watch?v=6gJ5HVzmcKU CPI 2019 Global Highlights - transparency.org/en/news/cpi-2019-global-highlights CPI 2020 Global Highlights - transparency.org/en/press/2020-corruption-perceptions-index-reveals-widespreadcorruption-is-weakening-covid-19-response-threatening-global-recovery Transparency International’s Corruption Perception Index - transparency.org/en/cpi/2020/index/nzl

Steps for lesson activity This lesson can be introduced in class, OR the videos can be assigned ahead of time, for individual students to review prior to coming to class. This would save 5-10 minutes of class time, but in general, this lesson works best in person.

In class: Introduction to corruption - “Emissionsgate” No Emissions, No Ethics, No Problem! Got Emissions? (Volkswagen scandal) How can a large, global automaker get away with unethical and very sophisticated computer programming...in approximately 11 million cars? At what point do profits supersede ethics and corporate social responsibility? In 2015, “the U.S. Environmental Protection Agency (EPA) determined that Volkswagen had intentionally programmed engines to activate emissions controls only during lab testing. The unethical programming by VW caused the vehicles’ nitrogen oxide output to register 40 times LESS than its actual output on the streets.” Eventually, this resulted in a $4.3 billion settlement with U.S. regulators. (Source: “Emissionsgate” at Volkswagen (Hill & Hult, 2019) Chapter 5.)

Instructor’s introduction into the next activity of this lesson: “Not only do large, global automobile manufacturers commit unethical acts, but ethical dimensions appear everywhere. Some have overlapping problems: exploitation of poor laborers, poor consumers, and poor citizens through the use of sweatshops, marketing campaigns, and government oppression. Then there is environmental destruction, manipulation, intimidation, and even murder. In financial cases, corporations are shown to move their headquarters to other countries or change their accounting systems, in order to avoid paying taxes to governments.” Interactive class activity: students pair up and search online as a pair - for an example of unethical behaviors around the world. (Suggested time: 5-10 minutes to search). Then come back together and take about 10-15 minutes to share findings as a class. Instructor draws 3 columns on the whiteboard, labelled: COMPANY / COUNTRY / TYPE of ISSUE / YEAR. Then student teams take turns to go up to the board and write their brief findings. Examples / ideas to search: Labor, human rights, fair trade, human trafficking, bribery, hidden technology, pollution, wasting natural resources, wildlife protection • • • • • • • •

Foxconn factories in China (that assemble electronics for Apple & other large companies) Poor working conditions caused a rash of suicides in 2009. Criticism: the company installed safety nets outside its factories, and only later improved working conditions. Logging and palm oil growers burning down primary rain forests and jungles in Brazil and Indonesia BP oil spill Conflict Diamonds in African nations Boeing 737Max (hidden MCAS system) - 2 air crashes Siemens, a German company, paid bribes and was fined over 200 million Euros.* Fair Trade practices Poaching

The last part of the lesson will be to help students connect the concept of ethical behavior to the perceived level of corruption in various countries. Step 1: Instructor opens the Corruption Perceptions Index and projects it on the big screen. Ask a student to select a country, and then compare/contrast that country to the home country. Where possible, students should then open the CPI on their computers or cell phones and search countries of interest to them. Step-by-step instructions: Transparency International - Corruption Perceptions Index Review Transparency International’s summary page of corruption by country. Select your country of choice in the color-coded map. Hover your cursor over that country and click to obtain the RANK (out of 180 countries) and SCORE (on an Index of 100). Take note of how your Country of Study relates to neighboring countries, in terms of perceived corruption. Find your country’s RANK (out of 180 countries). A low rank is good, so a country ranked 1-20 is not very corrupt. A SCORE on the Corruption Perceptions Index is based on 100=Very Clean and 0=Highly Corrupt. Countries are shaded on the map by yellow (less corrupt) to red (more corrupt). Reflection: Describe your findings and impressions overall, and your understanding of the corruption challenges in your country of study as compared to your home country. In-depth: analyze the statistics of a country and have students discover correlations to such economic and statistical factors as GDP, average income per person in that country. Instructor’s answers: in general, more developed countries will be less corrupt, and developing or emerging countries will often have much higher levels of corruption. Closing questions: ask students to reflect on HOW corruption might impact their daily lives. Example: this is a true story from a country in Africa - imagine being sick as a child, and the only way that your parents could get you in to see the doctor was to pay a bribe to the receptionist at the doctor’s office. Students would be encouraged to make the connection between corruption, wealth, and healthcare. What is the correlation between them?

Cross-Curricular Connections Cross-Curricular Connections

Social sciences, health, economics, geography

How might this lesson tie into other subject areas to reduce the “silo” effect between disciplines? How might it help develop collaborations between instructors across disciplines, particularly CTE? This lesson helps students understand the concepts of ethics, personal beliefs, and cultural norms. More advanced students should be able to analyze and compare the ethics and corruption levels to actual statistics of countries and their economic development. Corruption in a country can impact and permeate all areas of society - business, government, environment, education, healthcare, etcetera. The topic of ethics is essential in all academic disciplines. For the world language student, understanding the cultural and linguistic nuances adds another layer of comprehension to simple phrases. For example, in your target country of study, does “yes mean yes”? and “no mean no”? Or are there other ways of saying yes or no that are more indirect and implied?

Community Connections

In-person or virtual guest speaker from local/global business or organization, local news events

How might this lesson engage students with the world around them at the local or global level to provide experiential learning opportunities? Students could interview family and friends to discover examples of ethical issues or areas of corruption that people have faced in their own community.

21st Century Skills

Investigate the world, recognize perspectives, communicate ideas

Slavery Footprint - How many slaves work for you?

Time required to complete lesson

MINS

Janet Graham, Center for Advanced Professional Studies (CAPS) - Blue Valley School District, Overland Park, KS Unit Theme Language

Social Justice / Fair Trade / Global Awareness Any language

Real world professional context Enduring Understanding

Essential Questions

Grade Level

Middle School (6-8), High School (9-12)

Proficiency Level

Novice Mid

Modern-day slavery (awareness) This activity allows individuals to understand their connection to modern-day slavery. It provides students resources to reflect on their consumption behavior, learn about abolitionism, and consider the benefits of free markets to free people.

1. How many slaves work for you? Discover your slavery footprint by taking the survey. 2. Share your results and encourage your friends to do the same. 3. Understand how modern-day slavery works, and that it involves the buying selling, and trafficking of human beings. 4. Take action by learning more about products that are produced in a free market by free people in the global supply chain.

Standards ■ 3.2 Acquiring new information

□ 1.1 Interpersonal communication

□ 2.1 Cultural practices and perspectives

□ 1.2 Interpretive communication

■ 2.2 Cultural products and perspectives □ 4.1 Language comparisons

□ 1.3 Presentational communication

■ 3.1 Connections to other disciplines

Lesson Objectives & Learning Goals

■ 4.2 Cultural comparisons

Knowledge (what Modern-day slavery exists globally AND locally. Understand how it is connected students will know) with our every-day products.

Skills (what students Students will be able to share the importance of buying products that are “Made will be able to do) in a Free World.” They will be empowered with the knowledge and skills to know that each person can make a difference in the fight to combat modern-day slavery.

Communicative Language Functions (where applicable) Essential Vocabulary

human trafficking, slavery, modern-day slavery, sweatshops, indentured servitude, freedom, fair trade, supply chain, free market

Materials & Resources http://slaveryfootprint.org/ • How many slaves work for you? • “What? Slaves work for me? • Find out - Take the Survey • Then read the tabs “Our Story” and “Your Story”

Steps for lesson activity This is an independent assignment that students will complete within the Learning Management System (LMS). It can be followed up with an in-class discussion as desired, but this is not necessary. It could also be followed up with an online Discussion Board, if the class dynamics are set up for deeper issues such as this.

Take the survey at SlaveryFootprint.org If doing this during class time, allow 15-25 minutes for students to take the quiz. They can answer it as ONE PERSON, or as an entire family unit, if they would like - to see how their household consumes. The quiz asks “how many TVs, how many cell phones, etc” do you have? Obviously a family of 4 would end up with a much higher “slavery score” than just one student answering the quiz with his/her OWN devices and consumption patterns.

After taking the survey, write one paragraph in the text box below, beginning by sharing your Slavery Footprint SCORE. a) Which story about slavery bothered you the most when you were completing the survey? b) Knowing what you know now about bonded labor, do you think you might modify your purchasing behavior in the future? c) Do you believe that we can make a difference and help to influence the supply chain, by making informed purchases and striving for “Made in a Free World” that this group promotes?

Submit your response in the text box (or short answer quiz) by the due date. Grading criteria: credit or no credit. Instructors will be surprised at HOW impactful this simple lesson can be, and how profound some of the students’ reflections will be, especially if this is an individual assignment completed outside of class time, when they are more likely to ponder the reality of modern-day slavery.

Cross-Curricular Connections Cross-Curricular Connections

Social sciences, health, business

How might this lesson tie into other subject areas to reduce the “silo” effect between disciplines? How might it help develop collaborations between instructors across disciplines, particularly CTE? The topic of modern-day slavery, abolition, human trafficking and free trade intersects many disciplines. The more often that students are exposed to this issue - by approaching it from social, political, economic, health and business aspects - the better!

Community Connections

In-person or virtual guest speaker from local/global business or organization, service learning project

How might this lesson engage students with the world around them at the local or global level to provide experiential learning opportunities? The topics of ethics, sustainability, and corporate responsibility can be discussed. Local business partners such as police, legal advisors, non-profit rescue agencies, or other community service connections might be engaged to increase students’ awareness that modern-day slavery is a LOCAL and GLOBAL issue.

21st Century Skills

Investigate the world, take action, communicate ideas

Proyecto final: La sucursal

Time required to complete lesson

WEEK

Sean R. Hill, Grand Valley State University & Delta College

Unit Theme Language

Semester culmination project Any language

Real world professional context Enduring Understanding

Essential Questions

Grade Level

High School (9-12), Beginning intermediate college level semester

Proficiency Level

Novice High, Intermediate Low, Intermediate Mid

Business How many US companies operate internationally and that many Americans work abroad as they investigate the costs of living in a Spanish-speaking country of their choice.

1. What are some US companies that operate outside of the United States? 2. What position would you like to have and can you find appropriate housing based on the salary? 3. What kinds of stores, services and leisure activities will be available to you in the country of your choice?

Standards □ 1.1 Interpersonal communication

□ 2.1 Cultural practices and perspectives

■ 3.2 Acquiring new information

■ 1.2 Interpretive communication

□ 2.2 Cultural products and perspectives

□ 4.1 Language comparisons

■ 1.3 Presentational communication ■ 3.1 Connections to other disciplines

Lesson Objectives & Learning Goals

■ 4.2 Cultural comparisons

Knowledge (what Apply knowledge of vocabulary researching a business/organization and jobs

students will know) available in a Spanish-speaking country; investigate housing, businesses, and services available in a neighborhood in which they would like to live; search what people of the country enjoy for ecotourism, city life, arts and entertainment.

Skills (what students Demonstrate their application of vocabulary of city and nature areas, work and

will be able to do) health, the arts and current events as they prepare for a job position outside of the U.S.; put together presentation materials and record a video presentation for their project; embed the future and conditional tenses in the project, which are an example of the grammar structures that are studied that semester.

Communicative Language Functions (where applicable) Essential Vocabulary

Students will have studied vocabulary related to nature (ch 13) and the city (ch 14), as well as learned about health and wellness (ch 15) and the world of work (ch 16). Students will have also learned vocabulary related to the arts (ch 17) and current events (ch 18).

CONTEXTUALIZED GRAMMAR STRUCTURES Intercultural knowledge

Incorporation of future or conditional tense and si clauses.

Format of addresses, phone numbers, and website country codes in Spanish-speaking countries; currency used in Spanish-speaking country as well as costs of housing/foods/etc; salary expectations and basics of costs of living in a specific country; utilization of public transportation and types of stores in the area; cultural figures from arts and entertainment belonging to a specific country.

Materials & Resources The document for students to follow is located at: docs.google.com/document/d/1gTo3m9qbKAEkNjtGyiR7K7X0_IJlib7jwIkj11aqB2Q/edit?usp=sharing An example with screen shots from various websites is also in the document.

Steps for lesson activity 1

Following the document, student expectations are listed in detail for what information they need to include. Students will then prepare presentation materials and record a video presentation.

This will be uploaded to the class website. This is the summative class assessment.

Cross-Curricular Connections Cross-Curricular Connections

Math, social sciences, arts

How might this lesson tie into other subject areas to reduce the “silo” effect between disciplines? How might it help develop collaborations between instructors across disciplines, particularly CTE? This lesson would tie into multiple classes: geography class, current events, government, economics, consumer math, and business classes. Extension activities could also include the preparation of a resume and cover letter for the intended position, as well as practice with mock interviews for the position.

Community Connections

In-person or virtual guest speaker from local/global business or organization

How might this lesson engage students with the world around them at the local or global level to provide experiential learning opportunities? Students will actively plan for their intended career field and take advantage of an opportunity at the global level to find house and plan for the costs of living on the salary they would expect to earn. Each student will use online tools to find and interact with real housing accommodations, street views, maps, stores, restaurants, services, and leisure activities.

21st Century Skills

Investigate the world, communicate ideas

Current and Past K-12 LSP Projects Here you can find information on a variety of LSP initiatives at the K-12 level to find innovative models for ideas in your own classroom. The resources include news articles featuring projects, journal articles describing course implementations, and presentations with details on course design and instructor contact information. https://nble.org/program-development/course-materials/

Beeck, K. https://docs.google.com/presentation/d/1d1EyQguBVDqasbHo1O1I1urJktr cE3QE7_svfhW5bbs/edit#slide=id.gc93a1b97c4_0_5 https://docs.google.com/presentation/d/1d1EyQguBVDqasbHo1O1I1urJktrcE3QE7_ svfhW5bbs/edit#slide=id.gc93a1b97c4_0_5 Caplan, Andrew. “¿Dónde te duele? (Where does it hurt?) CRHS Teacher Leads Effort to Make Multilingual Nurses.” Citrus County Chronicle, October 19, 2015. Accessed March 15, 2020. https://www.chronicleonline.com/news/local/d-nde-te-duele-where-does-ithurt/article_5aabf45d-807a-54b1-9f1f-1a9238f4e50c.html Currea, C. (2020). Connecting Your Students to the World through Virtual Exchange. https://nble.org/wp-content/uploads/2022/01/Currea_-Connecting-Your-Students-tothe-World-Through-VE.pdf Currea, C. (2019). Globalizing Career and Technical Education. https://nble.org/wpcontent/uploads/2022/01/Currea_Globalizing-CTE-Florida-Connected.pdf Forsyth County Courts (a). “Spanish Interpreter Intern Program.” Accessed May 15, 2021. https://forsythcourts.com/news/post/spanish-interpreter-intern-program ----- (b). “Workplace Spanish Program Students Tour the Courthouse.” Accessed May 15, 2021. https://forsythcourts.com/News/post/workplace-spanish-program-students-tourthe-courthouse

Josey, Michelle. “Linking Language and Culture Skills to Healthcare Professions.” Presented at the Florida Foreign Language Annual Conference, St. Augustine, FL, October 15-17, 2015. https://nble.org/program-development/course-materials/ Martino, L. (2021). Globalizing an Online Grad Business Ed Course University of Central Florida. https://nble.org/wp-content/uploads/2022/01/Globalizing-an-OnlineGrad-Business-Ed-Course.pdf Risner, Mary, Melissa Swarr, Cristin Bleess, and Janet Graham. “Developing and Implementing LSP Curriculum at the K-12 Level.” In Language for Specific Purposes: Trends in Curriculum Development, edited by Mary K. Long, 37-54. Washington, D.C.: Georgetown University Press, 2017.

LSP-Specific Organizations/Events While all of these LSP groups focus on higher education, most based in the United States do have a K-12 outreach component to support teachers wishing to integrate language and career content into their curriculum. Resources, publications, and events available through all organizations can still be adapted to a variety of grade levels.

ALC Bridge. “The platform designed for employers seeking to fill positions with skilled language talent and for educators looking to develop student talent by offering language courses tailored to those needs.” www.alcbridge.org CATAPULT Project. Computer Assisted Training and Platforms to Upskill LSP Teachers. Country members of the European Union CATAPULT project have developed a Common Competence Framework, a Massive Open Online Course (MOOC), and a Community of Practice (CoP) Platform. The goal of CATAPULT is to provide language educators with the tools they need to integrate LSP content and become better trained language instructors. This is an EU-based project, but open to educators around the world. Accessed October 20, 2021. http://catapult-project.eu/ Centers for International Business Education and Research (CIBER). There are fifteen USDOE-funded institutions providing opportunities for professional development in the realm of international business and business languages. https://us-ciberweb.org/ CIEFE. Congreso Internacional de Español para Fines Específicos Accessed March 1, 2021. http://ciefe.com Encuentro Latinoamericano de Español para Fines Específicos https://www.pucv.cl/ pucv/encuentro-latinoamericano-de-espanol-para-fines-especificos GERES. Groupe d’Étude et de Recherche en Espagnol de Spécialité. Accessed September 15, 2021. https://www.geres-sup.com/

Global Seal of Biliteracy. “Language Credentials & Careers.” Accessed September 15 , 2021. https://theglobalseal.com/language-credentials-careers ISLSP. International Symposium of Languages for Specific Purposes. A developing U.S. based group that sponsors a biennial LSP conference in collaboration with USDOE Centers for International Business Education and Research (CIBER). https://nble.org/islspciber-events/ JEFE. Jornadas de Español para Fines Específicos de Viena. https://jefevi.com/ LSPHE. Languages for Specific Purposes in Higher Education. https://lsphe. wordpress.com/

Bibliography - Language for the Workplace with K-12 Focus There is a multitude of specific LSP journals and volumes listed here: https://nble.org/professionaldevelopment/lsp-journals/ Additionally, there are LSP articles found throughout professional association publications such as ACTFL, AATF, AATG, AATSP, and others. The list of articles that follows here are more directly related to K-12 applications of LSP. American Council for the Teaching of Foreign Languages (ACTFL). Oral Proficiency Levels in the Workplace.” Last modified 2015. https://www.actfl.org/resources/actfl-proficiencyguidelines-2012 American Council for the Teaching of Foreign Languages (ACTFL). Making Languages our Business: Addressing Foreign Language Demands Among U.S. Employers. 2019. https://www. leadwithlanguages.org/wp-content/uploads/MakingLanguagesOurBusiness_FullReport.pdf Crouse, Douglas. “Language for Specific Purposes in the 21st Century.” The Language Educator 8, no. 3 (2013): 32-38. Accessed June 1, 2020 http://www.actfl.org/sites/default/files/pdfs/ TLE_pdf/TLE_Apr13_Article.pdf Fryer, T. Bruce. “Proficiency-Guided Business Units in High School Foreign Language Classes.” Hispania 69, no. 1 (1986): 101-109. http://files.eric.ed.gov/fulltext/ED336997.pdf Gonglewski, Margaret. “Business Language Networking through NOBLE.” National Capital Language Resource Center. 2013. https://business.gwu.edu/sites/g/files/zaxdzs1611/f/downloads/ Business-Language-Networking-through-NOBLE.pdf -----. “Linking Language Directly to the Workplace: Spanish for Healthcare.” National Capital Language Resource Center. 2014 https://business.gwu.edu/sites/g/files/zaxdzs1611/f/downloads/ Linking-language-directly-to-the-workplace-Spanish-for-Healthcare.pdf Grosse, Christine Uber. “Foreign Languages for Business in the Secondary School Curriculum.” Hispania 71, no. 1 (1988): 166-70.

Hill, Sean. “A Question of Reframing: How LSP Improves Math Fluency, Economics, and Financial Literacy at the Secondary Level.” Global Business Languages 20, no. 2 (2020). https:// doi.org/10.4079/gbl.v20.2 Risner, Mary, and Linda Markley. “The Business of Languages in the Classroom Today: A Model for K-12 Professional Development.” Global Business Languages 18 (2013): 121-30. http:// docs.lib.purdue.edu/gbl/vol18/iss1/10 -----. Connecting Foreign Language Curriculum to Workplace Skills. NOBLE. 2015. http://nble.org/ebook/ Ruggiero, Diana, and Sean Hill. “New Trends in 21st Century Civic Engagement and Spanish for Specific Purposes: Technology, Translation, and Social Justice.” Journal of Languages for Specific Purposes 3, no. 1 (2016): 51-62. http://jlsp.steconomiceuoradea.ro/3nd-issue-march-2016/ Takami, Tomoko. “Infusing the National Standards into Business Language Curricula.” Global Business Languages 15 (2010): 33-47. http://docs.lib.purdue.edu/cgi/viewcontent. cgi?article=1189&context=gbl Vazquez-Caballero, Juan José. “Taking Teaching to Task.” Language Magazine, January 5, 2012. https://www.languagemagazine.com/archives/ Walsh, Caitlin. “Getting Real with Translation & Interpretation.” Language Magazine, December 22, 2020. https://www.languagemagazine.com/2020/12/22/getting-real-withtranslation-interpreting/

Author Bios Katrina Beeck is a Spanish teacher in the Muskego-Norway School District in Muskego, WI. She received her Bachelor’s Degree and Master’s Degree from the University of Wisconsin - La Crosse. Katrina created a course titled, “Spanish in the Community and the Workplace”. This course focuses on students applying Spanish to community and career-related situations. During this semester long course, students research and discuss issues facing hispanics in our country, learn business and medical vocabulary and take part in a job shadow experience with a Spanish speaking professional. Brian Crouch is a Spanish instructor at Valwood School in Hahira, GA who strives to connect language and culture in a comprehensible and impactful way. During his tenure with the Palm Beach County School District, Brian developed the largest Latin American studies program in the county and was awarded the Hispanic Heritage Education award from the Governor of Florida. Brian has also taught Cambridge International Travel and Tourism courses and has led student international trips. At Valwood, Brian is working towards creating a global studies program where language, culture, and history merge to create 21st century global citizens. Chris Gellermann is an educational expert committed to bringing the world into the classroom. He has been teaching for over 30 years focusing on cross-curricular activities with art, history, and world languages. His passion for education stems from his time as a Peace Corps volunteer in Guatemala and as a U.S.A Peace Corps fellow on the Navajo Nation. He currently focuses his energy on developing curriculum to make his students Spanish skills functional and relevant in the real world. Janet Graham is a Global Business instructor at the Center for Advanced Professional Studies (CAPS), an innovative high school program in Blue Valley School District in Overland Park, Kansas. Her World Language &amp; Leadership class has been recognized by ACTFL’s Global Engagement Initiative as an outstanding community-engaged learning experience where students use language beyond the classroom by partnering with real-world businesses on actual client projects. She is also an adjunct professor of International Business at several Kansas City area universities, drawing upon 15 years of corporate and entrepreneurial experiences while living and working in Hong Kong, Singapore, and Indonesia as an expatriate. Graham holds an M.B.A degree from Baylor University, and was a Rotary Foundation Scholar in Angers, France (Université Catholique de l’Ouest).

Sean Hill spent about 15 years teaching high school Spanish in Michigan while concurrently teaching at a local community college in Spanish and psychology. For the last six years, he has exclusively worked in higher education settings. Currently, he is a visiting professor of Spanish at Grand Valley State University, teaching 100- and 200-level courses, as well as the Social Sciences and Humanities Learning Consultant for the Teaching/Learning and WRIT Centers at Delta College. His research interests include dual language immersion programs and languages for the professions. Ms. Jamie Patterson has been the World Languages Specialist for Fulton County Schools in Atlanta, Georgia since 2012, providing guidance to teachers serving a performance-based World Languages program whose mission it is to support students’ development of language proficiency and cultural literacy. She has worked to expand the district’s world languages options to include American Sign Language and Workplace Spanish and has grown the district’s Spanish for Native Speakers from two schools in 2012 to nine schools in 2021. Her education includes a bachelor’s degree in French and Secondary Education from James Madison University and a master’s degree in French Literature from the University of Georgia. Dr. Diana Ruggiero is an Associate Professor of Spanish at the University of Memphis where she currently specializes in world languages for specific purposes and community service learning. Her current teaching and research focus is on WLSP pedagogy, Spanish for healthcare and the Latinx Community in Memphis. She develops and teaches courses for the Department of World Languages, such as Spanish for healthcare, Spanish for commerce, and Spanish for community engagement. She teaches medical Spanish interpreting and translating, which is a pre-requisite to obtain the national certification for medical interpreting. Dr. Ruggiero’s graduate course on teaching Spanish for specific purposes is a methodology course that prepares future language teachers.