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5 C's! Stressing the application of the language vs. simple instruction.

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Cultural & Community Capitol

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All of them are great. However, I feel communication and culture are the most important standards.

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Making connections with the community and asking community members to guest speak in our classrooms about their knowledge and experiences in relation to content we are learning in class. Students can also dive into the community and seek out family members and other community members to help them understand a concept we are learning about in class.

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Culture: nuances in Francophone countries; how people dress, speak, behave etc. Presenting this info through videos/films/music

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different French varieties other than the standard Parisien French

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different French varieties other than the standard Parisien French

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-Students can use their different ways of speaking Spanish to integrate their language into the cultures. Recognize that not all cultures are the same even if they speak the same language.

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applying French to activities that students already enjoy or are familiar with (e.g. text speech on social media)

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applying French to activities that students already enjoy or are familiar with (e.g. text speech on social media)

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ex: "lol" (laughing out loud) = "mdr" (mort de rire) in French

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Teaching language without teaching the cultural is like to pet a fish without water. In Chinese lessons I always integrate festivities such as Spring festivals, Mid-Autumn Festivals and Dragon Boat festivals into my curriculum. Kids love it and wondering the origin of the festivities.

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Relating Cultural Products to Perspectives

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Relating Cultural Products to Perspectives

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Addressing the relationship between the administrative position of the language in post-imperial societies with colonization, and layers of not being French enough.

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Connections: connecting English or the student's heritage language with French; what's similar? what's different? what words have the same roots/same pronounciations?

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Integrating ALL of our students cultures within the classroom and connecting their experiences back to what we are learning in Spanish. For instance, some students may practice a similar cultural practice we are studying in their native culture or they may have a different variation in their family, so we can ask students to draw on these experiences and share with the class. Through these connections we can build our understanding of how we are all connected and how different communities adapt cultural practices.

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Acquiring Information and Diverse Perspectives:

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Acquiring Information and Diverse Perspectives:

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Not every metropolitan French speaker strongly identifies with French culture despite the insistence of assimilation. How could we foster a special relationship with the language despite the elitist/sexist origins of its orthography that were made to differentiate the "educated" from "others".

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Provide students with opportunities to think about how Spanish can be used beyond one class. How can the language benefit each student's life with fun and academic experiences.

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Embracing the non-Eurocentric cultural contributions to hispanophone cultures.