Language and Culture in Guatemala

Xavier University

Spanish 258

Summer 2017

Language and Culture in Guatemala

Professor:Dr. Diane Ceo-DiFrancesco

Office:Schott 909

Contact Information:

Class Meetings:May 15-19M 4:30-6:30; T-F 9:30 a.m.-1:15 p.m.404 CLC

May 20-May 27 Guatemala

Texts:El niño campesino deshabilitado: Una guía para promotores de salud, trabajadores de rehabilitación y familias.David Werner.1990. Palo Alto, CA: Fundación Hesperian.

Guatemalan Journey. Stephen Benz. Austin: University of Texas Press, 1996. (Copy is on reserve in the XU library, also available as an electronic copy on the XU library website).

Mayan Folktales: Folklore from Lake Atitlán, Guatelmala Translated and Edited by James D. Sexton. Albuquerque: University of New Mexico Press, 1999 (A copy is on reserve in XU library.)

To the Mountain and Back, Jody Glittenberg. Long Grove, IL: Wavegrove Press, 1994. (Please purchase, rent, borrow.)

One of the following two movies: El norteor Ixcanul

Children’s Book in Spanish to take to Guatemala(provided)

Additional Readings and Audio Visual Resources will be placed on Reserve or Canvas

Description and objectives:

This course will provides access to the Spanish language and the Guatemalan culture in the context of Service Learning in Guatemala for occupational therapy students.Each course session will include an integration of the language and culture of Guatemala. Through Spanish language immersion and differentiated instruction based on competency levels, the course will focus on the acquisition of conversational Spanish as well as specialized lexicon used in the field of occupational therapy. Cultural integration will include the history, culture, customs, practices, products and perspectives of the Guatemalan people.This course is taught in Spanish and is held in both Cincinnati and Guatemala.

Co-requisite: HOCS 405

Language: The principal goals of language study in this course are to prepare you to communicate in Spanish with the Spanish-speaking clients with whom you will be working in Guatemala, as well as communication needs for navigating travel within the country. This course will emphasize competenciesin varying degrees to provide the necessary languageto achieve your goals.

Your level at the end of the course will depend partly on your previous experience with Spanish, your commitment to the course and the practice required, but you can expect to have obtained the following skills on a basic level by the end of the course:

* understand some Spanish spoken at normal pace, and develop skills and coping strategies for filling in the gaps of imperfect comprehension;

* entertain children with songs, stories, games and play;

*assist with oral therapy commands and written therapy plans;

*ask and answer questions on a variety of everyday topics;

*interact with children and adults while in Guatemala to describe people and places, narrate recurring (present) events, and express likes and dislikes;

* perform some daily routines, particularly telling people to do something for your occupational therapy work.

Note: students who take this course as a course toward the Spanish major or minor should be able to increase oracy and literacy in Spanish by engaging in course and in-country linguistic interactions.

Culture: Lectures, films, readings,guest speakers and discussions are designed to provide an introduction to major topics related to Guatemalan society, including history and politics, economics, art and music, literature, religion, ancient Mayan civilizations, education and health care. The language and cultural integration should sufficiently prepare students to observe experience and interpret this new culture during their in country engagement activities, homestay experience and fieldwork in Guatemala.

In order to achieve these goals class attendance, participation and practice outside of class are very important. Therefore, irregular attendance and/or lack of preparation or participation will result in a lower grade.

Responsibilities of Students:

(1)Attend and participate fully in all classes.

(2)Prepare all reading and written assignments before class and complete them at the scheduled times. No Assignments will be accepted beyond the determined due date.

Evaluation:

Language preparation10%

In country linguistic engagement10%

Assessments (songs, quizzes, children’s books, discussion board posts)20%

Presentations*20%

In country cultural engagement activities and reflections20%

Final portfolio*20%

*Format and Evaluation Rubrics are available on CANVAS.

Agenda de clases:

Día / Actividades en clase / Tarea para la próxima clase
15 de mayo
4:30-6:30 p.m. / Introducción del curso
Estrategias para aprender el español
Los saludos y las introducciones
Las partes del cuerpo
Los libros infantiles y cómo seleccionar uno
La geografía de Guatemala
Estadísticas interesantes de Guatemala
Video: Guatemala: The Human Price of Coffee
La música de Ricardo Arjona
Las canciones infantiles
Selección del tema para la presentación
Selección del cuento folklórico para su presentación /

Comparación de estadísticas: Los EE.UU. y Guatemala
Lean los capítulos 1, 2, 3 To the Mountain and Back=Prueba en CANVAS
Lean las páginas 1-7, Prologue; 133-143, Chichicastenango; GuatemalanJourney= Foro en Canvas
Vean El norte o Ixcanulantes del 19 de mayo

16 de mayo
9:30-1:15 / Los mandatos para la terapia ocupacional
Los números y la edad
Los datos importantes sobre el niño
Los planes terapéuticas
La lectura de los libros infantiles
Las canciones infantiles
Las costumbres mayas, la ropa y los tejidos
Los colores, la ropa y el traje indígena
Cómo regatear, el dinero, el tipo de cambio, cómo ir de compras
Video: Splendor in the Highlands: Maya Weavers of Guatemala
Iximche
El iceberg cultural
Video: Reparando /

Lean Introducción: Mayan Folktales: Folklore from Lake Atitlán, Guatemala
Lean capítulos 4, 5, 6 To the Mountain and Back=Pruebaen CANVAS
Lean páginas 69-81, Religion, GuatemalanJourney
Foro en Canvas
Practiquen los cuentos, busquen los visuales para la presentación
Vean El norte o Ixcanulantes del 19 de mayo

17 de mayo / Repaso de los mandatos, los saludos, las partes del cuerpo, los números y las preguntas
La familia y la importancia de la familia
Las canciones infantiles: grabación
Lectura de los libros infantiles: grabación
Práctica de los mandatos, lectura de los libros infantiles, canciones infantiles,
Los cuartos, los muebles, los aparatos eléctricos, el baño (Cohen 42 9:30-10:15)
Las preposiciones de lugar
Presentaciones de los cuentos
Celebraciones religiosas: Corpus Christi
La religión y la espiritualidad
Video: Reparando /

Presentación del cuento
Lean capítulos 7, 8, 9 To the Mountain and Back= Pruebaen CANVAS
Lean páginas 109-121 Antigua, 121-133, Lake Atitlán; 11-32, Guatemala City, The City Dump; 52-55 81-85, Guatemalan Journey =Foroen CANVAS
Vean El norte o Ixcanulantes del 19 de mayo

18 de mayo / Expresiones y mandatos con los juguetes
Juegos digitales, canciones infantiles, juegos, capítulo 49 El niño campesino
Capítulo 42 El niño campesino
Los asuntos ecológicos: el Lago Atitlán, Volcán Pacaya, El basurero
Video: RecycledLife
Juegos, canciones infantiles, capítulo 35 El niño campesino
Los gustos y la alimentación, capítulo 36 El niño campesino
La comida guatemalteca
¿Te gusta? Arroz, frijoles, tortillas, ¿Qué más?
La comida y los restaurantes
¿Cómo puedo comer esto?
Por favor, quiero, un café
Cómo poner la mesa
Excursión: ¡De compras! tienda de comestibles /

Lean capítulos 10, 11, 15 To the Mountain and Back=Pruebaen CANVAS, Gráfica de Venn
Vean El norte o Ixcanulantes del 19 de mayo
Preparen para las evaluaciones

19 de mayo / Canciones infantiles , Juegos infantiles
Unas muletas para Pepe, páginas A1-A2 El niño campesino
Las diferentes discapacidades, capítulos 7-24 El niño campesino
El vocabulario médico
El examen y la evaluación del niño
Cómo identificar las discapacidades, capítulo 6, El niño campesino
Evaluaciones
la película El norte y Ixcanul
Video: A WheelchairforPetronilia
Capítulos 64, 65, 66 El niño campesino
Explicación del proyecto final

Tentative Itinerary

May 20 - 27,2016

Xavier University

Día 6: sábado, 20 de mayo

2:00 PM Arrival, airport pick-up and transfer to Antigua at Hotel Posada San Vicente

4:30Introductions and orientation to our program

6:30Dinner joined by partner students from Universidad Rafael Landivar

LODGING: Antigua at Hotel Posada San Vicente

Día 7: domingo 21 de mayo

7:30 AM Breakfast

8:00 Leave for Xela

12:00 PM Participate in a Mayan Ceremony performed by Audelino Sac Coyoy 3:30 History of Guatemala

5:30 Meet host families in Xela

LODGING: Xela in home stays

Día 8: lunes 22 de mayo

7:30 AM Breakfast at DESGUA

8:00Talk on migration at DESGUA by Willy Barreno,

10:30Leave for a talk on health system and Spanish health lesson by the nurse Erica de Leon

12:30 PMLunch at home stays

2:30 Half of the group meet and learn about use of medicinal plants and use of

hot sauna, led by Vanesa Cruz and Erlinda Ramirez.

Half of the group meet at the weaving cooperative Trama and learn to weave; Amparo de Rubio and OraliaChopen.

6:00 Dinner at home stays

LODGING: Xela in home stays

Día 9: martes, 23 de mayo

7:30 AM Breakfast at home stays

8:30Spanish class for the whole group and practice Spanish,

Xavier Professor.

10:30 Leave for meeting with the midwife Coralia Sanchez Velasquez and

learn about her work with mothers

1:00 PM Lunch at home stays

2:00 Testimony by Joel Perez with prosthetic arms

2:45Dance lesson

4:30Play soccer with Innerchange, led by Nate Bacon

6:00 Pizza with children

7:00Documentary on Santa Anita, Voice of a Mountain

LODGING: Xela in home stays

Día 10: miércoles 24 de mayo

7:30 AM Breakfast at home stays

8:00 Leave for a visit to FUNDABIEN and tour by Dra. Sofia de la Vega

10:30 Leave for a visit with students from Universidad Rafael Landivar, led by

Licda. Karla Cabrera

1:00 PM Lunch at home stays

2:30 Leave for a visit to La Democracia Private Hospital, tour by Dr. Ramferi

Samayoa

4:00Talk on Women’s Rights and activity with women by Licda. Estefany Castillo

6:30 Dinner at home stays

LODGING: Xela in home stays

Día 11: jueves 25 de mayo

7:30 AM Breakfast at home stays
9:00-10:30 Visit to EscuelaOficial Urbana Mixta de Educacion Especial Xelaju and

spend time with children with disabilities, principal Lilian Afre.

11:00 Leave for Colomba, Santa Anita.

1:00 PM Lunch in Santa Anita La Union, Colomba

2:00 Tour to the organic coffee farm of Santa Anita

7:30Reflection time

8:30 Dinner at home stays

LODGING: Xela in home stays

Día 12: viernes 26 de mayo

7:30 AM Breakfast at home stays

8:00Half of the group meet and learn about use of medicinal plants and use of

hot sauna, led by Vanesa Cruz and Erlinda Ramirez.

Half of the group meet at the weaving cooperative Trama and learn to

weave; Amparo de Rubio and OraliaChopen.

12:30 PM Lunch at home stays

2:30 Leave for Panajachel

EveningDinner and final reflection

LODGING: Panajachel Hotel at K’amolB’ey

Día 13sábado 27 de mayo

7:30 AM Breakfast at hotel

Join OT professors and practitioners

Academic Integrity

The pursuit of truth demands high standards of personal honesty. Academic and professional life requires a trust based upon integrity of the written and spoken word. Accordingly, violations of certain standards of ethical behavior will not be tolerated at Xavier University. These include theft, cheating, plagiarism, unauthorized assistance in assignments and tests, unauthorized copying of computer software, the falsification of results and material submitted in reports or admission and registration documents, and the falsification of any academic record including letters of recommendation. All work submitted for academic evaluation must be the student's own. Certainly, the activities of other scholars will influence all students. However, the direct and unattributed use of another's efforts is prohibited, as is the use of any work untruthfully submitted as one's own. You should be aware of the University policy on Academic Honesty,

Penalties for violations of this policy may include one or more of the following: a zero for that assignment or test, an “F” in the course, and expulsion from the University” Your instructor may use plagiarism detecting software, such as Turn-It-In, to review your written assignments.

Inclusivity Statement

I am committed to providing an atmosphere for learning that respects diversity and in which all students feel comfortable and safe to learn. In order to build a classroom community I ask that students:

share their unique experiences, values and beliefs;
be open to the views of others ;

honor the uniqueness of their peers;
appreciate the opportunity that we have to learn from each other in this community;
communicate in a respectful manner;
keep confidential discussions that the community has of a personal (or professional) nature;
utilize this opportunity together to discuss ways in which we can create aninclusive environment in this course and across the Xavier community.

University Policy Regarding Gender-based Discrimination and Violence

Xavier University seeks to provide an environment that is free from discrimination based on sex and/or gender. If you have experienced sex discrimination, including sexual violence, intimate partner violence, stalking, or sexual harassment, we encourage you to seek support from Xavier’s confidentialAdvocacy & Prevention Coordinator and to report to Xavier’s Chief Title IX Officer and/or Xavier University Police Department. Xavier faculty is committed to supporting students and promoting a safe, respectful environment. Therefore, if a student shares information regarding sex discrimination with a Xavier faculty member, that faculty member will share this information with Xavier’s Chief Title IX Officer so that she can provide you with comprehensive information on your rights, options, and available resources. When sharing information with a faculty member, you may choose to withhold identifying information until you have spoken to a confidential resource to learn all options and resources. For a list of confidential and non-confidential resources, please see

Student Support

The Office of Academic Support offers tutoring, Supplemental Instruction (SI), and study groups. For information about these services, contact Stephanie Daniels at 745-3214 or . The OAS is located on the fifth floor of the Conaton Learning Commons, Suite 514.

Students with Disabilities

Any student who feels he/she may need an accommodation based on the impact of a documented disability should notify the course instructor and contact Cassandra Jones in the Office of Disability Services at 745-3280 or e-mail o coordinate reasonable accommodations.

Mental Health Resources

Life at college can get very complicated. Students sometimes feel overwhelmed, lost, experience anxiety or depression, struggle with relationship difficulties or diminished self-esteem. However, many of these issues can be effectively addressed with a little help.McGrath Counseling Services (located in the McGrath Health and Wellness Center) and the Psychological Services Center (located at the Sycamore House) help students cope with difficult emotions and life stressors. McGrath Counseling Services and the Psychological Services Center are staffed by therapists, counselors, and other staff who are attuned to the needs of college students. The services are FREE and completely confidential. Find out more at and by calling (513) 745-3022 for McGrath or (513) 745-3531 for Psychological Services Center.