Xavier University1Spanish 258Summer 2017

Language and Culture in Guatemala

Professor: Dr. Diane Ceo-DiFrancesco

Office: Schott 909

Contact Information: 745-3423 ceo-difr@xavier.edu

Class Meetings: May 15-19 M 4:30-6:30; T-F 9:30 a.m.-1:15 p.m. 404 CLCMay 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 norte or 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 405Language: 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 competencies in varying degrees to provide the necessary language to 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.

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Evaluation:Language preparation 10%In country linguistic engagement 10%Assessments (songs, quizzes, children’s books, discussion board posts) 20%Presentations* 20%In country cultural engagement activities and reflections 20%Final portfolio* 20%

*Format and Evaluation Rubrics are available on CANVAS.

Agenda de clases:

Día Actividades en clase Tarea para la próxima clase15 de mayo 4:30-6:30 p.m.

Introducción del curso Estrategias para aprender el españolLos saludos y las introduccionesLas partes del cuerpoLos libros infantiles y cómo seleccionar unoLa geografía de GuatemalaEstadísticas interesantes de GuatemalaVideo: Guatemala: The Human Price of CoffeeLa música de Ricardo ArjonaLas canciones infantilesSelección del tema para la presentaciónSelección 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; Guatemalan Journey= Foro en Canvas

Vean El norte o Ixcanul antes del 19 de mayo

16 de mayo9:30-1:15

Los mandatos para la terapia ocupacionalLos números y la edadLos datos importantes sobre el niñoLos planes terapéuticasLa lectura de los libros infantilesLas canciones infantilesLas costumbres mayas, la ropa y los tejidosLos colores, la ropa y el traje indígenaCómo regatear, el dinero, el tipo de cambio, cómo ir de comprasVideo: Splendor in the Highlands: Maya Weavers of GuatemalaIximcheEl iceberg culturalVideo: Reparando

Lean Introducción: Mayan Folktales: Folklore from Lake Atitlán, Guatemala

Lean capítulos 4, 5, 6 To the Mountain and Back=Prueba en CANVAS

Lean páginas 69-81, Religion, Guatemalan Journey

Foro en Canvas Practiquen los cuentos,

busquen los visuales para la presentación

Vean El norte o Ixcanul antes del 19 de mayo

17 de mayo Repaso de los mandatos, los saludos, las partes del cuerpo, los números y las preguntas

Presentación del cuentoLean capítulos 7, 8, 9 To the

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La familia y la importancia de la familiaLas canciones infantiles: grabaciónLectura de los libros infantiles: grabaciónPráctica 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 cuentosCelebraciones religiosas: Corpus ChristiLa religión y la espiritualidadVideo: Reparando

Mountain and Back= Prueba en CANVASLean páginas 109-121 Antigua, 121-133, Lake Atitlán; 11-32, Guatemala City, The City Dump; 52-55 81-85, Guatemalan Journey =Foro en CANVASVean El norte o Ixcanul antes del 19 de mayo

18 de mayo Expresiones y mandatos con los juguetesJuegos digitales, canciones infantiles, juegos, capítulo 49 El niño campesinoCapítulo 42 El niño campesinoLos asuntos ecológicos: el Lago Atitlán, Volcán Pacaya, El basureroVideo: Recycled LifeJuegos, canciones infantiles, capítulo 35 El niño campesinoLos gustos y la alimentación, capítulo 36 El niño campesinoLa comida guatemalteca¿Te gusta? Arroz, frijoles, tortillas, ¿Qué más? La comida y los restaurantes ¿Cómo puedo comer esto?Por favor, quiero, un caféCómo poner la mesaExcursión: ¡De compras! tienda de comestibles

Lean capítulos 10, 11, 15 To the Mountain and Back=Prueba en CANVAS, Gráfica de Venn

Vean El norte o Ixcanul antes del 19 de mayo

Preparen para las evaluaciones

19 de mayo Canciones infantiles , Juegos infantilesUnas muletas para Pepe, páginas A1-A2 El niño campesinoLas diferentes discapacidades, capítulos 7-24 El niño campesinoEl vocabulario médicoEl examen y la evaluación del niñoCómo identificar las discapacidades, capítulo 6, El niño campesinoEvaluacionesla película El norte y IxcanulVideo: A Wheelchair for PetroniliaCapítulos 64, 65, 66 El niño campesinoExplicación del proyecto final

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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 4:30 Introductions and orientation to our program6:30 Dinner joined by partner students from Universidad Rafael Landivar LODGING: Antigua at Hotel Posada San Vicente

Día 7: domingo 21 de mayo7:30 AM Breakfast8:00 Leave for Xela12:00 PM Participate in a Mayan Ceremony performed by Audelino Sac Coyoy 3:30

History of Guatemala 5:30 Meet host families in XelaLODGING: Xela in home stays

Día 8: lunes 22 de mayo 7:30 AM Breakfast at DESGUA8:00 Talk on migration at DESGUA by Willy Barreno,10:30 Leave for a talk on health system and Spanish health lesson by the nurse

Erica de Leon12:30 PM Lunch 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 Oralia Chopen. 6:00 Dinner at home stays LODGING: Xela in home stays

Día 9: martes, 23 de mayo7:30 AM Breakfast at home stays8:30 Spanish 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 mothers1:00 PM Lunch at home stays 2:00 Testimony by Joel Perez with prosthetic arms 2:45 Dance lesson4:30 Play soccer with Innerchange, led by Nate Bacon

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6:00 Pizza with children7:00 Documentary on Santa Anita, Voice of a MountainLODGING: Xela in home stays

Día 10: miércoles 24 de mayo7:30 AM Breakfast at home stays8:00 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 Cabrera1:00 PM Lunch at home stays2:30 Leave for a visit to La Democracia Private Hospital, tour by Dr. Ramferi Samayoa 4:00 Talk on Women’s Rights and activity with women by Licda. Estefany

Castillo6:30 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 Escuela Oficial 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, Colomba2:00 Tour to the organic coffee farm of Santa Anita 7:30 Reflection time8:30 Dinner at home stays LODGING: Xela in home stays

Día 12: viernes 26 de mayo7:30 AM Breakfast at home stays8:00 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 Oralia Chopen.

12:30 PM Lunch at home stays2:30 Leave for PanajachelEvening Dinner and final reflection LODGING: Panajachel Hotel at K’amol B’ey

Día 13 sábado 27 de mayo7:30 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

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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, http://www.xavier.edu/library/xu-tutor/Xaviers-Policy-on-Academic-Honesty.cfm

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 an inclusive

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 confidential Advocacy & 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 http://www.xavier.edu/titleix/documents/22015-16XavierGender-BasedSexualMisconductReportingSupportOptions.pdf.

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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 danielss3@xavier.edu. 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 jonesc20@xavier.edu to 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 http://www.xavier.edu/health-wellness/counseling/index.cfm and http://www.xavier.edu/psychologicalservices/welcome.cfm or by calling (513) 745-3022 for McGrath or (513) 745-3531 for Psychological Services Center.

Suggested Readings

Bell, Elizabeth. (2005). Antigua, Guatemala: The City and Its Heritage. Antigua, Guatemala: Antigua Tours.

Fudge, Sara. (1992). A Perspective on Consulting in Guatemala. In Susan Cook Merrill (Ed.), Occupational Therapy Across Cultural Boundaries (pp. 15-37). London: The Haworth Press, Inc.

Grandin, Greg, Deborah Levenson and Elizabeth Oglesby (Eds.). (2011). The Guatemala Reader: History, Culture, Politics. Durham, NC: Duke University Press.

Loucky, James, Marilyn Moors (Eds.). (2000). Maya Diaspora: Guatemala Roots, New American Lives. Philadelphia: Temple University Press.

Manz, Beatriz. (2005). Paradise in Ashes. Oakland: University of California Press.

McConahay, Mary Jo. (2011). Maya Roads: One Woman’s Journey Among the People of the Rainforest. Chicago: Chicago Review Press.

Menchú, Rigoberta. (1987). I, Rigoberta Menchú An Indian Woman in Guatemala. London:

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Verso.

O’Dwyer, Jessica. (2010). Mamalita: An Adoption Memoir. Berkeley, CA: Seal Press.

Siegal, Erin. (2011). Finding Fernanda: two mothers, one child, and a cross-border search for truth. Oakland, CA: Cathexis Press.

Wheeler, Jacob. (2011). Between Light and Shadow: A Guatemalan Girl’s Journey through Adoption. Lincoln, NE: University of Nebraska Press.

Wilkinson, Daniel. (2004). Silence on the Mountain. Durham, NC: Duke University Press.

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