Spanish
Instructor: Luis Villanueva

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Luis Villanueva is from Guanajuato, Mexico, where he received his first teaching credential. He is now a California credentialed Spanish teacher and has lived in San Diego for 25 years. Luis taught AP* Spanish Language and AP* Spanish Literature at La Jolla Country Day School for fifteen years, where his non-native speakers consistently passed both AP* Spanish exams with high scores. Luis now teaches public school at Mission Bay High School, where he has built a solid AP* Language program with native and non-native speakers, most from low-income backgrounds. He was named Teacher of The Year at his school in 2006 and has been World Language Department Chair for 5 years. Luis has been a College Board Spanish Language Reader and Western Region workshop and institute presenter since 1995. In 2008, he presented at the National College Board Conference in Seattle. His workshop evaluations are consistently very positive. Teachers appreciate the wealth of relevant and usable handouts, his multi-cultural perspective and his experienced guidance.

You can e-mail Luis at larazauno@hotmail.com

2012 Session Outline

This workshop will cover the five-part structure of the AP* Spanish Language exam…listening, speaking, reading, writing and culture. Detailed information regarding the test grading system will be given. We will discuss class curriculum and the school support needed in order to create and maintain a strong AP* Spanish program. Successful strategies and teaching methods for different types of students (native speakers, non-native speakers, large or small classes) will be addressed, as well as those student skills that need to be reinforced on a regular basis. There will be an introduction to the new AP Spanish Language and Culture program, which will be fully implemented in 2013-2014. Time will be devoted to analyzing and reviewing sample texts. Various curricular uses of songs in Spanish will be demonstrated and discussed. Participants should bring at least one successful activity/lesson to share with the rest of the group.

Plan de trabajo
Con música "…todos cantan para todos o sólo para sí mismos, cada quien en su idioma o en el del cuarto vecino, en una tentativa feliz de derrotar por fin, con su poder sin límites…, el disparate bíblico de la torre de Babel." Gabriel García Márquez

Lunes

1. Presentación de participantes:
   1. Experiencia docente y con el programa de AP
   2. Metas generales y partculares del instituto
2. Repaso general del examen de AP
   1. Sección auditiva
   2. lectura de comprensión
   3. Sección oral
   4. Sección escrita
3. Proyecto individuales de los participantes
   1. Selección de proyectos
4. Análisis detallado del examen
   1. Conversación simulada (diálogo)
   2. Análisis de ejemplos
   3. Presentación oral formal
   4. Análisis de ejemplos

1. Análisis detallado del examen
   1. Escrito informal (breve)
   2. Escrito formal (ensayo)
2. La clase de AP: Una idea general
   1. Textos y materiales auditivos
   2. Aspectos académicos
   3. Aspectos de conducta, socioeconómicos y culturales de los estudiantes
3. Enseñanza del español en contexto.
   1. Razones
   2. Enfoques
   3. Consecuencias relevantes
4. Presentación de actividades de participantes

1. La lectura y su relevancia con el nuevo examen
   1. Estudiantes hispanohablantes, angloparlantes, grupos mixtos
   2. Tipos de lectura
   3. Formas de lectura
   4. Objetivos múltiples
2. Actividades para la sección auditiva y para la lectura de comprensión
   1. Recursos
   2. Creación de nuevas actividades y ejercicios
3. Actividades para las presentaciones formal e informal
   1. Recuros
   2. Materiales y actividades exitosas
   3. Nuevas estrategias
4. Presentación de actividades de participantes

1. El nuevo programa de AP Lengua y Cultura
   1. Filosofía general
   2. Análisis comparativo del examen
   3. Preprativos para su implementación: Unidades temáticas
2. Actividades para los escritos formal e informal
   1. Fuentes auténticas
   2. Variantes y continuación de actividades exitosas
3. Actividades para desarrollar la escritura
   1. Diferentes actividades escritas: tareas, ensayos, poemas, resúmenes, etc.
   2. Variantes determinadas por el tipo de estudiante
   3. Esqueleto para escribir ensayos
   4. Ensayos y poemas de estudiantes