Description

Leer como una escritora: estrategias y actividades para desarrollar las competencias lectoescritoras en el salón de clase.Reading as a writer: Strategies and Activities for Developing Literacy Skills in the classroom.This hands- on workshop invites participants to reflect on teaching practices for reading and writing in the Spanish classroom. Through collaborative tasks, the analysis of real-world texts, and adaptable reading and writing activities, we will explore ways to support High School learners at different levels of Spanish proficiency. The session will also introduce student-centered methodologies and tools that promote meaningful, engaging, and motivating learning experiences that develop critical thinking. Participants will be reading and writing in Spanish, and reflecting on their own instructional approaches to implement effective literacy strategies in their classrooms. We will analyze activities that promote text interpretation and cognitive processes such as activating prior knowledge, making inferences, constructing mental representations, and monitoring comprehension and written production. The workshop will provide ready-to-use ideas and materials—including classroom activities and rubrics for assessing writing—along with guidance on how to adapt them to the needs, backgrounds, and interests of diverse learners. Although this session is not intended to be a forum for discussing the use of generative artificial intelligence in schools, it acknowledges its impact and will address related topics within the broader scope of digital literacy practices.Guiding questions include:● How can we support students to be better readers?● What strategies can teachers implement to promote literacy development?● What does it truly mean to learn to read and write in a second language?Target audience: Grades 8-12 teachers of Spanish as a New Language or Heritage Spanish Language. New York State Learning Standards for World Languages (Modern Languages) that will be used in this workshopAnchor Standard: Communication. Learners communicate effectively in the target language in order to function in a variety of contexts and for multiple purposes.- Standard 1: Interpretive Communication Learners understand, interpret, and analyze what iheard, read, received, or viewed on a variety of topics, using a range of diverse texts, including authentic resources.- Standard 3: Presentational Communication Learners present information and ideas on avariety of topics adapted to various audiences of listeners, readers, or viewers* to describe,inform, narrate, explain, or persuade.Anchor Standard: Cultures. Learners use the target language to identify, describe, compare, and explain the practices, products, and perspectives of the cultures studied.- Standard 4: Relating Cultural Practices and Products to Perspectives. Learners use the target language to identify, describe, and explain the practices and products of the cultures studied as well as the cultural perspectives they suggest.- Standard 5: Cultural Comparisons. Learners use the target language to compare the products and practices of the cultures studied and their own.GOALS- Developing a concept for reading and writing to apply in our classroom.- Analyze our own practise through the lens of Lifelong Practices of Readers and Writers.- Identify best practices for explicit literacy instruction, and implement meaningful those practices in the Spanish classroom.- Collaborate with other educators to reflect on literacy, and to exchange ideas and materials.
TOPICS- The process of reading and writing. - Reading and writing to access cultural practices and products.- Cognitive and metacognitive strategies.- Using rubrics for fomenting autonomous learners. - Student center texts: Students as ¨favorite writers¨ for their classmates.- Teaching reading and writing and social justice.

BIBLIOGRAPHY - Carrillo, C. (2021, diciembre). El impacto de la lectura en la adquisición de un segundo idioma. Revista Para el Aula, 40, 33-34. En línea: https://www.usfq.edu.ec/sites/default/files/2021-12/pea-040-017.pdf?itok=0Dh7HzYT1n- Cassany, D. "10 claves para aprender a interpretar", Portal Leer.es, Ministerio de Educación; diciembre 2009.- Cassany, D. (2024). (Enseñar a) leer y escribir con inteligencias artificiales generativas: reflexiones, oportunidades y retos. Enunciación, 29(2), 320-336. https://doi.org/10.14483/22486798.22891- Escudero, I. (2010). Las inferencias en la comprensión lectora: una ventana hacia los procesos cognitivos en segundas lenguas. Revista Nebrija de Lingüística Aplicada , 7 (4), 1-32.- Grabe, W., & Stoller, F. L. (2002) Teaching and Researching Reading. Longman/Pearson Education, Harlow, England.- Hudson, T. (2007). Teaching second language reading. Oxford University Press, Oxford, England.- Koda, K. (2024). Insights into second language reading: A cross-linguistic approach. Cambridge University Press, Cambridge, England.- McNamara, Danielle S. (2007). Reading Comprehension Strategies. Taylor and Francis Group, New York. McNamara, D. S., Ozuru, Y., Best, R. y O’Reilly, T.

María Ahmad AparicioMaria Ahmad Aparicio, Master's Degree in Spanish Language and Literature from the University of Valencia and Master's degree in Teaching Spanish as a Second Language from the Antonio de Nebrija University, is an educator with more than 20 years experience teaching Spanish and training teachers in different countries as Spain, England, Syria, Poland, and the United States. Maria has worked in different academic contexts, from teaching adults at the Instituto Cervantes, College students, to her current work at Bard Early College High School-Queens (BHSEC-Q). In addition, she has always combined her teacher job with her role as a teacher trainer: Maria has organized online and on- site training courses for institutions like the Instituto Cervantes, the NYC Department of Education, or school districts with dual language programs, developing resources for professional development and language classes, including a unit about migration for the Pulitzer Teacher Center. Her areas of interest are professional development and language acquisition in formal instructional contexts. She is currently developing a project to expand collaboration with the families of heritage students at BHSEC-Q.