Academic and International Exchange Program between

Salamanca, Casti l la y León, Spain and Chula Vista, California, USA

Education without FrontiersEducation without Frontiers

ObjectiveObjective and Collaborating and Collaborating InstitutionsInstitutions

The goal is to establish a program that begins with primary

students

up to the university level. We wish to create a consciousness

inthe

student body that makes them aware of the advantages of

becoming

bi l i terate, bi l ingual, and bicultural, and to further emphasize

the

importance of higher education as a tool for success. Having

this

mindset at an early age wil l give students the opportunity to

establish a clear vision toward academic and l i fe-long

objectives.

ObjectiveObjective and Collaborating and Collaborating InstitutionsInstitutions

Collaborating institutions:

Elementary: Chula Vista Learning Community Charter Middle School: Rancho del Rey High Schools: Otay Ranch and Olympian High Schools IES: “Federico García Bernalt” and “Tierra de Ciudad

Rodrigo” University: UCSD: Dr. Christine Hunefeldt and Ruth

Padrón,CILAS University: USAL: Dr. Manuel Alcántara, Vice Chancellor of

International Relations

Reasons to Support the Program Reasons to Support the Program Education without FrontiersEducation without Frontiers

a. The understanding of a language that is dist inct from the individual’s primary language contributes to the overall development of adolescence. Therefore, the study and pract ice of English and Spanish is indispensable in this day and age as society becomes increasingly aware of globalizat ion.

b. The importance of bi l ingualism (English/Spanish) is essential based on the fol lowing facts: English being the off icial language for international relat ions and Spanish being a language that is largely spoken by more than 400 mil l ion people.

c. The abi l i ty to acquire a new language develops an essential characterist ic that creates Tolerance towards other cultures and further develops a student’s social and cultural experiences when collaborating with other individuals that do not share the same cultural background.

d. Each group of students wil l have the opportunity to practice the language being studied and apply the skil ls to become f luent in the language through actual cultural experiences abroad.

Reasons to Support the Program Education without Frontiers

Content Objectives, Curriculum Areas Content Objectives, Curriculum Areas of Focus and Activit iesof Focus and Activit ies

Conceptual Objectives:

a. Carry out oral and written discussions: scientif ic, historical, polit ical, cultural, technical, etc.

b. Know the phonological, morphological, lexical,and textual skil ls of the language as a subject for acquisit ion.

c. Awareness of the major periods in Literature such as plays and authors that have represented a major artistic and cultural transcendence.

d. Capable of transferring language skil ls into both languages of the subject being instructed.

Procedural Objectives:

a. Participate in all lectures conducted throughout the program and crit ical ly interpret the subject of instruction through oral or written form.

b. Express through oral or written from the diverse methods of communication.

c. Analyze l inguistic situations by observing the diversity in language.

d. Uti l ize language, either orally or in written form.e. Interpret l i terary plays, identifying the components that

form it art istic content, and understanding the figurative language of the t ime period.

f. Research and uti l ize appropriate references of study in the subject matter.

g. Crit ically analyze the different uses of language in social sett ings.

Content Objectives, Curriculum Areas of Focus and Activit ies

Behavior Objectives:Behavior Objectives:

a. Develop individual style of expression and a posit ive and conscious att i tude toward the richness of bi l ingualism and biculturalism.b. Value the use of language, oral or written.c. Appreciate l i terary plays, identifying the components

l i terary plays as a means for individual expression, i l lustration of the world, and as a way to discover humanity.

d. Enjoy l i terary anthologies as a way to acquire new learning and experiences to encourage the love for

reading.e. Interpret l i terary works as a form of artistic expression and be able to differentiate between att i tudes that perpetuate discriminatory beliefs.

Content Objectives, Curriculum Areas of Focus and Activit ies

"" Educación sin FronterasEducación sin Fronteras ""Exchange/Academic Program Outl ineExchange/Academic Program Outl ine

First phase: Beginning in January 2008 the Dual Language/ Spanish Speaker

students wil l be engaged in a technology project entit led “Global Pals” that

willInvolve our students regularly communicating with students in Spain

via email to perform specific standards-based activit ies.

Second phase: USA students academic tr ip to Spain, Spring 2008 from March 26 to

Apri l 5 th.

"" Educación sin FronterasEducación sin Fronteras ""Exchange/Academic Program Outl ineExchange/Academic Program Outl ine

Third phase:

Spaniard students exchange program to be done during the spring of 2008

a. May 10 to 31st, 2008 for a period of 21 days.b. Spaniard students (10-25) wil l stay with USA families whose students

are part icipating in the exchange program.c. Mr. Salas and three Spaniard teachers will accompany them. d. They wil l attend Sweetwater secondary school for 7-10 days, and 5

days they wil l take workshops at UCSD – CILAS to receive a certif icate

of participation. e. The other days they wil l have cultural excursions to L.A. County and

San Diego County. f. All students wil l participate in a reception given by the Embassy and

Consulate of Spain in the U.S.A.

Fourth phase:

USA students exchange program to be done during the fal l break of 2008 a. Sept. 13 to Oct. 3, 2008 for a period of 20-21 days.b. USA students (10-25) wil l stay with Spanish famil ies

whosestudents are participating in the exchange program. Ms.

Meza wil l accompany students along with Mr. Perez Duque or

another certif icated teacher. c. They wil l attend the Spanish secondary school for 7-10 days and 5 days they wil l take workshops at the University of

Salamanca to receive a certif icate of participation. d. The other days they wil l have cultural excursions to the

Providences of Segovia, Avi la, and Salamanca.

"Educación sin Fronteras"Exchange/Academic Program Outl ine

Last phase:

a. USA Dual Language students, wil l attend a summer camp at

UCSD sponsored by CILAS to receive a mini course in

Iberian and Latin American studies. b. The parents wil l also have workshops to attend at the

universit ies to promote superior education and the goal of

the project "Educación sin Fronteras."

"Educación sin Fronteras"Exchange/Academic Program Outl ine

Benefits to the District

It will promote the Sweetwater Union High School District’s vision, beliefs, mission, objectives, and strategies.

It will support the District and Site Strategic and Action Plans.

It will reinforce our commitment to the students we serve and whose future we have been entrusted to shape with an “invincible sense of promise.”

Benefits to Our Students

Allow students to have a clearer vision of the opportunities that are given when one acquires another language besides its own.

Encourage students to develop the skills necessary to succeed in higher education and the world of work and to be integral citizens of not only their own society, but also the global society.

Provide students the opportunity to develop cultural appreciation and tolerance through their first-hand experiences of studying abroad.

Collaboration TeamCollaboration Team

- Manuel Alcántara and Antonio Tapia, University of Salamanca, Spain - Joan Miguel Salas Sivera, Department of Orientation and Alicia Avila Losada, Department of English from “Federico García Bernalt” High School, Spain-Teresa Hernández, from “Tierra de Ciudad Rodrigo” High School , Spain- Francisco Pérez Duque, Chula Vista Learning Community Charter School, Chula Vista, California-Christine Hunefeldt and Ruth Padrón, University of California, San Diego- Lilia Meza, Rancho del Rey Middle School, Chula Vista, California