Are you ready for Are you ready for Are you ready for

the new studentsthe new studentsthe new students???

December 2011

In this issue Th

e non-T

raditional

The FAC What’s happening in our school?

Think Up Too cool to tuukul?

The New Student Who are they?

The Facbook Check our profile

These two brothers above (whose names we forgot to ask) experi-ment with the learning world around them, the world around the arriate. What they learn is play the game. Which ga-me? The game of education, perhaps. Find out the rules and play with them. Accept the challenge, don’t be just a bystander. Make the difference!

“Attitude determines performance”- Ricardo’s night life text text text Page 7…. Text text text “We will always have Paris” TextT ext Text TextT Text... Page 13...TextT ext Text TextT Text...

For

you, b

y yo

u

¡Hola UADYs!

Hola amigos, es un pla-

cer presentarles esta edi-

ción de “Learn it, Play it”.

Esta publicación promueve

una nueva cultura de trabajo

en el salón de clase.

El proyecto “Learn it, Play

it” sigue una simple filosofía:

el aprendizaje y la enseñan-

za son una practica social

con relevancia en la vida

real.

El concepto de nuevo

estudiante refleja al estu-

diante que trabaja diferente,

aquel que está activo en el

salón de clase, aquel que no

teme cometer errores, y

aquel que participe en la co

-construcción del aprendi-

zaje y el manejo flexible de

los roles maestro-alumno.

Co-construcción se re-

fiere al hecho de trabajar

conjuntamente y evitar el

método tradicional, que es

proporcionar información a

los alumnos sin obtener

Staff Fernando Sabido

Editor in Chief

Arelí León Copy Editor

Jesús Varguez Reporter

Shary Torres Reporter

Mirna Flota Design

Nancy Salazar Photography

Juanito Outside Consultant

ningún resultado de pensa-

miento crítico, autodescubri-

miento y desarrollo holístico.

Manejo flexible de roles

se refiere al hecho de com-

partir autoridad y dialogar,

evitando el monologo y la

adoctrinación unilateral.

Asimismo, queremos rom-

per las barreras entre LEII y

LE porque al final ambos

seremos educadores y res-

ponsables de la enseñanza.

Las dos licenciaturas

formamos parte de esta

Facultad, las dos podemos

contribuir, cada una a su

manera, como se evidencia

con el multilingüismo de esta

publicación.

En esta edición descubri-

remos juntos algunas historias

y hechos interesantes. Cono-

ce a nuestro guardia noctur-

no Ricardo Pech y a Edwin, un

chico trilingüe de la comisaria

de Sisbic, conoce la auténtica

historia de San Nicolás y co-

noce qué hacen algunos

estudiantes como Hugo Pech

Borges y su “Language club”,

también a los que están a

punto de terminar la licencia-

tura y se preguntan ¿Y ahora

qué hago?

Esto y más en nuestra

edición de “Learn it and Play

it”.

Por último, ¿estás dis-

puesto a tomar el riesgo y

aprender sobre la nueva

cultura de trabajo en el salón

de clase?

El nuevo estudiante va a

París todos los días, tiene una

vida nocturna con Ricardo,

conoce a Edwin en Sisbic, to-

ma un minuto fuera de la es-

cuela, “toma una coca” con

Santa Claus, y además piensa

inside the box, outside the

box, over the box, under the

bow, with the box, without the

bow and about the box..

Adelante…

Fernando

Special thanks to: Jimmy Tzakún

¡¡OIGAN MAESTROS!! Seremos sus alumnos muy pronto.

¿Ya están listos?

Bibliography Auer, P. & Wei, L. (Eds.). (2009). Handbook of Multilingualism and Multilingual Communication. New

York: Mouton de Gruyter.

Creese, A. & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for

learning and teaching? The Modern Language Journal, 94 (1), 103-115.

Garcia, O. (2009). Reimagining bilingualism in education for the 21st century. (lecture given at Annual

Conference on 14 November 2009 at the University of Reading. Retrieved 13 July 2010 from:

http://www.youtube.com/watch?v=rVI41CMw6HM&feature=channel

Jimmy Nail Yah May

Tene in ka’aba Jimmy.

In amigosobé wilberth yeten Yeyson Téne ki’ shoc’ telesecundaria

Téne in ká’ajale Cuch-holoch. Tene us’ti huich kalantik pe’ek

I like bo’x.

Tene ki’ cha’antik goo’kú.

My name is Jimmy. My friends are Wilberth and Yeyson.

I study in telesecundaria. I am from cuch holoch, Mexico.

Clarissa Nidelvia Tun Uicab

I k’aba Clarissa.

In cajale cuch holoch. Tene shokpalen.

Tene basha te cancha futbol.

Tene tanquelen pale. Ta’ne shok tie biblioteca.

My name is Clarissa.

I am from Cuch-Holoch. I am tall and friendly.

I am play soccer. We read in the library.

I have good brothers.

December 2011 Think UP 14

Everyday in FranceEveryday in FranceEveryday in France

such as the foie gras with mustard seeds and green onions in duck jus. I have been even in the Sacré Cœur. I remember once I watched the Fête de la Musique that is when parisians go into the streets and play music. I have been involved in some pro-blems there in France but they were good experiences. I have enjoyed of this culture, and the trip starts just by putting my headp-hones on and let the music guide me.

Jesús, LEII

A lot of people don´t believe me when I tell them that I travel to Fran-ce every day, they instead start laughing at me. When they ask me how this can

be possible, I tell them that it is really easy, I look at all those French people walking around while I am standing in front of the Eiffel Tower, then I go for some food in the most elegant restaurants, and enjoy a glass of Demi blonde with local food

: Joel, Luis, Richy

Student opinions: Why did Student opinions: Why did Student opinions: Why did you join the language club?you join the language club?you join the language club?

Carol

“I joined the lan-guage club be-cause the main purpose for me is to improve my p r o n u n c i a t i o n and fluency in English. The clas-

ses are very funny and interactive, you have many opportunities to speak and learn new vocabulary in each class. We practice our lis-tening skills through songs and comments of our classmates”.

Alfonso Marrufo

“I decided to enter the club because it is ex-tremely important to practice the language (English) so to keep it fresh within ourselves and it doesn’t fade away. In the Club, we

discuss topics related to any concern, a member of the group may have, and we express our ideas and thoughts in a relaxed way, without the pressure of making a mistake that might be penalized”.

Reporter: Jesus

December 2011 03 The FAC

“The language club is intended to create an envi-ronment where students from the LEII are able to practice their English abilities while communi-cating with their peers.

Learning is me-ant to be achie-ved indirectly

acquiring mastery over the language b y using it in

d i f f e r e n t m a n n e r s and purpo-ses.

The language club is an extracurricular activity and therefo-re no grade is gi-ven by attending to it or participating”

There are only three simple rules regarding the lan-guage club.

1. English must be used at all times.

2. Participation is essential to lear-ning.

3. Respect is fun-damental to create a fun and instructional en-vironment.

“““Learning is meant to Learning is meant to Learning is meant to

be achieved indirectlybe achieved indirectlybe achieved indirectly”””

Language ClubLanguage ClubLanguage Club

Hugo, in charge of the language club, tells us about this opportunity.

The FAC

Hugo Pech Borges

December 2011 The FAC 04

Social Service: What, when, howSocial Service: What, when, howSocial Service: What, when, how???

Social Service is co-ming to town, maybe this year, maybe the next. Do you know what to do when it comes? Well, we talked to some stu-dents and this is what they reported to us.

The best time to start:

Many students agreed that you should start it as soon as you have 70% of your credits. They told us that if you do this you’ll finish 4th year with not-hing more to do but paperwork. The downside is that you’ll be very busy most of your college time. Others said it’s better to do it in your fourth year when you have more time, a good idea if you’re a full time student and have few subjects to pass that year. One last option is to wait after finishing all the cour-ses, on your fifth year. That way you only focus in your social service to graduate

Which project should I choo-se? For English teaching, the-

re are a few choices. Ne-vertheless, more options are offered every year. In 2011, the projects were: Inserción Universitaria, Adopta un amig@, Impulso Universita-rio, Apoyo a la Coordinación de comunicación y lenguas, Efectos de una Intervención Educativa en la comprensión de textos, Educación para los adultos, among others. Whatever option you choo-se, you should consider where the sessions are held, schedules assigned, and most importantly what you’ll be doing. It’s also advisable to talk with people who have worked in the project(s) you’re interested in, or with the person in charge of the project.

For further information: The social service department is located on the 3rd floor at the UADY main offices in downtown.

Reporter: Shary

sacar adelante cada situación que se presentaba.

Durante el periodo que nos encontramos en París nos percatamos de los diferentes aspectos positivos y negativos de la educación, cultura y sociedad en Francia. La gran mayoría de los aspectos negativos comunes los padecemos como mexicanos, tales como la desigualdad social, los fenómenos de migra-ción, problemas políticos etc., sin embargo, la forma en que la sociedad francesa vive y se desarrolla de manera individualista nos dio una idea de lo que demanda la vida en una ciudad que no para. En cuanto a las características positivas se presenta la multiculturalidad y la gran gama de valores de las diversas culturas que coexisten. Como resultado se observa una mezcla inigualable con sentido de tole-rancia y hermandad que cada habitante tiene hacia los demás.

Por último, el decir que esta experiencia haya sido única resultaría pequeño ante la gran cantidad de aprendizajes y hechos vividos, los cuales que-darán marcados en mi mente y mi vida como inolvidables.

Sergio Amaury, LE

El ser estudiante de la Universidad Autónoma de Yucatán en la actualidad nos proporciona una amplia gama de vertientes en cuanto a la formación académi-ca, personal y social que toda persona adscrita a la institución debe poseer por el simple hecho de la tras-cendencia que debemos presentar ante nuestra socie-dad […]. Una pequeña forma de presentar esta noto-riedad en nuestra formación es la de poder realizar estudios de movilidad o intercambio en cualquier insti-tución diferente a la cual pertenezcamos, de esta opor-tunidad yo he formado parte y me permito compartir mi experiencia a lo largo de un mes de estudios en la Universidad de Paris Est – Creteil Val del Marne.

Al principio como toda nueva experiencia en la vida uno no encuentra la manera de describir la emoción de encontrarse en una nueva escuela, nuevos compañe-ros, un nuevo lugar, y sobre todo de llevarse lo mejor de todo lo que se pudiera lograr en ese pequeño perio-do de un mes. La idea de valerse con todas tus habili-dades ya sean buenas o malas ante una nueva cultu-ra, un nuevo idioma, una economía acelerada, una sociedad individualista y la falta del hogar fortalecen de manera enorme la percepción de lo que significa la autonomía del ser humano. El estar durante un mes en la ciudad de París y convivir con mis compañeras en el mismo departamento ha sido una de las experiencias más divertidas en mi vida debido a la mezcla de ideas, gustos, intereses y edades que presentábamos, sin embargo esto nunca fue impedimento alguno para

December, 2011

UpUpUp

Aprender no tiene fronterasAprender no tiene fronterasAprender no tiene fronteras

Esto está en Alemán, la me-

jor traducción obtendrá un

regalo sorpresa.

Envía tu respuesta a:

time_yourlife@hotmail.com

ParisParisParis

ThiNkThiNkThiNk

Language Language Language

GamesGamesGames

We learn languages Kids play games

Same thing: We learn forms of life.

L.W. (1889– 1951)

Problems faced after Problems faced after Problems faced after

graduationgraduationgraduation

one classroom. It was not only the amount of students, but also there were at least three different levels in the group.

So, adapting ourselves to a life full of new responsibilities is what makes challenging the teaching practice. One may think after finishing the classes and receiving a diploma, finding a job would be easy. Howe-ver, finding a job and adapting your-selves to a totally new life can make more than one feel unprepared.

Reporter: Shary

We know that recently graduated students have not acquired much experience in the working world, which may lead to difficulties finding a job. Partners from previous LEII generations shared they faced trou-bles adjusting to their students’ ne-eds, bosses’ needs and their students’ parents’ needs. Mainly because they never considered how many demands one single classroom could have.

A graduated mentioned he had pro-blems working with autonomous kids, in Montessori school, who are not used to the role of traditional teacher. Another teacher shared her experien-ce working with over 40 students in

December 2011 05 The FAC

“Y ahora... ¿qué hago?”“Y ahora... ¿qué hago?”“Y ahora... ¿qué hago?”

Santa is bringing an answer...

How to graduate?How to graduate?How to graduate?

After the exam I decided I was going to wait for my results, and thank GOD I got the required points to pass the exam.

I recommend it, but if you have the opportu-nity to re-ad your four year notes you should do it and you can get a higher score.

Abisai Mena

I’m a graduated student, and I’ll tell you about my experience...

Before the exam I was really nervous! I couldn't study. I just read some information about the English history, because that is the worst subject for me ( I mean I hate theory, I haven't had good grades in those subjects since primary school).

The exam was not difficult, but it was complicated to answer, because it limits your answers to the ones that are provided there (multiple choice tasks).

You just need to choose one, but sometimes there are answers which are not included there; so you need to choose among the options provided.

December 2011 The FAC 06

If you wanna saber ¿qué? al fin hacer, how to gradúate, mas bien, infatúate yourself and your profession, I’ll make a full confession. No tengo idea. O hell, let’s take the Acreel, no es tan cruel, pues es solo un examen Y really no es que derramen tu bola cerebral. ¿Qué tal? Or do another curso ekis, Problem is, you pass, your check is still no good without a title, ay, you know, a papelito, lindo mito. O hago monografía de lo que nunca sabía, with all the science, truth and light, they’ll give me my title, right? The title, te digo, te garantiza que really eres alguien, Lisa.

If you wanna saber ¿qué? al fin hacer, how to gradúate, mas bien, infatúate yourself and your profession, I’ll make a full confession. No tengo idea. Tal vez la escuela ni es pa’ la educación. What daddy once told me, I think is right on “Con los lobos, hijito, va a correr, aullar que no sabes ni quieres saber. Es blanca la nieve. Es grande el mar. Los hombres son tontos and freedom is far.” If you wanna saber ¿qué? al fin hacer, how to gradúate, mas bien, infatúate yourself and your profession, I’ll make a full confession. No y no tengo idea.

Lyrics: Calle veinte & CentavoBro 2.0

The graduation rap

You

are

on

page

11

The future is BIG in SisbicThe future is BIG in SisbicThe future is BIG in Sisbic

Can you imagine teaching children who are barely 8 years old and already know three languages? Have a look at this story…

As part of our social service, the three of us (Mirna, Nancy and I) travel to the Sisbic and Tixméuac communities in the Southwest of Yucatan twice a month. We do activities with the kids in these communities.

It was a sunny hot morning the first time we went. Bartolo, the van driver, picked us up, a very friendly guy who loves listening to loud music - he’s very special. Arriving in Sisbic, he started hon-king and honking, and immediate-ly, children came out of their hou-ses shouting: “Miren, los UADYs! Los UADYs ya vienen.”

They were so excited to see us there we felt we were among friends, even if we hadn’t met each other yet. It was a wonderful welcome!

So, we walked the streets of Sis-bic and visited some of the families in their homes. We wanted to get to know them better and introduce our-selves. Walking from house to hou-se, we also invited ever more of the curious children to come and play with us.

In the afternoon, we returned to principal field in front of the comisaría where the Sisbic people hold political meetings or celebrate corridas or fairs or have circuses. We received children from four to eight years old, all really friendly and even jovial, to do activities like painting, contests, and playing volleyball.

And there we met EDWIN, a very special six-year-old. GUESS WHAT? He started to speak to us in Maya! Problem for us: we don’t speak it. Our surprise got bigger when he switched to Spanish realizing we didn’t understand a single word. He told us he knows three languages: Maya, English and Spanish. He spe-aks Maya at home, Spanish when he is playing with his friends, and some English when he is at school. Ama-zing!

We find Edwin should be an inspi-ration! After all, lots of kids in Yuca-tan speak TWO or MORE languages. Maya is very common, Spanish is required in our current education pro-grams, and English is now to be taught in public primary schools - it’s the Law. So, our future students will be trilingual, at least, and that’s why we say the future is BIG in Sisbic.

You, the future teacher, are you sure you can deal with this? These kids are getting ready. Don’t you think WE should do the same?

They are waiting for you…

Reporters: Mirna, Nancy & Arelí

7º LEII

December 2011 10 The New Student

Come along...

Nightlife Ricardo Nightlife Ricardo Nightlife Ricardo

I would like to laugh with you one moment. So, let me to tell you the reason because I learnt to laugh too much. One day my sis-ters and mother told me that our family could be very rich if I could go to work because I was a boy then when I was six years old I started to go to work with my

father as a bricklayer, when my father and I arrived to the job, I was tired and I was hungry, then, there were several workers and they were eating so, one worker wanted give me a bit of chicken to eat. but my father told him very angry that we don´t need to eat anything because we had eaten two chickens and my fat-her started to laugh. I was very hun-gry and I wanted to cry but I was frigh-tened and I prefe-rred to start to laugh like m a d . When my father and I finished to work, we went at home walking more than two kilometers then I was tired out and I was very hungry. My mother asked to my father money be-cause she did not have food to eat, my fat-her was drunk and he didn´t have money then he tried to hit to my mother so my mother, sisters and I went out running at Woods. I was frigh-tened and i was hun-gry… but… I started to laugh like mad. I remember when I started to go to scho-ol I was seven years old and my father and mother told me I will

December 2011 07 Facbook

Do you know Ricardo Reyes Pech Lopez? Did you know he works as the night guard in the faculty? Did you know he spe-aks English? Well, you will get to know him better with this interview…

“Me gusta el idioma inglés esa es la razón por la que decidí estu-diarlo, mi primer contacto con el idioma fue cuando estaba muy niño. Recuerdo que mi papá trabajaba para unos gringos quienes me consentían mucho, tal vez por eso inconscientemen-te me empezó a gustar saber sobre su cultura y también me gustaba su forma de hablar. Cuando estaba ya grande me encontré con unos libros que ofrecían aprender inglés sin la necesidad de un maestro, estos libros me ayudaron a dar mis primeros pasos en el idioma y a reforzar el gusto por éste. Algu-nos amigos me preguntaban el por qué no entró a unos cursos regulares, pero yo les decía que ya estaba muy grande y que no creó que me sirva; pero final-mente no me decidí por mí sino por mis hijos, debido a que el inglés es una materia que les exige en la escuela y si yo sé un poco, puedo ayudar a mis hijos y compartir tiempo con ellos”. Reporter: Jesus

I was tired out and I was very hungry but…

I started to laugh

buy my shoes and my notebooks because I was boy and I could work like bricklayer. I went to work with my father under the sun because I wanted to buy my shoes and notebooks. I went to work walking from Mulsay to Tapetes in merida yuc. Mex. The firs week I was working my father didn´t can to pay mo-ney because he paid everything. Then he doesn't gave me mo-

ney. I did not can to buy my shoes and notebooks. And after working I went to s c h o o l w i t h o u t notebooks w i t h o u t pencils and w i t h o u t to eat. Then, du-ring class

I was sleeping, I was tired. I was very hungry and during the playtime. I was dreaming and thinking where my parents could give me somet-hing of food, so I was walking around of the school. I was tired, I was hungry but… I started to laugh like mad. Many things I don´t tell you in this letter but re-member me when you feel like to cry… only laugh at heart. I am your friend.

Ricardo R. Pech Lopez

December 6 is ….December 6 is ….December 6 is ….

SANTA CLAUSSANTA CLAUSSANTA CLAUS

Este borracho se llama “HoHoHo”. A los niños les trae las cocas, para que se emborrachen ellos también (y cobra poco). Algunos creen que “HoHoHo” es Santa Claus. Para ver la verdadera historia de San Nicolas, checa, por ejemplo Jacobus de Voragine, The Golden Le-gend or Lives of the Saints del año 1275, o sigue leyendo...

Tres jóvenes fueron a la ciudad a buscar trabajo, había una terrible ham-bruna. Un carnicero les prometió comi-da y trabajo a los muchachos, pero luego los mató para vender su carne. Nicolas escuchó los gritos de los ator-mentados, castigó al carnicero y revi-vió a los jóvenes.

Parece que el cuento aún es relevante. El santo representa a los maestros. El carnice-ro es la economía neoliberal, vende a los niños. Tenemos que salvarlos.

http://www.adbranch.com/wp-content/uploads/coca-

cola_for_santa_1950.jpg ST. Nicholas and the Schoolboys by Ge-

rard David (ca. 1512), National Gallery of

Scotland-Edinburgh.

December 2011 08 Facbook December 2011 09 The New Student

New LEII students had to take an English course before starting the first semes-ter degree. This course allowed the teachers to find out the real level of the students, and ba-sed on that, divide them in groups to pay more attention on those who needed it. In an inter-view with professor Webber, she gave reasons to do it. She noticed that “students from pre-vious generations, started first semester lac-king knowledge about the language there were supposed to acquire in high school. So, this course was excellent for them to know which areas needed to be improved and face the first semester successfully”.

A graduated LEII teacher, Maricruz Albornoz, said about her experience:

It was great when teacher Hannah told me that she was planning to do a workshop for the new degree students, in order to improve their En-glish skills. Even better, she invited me and other new teachers to have the opportunity to acquire a little more experience that would have curricular value.

Sandy and I could put into practice what we learnt in the degree. We tried to elaborate and use attractive materials based on the workshop outline prepared by teacher Han-nah. We believed it worked well because the new students paid attention and were invol-ved in the class that was a lot of fun.

However, if I could modify something of the workshop, it would be the division of groups. In our group most of the students have a good elementary or pre-intermediate level and they were able to express themselves in English. Still, there were like 5 people who needed help. They seemed to have started with very basic level of English. For that rea-son, I think there should have been a third group for those who needed more practice to master the level they were supposed to have.

So, I really enjoyed working in that workshop, and it was a great experience for a new tea-cher like me. If I had another opportunity, I would do it again.

New LEII students were offered a two-week English workshop before they start the degree due to the professor Webber’s experience with previous generations.

Workshop for new LEIIsWorkshop for new LEIIsWorkshop for new LEIIs––– InitiationInitiationInitiation

A letter from first semester of LEII was received:

A través de este medio, […] nos gustaría dar nuestra opinión en cuanto a los cursos impartidos durante el verano como preparación para iniciar la carrera. A quienes tenemos dificultades con el idioma nos permitió darnos cuenta de en qué áreas debemos reforzar nuestros conocimientos, y a los demás nos ayudó a recor-dar ciertas cosas. Además, las dos semanas de curso fueron de mucha utilidad para resolver ciertas dudas que teníamos. La didáctica fue muy interesante, ya que a pesar del corto tiempo y de no manejarnos con respecto a un libro, las dinámicas nos ayudaron. Así mismo, las instructoras del curso nos tuvie-ron mucha paciencia y nos trataron con amabilidad, respondiendo a nuestras dudas y dándonos consejos. Se encargaron tam-bién de hacer que perdiéramos el miedo a hablar y expresar nuestras ideas en otro idioma, en este caso, el inglés. Consideramos que es una buena herra-mienta ya que el curso permite que los alumnos, al iniciar las clases regulares, no tengan que empezar de cero y que la ma-yoría pueda dominar el idioma a un mismo nivel. Nos parece una idea excelente que a partir de este año se implemente este tipo de curso para los alumnos de nuevo ingre-so, y sobretodo que alumnas (os) de nive-les avanzados, bastante preparados, sean quienes ayuden para que éste pueda lle-varse a cabo.