Borders and Globalization in Hispanophone Cultures
This is an inquiry-driven language course designed to enable "learners to gain access to new ways of being [...] through language-based social action and interaction” (Byrnes 2007 4-5). I envision learners as active participants in the creation of a learning community whose knowledge construction emerges from practices such as reading aloud in a textual community and performing textual analysis using transpositional grammar and visual culture methodologies.
I approach language teaching as an integrative practice that commences with a focus on reading and our understanding of communication, as outlined in the accompanying handout below.
Sample of student work: Redesigning the Future
Student Evaluations
Response by students to the university student evaluation question "What knowledge, skills, and insights did you develop by taking this course?"
There was a focus on developing the methodological framework for understanding and evaluating multimedia (and I do mean multimedia -- "multimodalidad" is a key pedagogical theme of the course) and the message it's trying to communicate. I was actually really grateful for that: I think I learned a lot of the structural tools necessary to understand multimedia relating to any field of knowledge, as opposed to just globalization. This was definitely one of the more intellectually stimulating classes I've taken so far, and to have that happen in Spanish is quite impressive!
An understanding of historical and current-day issues pertaining to the creation of borders and the process of globalization. There is a good mix of theory and conceptual basis along with real-world concrete examples.
Multimodal communication
-Multimodal writing and presentation (ie, combining written text, audio, video, maps, interactive web features, photos, diagrams, drawings, etc. to make a coherent and accessible presentation) -Understanding of concepts surrounding borders and globalization: border-making, celestial, terrestrial, and electronic globalization, nationalism, colonialism and post-colonial culture, climate change, and so on -Obviously the course focuses exclusively on Spanish-speaking countries and cultures. Class content features case studies of Spain, Mexico, the Dominican Republic, and Guatemala, though you can do your projects on any Spanish-speaking country.
This class taught me a lot about Latin American culture, something in which I did not have much background knowledge. The readings for the class are sometimes challenging but bring new insight. The class is set up as a discussion session which for me was beneficial in practicing speaking and comprehension.
I learned to analyze texts using different "conceptual lenses." Further, I now have significantly more confidence in my Spanish speaking and writing abilities.
Speaking, writing, and listening to Spanish; increase in cultural and historical knowledge of Spanish speaking countries; creativity skills; teamwork
The importance of multimodality and its application in academic and nonacademic settings.Through this course, I achieved better mastery of the Spanish language. I learned about the nuances in various texts that "other" people. Many impactful concepts were discussed relating to viewing the world from different perspectives. I have changed my understanding of seeing and understanding human interaction, physical borders, and figurative borders that continue to exist and divide. I learned to more clearly explain and communicate challenging concepts in an accessible way using multimodal methods, including videos, websites, and voice recordings.
FALL 2021
This class taught me so much. Not only did it elevate my language skills in different fields (art, literature, philosophy, etc) but greatly increased my knowledge about the world as a whole. Readings were paired with philosophical texts and artworks to facilitate complete comprehension of difficult to grasp concepts. Learned how to be a better student and a better human!!
The strength of the course was the implementation of multimodality. Unlike other courses where projects consist of long essays or sit-down exams, this course focuses on research through the use of StoryMaps, readings, presentations, videos, images, etc. Learning how to research and present in another form rather than the accustomed essay is a skill I greatly learned in this course.
My Spanish speaking and listening skills developed greatly. I also learned the how and why behind the impacts of boarders and globalization. The class made me see things differently through that knowledge.
learned how to think critically about knowledge production and social/physical borders. also defined globalization so it no longer was an amorphous concept as it normally is
How to approach texts from multiple angles of analysis; multimodality; an understanding of borders and globalization; how to use StoryMaps.
I learned to view texts from different points of views and compare perspectives in order to see different sides of one story. I also learned to apply key terms and concepts of the class to the different texts that we were viewing/reading. One key insight I gained is that we must do our best to leverage our privilege as Yale students and utilize our education for the betterment of society, specifically for marginalized groups worldwide. Another insight that I found valuable is that ongoing systems of globalization, borders, and capitalism have real and significant impacts on BIPOC communities, and these perspectives are the most important to highlight.
I learned a lot about history and current events from across the Spanish-speaking world that also shaped how I view global systems and racial formations more broadly. My confidence speaking Spanish and discussing topics around migration, colonization, and race definitely improved as well.
I learned how to discuss loftier topics (i.e. philosophy, politics, etc) in Spanish, honed my StoryMaps skills, learned how to critique maps and art in Spanish, helped with conversational Spanish
I learned a lot about the different consequences of globalization in various Hispanophone contexts. I also learned how a Western perspective often misjudges those effects.
Sample of Student Work
An assessment practice I call “Debriefings” creates a new setting and situation for students to transfer their knowledge and apply their skills. Two concept comprehension debriefings offer the learner the opportunity to evaluate their understanding of concepts and to obtain feedback from me on their learning process. In this assignment, students explain their knowledge of concepts discussed in class using a combination of alphabetic text, audio, video, or image.
Student consent for the publication of their work in my portfolio has been obtained.
Assignment Description: Knowledge of concepts and the ability to effectively draw on them to understand, interpret, and analyze texts is a major critical thinking skill. We will be cultivating that skill in our classroom discussions on borders and globalization by drawing on concepts from history, critical theory, and visual culture studies to push our thinking further.
Two concept comprehension debriefings will offer you the opportunity to evaluate and test your understanding of the concepts and to obtain feedback from me on your learning process. In your response, you may combine alphabetic writing or a spoken explanation with a conceptual map, drawings, or other graphic illustrations. The debriefings will be shared with peers on Canvas.
• Learning objectives: recalling and explaining concepts related to borderization and globalization; developing multimodal communication skills

Course Design Bibliography
Barnes-Karol, Gwendolyn and Maggie A. Broner. “Engaging Students in Critical Thinking in and through a Foreign Language: It Can Be Done!” Profession
Byrnes, Heidi. "Constructing Curricula in Foreign Language Departments.” Learning Foreign and Second Languages: Perspectives in Research and Scholarship. Ed. Heidi Byrne. MLA, 1998.
Byrnes, Heidi, Heather Weger-Guntharp, and Katherine A. Sprang, eds. Educating for Advanced Foreign Language Capacities: Constructs, Curriculum, Instruction, Assessment. Washington, D.C.: Georgetown University Press, 2007.
Cope, Bill and Mary Kalantzis, eds. A Pedagogy of Multiliteracies: Learning by Design.  NY: Palgrave, 2015.
Flores Guerrero, David. The Importance and Impact of Reading, Writing and Critical Thinking in Higher Education. Zona prox. [online]. 2016, n.24, pp. 128-135.
Grunert O'Brien, Judith, Barbara J. Millis, and Margaret W. Cohen. The Course Syllabus: A Learning-Centered Approach. San Francisco, CA: Jossey-Bass, 2008.
Katopodis, Christina and Cathy N. Davidson. “Changing Our Classrooms to Prepare Students for a Challenging World.” Profession, Fall 2019.​​​​​​​
Leaver, Betty Lou and Boris Shekhtman, eds. Developing Professional-Level Language Proficiency. Cambridge: Cambridge UP, 2002.
Paesani Kate, Heather Willis Allen, and Beatrice Dupuy. Eds. Judith Liskin-Gasparro, Manuel Lacorte. A Multiliteracies Framework for Collegiate Foreign Language Teaching. Boston: Pearson, 2016.
Mickan, Peter and Ilona Wallace, eds. The Routledge Handbook of Language Education Curriculum Design. Abingdom: Routledge, 20202. Routledge Handbooks Online.
Selingo, Jeffrey J. The New Generation of Students: How Colleges Can Recruit, Teach, and Serve Gen Z. Washington D.C.: The Chronicle of Higher Education, Inc., 2018.
Wiggins, Grant P., and Jay McTighe. Understanding by Design. 2nd ed., Pearson, 2005.
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