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The literatures of the Black diaspor...

Barroso-Spech, Reinaldo.

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The literatures of the Black diaspora in French and Spanish: Effective teaching in minority settings.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The literatures of the Black diaspora in French and Spanish: Effective teaching in minority settings./
Author:	Barroso-Spech, Reinaldo.
Description:	155 p.
Notes:	Source: Dissertation Abstracts International, Volume: 62-09, Section: A, page: 2994.
Contained By:	Dissertation Abstracts International62-09A.
Subject:	Black Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3027028
ISBN:	0493390782

The literatures of the Black diaspora in French and Spanish: Effective teaching in minority settings.
Barroso-Spech, Reinaldo.

The literatures of the Black diaspora in French and Spanish: Effective teaching in minority settings. - 155 p.

Source: Dissertation Abstracts International, Volume: 62-09, Section: A, page: 2994.

Thesis (Ed.D.)--Columbia University Teachers College, 2001.

The United States has the dubious merit of being the only industrialized country in which foreign language teaching is not a major curriculum component. New York State is among the few states that requires a minimum of two years of a Foreign Language to get a high school diploma. The recent mass arrival of Spanish-speaking and Francophone students with varying proficiency in French and Spanish have given foreign language teaching in public institutions of learning an unexpected dimension. Whether public high school or community college, the potential for teaching literature courses in foreign languages has become imperative.

ISBN: 0493390782Subjects--Topical Terms:

1017673
Black Studies.

The literatures of the Black diaspora in French and Spanish: Effective teaching in minority settings.
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100 1 $a Barroso-Spech, Reinaldo. $3 1254796
245 1 0 $a The literatures of the Black diaspora in French and Spanish: Effective teaching in minority settings.
300 $a 155 p.
500 $a Source: Dissertation Abstracts International, Volume: 62-09, Section: A, page: 2994.
500 $a Sponsor: Mordecai Rubin.
502 $a Thesis (Ed.D.)--Columbia University Teachers College, 2001.
520 $a The United States has the dubious merit of being the only industrialized country in which foreign language teaching is not a major curriculum component. New York State is among the few states that requires a minimum of two years of a Foreign Language to get a high school diploma. The recent mass arrival of Spanish-speaking and Francophone students with varying proficiency in French and Spanish have given foreign language teaching in public institutions of learning an unexpected dimension. Whether public high school or community college, the potential for teaching literature courses in foreign languages has become imperative.
520 $a Foreign Language Literature courses must be taught with diverse goals in mind, with components that help teachers and students reach a manifold proficiency level, according to the needs of each specific class. These components are: Critical Thinking, Creative Writing, Literature, History, Culture, Geography, and Language. This researcher developed this study from 16 years of experience with minority students at different schools and developmental levels in New York City. Their cultural and ethnic backgrounds and language proficiency determined which teaching approach to develop in the study.
520 $a Francophone literature is relatively new in French studies in the United States. The most renown authors are studied in Black Studies programs, primarily in anthologies and translations. Poets of the Négritude Movement have been somewhat integrated into French programs in several higher education institutions. Afro-Hispanic literature appears more frequently in Spanish programs across the United States, particularly at the University of California, University of Missouri, Howard University, among others.
520 $a This study presented both bodies of literature in a survey format, with “explication de texte” leading to a more focal understanding of Black literature and how reader-appropriated language can lead to richer intertextual reading and deeper understanding of the universal human experience, via personal associations to the lives of the authors.
520 $a The study aimed to (1) complete the sketchy information students have about their own and surrounding cultures, and (2) sharpen student skills to pursue academic goals in which literature and foreign language can become solid assets in their lives.
590 $a School code: 0055.
650 4 $a Black Studies. $3 1017673
650 4 $a Education, Language and Literature. $3 1018115
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790 1 0 $a Rubin, Mordecai, $e advisor
791 $a Ed.D.
792 $a 2001
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3027028