An Intercultural Exchange Program at the Secondary Level

Abstract

One of the stated objectives of Spanish V curriculum at Toll Gate High School, Warwick, Rhode Island, is to increase the proficiency of the four language skills. According to second language research findings, practice in the skills is necessary for this development (Rivers 192). Oral-aural practice with native speakers is most desirable. Another stated objective is the continued development of direct, personal oral communication. One way to reach this goal would be to provide direct contact with native speakers. Such an opportunity for direct communication could help cultural understanding, an additional course objective. English-as-a-Second-Language (ESL) students at Central Falls Jr. /Sr. High School, Central Falls, Rhode Island, an inner-city school, are extremely limited to both the quality and quantity of American culture to which they are exposed. They are limited to television and to Central Falls's one square mile working class environment, an environment that is, paradoxically, ethnically polyglot and fairly intolerant of the culture of recent immigrants, especially those from South and Central America (Zeitlin). American culture, as manifest at Toll Gate in Warwick, a suburb city, could provide these ESL students with a vivid contrast to the culture to which they are normally exposed. In return, as native speakers of Spanish, the Central Falls group could provide excellent linguistic models for the Toll Gate Spanish V class. In this setting Spanish native language skills would be seen as an asset rather than a liability. However, the suburban North American youth does not normally come in contact with inner-city immigrants who are not yet fluent in English. It is difficult to affect any desired attitudinal change or to develop a cultural awareness and understanding when the suburban Northamerican student has little if any contact with the city immigrant student of a different culture and who is learning English as a second language. Hispanic students do not perceive themselves as well received in the Rhode Island school community. In school this is evidenced in their compositions. Further, Hispanic students view themselves as poorly informed about mainstream American culture, other than what they view through television. In addition, they see their language dependence on Spanish as a handicap. Based on these stated needs and goals Toll Gate High School applied for and received a grant for an Intercultural Exchange Project to be made between the Spanish V class of Toll Gate and the ESL students at Central Falls. This project was made possible by a grant from The Rhode Island Foundation, a charitable community trust serving the people of Rhode Island. The first goal of this intercultural exchange was to improve second language skills, English or Spanish, and specifically the oral-aural skills. The second goal was to develop a more positive attitude toward second language acquisition. The third goal was to develop greater cultural awareness and sensitivity. The project consisted of monthly intercultural exchanges between beginning ESL students from Central Falls and the Spanish V students from Toll Gate during the regular school year. Eight monthly classroom exchanges were made between the two schools *Articles for this section may be sent to Ms. Marilynn Pavlik, Lyons Township High School, 100 South Brainard Avenue, La Grange, Illinois 60525. Please send 2 typed copies (or the original and one copy) for each paper submitted. Maximum length is 15 double-spaced pages.