The new AP Spanish Language exam stresses skill integration. During the exam, students listen to a text, read another text or two, and then they either write or talk about these sources by comparing them in some manner. Although the ultimate goal is for students to demonstrate their writing or speaking skills, they also must engage in the listening and reading of the sources in order to cite them while conveying their views. This is what the College Board refers to as synthesis. Texts for teaching AP Spanish language classes are competing to show that their contents include the best pedagogy for the development of these skills, but their availability to lower language levels is still lacking. Development of our own materials is therefore the only alternative. Obviously, although pragmatic and economical, this alternative creates more work for instructors. Combining skills for each activity helps teachers meet their own classroom expecta tions, regardless of level. Short stories or fragments, picture sequences, and comparisons are excellent means by which students can improve their speaking, listening and writing skills. Strong skills in these areas are necessary if students are to succeed on the AP Spanish Language exam. As a high -school teacher, I agree that these changes are improvements and that students not only should have a command of the language, but also be able to grasp information from a variety of authentic sources. They should be able to read, listen and synthesize the sources, cite them in supporting their conclusions, and thus perform in situations truer-to-life than those in previous exams. The new exam also demands that teachers be better prepared to assist students in using critical thinking skills in their performances. Consequently, it has become more important for high schools to recognize that Advanced Placement is a program, not just a class. Activities, particularly those in reading and writing, should not be limited to the AP language class; they need to be part of the curriculum from the first year of language studies. For teachers, a common question is, how and where do I find AP-related materials? Unfortunately, resources are limited and expensive, and few districts are able to meet the costs for new materials. The exam changes have helped me to think more about the basic skills and how these are taught at the primary levels. I am referring to skills such as listening, sequencing, and deciphering what the speaker is saying. I remembered my primary-school teachers reading to the class while we sat and listened. Periodically, the teacher stopped and asked comprehension-related ques tions, then continued to read. I quickly began to look for texts and writing fragments. I also make up stories, and after adapting them to the appropriate instructional level, I read them to my classes. I read to my classes regularly. I expect students to take notes that they will use to complete home work questions. At the next class meeting, I collect and grade the homework. At the following reading session, I begin class by asking students to tell what they remember, then I continue reading the story or I start on another one. By the time my students reach the AP class, they have had years of practice in listening, taking notes, and distinguishing trivial from important details. My students are typical, and typical teenagers today DO NOT like to read. They show up to class without having read the homework assignment. Reading, as we know and much to their
Read full abstract
Oct 1, 2014
Cam Cobb + 3
Open Access
