THE SPANISH SCHOOL OF CALGARY SOCIETY

 

THE FUNDAMENTAL PRINCIPLES

 

 

 

Philosophy

 

Our focus is always the student, who in general we believe has a natural aptitude to learn a second language.  However we realize that each student is different and therefore may have a unique way of learning.

 

As teachers therefore our role is to discover that best way of teaching each individual and then of utilizing various methods of teaching.  

 

We feel that although students may learn differently, that we all are able to learn at any age and moreover that we all have the potential to learn to be fluent in a second language.

 

One tool we feel is almost always appropriate to use is humour; to us it is an effective way to make learning enjoyable and therefore easier.

 

 

History and Goals

 

The Chilean-Canadian Association of Calgary, which is our mother organization, believes it should serve not only the Latino citizens of Calgary but the larger Canadian community as well.  To this end, they decided to offer courses in Spanish to Calgarians whose mother tongue is not Spanish, taught by teachers whose mother tongue is Spanish and whose cultural heritage is Latin American.  These classes would acquaint the students with the Hispanic culture while teaching the language.  We do feel that a person who knows two languages and cultures is a much richer person intellectually than one who knows only one; and can in fact be considered twice the person.

 

Knowledge of cultures other than our own, and their language, is a tool of increasing importance in our world – both for educational and economic reasons.   We believe that it is therefore our responsibility to offer Spanish courses to the non Hispanic community. 

 

 The governments of Spain and Alberta have recognized this importance and have signed a bilateral agreement to further the Spanish language in Alberta.  The Spanish government is helping by funding in part programs to help teachers in Canada who are part of the public school system, to teach Spanish.   

 

Latin America is a young continent with huge potential for development and opportunities for business development to North Americans due to the free trade agreements which now include Mexico and Chile and which may also be extended to all of Latino America.  Therefore the Spanish language as a business tool is becoming increasingly important. 

 

The accord between Spain and Alberta and the globalization of trade and education, serve to place the program set up by the Spanish School of Calgary, in an interesting position.  It will benefit a sector of the public which is at this point not a beneficiary of the accord.  (See goals below)

 

The Spanish School of Calgary will have its own board of directors, an executive director, and a body of teachers that are in agreement with its stated goals.   The board will send representatives to governmental and educational authorities of the province and the city.  Responsibility for the plans, programs, courses and education curricula will be in the hands of the executive director and the teachers.  The Chilean Canadian Association has created the Spanish School of Calgary to carry out the following objectives:

 

1        Put into place courses in Spanish for non Hispanic Calgarians, of Spanish as a second language.

2        Promote and develop the Spanish language in the Hispanic community as an important tool for conserving its cultural identity (particularly for our young people)

3        Help the youth of the Hispanic community develop a sense of pride in their roots by learning about their culture and language.

4        Help to develop a multicultural aspect in Calgary by promoting cultural events and language classes to all Calgarians

5        Promote a Spanish immersion public school 

6        Promote Spanish as part of the regular curricula in Albertan schools.

7        Obtain the approval of the Ministry of Education of Alberta to offer credit courses in the Spanish language at the high school level.

 

 

 Programs of Study

 

 

Study plans should utilize the knowledge and experience of the teachers involved as well as other educators from all of the Americas.  Four criteria should be used to base the plans of study:

 

1        use of proven educational theories

2        taking individual differences into account

3        flexibility in the use of demonstrative learning techniques

4        emphasis should be placed on practicing the language orally

 

We believe that in general human knowledge is cumulative.  Adults have a tendency to want to learn in a systemized or sequential way.  However we feel that learning a new language is fundamentally different from learning other sciences.  A language is dynamic and is not systematically ordered in the human mind.  It is a means of communication and is essentially creative.  Everything we say or communicate by

 

 

means of language is totally original.   Thus a language is not learned best by analyzing or intellectualizing.   It is better to write it, read it, copy it, and experiment with it – in the same way that children learn.  Success in learning a new language is limited only by the amount of practice it is given.

 

Learning a new language has a positive effect on the intellect of a child or adult.  It develops the intelligence, generates a better capacity to think, helps the memory and improves the ability to listen. 

 

Other factors which are relative in a theory of learning are those that affect the learning process.  Among these factors are motivation of the student to learn, attitude of the student toward the subject to be learned,  state of mind of the student, learning styles of the student , and ability of the teacher to  adapt teaching techniques to profit the individual student. 

 

Understanding the student is essential. A learning modality is a way of using sensory information to learn; visual – learn from seeing; auditory - learn from hearing, and kinaesthetic – learn from touching, doing, moving. Generally, everyone has one predominant modality. However, many people have a “balance” between two or even all three senses. Therefore our teachers usually use a variety of teaching techniques to facilitate learning in all students in their class.

 

This idea of flexibility in teaching is important as we know the students are individuals.  The course outlines are also flexible and we believe the students have the right to be involved in setting them.

 

We feel it is vital to include practical applications of Spanish in the context of the Hispanic community in Calgary.   We would like our students to be able to express themselves in our language and to practice their Spanish while taking part in activities that will expand their understanding of the Hispanic culture.  

 

 

Educational Content of Courses

 

 

The adult classes are flexible according to our philosophy.  At times text books may be used; always there will be an outline for each course.  The children’s courses also follow an outline suggested by the Ministry of Education of Alberta.   

 

Our plans are orientated to develop abilities of the student to use the language in real life situations.   Using a variety of teaching techniques, our teachers are guides who always take advantage of spontaneity and encourage creativity in the use of the language.

 

 

 

Evaluations

 

Our school does not give credits.  We are defined as a community organization that teaches the Spanish language and Hispanic culture to the citizens of Calgary.  We do not formally evaluate the students, however we do monitor their progress informally as well as that of success of the particular courses of study in meeting our goals.  This information is of interest to enable us to evaluate our outlines, the interplay of learning and teaching, and our success as educators.