Name(s): Sofia Paredes and Marisela F. Nyoka

Institution: Lewis and Clark College

Language area: Spanish

PROJECT TYPE: Curriculum Enhancement: Cultural material development

PROJECT TITLES:
1. Introduction to Indigenous cultures in Mexico and Ecuador.
2. Interviews and speeches of Indigenous leaders and community members 3. Indigenous literature and other art forms. Indigenous literature will comprise its different manifestations from oral tradition to modern.

DURATION:

Two summers: First summer for material preparation and initial project development. Second summer for completion of project.

GENERAL OBJECTIVE:

The main objective is to show the students the diversity of cultures in Latin America and how, in recent years, these cultures have changed the idea of homogenous Hispanic culture. Although Spanish is the official language of many Latin American countries, it is not culturally nor linguistically homogenous. Recently, many indigenous nations -voices never before heard- have come to the forefront all throughout Latin America. This project will include two countries - Mexico and Ecuador- whose indigenous people are presently fighting for empowerment. We believe they are representative of this re-indigenization movement in Latin America. We propose to develop a comprehensive set of multimedia resources for different Spanish proficiency levels with various degrees of difficulty depending on students' skills. Instructors will be able to use this project independently or it can enhance a variety of texts currently in use such as Fuentes, Puntos de Partida, Puentes, and others. This set will include video, audio, graphic material, and Internet links to important Indigenous sites.

BRIEF DESCRIPTION OF PROJECTS:

1. Introduction to Indigenous cultures in Mexico and Ecuador.

The overall objective is to get the students acquainted with the different Indigenous groups and their struggle through the presentation of videos, audio and graphic material. Thus, we propose to develop the following packet with a different degree of difficulty according to students' level. This packet will need technical development such as digitizing sound scanning pictures, and data processing input. Copyright for this material and other is in process.

a) A brief introduction prepared by project developers will aid students in understanding the topic. Reading material on the subject will be presented to students to improve comprehension skills and expansion of vocabulary.
b) Comprehension exercises of audio, video along with graphical identification and brief questionnaires. Video and audio presentations will be no longer than
seven minutes to maximize "meaningful input".
c) A guided discussion of video and audio material will be conducted in groups to improve oral proficiency.

Combining these three sources, and creating different variations of them, students will reinforce communicative skills with its grammar structures. For example, the reading material can be reviewed by itself or accompanied by audio input. While the videos, students and instructors will have the option of blocking out the subtitles depending on level and kind of exercise.

2. Interviews and speeches of Indigenous leaders and community members.

The interviews and speeches will need multimedia development such as digitizing video and sound, translating and superimposing English subtitles or Spanish subtitles depending on need. In the case of audio material, transcriptions in the languages required will be made and put in the computers. All this material will have questionnaires for each level to verify comprehension and generate discussions according to level of proficiency. Currently, we have the transcription and translation of a Luis Macas interview. We also have superimposed subtitles on it. Luis Macas is one of the leaders of the Indigenous organization in Ecuador which represents many Indigenous groups in this country.

3. Indigenous literature and other art forms.

Indigenous texts, pictures, and music will be introduced to students. Out of this material, we will develop a list of writing, reading, analyzing and discussing exercises.
This material comes in the original Indigenous language and Spanish. There will be some multimedia development in this packet. Some audio digitizing and
scanning of pictures. Currently, we have a collection of legends passed by oral tradition and a poetry book by Ariruma Kowii, a contemporary Indigenous poet. This book is bilingual which is a topic we shall discuss at length.


BRIEF TIME LINE:

PROJECTS I, II, II.

Summer of 1998. June and July:

1. Research and gathering of material.
2. Multimedia selection of audio and video material.

Summer of1988. August:

1. Development of computerized questionnaires for audio.
2. Development of computerized written and graphic material..

Academic year 1998-1999

Field-testing: At the end of the first summer, we will have material ready for use; the Luis Macas interview is almost ready. Instructors will be able to use it at all levels.

Summer of 1999. June, July and August:

1. Multimedia development of audio and video material.
2. Completion of project.

AMOUNT REQUESTED: $3,000.00

Summer 1998 and 1999 under a Summer Fellowship. $1.500 for Sofia Paredes; $1,500 for Marisela Nyoka

TECHNICAL SUPPORT: Access to Multimedia lab; support of technical staff and equipment such as computer with digitizing software for sound and video and scanner. We have already used Adobe Premier Program.