Buscamos apoyar, reforzar y estimular el interés por el idioma y la cultura entre niños y jóvenes bilingües de la comunidad hispana/latina. *** Aimed at constituting community among native or heritage Hispanic children in the Pittsburgh area and their families, while sustaining/developing their Hispanic linguistic and cultural competence.
jueves, 26 de febrero de 2009
CUENTOS Y CANCIONES
CUENTOS Y CANCIONES Join us for interactive stories, songs, rhymes, games and crafts all in Spanish! This program is free and open to the public. All storytimes are Saturdays from 10:30 -11:30 am. Dates for Spring 2009: February 21, March 14, April 18, and May 16. For more information please contact: The Carnegie Library of Oakland4400 Forbes Ave. Pittsburgh, PA 15213Tel. 412-622-3122www. carnegielibrary.org/kids/children@carnegielibrary.org
El Circulo Juvenil en la prensa
http://lajornadalatina.com/hmtl_pages/pitt.html
We'd like to share the article on the Circulo Juvenil included on page 7 of the march edition of La Jornada Latina.
http://lajornadalatina.com/hmtl_pages/pitt.html
martes, 24 de febrero de 2009
lunes, 23 de febrero de 2009
El día de la lengua materna, 21 de febrero
Por un poeta peruano, sobre el derecho de los niños en torno a la lengua
materna y la palabra. Texto que puede ser reproducido citando autor y fuente
Teléfonos: 420-3343 y 420-3860 Revisar otros textos en el blog: www.danilosanchezlihon.blogspot.com
INSTITUTO DEL LIBRO Y LA LECTURA, INLEC DEL PERÚ Y CAPULÍ, VALLEJO Y SU TIERRA
21 DE FEBRERO DÍA DE LA LENGUA MATERNA
"Los niños no tienen más que derechos; los adultos no tienen más que deberes".
Carmen Sylva
1. Todo niño tiene derecho a que se le reconozca que antes de nacer ya conocía el lenguaje. ¡Es
más!: él es eminentemente lenguaje. Que los investigadores acuciosos identifican que a los tres años es un genio lingüístico. Siendo entonces la realidad del problema: ¿qué podemos enseñar a
un genio?
2.Todo niño tiene derecho a que se sepa que conoce y percibe los mensajes no solo por su forma, significado y contenido; sino por el ritmo, pálpito, eufonía. Y sobre todo por el carácter de los pasos, del alma y la respiración de los hablantes e interlocutores.
3.Todo niño tiene derecho a no sufrir esas lecciones convencionales de lenguaje. y sí más bien a ser escuchado y gozar de elogios, estima y aprecio por las palabras que sus labios pronuncian y emite su boca. A nombrar las cosas a su modo, con su hablar dulce y encantado que debemos
escuchar atentos, reverentes y arrobados.
4.Todo niño tiene derecho a vivir la felicidad en las palabras que a él se dedican y dicen. A proyectar el amor en ellas, a no aplazar la eternidad ni el paraíso sino vivirlo en los vocablos e
inflexiones que hacia él se dirigen.
5.Todo niño tiene derecho a tener una relación con la palabra en su dimensión de belleza, de sentido pleno, de gracia y de magia. Como si ellas fueran frutas, porque en verdad lo son, como
también néctares y panales de mieles.
6.A que las palabras escogidas para él sean ciertas, maravillosas y esplendentes.
A rechazar todas las que no sean fiesta, fruición y alegría. A pedir el cambio de un profesor
si las palabras de este son grises y opacas.
7.Los niños tienen derecho a revelarse contra quienes clasifiquen y nombren
sus palabras como sustantivos, adjetivos o verbos. Más aún con la incriminación de que son
pronombres o adverbios, dado que denominarlas así es maldad. O ¿qué es eso? Sino
como palabras de viento, arcilla o fuego. Otras son marinas o acuáticas.
8.El niño tiene derecho en los exámenes a ser quien pregunte y no el que responda. A quedarse
callado, sin que esto signifique nulidad. ¿Porqué podríamos acaso al divino silencio
considerarlo indigno, minúsculo o nulo?
9.El niño puede otorgarle a la palabra el sentido que se le ocurra. Si se antoja que carpeta
pueda significar barco o avión, y que pueda viajar y volar con ella libremente por el amplio cielo azul, que el maestro intente seguir dicha ruta, hasta intentar alcanzar con él las estrellas.
10.El niño tiene derecho a crear lenguajes nuevos; y es deber nuestro tener que aprenderlos, así sea que se nos atasque la lengua en el intento. A cada palabra original que él invente el adulto
ha de darle un significado hondo, vasto, y profundo. Y que complazca alniño.
11.A que las palabras dirigidas hacia él pesen toneladas de cariño, apenas miligramos en relación a lo que es norma y precepto. Y realmente nada en relación a sanciones, o prohibiciones. Mucho menos a castigos
12.El niño tiene total y absoluto derecho a pedir que se suspenda de manera inmediata a un maestro si hace del curso de lenguaje una materia hosca y penosa. Peor aún una asignatura gramaticalista cuando no hay nada más encantador, mágico y fascinante que volar cogido
a las palabras.
13.El niño tiene pleno derecho a apreciar las palabras por el sabor a anís que ellas tienen; por su color y textura. Y, sobre todo, por la fragancia que sus labios en flor y pétalos desprenden. Sin perder el gustillo a miel. Y la música de tambores, timbales y violines que en ellas resuena.
14.A que las palabras desentrañen siempre realidades y contenidos íntimos, profundos y afectivos. Que nos permitan viajar y estallar de emoción y alegría. Que ellas develen y abarquen mundos pródigos, llenos de luz, del sol, la luna y las estrellas.
15.A que no se les corrija las palabras que pronuncian, mucho menos las que escriben. No
olvidemos que ellos son genios del lenguaje. Que cuando presentan un texto, o una composición, vayamos al fondo del asunto y no a la superficie. Que tienen derecho a que se elimine de una vez
por todas a las viejas brujas: la gramática y la ortografía.
16.Los niños tienen derecho a exigir que cada palabra que a ellos pronunciemos las respaldemos con nuestros actos. Y si es posible con nuestra propia vida. Si les dijimos: "paseo" vayamos
a él así sea ya en espíritu. Incluso si horas antes y en el tramo final acaso hayamos sucumbido.
Entonces tengamos que asistir así sea muertos.
17.A que las palabras les enseñemos a sentirlas y pensarlas con autenticidad. A soñarlas
con plenitud. A obrar con ellas con autonomía, buscando y ayudando a cada uno de ellos
a encontrar su voz interior, honda y pletórica de afirmación y de triunfo.
18.A expresarse construyendo imágenes y metáforas. Y a que a él se le entienda en ese código, dado que él niño es un artista consumado en esa dimensión acrisolada del lenguaje.
19.A pedir el cambio de un maestro si la voz de este no es grata, dándose un plazo hasta que ella sea reeducada, de tal modo que se convierta en música en sus oídos. Y que más que comprender
las cosas por su significado lo entiendan por la melodía que ellas evocan y desprenden.
20.Tiene derecho a la palabra en libertad. A que las palabras sean libres, sueltas y a que le nazcan alas. Que sean saltarinas y felices. Que nada pueda aprisionar a las palabras, en especial
las academias; a fin de crear con ellas el mundo nuevo que todos nos
merecemos.
International Film Festival, "Faces of Realism"
domingo, 22 de febrero de 2009
Segunda sesión
viernes, 20 de febrero de 2009
Los nuevos valientes, mejor conocidos como LOS VOLUNTARIOS :)
We believe that one of the ways THE CÍRCULO encourages a positive attitude towards heritage speaker bilingualism is that in their weekly, two-hour sessions, the children work not only with professional Spanish-speaking teachers but also with native- or heritage-speaker undergraduate and graduate students, all of them serving as positive role models as academically successful bilingual-bicultural young people who have maintained their dual language proficiency.
At the same time, this creates a service learning opportunity for Spanish heritage- and native-language undergraduate and graduate students at CMU.
JESSICA*
JOEY*
DANNEL *
jueves, 19 de febrero de 2009
El rincón infantil on BARRIO LATINO
Do not miss EL RINCON INFANTIL every week, on this great Spanish Radio Program!
Escúchenos todos los jueves a las 6.00 -7.00 pm por WRCT 88.3 FM Pittsburgh y en el world-wide-web en tiempo real http://www.wrct.org/ Llámenos en directo 412-621-9728Barrio Latino airs on Thursdays, 6.05 - 7.00 pm (Eastern Time) from WRCT 88.3 FM Pittsburgh – listen via Internet at http://www.wrct.org/ or call us live 412 621 9728
Barrio Latino audio files can be found at: http://barriolatinowrct.googlepages.com/
Archivos de audio de Barrio Latino se encuentran en: htttp://barriolatinowrct.googlepages.com/
Passport to Nicaragua at the Carnegie Library of Pittsburgh - Winter/Spring 2009
Do you have cabin fever? Why not get out and see the world! Register for
our popular Passport to the World series.
Passport to the World: Nicaragua
Saturday, March 28, 2:00 PM
Bring your passport from previous programs or receive a new one with your
photo. We'll stamp it each time you visit a country with us!
Circulo presente! CMU's latest recognitions
CMU NAMED TO PRESIDENTIAL HONOR ROLL FOR COMMUNITY SERVICE & AMONG WORLD'S MOST VISIBLE UNIVERSITIES ON THE WEB
The Corporation for National and Community Service has named Carnegie Mellonto the President's Higher Education Community Service Honor Roll forexemplary community service efforts. Launched in 2006, the Community ServiceHonor Roll is the highest federal recognition a school can achieve for itscommitment to service-learning and civic engagement.Assistant Vice Provost for Educational Outreach Judith Hallinen said shedocumented more than 88,000 hours of service to the community during thelast academic year. The information she submitted to the Corporation forNational and Community Service included data from programs and activitiesacross campus, including the Center for Economic Development at the HeinzCollege, the Technology Consulting in the Community computer science class,the undergraduate service requirement at the Tepper School, the Toys forTots and Pencil for Pupils drives in the College of Engineering and serviceactivities coordinated by the Office of Student Affairs."The strength of Carnegie Mellon is directly tied to the strength of ourregion," Hallinen said. "Community service and service-learning activitiesprovide opportunities for students to develop their expertise and provide apositive impact on the community at the same time."For more:http://www.cmu.edu/news/blog/2009/Winter%202009/honored-for-community-service.shtmle.shtml
***
The Cybermetrics Lab, part of the largest public research group in Spain,recently released its 2009 Webometrics Ranking of World Universities. The rankings, published semiannually since 2004, are designed to convince academic and political communities of the importance of web publication not only for dissemination of academic knowledge, but also for measuring scientific activities, performance and impact. Of the 16,000 higher education institutions in the January 2009 study, Carnegie Mellon ranked No.15. For the full list, visit http://www.webometrics.info/top4000.asp
Modelos hispanos en nuestra comunidad: von Ahn
miércoles, 18 de febrero de 2009
The Pittsburgh International Children's Festival
The Pittsburgh International Children's Festival, presented by The Pittsburgh Cultural Trust, will host the U.S. premieres of four productions and will offer one more show than last year when the 23rd annual event takes place May 13-17 at sites throughout Oakland.
The festival will feature a production from Spain:
• "Kraft" by Bambalina (Spain) at Bellefield Hall Auditorium.
Kraft paper becomes an instrument of nature, creating the sounds of crashing waves, rustling leaves and the crackling of flames in a world where an object's conventional use is transformed into something magical in a lesson on recycling.
The festival grounds -- on the University of Pittsburgh's Cathedral of Learning lawn, Schenley Plaza and the Carnegie Library Bosque -- are free to the public and will complement the featured performances with hands-on cultural and educational activities, roving artists, booths and exhibitors. The Target Community Stage returns this year as the center of outdoor festival activities.
Single performance tickets are $8, with discounts for multiple shows. Special rates are available for school groups and groups of 10 or more. Advance tickets can be purchased by calling 412-456-6666 or by visiting pghkids.org or the Box Office at Theater Square.
More information
lunes, 16 de febrero de 2009
Creación
During our first session, we considered the themes of beginnings, origins, and creation. Kids watched the film Popol Vuh (based in the creation myth by the Maya-Quiche) and made up their own stories with dirt, corn, and other essential elements.
domingo, 15 de febrero de 2009
Un poco de historia / A bit of history
THE CÍRCULO Spanish Outreach Program
Carnegie Mellon University
Fostering Community for Local Hispanic Children & Families through the Arts
Carnegie Mellon University’s Círculo Juvenil de Cultura program (THE CÍRCULO) is a Hispanic Heritage Language and Culture Program for Spanish-speaking immigrant children in the greater Pittsburgh area. It was created in September 2007, and is directed by three Hispanic Studies faculty members in the Department of Modern Languages—Professors Mariana Achugar, Kenya Dworkin, and Felipe Gómez (Dr. Shawn Alfonso Wells and Dr. Karen Faulk are also on the Organizing Committee).
According to the 2000 Census, “[the] Hispanic population in Allegheny County was 11,166…[and estimates] for 2006 show the Hispanic population having grown to 12,234” (Pittsburgh Tribune Review, July 8, 2007). They come from different countries and have emigrated for different reasons (e.g., employment, schooling). An interesting characteristic of this immigration is that it includes highly educated and working-class individuals and families. In Pittsburgh: “[the] number of [English as a Second Language] students jumped to 485 this school year and is projected to reach 1,085 by 2010-11. The district's…Spanish-speakers are now the largest group of ESL students. Pittsburgh Beechwood PreK-5…has 47 Hispanic students, accounting for more than 11 percent of the school's enrollment” (Pittsburgh Post-Gazette, May 12, 2008).
These changes in our local population have created a need for services geared towards its particular needs, which are serviced by a series of organizations and individuals, e.g.: Pittsburgh’s Hispanic Center, The Pittsburgh Catholic Diocese’s St. Regis, Sister Janice Vanderneck, Catholic Charities, Dr. Diego Chaves-Gnecco, The Greater Pittsburgh Literacy Council, and local banks like PNC. Yet, none of these many initiatives is aimed at helping immigrant children maintain their language and culture while they quickly become English-speaking Americans.
Research and experience have shown that once bilingual children in the U.S. begin school they start to switch to English and become immersed in the dominant English-language culture, to the detriment of the heritage language skills. In 2000, then U.S. Secretary of Education Richard W. Riley forcefully advocated the importance of U.S. citizens being proficient in more than one language: “In an international economy, knowledge—and knowledge of language—is power. Knowing a second language is more valuable than ever. I believe that citizens who speak English and another language will be a great resource for our nation in the coming years” (U.S. Society & Values June 2000). After 9-11, another government report urged the U.S. to “take advantage of all existing human capital flexibilities to recruit and retain personnel with foreign language skills” (“Decision Eliminating Spanish and Other Language Training for ICE Investigators Was a Mistake,” June 28, 2005). Yet, according to a 2005 poll, only 9% of native-born, U.S. citizens know two languages, as compared to 50% of Europeans (Associated Press, September 23, 2005). It is clear that our society and its workforce would greatly benefit from the cultivation of not only more second-language education for native English speakers but also heritage language maintenance programs for bilingual immigrant children—who are also our future citizens. Heritage language maintenance and development is the THE CÍRCULO’s primary goal.
THE CÍRCULO is currently the only local local program that supports heritage language and cultural literacy for the children of Hispanic immigrants in Pittsburgh. It offers them an opportunity to develop their linguistic and cultural literacy in Spanish while meeting and establishing relationships with other children from other Hispanic backgrounds who are bilingual and live here in Pittsburgh (this also provides an opportunity for networking among their parents, since they, too, are included in many of the activities). THE CÍRCULO promotes heritage language and culture maintenance and development by creating an environment in which bilingual children can explore both their identities and cultures, and the relationship between the arts and society, through music, poetry, stories, songs, theatre, art, and dances—all in Spanish. Through interaction with native-speaking professional teacher-facilitators and Spanish-speaking college students, they are encouraged to develop and be proud of their heritage language and cultures, and appreciate the social and cultural value of being bilingual-bicultural citizens of their new country, the United States. THE CÍRCULO’s curriculum is project based and addresses multi-level and multi-age needs, integrates language and culture, and taps into human resources available in our campus and greater community. Other CÍRCULO goals include: creating a service learning opportunity for Spanish heritage- and native-language undergraduate and graduate students at CMU, and for local Spanish-speaking teachers and artists; establishing a community network of parents, students, educators, and other community members and service providers, businesses and educational institutions; and, potentially creating a laboratory for research on heritage language and culture development in the United States (there is a dearth of good heritage language and culture educational materials and professional).
We believe that one of the ways THE CÍRCULO encourages a positive attitude towards heritage speaker bilingualism is that in their weekly, two-hour sessions, the children work not only with professional Spanish-speaking teachers but also with native- or heritage-speaker undergraduate and graduate students, all of them serving as positive role models as academically successful bilingual-bicultural young people who have maintained their dual language proficiency. Another way the children see the value of their bilingualism-biculturalism rests in the fact that their activity takes place in a university setting, and because many community people attend their multiple programs (particularly in the case of their play presentation at the Oakland Carnegie Library, a space the children have come to see as one that is highly valued by the community at large).
Thus far, THE CÍRCULO has conducted five ten-week arts workshops for two hours every Saturday. We have had a total of around 50 participants representing more than 10 countries (some of them come from homes where one parent is a native U.S. citizen). The first workshop culminated in the children performing an original, Spanish-language play, “La gran aventura del viaje por América” [The Grand and Adventurous Journey through America]. The final product of the second workshop was a Spanish-language poetry, dance, choral and wordplay performance that included original poems written by the children. The third workshop, “Mi primera experiencia en video+” [My First Video+ Experience], produced a children’s photo exhibit and film screening containing original photographs and video clips produced by the participants.
The current workshop (Sundays, 2-4pm) is centered around short animated films. We are proud and excited to see a number of kids eager to watch the films, make their own, and get immersed in Hispanic language and culture along the way. We hope more of you decide to join us!
Coming Soon!
Pics of the first session coming soon! Also, please mark your calendars: El Circulo is holding the 1st Hispanic/Latino Animated Film Festival on 3/8/2009. Open to the public & free of charge! Program coming soon!
Iniciamos!! (De Mariana)
PS: Dannel gracias por el apoyo con toda la cuestion de comunicaciones por computadora :-)
Mariana
martes, 10 de febrero de 2009
Cortometrajes de animación
These are some of the short animated Hispanic films the children could see in the workshop this term:
- Los cuentos de Rafael Pombo
- Los cuentos de Juan el Molinero [Casals: colección infantil familia y valores]
- Mafalda
- Pedro y el Lobo
- Filminutos
- Jaulito
- La búsqueda del tesoro
- La leyenda del espantapájaros
- Leyendas de América
- El Popol Vuh
Taller #6 Primavera 09
15 de febrero—26 de abril (2009)
Porter Hall A21 (Carnegie Mellon University)
El taller número 6 del Círculo Juvenil de Cultura de Carnegie Mellon University va a consistir en una combinación de un festival de cine latinoamericano para niños y un taller de producción de minimetrajes. Cada semana las dos horas se dividirán entre una parte dedicada a la proyección de un corto y el desarrollo de actividades a partir del mismo, y otra dedicada a que los niños produzcan (lingüística, visual y técnicamente) sus propios minimetrajes. Habrá un mini festival de cortos el 8 de marzo y una presentación del trabajo de los niños del taller al final de la sesión, el 26 de abril.
Costo: $100 por el taller completo (10 semanas). Descuentos para quienes necesitan asistencia económica.
Por más información e inscripciones consultar a:
Mariana Achugar, 412-268-1895 (machugar@andrew.cmu.edu)
Kenya Dworkin, 412-268-8052 (kdworkin@andrew.cmu.edu)
Auspiciadores: Department of Modern Languages (CMU), Multicultural Arts Initiative (Pgh, PA), Center for the Arts in Society CMU), and Leonard Gelfand Center for Service Learning and Outreach (CMU).