The Camino Diaries: Bookmapped Storytelling in the Spanish Classroom

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  • Author(s): Granda, Carmen
  • Language:
    English
  • Source:
    Hispania. Dec 2019 102(4):529-545.
  • Publication Date:
    2019
  • Document Type:
    Journal Articles
    Reports - Descriptive
  • Additional Information
    • Availability:
      American Association of Teachers of Spanish and Portuguese, Inc. 900 Ladd Road, Walled Lake, MI 48390. Tel: 248-960-2180; Fax: 248-960-9570; e-mail: [email protected]; Web site: http://www.aatsp.org
    • Peer Reviewed:
      Y
    • Source:
      17
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Spanish; Second Language Learning; Second Language Instruction; Language Proficiency; Student Projects; Story Telling; Computer Software; Maps; Cultural Education; Advanced Students; 21st Century Skills; Comparative Analysis; Cultural Awareness; Native Language; Teaching Methods; Student Attitudes; Course Descriptions; Foreign Countries; Undergraduate Students; Geographic Information Systems; Educational Objectives; Active Learning
    • Subject Terms:
      Spain; Massachusetts
    • Accession Number:
      10.1353/hpn.2019.0101
    • ISSN:
      0018-2133
    • Abstract:
      Bookmapped storytelling, a pedagogical approach designed by Terence W. Cavanaugh and Jerome Burg (2011), allows students to trace a character's trajectory on a digital map. The use of this digital tool in foreign language education and its effectiveness in helping students reach proficiency remains little studied. In this article I explore the application of this technology in a 200-level Spanish class on the Camino de Santiago, where we primarily used Google Docs and Google Tour Builder. First, I will describe how the spatial component of the Camino, as well as the cultural objectives underlying this class, supported bookmapped storytelling. Then, using the framework of ACTFL's 5C's and the 21st Century World Language Skills map, I will demonstrate how this digital tool promoted linguistic and cultural proficiency. Namely, it helped students reach an advanced language level, make connections to other disciplines, compare their own native language and culture, and achieve global competence. This demonstration will be supported by quotes and examples from students' projects and their responses to a post-project survey. Finally, I will address the challenges that I encountered while implementing this approach in the classroom and offer suggestions to help instructors considering using bookmapped storytelling in the future.
    • Abstract:
      As Provided
    • Publication Date:
      2019
    • Accession Number:
      EJ1238225