Luis Villanueva is from Guanajuato, Mexico, where he received his first teaching credential. He is now a California credentialed Spanish teacher. He taught AP* Spanish Language and AP* Spanish Literature at La Jolla Country Day School for fifteen years, where his non-native speakers consistently passed both AP* exams with high scores. Luis now teaches at Mission Bay High School, where he is building a solid AP* Language and Literature program with native and non-native speakers. He has been a College Board Spanish Language Reader and workshop presenter since 1995. His workshop evaluations are consistently very positive. Teachers appreciate the wealth of relevant and usable handouts and the experienced guidance he can give them.

You can e-mail Luis at larazauno@hotmail.com

As a result of the new changes to the AP* Spanish Language Exam (beginning in 2007), there has been an intense online debate amongst AP* Spanish teachers, literally all over the world.

Without getting into the details, the discussion has been about the practicality and fairness of the new exam format. One of the issues being argued is whether the new exam is advantageous/disadvantageous to Spanish speakers/non-Spanish speakers.

Because of the reality of the demographics in our schools, especially here in California, I will address the needs of the two groups of students: Spanish speakers and non-Spanish speakers. Of course, if I encounter a workshop made up of only one of the two sub-groups, I will not have to do so.

This workshop will cover the five-part structure of the AP* Spanish Language exam...listening, speaking, reading, writing and culture. Detailed information regarding the test grading system will be given. We will discuss the class curriculum and school support needed in order to create and maintain a strong AP* Spanish program. Successful strategies and teaching methods for different types of students (native speakers, non-native speakers, large or small classes) will be addressed, as well as those student skills that need to be reinforced on a regular basis. 2007 exam format changes, and implications regarding 2006-09 course curriculum modifications, will be presented. Time will be devoted to analyzing and reviewing sample texts. Participants should bring one successful activity/lesson to share with the rest of the group.

lunes, Día 1

1. Presentación de participantes:
   1. Experiencia docente y con el programa de AP*
   2. Metas del instituto y de los participantes
2. Análisis general del examen de AP*
   1. Sección auditiva
   2. lectura de comprensión
   3. Lección oral
   4. Redacción
3. La clase de español y su relación con el programa de AP*
   1. Metas de la enseñanza de español
   2. Metas de la enseñanza del programa de AP*
4. Proyecto individuales de los participantes
   1. Selección de proyectos
   2. Criterio de elaboración de proyectos
   3. Orden de presentación

martes, Día 2

1. Análisis detallado del examen (1)
   1. Cambios
   2. Secciones orales
   3. La redacción
2. La clase de AP*: Una idea general
   1. Textos y materiales auditivos
   2. Aspectos académicos
   3. Aspectos de conducta, socioeconómicos y culturales de los estudiantes
   4. Verticalidad y sequencia
3. Enseñanza de literatura, cultura, historia, música, etc., en la clase de español.
   1. Razones
   2. Enfoques
   3. Consecuencias relevantes
4. Análisis detallado del examen (2)
   1. La sección auditiva
   2. La lectura de comprensión
5. Presentación de actividades de participantes

miércoles, Día 3

La lectura y su relevancia con el nuevo examen

1. Estudiantes hispanohablantes, angloparlantes, grupos mixtos
2. Tipos de lectura
3. Impacto en el idioma
4. Formas de lectura
5. Objetivos múltiples

Actividades para la sección auditiva y para la lectura de comprensión

1. Recursos
2. Creación de nuevas actividades y ejercicios

Análisis detallado del examen (3)

1. Diálogo
2. Presentación oral formal

Presentación de actividades de participantes

jueves, Día 4

Actividades para las presentaciones formal e informal

1. Recursos
2. Materiales y actividades exitosas
3. Nuevas estrategias

Análisis detallado del examen (4)

1. Escrito informal
2. Escrito formal

Actividades para los escritos formal e informal

1. fuentes auténticas
2. Variantes y continuación de actividades exitosas

Actividades para desarrollar la escritura

1. Diferentes actividades escritas, tareas, ensayos, poemas, resúmenes, etc.
2. Variantes determinadas por el tipo de estudiante
3. Documento: Para escribir ensayos
4. Ensayos y poemas de estudiantes