Taller Angela

Introduction to the Workshop

Overview of Angela's Workshop

• Angela presents photos from her workshop in Simojobel, highlighting children's participation and engagement.

• She explains how she obtained permission to conduct the workshop by approaching familiar teachers and the school director.

• The director assigned her two groups of fifth and sixth graders, emphasizing their prior knowledge of the language.

Workshop Activities

• Angela describes her workshop as focused on storytelling, where children worked with reading materials.

• She printed 11 copies of stories for group activities but noted not every child took a story home.

Children's Engagement and Feedback

Interaction During the Workshop

• Children aged 11 to 12 participated actively, engaging in drawing exercises related to the stories they read.

• Some children expressed confusion over language differences in writing, prompting discussions about pronunciation.

Materials Used

• Angela utilized photocopies, pencils, markers, and colored paper for creative activities that complemented reading comprehension.

Presentation of Results

Summary of Outcomes

• Angela shares insights about her community's bilingual nature; most adults speak Totil while fewer children do so.

• The primary school serves both preschool and elementary levels but struggles with maintaining focus on Totil education.

Language Learning Challenges

• Children faced difficulties with reading comprehension in Totil during storytelling sessions due to limited exposure.

Storytelling Methodology

Approach to Teaching Language

• Angela chose "When the Dog Spoke" as a relatable story for teaching both Spanish and Totil languages effectively.

• She read aloud in both languages, encouraging students to participate by forming small groups for collaborative reading.

Observations on Reading Skills

• Some students struggled significantly with reading in Totil; Angela provided assistance while promoting independent reading efforts.

Cultural Relevance of Stories

Impact on Students' Understanding

• Children were surprised by the origin of the story being local; many had not been exposed to traditional tales before.

Generational Shift in Storytelling

• There is a noticeable decline in oral storytelling traditions among parents due to modern lifestyle changes affecting family interactions.

Reflections on Language Preservation

Community Insights

• Discussion highlights concerns regarding diminishing use of Totil among younger generations despite its historical significance.

Student Attitudes Towards Language Learning

• Students showed interest in learning more about their native language through engaging activities like storytelling workshops.

Future Plans for Workshops

Continuing Education Efforts

• Angela expresses enthusiasm for conducting more workshops aimed at enhancing children's understanding and appreciation of their native language.

Talleres de Lengua Rarámuri: Experiencias y Reflexiones

Introducción al Taller

• El director aprobó la realización de un taller en lengua Rarámuri, destacando que los alumnos estaban aprendiendo esta lengua.

• Se asignaron grupos de quinto y sexto grado, así como de tercero y cuarto, para participar en el taller a pesar de sus limitaciones en lectura.

Reacciones de los Niños

• Los niños mostraron interés por el relato del perro, preguntando sobre su capacidad para hablar, lo que generó curiosidad sobre la historia.

• La idea de que los perros alguna vez pudieron hablar sorprendió a los niños, quienes se sintieron conectados con la narrativa.

Participación y Comentarios Positivos

• No hubo comentarios negativos; todos los niños participaron activamente y mostraron entusiasmo por el taller.

• A pesar de las dificultades en lectura, muchos estudiantes hicieron un esfuerzo notable por leer durante las actividades.

Valoración del Taller por Parte de Padres y Comunidad

• Los padres expresaron interés en más talleres y reconocieron la importancia del aprendizaje bilingüe (Rarámuri y español).

• La comunidad valora aprender a leer y escribir en Rarámuri como una forma de mantener su identidad cultural.

Comparaciones con la Educación Formal

• Se mencionó que las escuelas no enseñan relatos ni historias tradicionales, lo cual es visto como una pérdida cultural significativa.

• Aunque oficialmente son escuelas bilingües, no se utilizan adecuadamente los materiales disponibles en Rarámuri.

Desafíos Educativos

• Muchos estudiantes sienten que no han aprendido nada útil durante su educación formal; esto refleja una crítica hacia el sistema educativo actual.

• Las experiencias positivas del taller contrastan con las deficiencias percibidas en la enseñanza escolar tradicional.

Futuras Iniciativas Educativas

• Hay planes para continuar ofreciendo talleres a pesar de otros compromisos laborales; se busca reforzar el aprendizaje comunitario.

Reflexiones Finales sobre el Proyecto

• Se recibió un informe favorable sobre el proyecto educativo, destacando logros significativos como la creación de 282 cuentos frente a 200 prometidos.

Conclusión

El taller ha sido bien recibido tanto por alumnos como por padres. Existe un deseo claro dentro de la comunidad para seguir promoviendo la lengua Rarámuri. Sin embargo, también hay críticas hacia el sistema educativo formal que deben ser abordadas para mejorar la enseñanza culturalmente relevante.

Discussion on Program Scheduling and Participation

Initial Concerns About the Program

• The program has not been sent out yet, leading to uncertainty about scheduling.

• There are only two possible days for the event, but a special day could be requested since the program is still being finalized.

• A suggestion is made to concentrate all interviews on one Thursday, allowing for travel arrangements.

Communication and Remote Participation

• One participant plans to write to confirm attendance and explore remote connection options if necessary.

• It’s noted that some expected attendees may not show up, which could affect the presentation dynamics.

Planning for Presentations and Contributions

Structuring Plans A, B, and C

• Three plans are proposed: Plan A involves in-person attendance on Friday; Plan B considers remote participation; Plan C relies on others providing testimonies if neither option works.

• The event duration is clarified as running from 9 AM to around 3 PM.

Next Steps in Preparation

• Participants are reminded of their upcoming tasks related to writing introductions for their chapters in a book project.

• There’s an emphasis on gathering written feedback from participants regarding previous workshops.

Future Projects and Funding Discussions

Exploring Future Collaborations

• In 15 days, there will be discussions about potential future projects or funding opportunities for continued workshops.

• The idea of creating an itinerant exhibition with materials related to indigenous literacy is introduced as a long-term goal.

Academic Project Development

• Participants are encouraged to think about how to frame future projects academically while considering scientific objectives beyond just discussions.

Upcoming Events and Presentations

Opportunities for Presentation

• An opportunity arises for presenting at an event organized by one participant's university around February 21st.

• There's enthusiasm about showcasing work related to linguistic issues at various academic events throughout the year.

Final Thoughts and Closing Remarks

• The meeting concludes with gratitude expressed towards participants, confirming plans for follow-up in two weeks.