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Basic Information Full Name: Amna Anjum Fazlani UC Email: fazlanaa@mail.uc.edu College: College of Education, Criminal Justice, and Human Services Major: Early Childhood Education and Development Title of Project: Ecuador: Immersed in Culture and Education Thematic Area: Global Studies Expected Project Start Date: January 8, 2013 Expected Project End Date: April 16, 2014 Project Information 1. Provide a detailed abstract of your proposed honors experiential learning project. The Ecuador: Immersed in Culture and Education is a faculty-led program available to both undergraduate and graduate University of Cincinnati students. The Tandana Foundation, UC McNair Abroad and CECH have collaborated to offer a cross-cultural study abroad and service learning opportunity. I will complete a 3-credit hour LSLS3050 course during Spring Semester and travel to Ecuador during Spring Break 2014. While in Ecuador, I will spend time in both Quito and the countrys capital, Otavalo. I will work directly with Tandana Scholarship students (grades 7-12), teachers, and Ecuadorian community members in elementary schools. I will teach English as a second language and design and lead development workshops. I will take cultural trips in both cities to understand the traditions and heritage of the indigenous community. I will observe education strategies and environment, particularly how it differs from my own experiences in United States Education. I will reflect on and share my experience in the form on a blog. I will record video interviews of students, teachers, and community members. The topic of the interviews will be What is your perception of education in your community? What would you improve? What experiences with education have you had? As an early childhood education and development major, observing in an elementary school will equip me with skills and experience necessary to teach effectively in todays diverse classrooms. Because a large majority of bilingual students speak Spanish, I hope to find ways to bridge the divide between English and Spanish.

Clearly and thoroughly address how each of the following elements will be exhibited in your work: 2. Connection to Learning Outcomes within the Honors Thematic Area (identified above) Possess global literacy, including knowledge of geography, history, current world issues and similarities and differences among cultures I will be fully immersed as both a student and teacher in the culture of Otavalo, Ecuador, a small town two hours north of Quito renowned for its indigenous population, the Otavalos. Though the Otavalos are considered to be among the most economically successful people in Latin America, a large percentage, particularly those in surrounding villages, are victims of poverty and racial discrimination. I will explore Town Markets, characteristic of Otavalo, where local members of the community sell handicrafts. I will observe the values, passions, and history of the Otavalo reflected in their artful handicraft; furthermore, I will speak with native sellers about their traditions, customs, and beliefs. The Otavalo have a close relationship with nature, especially mountains, water, and certain trees. I will hike the Imbabura Mountain that, according to local legend, is the father of the Otavalo people. I will visit other sacred locations such as the Peguche Waterfall and El Lechero, a tree considered to possess healing power. I visit the small villages surrounded Otavalo to compare and contrast the culture and traditions of communities who live in close proximity to each other. Interact with individuals from different cultures and express a sensitivity, appreciation and respect for the complex range of experiences of diverse peoples Rather than simply observing the educational and cultural environment, I will be actively involved in the classroom and working directly with members of the Ecuadorian community. I will express sensitivity toward teachers by collaborating with them and respecting their educational strategies. To maximize student learning, I will incorporate teaching techniques the students are familiar with in my lesson plans. Furthermore, through my interactions with different local educators, I will gain an appreciation for those who are dedicating themselves to education without professional training. I will gain an appreciation for teachers who are forced to teach without technology and sufficient supplies and resources. I

will consider student feedback when teaching English and workshops. Through my video interviews, I will be able to gain knowledge about how exactly different people feel specifically about education.

3. Connection to Goals and Academic Theories (include reference list, as appropriate) A. The greatest failure of the United States public education system is the inability to accommodate language minorities. Non-English speaking students are excluded from the processes of education due to the rejection of their language and culture. If a child cannot speak a language, it is impossible for him to learn to read and write in it. Therefore, Bilingual education, instruction in two languages, is a significantly more effective teaching strategy for ELL students. The ability to speak a second language is advantageous for teachers in Americas diverse classrooms because it equips them with the skills to communicate with accommodate bilingual students and their families. Because the majority of English Language Learners (ELL) are Spanish speakers, mastery of the Spanish language is particularly valuable for teachers. Observing and teaching in Spanish-speaking classrooms, I will gain skills necessary to bridge the divide between English and Spanish speaking students. For additional information, reference Spanish Speaking Children in American Schools [http://www.jstor.org/stable/3002252] B. Service Learning, curriculum-based community service that integrates classroom instruction with community service activities, is becoming increasingly prevalent in both Secondary and Elementary education in the United States. I personally value Service Learning because it emphasizes the importance of community involvement, cultivates critical thinking and problem solving skills, and arouses compassion in students. Ecuador: Immersed in Culture and Education is a service learning experience. In class, I will learn about the culture and history of Ecuador, discuss strategies for teaching in Otavalo, and expand my Spanish vocabulary. Interacting with teachers, students, and members of the Ecuadorian community will allow me to connect my previous knowledge with present experiences. By teaching English as a second language and leading workshops on topics like computers and sewing, I will gain an appreciation for the indigenous people. By experiencing service learning as a student, I will have a better idea of how to integrate it in my future classroom as a teacher.

4. Initiative, Independence, and/or Creativity I have taken four years of Spanish classes; therefore I am familiar with much vocabulary and formal dialogue. This knowledge of the Spanish language will allow me to better communicate with the Ecuadorian people. I have been working with a kindergarten student who recently immigrated to the United States from northern Pakistan. He speaks limited English, his native languages being Pashtu and Urdu. Since I was raised in an Urdu-speaking household, I am attempting to break the language barrier. I will apply the communication skills I am developing through this experience when working with students in Ecuador. Additionally, tutoring and mentoring students K-8 in both urban, low-income schools and wealthy, suburban schools has taught me how to relate to a diverse variety of people. In 2010, I completed a marine biology course in Hawaii. We spent a significant amount of time immersed in the local community. The indigenous people consider nature, family, and history of the greatest importance. While there, we complied with the norms and traditions of the culture. For example, when we visited sacred ruins, we recited a chant in the native language that thanked the Gods for allowing us to enter the site. I will be equally respectful and appreciative of the sites and traditions of the Ecuadorian community. I am taking the initiative to directly ask students, teachers, and community members questions about education. If they feel uncomfortable being recorded, they can draw a picture, write a response, or have only their voice be recorded. 5. Reflection I will write about and reflect on my experiences by journaling daily. I will keep all tickets, brochures, and classroom activities. I will also keep a record of all my lesson plans so that I can refer back to them. These are the questions I will consider when reflecting: What are the values and tradition of the Otavalo? What educational resources are available? How does the education system compare to that of the US? In general (political, social, etc.,) and in relation to education, what are the challenges that the Otavalo community faces?

What are similarities and differences between Quito and Otavalo? Record classroom observations and experiences. What teaching strategies failed and which succeeded?

6. Dissemination I am participating in Ecuador: Immersed in Culture and Education to gain skills that will enable me to effectively teach bilingual students. I will post my lesson plans in the Fluency 21 Unit Planner so other teachers can access, edit, and incorporate them in their classrooms. By making my lesson plan public to the education community, I will be able to make an impact before I graduate. Teachers can manipulate my strategies to maximize learning of the student they are attempting to teach. To encourage future educators to seek similar experiences, I will coordinate with peer leaders and present in education learning communities. I will summarize and reflect on my experiences in a blog. I will include pictures, scanned tickets and brochures, attached lesson plans, and video interviews and quotations. I will include a link to my blog in the Fluency 21 Unit Planner and Learning Community presentation. 7. Project Advisor (list the persons name, title, and contact information) Cheri Westmoreland EdD McNair Scholars Program westmocl@ucmail.uc.edu 8. Budget (if applicable) $2,200.00 (includes most meals, transportation, and housing/ accommodations) $500.00 deposit due November 1, 2013 $350.00 financial aid allotted to each participant Fees Not Included Cultural Excursions