This presentation is a report on the project “Más allá del español (Beyond the Spanish Language)”. Its first goal was to create a free on-line resource useful for Moroccan students, non-Spanish fluent speakers. Even though they are the higher migration group in Secondary Schools in some areas of Spain, there are not didactic materials for them. Lack of motivation and difficulties in communication involve educational and social problems. The resource is based on contrastive linguistic studies (Dariya and Spanish language) and on qualitative social research techniques. It is developed as a set of games by levels and it was evaluated by some Moroccan students. The second goal of the project was to change attitudes in Spanish students: for this reason we made a short film with Spanish and Moroccan students, and some other additional audiovisual material.

1. 1

2. 1. Introduction
2. Methodology: The Project Process
3. Goals
4. The linguistic resource
5. Findings
6. The short film
7. Conclusions
8. References
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3. • 15 % of students of foreign origin in Secondary
Schools in Spain are from Morocco
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4. 9 miles from North Morocco to the South of Spain
across the Strait of Gibraltar
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5. • From Tánger
(Morocco)
• From Tarifa
(Spain)
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6. • A threat to the receiving group: decline of
academic standard or a challenge?
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7. • Lack of language skills causes lack of motivation to
continue studying.
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8. The project “Más Allá Del Español (M.A.D.E.)”
(Beyond the Spanish Language)
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9. • A better understanding of the learning context
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10. • Multidisciplinary team: 5 linguists, 3 audiovisual
students, 2 computer engineers and 1 anthropologist
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11. • Fieldwork in origin (Northern Morocco).
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12. • Fieldwork in Madrid (Spain).
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13. TEAM & PROCESS
Linguistic contrastive
Jclic: a free program An enriching experience
study
March-April May-June
January-February
November-December
Anthropologist: Anthropologist: Field
Anthropologist: Techniques work (Morocco)
Anthropologist: Qualitative
Participant observation participation I.E.S Linguists: Evaluation
interviews
I.E.S Linguists: Linguistic and adjustment
Linguists: Learning
Linguists: Conceptual resource Audiovisual team:
to program games
design Audiovisual team: Production
Engineering team: Casting and filming
Audiovisual team: Engineering team:
Website design
Plot Engineering team: Website contents
Website creation
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14. To create an on-line resource; to change attitudes
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15. • We decided to develop:
1. a linguistic contrastive study of Spanish and
Moroccan Arabic Language
2. a social study based on qualitative research
techniques
• On the basis of both studies, we started to create a
website where both the teacher and the student or his
family find games, videogames and audiovisual
materials.
• This resource could allow them access to the aspects of
the Spanish language and culture which differ most
from their own language and culture.
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16. • A large set of traditional games (100)
http://www.gros.es/maes/congreso/
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17. • Association games: one choosing the correct
verb ser or estar (both meaning to be)
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18. • Multiple-choice exercises
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19. • Word search
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20. Videogame: for students not necessarily motivated
clever: lista
(listo)
wise: sabia
(sabio)
bat: murciélago
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21. after forming the word donde, which means where:
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22. The ethnographic findings allow us to understand
the socio-cultural context of our subjects of study:
Minor students with Moroccan origin
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23. Our subjects of study belong to transnational
families: Moroccan parents, Spanish sons
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24. When he is in Morocco, he is Spanish. When he
is in Spain he is Moroccan.
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25. Our students´ families
have experienced
what Alejandro
Portes defines as:
“Segmented assimilation”
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26. Family support
Students say that their families push
them to continue with their studies
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27. Lack of multicultural competence
of teachers
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28. http://www.gros.es/maes/congreso/
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29. • “Más allá del español (Beyond the Spanish
Language)" is a nonprofit educational and
multidisciplinary project.
• A resource (fun, with audiovisual materials) for
the inclusion of Moroccan students in Secondary
Classrooms.
• It has grown with a rich and positive
anthropological experience.
• Lectures and professionals of two Universities,
students from the Secondary School "Cañada
Real" (in Galapagar, Madrid, Spain) and teachers
and other professionals attached to the School.
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30. • The linguistic resource for the Moroccan
students and the short film for the Spanish
students will be finish by the end of July
• Some exercises have been changed after our
findings, such as gender and cultural examples
• Throughout these months the Moroccan
students have felt important and appreciated
• We are hopeful that this project will be only
the first step of the next project
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Más allá del español (Beyond the Spanish Language) (provisional web page) http://dealter-
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