1. Keep a daily journal with reflections based on your daily experiences.  This is not a log that tell what you did everyday,     but rather your reactions to daily events.

2. Read two chapters a week chosen from any book listed under "Culture Background" in your bibliography.  Reflect on these articles in your journal and relate these reflections to your reactions to daily events.

3. Write three one-page summaries on any of the articles/chapters in the remainder of the bibliography with the exception of the Lee and VanPatten chapter.  (These summaries may be turned in with your thematic units if you wish.)

RUBRIC FOR JOURNAL ENTRIES

Create a log of observations for each day that you are in Peru.  You do not want to record every event inyour log.  Choose those events that evoke the most in-depth reflections and those that can be linked to one of the following:

1.  Culture, its manifestations and its underlying perspectives:  Relate specific events that required reflection and        speculation.

a) Use the Kluckholn Model and/or the values continuum we used in class. Write observations that describe a particular event;  then reflect on those observations.  In your reflections, you should make connections between the Kluckholn Model and/or the values continuum.  Give enough details to make the connections obvious.  Then speculate as to the possible "whys."  Use the information that you are learning in your Spanish classes and your area studies classes.

b) Include reflections on the two chapters that you read each week. 

2.  Second Language Acquisition:  Proficiency issues or language competence: 

a) Give specific examples of production problems -- miscummunication or ininability to communicate.  Tell why you think they occurred.
b) Give specific examples of reception problems -- inabilty to understand written or oral input.  Tell why you couldn't understand the input.

Write observations that describe particular language problems; then reflect on those observations.  In your reflections, make connections between the proficiency guidelines or Bachman's construct of language competence.