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Title: New Article from James Crawford
Body: Language Policy Research Unit (LPRU) www.language-policy.org Educational Policy Studies Laboratory (EPSL) www.asu.edu/educ/epsl Arizona State University The Language Policy Research Unit has just posted the following new article from James Crawford. The article may be viewed at http://www.asu.edu/educ/epsl/LPRU/features/brief8.htm "Hard Sell: Why Is Bilingual Education So Unpopular with the American Public?" James Crawford ...While attention has been paid to the rhetoric of English-only proponents, arguments supporting bilingual education have rarely been subjected to analysis. This paper will seek to remedy that omission, exploring the ways in which bilingual education has been framed by the programs's advocates as well as its critics, and the relative success or failure of these approaches. It will begin with a brief overview of voter attitudes toward bilingual education before campaign arguments have been heard. It will consider opposing hypotheses about sources of opposition to the program. It will analyze the various paradigms that have been used to explain bilingual education and evaluate the strategies that have been used to resist English-only campaigns. It will conclude with some recommendations on improving advocacy for language-minority students. LPRU, under the direction of Terrence G. Wiley, with assistance from Senior Researcher Wayne E. Wright, promotes research and policy analysis on the challenges and opportunities posed by national and global multilingualism. LPRU priorities include: a) interdisciplinary studies to promote equitable language policies in education and society; b) demographic studies with policy implications for language rights and preservation; c) historical and contemporary studies on language contact, conflict, and minority language accommodation and promotion; and, d) media, legal and legislative analyses to inform public discourse and policy making in state, national, and international contexts. www.language-policy.org
Source: The Language Policy Research Unit
Inputdate: 2003-05-31 16:25:00
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Title: New Article from James Crawford
Body: Language Policy Research Unit (LPRU) www.language-policy.org Educational Policy Studies Laboratory (EPSL) www.asu.edu/educ/epsl Arizona State University The Language Policy Research Unit has just posted the following new article from James Crawford. The article may be viewed at http://www.asu.edu/educ/epsl/LPRU/features/brief8.htm "Hard Sell: Why Is Bilingual Education So Unpopular with the American Public?" James Crawford ...While attention has been paid to the rhetoric of English-only proponents, arguments supporting bilingual education have rarely been subjected to analysis. This paper will seek to remedy that omission, exploring the ways in which bilingual education has been framed by the programs's advocates as well as its critics, and the relative success or failure of these approaches. It will begin with a brief overview of voter attitudes toward bilingual education before campaign arguments have been heard. It will consider opposing hypotheses about sources of opposition to the program. It will analyze the various paradigms that have been used to explain bilingual education and evaluate the strategies that have been used to resist English-only campaigns. It will conclude with some recommendations on improving advocacy for language-minority students. LPRU, under the direction of Terrence G. Wiley, with assistance from Senior Researcher Wayne E. Wright, promotes research and policy analysis on the challenges and opportunities posed by national and global multilingualism. LPRU priorities include: a) interdisciplinary studies to promote equitable language policies in education and society; b) demographic studies with policy implications for language rights and preservation; c) historical and contemporary studies on language contact, conflict, and minority language accommodation and promotion; and, d) media, legal and legislative analyses to inform public discourse and policy making in state, national, and international contexts. www.language-policy.org
Source: The Language Policy Research Unit
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Title: PhD studentship in Field Linguistics in the Endangered Languages Academic Programme
Body: Applications are invited for a PhD studentship in Field Linguistics in the Endangered Languages Academic Programme, SOAS, University of London. Applicants should hold an MA degree in Linguistics from a UK university or equivalent institution. Area of language specialisation is open but preference will be given to students intending to work on an endangered language of Africa or Asia. The studentship will include full payment of fees and a maintenance bursary of #9832 [british pounds], renewable for a further two years. The closing date for applications is 30th June 2003 For more details, and for an application form, please see the website (www.hrelp.org), or contact Zara Pybus on +44 (0) 207 898 4578 or e- mail: zp2@soas.ac.uk.
Source: SOAS, University of London
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Title: PhD studentship in Field Linguistics in the Endangered Languages Academic Programme
Body: Applications are invited for a PhD studentship in Field Linguistics in the Endangered Languages Academic Programme, SOAS, University of London. Applicants should hold an MA degree in Linguistics from a UK university or equivalent institution. Area of language specialisation is open but preference will be given to students intending to work on an endangered language of Africa or Asia. The studentship will include full payment of fees and a maintenance bursary of #9832 [british pounds], renewable for a further two years. The closing date for applications is 30th June 2003 For more details, and for an application form, please see the website (www.hrelp.org), or contact Zara Pybus on +44 (0) 207 898 4578 or e- mail: zp2@soas.ac.uk.
Source: SOAS, University of London
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Title: Call for Papers: Coalition of Essential Schools (CES)
Body: Coalition of Essential Schools (CES) We are now accepting proposals for sessions at the 17th annual Fall Forum, "Making School a Place of Meaning," which will take place in Columbus, Ohio, November 13-15. To submit a proposal to facilitate a session or to register as an exhibitor, please visit www.essentialschools.org. Proposals for sessions are due June 27. We look forward to seeing you in Columbus and invite you to join our invigorating conversation about creating powerful schools. Sincerely, The Fall Forum 2003 Team CES National CES National 1814 Franklin Street, Suite 700 Oakland, CA 94612 tel. 510.433.1451 fax 510.433.1455 ksimon@essentialschools.org http://www.essentialschools.org/ ------------------------------------------------------------------------ The Common Principles of the Coalition of Essential Schools 1. The school should focus on helping young people learn to use their minds well. Schools should not be "comprehensive" if such a claim is made at the expense of the school's central intellectual purpose. 2. The school's goals should be simple: that each student master a limited number of essential skills and areas of knowledge. While these skills and areas will, to varying degrees, reflect the traditional academic disciplines, the program's design should be shaped by the intellectual and imaginative powers and competencies that the students need, rather than by "subjects" as conventionally defined. The aphorism "less is more" should dominate: curricular decisions should be guided by the aim of thorough student mastery and achievement rather than by an effort to merely cover content. 3. The school's goals should apply to all students, while the means to these goals will vary as those students themselves vary. School practice should be tailor-made to meet the needs of every group or class of students. 4. Teaching and learning should be personalized to the maximum feasible extent. Efforts should be directed toward a goal that no teacher have direct responsibility for more than 80 students in the high school and middle school and no more than 20 in the elementary school. To capitalize on this personalization, decisions about the details of the course of study, the use of students' and teachers' time and the choice of teaching materials and specific pedagogies must be unreservedly placed in the hands of the principal and staff. 5. The governing practical metaphor of the school should be student-as-worker, rather than the more familiar metaphor of teacher-as-deliverer-of-instructional-services. Accordingly, a prominent pedagogy will be coaching, to provoke students to learn how to learn and thus to teach themselves. 6. Teaching and learning should be documented and assessed with tools based on student performance of real tasks. Students not yet at appropriate levels of competence should be provided intensive support and resources to assist them quickly to meet those standards. Multiple forms of evidence, ranging from ongoing observation of the learner to completion of specific projects, should be used to better understand the learner's strengths and needs, and to plan for further assistance. Students should have opportunities to exhibit their expertise before family and community. The diploma should be awarded upon a successful final demonstration of mastery for graduation - an "Exhibition." As the diploma is awarded when earned, the school's program proceeds with no strict age grading and with no system of credits earned" by "time spent" in class. The emphasis is on the students' demonstration that they can do important things. 7. The tone of the school should explicitly and self-consciously stress values of unanxious expectation ("I won't threaten you but I expect much of you"), of trust (until abused) and of decency (the values of fairness, generosity and tolerance). Incentives appropriate to the school's particular students and teachers should be emphasized. Parents should be key collaborators and vital members of the school community. 8. The princ
Source: CES National
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Title: Call for Papers: Coalition of Essential Schools (CES)
Body: Coalition of Essential Schools (CES) We are now accepting proposals for sessions at the 17th annual Fall Forum, "Making School a Place of Meaning," which will take place in Columbus, Ohio, November 13-15. To submit a proposal to facilitate a session or to register as an exhibitor, please visit www.essentialschools.org. Proposals for sessions are due June 27. We look forward to seeing you in Columbus and invite you to join our invigorating conversation about creating powerful schools. Sincerely, The Fall Forum 2003 Team CES National CES National 1814 Franklin Street, Suite 700 Oakland, CA 94612 tel. 510.433.1451 fax 510.433.1455 ksimon@essentialschools.org http://www.essentialschools.org/ ------------------------------------------------------------------------ The Common Principles of the Coalition of Essential Schools 1. The school should focus on helping young people learn to use their minds well. Schools should not be "comprehensive" if such a claim is made at the expense of the school's central intellectual purpose. 2. The school's goals should be simple: that each student master a limited number of essential skills and areas of knowledge. While these skills and areas will, to varying degrees, reflect the traditional academic disciplines, the program's design should be shaped by the intellectual and imaginative powers and competencies that the students need, rather than by "subjects" as conventionally defined. The aphorism "less is more" should dominate: curricular decisions should be guided by the aim of thorough student mastery and achievement rather than by an effort to merely cover content. 3. The school's goals should apply to all students, while the means to these goals will vary as those students themselves vary. School practice should be tailor-made to meet the needs of every group or class of students. 4. Teaching and learning should be personalized to the maximum feasible extent. Efforts should be directed toward a goal that no teacher have direct responsibility for more than 80 students in the high school and middle school and no more than 20 in the elementary school. To capitalize on this personalization, decisions about the details of the course of study, the use of students' and teachers' time and the choice of teaching materials and specific pedagogies must be unreservedly placed in the hands of the principal and staff. 5. The governing practical metaphor of the school should be student-as-worker, rather than the more familiar metaphor of teacher-as-deliverer-of-instructional-services. Accordingly, a prominent pedagogy will be coaching, to provoke students to learn how to learn and thus to teach themselves. 6. Teaching and learning should be documented and assessed with tools based on student performance of real tasks. Students not yet at appropriate levels of competence should be provided intensive support and resources to assist them quickly to meet those standards. Multiple forms of evidence, ranging from ongoing observation of the learner to completion of specific projects, should be used to better understand the learner's strengths and needs, and to plan for further assistance. Students should have opportunities to exhibit their expertise before family and community. The diploma should be awarded upon a successful final demonstration of mastery for graduation - an "Exhibition." As the diploma is awarded when earned, the school's program proceeds with no strict age grading and with no system of credits earned" by "time spent" in class. The emphasis is on the students' demonstration that they can do important things. 7. The tone of the school should explicitly and self-consciously stress values of unanxious expectation ("I won't threaten you but I expect much of you"), of trust (until abused) and of decency (the values of fairness, generosity and tolerance). Incentives appropriate to the school's particular students and teachers should be emphasized. Parents should be key collaborators and vital members of the school community. 8. The princ
Source: CES National
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Title: Minority Students With Complex Beliefs About Ethnic Identity Are Found to Do Better in School By DAVID GLENN
Body: Monday, June 2, 2003 THE CHRONICLE OF HIGHER EDUCATION Minority Students With Complex Beliefs About Ethnic Identity Are Found to Do Better in School By DAVID GLENN Atlanta Ethnic-minority adolescents tend to do better in school if they have relatively complex beliefs about their ethnic identities, according to three studies presented on Friday at the annual meeting of the American Psychological Society here. The findings may suggest answers to paradoxes in the existing social-science literature on ethnicity and school performance. The studies, whose lead author is Daphna Oyserman, an associate professor of psychology at the University of Michigan, examined the "racial self-schemas" of African-American, Latino, and Native American adolescents in the American Midwest, and of Arab students in Israel. Ms. Oyserman and her colleagues interviewed the students about how, if at all, their ethnicity shaped their self-concepts, and then compared those interviews to the students' grades and school attendance or to their persistence on a mathematical task. The researchers grouped the students' racial self-concepts into four categories, two of which appear to be correlated with better academic performance and two with disengagement. (Students were sorted into the four categories by research assistants who coded their interview answers; the assistants were kept blind to the students' academic performance and to the hypothesis of the study.) The two apparently helpful types of racial self-concept are relatively complex. One of them, which Ms. Oyserman terms a "dual identity," is an optimistic, assimilationist position, in which students have positive beliefs both about their own ethnic group and about their membership in the larger society. The second type, which the researchers call a "minority" identity, combines positive beliefs about the student's ethnic group with skepticism toward the larger society. Students with "minority" identities vigilantly watch for instances of prejudice, but they remain pragmatically engaged with the larger society even as they criticize it. In all three studies, students with these complex self-concepts were significantly more likely than their peers to perform well on school tasks. The "dual" and "minority" identities appear to be equally helpful; Ms. Oyserman and her colleagues have not yet detected a significant difference between their effects. In contrast to those two helpful, complex self-concepts are "in-group-focused" identities and "aschematic" identities. "In-group-focused" students -- who were by far the largest category in the American, but not the Israeli, studies -- have positive beliefs about their in-group but express no sense of membership in the larger society, not even the skeptical engagement claimed by the "minority" students. These highly alienated students tend to reject norms of academic achievement and to embrace an "oppositional culture" of the sort identified by John U. Ogbu, a professor of anthropology at the University of California at Berkeley. "Social-identity theorists have said that it's important to have a positive in-group identity, but they've sort of left it at that," said Ms. Oyserman in an interview. "I thought, Hmm, well, is it really that simple? It seemed to me that there are multiple ways that you can have a racial schema." Ms. Oyserman's work may help to untangle the puzzle of self-esteem studies, according to Susan T. Fiske, a professor of psychology at Princeton University and the departing president of the society. In an interview, Ms. Fiske said that many African-American students report that they care a great deal about education, and yet retain positive self-concepts even as they withdraw from schoolwork. Ms. Oyserman's studies, she said, "might begin to explain how this could be so." (In April, the society issued a report that generally debunks the notion that self-esteem is important to one's competence, happiness, or health.) In the final category are students with "aschematic" ethnic identities -- meaning
Source: THE CHRONICLE OF HIGHER EDUCATION
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Title: Minority Students With Complex Beliefs About Ethnic Identity Are Found to Do Better in School By DAVID GLENN
Body: Monday, June 2, 2003 THE CHRONICLE OF HIGHER EDUCATION Minority Students With Complex Beliefs About Ethnic Identity Are Found to Do Better in School By DAVID GLENN Atlanta Ethnic-minority adolescents tend to do better in school if they have relatively complex beliefs about their ethnic identities, according to three studies presented on Friday at the annual meeting of the American Psychological Society here. The findings may suggest answers to paradoxes in the existing social-science literature on ethnicity and school performance. The studies, whose lead author is Daphna Oyserman, an associate professor of psychology at the University of Michigan, examined the "racial self-schemas" of African-American, Latino, and Native American adolescents in the American Midwest, and of Arab students in Israel. Ms. Oyserman and her colleagues interviewed the students about how, if at all, their ethnicity shaped their self-concepts, and then compared those interviews to the students' grades and school attendance or to their persistence on a mathematical task. The researchers grouped the students' racial self-concepts into four categories, two of which appear to be correlated with better academic performance and two with disengagement. (Students were sorted into the four categories by research assistants who coded their interview answers; the assistants were kept blind to the students' academic performance and to the hypothesis of the study.) The two apparently helpful types of racial self-concept are relatively complex. One of them, which Ms. Oyserman terms a "dual identity," is an optimistic, assimilationist position, in which students have positive beliefs both about their own ethnic group and about their membership in the larger society. The second type, which the researchers call a "minority" identity, combines positive beliefs about the student's ethnic group with skepticism toward the larger society. Students with "minority" identities vigilantly watch for instances of prejudice, but they remain pragmatically engaged with the larger society even as they criticize it. In all three studies, students with these complex self-concepts were significantly more likely than their peers to perform well on school tasks. The "dual" and "minority" identities appear to be equally helpful; Ms. Oyserman and her colleagues have not yet detected a significant difference between their effects. In contrast to those two helpful, complex self-concepts are "in-group-focused" identities and "aschematic" identities. "In-group-focused" students -- who were by far the largest category in the American, but not the Israeli, studies -- have positive beliefs about their in-group but express no sense of membership in the larger society, not even the skeptical engagement claimed by the "minority" students. These highly alienated students tend to reject norms of academic achievement and to embrace an "oppositional culture" of the sort identified by John U. Ogbu, a professor of anthropology at the University of California at Berkeley. "Social-identity theorists have said that it's important to have a positive in-group identity, but they've sort of left it at that," said Ms. Oyserman in an interview. "I thought, Hmm, well, is it really that simple? It seemed to me that there are multiple ways that you can have a racial schema." Ms. Oyserman's work may help to untangle the puzzle of self-esteem studies, according to Susan T. Fiske, a professor of psychology at Princeton University and the departing president of the society. In an interview, Ms. Fiske said that many African-American students report that they care a great deal about education, and yet retain positive self-concepts even as they withdraw from schoolwork. Ms. Oyserman's studies, she said, "might begin to explain how this could be so." (In April, the society issued a report that generally debunks the notion that self-esteem is important to one's competence, happiness, or health.) In the final category are students with "aschematic" ethnic identities -- meaning
Source: THE CHRONICLE OF HIGHER EDUCATION
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Title: THE NEW AMERICANS e-newsletter - June 2003
Body: FROM: From: "Pamula Ferguson"
Coming to PBS, THE NEW AMERICANS is a groundbreaking television series
that follows a diverse group of contemporary immigrants and refugees from their homelands through their first years in the United States.
================================================================
Welcome to the June issue of THE NEW AMERICANS monthly e-newsletter, with the latest information on PBS broadcast updates, producer notes and details on outreach resources and community planning across the country.
In this issue, you'll find:
I. PBS Broadcast Update
II. Outreach Tools and Resources Update
III. What's Happening in Communities
IV. Partner Perspectives
To subscribe to the email newsletter, visit
http://www.itvs.org/outreach/newamericans
============================================================
I. PBS Moves Broadcast to April 2004
============================================================
THE NEW AMERICANS outreach team has just returned from the PBS Annual
Meeting, where it was announced that THE NEW AMERICANS broadcast date has been changed. The new broadcast will be in April 2004. PBS will announce exact airdates later this year.
We recognize that our funders, station partners and national partners have been working very hard toward developing outreach and education
initiatives in line with the fall 2003 broadcast. Changing the broadcast can be very challenging, and the outreach team is committed to supporting all the efforts that are currently in place. We will provide you with the resources necessary for successful activities and outcomes through the April 2004 broadcast.
If you're concerned about how this schedule change will affect your
outreach plans, please contact one of the outreach teams and we'll assist you in whatever way we can.
============================================================
II. Outreach Tools and Resources Update
============================================================
Read on to learn more about outreach resources now available or coming
soon! A campaign overview and brochures are available at:
http://www.itvs.org/outreach/newamericans/resources.html
III. What's Happening in Communities
============================================================
As you read about what's happening in other communities and become
inspired about working with THE NEW AMERICANS, please let us know about
opportunities to highlight the program at conferences or other public
meetings and workshops. Let us know about your plans by posting your
activities at http://www.itvs.org/outreach/newamericans/map/index.html
Demo tapes are available. Email your request to Jim_Sommers@itvs.org
============================================================
IV. Partner Perspectives
============================================================
+"A Personal Perspective"
Bibi Lobo, Vice-President
National Latino Children's Institute (NLCI)
http://www.nlci.org
An Outreach Extensions' National Partner
Please forward this newsletter to a colleague or community partner.
If this issue of THE NEW AMERICANS e-newsletter has been forwarded to you,you can subscribe by logging onto http://www.itvs.org/outreach/newamericans
Source: PBS
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Title: THE NEW AMERICANS e-newsletter - June 2003
Body: FROM: From: "Pamula Ferguson"
Source: PBS
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Title: Native American Fathers in Children's Picture Books
Body: FROM: "Anselmo Villanueva"
The March 2003 issue of "Multicultural Review"
(Volume 12, No. 1) includes an article on
"Selecting Children's Picture Books with Positive
Native American Fathers and Father Figures," by
Craig Heller, Bruce Cunningham and Hannah Heller.
The authors briefly discuss the role of fathers and
father figures in Native American cultures, and
review 17 picture books representing the indigenous
peoples of North America, Alaska Natives or Native
Hawaiians. Included is a chart for what to look for
and what to avoid in children's books about Native
Americans. The authors suggest looking for "[b]ooks
that show Native Americans as fully human with
different roles, engaged in the everyday tasks of
living as part of a complex society" (p. 48).
Multicultural Review is published quarterly by:
The Goldman Group, Inc.
14497 N. Dale Mabry Hwy, Suite 205
Tampa, FL 33618
http://www.mcreview.com
Source: The Goldman Group, Inc.
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Title: Native American Fathers in Children's Picture Books
Body: FROM: "Anselmo Villanueva"
Source: The Goldman Group, Inc.
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Title: Supervisor of English Language Learning Programs
Body: From: "Anselmo Villanueva"
Responsibilities:
This position directs the improvement and
implementation of ESL/Bilingual Program options,
promotes high standards in all district offerings
and supervises personnel assigned to District-level
ESL/Bilingual Services.
Qualifications:
A minimum of three years of teaching experience or
its approved equivalency as an ESL or bilingual
teacher, Wisconsin certification as an ESL or
bilingual teacher and Wisconsin certification as a
Supervisor/Coordinator/Director of Instruction are
required.
Salary: $59,958 - $69,719
For an application or for more information,
contact:
Mr. John Wilson
Assistant to the Superintendent for Human Resources
Green Bay Area Public School District
P.O. Box 23387
Green Bay, WI 54305
Tel: (920) 448-3584/448-3583
Email: jwilson@greenbay.k12.wi.us
Source: Green Bay Area Public Schools, WI
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Title: Supervisor of English Language Learning Programs
Body: From: "Anselmo Villanueva"
Source: Green Bay Area Public Schools, WI
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Title: Four Elementary Spanish Bilingual Teaching Positions
Body: FROM: "Anselmo Villanueva"
These positions require Wisconsin regular
elementary teacher certification and very strong
Spanish language skills.
To request an application or for more information,
contact:
Fay Boerschinger
ESL/Bilingual Department Coordinator
Green Bay Area Public Schools
200 South Broadway
Green Bay, WI 54303
Tel: (920) 448-2051
Email: fboersch@greenbay.k12.wi.us
Source: Green Bay Area Public Schools, WI
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Title: Four Elementary Spanish Bilingual Teaching Positions
Body: FROM: "Anselmo Villanueva"
Source: Green Bay Area Public Schools, WI
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217
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Title: Cambodian Speaker Needed
Body: From: "Anselmo Villanueva"
If you know of anyone who can provide some assistance in this situation, please contact Laura Yergan directly at 541-682-3153 or email at . See request below.
Please forward this request to your contacts.
-----------
We are looking for an individual who speaks Cambodian to interpret for a young Cambodian woman who speaks no English. The Healthy Start program would like to provide assistance to this woman and her child. It may involve several one hour or so sessions.
Please email Laura Yergan at the email address below. Thank you!
Laura Yergan, Diversity Analyst
Lane County Human Resources
125 East 8th Avenue
Eugene, OR 97401
Ph: 541-682-3153; Fx: 541-682-7499
laura.yergan@co.lane.or.us
Source: Lane County Human Resources, Eugene, OR
Inputdate: 2003-06-12 16:01:00
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Title: Cambodian Speaker Needed
Body: From: "Anselmo Villanueva"
Source: Lane County Human Resources, Eugene, OR
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Title: Theater Auditions - Spanish
Body: From: "Anselmo Villanueva"
The Miracle Mainstage, a division of the Miracle
Theatre Group, will be holding general auditions on
June 28, 11am-5pm, and June 29, noon-5pm, for
its 2003-2004, 20th Anniversary season. Auditions are
for three Miracle Mainstage productions-Barrio
Hollywood, Yemaya's Belly, and Tino Does Time,
and all Bellas Artes programs: Teatro Español,
Miracle's all Spanish language theatre program; the
9th annual El Día de los Muertos Festival (Day
of the Dead); and Viva la Word!, Poetry in
Performance.
MIRACLE MAINSTAGE
Barrio Hollywood, by Elaine Romero, tells the story of
two dreamers and two dreams: Alex, a boxer, and
Graciela, a dancer, are siblings and best friends
growing up on the most beat-up street of Barrio
Hollywood, Arizona. But disaster strikes, leaving
Graciela and her eccentric mother to cope with the
consequences of a heartbreaking decision. The
production will be directed by Olga Sanchez, with
rehearsals beginning mid-August and performances from
September 26-October 18, 2003.
CAST
Michael, male, early 30s
Graciela Moreno, female, late 20s (dancer)
Ama, female, late 40s
Alex Moreno, male, 20s (boxer)
Yemaya's Belly is a surrealistic tale by Quiara
Alegria Hudes that follows a young boy who leaves his
backwater village in Cuba to explore the world, and
quickly finds himself adrift in a sea of personal,
emotional, and sexual discovery led by Yemaya, the
Yoruba goddess of the seas. The production will
be directed by Sacha Reich, with rehearsals beginning
in early January and performances from February 6-28,
2004.
CAST
Jesus, male, early teens-20
Maya/Yemaya, female, 18-25
Jelin, male, late 20s-early 30s
Tico, male, 50s
Lila/Mami, female, late 30s-40s
In Tino Does Time, Valentin, a trafficker of stolen
junk, is arrested,leaving his sister vulnerable to the
advances of the well-meaning cop who took her brother
to jail. The characters struggle with the meaning of
love, enemies, and family legacy. The production will
be directed by Olga Sanchez,with rehearsals beginning
mid-March and performances from April 9-May 1,2004.
CAST
Valentin, male, 20s-30s
Cop, male, early 40s
Magdalena, female, late 20s-early 30s
Rufo, male, 20s-30s
Papa, voice, male, 40s
Bellas Artes
Teatro Español is an all Spanish language theatre
program that will be directed this year by Christan
Hernquist. The program will involve meetings,
workshops, and various performances throughout the
season as well as a Mainstage production in mid-May,
2004.
The 9th annual Día de los Muertos Festival (the Day of
>the Dead) is celebrated from October 27 through
November 2, as the yearly occasion on which those
departed visit this world. The festival is an
acknowledgment and acceptance of life and death, and a
time of remembrance of those who have passed away. The
festival involves music, dancing, and theatre, and
this year will be approached as an exciting and original collaboration
between Miracle and Tears of Joy. Viva la Word!, Poetry in Performance, directed by Cindy Williams Gutierrez,is a fiesta held at El Centro Milagro's La Dalí Maya café. It exists as a showcase for emerging and established poets to perform their original work as well as known works by Latin American poets.
Auditions are arranged by appointment. Call (503)
236-7253 or email rachel@milagro.org Please bring headshot/resume.
Prepare two contrasting contemporary monologues in English or Spanish, 2 min each max. Singing and dancing is optional, though no accompaniment will be provided.
Rachel Anderson
Production Assistant, Miracle Theatre Group
rachel@milagro.org
http://www.milagro.org
Source: Miracle Theatre Group, OR
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Title: Theater Auditions - Spanish
Body: From: "Anselmo Villanueva"
Source: Miracle Theatre Group, OR
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