JOSÉ A. CASTILLO

• Used written exercises to test and develop reading and writing foreign languages.
• Boosted student engagement with interactive activities that incorporated authentic materials from Spanish-speaking countries.
• Enhanced cultural awareness in students by incorporating Spanish customs, traditions, and history into lessons.
• Contributed to curriculum development, ensuring alignment with state standards and incorporation of best practices in foreign language instruction.

• SPAN 1001

Introduction to Spanish I

(5 Credits) An introductory course that focuses on the four skills: speaking, reading, writing, and listening providing students with a basic knowledge of Spanish linguistic structures, vocabulary, and culture, which studied interdependently, comprise the Spanish Language.

• SPAN 1002

Introduction to Spanish II

(3 Credits) This course will enhance the reading, writing, speaking, and listening skills acquired by students in Introduction to Spanish I or from prior study.

• It will further promote a deeper understanding of Spanish and Hispanic cultures
• Implemented differentiated instruction strategies to accommodate diverse learning styles and abilities within the classroom.
• Facilitated collaborative group work during classes which promoted teamwork skills alongside language acquisition.

SAMPLE COURSES TAUGHT:

• SPAN 101-102: SPANISH FOR BEGINNERS

This is a two-semester course sequence.

It is an introduction to the four basic language skills-listening, speaking, reading, and writing - with emphasis on speaking and comprehending spoken Spanish. The course also provides an introduction to the culture of Spanish-speaking peoples.

• SPAN 201-202: Spanish for Communication

An intensive review of Spanish and further development of listening, speaking, reading, and writing skills through extensive use of audio and visual aids; Integrate technology to language learning.

• SPAN 320: Visual Culture & Literary Text

A study of the intersections between art and literature in Spain and Latin America, with a focus on reading paintings and other forms of visual culture as text as well as an exploration of the relationship between literary and artistic

movements.

• Provided constructive feedback on student writing assignments, helping them develop strong analytical skills and clear communication techniques.

• ART 112: LEARNING WHERE TO LOOK

This course is a survey of major artistic and stylistic movements in Western Art from Prehistory to Late Gothic along with the highlights of world art from the same time period.

• Considered the different roles art has played in cultures of the past complemented by field trips to museums.
• The course aims to provide students with a chronological account of the history of art, as well as to help students develop visual literacy and to practice critical thinking and writing about images.

• ART 113: WAYS OF SEEING

This course gives an overview of visual art created over a period of roughly five hundred years: 1400-1900. In the early modern period (1400-1800), a wave of socio-cultural change swept across the world leaving discontinuity and imbalance challenging individuals on every continent. Artists, patrons, and viewers of works of art used visual media to grapple with this dynamic historical moment.

• Museum visits, prepare syllabus, grade essays and exams, hold office hours, give presentations, collect and correct homework assignments.

• SPAN 111-Beginning Spanish 1
• This introductory language course is designed for beginners of Spanish. Development in listening, speaking, reading and writing skills. Introduction to basic vocabulary and grammatical structures. Use of textual materials and multimedia on Hispanic cultural themes.
• SPAN 124 - Don Quijote and Other Cervantes Masterpieces
• This course introduces Miguel de Cervantes' masterpiece, Don Quijote. The reading and analysis of Don Quijote expose students to some of the terms and methods of literary analysis and allow them to develop their ability to comprehend and interpret literature and other forms of cultural production.
• Through readings, class discussions, written analysis, and oral presentations, students gain an understanding of the social and cultural conditions that shaped early modern Spanish literature and of the enduring legacy of Don Quijote.

• SPAN 101-102: Elementary Spanish I & II
• These two sequential courses in Spanish introduce the student to the fundamentals of the Spanish language and culture, with emphasis on the ability to communicate in the language.
• The design and objectives of Elementary Spanish I & II followed the ACTFL Proficiency Guidelines and emphasize the National Standards in Foreign Language Education: Communication, Cultures, Connections, Comparisons, and Communities.
• Spanish 101 is a course intended for those who have never studied Spanish or had only the equivalent of one year of high school Spanish.
• Spanish 102 is a course intended for those who have had a semester of college Spanish or had the equivalent of 2-3 semesters of high school Spanish.

• Taught Introductory Spanish 101 & 102 at a small liberal arts college.
• Hold office hours, attend departmental meetings, prepare syllabi, lesson plans, grade exams and compositions, correct homework assignments.
• Integrated technology with language learning.

• Taught introductory and intermediate Spanish Language courses at a small, highly selective liberal arts college.
• Hold office hours, attend departmental meetings, and the Spanish table.
• Collaborated with the Music Department in my role as translator in bringing to Performance 'The Road to Compostela: A Medieval Musical Pilgrimage' under the direction of Professor Philip Cave on Dec' 2008.
• Facilitated collaborative group work during classes which promoted teamwork skills alongside language acquisition.

• Taught Western Humanities series: Pre-history to Late Middle Ages/Renaissance.
• Promoted positive learning environment by establishing clear expectations and maintaining consistent classroom management techniques.
• Fostered positive learning environment, encouraging students to express their ideas and questions freely.

• Prepared syllabi, lesson plans, graded exams and compositions
• Taught basic, intermediate and advance level courses emphasizing reading, writing, listening, speaking and culture
• Integrated technology with language learning
• Contributed to a positive school climate by actively participating in staff meetings and professional development opportunities.
• Assisted in developing departmental goals aligned with state standards, ensuring consistency across all Spanish courses offered at the school level.

• Taught two intensive sequential-basic level Spanish courses.
• Prepared syllabus, examinations, lesson plans, graded exams and journals.
• Integrated technology with language learning
• Stressed grammar, writing, speaking, listening, reading and culture.

• Prepared seniors for the New York Regents Examination in American History.

• Taught 9th and 10th graders beginner's Spanish
• Evaluated student performance using various assessment tools, providing constructive feedback, and working closely with struggling learners to improve outcomes.
• Attended department meetings to develop and update course curricula.
• Explained concepts and assignments in both native and non-native languages.
• Improved student comprehension by utilizing creative teaching methods and incorporating visual aids.

• Created lesson plans to correlate with state curriculum standards and devised educational programs to meet educational objectives.
• Established a positive classroom environment through effective classroom management strategies, fostering respect and cooperation among students.
• Established open communication and positive relationships with students, parents, peers, and administrative staff.

• Taught special education and gifted students from 7th to 9th grade beginner's Spanish.
• Boosted student engagement with interactive activities that incorporated authentic materials from Spanish-speaking countries.
• Evaluated student performance using various assessment tools, providing constructive feedback, and working closely with struggling learners to improve outcomes.
• Attended department meetings to develop and update course curricula.

• Stressed the communicative approach integrating the six language skills.
• Students prepared at home and came to class to immerse themselves in the target language.
• Taught highly motivated Ivy League students.
• Accomplishment: at the end of the year students achieved proficient command of the target language.