Introduction to Class and Personal Background of Jacqueline Figuero

Introduction

  • Jacqueline Figuero: Named after a telenovela actress, Yatelin Andere.
  • Last name "DeGuerrero": Family heritage from Guatemala with Italian ancestry.
  • Pronouns: they/them/theirs, she/her/aya.

Background

  • Born and raised in Lancaster, California, the last city in LA County to the north.
  • Lancaster is known for its extensive poppy fields.
  • Describes Lancaster as a desert city with limited activities beyond nature.

Cultural Representation

  • The Guatemalan flag symbolizes her family's heritage.
  • Photos shared include landmarks from her hometown and the actress she was named after.

Field of Study

  • Focus on education, specifically the experiences of Latinx students in higher education, especially Central Americans.
  • Although fluent in Spanish, she emphasizes that her learning was informal—mainly practiced at home and not in a classroom setting.

Teaching Philosophy

  • Aims to improve Spanish skills while teaching, despite not being a proficiency expert in the language.
  • Encourages students to feel comfortable asking questions about grammar, knowing she may need to research some answers.

Personal Interests

  • Enjoys exploring new places, frequenting museums, restaurants, and coffee shops.
  • Shared photos of various outings, including museums and unique attractions (e.g., lavender farm, bubble museum).

Current Mood

  • Feeling decent, acknowledges sleep schedule disruption due to Spring Break, appreciates evening class timing to avoid fatigue.

Class Interaction

  • Encourages students to introduce themselves: name, pronouns, birth and upbringing, area of study, year in college, reason for taking the class (even if it's a requirement), something interesting about themselves, and their current feelings.
  • Actively engages classmates by listening and taking notes to remember everyone’s details.

Course Logistics

  • Brief about the syllabus, Canvas platform usage, and the instructor structure (Dr. Linda Limos).
  • Importance of setting up accounts, choosing the right payment plan (like the two-week trial).

Assignments Overview

  • Homework and prep work clarified: homework is due Thursdays, with several assignments outlined for the week.
  • Spanish course structure: continuity across levels (1, 2, and 3), building on previous knowledge.
  • Regular homework and oral activities scheduled, with alternation between oral exams and chapter exams every two weeks.
  • Plans for written exams and final oral exam discussed, indicating a progressive learning approach.

Final Notes

  • Jacqueline emphasizes availability for student assistance via Zoom office hours.
  • Offers flexibility for in-person meetings if preferred, stressing support for all students in their academic journey.
  • Class concludes with an invitation to return for the next session, reinforcing a sense of community and shared learning experience.