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Io sostengo che un intervento architettonico ha la capacità di agire come un hub di scambio culturale tra due culture diverse attraverso l'utilizzo del programma e di esperienza spaziale. All'interno di questa esperienza spaziale, condizioni materiali, superficie, soglia, e il cortile sostenitore spazi di apprendimento, mentre il risveglio della coscienza di una identità culturale attraverso la memoria. 我主張,一個建築的干預的能力,作為通過利 用方案和空間體驗的兩個不同文化之間的文化交流的樞紐。內,這種空間的經驗,材料,表面,閾,和庭院條件,提倡學習,而通過內存中的文化身份意識的覺醒的空間。 Ik beweer dat een architecturale interventie de mogelijkheid om te fungeren als een centrum van culturele uitwisseling tussen twee verschillende culturen door het gebruik van het programma en de ruimtelijke ervaring heeft. Binnen deze ruimtelijke ervaring, materiaal, oppervlakte, drempel, en op de binnenplaats voorwaarden voorstander ruimtes van het leren, terwijl ontwaken van het bewustzijn van een culturele identiteit door middel van het geheugen. Mimi wa mambo wanasema kuwa hatua ya usanifu ina uwezo wa kufanya kazi kama kitovu cha kubadilishana utamaduni kati ya tamaduni mbili tofauti kwa kutumia program na uzoefu wa anga. Ndani, uzoefu huu anga, vifaa, uso, kizingiti, ua hali ya kutetea nafasi ya kujifunza kuamsha fahamu wakati wa utambulisho wa utamaduni kwa njia ya kumbukumbu. Eu defendo que uma intervenção arquitetônica tem a capacidade de atuar como um centro de intercâmbio cultural entre duas culturas diferentes através da utilização de programa e experiência espacial. Dentro, essa experiência espacial, condições materiais, de superfície, limiar, e pátio defendem espaços de aprendizagem, enquanto despertando a consciência de uma identidade cultural através da memória. Yo sostengo que una intervención arquitectónica tiene la capacidad de actuar como un centro de intercambio cultural entre dos culturas diferentes a través de la utilización del programa y la experiencia espacial. Dentro de esta experiencia espacial, las condiciones materiales, límite, y el patio defensor de los espacios de aprendizaje, mientras que el despertar de la Hello and welcome to the ESL school Hello and welcome to the ESL school iale. All'interno di questa esperienza rficie, soglia, e il cortile sostenitore veglio della coscienza di una identità c ostengo che un intervento architetton ub di scambio culturale tra due cultu programma e di esperienza spaziale. iale, condizioni materiali, superficie, i di apprendimento, mentre il risvegli urale attraverso la memoria. Io sosten ha la capacità di agire come un hu ure diverse attraverso l'utilizzo de iale. All'interno di questa esperienza rficie, soglia, e il cortile sostenitore veglio della coscienza di una identità c ostengo che un intervento architetton ub di scambio culturale tra due cultu programma e di esperienza spaziale. iale, condizioni materiali, superficie, i di apprendimento, mentre il risvegli urale attraverso la memoria. Io sosten ha la capacità di agire come un hu ure diverse attraverso l'utilizzo de From ESL to ELL MJAT Mark omas THESIS PREPARATION | December 2011 Ryan Ludwig | Jean-Francois Berdard Syracuse University School of Architecture

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Mark Jonathan A Thomas Syracuse University '12 School of Architecture

Transcript of THESIS PREP BOOK

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Io sostengo che un intervento architettonico ha la capacità di agire come un hub di scambio culturale tra due culture diverse attraverso l'utilizzo del programma e di esperienza spaziale. All'interno di questa esperienza spaziale, condizioni materiali, superficie, soglia, e il cortile sostenitore spazi di apprendimento, mentre il risveglio della coscienza di una identità culturale attraverso la memoria. 我主張,一個建築的干預的能力,作為通過利用方案和空間體驗的兩個不同文化之間的文化交流的樞紐。內,這種空間的經驗,材料,表面,閾�,和庭院條件,提倡學習,而通過內存中的文化身份意識的覺醒的空間。Ik beweer dat een architecturale interventie de mogelijkheid om te fungeren als een centrum van culturele uitwisseling tussen twee verschillende culturen door het gebruik van het programma en de ruimtelijke ervaring heeft. Binnen deze ruimtelijke ervaring, materiaal, oppervlakte, drempel, en op de binnenplaats voorwaarden voorstander ruimtes van het leren, terwijl ontwaken van het bewustzijn van een culturele identiteit door middel van het geheugen. Mimi wa mambo wanasema kuwa hatua ya usanifu ina uwezo wa kufanya kazi kama kitovu cha kubadilishana utamaduni kati ya tamaduni mbili tofauti kwa kutumia program na uzoefu wa anga. Ndani, uzoefu huu anga, vifaa, uso, kizingiti, ua hali ya kutetea nafasi ya kujifunza kuamsha fahamu wakati wa utambulisho wa utamaduni kwa njia ya kumbukumbu. Eu defendo que uma intervenção arquitetônica tem a capacidade de atuar como um centro de intercâmbio cultural entre duas culturas diferentes através da utilização de programa e experiência espacial. Dentro, essa experiência espacial, condições materiais, de superfície, limiar, e pátio defendem espaços de aprendizagem, enquanto despertando a consciência de uma identidade cultural através da memória. Yo sostengo que una intervención arquitectónica tiene la capacidad de actuar como un centro de intercambio cultural entre dos culturas diferentes a través de la utilización del programa y la experiencia espacial. Dentro de esta experiencia espacial, las condiciones materiales, límite, y el patio defensor de los espacios de aprendizaje, mientras que el despertar de la

Hello and welcome to the ESL schoolHello and welcome to the ESL school

Io sostengo che un intervento architettonico ha la capacità di agire come un hub di scambio culturale tra due culture diverse attraverso l'utilizzo del programma e di esperienza spaziale. All'interno di questa esperienza spaziale, condizioni materiali, superficie, soglia, e il cortile sostenitore spazi di apprendimento, mentre il risveglio della coscienza di una identità culturale attraverso la memoria. Io sostengo che un intervento architetto-nico ha la capacità di agire come un hub di scambio culturale tra due culture diverse attraverso l'utilizzo del programma e di esperienza spaziale. All'interno di questa esperienza spaziale, condizioni materiali, superficie, soglia, e il cortile sostenitore spazi di apprendimento, mentre il risveglio della coscienza di una identità culturale attraverso la memoria. Io sostengo che un intervento architettonico ha la capacità di agire come un hub di scambio culturale tra due culture diverse attraverso l'utilizzo del programma e di esperienza spaziale. All'interno di questa esperienza spaziale, condizioni materiali, superficie, soglia, e il cortile sostenitore spazi di apprendimento, mentre il risveglio della coscienza di una identità culturale attraverso la memoria. Io sostengo che un intervento architetto-nico ha la capacità di agire come un hub di scambio culturale tra due culture diverse attraverso l'utilizzo del programma e di esperienza spaziale. All'interno di questa esperienza spaziale, condizioni materiali, superficie, soglia, e il cortile sostenitore spazi di apprendimento, mentre il risveglio della coscienza di una identità culturale attraverso la memoria. Io sostengo che un intervento architettonico ha la capacità di agire come un hub di scambio culturale tra due culture diverse attraverso l'utilizzo del programma e di esperienza spaziale. All'interno di questa esperienza spaziale, condizioni materiali, superficie, soglia, e il cortile sostenitore spazi di apprendimento, mentre il risveglio della coscienza di una identità culturale attraverso la memoria. Io sostengo che un intervento architetto-nico ha la capacità di agire come un hub di scambio culturale tra due culture diverse attraverso l'utilizzo del programma e di esperienza spaziale. All'interno di questa esperienza spaziale, condizioni materiali, superficie, soglia, e il cortile sostenitore spazi di apprendimento, mentre il risveglio della coscienza di una identità culturale attraverso la memoria.

From ESL to ELLMJAT Mark Thomas

THESIS PREPARATION | December 2011Ryan Ludwig | Jean-Francois Berdard

Syracuse University School of Architecture

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From ESL to ELLMJAT Mark Thomas

THESIS PREPARATION | December 2011Ryan Ludwig | Jean-Francois Berdard

Syracuse University School of Architecture

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QUOTE

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From ESL to ELL

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Table of Contents |

Introduction |

Research |

Proposal |

Contention |

Methodology |

SITE |

Program |

Precedents |

Glossary of Terms |

Bibliography |

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18

25

27

58

73

136 146

155

157

Critique of Current ConditionsArgument in the Frame of Education

Architectural Strategy

Importance of LanguageUse of Language as Pedagogical Tool

United States > New York > Queens > Jackson Heights Site Documentation

Site ConditionsUSER Group

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kati ya tamaduni mbili tofauti kwa kutumia program na uzoefu wa anga. Ndani, uzoefu huu anga, vifaa, uso, kizingiti, ua hali y a kutetea nafasi ya kujifunza kuamsha fahamu wakati wa utambulisho wa utamaduni kwa njia ya kumbukumbu. Eu defendo que uma inter venção arquitetônica tem a capacidade de atuar como um centro de intercâmbio cultural entre duas culturas diferentes através da utilização de programa e experiência espacial. Dentro, essa experiência espacial, condições materiais, de superfície, limiar, e pátio defendem espaços de aprendizagem, enquanto despertando a consciência de uma identidade cultural através da memória. Yo sostengo que una intervención arquitectónica tiene la capacidad de actuar como un centro de intercambio cultural entre dos culturas diferentes a través de la utilización del programa y la experiencia espacial. Dentro de esta experiencia espacial, las condiciones materiales, límite, y el patio defensor de

???????????????????????uma intervenção arquitetônica tem a capacidade

m centro de intercâmbio cultural entre duas culturés da utilização de programa e experiência espaciriência espacial, condições materiais, de superfícpátio defendem espaços de aprendizagem, enquana consciência de uma identidade cultural através ostengo que una intervención arquitectónica tienectuar como un centro de intercambio cultural entferentes a través de la utilización del programa y

cia espacial. Dentro de esta experiencia espacial, leriales, límite, y el patio defensor de los espacios e, mientras que el despertar de la conciencia de u

ngo que una intervencr como un centro de ines a través de la utiliza

Dentro de esta experies, límite, y el patio de que el despertar de lde la memoria. Yo sostónica tiene la capacid

mbio cultural entre dosón del programa y la ecia espacial, las condide los espacios de api i d id tid

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Key TermsLearning Landscape - noun what Herman Hertzberger describes as a large undivided area of floor in which learn-ing activities can take place. Within this landscape, stu-dents may participate in separate activities while retain-ing the comfort of feeling like they are in a community.

English Learning Landscape - noun a large undivided area of floor, specifically involving a program for the con-stituent to learn the English language, in which the stu-dents are able to learn and conduct individual activities while having that same sense of community. What creates the spatial boundaries is a didactic surface that is peda-gogical as well as a symbol of cultural identity.

Cultural Exchange – noun an exchange of students, art-ists, athletes, etc., between two countries to promote mu-tual understanding. In the context of the project, cultural exchange represents the existence of two (or more) cultur-al groups within one area and the process of learning an element of the other’s culture.

Cultural Identity – noun the identity of a group or cul-ture, or of an individual as far as one is influenced by one’s belonging to a group or culture. In the context of the proj-ect, cultural identity represents one’s internal connection to their native culture within a foreign surrounding.

kati ya tamaduni mbili tofauti kwa kutumia program na uzoefu wa anga. Ndani, uzoefu huu anga, vifaa, uso, kizingiti, ua hali y a kutetea nafasi ya kujifunza kuamsha fahamu wakati wa utambulisho wa utamaduni kwa njia ya kumbukumbu. Eu defendo que uma inter venção arquitetônica tem a capacidade de atuar como um centro de intercâmbio cultural entre duas culturas diferentes através da utilização de programa e experiência espacial. Dentro, essa experiência espacial, condições materiais, de superfície, limiar, e pátio defendem espaços de aprendizagem, enquanto despertando a consciência de uma identidade cultural através da memória. Yo sostengo que una intervención arquitectónica tiene la capacidad de actuar como un centro de intercambio cultural entre dos culturas diferentes a través de la utilización del programa y la experiencia espacial. Dentro de esta experiencia espacial, las condiciones materiales, límite, y el patio defensor de

???????????????????????uma intervenção arquitetônica tem a capacidade

m centro de intercâmbio cultural entre duas culturés da utilização de programa e experiência espaciriência espacial, condições materiais, de superfícpátio defendem espaços de aprendizagem, enquana consciência de uma identidade cultural através ostengo que una intervención arquitectónica tienectuar como un centro de intercambio cultural entferentes a través de la utilización del programa y

cia espacial. Dentro de esta experiencia espacial, leriales, límite, y el patio defensor de los espacios e, mientras que el despertar de la conciencia de u

ngo que una intervencr como un centro de ines a través de la utiliza

Dentro de esta experies, límite, y el patio de que el despertar de lde la memoria. Yo sostónica tiene la capacid

mbio cultural entre dosón del programa y la ecia espacial, las condide los espacios de api i d id tid

I contend that an architec-tural intervention has the ability become a node of exchange between a for-eign and native culture through the utilization of program and spatial expe-rience. Within this spatial experience, surface, and public courtyard condi-tions advocate spaces of learning, while awaken-ing the consciousness of a cultural identity through memory.

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| Introduction

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immigration. One benefit of these immigrant gateways is that it creates international networks and intensifies the links between the immigrant’s areas of destination and origin; conversely, cultural integration is posed as a challenge for many immigrants. How can architec-ture create a destination to help facilitate a better tran-sition into a foreign society for a specified user group?

To understand how these gateway cities function, one must understand that there is there is a wide of out-comes that can occur within these cities. Immigrants can either be integrated into social, political, economic life of the city they migrate to or they can be excluded and their presence may be relatively muted (Benton). “Foreign Policy’s index considers four criteria – eco-nomic integration (foreign direct investment, trade and capital flows), political engagement (membership in in-ternational organizations, number of embassies, and in-ternational treaties ratified), technological connectivity (internet users, internet hosts, and secure servers), and personal contact (international travel and tourism, in-ternational telephone traffic, and cross-border transfers such as remittances)” (Benton 6).

Gateway as Threshold Condition. In architectural terms, the term Immigrant Gateway could be translated as a threshold condition. The process of immigration is a transitory yet permanent moment of great transition. How does one migrate to a completely new country and integrate into society while preserving his or her native

“Cities are the command and control centers of globaliza-tion and the destination for most immigrants,” (Benton 4).

We have now arrived in the era where globalization is one of the most prevailing factors in society. Everywhere one goes they cannot escape that various cultures exist around them. What is the cause of this phenomenon? Due to technological advances, free trade, outsourc-ing, offshoring, and supply chaining many people are leaving their countries in hopes of better opportuni-ties. According to writers Lisa Benton-Short and Ma-rie Price in ‘The Rise of Immigrant Gateway Cities, an Introduction,’ an article examining the phenomenon of immigration due to global trends, these fluctuating factors have created high and low peaks of globaliza-tion within cities. The higher peaks are located in cities like New York, London, and Tokyo, which are the com-mand centers of the global economy. The lower peaks exist within other nations that desire opportunity, em-ployment, and services which accounts for the cause of most immigration in the world today. These global cities are linked to each other by flow of capital, tech-nology, information and trade, and the uneven impact of globalization is what drives the influx of immigrants into different areas, predominantly cities. The move-ment of these various groups of people to large urban areas creates what the authors call 1Immigrant Gateways or cities that are home to tens of thousands, if not mil-lions, of immigrant asserted that the number of cities and diversity is growing in response to globalization of

1Immigrant Gateway – Not only settlement points for immigrants but also critical entry points that draw from a wide range of sending countries, facilitate cultural exchange, and are nodes for the collection and dispersion of goods, capital, and people (Benton 6).

Introduction |

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1820

500,000

1,000,000

1,500,000

2,000,000

01829 1838 1847 1856 1865 1874 1883 1892 1901 1910 1919 1928 1937 1946 1955 1964 1973 1982 1991 2000 2010

Legal Immigration to the United States: Fiscal Years 1820 to 2010 (in millions)

culture? How important is spatial adaptation for these groups of people? Population dynamics of immigrant flows in gateways are never static. Gateways expand and contract due to struc-tural shifts in global, national, or regional economies – power of immigrant social networks and potential of the immigrant economy itself to absorb labor – changes in national immigration policy or local response (Light 2006). For example, the dawn of the 20th century, New York City was one primary gateway city in the United States. The immigrants were European and while they were linguistically and ethnically diverse, they were ra-cially similar to the natives in the area. Today, gateway cities welcome an array of immigrants and are the most racially and ethnically diverse places on the planet. Cur-rently in New York, according to the US Census Bureau of 2000, Italy is the only European country on the list of the top 10 sending countries of immigrants to the Unit-ed States, which shows a massive shift in immigration patterns. Benton and Price describe this as the 2hyperdi-versity of immigrant patterns.

The visible difference of immigrants, coupled with the desire by state and local actors to control them, produc-es urban spaces that are highly segregated and socially stratified along a continuum of native-born citizen to il-legal migrant (Sassen 1999).

Among these groups of immigrants, there are people in search of jobs. They usually fall into one of two catego-

State Proportion of the Foreign-BornPopulation in the United States

Source: 2009 American Community Survey and 1990 Decennial Census. c 2011 Migration Policy Institute.

San Diego

Hawaii

Alaska

Phoenix Dallas

Chicago

Atlanta

Washington, DC

Philadelphia

NewYork

Boston

Houston

LosAngeles

SanFrancisco

Riverside

Las Vegas

San Jose

Seattle

400,000 to 1,000,000

1,000,001 to 2,000,000

More than 4,000,000

*Refers to Metropolitan Statistical Area

2Hyperdiversity characterized by no one country of origin accounts for 25% or more of immigrant stock

| Introduction

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Bueker, in the book, ‘From immigration to Naturalized Citizen’, states that it is harder for immigrants to inte-grate into society when the official spoken language or form of governance bears a smaller level of congruence, thus the creation of an enclave or ‘comfort zone’. She states, based off a study conducted by Rubèn G. Rum-baut, that immigrants from Britain or Canada (predom-inantly English-speaking societies) may be comprised of immigrants with higher levels of education or income (more socially incorporated). Inversely, immigrants from Mexico more likely to be comprised of single so-journers (Beuker 159).

Enclaves are communities that are formed due to the level of comfort that is required for an immigrant to stay in a specific area. Community size affects how many people an individual potentially has contact with, de-termining the breadth of his or her social network, the amount of resources available, and the overall level of social integration (Beuker 159). Larger communities should provide wider social networks and more re-sources, while smaller communities may translate into more limited number of acquaintances and resource options. In this instance, the sheer quantity of people within the community may affect much social interac-tion, as well as the individual’s immigrant experience, and thus the likelihood of political/social incorporation (Beuker 121). This is the reason why the majority of im-migrants settle in urban areas; there is a larger network of familiar communication/resource. With this said, the

ries: those of highly specialized labor or low-skilled ser-vice jobs, according to Benton and Price. Immigration patterns show that unskilled labor generates a regional flow of immigrants and high-skilled labor has a global distribution. Countries vary according to how they deal with these immigrants in search of labor; for example, cities like Seoul, Korea are remarkably closed to foreign labor and cities like Riyadh are dependent on immi-grants for more than half of their labor force. This is an important factor because communication has to exist within the work force in order for operations to be run effectively.

Now that these immigrant groups have escaped the conditions from their homeland and exist in a foreign country where factors like freedom, education, etc. are ubiquitous, why remain in their own fabric of cultural discourse? Specifically in America, there is a growing Latin Population in Queens, New York that, for the ma-jority, are Spanish speaking. Why would it be important for these immigrants to learn the English language in America?

Enclaves. As stated, immigrants migrate for numerous reasons; for example, economic or educational purposes or political freedom. Their “Country of origin” repre-sents a host of factors, including the economic, politi-cal, social, demographic, and geographic characteristics of that country. In order to integrate into a new society, many of these factors must be left behind. Catherine

Introduction |

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question arises; are these groups of people affectively communicating with the ones around them? Why must an enclave be an exclusive area?

How can architecture help facilitate a better learning environment so these immigrants can effectively com-municate with native speakers within a foreign country?

English Language. In America, there is a proliferation of enclaves in urban areas that speak their native lan-guage, however, the inability to speak or understand the English language is one of the biggest obstacles in the settlement and incorporation process (Pores & Rum-baut, 1996). Bueker elucidates how English-speaking immigrants are far more likely to develop contacts and social relationships with Americans. She states that lin-guistic “congruence” – or the ability to translate one’s native-language – places immigrants at an advantage in multiple types of incorporation (LaLonde & Topel, 1997). Finding a job and gaining advancement within it faster leads to economic success (Alba & Nee, 1999; Chiswick et al., 2003). Level of linguistic and political congruence between the country of origin and United States makes for an easier transition into the American society; therefore, countries where English is an official language should find naturalization easier; on the other hand, immigrants from other countries have more of a challenge in America.

| Introduction

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Introduction |

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| Introduction

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How could architecture react to this phenomenon and create an environment where immigrants do not feel the impression of forced assimilation but experience cul-tural integration? How can these spaces be a transitory process into another culture? What spatial requirements are needed for these immigrants to learn English more effectively? What elements would provide a comfortable environment and help preserve cultural identity?

Within the walls of a school there are endless possibili-ties for knowledge to be obtained and according to the book ‘The Third Teacher’, “93% of city officials say that the quality of education is very important to the well-being of cities” (Abrams 106). With that said, instead of critiquing the cirriculum, maybe the architecture should take on a new formal and spatial strategy that acknowledges and makes allowances for these special needs. Architecture should be viewed as a vital compo-nent involved in actively making a change to the educa-tional paradigm.

Conclusion. Immigrants usually settle in areas of com-fort where languages and discourse of their native land is present, so designing a comfortable transitory space is important for them to want to integrate into society. By identifying the spatial/urban conditions of their native homelands and their current environment within their enclave, different architectural elements could be imple-mented in designing a school that can be pedagogically

| Introduction

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Introduction |

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Language has now become a code to understand one’s origin or region.

Tower of BabelElimination of Uniform Communication System

Genesis 11:1-9

How many languages are there exactly in the world?

The Linguistic Society of America, founded in 1924. Member Stephen Ander-son states that there is no definite count of how many languages there are in the world, especially keeping in mind that as many as 3,000 languages of the Ethonologue estimate of 6,809 languages will be eliminated within the next ten years.

“When a language ceases to be learned by young children, its days are clearly numbered...”

1

“Related to this i s the fact that we refer to the language of, say, Chaucer (1400), Shakespeare (1600), Thomas Jefferson (1800) and George W. Bush (2000) all as “English,” but it is safe to say these are not all mutually intelligible.” Anderson.

Genesis is the first ‘book’ of the Bible, the best selling book in history ranging from 2.6 billion to 6 billion sales. Within the book of Genesis, it states that there was once one language that was a means of communication on the Earth. As a result o f the attempted construction of the tower of Babel, there were innumerable languages.

Therefore is the name of it called Babel; because the LORD did there confound the language of all the earth: and from thence did the LORD scatter them abroad upon the face of all the earth.

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Leonardo da Vinci and the Vitruvian ManMany a re a ware o f Leonardo d a Vinci’s depiction of t he Vitruvian Man a s described in Vitruvius’ writings De Architectura. What many do not know is that da Vinci used a technique called ‘mirror writing’ in which he created a text that could only be read by the use of mirrors. It is Italian, yet at the same time, it is not Italian.

| Importance of Language

BIBLICAL BEGINNINGS

DECIPHERING The da Vinci Code

SPORADIC LANGUAGE

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Importance of Language |

Family - Group of languages that can be shown to be genetically related to one another.

This diagram is significant because it could be looked at in a spatial lense. Presented is a large central node (or primary space) in which all of these secondary and tirtiary nodes (spaces) disperse from. As the nodes get farther and farther from the central dominant node, in this case, the proto-/indo-european language, they develop their own distinct character and become more specific.

The Rosetta Stone is a black granite stone made in 196 BC and discovered in 1799 AD. It displays the two languages Egyptian and Greek written in heiroglyphics, demotic, and Greek scripts. It was significant because it was a tool that communicated the Pharaoh’s honor to the priests, government officials, and rulers.Today, the Rosetta Stone CD Rom is a tool that communicates the learning of different languages to the masses. Millions in more than 150 countries have already used the program for a “fun, easy, and effective” approach.

The diagram to the left shows the family of Proto-/Indo-European languages.

Recent immigration patterns and policies show both continuity and change. Continu-ity is reflected in the arrival of an average of 104,000 foreigners a day in the United States. This group includes 3,100 who have received immigrant visas that allow them to settle and become naturalized citizens after five years, and 99,200 tourists a nd business and student visitors.

Tourists, business, & students95%

Contain immigrant visa3%

Illegal immigrants2%

EVOLUTION

the STONE of TECHNOLOGY

SOCIETAL DIFFUSION

“Speech distinguishes man among the animals; language distinguishes nations from each other; one does not know where a man comes from until he has spoken” (Moran 5).

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Federal budget cuts across the country ultimately mean foreign language programs have to take a hit. Many schools today view language as a luxury or insignificant part of the curriculum. As a result, due to budget cuts by schools and universities across the United States, foreign languages are being terminated as majors, minors and courses in general.

About 2,000 unauthorized foreigners a day settle i n the United States. Over half elude apprehension on the Mexico-U.S. border; the others enter legally, but violate the terms of their visitor visas by going to work or not departing. Immigrants migrate in search of better education, job opportu-nites and to escape from rougher living conditions in their homelands.

YELLOW BRICK ROAD

BUDGET CUTS ON EDUCATION

MULTICULTURALISM

| Importance of Language

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Susan Schaller. A Man Without Words

French Immersion School of WashingtonFounded in 1999 for children of 2 1/2 to 11 years old. Contains a rigorous cirriculumand low student to teacher ratio.

A woman who met a 27-year-old man, who she called Ildefonso, who was completely unaware o f language who was born deaf and finally taught him sign language.

Human beings and the exchanging o f symbols and communication completely changes our outlook on everyday objects and life itself.How the ‘word’ can change the world especially when put together forming phrases.

Human beings are primates, and because they are primates, when they gather information about the world, they gather it primarily through their eyes...If our sense of hearing is so inferior as an information-gathering device, why do we use it to support what is undeniably our most impor-tant communication and information-gathering system-launguage?David F. Armstrong.The Gestural Origin of Language

‘HUMAN’ vs. PRIMATE

CIRRICULUM

ILDEFONSO

Use of Language as Pedagogical Tool |

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Charles Fernyhough. A Thousand Days of Wonder

Elizabeth Spelke

Language as tool for communication to exchange information to other humans

systems within a single mind.

Conducts an experiment on rats that tests orientation in an all white room with a blue wall. The rat has to locate a biscuit after being spun around and is only correct 50% of the time.Even though the blue wall is a navigational tool to locate the biscuit, rats cannot put blue and left together, and neither can some humans.

Experiment conducted using adults, an ipod, and a person who they have to repeat on the ipod, blasting the words out of their head. Results show that even adults went right back to the rats.

Conducted the same experiment with children and discovered that they are unable to use spatial language until they are 6 years old. At this age they start to use phrases l ike “left of the blue wall.” Before then, they think like the rats. “Islands” o f information t hat form connections by growth.

Veracruz's Spanish Language Immersion Schools

Learning can produce spaces in which the Identifying the user’s strongest learning approach.

“Cross-modal association, the ability t o freely combine sensory input from more than one modality, that is, vision, hearing, and somatosensory input into higher order concepts and images” (Armstrong 13).

RADIOLAB Podcast: Words that can change the world

“Left of the Blue Wall”

ATTEMPTS AT IMMERSIVE ENVIRONMENTS

| Use of Language as Pedagogical Tool

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ATTEMPTS AT IMMERSIVE ENVIRONMENTS

PRIV

ATE

PRIV

ATE

PRIV

ATE

PUBL

IC

Visual learning i s a teaching and learning style in which i deas, concepts, data and other information are associated with images and techniques.

Auditory learning i s a learning style in which a person learns through listening. They m ay struggle to understand a chapter they've read, but then experience a full understanding a s they listen to the class lecture.

Kinesthetic learning i s a learning style in which learning t akes place by the student actually carrying out a physical activity, rather than listening to a lecture or merely watching a demonstration. It is also referred to as tactile learning.

More public spaces like markets, shops, libraries, exhibitions spaces, etc. will embody a sense of pride and cultural awareness. Teaching through experience. These spaces are geared t owards learning through more o f a worldly perspective. Juxtaposing different elements of culture alongside one another as opposed to the other more private learning spaces.

image movie projectionuserpromenade

lecture song audiouserpromenade

group activity experimentuserpromenade

Use of Language as Pedagogical Tool |

VISUAL LEARNING

AUDITORY LEARNING

KINESTHETIC LEARNING

RECREATIONAL LEARNING

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Io sostengo che un intervento architettonico ha la capacità di agire come un hub di scambio culturale tra due culture diverse attraverso l'utilizzo del programma e di esperienza spaziale. All'interno di questa esperienza spaziale, condizioni materiali, superficie, soglia, e il cortile sostenitore spazi di apprendimento, mentre il risveglio della coscienza di una identità culturale attraverso la memoria. 我主張,一個建築的干預的能力,作為通過利用方案和空間體驗的兩個不同文化之間的文化交流的樞紐。內,這種空間的經驗,材料,表面,閾�,和庭院條件,提倡學習,而通過內存中的文化身份意識的覺醒的空間。Ik beweer dat een architecturale interventie de mogelijkheid om te fungeren als een centrum van culturele uitwisseling tussen twee verschillende culturen door het gebruik van het programma en de ruimtelijke ervaring heeft. Binnen deze ruimtelijke ervaring, materiaal, oppervlakte, drempel, en op de binnenplaats voorwaarden voorstander ruimtes van het leren, terwijl ontwaken van het bewustzijn van een culturele identiteit door middel van het geheugen. Mimi wa mambo wanasema kuwa hatua ya usanifu ina uwezo wa kufanya kazi kama kitovu cha kubadilishana utamaduni kati ya tamaduni mbili tofauti kwa kutumia program na uzoefu wa anga. Ndani, uzoefu huu anga, vifaa, uso, kizingiti, ua hali ya kutetea nafasi ya kujifunza kuamsha fahamu wakati wa utambulisho wa utamaduni kwa njia ya kumbukumbu. Eu defendo que uma intervenção arquitetônica tem a capacidade de atuar como um centro de intercâmbio cultural entre duas culturas diferentes através da utilização de programa e experiência espacial. Dentro, essa experiência espacial, condições materiais, de superfície, limiar, e pátio defendem espaços de aprendizagem, enquanto despertando a consciência de uma identidade cultural através da memória. Yo sostengo que una intervención arquitectónica tiene la capacidad de actuar como un centro de intercambio cultural entre dos culturas concie

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Io sostengo che un intervento architettonico ha la capacità di agire come un hub di scambio culturale tra due culture diverse attraverso l'utilizzo del programma e di esperienza spaziale. All'interno di questa esperienza spaziale, condizioni materiali, superficie, soglia, e il cortile sostenitore spazi di apprendimento, mentre il risveglio della coscienza di una identità culturale attraverso la memoria. 我主張,一個建築的干預的能力,作為通過利用方案和空間體驗的兩個不同文化之間的文化交流的樞紐。內,這種空間的經驗,材料,表面,閾�,和庭院條件,提倡學習,而通過內存中的文化身份意識的覺醒的空間。Ik beweer dat een architecturale interventie de mogelijkheid om te fungeren als een centrum van culturele uitwisseling tussen twee verschillende culturen door het gebruik van het programma en de ruimtelijke ervaring heeft. Binnen deze ruimtelijke ervaring, materiaal, oppervlakte, drempel, en op de binnenplaats voorwaarden voorstander ruimtes van het leren, terwijl ontwaken van het bewustzijn van een culturele identiteit door middel van het geheugen. Mimi wa mambo wanasema kuwa hatua ya usanifu ina uwezo wa kufanya kazi kama kitovu cha kubadilishana utamaduni kati ya tamaduni mbili tofauti kwa kutumia program na uzoefu wa anga. Ndani, uzoefu huu anga, vifaa, uso, kizingiti, ua hali ya kutetea nafasi ya kujifunza kuamsha fahamu wakati wa utambulisho wa utamaduni kwa njia ya kumbukumbu. Eu defendo que uma intervenção arquitetônica tem a capacidade de atuar como um centro de intercâmbio cultural entre duas culturas diferentes através da utilização de programa e experiência espacial. Dentro, essa experiência espacial, condições materiais, de superfície, limiar, e pátio defendem espaços de aprendizagem, enquanto despertando a consciência de uma identidade cultural através da memória. Yo sostengo que una intervención arquitectónica tiene la capacidad de actuar como un centro de intercambio cultural entre dos culturas concie

ProposalLearning Spaces

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| Contention

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I contend that an architectural intervention has the ability become a node of exchange between a foreign and a native culture through the utilization of program and spatial experience. Within this spatial experi-ence, surface, and public courtyard conditions advocate spaces of learn-ing while awakening the consciousness of a cultural identity through memory.

Contention |

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Lancasterian School. Lancasterian schools were con-structed in 1609 due to the high demand of students that needed to be educated. This method organizes a large body of students looking at one teacher in a con-fined space. Joseph Lancaster (1778-1838) led a move-ment which he called the Monitorial System where more advanced students taught less advanced ones. Although it grouped all of the age groups together, it allowed for a small number of adult masters to edu-cate large numbers of students at a low cost. Although the scale of the classrooms throughout this time peri-od varied, the spatial organization remained the same. Since then, society has made many technological and methodological advancements in school design, how-ever, has remained stagnant in the frame of the spaces that are designed to encourage a broader learning en-vironment. More specifically, the layout for the ma-jority of classrooms still portray that of many schools from the Lancasterian time period.

Ultimately, “the classroom arrangements are people sitting facing the front where someone’s speaking to them” (Ken Robinson).

Spatially what makes these methods shown ineffective in a new architectural strategy for education?

Longitudinal Section

Plan

| Proposal

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Proposal |

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Hans Scharoun. Two out four of his schools in 1951-1966 were built. 3According to Hertzberger, Scharoun was the first to attempt to ideals derived from Rudolf Stein’s anthropological teachings which state that a “school is not just as an institute but as an environ-ment where learning was not restricted to regular ed-ucation and geared instead to shaping the entire per-sonality and preparing the individual for their entry into society and for the responsibilities they are to take there” (Hertzberger 157). Sharoun was concerned with character building and creating awareness for students where the individual would be prepared to one day take part in and con-tribute to public life. His schools translated individual experience into a community through sense of re-sponsibility. He states, “this aspect cannot be taught directly, it is rather a matter of general experience and the gradual formation of consciousness which allows the individual to find the right contact with public life and with the political community” (Hertzberger 157).His architectural strategy characterized the “school in a microurban society” where classrooms acted as discrete houses. One could critique his schools as a ‘Strong Motives for weaker Architecture’. He produced fragmented buildings and more landscape than built structure. From his pedagogical point of view, every class should be a social house. This could be be read as fear of a clear, easy to read structure or free spatial configurations which he failed to convert into an ef-fective architecture, thus, each time remained caught in fragmentary conglomerates of fairly banal parts.

3Hans Sharoun, ‘Raum und Mikeu der Schule,’ Vortrag auf der XI. Triennale Bauen + Wohnen, Bauen + Wohnen, 16. Jg., Müchen 1962, Nr. 4, S IV/4. Text of the lecture given by Scharoun in 1962 at the Eleventh Triennale ‘Bauen + Wohnen,’ as quoted in the translation in both monograph on the architect by Peter Blundell-Jones (Gordon Fraser 1978 and Phaidon 1995).

| Proposal

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[1] Geschwister Scholl School, Lunen, Westphalia, Germany, 1956-1962

[1]

[2] Volksschule, Darmstadt, Germany, 1951

[2]

[3] Haupt- und Grundschule, Marl, Westphalia, Germany, 1957-1958

[3]

Proposal |

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Plaza College . Queens, NY

CCB School . Queens, NY

Suffolk Community College

Plaza College is a local college located on 37th avenue in Jackson Heights. It offers bachelor and associate pro-grams and also programs to enrich one’s proficiency in the English language. What is intriguing about this col-lege is that it aggressively blends into the urban fabric that surrounds it. Typologically, storefronts exist on the ground floor while programs are elevated above. The college actively portrays this unique condition.

CCB school is another local school in Woodside, a neighboring area to Jackson Heights. Although eng-lish proficiency programs are offered, they are geared more specifically toward the preparation of SAT/SSAT/SHSAT students. Located within a dense, and diverse area, the students are rigorously encouraged to excell on these examination.“Children of Immigrants” One in Five Students in Pre-Kindergar-ten to 12th Grade.

Suffolk Community College is located on acres of land in Long Island, New York. Although located in a subur-ban area, the function of the ESL programs still perform the same tasks of those located in Queens. Queens is in fact on Long Island and influxes of immigrants can be seen throughout. ESL programs are temporal, only al-low for the students to learn within a certain time frame and still utilizes the frontal method of teaching.

| Critique of Current Conditions

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NCLBThe New Democracy of American Schools Immigra-tion and the No Child Left Behind Act

Due to high demographic shifts and amount of im-migrants in the education system, the NCLB of 2002 was implemented. This federal law “holds schools accountable for the academic performance of limited English speaking children and other groups that in-clude many children of immigrants” (Capps).It targets a group of students called LEP or Limited English Proficient and immigrant students. These tu-dents may fall into the categories with (blacks / His-panics / Asians), low income and special education students. Different titles within the NCLD emphasize a focus on different subjects. For example, Title I fo-cuses on Reading and Math and Title III on English Proficiency. Schools are held accountable by law to assist these students and failure to improve the stu-dents performance results in intervention where the parents have the option of changing the child’s school, implementing supplemental service, and if failure continues, the school may be restructured or closed.NCLB – changes in curricula for LEP students (dual language, bilingual, English immersion programs), al-lows students to perform better on standardized tests, better integration. With this said, why not change the space as well? Since schools are held accountable – languages programs are altered and teachers require higher qualifications, one who holds a degree and has significant expertise in teaching area, however, the spatial requirements stay the same.

Although the way programmatic distribution throughout the building are interesting, ESL classrooms are conventional, temporal entities within the building. They exist as fragmented, autonomous parts and there is no designated location for these programs.

Critique of Current Conditions |

school

storefront

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Critique: This system of learning still consists of a basic learning environment where there are a group of students in classrooms from certain times of day.

website : http://www.qc.cuny.edu/pcs/Institutes/EnglishLanguage/Pages/default.aspx

How to change ESL English as a Second Language (curriculum) into ELL, an English Learning Landscape? (Archi-tecture). What do all of these ESL programs have in common?

ELI . Queens College . Queens, NY

| Critique of Current Conditions

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SITE PLAN

Critique of Current Conditions |

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Individual in a private space

Individual in a public space

Cluster

Rosetta stone is a computer-assisted language learning (CALL) software that was developed by Rosetta Stone Inc. The Rosetta Stone software uses a combination of images, text, and sound, with difficulty levels increas-ing as the student progresses, in order to teach various vocabulary terms and grammatical functions intuitively, without drills or translation. They call this the “Dynam-ic Immersion method”. According to the company, the software is designed to teach languages the way first lan-guages are learned. Rosetta Stone offers a rich program that divides their CD Roms into different sociocultural topics that vary in complexity. Each level incorporates Even though Rosetta stone takes Language Learning a step closer to the actual process of cultural immersion and learning one’s language, there are still a few things to be critiqued. It is geared toward the business class in the sense that many politicians use it. Its price is rather high. The spatial conditions required for the Rosetta Stone are as followed.

Program: Rosetta StoneLanguage_Level: Portuguese (Brazil) Level 1Section: Unit > Lesson 1 > Vocabulary

USER: Cliff

Immersion Process

Spatial Conditions

Hello ??

Ciao?

Dobbiamoscendere dal

pullmanStai bene?

Esci stasera?

Che ora e?

Dov’e la piazza?

Ciao!Come stai?

Sei Americano?

Voui andare in discoteca?

due dollari

Space Space Space

| Critique of Current Conditions

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Critique of Current Conditions |

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Historical Schools Modernist Montessori School

Contemporary Schools

CAMPUS

Local College

Computer Software

| Critique of Current Conditions

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So what do all of these spaces have in common?

Critique of Current Conditions |

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“Nearly half the schols in the US lack basic electrical wiring to support com-puters, modems, and other communication technology” The Third Teacher.

“Nearly half the schols in the US lack basic electrical wiring to support com-puters, modems, and other communication technology.” -The Third Teacher

Author and futurist Alvin Toffler states that “the quantity of information doubles every 8 years. This means that by the time a child born today graduates from college, the amount of knowledge in the world will be four times as much, and by the time that child is fifty, it w ill be 32 times as great. By then, 97% of everything known will have been learnt since that child was born” (Abrams 226).

“The classroom arrangements are people sitting facing the front where someone’s speaking to them” Abrams quoting Robinson (56).

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“Nearly half the schols in the US lack basic electrical wiring to support com-puters, modems, and other communication technology” The Third Teacher.

ONEFOCAL POINT

WITHINA

CONTAINEDSPACE...

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In order to effectively target a user group with responsibilities of maintaining stability within a foreign culture while finding a rightful place in society, one must critique the current system of education that the user is entering into. If there is room for improve-ment within the education system and if these immigrants require more effective and efficient ways of teaching, why not lean towards a new paradigm of how architecture can create new spaces.

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“Make sure the class has the capacity to link into learning opportunities beyond its four walls - even beyond the Earth itself” -The Third Teacher

How much does the apple cost?

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RSA Animate Sir Ken Robinson, Changing Education Paradigms 16.06.08Studio: +44 (0)1303 854 007 [email protected] www.cognitivemedia.co.uk

All images © CognitiveMedia 2010

RSA Animate Sir Ken Robinson, Changing Education Paradigms 16 June 2008

Image from_www.cognitivemedia.co.uk

| Critique of Current Conditions

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RSA Animate Sir Ken Robinson, Changing Education Paradigms 16.06.08Studio: +44 (0)1303 854 007 [email protected] www.cognitivemedia.co.uk

All images © CognitiveMedia 2010

and television screens; the need for ADHD medicine is a lot higher. He claims that children are having a harder time concentrating in classes because the structure of the schooling systems are outdated. Architecture should have the ability to keep up with technology and make more effective learning environments.

Ken Robinson’s lecture on Changing Education Para-digms discusses how technology is advancing yet schools are still organized in the factory method of teaching (i.e. ringing bells, compartmentalized subjects, and grouping students together based on age). He states that students in areas where the digital media is prevalent and flashing images can be seen from cells phones, computer screens,

Critique of Current Conditions |

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Io sostengo che un intervento architettonico ha la capacità di agire come un hub di scambio culturale tra due culture diverse attraverso l'utilizzo del programma e di esperienza spaziale. All'interno di questa esperienza spaziale, condizioni materiali, superficie, soglia, e il cortile sostenitore spazi di apprendimento, mentre il risveglio della coscienza di una identità culturale attraverso la memoria. 我主張,一個建築的干預的能力,作為通過利用方案和空間體驗的兩個不同文化之間的文化交流的樞紐。內,這種空間的經驗,材料,表面,閾�,和庭院條件,提倡學習,而通過內存中的文化身份意識的覺醒的空間。Ik beweer dat een architecturale interventie de mogelijkheid om te fungeren als een centrum van culturele uitwisseling tussen twee verschillende culturen door het gebruik van het programma en de ruimtelijke ervaring heeft. Binnen deze ruimtelijke ervaring, materiaal, oppervlakte, drempel, en op de binnenplaats voorwaarden voorstander ruimtes van het leren, terwijl ontwaken van het bewustzijn van een culturele identiteit door middel van het geheugen. Mimi wa mambo wanasema kuwa hatua ya usanifu ina uwezo wa kufanya kazi kama kitovu cha kubadilishana utamaduni kati ya tamaduni mbili tofauti kwa kutumia program na uzoefu wa anga. Ndani, uzoefu huu anga, vifaa, uso, kizingiti, ua hali ya kutetea nafasi ya kujifunza kuamsha fahamu wakati wa utambulisho wa utamaduni kwa njia ya kumbukumbu. Eu defendo que uma intervenção arquitetônica tem a capacidade de atuar como um centro de intercâmbio cultural entre duas culturas diferentes através da utilização de programa e experiência espacial. Dentro, essa experiência espacial, condições materiais, de superfície, limiar, e pátio defendem espaços de aprendizagem, enquanto despertando a consciência de uma identidade cultural através da memória. Yo sostengo que una intervención arquitectónica tiene la capacidad de actuar como un centro de intercambio cultural entre dos culturas concie

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Io sostengo che un intervento architettonico ha la capacità di agire come un hub di scambio culturale tra due culture diverse attraverso l'utilizzo del programma e di esperienza spaziale. All'interno di questa esperienza spaziale, condizioni materiali, superficie, soglia, e il cortile sostenitore spazi di apprendimento, mentre il risveglio della coscienza di una identità culturale attraverso la memoria. 我主張,一個建築的干預的能力,作為通過利用方案和空間體驗的兩個不同文化之間的文化交流的樞紐。內,這種空間的經驗,材料,表面,閾�,和庭院條件,提倡學習,而通過內存中的文化身份意識的覺醒的空間。Ik beweer dat een architecturale interventie de mogelijkheid om te fungeren als een centrum van culturele uitwisseling tussen twee verschillende culturen door het gebruik van het programma en de ruimtelijke ervaring heeft. Binnen deze ruimtelijke ervaring, materiaal, oppervlakte, drempel, en op de binnenplaats voorwaarden voorstander ruimtes van het leren, terwijl ontwaken van het bewustzijn van een culturele identiteit door middel van het geheugen. Mimi wa mambo wanasema kuwa hatua ya usanifu ina uwezo wa kufanya kazi kama kitovu cha kubadilishana utamaduni kati ya tamaduni mbili tofauti kwa kutumia program na uzoefu wa anga. Ndani, uzoefu huu anga, vifaa, uso, kizingiti, ua hali ya kutetea nafasi ya kujifunza kuamsha fahamu wakati wa utambulisho wa utamaduni kwa njia ya kumbukumbu. Eu defendo que uma intervenção arquitetônica tem a capacidade de atuar como um centro de intercâmbio cultural entre duas culturas diferentes através da utilização de programa e experiência espacial. Dentro, essa experiência espacial, condições materiais, de superfície, limiar, e pátio defendem espaços de aprendizagem, enquanto despertando a consciência de uma identidade cultural através da memória. Yo sostengo que una intervención arquitectónica tiene la capacidad de actuar como un centro de intercambio cultural entre dos culturas concie

Architectural StrategyUnderstanding the Learning Landscape

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fronted lessons – ‘primitive paradigm’ – teachers have ideal overview

Articulated Space -Number of options are greater here-several centers of attention, less easily surveyable, pro-vides more places for different groups or individuals to engage in different activities simultaneously without be-ing unduly distracted by one another.

Hertzberger states that different subjects alone or in groups requires more workspaces of different sizes/spa-tial quality. The connection to the corridor becomes im-portant in its existence as a domesticated space or ‘out-side area’ of learning territory. This idea ties into the idea of working beyond the classroom and making the conceptual walls of the classroom more transparent.

Herman Hertzberger “Space & Learning”

Hertzberger critiques the basic classroom in that it lacks the multiple centers needed for various activities to oc-cur. With the organization of the basic classroom, the teacher’s position is at the blackboard and his or her role is the passing on of knowledge. The spatial conditions of classrooms need to be formed to augment pupils abil-ity to concentrate on the material with little distractions.Hierarchically, the teacher has best overview and exists at the focal point.

He states that the basic model of the school’s physi-cal make up is series of autonomous spaces separated from each other and reached from often long corridors through doors set without exception.

Where the teacher is not the constant focus of atten-tion, the need exists for nooks/niches for the students to work in. He states that these spaces should contain a screened-off or shielded quality so that the pupils could concentrate on own work. uited to uncustomary uses as you felt less under scrutiny by teacher in an excessively surveyable unarticulated space.

“The more articulated or modeled a space is, the more possibilities for more differentiated learning it has to of-fer” (Hertzberger 24).

Unarticulated Rectangular Classroom-Best for unidirectional transfer of knowledge – teacher

| Architectural Strategy

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Instructor

Expanding upon Hertzberger’s idea of separation to promote ‘several centers of attention and places for different groups or individuals to engage in different activities simultaneously.’ Now different learning types can engage in their most preferred method.

The Basic Classroom would not be effective in the way that it combines different students of various learning types in one confined space.

Next Step: Spaces are no longer predefined in one zone or ‘classroom.’ Thus the opportunity arises to expand and create separate yet interactive learning envrionments.

Creating a ‘classroom without chairs’

Herman Hertzberger . Montessori SchoolDelft . Netherlands . 1960-1966

“The more articulate or modelled a space is, the more possibilities for more differentiated learning it has to offer” (Hertzberger).

Frontal Method of TeachingAccording to Hertzberger, the frontal method of teaching is conventional yet no longer func-tional. Students may be easily distracted by exterior agents.

Basic Classroom Articulated Classroom Application

Basic Classroom Articulated Classroom Implied Classroom

Architectural Strategy |

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Washington, DC

public space

school school

schoolschool

Pragmatic Multiculturalism

x = r(ci) - T

REMITTANCE

IMMIGRATION

DENSITY

ENCLAVES

IMMERSION

AFFORDABLEEDUCATION

Hello Hello

N

BROADCHANNEL

JOHN F. KENNEDYINTERNATIONAL

AIRPORT

ROSEDALE

BROOK-VILLE

LAURELTON

CAMBRIAHEIGHTSST. ALBANS

SOUTH JAMAICA

SPRINGFIELDGARDENS NORTH

SPRINGFIELDGARDENS SOUTH

JAMAICA

BRIARWOOD

HILLCREST

KEWGARDEN

HILLS

UTOPIA

QUEENSBORO HILL

FRESHMEADOW

EASTFLUSHING

FOREST PARK

KEWGARDENS

HOLLIS

JAMAICAESTATES

JAMAICAHILLS

QUEENSVILLAGE

BELLROSEFLORAL PARK

OAKLANDGARDENS

BAYSIDEAUBURNADALE

CLEARVIEW

WHITESTONE

FLUSHING

CORONAELMHURST

MASPETH

WOODSIDE

JACKSONHEIGHTS

DITMARS-STEINWAY

NORTHCORONA

EASTELMHURST

LA GUARDIAAIRPORT

SUNNYSIDE

HUNTERSPOINT

ASTORIALONG ISLAND

CITY

MURRAY HILL

BOWNEPARK

COLLEGEPOINT

FLUSHINGMEADOW-CORONA

PARK

ALLEY PARKDOUGLASTON LITTLE NECK

WOODHAVEN

GLENDALE

RIDGEWOOD

MIDDLEVILLAGE

REGOPARK

FORESTHILLS

OZONEPARK

LYNDEN-WOOD

HOWARDBEACH

OLDHOWARD

BEACH

RICHMONDHILL

SOUTH OZONE PARK

FARROCKAWAY

ARVERNEEDGEMEREMAMMELS

ROCKAWAYPARK

SEASIDENEPONSITBELLE HARBOR

BREEZY POINTROXBURY

COMMUNICATION

| Architectural Strategy

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51 |

For immigrants entering into the United States, the classroom plays a vital role in a mo-notonous cycle that should be encouraged.

It is not only important for the classroom to be a place of learning but a place of transition, and as one space transitions into another, the possi-bilities to learn should potentially increase. Thus creating a learning experience. The classroom or learning environment plays a vital part in the process of incorporation into society.

Put Theory into Practice“Give students space - studios, workshops, and laboratories - where they can test ideas for practical applications” (Abram 227).

Architectural Strategy |

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“Make sure the class has the capacity to link into learning opportunities beyond its four walls - even beyond the Earth itself” -The Third Teacher

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The extension to this primary school is one of the cata-lysts in reshaping how one architecture can redefine the classroom. Previously, the classrooms were very frag-mented and divided due to rugged partitions. Now, these isolated classrooms have been assembled into one big space by making large openings of old solid building and inserting glass accordion partitions that fold away.The remaining walls act as screens instead of partitions.With this new organization of space, the students can work independently but feel as if they are in a commu-nity. The parts can be shut off when necessary.

This formulates the ideology of a ‘learning landscape’ or large undivided area of floor.

Extension to De Jordaan 14th Montessori School

| Architectural Strategy

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55 |

Architectural Strategy |

From fragmented classrooms to open learning landscape.

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The result : Creation of multiple interaction classroom spaces with more than one instructor to assist each group of foreigner.

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In this school, classroom principle has been abandoned entirely. Glass accordion partitions that can be used to create classroom-like space should be required. Struc-tural system that permits free floor spans (12m) avoid-ing structural obstacles (supporting walls that can cause division). There are fixed elements – toilet blocks, cloak-rooms units, storage units – around which spaces can be freely fitted out. The different spaces produce zones of 75 pupils. 3 teachers moving from place to place or be con-sulted at central help desk. It is an example of a Learning Landscape because there is a lot of open space in which these activities may take place. Entire open space (theo-retically greatest freedom) – opens up opportunity for more of these activities and users group to learn.

De Monchy School, Arnhem 2004-07

| Architectural Strategy

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59 |

Architectural Strategy |

Page 60: THESIS PREP BOOK

Io sostengo che un intervento architettonico ha la capacità di agire come un hub di scambio culturale tra due culture diverse attraverso l'utilizzo del programma e di esperienza spaziale. All'interno di questa esperienza spaziale, condizioni materiali, superficie, soglia, e il cortile sostenitore spazi di apprendimento, mentre il risveglio della coscienza di una identità culturale attraverso la memoria. 我主張,一個建築的干預的能力,作為通過利用方案和空間體驗的兩個不同文化之間的文化交流的樞紐。內,這種空間的經驗,材料,表面,閾�,和庭院條件,提倡學習,而通過內存中的文化身份意識的覺醒的空間。Ik beweer dat een architecturale interventie de mogelijkheid om te fungeren als een centrum van culturele uitwisseling tussen twee verschillende culturen door het gebruik van het programma en de ruimtelijke ervaring heeft. Binnen deze ruimtelijke ervaring, materiaal, oppervlakte, drempel, en op de binnenplaats voorwaarden voorstander ruimtes van het leren, terwijl ontwaken van het bewustzijn van een culturele identiteit door middel van het geheugen. Mimi wa mambo wanasema kuwa hatua ya usanifu ina uwezo wa kufanya kazi kama kitovu cha kubadilishana utamaduni kati ya tamaduni mbili tofauti kwa kutumia program na uzoefu wa anga. Ndani, uzoefu huu anga, vifaa, uso, kizingiti, ua hali ya kutetea nafasi ya kujifunza kuamsha fahamu wakati wa utambulisho wa utamaduni kwa njia ya kumbukumbu. Eu defendo que uma intervenção arquitetônica tem a capacidade de atuar como um centro de intercâmbio cultural entre duas culturas diferentes através da utilização de programa e experiência espacial. Dentro, essa experiência espacial, condições materiais, de superfície, limiar, e pátio defendem espaços de aprendizagem, enquanto despertando a consciência de uma identidade cultural através da memória. Yo sostengo que una intervención arquitectónica tiene la capacidad de actuar como un centro de intercambio cultural entre dos culturas concie

Page 61: THESIS PREP BOOK

Io sostengo che un intervento architettonico ha la capacità di agire come un hub di scambio culturale tra due culture diverse attraverso l'utilizzo del programma e di esperienza spaziale. All'interno di questa esperienza spaziale, condizioni materiali, superficie, soglia, e il cortile sostenitore spazi di apprendimento, mentre il risveglio della coscienza di una identità culturale attraverso la memoria. 我主張,一個建築的干預的能力,作為通過利用方案和空間體驗的兩個不同文化之間的文化交流的樞紐。內,這種空間的經驗,材料,表面,閾�,和庭院條件,提倡學習,而通過內存中的文化身份意識的覺醒的空間。Ik beweer dat een architecturale interventie de mogelijkheid om te fungeren als een centrum van culturele uitwisseling tussen twee verschillende culturen door het gebruik van het programma en de ruimtelijke ervaring heeft. Binnen deze ruimtelijke ervaring, materiaal, oppervlakte, drempel, en op de binnenplaats voorwaarden voorstander ruimtes van het leren, terwijl ontwaken van het bewustzijn van een culturele identiteit door middel van het geheugen. Mimi wa mambo wanasema kuwa hatua ya usanifu ina uwezo wa kufanya kazi kama kitovu cha kubadilishana utamaduni kati ya tamaduni mbili tofauti kwa kutumia program na uzoefu wa anga. Ndani, uzoefu huu anga, vifaa, uso, kizingiti, ua hali ya kutetea nafasi ya kujifunza kuamsha fahamu wakati wa utambulisho wa utamaduni kwa njia ya kumbukumbu. Eu defendo que uma intervenção arquitetônica tem a capacidade de atuar como um centro de intercâmbio cultural entre duas culturas diferentes através da utilização de programa e experiência espacial. Dentro, essa experiência espacial, condições materiais, de superfície, limiar, e pátio defendem espaços de aprendizagem, enquanto despertando a consciência de uma identidade cultural através da memória. Yo sostengo que una intervención arquitectónica tiene la capacidad de actuar como un centro de intercambio cultural entre dos culturas concie

MethodologyCreating the English Learning Landscape

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62 |

theandthe

WHY?HOW.

WHAT THE ARCHITECTURE WILL NOT ATTEMPT TO DO

Architecture in effect will not make an attempt at the assimilation of these immigrants into the American cul-ture, guarantee direct social interaction, create a specific timeframe in which the language will be taught/learned, and the architecture WILL NOT teach the English lan-guage.

By changing the education paradigm through the orga-nization of learning space and spatial sequence to ac-commodate a specific user groups, the immigrants will be immersed in an environment that makes learning the English language easier. The different programs in the buildings are organized and design to accommodate a curriculum in which these immigrants will learn and the transitory spaces and public spaces of display will provide for an opportunity for these immigrants to have a sense of cultural preservation and an opportunity to understand their transition into society.

The flexibility of the proposal allows for any user group with one similar goal, learning English.

learning with no timeframe . at the user’s leisure . at the user’s own pace . focus on the user’s strengths . focus on the user’s level of learning . providing an environment that helps establish networks and provides resources.

| Methodology

Page 63: THESIS PREP BOOK

INSERT

USER

GROUP

HERE

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64 |

Methodology. Within this sporadic array of user groups and instructors, a surface acts as a datum and creates different conditions, considerably, nodes of activity. These nodes of activity have dif-ferent programmatic requirements and the surface manipulates itself to meet these requirements.

Spatial Translation. The surface within the school becomes omnipresent; folding, shifting, and even concealing or revealing itself to define spatial pa-rameters within the building. Views from one space into another and also to the exterior of the building can be made possible through different articulatory openings in the surface.

Spatial Transition. Penetrating or walking through this surface provides for a threshold space in which creates a sensory effect. It may also be used to con-nect two spaces through corridors or phenomeno-logical connections.

Natural Light. Piercing, perforating, opening, clos-ing the surface provides opportunities for natural sunlight to enter into the building. Depending on the publicity or temporal use of the programs, the amount of light can be monitored.

So now how do we begin to architecturally organize these

spac

es?

| Methodology

Page 65: THESIS PREP BOOK

Material Memory. The material of the surface would be made of a familiar material from the user’s native land. Present throughout the school, this material would provide comfort for the user through the memories related to it. Its existence throughout the building ever present, concealed, revealed, etc.

Pedagogy. Plug in, Look at, Write on. Most of all, this same surface can act as a teacher, allowing for one to write on it, plug headphones/computer char-gers/projectors etc. into it when needed, and also become an exhibition space for the broader com-munity.

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With this sporadic composition of an English Learning Landscape, a didactic surface becomes the datum or organizing agent of these spaces.

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2005-2011, San SebastianMuseo San Telmo: en el limite urbanoSan Telmo Museum: on the Urban BoundaryBoundary - Threshold - determination of spatial and formal configuration materialization of that boundary is important because it represents multiple discontinuities that contemporary cities face today.

In this project, discontinuities are juxtaposed in a clear and harmonious way: where Mount Urgull meets the historic center of San Sebastian: be-tween nature and city, the horizontal plane and topographic elevation, land and sea, historical buildings and current ones. The physical boundary tends to express its autonomy regarding an environment into which the building paradoxically also wishes to blend. Existence of a long inhabited jagged wall. The plan evokes distorted geometry of the cloister and nearby military bastions that meet the mountain. New discontinuity is formed - building/wall manifests double contrast - nature/artifice, contemporary sensibility/historical record. Notion of preserving the urban memory and restoring the cloister, church, tower, and chapels (most valuable elements of the site). The new extension includes publics areas of the museum: lobby, assembly hall, shop, library, didactic rooms, storage and service areas. Longitudinal and narrow volumes between the mountain and chapels accommodates exhibition halls parallel to church and nave which reflects a figurative dialogue between architectural spaces of different periods, scale and material quality.

This project shows how a contemporary intervention could still pay its resects to its older and more antique context. The perforate metallic skin, which is the main superficial facade in this project, acts as a divider of the interior/exterior while mitigating between the old and the new. Its function is the expression of the nature/artifice and duality while allowing the growth of local vegetation species.

| Methodology_Surface in ELEVATION

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69 |

Various modes ofsimultaneous circulation

about this surface

Conceptual Models

Relation to the Landscape

Perforated Surface Extracted

Model

Preservation of the old Juxtapositionto the new

Wall as mediating device between two elements

Methodology_Surface in ELEVATION |

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70 |

| Methodology_Surface in ELEVATION

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Methodology_Surface in ELEVATION |

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Bjarke Ingels GroupsSUKSuperkilen . Copenhagen, Denmark

How do you create a solid and open framework that can satisfy the wishes and needs of 57 cultures and thousands of individuals? -BIG

The project is not a finalized art piece but an open creation that will receive content and shape through the dialogue with the users. The choice of colors and materials be-gin as neutral to language and culture but acquire a meaning over time as they are used in the cityspace and populated by the inhabitants. The different surfaces and colors of the area are integrated so that they become a backdrop for a variety of objects chosen by the citizens and curated by the designers. This backdrop at the same time is neutral, distinctive and discreet. The goal is to make the Norrebro neighborhood the center of innovative urban spaces of international standard which can be an inspiration for other cities and neighborhoods. -Bjarke Ingels Group

This example of how a surface can conglomerate and exemplify the importance and specificity of various cultural elements. Through the use of color, different sections are identified and through the use of object, cultural identity is made very apparent.

| Methodology_Surface in PLAN

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Methodology_Surface in PLAN |

Page 74: THESIS PREP BOOK

Io sostengo che un intervento architettonico ha la capacità di agire come un hub di scambio culturale tra due culture diverse attraverso l'utilizzo del programma e di esperienza spaziale. All'interno di questa esperienza spaziale, condizioni materiali, superficie, soglia, e il cortile sostenitore spazi di apprendimento, mentre il risveglio della coscienza di una identità culturale attraverso la memoria. 我主張,一個建築的干預的能力,作為通過利用方案和空間體驗的兩個不同文化之間的文化交流的樞紐。內,這種空間的經驗,材料,表面,閾�,和庭院條件,提倡學習,而通過內存中的文化身份意識的覺醒的空間。Ik beweer dat een architecturale interventie de mogelijkheid om te fungeren als een centrum van culturele uitwisseling tussen twee verschillende culturen door het gebruik van het programma en de ruimtelijke ervaring heeft. Binnen deze ruimtelijke ervaring, materiaal, oppervlakte, drempel, en op de binnenplaats voorwaarden voorstander ruimtes van het leren, terwijl ontwaken van het bewustzijn van een culturele identiteit door middel van het geheugen. Mimi wa mambo wanasema kuwa hatua ya usanifu ina uwezo wa kufanya kazi kama kitovu cha kubadilishana utamaduni kati ya tamaduni mbili tofauti kwa kutumia program na uzoefu wa anga. Ndani, uzoefu huu anga, vifaa, uso, kizingiti, ua hali ya kutetea nafasi ya kujifunza kuamsha fahamu wakati wa utambulisho wa utamaduni kwa njia ya kumbukumbu. Eu defendo que uma intervenção arquitetônica tem a capacidade de atuar como um centro de intercâmbio cultural entre duas culturas diferentes através da utilização de programa e experiência espacial. Dentro, essa experiência espacial, condições materiais, de superfície, limiar, e pátio defendem espaços de aprendizagem, enquanto despertando a consciência de uma identidade cultural através da memória. Yo sostengo que una intervención arquitectónica tiene la capacidad de actuar como un centro de intercambio cultural entre dos culturas concie

Page 75: THESIS PREP BOOK

Io sostengo che un intervento architettonico ha la capacità di agire come un hub di scambio culturale tra due culture diverse attraverso l'utilizzo del programma e di esperienza spaziale. All'interno di questa esperienza spaziale, condizioni materiali, superficie, soglia, e il cortile sostenitore spazi di apprendimento, mentre il risveglio della coscienza di una identità culturale attraverso la memoria. 我主張,一個建築的干預的能力,作為通過利用方案和空間體驗的兩個不同文化之間的文化交流的樞紐。內,這種空間的經驗,材料,表面,閾�,和庭院條件,提倡學習,而通過內存中的文化身份意識的覺醒的空間。Ik beweer dat een architecturale interventie de mogelijkheid om te fungeren als een centrum van culturele uitwisseling tussen twee verschillende culturen door het gebruik van het programma en de ruimtelijke ervaring heeft. Binnen deze ruimtelijke ervaring, materiaal, oppervlakte, drempel, en op de binnenplaats voorwaarden voorstander ruimtes van het leren, terwijl ontwaken van het bewustzijn van een culturele identiteit door middel van het geheugen. Mimi wa mambo wanasema kuwa hatua ya usanifu ina uwezo wa kufanya kazi kama kitovu cha kubadilishana utamaduni kati ya tamaduni mbili tofauti kwa kutumia program na uzoefu wa anga. Ndani, uzoefu huu anga, vifaa, uso, kizingiti, ua hali ya kutetea nafasi ya kujifunza kuamsha fahamu wakati wa utambulisho wa utamaduni kwa njia ya kumbukumbu. Eu defendo que uma intervenção arquitetônica tem a capacidade de atuar como um centro de intercâmbio cultural entre duas culturas diferentes através da utilização de programa e experiência espacial. Dentro, essa experiência espacial, condições materiais, de superfície, limiar, e pátio defendem espaços de aprendizagem, enquanto despertando a consciência de uma identidade cultural através da memória. Yo sostengo que una intervención arquitectónica tiene la capacidad de actuar como un centro de intercambio cultural entre dos culturas concie

SITEQueens . New York

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77 |

Queens is one of the most diverse places in the United States. It is the eastern most of the five bor-oughs of New York. Although it has the second largest population out of the five boroughs, it has the large land area. It is located on the the western part of Long Island and is the location of 2/3 marjor airports including LaGuardia and many attractions like the New York Mets Ballpark, Queens Botani-cal Gardens, US Open Tennis Tournament, Flush-ing Meadow Park, and the Aqueduct Racetrack. This greatly contributes to the economy of Queens which is primarily based on tourism, industry, and trade. Also, the airspace about the Queens, New York metropolitan area is one of the most crowded and regulated in the world due to the three major airports in the area. Masses of people are constrant-ly traveling in and out of the Queens area.

What makes Queens ideal for an English Learn-ing Language Institute is the presence of culture and also the amount of immigrants that migrate to as well as reside there. Out of Queen’s 2.3 Million person population, almost half (47.6%) are immi-grants.

Queens is a considered more of a suburban bor-ough due to its high number of residential neigh-borhoods but however it still contains several business districts and urban neigborhoods. Unfor-tunately, although Queens is among the biggest of the boroughs, it among the least for the amount of schools that are located in the borough.

Manhattan

Borough of

The Bronx

Brooklyn

Queens

Staten Island

New York

County of 1 April 2010Census

squaremiles

squarekm

Land areaPopulationJurisdiction

New York’s Five Boroush Overview

Bronx

Kings

Queens

Richmond

1,585,873

1,385,108

2,504,700

2,230,722

468,730

8,175,133

19,378,102

Source: United States Census Bureau

23

42

71

109

58

59

109

183

283

151

303 786

47,214 122,284

City of New York

State of New York

SITE |

Page 78: THESIS PREP BOOK

From ESL to ELL

Queens . New York

Manhattan

Brooklyn

StatenIsland

The Bronx

| Site Documentation

78 |

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From ESL to ELL

N

BROADCHANNEL

JOHN F. KENNEDYINTERNATIONAL

AIRPORT

ROSEDALE

BROOK-VILLE

LAURELTON

CAMBRIAHEIGHTSST. ALBANS

SOUTH JAMAICA

SPRINGFIELDGARDENS NORTH

SPRINGFIELDGARDENS SOUTH

JAMAICA

BRIARWOOD

HILLCREST

KEWGARDEN

HILLS

UTOPIA

QUEENSBORO HILL

FRESHMEADOW

EASTFLUSHING

FOREST PARK

KEWGARDENS

HOLLIS

JAMAICAESTATES

JAMAICAHILLS

QUEENSVILLAGE

BELLROSEFLORAL PARK

OAKLANDGARDENS

BAYSIDEAUBURNADALECLEARVIEW

WHITESTONE

FLUSHING

CORONAELMHURST

MASPETH

WOODSIDE

JACKSONHEIGHTS

DITMARS-STEINWAY

NORTHCORONA

EASTELMHURST

LA GUARDIAAIRPORT

SUNNYSIDE

HUNTERSPOINT

ASTORIA�LONG ISLAND

CITY

MURRAY HILL

BOWNEPARK

COLLEGEPOINT

FLUSHINGMEADOW-CORONA

PARK

ALLEY PARKDOUGLASTON LITTLE NECK

WOODHAVEN

GLENDALE

RIDGEWOOD

MIDDLEVILLAGE

REGOPARK

FORESTHILLS

OZONEPARK

LYNDEN-WOOD

HOWARDBEACH

OLDHOWARD

BEACH

RICHMONDHILL

SOUTH OZONE PARK

FARROCKAWAY

ARVERNEEDGEMEREMAMMELS

ROCKAWAYPARK

SEASIDENEPONSITBELLE HARBOR

BREEZY POINTROXBURY

White

ONE DOT = 500 residents

BlackAsianHispanicOther

From the information on the image it shows how Queens, out of the five boroughs not only has a dense population but more diverse dis-tribution of the colored dots. Looking towards the northen section of the borough, it is appar-ent that these areas are more colorful meaning that many different cultures reside there. The further one moves towards the boundaries, the more there is an existence of a singular race.

Site Documentation |

79 |

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Native vs. Foreign Born Population

| Site Documentation

80 |

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From ESL to ELL

20,0001,000

DECREASE

Manhattan

The Bronx

Queens

Brooklyn

Staten Island

INCREASE

Linguistic Isolation (OASIS Maps)

an

klBroroorooo y

e

Q eeue

T

a

eeTheTT

ns

dl n

B n

LATIN AMERICATrends o f immigration are drastically i ncreasingly in N ew York City ( 5 boroughs). The diagram shows that according to Census data of 2000 and an American Community Survey

shadows the decrease. This also directly relates to the areas of Linguistic isolation that are being formed throughout. These immigrants from Spanish-speaking countries are forming predominantly Spanish-speaking enclaves in many areas of New York City.

Maps showing population change are based on 2000 census and 2005-9 American Community Survey.Sources: American Community Survey, Censusnytimes.com

Site Documentation |

81 |

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|

Youth Population2005 - 2009

0.3 - 10%10.1 - 20%20.1 - 30%30.1 - 40%40.1 - 100%

| Site Documentation

*Original maps from New York OASIS Map Index82

Page 83: THESIS PREP BOOK

From ESL to ELL

Communities of Color2005 - 2009

0.5 - 20%20.1 - 40%40.1 - 60%60.1 - 80%80.1 - 97%97.1 - 100%

Site Documentation |

*Original maps from New York OASIS Map Index 7 |

Page 84: THESIS PREP BOOK

From ESL to ELL

Major Zoning Districts

ResidentialCommercialIndustrialPark

Judging by the information presented on the map, Queen’s is zoned primarily as residential. The second largest zone are the indus-trial zones which are located mainly near the ports and access points to water. The larger parks provide for vast amounts of green space and commercial zones are dispersed throughout.

| Site Documentation

*Original maps from New York OASIS Map Index85 |

Page 85: THESIS PREP BOOK

“Community size affects how many people an individual potentially has contact with, determining the breadth of his or her social network, the amount of resources available, and the overall level of social integration.”

- Beuker

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|

Median Household Income2005 - 2009

< $25,00025K to 45K45K to 65K65K to 85K85K to 105K105K or higher

| Site Documentation

*Original maps from New York OASIS Map Index87

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From ESL to ELL

Linguistic Isolation2005 - 2009

0.4 - 8%8.01 - 18%18.01 -28%28.01 - 38%38.01 - 48%48.01 - 100%

Site Documentation |

*Original maps from New York OASIS Map Index 88 |

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From ESL to ELL

Libraries

| Site Documentation

*Original maps from New York OASIS Map Index | 89

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In comparison to the other surrounding boroughs, the density of various school types in Queens seems a lot less. Although Queens has the largest surface area, the density of the learning environ-ments within one area seems a lot lower than Manhattan and Brook-lyn.

Schools

Public ElementaryPublic Middle / IS / JHSPublic High SchoolPublic OtherCharter SchoolPrivate / ParochialCollege / University

Manhattan

Brooklyn

Site Documentation |

*Original maps from New York OASIS Map Index 90 |

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From ESL to ELL

31

2

27

2526

29

11

22

24

30

10

8

28

20

8

3

2721

15

6

19

9

18

14

7

17

5

13

1

12

4

322

27

23

4

16

7

19

1918

18

10

Schools That Opened or Closed Since 2005-2006

New

Closed

As shown in the diagram, although many new schools are starting to open up in Queens, its still the minority. The eastern region of the county still lacks educational facilities.

Borough of Queens

| Site Documentation

| 91

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From ESL to ELL

Subway Lines From NYC

The 7 Train

7A C E4 5 6GJ M ZN

71 2 3 9SB D F QL

R

Site Documentation |

*Original maps from New York OASIS Map Index 92 |

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From ESL to ELL

7

| Site Documentation

*Original maps from New York OASIS Map Index | 93

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From ESL to ELL

Accessibility to Pub-lic Transportation

-Subway systems located overhead as well as beneath the city.

MTA Metropolitan Transportation

Authority

Via Subway, Bus, and Commuter Trains. It makes 2.6 Billion Trips each year and 1 in every 3 users of mass transit in the United States.

7 Train as Historical Landmark

The 7 train was recognized as the ‘Internation Express’. Opened in 1913, it has been a ‘corridor for im-migrants’ servicing many. It was honored by the White House as the Nation Millenium Trail and still runs as efficiently today.

After overlaying all of the different conditions in Queens, there is a density in the Community District 3 Area which is comprised of some of the most di-verse neighborhoods in the country.

Linguistic IsolationThere is a dense conglom-eration of places within this region where linguistic isola-tion is at its highest. This is has a relationship with the low median household income within the area.

Opportunity for learningThe opportunity for new schools to form is a possibility due to the lack of flourishing schools that Queens obtains in relation to the other neigh-boring boroughs.

E M 7R

Site Documentation |

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From ESL to ELL

In Jackson Heights

60% Identify as Hispanic

15% White10% Black20% South and East Asian

In Jackson Heights

More than 65% immigrants from all over the world

Exchange of PeopleSite Conditions overlap

Jackson Heights. As stated before, Jackson Heights is one of the most diverse places in Queens as well as the nation. It lies within Community District 3 which is comprised of Jackson Heights, North Corona, and East Elmhurst which are all collaborately the most diverse places in New York. More than 65% of immigrants from all over the world live in Jackson Heights and it contains the second largest foreign born population in Queens (Elmhurst is number one). 60% of these immigrants ide-antify themselves as hispanic while other racial groups make up the remaining 40%. The urban fabric of Jack-son Heights is primarily residential with shops and ser-vicial programs adjacent to major roads. Jackson Heights lies within areas of the highest linguistic isolation as well as the lowest annual income in Queens. The intersection of Broadway and Roosevelt Ave is a crucial point of density in that is locates one of the ma-jor subway hubs in New York. Although this area deems itself an ideal site for the conglomeration of a speci-fied immigrant user group, the condition of available schools/centers for immigrants is relatevely low. Schools are more than a .3 mile radius from this area and are geared toward a younger user group. Even within these schools, the spatial requirements for an architectural in-tervention exceeds the current condition.

Site Documentation |

Made up of more than 65% of immigrants from around the world

15% White10% Black20% South and East Asian60% Hispanic

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From ESL to ELL

Linguistic Isolation2005 - 2009

0.4 - 8%8.01 - 18%18.01 -28%28.01 - 38%38.01 - 48%48.01 - 100%

*Original maps from New York OASIS Map Index

Roosevelt Ave

74th St

37th Rd

73rd St

SITE

SITE

SITE

73rd St

Calpana Chawla Way

75th St75th St

76th St

77th St

72nd St

Brooklyn Queens Expressway

72nd St

75th St

76th St

Roosevelt Ave

Broadway

Broadway

| Site Documentation

Jackson Heights

| 97

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From ESL to ELL

Median Household Income2005 - 2009

< $25,00025K to 45K45K to 65K65K to 85K85K to 105K105K or higher

*Original maps from New York OASIS Map Index

Roosevelt Ave

74th St

73rd St

SITE

SITE

SITE

73rd St

Calpana Chawla Way

75th St75th St

76th St

77th St

72nd St

Brooklyn Queens Expressway

72nd St

75th St

76th St

Roosevelt Ave

Broadway

Broadway

Site Documentation |

Jackson Heights

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0.05 miles

0.2 miles

0.1 miles

0.15 miles

CCB English School

Plaza College

S.D.A. School of Jackson Heights

Seventh Day Adventist School

New York City Board - Education

0.25 miles

0.3 & beyond

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From ESL to ELL

CCB English School

Plaza College

New York City Board - Education

Site Documentation |

“It seems obvious but is often forgotten: teaching and learning should shape the building, not vice versa.” -The Third Teacher

100 |

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S I T Eroosevelt ave . Jackson Heights, NY

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S I T Eroosevelt ave . Jackson Heights, NY

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From ESL to ELL | Site Conditions

| 103

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From ESL to ELL

On-Site Sketches.

The site ultimately calls for a connection between these three areas of vacancy within the dense urban fabric.

Relinking these two sides of the infrastructure.

Site Conditions |

104 |

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ei

g hf

Street Condition

Infrastructure

Conglomerationof Languages

Public Space Street Culture

ContextualConnections

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site.

cd

a bconditions

ei

g hf

Vacant Space

Market

Street Condition

Infrastructure

Shops and Residences

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Section A

vacant?vacant

vacant

vacantvacant

a

| 107

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Section A

vacant?vacant

vacant

vacantvacant

a

108 |

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b shops and residences

| 109

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cmarket

110 |

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e conglomeration of languages

| 111

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112 |

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| 113

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114 |

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A

Section A

Section B

Section C

A

B

B

C

DD

C N

f

7

7 7 77

7

7

7infrastructure

PB

N

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A

Section A

Section B

Section C

A

B

B

C

DD

C N

f

7

7 7 77

7

7

7

What the infrastructure does. The subway is elevated which allows for vehicular circulation and commercial access underneath it. This is a positive aspect because the initial presence of the subway allows for many people to get to and from the site which creates density. A negative is that its existence creates a barrier between the two sides of the street.

Its connection to the building can be formed by linking these di�erent users and allowing the to come to one common area. This is important because (statsColumnar Structure

Roosevelt Ave Vehicular Tra�ceTrainLandingStrucutural BeamsCanopyPedestrian Tra�c

PB

116 |

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ab c

e

f

d

Roosevelt Ave, Jackson Heights NY

N

| 117

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ab

c

e fd

118 |

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From ESL to ELL | Site Conditions

| 119

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From ESL to ELLSite Conditions |

120 |

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g public space

| 121

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h istreet culturecontextual

connections

122 |

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INSERT

USER

GROUP

HERE

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From ESL to ELL | USER Group

| 125

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From ESL to ELLUSER Group |

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From ESL to ELL

Three main groups of Latinos that have immigrated to Queens are shown in the maps to the right. Community District 3 is one of the densest areas of residents that identify themselves as Latino. This relates back to the information about this area being linguistically isolated in that these groups of people primarily speak Spanish.

The Dominicans have a dominant community within the Corona area indicated by the map in the center. The aggregation of the Dominican population creates a strong sense of unity and allows for more resources and more of a network to exist within this area.

The Mexicans are more spread out but still have a pres-ence of different communities in pockets of the Com-munity District 3 area. The areas of purple and yellow, the denses communities, are more prevalent on the bor-der of Jackson Heights and Elmhurst.

Out of these three groups the Ecuadorians are the mi-nority. They are spread out across the region and have weaker pockets of communities that exist throughout community district 3. However, they have a strong pres-ence around the area of the chosen site.

| USER Group

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From ESL to ELLUSER Group |

1

2

7

4

3Jackson Heights

La Guardia Airport

Corona

Elmhurst

Astoria BlvdEast Elmhurst

*Sources: US Census Bureau 2000 Census (SF1): NYC Dept. of City Planning 2002

ECUADORIAN Population as % of tract’s Hispanic Population

10% or less10% - 20%20% - 30%30% - 76%Community Boundaries

10% or less10% - 20%20% - 30%30% - 76%Community Boundaries

10% or less10% - 20%20% - 30%30% - 76%Community Boundaries

DOMINICAN Population as % of tract’s Hispanic Population MEXICAN Population as % of tract’s Hispanic Population

11

22

77

44

33Jackson HeightJackson Height ss

La GuarLa Guar dia Airpodia Airpo rtrt

CoronaCorona

ElmhurstElmhurst

AsAs toria Blvdtoria Blvd

East ElmhurstEast Elmhurst

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One user group. It is necessary to only target one user group because of the focus and goal of the intervention within the area. The scope of the intervention and its ability to become a node of exchange in Queens involves two specific groups; the native culture and culture of for-eign origins.

According to ‘The New Democracy of American Schools, Immigration and the No Child Left Behind Act’ article, schools with larger LEP (Limited English Proficient) students and immigration populations tend to be more segregated by race, ethnicity and income. Most crucually, these schools are also linguistically seg-regated by the languages the students speak at home. Therefore, placing these three groups in one institute would stand the risk of them still remaining segregated from one another. Siting is another factor. In proxim-ity to the Roosevelt Avenue and Broadway intersection, the Ecuadorians would have a higher accessibility to this area. As this would be a temporal school that is sensitive to the user’s learning pace, type, as well as daily life, the chances of users commuting from farther areas is a lot less. Ultimately, since the goal of the school is not direct social interaction and places finding new effective spac-es of learning English at a high priority, the ethnicity of the user does not necessary act as a dominant factor, as long as they have a need to learn the language.

| USER Group

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Schools with larger LEP and immigration populations tend to be more segregated by race, ethnicity and income. Most crucually, these schools are linguistically segregated. -No Child Left Behind Act

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From ESL to ELL | USER Group

1

2

7

4

3Jackson Heights

La Guardia Airport

Corona

Elmhurst

Astoria BlvdEast Elmhurst

| 131

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From ESL to ELL

The Ecuadorian immigrants are fragmented in their current condition. An intervention within this area has the ability to bring these fragments together. The success of the build-ing within this area has the potential to be a destination for cultural group, in this case, the Ecuadorian people within the area. The success of the program has the potential to ef-fectively ease the incorporation process while respecting the user’s cultural identity.

USER Group |

ECUADORIAN Population as % of tract’s Hispanic Population

10% or less10% - 20%20% - 30%30% - 76%Community Boundaries

ELL

ELL

ELL

Dominicans

Mexicans

Ecuadorians

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Ecuador. From Tropical to Urban. Ecuador gets its name from the literal translation, Republic of the Equator (the central line of the earth). The climate there varies from temperate to tropical depending on the region.The current education system in Ecuador requires stu-dents to complete a basic level of education. Some prob-lems with the education system there is that provosion of public school falls below levels, class sizes are gener-ally large, families having to pay for education, transpor-tation costs and fees. In rural areas, only 10% percent of students go on to High School. Many Ecuadorians migrate to the United States in hopes of better job opportunities and better education facilities for their children.

| USER Group

Ecuadorian schoolboys in 1907

| 133

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Io sostengo che un intervento architettonico ha la capacità di agire come un hub di scambio culturale tra due culture diverse attraverso l'utilizzo del programma e di esperienza spaziale. All'interno di questa esperienza spaziale, condizioni materiali, superficie, soglia, e il cortile sostenitore spazi di apprendimento, mentre il risveglio della coscienza di una identità culturale attraverso la memoria. 我主張,一個建築的干預的能力,作為通過利用方案和空間體驗的兩個不同文化之間的文化交流的樞紐。內,這種空間的經驗,材料,表面,閾�,和庭院條件,提倡學習,而通過內存中的文化身份意識的覺醒的空間。Ik beweer dat een architecturale interventie de mogelijkheid om te fungeren als een centrum van culturele uitwisseling tussen twee verschillende culturen door het gebruik van het programma en de ruimtelijke ervaring heeft. Binnen deze ruimtelijke ervaring, materiaal, oppervlakte, drempel, en op de binnenplaats voorwaarden voorstander ruimtes van het leren, terwijl ontwaken van het bewustzijn van een culturele identiteit door middel van het geheugen. Mimi wa mambo wanasema kuwa hatua ya usanifu ina uwezo wa kufanya kazi kama kitovu cha kubadilishana utamaduni kati ya tamaduni mbili tofauti kwa kutumia program na uzoefu wa anga. Ndani, uzoefu huu anga, vifaa, uso, kizingiti, ua hali ya kutetea nafasi ya kujifunza kuamsha fahamu wakati wa utambulisho wa utamaduni kwa njia ya kumbukumbu. Eu defendo que uma intervenção arquitetônica tem a capacidade de atuar como um centro de intercâmbio cultural entre duas culturas diferentes através da utilização de programa e experiência espacial. Dentro, essa experiência espacial, condições materiais, de superfície, limiar, e pátio defendem espaços de aprendizagem, enquanto despertando a consciência de uma identidade cultural através da memória. Yo sostengo que una intervención arquitectónica tiene la capacidad de actuar como un centro de intercambio cultural entre dos culturas concie

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Io sostengo che un intervento architettonico ha la capacità di agire come un hub di scambio culturale tra due culture diverse attraverso l'utilizzo del programma e di esperienza spaziale. All'interno di questa esperienza spaziale, condizioni materiali, superficie, soglia, e il cortile sostenitore spazi di apprendimento, mentre il risveglio della coscienza di una identità culturale attraverso la memoria. 我主張,一個建築的干預的能力,作為通過利用方案和空間體驗的兩個不同文化之間的文化交流的樞紐。內,這種空間的經驗,材料,表面,閾�,和庭院條件,提倡學習,而通過內存中的文化身份意識的覺醒的空間。Ik beweer dat een architecturale interventie de mogelijkheid om te fungeren als een centrum van culturele uitwisseling tussen twee verschillende culturen door het gebruik van het programma en de ruimtelijke ervaring heeft. Binnen deze ruimtelijke ervaring, materiaal, oppervlakte, drempel, en op de binnenplaats voorwaarden voorstander ruimtes van het leren, terwijl ontwaken van het bewustzijn van een culturele identiteit door middel van het geheugen. Mimi wa mambo wanasema kuwa hatua ya usanifu ina uwezo wa kufanya kazi kama kitovu cha kubadilishana utamaduni kati ya tamaduni mbili tofauti kwa kutumia program na uzoefu wa anga. Ndani, uzoefu huu anga, vifaa, uso, kizingiti, ua hali ya kutetea nafasi ya kujifunza kuamsha fahamu wakati wa utambulisho wa utamaduni kwa njia ya kumbukumbu. Eu defendo que uma intervenção arquitetônica tem a capacidade de atuar como um centro de intercâmbio cultural entre duas culturas diferentes através da utilização de programa e experiência espacial. Dentro, essa experiência espacial, condições materiais, de superfície, limiar, e pátio defendem espaços de aprendizagem, enquanto despertando a consciência de uma identidade cultural através da memória. Yo sostengo que una intervención arquitectónica tiene la capacidad de actuar como un centro de intercambio cultural entre dos culturas concie

ProgramEffective Learning Envi-ronments for the USER

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Methodology. Within this sporadic array of user groups and instructors, a surface acts as a datum and creates different conditions, considerably, nodes of activity. These nodes of activity have dif-ferent programmatic requirements and the surface manipulates itself to meet these requirements.

Insert USER Group _Ecuadorians

Material Memory. The material of the surface would be made of a familiar material from the user’s native land. Present throughout the school, this material would provide comfort for the user through the memories related to it. Its existence throughout the building ever present, concealed, revealed, etc.

Pedagogy. Plug in, Look at, Write on. Most of all, this same surface can act as a teacher, allowing for one to write on it, plug headphones/computer char-gers/projectors etc. into it when needed, and also become an exhibition space for the broader com-munity.

So now how do we begin to architecturally organize these

spac

es?

| Methodology Applied to USER Group: Ecuadorians

| 137

individual

instructor

group

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LIBRARY & LECTURE HALL

ENGLISH LEARNING LANDSCAPE

LEARNING

RETAIL

LEISURE

SERVICE

| Program

| 139

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From ESL to ELL

CafeLecture HallLibrary

shoPcourtyard

Mechanical Roomrestrooms StorageLoading Area

Computer ClusterReading Clusters O�ce

Infomation Center Restaurant

Digital Gardens Exhibition Space

O�ceConference Rooms

Program |

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From ESL to ELL

PROGRAMS

Lecture HallLibrary

Reading ClustersComputer ClustersConference RoomsOffices

CafeShopInformation Center Restaurant

Courtyard Space(s)Garden(s)Digital Garden

RestroomsMechanicalStorageLoading Area

Estimated TOTAL

Square Footage ft2

3600

1600

1000

100

= 100 ft2

-

1000

1000

600

20,000 ft2

500

3000

2200

1200

1000

-

400

2200

-

| Program

LIBRARY & LECTURE

ENGLISH LEARNING LANDSCAPE

LEARNING

RETAIL

LEISURE

SERVICE

| 141

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From ESL to ELLProgram |

The programs exist on and within the surface so therefore, become the surface. Opportunities for public spaces area created in the vacant areas where surface and programs do not intertect. Ul-timately, the English Learning Landscape exists throughout the school and the surface begins to formulate the different spatial conditions. De-pending on the scale or the function of the space, the surface is used in different scenarios. The block programs on the right indicate the hierar-chy between the different programs by the use of color. The white surface represents the activity proposed in the methodology. When these two conditions are combined, they produce different conditions experience by the user.

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LIBRARY & LECTURE LEARNING

vHello, and how are you? How much does a beer cose

t on

W

ednesday? Is there any tax, if so, how much

| 143

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RETAIL LEISURE

144 |

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Io sostengo che un intervento architettonico ha la capacità di agire come un hub di scambio culturale tra due culture diverse attraverso l'utilizzo del programma e di esperienza spaziale. All'interno di questa esperienza spaziale, condizioni materiali, superficie, soglia, e il cortile sostenitore spazi di apprendimento, mentre il risveglio della coscienza di una identità culturale attraverso la memoria. 我主張,一個建築的干預的能力,作為通過利用方案和空間體驗的兩個不同文化之間的文化交流的樞紐。內,這種空間的經驗,材料,表面,閾�,和庭院條件,提倡學習,而通過內存中的文化身份意識的覺醒的空間。Ik beweer dat een architecturale interventie de mogelijkheid om te fungeren als een centrum van culturele uitwisseling tussen twee verschillende culturen door het gebruik van het programma en de ruimtelijke ervaring heeft. Binnen deze ruimtelijke ervaring, materiaal, oppervlakte, drempel, en op de binnenplaats voorwaarden voorstander ruimtes van het leren, terwijl ontwaken van het bewustzijn van een culturele identiteit door middel van het geheugen. Mimi wa mambo wanasema kuwa hatua ya usanifu ina uwezo wa kufanya kazi kama kitovu cha kubadilishana utamaduni kati ya tamaduni mbili tofauti kwa kutumia program na uzoefu wa anga. Ndani, uzoefu huu anga, vifaa, uso, kizingiti, ua hali ya kutetea nafasi ya kujifunza kuamsha fahamu wakati wa utambulisho wa utamaduni kwa njia ya kumbukumbu. Eu defendo que uma intervenção arquitetônica tem a capacidade de atuar como um centro de intercâmbio cultural entre duas culturas diferentes através da utilização de programa e experiência espacial. Dentro, essa experiência espacial, condições materiais, de superfície, limiar, e pátio defendem espaços de aprendizagem, enquanto despertando a consciência de uma identidade cultural através da memória. Yo sostengo que una intervención arquitectónica tiene la capacidad de actuar como un centro de intercambio cultural entre dos culturas concie

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Io sostengo che un intervento architettonico ha la capacità di agire come un hub di scambio culturale tra due culture diverse attraverso l'utilizzo del programma e di esperienza spaziale. All'interno di questa esperienza spaziale, condizioni materiali, superficie, soglia, e il cortile sostenitore spazi di apprendimento, mentre il risveglio della coscienza di una identità culturale attraverso la memoria. 我主張,一個建築的干預的能力,作為通過利用方案和空間體驗的兩個不同文化之間的文化交流的樞紐。內,這種空間的經驗,材料,表面,閾�,和庭院條件,提倡學習,而通過內存中的文化身份意識的覺醒的空間。Ik beweer dat een architecturale interventie de mogelijkheid om te fungeren als een centrum van culturele uitwisseling tussen twee verschillende culturen door het gebruik van het programma en de ruimtelijke ervaring heeft. Binnen deze ruimtelijke ervaring, materiaal, oppervlakte, drempel, en op de binnenplaats voorwaarden voorstander ruimtes van het leren, terwijl ontwaken van het bewustzijn van een culturele identiteit door middel van het geheugen. Mimi wa mambo wanasema kuwa hatua ya usanifu ina uwezo wa kufanya kazi kama kitovu cha kubadilishana utamaduni kati ya tamaduni mbili tofauti kwa kutumia program na uzoefu wa anga. Ndani, uzoefu huu anga, vifaa, uso, kizingiti, ua hali ya kutetea nafasi ya kujifunza kuamsha fahamu wakati wa utambulisho wa utamaduni kwa njia ya kumbukumbu. Eu defendo que uma intervenção arquitetônica tem a capacidade de atuar como um centro de intercâmbio cultural entre duas culturas diferentes através da utilização de programa e experiência espacial. Dentro, essa experiência espacial, condições materiais, de superfície, limiar, e pátio defendem espaços de aprendizagem, enquanto despertando a consciência de uma identidade cultural através da memória. Yo sostengo que una intervención arquitectónica tiene la capacidad de actuar como un centro de intercambio cultural entre dos culturas concie

Precedents

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From ESL to ELL

SANAARolex Learning Center

Ecole Polytechnique Fédérale de Lausanne

Lausanne, Switzerland

| Precedents

| 147

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From ESL to ELLPrecedents |

148 |

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From ESL to ELL

HOTEL AND CONVENTION CENTRE IN AGADIRAgadir, Morocco, 1990 [Competition]

Rem Koolhaas

| Precedents

| 149

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From ESL to ELLPrecedents |

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| 151

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From ESL to ELL | Precedents

| 153

OMA . Prada Store . NYC

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From ESL to ELL

Assimilation - n. The social process of absorbing one cultural group into harmony with another.

Auditory Learning - n. is a learning style in which a person learns through listening. An auditory learner depends on hearing and speaking as a main way of learning.

Augment - v. to make better, encourage exponential growth.

Constituencies - n. the people involved in or served by an organization (as a business or institution).

Culture - n. All the knowledge and values shared by a society.

Density - n. the quantity per unit volume, unit area, or average number of individuals or units per space unit.

Digital Media - n. a form of electronic media where data is stored in digital (as opposed to analog) form. It can refer to the tech-nical aspect of storage and transmission (e.g. hard disk drives or computer networking) of information or to the “end product”, such as digital video, augmented reality or digital art.

Discourse - n. a mode of organizing knowledge, ideas, or experience that is rooted in language and its concrete contexts (as history or institutions).

Dynamic Immersion Method - n. method created by the Rosetta Stone software that makes learning a foreign language easier.

Education - n. the process of receiving or giving systematic instruction

Enclave - n. a portion of territory within or surrounded by a larger territory whose inhabitants are culturally or ethnically distinct

ESL - abbreviate for English as Second Language. A program which...

Exchange - n. spreading of cultural ideas and discourses from one person to another

Globalization - n. growth to a global or worldwide scale.

Immigrant - n. a person who comes to live permanently in a foreign country.

Immersion - n. deep mental involvement.

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Immersive Environment - n. area where all of the aspects or cultural elements overwhelm the user and encourage user.

Infrastructure - n. the basic physical and organizational structures and facilities (e.g., buildings, roads, and power supplies)

Integration - n. the intermixing of people or groups previously segregated

Kinesthetic Learning - is a learning style in which learning takes place by the student actually carrying out a physical activity, rather than listening to a lecture or merely watching a demonstration. It is also referred to as tactile learning.

Language - n. the method of human communication, either spoken or written, consisting of the use of words in a structured and conven-tional way.

Pragmatic Multiculturalism - n. architectural strategy that promotes cultural exchange, pedagogy, and reciprocal growth between various user groups.

Paradigm - n. a typical example or pattern of something; a model. In context of this project, the current education system is viewed as a paradigm that needs to be readjusted.

Pedagogy - n. the method and practice of teaching, especaially as an academic subject or theoretical concept.

Promenade - n. sequential organization of different elements of the building that create an experience and encourage the user’s learning environment.

Public Realm - n. areas of the building in which the user feels a sensory awareness of their presence in the public space.

Public Space - n. areas within the building as well as on the site and surrounding landscape geared toward the ideology of multiculturalism and cultural exchange.

Remittance - n. in the context of this project, ideas and experience that are sent back to native lands to encourage more immigratnts to come to the institute.

Threshold - n. spaces or elements of the building that act as a transition from one space to another creating a sensory effect.

Visual Learning - n. is a teaching and learning style in which ideas, concepts, data and other information are associated with images and techniques.

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From ESL to ELL | Bibliography

Anderson, Stephen R. & David W. Lightfoot. 2002. The Language Organ: Linguistics as Cognitive Physiology. Cam-bridge; Cambridge University Press.

Armstrong, David F., and Sherman Wilcox. The Gestural Origin of Language. Oxford: Oxford UP, 2007. Print.

Baker, Mark. 2001. The Atoms of Language. New York: Basic Books.

Bakhtin, M. M., Michael Holquist, Vern McGee, and Caryl Emerson. Speech Genres and Other Late Essays. Austin: University of Texas, 1986. Print.

C. Burke, I. Grosvernor, School, London 2008

Chambers, J. K. & Peter Trudgill. 1998. Dialectology. 2nd edn. Cambridge: Cambridge University Press.

“DocuBase Article: Population Bulletin Update: Immigration in America 2010.” DocuBase. Population Reference Beareau. Web. 22 Sept. 2011.<http://web.docuticker.com/go/docubase/60489>.

H. Herzberger, Space and Learning, Rotterdam 2008, print.

Ito, Toyoo. Toyo Ito. London: Phaidon, 2009. Print.

Lévi-Strauss, Claude. The Science of the Concrete. 2008. Print.

Mayne, Thom, and Peter Cook. Morphosis: 1998-2004. New York: Rizzoli, 2006. Print

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Moran, John H., Alexander Gode, Jean-Jacques Rousseau, and Johann Gottfried Herder. On the Origin of Lan-guage. Chicago: University of Chicago, 1986. Print.

Romaine, Suzanne. 2000. Language in Society. 2nd edn. Oxford: Oxford University Press.

Tràn, �c Th o. Investigations into the Origin of Language and Consciousness. Dordrecht [Holland: D. Reidel Pub., 1984. Print.

Voloshinov, V. N., Ladislav Matejka, and I. R. Titunik. Marxism and the Philosophy of Language. New York: Semi-nar, 1973. Print.

“Words That Change the World - Radiolab.” Home - Radiolab. Web. <http://www.radiolab.org/2010/aug/09/words-that-change-the-world/>.

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