{"id":427,"date":"2025-05-27T14:21:57","date_gmt":"2025-05-27T18:21:57","guid":{"rendered":"https:\/\/carleton.ca\/llrc\/?p=427"},"modified":"2025-09-04T12:01:06","modified_gmt":"2025-09-04T16:01:06","slug":"aao-on-the-mexico-city-metro","status":"publish","type":"post","link":"https:\/\/carleton.ca\/llrc\/2025\/aao-on-the-mexico-city-metro\/","title":{"rendered":"AAO: On the Mexico City Metro"},"content":{"rendered":"\n
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\n AAO: On the Mexico City Metro\n <\/h1>\n \n \n \n\n

* This blog post is provided as an “Alternate Assessment Option”. The intended audience is modern language instructors.<\/em><\/p>\n\n\n <\/header>\n\n <\/div>\n\n <\/div>\n\n <\/div>\n<\/section>\n\n\n\n

\"Map<\/figure>\n\n\n\n

OVERVIEW:<\/h2>\n\n\n\n

Have you ever taken a subway train in Mexico City?  If so, you\u2019ll know that it is rarely silent.  In addition to the sound of the train on the tracks, there is an automated voice telling you about the next station, a steady stream of vendors selling everything from ballpoint pens and USB sticks to candy and keyrings, and the sound of doors opening and closing.  There are also 1001 random conversations happening all around you.  A one-sided conversation from a guy on his cellphone, three high school students talking about how to choose make-up, a mother trying to quiet her child, etc.  You get the idea.  It’s an overwhelming experience and, if you\u2019re trying to improve your Spanish, not an especially useful one.  Too much is happening all at once.  <\/p>\n\n\n\n

But what if your students were in charge of creating their own \u201cmetro soundscapes\u201d?  What if they had their own collection of separate conversations that they could put together to recreate the soundtrack of a subway on their own terms?  This is the objective of this activity. <\/p>\n\n\n\n

INSPIRATIONAL SOUNDSCAPES:<\/h2>\n\n\n\n