Center School District Teachers Spend Summer in Guatemala

Center School District teachers completed a two-week Spanish-language immersion trip to Guatemala this summer after being awarded a travel grant offered by the Kauffman Foundation and Fund for Teachers.  Teachers participating in the trip were Kindergarten teacher, Rita Galle; Christian Nord (P.E.); Cayetana Maristela (ELL); Beth Eastman (Speech/ECE); Suzanne Turner (Art); Amy Carr (Art); and Tieranni Potts (1st Grade).

Center School District teachers with their Spanish-language teachers in Guatemala.
Center School District teachers with their Spanish-language teachers in Guatemala.

The team chose an immersion program run by Escuela Juan Sisai in Xela (Quetzaltenango).  Cayetana Maristela speaks highly of the experience and considers the school’s Spanish language package a great value at $210 per week for five, five-hour 1:1 Spanish classes.  Although Cayetana was an ELL student during her K-12 education and is a highly fluent adult, she said this trip increased her empathy for ELL students at Center.  When asked to describe the experience of being back in the student’s role of learning a new language (in this case Spanish), Cayatena said,

“This is the first time I’ve tried to learn Spanish formally.  As a 53 year old, it’s not that easy.”

Laughing at her own frustration about being corrected by her Spanish-language teacher in Guatemala this summer, Cayetana asked,

“Are you really going to hold me to the correct verb tense?”

To which her teacher promptly replied, “Yes.  You really do need to know the correct verb tense.”  The experience gave Cayetana an opportunity to reflect on how often she’s said something similar to ELLs at Indian Creek and Red Bridge.

Cayatana Maristela pictured with her Spanish-language teacher, Carolina Molina, showing offer her Spanish-language certificate.
Cayatana Maristela pictured with her Spanish-language teacher, Carolina Molina, showing offer her Spanish-language certificate.

Despite the challenges, I’m happy to report that Cayetana did graduate from her summer learning program!  The photo to the right, proves it.

Sisai School also provided two mini conferences during the week.  During her two-week stay, Cayetana attended mini conferences featuring Gabriel Garcia Marquez (writer from Colombia), the legends of Guatemala, and an exploration of the volcanoes of Guatemala.

As a way to immerse travelers in the language and culture, Sisai School placed the Center teachers with host families who provided three meals each day, including weekends.  Many of the families have hosted students for several years.  Cayetana advises,

“If you’re considering an immersion trip through Sisai School, remember that there is no heating system – during the rainy season, be prepared to bring heavier clothing, jackets with hoods, and umbrellas!

Inside this cup, Cayatan holds hot chocolate she and the other Center teachers made during a tour of a local chocolatier.
Inside this cup, Cayetana holds hot chocolate she and the other Center teachers made during a tour of a local chocolatier.

 

Sisai Spanish School also offered optional afternoon activities (some are free).  These ranged from cooking classes, walking tours of cemeteries, visits to a chocolatier, a visit with AMA (an organization that promotes women’s concerns), a visit to a hot spring, volcano climbing, and trips to an outdoor market in another town via a ride on the “chicken” bus.

School also offers a laundry service.  You simply bring your dirty clothes to school when you arrive for the morning class, and by the end of the day your clothes are returned clean and folded.  There is a charge for the laundry service, calculated by the weight of the clothes.

Traveling to Guatemala itself was easy and inexpensive.  Plane tickets cost about $600.00, and transportation from Guatemala City to Xela and back was an additional $100.00.  The group decided to spend one night in Guatemala City, so there was an additional cost for the hostel that night.

“I would return again.  In fact, we met a woman from Germany [who was on] her third time in Xela!” – Cayetana Marisela

When asked how her experiences in Guatemala will impact her practice as an ELL teacher,  Cayetana didn’t hesitate to find the right words,

“The trip renewed my empathy for ELLs because as much as we think we know [about teaching], I don’t remember my own experience of being an ELL student trying to learn English.  I’d forgotten how hard it is.”

If you have questions about her experience in Guatemala or about her experience applying for the Funds for Teachers grant, you can reach Cayetana Maristela, ELL teacher in Center School District, at cmaristela@center.k12.mo.us

Dandelions along a footpath in Guatemala.
Dandelions along a footpath in Guatemala.

 

“Educating the mind without educating the heart is no education at all.” ~Aristotle.

 

Did you have a unique or inspiring experience this summer that will impact your teaching?  Please share via “Leave a Comment” or email, Diane Mora, MELL Instructional Specialist, at morad@umkc.edu.  I’d love to write about you!

Appropriateness of Online Discussions in the ELL Classroom

Last semester I posted a blog about multicultural youth literature.  A favorite book on my recommendation list is Sold.

Here’s how a National Writing Project  found that “Sold” fostered immigrant students’ abilities to participate in on-line discussion groups in meaningful ways.

How have you incorporated Sold in your classroom?

 

Global immersion teachers – a solution to ELL teacher shortages?

Perhaps you’re already encountering this phenomenon in the field…global immersion teachers in U.S. K-12 schools? If so, I’d be interested in your experience supervising an international teacher. If not, it’s something I’ve been keeping my eye on for a couple of years.

It’s interesting to me because I wonder how administrators learn the cultural aspects of onboarding and supervising teachers who have little (no?) concept of how education is delivered in the U.S. (assessments, parent-teacher conferences, PLCs, matters of discipline, SpED, RTI, etc) I mean, if we’re still teaching cultural competency to U.S. teachers about international students, how likely is it that U.S. administrators are culturally competent about supervising international teachers?

Learn more about international educators here.

 

Even more resources for multicultural youth literature

Those of you who attended my workshop on multicultural youth literature may be happy to know I’ve found more resources to support the inclusion of quality kid-friendly lit from around the world in classrooms and school libraries. (I’m pretty sure that’s a run-on sentence, but forgive me it’s almost time for winter vacation!)

  1.  How about the idea of reading around the world?  A great concept, huh?  Easily adaptable to an all-school challenge perhaps?  If you haven’t see this TEDTalk by Ann Morgan, it’s very worth the 12 minute time-investment to spark your curiosity about multicultural literature.  Another score, Morgan’s blog also provides her complete reading list from the entire year!

2.  An EL teacher-colleague and friend highly recommends the World Stories site.  After spending a little time checking out the site, I’m impressed!  Not only are the stories submitted by youth, they have downloadable PDF versions in English and the original language.  In most cases you’ll also find an audio reading accompanies the story in often hard to find languages.  (Pretty cool to hear an entire story in Turkish, for example.) I’m already thinking about how I can use these resources to support newcomers, support and strengthen the longevity of heritage language skills with families, and even broaden perspectives on literature while using the audio story-telling components to build awareness of the need for (and beauty of) integrating additional language skills in historically English dominant classrooms.  So many ideas, so little time!  One caveat:  you’ll notice that the site is sponsored by philanthropists in the UK which means the English pronunciation will sound a bit different.  (I’m not aware of a similar site in the U.S., but would appreciate knowing about it if you’re willing to share in a reader-reply.)

3.  If you’re not using NewsELA as a source for non-fiction you’re missing out on a fantastic resource.  Daily news articles reflect highly current issues on a global scale.  In addition to the multi-lexiled options for each story, AND the Spanish-language versions, AND the standards based Q&As that follow each lexiled version of a story, I also appreciate that a significant number of news stories are chosen for their appeal to students across a broad cultural base.  NewsELA also offers a balance of stories that speak to tragedy as well as triumph.  There are text sets to help you locate stories along a theme, or you can search stories by categories across 12 grades and along 8 reading standards.  Although it’s intended use is K-12, I’m even using stories from the site to help a 20 year-old EL improve his English reading and comprehension skills before an upcoming entrance exam for a local GED-Connections class. I pull stories from this site nearly every week for my adult ELs, and they can’t seem to get enough of these articles.   Are you getting the message that I <3 NewsELA?!

Where do you find resources for broadening the cultural base of literature with your students?