Reflections From Hispanic ML Educators
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To commemorate Hispanic Heritage Month, we asked some of our SC MLE Network colleagues who identify as Hispanic to share their perspectives on working in the field of multilingual education.
Miguel Fleitas
Miguel Fleitas
Clarendon County
"Born and raised in Spain, 'Hispanic' was not a part of my vocabulary. Therefore, I never really identified as one or let alone having an understanding of what it meant until I came to the United States. There are many who would argue that I do not really fit inside this category, since I am of European descent, not Latin American. So, what about Latino? Well, I never really thought of myself as a Latino either. Indeed, I really did not even bother about my race, other than being human and, to be honest, I still do not to this day. This is something that I was not or need to be aware of in Spain growing up at all, and a lot of people here do not realize that is exactly the case for most countries outside the USA.
"However, when I moved with my family to the USA, I quickly became aware of the great emphasis that race categories have in this country. I have noticed that you will definitely be continuously prompted to hear about the topic of race, no matter how little I had to think about it before and no matter how hard you try to detach or disengage yourself from it, it makes no difference.
"And this experience is not different for many of our ML students. Many of them, as they grew up in their own countries, did not even think about whether they were Hispanic, Asian, or whatever. As others looked more or less like them, there was no need to even think about race as a category to distinguish themselves from the rest. Nevertheless, as soon as they came to this 'melting pot of a country, they started to face the ever-updated race labels: 'Hispanic', 'Asian', 'Arabic', etc.
"As a foreign-born Multilingual Learner educator myself (now a proud US naturalized citizen), I genuinely believe I can use my background and personal experiences to identify with my students and better understand them, their situation, their challenges, and their needs. Even though I believe this will be the case not only because of my background, but because I was at one point an English learner too, since I am a Spanish native-speaker that did not grow up as an English speaker. I had to begin to learn it instead, but not before I was 13 years-old. I never used or knew much about the English language up until that point!
"I am utterly delighted with the opportunity I have been given to serve our ML students in South Carolina. This noble service not only involves assisting with the learning and acquisition process of the English language for the most part, but it also requires social awareness and culturally-thoughtful assistance whenever possible."
Heyni Barrios de Sabatino
Heyni Barrios de Sabatino
Abbeville County
"I am deeply honored to have received an invitation to contribute, in the forthcoming series of reflections on the role of Hispanic Teachers in the field of Multilingual Learners in South Carolina.
"I am Heyni Barrios de Sabatino, from Valencia - Venezuela. My journey into the world of languages began as an English student in elementary school. As I progressed through my academic years, I explored four more languages before reaching adulthood. The whole experience has been incredible – the ability to connect with different worlds through various languages has fascinated me throughout the years. Learning these languages has allowed me to know different cultures, meet people from around the world, and have a deeper understanding of their beliefs and perspectives.
"There are no limits to teaching a language. It is not just about textbooks. It is not just about words, sounds, structures and grammar rules. It allows you to expand your mind, invites your thoughts and heart to open, and connects you with the essence of human communication. Beyond being a language learner and a teacher myself, I have assumed the role of a mother to two multilingual students. Through my children, I've gained a deep insight into the learning process. My own kids have opened my eyes to the ups and downs of the learning journey, obstacles, victories, and what students and families need.
"For new teachers diving into the ML field, here's my advice: soak in the happiness that lights up a student's face when they decode an unfamiliar message. It's a daily gift you will receive. Let their victories become a part of you and take genuine pride in their successes. Additionally, make your day-to-day goal about getting what students and their families need. A sense of fulfillment arises from witnessing the way in which students discover their voices. It's truly inspiring to realize the effect that communication has on their current and future lives. This impact reaches far beyond the classroom. It molds personality, abilities, and talents.
"The essence of language learning enriches the mind and heart. It's about discovering new ways to live. Language learning unlocks understanding. It's a bridge that deepens empathy. The essence of language fosters growth, and unity. Embrace your journey as it is one of the most incredible experiences you'll ever have!"
Heyni has recommended I Am from Here but My Family Is Not: Yo Soy De Aquí Pero Mi Familia No by Jose Miguel Plata Ramirez (Pictured above).
Ruth Cortez
Ruth Cortez
Greenville County
"It is a blessing to be a Multilingual teacher! Having been raised in a home with an undocumented mother, I was able to experience firsthand the challenges she went through in order to learn a second language, graduate from college, and begin pursuing her dreams. This experience inspired me to support all students by helping them discover that there is a world of opportunities waiting for them. The fact that they can speak two languages is amazing and will greatly benefit their future.
"As a Multilingual teacher it is important to me that my students understand and sense that I believe in them and that they will always have me to advocate for them."
Jhoanna Ruiz
Jhoanna Ruiz
Lexington One
"I am pleased to be part of this amazing community of ML Educators in South Carolina and to join them in the celebration of Hispanic Heritage Month to honor all the Hispanic/Latino ML Teachers in the United States.
"Before moving to the United States in 2018, I was a College Teacher in Venezuela. I came to the US as an international Spanish teacher. In my journey as an educator in this country, I found too many reasons to validate my transition from Spanish class to the Multilingual learner program.
"In my first school, I was the only Hispanic/Latino woman and Spanish speaker. Hispanic/Latino students always found a way to ask me questions in the cafeteria or the hallways ¿de dónde es usted? or just to say Hola Miss, ¿como esta? and I loved it. Later, I realized I was their "safe zone", not that they were not safe in the school, but in a short conversation in Spanish we were able to show our true colors and to have at least 5 minutes of free interaction in our language. People might have thought I was not being helpful, they needed to acquire the English language, but behind the scenes, as a language teacher, I knew students who are motivated, feel confident, and feel safe are more open to learning. According to the affective filter theory originated by Krashen (1986), motivation, self-confidence, and anxiety are three categories of variables that play a role in second language acquisition. In essence, when feelings or emotions such as anxiety, fear, or embarrassment are elevated, it becomes difficult for language acquisition to occur.
"While teaching Spanish, I enrolled my 11-year-old boy in a middle school where his content area teachers and school leaders did not find the best way to support him and there was only one ESOL (now MLP) Teacher. Even when she did her best, she did not have enough time to serve the entire Multilingual population, and just like that he went from being a happy and smiling child to a bullied, sad and frustrated boy. I still regret not supporting my kid sooner because of all the things I ignored about the American educational system, and there was no one to support me. Watching my son’s social skills die while he grows into a fine and smart young man reading books every day at home to acquire the language by himself and almost exiting the ML program in his second year in this country was my biggest motivation to switch to this program. Plus, I know what it feels to be a Multilingual learner.
"Now, being a Hispanic/Latino teacher in the ML field is a challenging but rewarding mission, too many things at the same time! Still, we are a great resource to help educators and school leaders help families and students navigate these times. We pull from our personal experience and diverse culture to connect with and inspire students. We are teachers committed to sharing our passion for communities, to empower our students for success so they can overcome obstacles in a society that so often impedes their achievement. Yet, despite all the strengths, there are still several challenges as a Hispanic/Latino woman in the ML field, but recognizing and embracing diversity is the key to success.
"Finally, even when people suggest using my language with native speakers may affect their English acquisition or when I am considered aggressive for advocating for my students or when I mispronounce words and take my time to speak and people are not likely to have the patience to listen or during lunchtime I eat my Venezuelan food and I have got all the eyes on me or when my Doctorate diploma from my country seems to be not good enough; I am blessed to be an ML teacher, I am in the right pathway, I love to teach and I will continue working on being the best teacher for all my students."
Mel Acuña
Mel Acuña
Richland One
"As a Hispanic teacher, my heritage is the foundation of my identity, I consider heritage to be not only where my bloodline comes from, but also the traditions I share with my family and friends and my own experiences. That is what I always want my students to know, everything you experience makes you who you are. I am an MLP Teacher, my daughters are multilingual learners, and I have been all my life a multilingual learner.
"I moved from Costa Rica five years ago, where I was teaching English as a second language. I taught in Costa Rica for 10 years. I have been teaching at Columbia, SC for 5 years. I have always been passionate about teaching languages, I learned about cultures, and I grew and prepared more intentionally about teaching cultures and opening the eyes of my students the way my eyes had been opened to the beauty of diversity. Throughout this process, the parts of my heritage I now realize are the most important to me are the languages (Spanish is an exquisite language), the dances, the philosophy of life, and the people. Those four things are present in my life, every day. I incorporate those things when I teach in my ML class, and every time I do, I am reminded of how proud I am of my heritage.
"Bringing my culture to an ML classroom and knowing more than one language can also expand students' cultural understandings and perceptions of the world. Different languages and cultures typically have unique perspectives, and the languages students learn can inform their perspectives and understandings As a Hispanic MLP teacher I have been able to help my colleagues, my department, my district, and my school, sharing and caring and always keeping in mind Where I am from."
Celeste Reyes Transou
Celeste Reyes Transou
Greenville County
"Being an ML teacher is one of my greatest joys! Over the last two years, I have had the pleasure to work with our newcomer students. I love their eagerness to learn and seeing the smile on their faces when they learn something new. I also feel that I can really relate to their journey. I was born in Ecuador, SA. My mom was a Peace Corp Volunteer, and she married my dad who was a native Ecuadorian. When my brother and I were born, my parents made the decision to move to the United States because they knew the opportunities were far greater in the U.S., especially in education. Even though this was a great opportunity for our family, it was extremely difficult for my dad. He had to leave the only home he ever knew, as well as a big family behind. He started completely over when came to the United States and never really learned to speak the English language. Although my parents encountered many challenges when they moved to the United States, that didn’t keep them from working tirelessly to provide the best possible life for my brother and me. With my life experience, I feel like I can relate to some of the hardships our students and families endure. I want my students to know that I see them and respect the sacrifices their families have made. I want them to dream big, and realize that anything is possible.
"The book Dreamers (pictured) is an excellent read aloud. It is a story about a family's journey to the U.S. and following their dreams. It is my favorite book to read to my students. I feel like they can see themselves in this beautiful story."
Julio Sandoval
Julio Sandoval
Beaufort County
"The greatest testament as an ML teacher has been the ability to connect with the students and seeing myself reflected in each of them, because as inmigrants we all share the same willingness to thrive."
Find Julio on Instagram: @itsmrsandoval
Lilia Medina
Lilia Medina
Greenville County
"I believe it is important for all of us to appreciate where we come from and how that history has shaped us. For example, I am proud of being Mexican American, and I am proud of being a teacher. To me being a Hispanic woman in education has been a blessing. Where I come from and my life story has shaped how I view life. I feel it makes me aware of how many students come to school everyday with more than one culture. It has made me aware of the need to embrace each culture in my classroom. I get to embrace my culture and learn from my students' cultures. I get to create an environment where students feel safe to be who they truly are. My students feel understood because when they see me they can see themselves.They see someone who shares the same struggles and experiences as them. They see someone with a similar history."
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