My Journey
"Caminante, no hay camino, se hace camino al andar".
Antonio Machado (1875-1939)
1976
It was in my third year teaching Spanish when I discovered the power and influence textbooks can have on students. We were reading a book about illustrious Puerto Ricans men. Suddenly, one of the students asked: “Ms. Nieves, are there any illustrious men still alive? –Why? — I asked.
“Because all of them are from the nineteenth century”, he responded. Immediately, a young lady stated: “There aren’t any women portrayed either”. At that moment, I realized that my students could not identify themselves with the textbooks they were reading; and therefore, they were not motivated to learn. Since then, I tried to find literature that closely resembled their reality, their era, so they would begin to love reading, love school and feel empowered.
1992
However, it was when I began my doctoral studies that I really understood the ideological and political power that books have. Particularly, I became aware that textbooks and especially literature, are governed by a selective tradition that supports and enhances the power of dominant groups, thus silencing and marginalizing minority groups.
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Therefore, in my doctoral thesis, I examined the literature that was used as text in the Spanish Curriculum for middle schools in Puerto Rico. In particular, the ideologies that contributed to images of class, gender and race as a common culture to all Puerto Ricans were identified and analyzed, and the degree in which these images contributed to the marginalization or liberation of students. This study revealed that those texts promote the stratification of society, the legitimation of patriarchy, the degradation of Native and African cultures; and moreover, these texts reproduced images that promoted the subordination of women and violence against them. Correspondingly, in 1997, I envisioned a new language arts curriculum with democratic vision of society, which respects all individual’s personal characteristics and their moral and ethical contributions, regardless of race, ethnicity, gender, socio-economic status, educational label and/or literacy differences. This vision materialized in the Spanish for Fluent Speakers curriculum.
1997
Correspondingly, in 1997, I envisioned a new language arts curriculum with democratic vision of society, which respects all individual’s personal characteristics and their moral and ethical contributions, regardless of race, ethnicity, gender, socio-economic status, educational label and/or literacy differences. This vision materialized in the Spanish for Heritage Speakers curriculum.
2006
I had the opportunity to implement this kind of curriculum when I came to teach the US in 2006. Many of the students were from El Salvador and Honduras; and had experienced the dangerous circumstances of crossing the border. They had little or zero formal education in the Spanish language; they did not have any plans to further their education and they believed their future was uncertain.
They lived in a constant fear that the Migra (immigration officers) would deport them. They believed they had little chance to succeed academically because they did not know the English language and they were prohibited to speak in Spanish. They believed they had little chance to succeed academically because they did not know the English language, Besides, there was no sense of community among them. In addition, since they spoke Spanish and some of them could also read and write, the regular Spanish as a second language courses offered in the county were too easy for them. In other words, the school system was not fulfilling the academic needs of these students. It was a very, very painful situation!
To enhance the opportunities of these students to succeed personally and academically, a group of SHS teachers which I had the pleasure to lead, redesigned the Spanish for heritage speakers’ curriculum. The main goals of this curriculum were to rigorously prepare Latinos students for the mastery of speaking, reading, and writing skills in Spanish (as well as in English); and to meet their social, emotional, and cultural needs. Suddenly and almost magically, students’ attitudes toward school started to change. They began to participate in the activities offered by their school and county. I was delighted to know that the program was contributing to those changes, but I needed concrete evidence.
2013
Therefore, in 2013, I explored the impact of the program on Latino students from the students’ perspective. Particularly, this study explored how students changed their perception of themselves, their motivation for learning; how they improved their language skills and altered their plans for pursuing a college degree. It was also a response to the call of educators to the need of more research about the implementation of Culturally Responsive Pedagogy, exemplary and effective Heritage Language curricula, and about learners’ perspectives in terms of motivation and attitudes.
The data gathered revealed that the SFS curriculum had a positive impact on their attitudes, self-esteem, motivation, language skills and future academic plans. Its rigorous and flexible curriculum met the social, emotional, and intellectual needs of Latino students. They believed in themselves and they realized that they could do anything they wanted if they worked hard and were perseverant. This unique program also promoted students’ critical consciousness; and validated their identity. Through the SHS program, the students developed a value support system that helped them challenge racism, sexism, and social injustice from peers, family, and community members. In sum, the SHS program gave them HOPE. They can now dream and make those dreams come true. Thanks to this research, the SHS program is the only education program for Latinos literacy development that still exists in the county despite budgetary cuts.