Dejemos huellas / Let’s Make a Mark

mark

by Justa Rebollo Paz (LTL Contributor)

Dejemos huellas

Un día dejé este post it en la sala de maestras….

No sé qué les despierta a ustedes, a vos, pero a mí me dice que cada vez que “toquemos” el corazón de un niño (un alumno en este caso, pero puede ser cualquier persona) lo hagamos con la consciencia tal, de que nos aseguremos de dejar una huella en él.

  • Para así, crear posibilidades para que el aprendizaje suceda.
  • Para que involucremos nuestro corazón con el suyo y se forme ese vínculo tan necesario para poder aprender.
  • Para aprender siendo escuchado, siendo cuidado, siendo contenido, siendo empoderado, siendo motivado, siendo bien recibido…. así voy a dejar huella, y así ellos van a aprender (y nosotros también)

Probemos. Dejemos huellas en los corazones.


Let’s Make a Mark

One day I left this post-it note in the teachers’ lounge…

I don’t know what it awakens in you, but it tells me that every time we “connect with” a child’s heart (a student in this case, but it could be anyone), we do so with the awareness to make sure we leave a mark on them.

Let’s make a mark 

  • In order to create opportunities for learning to happen.
  • So that we engage our hearts with others’ and form that bond so necessary for learning.
  • So that they learn by being listened to, being cared for, being supported, being empowered, being motivated, being welcomed… 

That’s how I’ll make a mark, and that’s how they’ll learn (and in the process so will we).

Let’s give it a try. Let’s leave a mark on their hearts.


Justa’s post reminded me of the book ‘The Dot’ by Peter H. Reynolds and its message “Just make a mark and see where it takes you.”

Unlocking Fluency: Exploring SDG 16 Through Children’s Literature

unity

by Carmen Reyes (LTL Contributor)

World language teachers can bring the United Nations Sustainable Development Goal (SDG) 16—Peace, Justice & Strong Institutions—to life in their classrooms through engaging literature. One powerful way to achieve this is by incorporating Marta Carrasco’s book La Otra Orilla, designed for Heritage Elementary students at an Intermediate Mid proficiency level.

La Otra Orilla fosters discussions on inclusivity, justice, and understanding across diverse communities. This work is based on my presentation during the ACTFL conference in Philadelphia, co-presented with NELL member Larissa Giacoman.

Interactive Activities for Various Proficiency Levels:

1. Novice Low: Building a Unity Bridge

Students are divided into two large groups, each representing a different community. They pair up and identify at least five commonalities from suggested categories such as family, school, sports, food, colors, or pets. They then illustrate these similarities on paper.

Each pair receives a LEGO brick for each similarity they find, using them to construct a “unity bridge” that symbolizes their shared connections.

If physical bricks are unavailable or as an alternative, students can use paper cutouts. In this case, they will write each similarity on a paper brick before assembling their bridge.

2. Novice Low-Mid: Cultural Expressions Unity Bridge

Students identify ten cultural expressions they share and write each one on an index card. These cards are then used to build a “unity bridge.” For added complexity, students can write full sentences. To present their work, students will read each card aloud while walking along their bridge, reinforcing cultural awareness by highlighting practices that reflect identity, values, and traditions.

As an alternative, students can physically construct a bridge using the index cards, as shown in the reference image. They will then place the cards with their shared cultural aspects on top of the bridge.

3. Novice Mid-High: Comparative Venn Diagram

Students analyze similarities and differences between their own community and a Spanish-speaking country, comparing aspects like traditions, food, and daily life. They create a Venn diagram to visually represent these cultural elements, encouraging a deeper understanding of global perspectives.

By incorporating these activities, language teachers create meaningful learning experiences that promote fluency, cultural understanding, and global citizenship while fostering inclusivity and reflection on diverse cultural experiences.