“El Sombrero Vueltiao is the hat that has come to represent Colombia as a symbol. I feel strongly connected to this symbol because my parents are both from the Atlantic Coast of Colombia, and although I was born and raised in Cali, I was always surrounded by the Sombrero Vueltiao, las abarcas (traditional sandals) and all the flavors from the Coast: suero, pescado seco (dried fish), yuca (cassava), and more. I have memories of listening to Vallenatos everyday at home with my parents who loved to host simple fiestas on Saturdays with some other Costeños and neighbors.
Sombreros are a big part of the rural Colombian culture and the different festivals and carnivals around the country. There is a sombrero for everything, and they all look different. Some of the sombreros are engrained in particular cultures, which is the case of the Guambiano people in the Cauca Department who have a very special bowler hat. This said, not everyone wears sombreros in Colombia, so don’t get disappointed if you ever visit and don’t see any sombreros.
Since the Sombrero Vueltiao has also become an icon in attempts (which has been pretty successful!) to attract tourists, I am sure you will at least see one sombrero and some pictures of it in Colombia.
This video below explains the history of the Sombrero Vueltiao and its meaning for the people from the Atlantic Coast of Colombia.
As a native speaker, I find it an easy task staying in the target language (TL) and keeping my instruction at the proficiency level of my students. I come from teaching in a FLES programs where we were required to stay 100% in the TL, to the point that my students thought that I couldn’t speak English. Yes, the children were trying harder to communicate with me in the TL, but there was more to it than that. Once I moved to a different school, the policies about teaching 100% in the TL changed. That was when I realized that I had been missing an opportunity to connect with my students and get to know a little bit more about them. It was okay for them to use their L1 to communicate with me during recess time. I feel that because I am a native speaker, they need to know that I am bilingual and that I also have interest in their language and culture. Keeping my class at 90 to 95 % TL in my classroom continues to be my goal.
This was my first full year using WBT. As a result I feel that my students were more engaged, and I spent less time focusing on discipline issues in my class. Due to the limited amount of time I have with my students I only use level 1 in WBT, which involves these steps:
1. Five Classroom Rules
2. Teach OK
3. Attention Getters
5. Hands and Eyes
I will need to be more consistent in using the steps and definitely need a wider variety of “Attention Getters” in Spanish. If you use WBT, please share your Attention Getters with me! Also if you would like to try WBT next year, here is a link to the visuals in Spanish.
I use the WBT Scoreboard system for the whole group. I use the “pesos system” for individual participation. If a student challenges himself/herself to stay in the target language, they would get a copy of a printed peso to keep in their billeteras (a paper craft made at the beginning of the year). There were three opportunities for the children to use their play pesos to buy from my “tienda”. The tienda was filled with pesos, stickers and erasers. We got to practice sentences such as “¿Cuánto cuesta?,” “yo quiero un lápiz,” or “deme un lápiz, por favor.”
The “pesos system” got a little bit messy by the middle of the school year when students started to lose their pesos and billeteras, and, as a result, a lot of feelings of frustration were in the air. I have to find a better way to keep track of their points which translate into participation using the TL during
I have to confess that one of my biggest fears is passing down stereotypes of other cultures to my students. Remember that I have reserved 5 to 10% of the L1 to use in the classroom when needed. On the issue of culture is where I give myself permission to use the L1 in class, especially to clarify any messages that can come across as stereotypes. I know some teachers have an strong opinion about doing this completely in the TL, but I do have to confess that I feel better if I allow room for using the L1 to clarify and maybe have deeper conversations about other cultures. That’s what has worked for me so far!
After 15 years of being in Boston (which is also the total of years I have been in the US) and 7 years of teaching at the same school, my family and I will be relocating to Austin, TX this summer. I will be teaching in grades K-5 at an elementary school, so I am excited to be working with a wider range of groups. I was the only PreK-3 Spanish teacher in the school I was teaching at in Boston, and now I will be part of a team of two more teachers teaching the same grades! How sweet is that?! I am excited to have more companeras.
This summer I will be attending the iFLT conference in Tennessee for the first time, and although I already use TPR I can’t wait to take it further and start with TPRS!
How did your school year go? What are you plans for the summer? Any goal for the new school year yet?
Over several years of teaching Spanish I have collected coins and bills from different Spanish speaking countries. Either someone brings them to me or I collect them during my own travel. I got to a point where I didn’t know what to do with them. It occurred to me that I could use them for a center in my class. I laminated all the bills for students to manipulate easily and placed them with the coins in a basket. I printed and laminated maps where all the Spanish speaking countries are listed.
They did basic research on Wikipedia to find the person’s full name, date of birth, country of origin, and why the person was famous. They had to pretend they all were alive to be able to write the sentences in the present tense. Due to the limited time I had available for the project, I gave my students the questions in advance that they had to glue on their posters.
This game has been motivating my second graders a lot lately. We did a unit on family members, we talked about the diversity in families, and they then described their own immediate families orally and in a small written project.
I modified the well known game called “Who Stole the Cookie for the Cookie Jar?” to support this unit. Instead of a cookie, I printed a picture of an empanada. This added a small cultural twist to the game (and made me hungry for Colombian comfort food…).
I told my students the story of abuelita, who made just one empanada and that someone in the family had eaten it without her permission. I added a detective to this version.
I printed a picture of a detective and gave it to one student. I also gave printed pictures of different family members to the rest of my students. I got them from my “La Familia” set that I have in my TpT store. When you play it, you can also print pictures of family members from other sources.
I gave each student in the room one picture to represent a family member, and I made sure to include pets such as a cat and dog.
Before playing the game, I made sure to go over the lines of the chant. We chanted every line and also helped the detective say his/her line.
Once you have assigned the different pictures of family members to the students, choose one student to be the detective. The detective will have to leave the classroom. While the detective is outside the room, give a student with the picture of a family member the picture of the empanada. Everyone in the room has to pretend to have the empanada in their hands.
The detective comes back to the classroom and will have three opportunities to guess who has the empanada.
The class chants:
¿Quién se comió la empanada de mi abuela? (two times)
The detective answers:
¿El papá se comió la empanada de la abuela? (two times) Usually the class helps the detective chant.
Depending on who has the empanada the class will answer:
“El papá no se comió la empanada de la abuela.”
“El papá sí se comió la empanada de la abuela.”
Remember that the detective has three turns to guess. You can play this game for a long time in class and get everyone using some language skills that they’ve learned in your class.