Connecting Classrooms to the World Through Stories: Highlights From My ACTFL 2025 Session
This year at ACTFL, I had the joy of sharing one of my greatest passions as an elementary Spanish educator: using stories to build language proficiency while helping students understand their role as compassionate global citizens. Our youngest learners bring curiosity, empathy, and refreshing perspectives to the classroom, qualities that make global learning not only powerful but also developmentally appropriate when approached through storytelling.
Why Storytelling and Global Citizenship Matter in Elementary Spanish
In the elementary language classroom, students should not only acquire Spanish in meaningful, comprehensible ways. They should also be inspired to see themselves as global citizens capable of making a positive impact at their level.
Stories provide the perfect foundation. A meaningful story creates emotional connection, supports comprehension, and naturally sparks curiosity and reflection. When we use stories to explore local and global issues, we support language development while building age-appropriate awareness of our world.
One important reminder from the session was this: there is no need to search far away to make the Global Goals meaningful. These issues are global because they happen everywhere, including right here in the United States. For elementary students, it is often more impactful to begin with local examples before expanding outward. Starting close to home makes the content more relatable, accessible, and emotionally safe.
To guide our work, I used used a clear learning target for teachers:
I can integrate the SDGs or Global Goals into my World Language lessons through storytelling to engage students and support language acquisition.
This “I can” statement supported the purpose of the session and framed the strategies we explored together.
What We Explored in the Session
1. Understanding the Sustainable Development Goals (SDGs)
Before diving into story routines, we took a moment to quickly touch on all 17 Global Goals, giving teachers a broad understanding of the full framework and highlighting how many of these goals can be connected to elementary world language content in simple, developmentally appropriate ways.
2. Connecting SDGs to ACTFL Novice Proficiency Levels
Because the story must remain comprehensible, I shared how I adapted the book to the proficiency level of my first graders, including:
• high-frequency structures
• simple language functions
• visual supports, gestures, and repetition
• strategies for scaffolding big ideas in age-appropriate and accessible ways
I also shared how I prepared the props and visuals to support the storytelling experience.
3. Experiencing the Lesson as First Graders
One of the most fun parts of the session was stepping into the role of first graders. Participants listened to me tell an adapted version of La nevera de Maddi by Lois Brandt, using a simple script, carefully selected illustrations, and high-frequency language. This experience demonstrated how a story connected to Zero Hunger (SDG 2) can be made comprehensible, kind-hearted, and actionable for young learners.
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Teachers also viewed:
• a short reading about Linda Caicedo, connecting to Gender Equality (Goal 5)
• a brief movie clip about a turtle caught in plastic, prompting discussion related to Life Below Water (Goal 14)
4. Exploring Novice-Level Texts and Conversations
Participants engaged with an adapted novice-level reading of La nevera de Maddi. Together, we practiced:
• picture-supported reading
• guided yes/no and either/or questions
• simple retells with visuals
• a discussion comparing healthy and unhealthy foods
• activity for discussing healthy vs. unhealthy foods
5. Taking Action: Simple, Meaningful Classroom Extensions
To bring the learning full circle, we explored small class actions that help students connect language to real-world impact. Extensions included:
• creating bilingual postcards for community fridges
• understanding the purpose and process of a food drive
These activities showed how students can use the language they acquire to contribute positively to their community.
Sharing this work at ACTFL is always was a highlight of my year. I am deeply grateful to every educator who joined the session, participated with enthusiasm, asked thoughtful questions, and imagined new possibilities together. Your passion for elementary and novice-level teaching continues to inspire me.
If you attended the session and would like access to the slides with important links, click here. You can also join the Elementary Spanish Community, where we continue to work together. Here is to more stories, more connection, and more global citizens in the making.
