My Teacher Story
How I developed a passion for teaching and learning
To begin, I did not always have a positive experience in formalized education, nor did I realize how this would impact informal learning and life’s lessons. My very first recollection of being in a classroom took place in a kindergarten class in a residential area of New York City as the teacher invited my classmates to say “hello” to the “girl who did not speak English.”
When I arrived home after kindergarten class that day, I recounted the experience to mis abuelitos (my grandparents), affirming that I did not want to learn English, nor return to school. Immediately, mi abuelito (my grandfather), a quiet, humble man, emphatically told me that I had to learn English and return to school. Embracing me as I shed tears, mi abuelita (my grandmother) assured me that I needed to find the strength to persevere and overcome life’s impediments as well as learn English and complete my education. Truthfully, I am not even sure whether I knew how to differentiate between English and Spanish. At that time, the concepts of translingualing, translanguaging, and code meshing had not yet been conceptualized.
It was not so much the words mi abuelito (my grandfather) spoke, but rather the tone in which he uttered them, that evoked how important learning English would be for my future. Ultimately, mi abuelito’s (my grandfather’s) ominous message has impacted not only my educational and linguistic paths, but also my professional journey as an educator, focusing on supporting culturally, linguistically, and racially diverse Spanish speakers to learn college-level academic content as they acquire fluidity in their English language skills.
Amid the trauma of a childhood illness, my next experience demonstrates a strong connection with my third grade teacher, who created an authentic learning experience for me. Because I was hospitalized, I experienced learning through mobile literacy in the hospital school and at home. Actually, I did not really do well in school until third grade when the teacher structured the lessons that facilitated my building a wide repertoire of learning skills as I learned academic content and acquired more English language competencies.
Even though the hospital school offered limited lessons, I had fallen in love with learning. Through this experience, I learned that not all school programs are equal. I still had trouble communicating; I would shuttle between Spanish and English, not differentiating between the two languages. I discovered I was most comfortable where translingualing, translanguaging, and code meshing were practiced.
My pediatrician spoke Italian and Spanish to me as I responded to him in Spanish, and he spoke English to the nurses and medical staff who responded to him in English. In this situation, my pediatrician taught me how to appreciate my bi-/multilingualism, a value that has accompanied me throughout my career as an educator. My pediatrician afforded me the opportunity to create a transnational space where I relied on translingualing, translanguaging, and code meshing to communicate effectively—practices that my students and I use regularly in our teaching and learning transnational spaces.
Years later, my father changed jobs, receiving a much lower salary at the new job. My Mom rose to the occasion, strategizing how she would return to work and raise a family. Though she had never considered attending college (not many women from immigrant backgrounds did), my Mom had to earn college credits in order to work for the New York City Department of Education (DOE). Unlike my father, my Mom did not have an academic diploma from high school; she had a general diploma which prepared her to work as a clerk.
Because my Mom was a restless soul, her secondary school teachers encouraged her to attend night school taking business courses. For two years, she took classes four nights a week while working full-time. I remember my Mom was very anxious about, and doubtful, that she could take college courses. English was an additional language EAL) for her and this added more uncertainty about being academically successful. However, she had her father’s, mi abuelito’s, resilience and self-efficacy so she plunged right into college and never looked back.
I have always been inspired by my Mom’s self-efficacy—the can-do spirit—which moved her through many challenging situations in life. Because my Mom had no academic preparation for college, I often helped her with the assignments. At first, I felt uncomfortable, but then I realized that my Mom had not been privileged to access a college preparatory education like my Dad. Ironically, my Mom succeeded in college whereas my Dad did not. My Mom’s flexibility as a learner afforded her more labor mobility.
Eventually, my Mom did satisfy the requirements for a full-time position with the NYC DOE. This experience taught me that teachers should give students opportunities rather than deny them access to education based on privilege or the absence of it. It reinforced the inequity in education for girls and boys as well as preparing immigrant children for low paying jobs. This episode taught me that teachers need to embrace students’ diversity as a resource.
I consider myself very privileged to have had so many wonderful teachers--including teachers, professors, advisers, friends, acquaintances, strangers, healthcare professionals, current and former students, and many others. Through them, I have learned how to provide support and encouragement to others who are unsure about taking the next step in learning.
Teaching is a reciprocative experience between the teacher and the student, opening a world of possibilities and hope for the future. Engaging in dialogue with students and educators affords many new learning opportunities. Everyone deserves to have a life full of learning adventures so that they access economic, political, and educational power. As a teacher in basic composition and intercultural communication in a bi-/multilingual college program, I use critical pedagogy so that my students “freely” develop inquiry-based skills, preparing them to be successful in education, their professions, and throughout life’s ups and downs. Above all, I remain curious, always learning from students while valuing their linguistic, cultural, and racial diversity as a resource.
To read the entire teacher story, please email me at: blf7080@gmail.com.