Talking with a Teacher

For six years, Eunice Berríos has been a teacher with Aspira Head Start in Puerto Rico. She describes her work in this way, “Each year has been a challenge that I have accepted -- I continue to learn from the children.” She is bilingual in Spanish and English. Eunice currently teaches 18 three- and fouryear- olds. Most of the older children will move on to kindergarten next year but the younger ones will remain with her for another year. The Head Start program uses the Spanish version of the Creative Curriculum. Eunice was interviewed by the Bulletin staff.

Q: How would you describe the language learning environment in your classroom?

Every time children go into the classroom, they have an opportunity to have a language experience. You can find paper, writing tools, and books everywhere. Children must have proper learning activities that are relevant and based on developmentally appropriate practices.

Spanish is spoken with the Head Start children and their parents. As defined by Patton Tabors in her book, One Child, Two Languages, my classroom is a First Language Classroom because all the teachers and the children speak the same home language. My classroom represents the reality of our culture, where our home language is Spanish, in contrast to the reality of the Latinos living in the States who are immersed in an English- speaking society.

Sometimes, we use English with families who have lived in the States or whose first language is English. Other parents do speak English but if asked what they want from the Head Start program, their preference is that their children learn to speak Spanish. The parents also know that English instruction will be incorporated into their child’s elementary education.

Because the Puerto Rican population is politically connected to the United States, young children are readily exposed to the English language. Most of the PBS broadcasts are in English. All around Puerto Rico, you can find signs in English.

So it is not surprising if we hear children using English words in the classroom. When we are in circle time and counting in Spanish, children will jump up and announce, “I can say it in English too.” They are continually encouraged in their pursuit of language learning in Spanish and English, if they choose. Although the actual language learning process is informal, it is consistent and constant.

I think that exposing children to English at an early age expands their experiences so they feel more comfortable when they receive formal language education later on.

Q: What are some of the typical language experiences in your classroom?

The children arrive and prepare for breakfast. We discuss the day ahead. After breakfast, the children have choice time and select a game, toy or book. We do charts for the weather and many other topics. We bring language experiences to the kids by using poems and stories adapted to our culture. We practice blending and separating sounds as well. When published materials are in English, we also translate into Spanish. For example, the poster in the bathroom says, “I brush my teeth,” and I added a sentence strip in Spanish, “Cepillo mis dientes.”

We have translated children’s books into Spanish and have other books by Puerto Rican and other Hispanic authors. We use music from cultural icons such as José Luis Orozco. We have our own Puerto Rican culture but because of the political connections to the United States, we have celebrations for both countries. For example, we celebrate Thanksgiving week. But it is also the week of the discovery of Puerto Rico, and we celebrate that, too.

Q: How has the Mentor-Coach supported the language learning in your classroom?

This has been a new experience for the teachers and supervisors, and I like it. The Mentor-Coach comes to the classroom to help with developmentally appropriate practices. I am encouraged to write in my diary about any issues surrounding the children or classroom situations and my feelings about them. The Mentor-Coach reviews my journal and writes notes back to me. As a result, I have learned to teach and communicate differently and view mentoring as a great experience.

Mentor-coaching has brought us more exposure to letters and words that are significant to the child’s language education. For example, the word Apple in the English language begins with the letter A, but in Spanish it is M for Manzana. I was using a chart with the
alphabet that was in English, so the apple drawing was under the “A.” I left it there, but I also put the word Manzana under the drawing. This way, the children are exposed to both languages. We’ve always had books and materials to support our teaching, but
now, with mentoring, we know how to make the best use of them.

The mentor-coaching process originated in the United States but at Aspira, we adapt it to our own language, culture, and traditions. We use some books and other training materials from Hispanic authors.

Q: What recommendations do you have for other programs?

Be sensitive to how your classroom and how every learning activity support the culture of the children you have in your class. Try to always encourage a favorable classroom experience no matter what language is being used. Although the words that come from our mouths may be spoken in different languages, the love, care, and support we bring to our children are spoken in the same language—the language of the heart.

Eunice Berríos is a teacher at Aspira Head Start, Puerto Rico. E: eunicebv@hotmail.com