Introduction
This case study delves into the challenges faced by Diego Fernández, an experienced Spanish teacher, as he sought to create a learning environment that fostered active participation, meaningful interactions, and a personal connection with the content.
Diego Fernández is an experienced and fully licensed language teacher. He has taught Mandarin-Chinese and Spanish languages at the secondary level for the past 6 years, and he is trained in both AP and IB Language B. He is also experienced in building, implementing, and expanding language programs to enhance opportunities for students and schools.
For over two years now, Diego has incorporated REPORTEROS into his classroom instruction, utilizing it consistently two to four times a week.
The American International School of Vilnius is a coeducational school offering pre-K through grade 12 in Vilnius, Lithuania. It hosts a community of students of over 33 different nationalities, who learn together in English and Lithuanian while simultaneously studying an additional world language. Through its classroom curriculum and greater community efforts, it works to instill in its students the values of empathy, open-mindedness, curiosity, accountability, and perseverance.
The Challenges
Diego had explored various Spanish textbooks throughout his teaching career, but the materials he encountered often fell short in facilitating meaningful communication. The disconnect between the students and the subject matter hindered their engagement and limited their understanding of the content.
The main challenges he encountered were:
- Lack of interest: The texts and examples used in the textbooks failed to capture students’ attention, leading to disengagement and reduced enthusiasm for learning.
- Lack of meaningful communication: The previous resources used in the classroom did not prioritize meaningful communication, which limited students’ ability to effectively express themselves and engage in authentic language interactions.
- Relevance issues: The content presented in the materials did not align with the students’ individual realities and daily lives, making it difficult for them to establish meaningful connections and see the practical applications of the knowledge.
Diego’s primary objective was to introduce a more communicative approach in the classroom that would bridge the gap between students and the curriculum.
"The main issue with the other textbooks I used before was the lack of connections between the students and the topics. Most of the texts and 'examples' were not interesting, not relevant, and certainly not very authentic. It was not easy to establish those meaningful connections between the students and their daily lives."
The Solution
Diego discovered REPORTEROS through a fellow teacher. He integrated the program into his teaching methodology, leveraging its engaging texts and examples that resonated with his students’ interests and experiences. The materials allowed students to draw connections between the subject matter and their own lives, fostering meaningful understanding and increased engagement.
“One of my goals in the classroom is to establish connections with what we have around us. REPORTEROS allows me to do so very easily given that the materials have a real-world context. For example, after studying REPORTEROS 2, Unit 1, students were given a map of their own city and were asked to describe it orally using the vocabulary and grammar structures learned in class. They also wrote similar texts to the ones they read in REPORTEROS, and were able to talk about their neighbors, their neighborhood, and their favorite places in the city.”
The implementation of the program resulted in notable changes in Diego’s classroom. Students became more active participants, displaying increased enthusiasm, and contributing their unique perspectives during tasks and projects. Furthermore, the program offered numerous tools to promote effective communication skills, facilitating the development of critical thinking skills and enhanced students’ ability to express themselves confidently.
“We recently traveled to Tarragona (Spain) with our students, and before the trip we finished REPORTEROS 2, Unit 1, which explained terms and grammar structures to describe the city, to talk about plans, and discuss what to do in the city. While in Tarragona, students were asked to come up with five questions and to interview at least five locals. Most of them were quite scared about approaching people and having to converse in Spanish, but once they realized that they were equipped with everything they needed in order to ask, understand, and follow up during the interview, they felt more at ease and were able to complete their task.”
Through the implementation of the program, Diego successfully addressed the challenges he was facing.
"I've found REPORTEROS to be an effective and practical textbook for my teaching. It brings real-world context into the exercises, ensuring that students stay engaged and connected to the practical applications of language learning. The focus is on fostering communication while incorporating grammar and vocabulary."
