Bilingual Students and Mexican Dance: a Teacherly Story with Brenda Lidia Dominguez Anchondo
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Brenda is a primary teacher from Chihuahua, who lives and works in Juarez City, Mexico. She has double qualifications in English Language and Mexican Dancing, which she loves to combine in the classroom. She has been teaching dance since she was 13 years old, and has been teaching English for 5 years. She is currently a secondary school teacher, but has taught Kindergarten, primary school and adults.
My full name is Brenda Lidia Dominguez Anchondo. Mexicans have pretty long names because we honor our family in them; I go by Brenda or Lidia. My close friends call me Brendita. I have two bachelor’s degrees: one in English Language and the other in Mexican Dancing. People usually think it’s weird that the dance teacher speaks English, or the English teacher is also a dancer, but I love them both. My parents are amazing; they told me I could study whatever I wanted, but my Dad always encouraged me to pick something I could support myself with and that would be hard if I was a full-time dancer. Mexico is so rich in many things, and especially in art; I don’t know why we still don’t pay for it when it’s worth so much.
When I was a student, I thought: I have to dance but I also love English, which one can give me a better income? I decided to become a teacher to support my dream but also because I want more people to have the opportunities I’ve had by speaking English. My parents didn’t have the money to pay for my university, so I got a job at a bilingual call center and was able to pay for both majors myself, with scholarships for my grades. When I became a teacher, I found a way to combine my two passions. When you teach dance, you can get to the kids by keeping them moving. It’s less tedious; they have more fun. I really enjoy that. As a Kindergarten teacher I taught the kids Mexican dancing along with some basic coordination and I did it in English. That’s the way to use the TPR — total physical response; you say “okay guys stand up,” then they connect the word or phrase with the movement.
Teaching Bilingual Students
My students are Spanish-speakers and sometimes they mix Spanish with English when they don’t know a particular word, which can be so funny. Spanish-speakers hear a lot of this shun ( — tion) ending sound when we listen to English, so whenever my kids don’t know how to say something they add the shun. For example, if I’m teaching the body parts in English, the Spanish word for muscle is músculo and if they don’t know the word in English, they say something like — “musculation!” That always makes me laugh.
The challenge of teaching bilingual students always depends on the school that you’re in. I’ve worked at both private and public schools. Right now, I’m in a public school; I carry my projector, laptop, and speakers every day because my school doesn’t have the supplies. Until recently my classroom didn’t have much electricity. There was one light bulb and I couldn’t connect to any power source. In private school the kids have more contact with English because their parents know a little or they can watch it on TV. They are usually better exposed just because they come from a higher income family. My current students live in a very poor zone in the city so they don’t have the resources. That’s the most challenging part because I also need to change their mindset and convince them that English will open so many doors for them as it did for me. It’s also important to change the parents’ mindsets so they let me work with their kids. Sometimes they take the attitude of: I don’t know what you’re saying or I don’t see why it’s important, so it’s my job to help them see the value too. We always have to adapt depending on the kids.
My Dance Teacher
My fifth-grade teacher, Hugo Humberto Sigala Robledo, was the one who got me into dancing. One day he said, “everyone move the benches, let’s make some space.” We cleared the room to make a dance floor and then he said, “now do what I do.” He started dancing and we copied him. Eventually, he picked me to be part of his dance group. I was really shy and didn’t know how to socialize, but once I started dancing and receiving applause and winning prizes I found a sense of confidence and belonging. He told me, “if you really love dancing you have to continue. It’s the best thing you can do and you can make it.” He was very supportive. That’s why it’s so important to me that I also make the kids feel that way. Dancing gives people a connection; it makes you feel like you’re good at something. I’ve had many dance teachers since Hugo, but he was the one who picked me and told me that I’m good enough.
My Involvement with Teacherly
I got in contact with Teacherly when I first heard about COVID-19 and I thought we’d probably be teaching online. I always like to stay ahead and prepare for my kids to give them the best I can. I saw a Teacherly Ad and I was amazed and fascinated, so I got in contact with Ashna Mahtani and the team and they responded so fast and helped me a lot. I really like the platform, it’s very useful. I like that I can record myself so my kids can see me. For the students who have access to the internet, it gives them a jolt and keeps them connected. Some of the kids don’t have the resources, so I go to them personally to give them the materials and I call them to ask how they’re doing and if they need help. It’s really important to stay connected, especially now.
Have you found a way to bring your passions into the classroom and share them with your students? Do you have a story about a teacher who changed your life? Contact us zoe@teacherly.io to share your story.
