Heritage language students join the class with a wealth of knowledge. My job is to help students understand how linguistic register determines communication and how to communicate appropriately and effectively in different situations. I recently adopted a place-based format for the class in order to expose the students to the many opportunities and resources that Yale and New Haven offer to the Hispanic community. We begin with a photosafari that takes them beyond the confines of the campus. It’s exciting to hear them talk about their discoveries. One of the assignments that I most look forward to is based on a short text by  Esmeralda Santiago, “Cómo se come una guayaba”.  After analyzing the text, students write a short essay about their favorite food incorporating as many sensory references as possible and relating the food to a personal experience or memory: La mandarina.

Inspired by Angela Lee-Smith, Senior Lector II in Korean, I have incorporated an audiovisual project to the curriculum. Many of the texts read in class include topics of social relevance: identity, education, bullying, freedom of expression, human rights, etc. As a final project, students create an audiovisual product related to one of the topics. Here are two examples: La discriminación de haitianos en la República Dominicana. and Sí o no al bloqueo.