childhood essay in spanish

Small Town Spanish Teacher

Teaching Language With Stories

Describing Childhood with the IMPERFECT

Childhood goes hand in hand with the imperfect tense. Here is a spin on the typical classroom activities!

Last week I explicitly taught the Imperfect past tense to my Spanish 2 students. It was not the first time they had been exposed, but it was the first time I explained the various verb endings.

This week was a difficult one with state testing. I needed something light and entertaining. Over Spring Break, I gave my students the homework of sending me a picture from their childhood. So, this week, I put those pictures to use.

My goal for this activity is for the students to be able to answer the questions ¿Cómo era? and ¿Qué hacía? (What were they like? and What did they do?). So, to start the activity, I write those two questions on the board. Then I ask students to Think, Pair, Share adjectives that especially describe childhood personalities. After time to think and time to share with a partner, I tell students to just shout them out and I write them on the board as fast as I can.

The next question pertains to activities in the past. Once again, students Think, Pair, Share childhood activities. I tell them to keep the activities in the past, and they do well remembering what verbs in the imperfect should sound like based on last week’s lesson. I also write these on the board.

Now comes the fun part. Remember those pictures of my students? I organize them in folders for each class period. Then, I project them on the board.

First we try to guess who it is in the picture (some are obvious and some are more difficult – especially the baby photos). Then, I start describing them. I completely make it up, flying by the seat of my pants. If you have trouble improvising on the spot, you may consider writing a short description for the pictures you want to spotlight.

I like to have fun with it. If I have a shy student, I talk about how social she or he was as a child. Her parents had to tell her to be quiet so often that now she is just quiet! If I have a loud student, I expound on how annoying he or she was, how they stomped and yelled all the time.

In the pictures, I try to take the opportunity to teach words like pesad@ (annoying), mimad@/consentid@ (spoiled), egoísta (selfish), and bien/mal educad@ (well/poorly mannered). I add these words to the board as I use them.

After each story, I would ask students to answer the two target questions of the day. Then I would ask the whole class the questions and get a choral response from them. To keep students awake, after each picture, they had to change seats and sit by someone new.

My students were impressed at times with how spot-on some of my impromptu stories were and they laughed at the ones that were obviously out in left field. At the end of it all, the most fun part was seeing classmates as kids and remembering our childhoods.

I did this lesson for two days that were divided by a day of state testing. It was a nice break from sitting and testing. I got through 8-10 pictures each day, depending on how much I elaborated. I didn’t get through all of the pictures, but that’s okay! Next week I will use them to review the target questions and possible have them as options for a timed write.

Author: Camilla Given

I'm Camilla! I teach at the high school and college level in a small town in western Colorado. My goal is to teach the world Spanish through stories. I truly believe that stories make learning Spanish easier - and even fun! Feel free to contact me at [email protected] View all posts by Camilla Given

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#268 – the imperfect in spanish – when i was a kid.

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The Imperfect in Spanish – When I was a kid

Learn the imperfect tense in spanish.

Post 268/365 Es martes, 19 de diciembre de 2017

Cuando era niña, mi familia vivía en Guatemala. Me gustaba llevar la ropa tradicional. A mi hermanito le gustaba llevar una camiseta y vaqueros.

Bienvenidos a Spanish Blog 365.

The past tense. It’s such a broad term.   Today we are going to learn ‘a’ past tense.  We have already learned 2 others:

The preterit – Here is a link to Part 1 (of 10)

The present perfect – Here is a link to Part 1 (of several)

Today and this week, we’ll be working on the imperfect tense.

Let’s do a little refresher:

1. The preterit tense – expresses ‘ Did ‘ and the -ed ending in English. It shows an action that is complete, done and over.  There are tons of irregular verbs in the preterit tense.  We took 10 Posts to show them all.

¿Qué hiciste este fin de semana? – (What did you do…)

El viernes fuimos al cine. (On Friday we went…)

El sábado yo tuve que trabajar por la mañana. (On Saturday I had to work…)

Ayer mis amigos y yo comimos en un restaurante. (Yesterday my friends and I ate…)

2. El presente perfecto : expresses ‘ Have/Has done something’ . I shows an action you have done recently or in your life-time. This tense is not so concerned about time (as the preterit). This tense can show an action that started in the past and continues in the present/future . There are only about 15 irregular verbs in this tense. They are all very high frequency.

¿Cómo has estado ? – How have you been (lately)?

Él ha fumado por años. – He has smoked for years. (started in the past, continues into present)

Nosotros hemos viajado a África, a Australia y a Sud América. – We have travelled…

¿Qué has hecho en tu vida? – What have you done…?

3. El imperfecto: Expresses ‘ Used to do something ‘ or ‘ would do something ‘. The imperfect shows a habitual action or an action that occurred multiple times over a period of time. This verb tense does not ‘close off’ the time period (like the preterit) There are only 3 irregular verbs in this tense.

Cuando era niña, me gustaba llevar la ropa tradicional. – When I was a little girl, I liked to wear traditional clothes.

Note: Being a child spans many years. She liked to wear traditional clothing. Not just one day, rather almost everyday.

A mis hijos no les gustaba brócoli. – My kids didn’t like broccoli. (for several years in their childhood)

Cuando eran estudiantes en la Universidad, Elena y sus amigas salían todos los viernes. – When they were students…they would go out every Friday.

4. Práctica – What did you like (or not) when you were a kid.

¿Qué te gustaba cuando era niño/a?

Cuando era niño/a… – When I was a kid…

(No) Me gustaba(n)… – I (didn’t) like(ed)

…brócoli

…zanahorias – carrots

…sushi

…queso

…apio – celery

…manzanas – apples

(No) Me gustaba… – I (didn’t) like(ed) to…

…jugar con mis amigos

…tocar el piano/la guitarra

…ir al cine

…montar en bicicleta – ride a bike

…pintarme la cara – paint my face

…vestirme de princesa / de vaquero/a – dress up like a princess / cowboy/girl

Action steps: Here is great way to start off with the imperfect tense: Compare it to the preterit and the present perfect, then start with the verb gustar . It’s a great way to get the feel of this tense.

Think about your own childhood and what you liked to do or to eat and what activities did you and your family do regularly.

We’ll continue this tomorrow.

Déjame un comentario.

Gracias y hasta mañana, Carolina

• Food and drink
• Level 2A & 2B
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I have a Dream Speech in Spanish Class

Inside: Learning about Martin Luther King Jr’s “I Have a Dream” speech in Spanish.

As we near Martin Luther King Jr. day, many of you Spanish teachers are looking for ways to incorporate Dr. King’s influential “I Have a Dream” speech — one of the most famous speeches in the entire world.

Before we dive in, I would like to offer some caution. Schools using a speech like “I Have a Dream” year after year can present a certain danger: paired with cutesy clipart, simplistic lessons, and “let’s just all get along” messaging, we can do a serious disservice to King’s legacy.

I do want us honor the legacy of Dr King and love that it’s a national holiday. Every student should be intimately familiar with this iconic speech. Let’s just make sure we present a robust picture of the Civil Rights movement, with much work left to do.

As you prepare to teach about MLK Jr., I encourage non-Black teachers especially to research anti-bias and anti-racist teaching. Take the time to educate yourself on the larger movement beyond this one speech.

Related: Resources for Celebrating Martin Luther King Jr. Day in Spanish Class

First, a note: you might be surprised that both the audio and text of the “I Have a Dream” speech are not currently in the public domain. According to the Washington Post , however, teachers may use it with their students:

The speech is not in the public domain but is private property, owned by the King family, and anybody who wants to use  it is supposed to pay for that right. For that matter, all of King’s papers and speeches are owned by family members, some of whom also operate the licensing operation through which those who want to use them must go. While some use of the speech or parts of it can be lawful without approval — individual teachers, for example, are not challenged when they use the speech in violation of the copyright — the makers of the 2014 film “Selma” were never given permission to use King’s words or life story because they couldn’t get a license, which had been sold to two companies for a movie about King’s life that Steven Spielberg is supposedly going to make. – 53 years later, you still have to pay to use Martin Luther King Jr.’s famous ‘I Have a Dream’ speech

What’s included in this post:

• I Have a Dream in Spanish Lesson Ideas
• I Have a Dream Speech Transcripts in Spanish
• Comprehensible Quotes from I Have a Dream
• Audio and Video from Dr. King’s Speech

I Have a Dream in Spanish – Lesson Ideas

With all of that in mind, let’s look at some ideas for using the speech with Spanish students. I do think that Spanish class can be a good context for studying I Have a Dream , because it”s familiar to most students.

If you are trying to stay in the target language as much as possible, in-depth and nuanced conversations can be tough, and working with familiar texts can make that a bit easier.

Some ideas for Spanish teachers:

• Choose some more comprehensible sections of the speech and have students match the English and Spanish versions .
• Pull several quotes out in Spanish AND use some unrelated quotes not from the speech . After discussing or translating the quotes into English, let students try to guess which ones are from MLK Jr., and which ones are not.
• You could also choose two quotes from the speech, and two lesser-known MLK Jr. quotes (perhaps pull from “Letter from a Birmingham Jail”). Students can guess which are from the speech.
• Use just one quote or paragraph from the speech, and do a shrinking summary . Students (alone, in groups, or as a class) can highlight what they think is the most important sentence. Then, they can underline which phrase is the most important from that sentence, and finally circle just one word. You could compare what different groups decided on.
• Adapt lesson plans from Civil Rights Teaching to your students’ proficiency levels . You do have to register, but there are some good resources. The PDF from Martin Luther King Jr.’s Radical Vision is really helpful and will help your students dig deeper beyond the well-known quotes. They may be surprised to learn how unpopular the Civil Rights movement was, and how MLK Jr. was regarded as an extremist at the time.
• Use this free Spanish printable with elementary students, with activities for writing about the I Have a Dream speech, from Fantastic Teacher
• Use these bilingual printables  for elementary students, including a sheet to compare the before/after impact of MLK Jr.’s life and a “Yo tengo un sueño” sheet for drawing or writing, from Hola Bilinguals.
• If you work with kids who are advanced Spanish speakers, here is a vocabulary sheet in Spanish for teaching about Dr. King’s speeche.

I HAVE A DREAM speech IN SPANISH Transcripts

The language Martin Luther King Jr. used in this speech is best suited to advanced Spanish students, but you can find a complete transcript of the speech here at El Mundo .

Please keep in mind that this speech obviously uses the term “negro” as a translation when referring to Black people. This may be shocking or upsetting to your students if you don’t provide context first. At the time of writing this post I came across this article explaining the history of the word in different language, and will keep searching for more guidance on how to discuss with students.

It may be more useful to include shorter quotes for novice and intermediate Spanish students. Here are some excerpts that may be more comprehensible for Spanish learners:

Yo tengo un sueño de que un día esta nación se elevará y vivirá el verdadero significado de su credo: ‘Creemos que estas verdades son evidentes: que todos los hombres son creados iguales’. Dr. Martin Luther King Jr.

No debemos permitir que nuestra protesta creativa degenere en violencia física.  Dr. Martin Luther King Jr.

Hace cien años, un gran estadounidense, cuya simbólica sombra nos cobija hoy, firmó la Proclama de la emancipación. Este trascendental decreto significó como un gran rayo de luz y de esperanza para millones de esclavos negros, chamuscados en las llamas de una marchita injusticia. Llegó como un precioso amanecer al final de una larga noche de cautiverio. Pero, cien años después, el negro aún no es libre; cien años después, la vida del negro es aún tristemente lacerada por las esposas de la segregación y las cadenas de la discriminación; cien años después, el negro vive en una isla solitaria en medio de un inmenso océano de prosperidad material. Dr. Martin Luther King Jr.

Yo tengo el sueño de que un día en las coloradas colinas de Georgia los hijos de los ex esclavos y los hijos de los ex propietarios de esclavos serán capaces de sentarse juntos en la mesa de la hermandad. Dr. Martin Luther King Jr.

Cuando los arquitectos de nuestra república escribieron las magníficas palabras de la Constitución y la Declaración de Independencia, firmaban una promisoria nota de la que todo estadounidense sería heredero. Esa nota era una promesa de que todos los hombres tendrían garantizados los derechos inalienables de ‘vida, libertad y búsqueda de la felicidad’. Es obvio hoy que Estados Unidos ha fallado en su promesa en lo que respecta a sus ciudadanos de color.  En vez de honrar su obligación sagrada, Estados Unidos dio al negro un cheque sin valor que fue devuelto con el sello de ‘fondos insuficientes’ . Pero nos rehusamos a creer que el banco de la justicia está quebrado. Nos rehusamos a creer que no hay fondos en los grandes depósitos de oportunidad en esta nación. Por eso hemos venido a cobrar ese cheque, un cheque que nos dará las riquezas de la libertad y la seguridad de la justicia. Dr. Martin Luther King Jr.

Sería fatal para la nación pasar por alto la urgencia del momento.  Este sofocante verano del legítimo descontento del negro no terminará hasta que venga un otoño revitalizador de libertad e igualdad.  1963 no es un fin, sino un principio.  Dr. Martin Luther King Jr.

Yo tengo el sueño de que un día incluso el estado de Mississippi, un estado desierto, sofocado por el calor de la injusticia y la opresión, será transformado en un oasis de libertad y justicia. Yo tengo el sueño de que mis cuatro hijos pequeños vivirán un día en una nación donde no serán juzgados por el color de su piel sino por el contenido de su carácter. ¡ Yo tengo un sueño hoy! Yo tengo el sueño de que un día, allá en Alabama, con sus racistas despiadados, con un gobernador cuyos labios gotean con las palabras de la interposición y la anulación; un día allí mismo en Alabama, pequeños niños negros y pequeñas niñas negras serán capaces de unir sus manos con pequeños niños blancos y niñas blancas como hermanos y hermanas. ¡Yo tengo un sueño hoy! Dr. Martin Luther King Jr.

Audio and Video I Have a Dream speech in Spanish

You can also see interpretations of the speech in these YouTube videos:

I hope these resources and ideas are helpful for Spanish-speaking educators and parents. You know your students and classrooms best, and I encourage you to dig a little deeper into the Civil Rights Movements and the life and work of Dr. Martin Luther King Jr., whether or not you decide to use this particular speech.

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How to Write an Amazing Essay in Spanish

Has your teacher asked you to write an essay in Spanish? Essays are probably the most common type of homework around the world. Teachers want you to write essays because they’re a way to improve your abilities when you’re learning a new language. 

Writing essays may not seem like fun, but it actually improves your cognitive abilities! The act of researching, organizing, and writing pushes you to increase your knowledge on different topics, strengthens your critical thinking skills, and advances your ability to communicate and express your thoughts.

With all these benefits in mind, it’s no wonder you want to write a great essay in Spanish. But there are times when your ideas vanish and your mind goes blank—you wonder, where do I begin and what steps do I follow? 

Even if you’re a pro when it comes to writing in English, writing an essay in Spanish can be a challenge. In this blog post, I’ll help you overcome this small hurdle to help you make your Spanish essay cohesive, persuasive, and as professional as possible.

Are you ready to write an amazing essay in Spanish?

Basics and Benefits of Writing Essays

Strong writing skills are important for school, college, and a professional career. It’s likely that Spanish is not your first language, but if you’re learning the language then writing a research-fueled Spanish essay gives you all sorts of advantages. It enables you to practice grammar, spelling, vocabulary, as well as synthesize your ideas and thoughts surrounding the topic you’re writing about.

Writing a terrific essay in Spanish requires planning, organization, and structure. Having a process saves you time and once you’ve established a system that works for you, the writing comes easy! 

How to Structure an Essay in Spanish

Similar to when you’re telling a story, your essay should follow a traditional story arc. This means that you start with an appealing introduction, after which you develop your idea within the body of the essay, and finally, you close your thoughts or argument with a summary and conclusion. 

Let’s take a deeper look at these 3 parts of an essay in Spanish:

1. Introduction

Start your essay with a summary of the topic you’ll cover throughout your piece. The introduction reflects the argumentative line that your whole essay follows. It should be brief but not too short. I recommend making the intro 10% of your whole essay. 

A good introduction gives enough information by stating a problem or the reason why you’re writing the essay and why the reader should be compelled to read it. 

Some writers choose to write the introduction after they’ve written the body and conclusion. I think it’s a good strategy that allows you to summarize and evaluate the body of your whole essay before you aim to highlight important points in your introduction. 

My biggest advice is to make it clear what the reason for your essay’s existence is, so that your reader can feel excited to know more, and invited to learn from you. 

This is the main part of your essay. I recommend that you dedicate 80% of your whole essay to the body. This critical section develops the core ideas of your essay in Spanish as it’s where you present the main ideas and their arguments in relation to the topic you’re writing about. 

This part requires you to do research from reputable sources, fact checking, and tying all your ideas together in a cohesive way. 

3. Conclusion

The remaining 10% of your essay in Spanish should focus on bringing the essay to a close. You want to summarize all the main ideas of your topic and establish your final posture on it. 

Preferably, leave no loose ends and make sure the ending of your essay has the ability to create a discussion or invite the reader to find out more about the topic. 

Steps to Follow to Write an Essay in Spanish

Every writer has a unique system that works for them. What works for me might not work for you, and vice versa. 

The steps and path you follow for writing an essay in Spanish depend on the knowledge and fluency you have of the language as well as your familiarity with writing. 

Nevertheless, I recommend some basic steps that will help you if you’re a beginner when it comes to writing an essay in Spanish. 

1. Define a Topic

Choose a topic of interest to you. If the topic is not assigned by your teacher, go for a current issue or interesting topic that will inspire you to research as much as possible. Check the local media, or go online and find out what topics are available for you to discuss.

2. Do Your Research

This aspect is critical—you must find reliable sources of information for your essay. Go to a library if possible, find academic papers online, and gather as much documentation as possible that helps you understand the central themes and patterns of your chosen topic.

As a plus, if you do your research in Spanish, you’ll see other essays in Spanish that will help you develop your own Spanish writing style, tone, and personality.  

3. Determine Your Position

After you’ve gathered enough research, you’ll begin to see an angle or position you can take in relation to the information. The angle or position you take is essentially your “point.” Ask yourself, “What’s my point in writing this?” When you’ve answered that, you’ve discovered your position. 

To support your position, your research should include quotes, statistics, and any relevant information you can find from credible sources. 

4. Draft an Outline

This step is vital for organizing your arguments and ideas. Since Spanish is not your first language, an outline will allow you to translate words or phrases. In addition to listing Spanish notes in your outline, keep this basic process in mind:

• Know your audience
• Gather all notes, research, and supporting materials
• Organize them into a cohesive flow 
• Be sure to organize by how each subtopic relates to the main topic and to each other

5. List Spanish Words and Terms

Since you’re writing an essay in Spanish, it’s only befitting that you have a list of specific words and terms you want to include in it. 

Draft a list of terms that are relevant to your essay in Spanish, whether they’re reminders in your outline or they’re unfamiliar terms that beg to be further researched. 

The terms you choose allow you to set a tone and define whether you’re using standard Spanish, informal Spanish, or literary and formal language. 

The tone you choose to follow in your essay guides your word choice. 

Here’s a list of words and phrases in Spanish that can help with your writing:

6. Write the Body of Your Essay

Focus on fully developing your argument with relevant examples and evidence to support your position. Each paragraph should focus on only one argument along with supporting evidence, and the flow from one paragraph to the next should sound natural and rational. 

Spanish is a richer language, so don’t be afraid of writing longer sentences than usual, but make sure you combine them with short dynamic phrases. It’s essential to keep your reader interested! 

7. Write an Engaging Introduction

Once you’re done with the body of your essay, start writing the introduction. The purpose of your intro is to set a tone and prepare the reader for what follows. 

Putting together your introduction at the end allows you to absorb what you’ve written and define how to present the topic and express your point. 

8. Summarize and Conclude

The conclusion is your essay is an opportunity to tie all your points together and restate the main argument. Since some essays are meant to be objective, I recommend you include a paragraph or sentence that stimulates reflection and enriches the reader’s perspective on the topic. 

9. Final Edits and Proofreading

This final step is the second most critical when it comes to writing an essay in Spanish! Edit for correcting typos, punctuation, grammatical errors, and spelling. 

I recommend you share your Spanish essay with a native speaker who can proofread it before you turn it in. Another person’s perspective can help you spot an error or a section that lacks cohesion. 

A Few Final Tips

Read your essay as many times as possible.

I find myself making changes to essays after reading them at least 4 or 5 times. You need to check your essay for: 

• readability
• consistency
• transitions between paragraphs, 
• unnecessary fillers, and 
• adequate adverbs and adjectives.

Think and write in Spanish, if possible

By drafting an outline, doing your research, and organizing your ideas in Spanish from the beginning, you fully immerse yourself and make writing an essay in Spanish more efficient. 

On the contrary, by writing and researching in English with the goal of translating, you’ll end up in a tough spot with way much more work than intended. 

Ready to Write Your First Essay in Spanish?

I hope by sharing my essay-writing experience in this blog post that you feel more confident about writing your essay in Spanish. I know it can be frustrating and challenging at times, but don’t be afraid to make mistakes and correct them later. 

The truth is, the more comfortable you feel speaking Spanish, the more your writing skills in Spanish will improve. 

If you’re ready to take the next step and work on your speaking skills, join us at Homeschool Spanish Academy! You can sign up for a free trial class with one of our native, Spanish-speaking teachers. Before you know it, you’ll be speaking Spanish and writing essays like a pro!

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Home — Essay Samples — Life — Life Experiences — Childhood Memories

Childhood Memories Essay Examples

Childhood memories essay topics.

Childhood memories are the recollections of experiences, people, and events from our early years. These memories shape our personalities, influence our behaviors, and contribute to our understanding of the world. Exploring childhood memories can evoke nostalgia, highlight important life lessons, and offer insights into one's personal development. Writing about childhood memories allows us to reflect on the past, understand our present, and share meaningful stories that connect us with others.

Childhood Memories Essay Prompt Samples

Before we embark on this journey down memory lane, let's first understand what a childhood memories essay entails. An essay prompt typically serves as your guiding star in crafting your piece. Here are a few samples to give you an idea of what to expect:

• "Write an essay about a significant childhood memory that shaped your character."
• "Describe a vivid childhood experience that left a lasting impact on your life."
• "Reflect on a cherished memory from your early years and discuss its significance."

These prompts serve as the foundation for your essay. They help you identify the core theme and purpose of your narrative.

Brainstorming the Perfect Childhood Memories Essay Topics

It's time to brainstorm and select the most fitting topic for your childhood memories essay. Consider the following points:

• Emotional Impact: Think about memories that evoke strong emotions. These are often the most compelling stories.
• Life Lessons: Reflect on memories that taught you valuable life lessons or shaped your perspective.
• Vividness: Choose memories with vivid details and sensory experiences; they make your essay come alive.
• Uniqueness: Opt for memories that stand out or have a unique twist, avoiding overly common topics.

By considering these points, you can pinpoint a memory that not only resonates with you but also captivates your readers.

Examples of Unique Essay Topics

Now, let's explore some unique and captivating essay topics that revolve around childhood memories. These topics are sure to stand out from the crowd:

• "The Day I Discovered a Hidden Treasure in Grandma's Attic.
• A Magical Encounter with a Friendly Stray Cat: My Childhood Confidant.
• The Great Lemonade Stand Adventure: Lessons in Entrepreneurship.
• An Unexpected Journey: Getting Lost and Finding My Way Home.
• The Night Our Backyard Turned into an Enchanted Forest

These topics offer a fresh perspective on childhood memories, ensuring your essay engages your audience from start to finish.

Crafting Inspiring Paragraphs and Phrases

To bring your childhood memories essay to life, you need to infuse it with captivating paragraphs and phrases. Here are some samples to inspire your writing:

• "As I climbed up the creaky attic stairs, the dust danced in the sunlight streaming through the cracks. There, amidst forgotten relics of the past, I stumbled upon a weathered, leather-bound journal that held secrets from generations long gone."
• "The stray cat, with its fur as soft as memories themselves, became my confidant. We'd spend endless afternoons together, sharing secrets only a child and a feline friend could understand."
• "With a cardboard sign in hand and a heart full of dreams, I set up my first lemonade stand on that scorching summer day. The taste of success was as sweet as the lemonade itself."
• "As twilight descended, the stars emerged in our enchanted backyard. Fireflies danced, and the trees whispered secrets to my young ears, painting a canvas of wonder and magic."

Feel free to use these samples as a starting point for your own narrative. Remember, the key is to paint a vivid and emotional picture with your words.

With these insights, you're well on your way to crafting an outstanding childhood memories essay that will leave a lasting impression. Embrace the nostalgia, choose a unique topic, and let your words transport your readers back to your cherished moments of the past.

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About My Grandpa in My Childhood Memories

Memories of my childhood home, personal writing: my childhood story, priceless picture: the importance of my mom's picture in my life, the role of memorable memories in our lives, my horrible experience of getting lost in the jungle, a personal narrative about disneyland, the happiest place on earth, the beautiful feeling of exploring different things in life, personal account of my experience as a teen, personal account of leadership in sixth grade and experience as an accident victim, the characterization of the narrator's childhood memories in cherry bomb, a story by maxine clair, an analysis of the pictures representing my convergence and personality, motherhood and childhood in gabriela mistral’s works, interpretation of theodore roethke’s poem my papa’s waltz, an observation of infants and toddlers, my life's journey: childhood memories to career accomplishments, personal story of life as a christian and educational aspiration of being a nurse, personal narrative: childhood memories with my grandparents, which way of thinking is better, dreaming big or being satisfied with small thoughts, childhood memories in annie dillard's 'the chase'.

Childhood memories are the recollections and impressions of events, experiences, people, and emotions from one's early years, typically from infancy through adolescence. These memories can be vivid or vague and often hold significant emotional value. They play a crucial role in shaping an individual's personality, values, and worldview, influencing behaviors and attitudes in later life. Childhood memories can encompass a wide range of experiences, from everyday moments to significant life events, and are often revisited with nostalgia and reflection.

• Most people’s earliest memories typically date back to around age 3 to 4 years, though some can recall events from as early as age 2.
• Childhood memories are often fragmented and less detailed compared to adult memories due to the ongoing development of the brain's hippocampus, which is crucial for memory formation.
• Sights, sounds, smells, and even tastes can trigger vivid childhood memories, bringing past experiences to the forefront of one’s mind.
• People often selectively remember pleasant childhood experiences and may subconsciously block out more traumatic or negative events.
• The ability to recall childhood memories can change with age, with some memories becoming clearer and others fading over time.

Exploring childhood memories is important because they shape our identity, values, and behaviors. Understanding these memories provides insights into personal development and emotional well-being. Reflecting on childhood experiences can foster empathy, enhance self-awareness, and improve mental health. Delving into childhood memories essay topics allows for a deeper connection with others through shared stories and experiences, enriching our understanding of human nature.

Relevant topics

• Overcoming Challenges
• Why I Want To Be A Nurse
• Personal Experience
• Volunteering
• Overcoming Obstacles
• Personal Growth and Development
• Law of Life
• Life Changing Experience

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Spanish Childhood Writing a Guided Essay Niñez Preterito e Imperfecto Escribir

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Description

This La Niñez preterit and the imperfect resource is a guided essay with eight subtopics to write about childhood in Spanish. The file contains general instructions in English and guided questions per subtopic section in Spanish. The file also contains a rubric that evaluates content development, grammar, vocabulary usage, etc. Completing the essay can easily take form 2 to 3 class periods (without counting time to explain the instructions and allow students to give feedback to each other and edit their essay.)

The eight subtopics include:

* Personality and physical traits

*Favorite objects and toys

*Favorite activities

*Best friends

*My elementary school years

*Happy moments

*Sad moments

*Relationships

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CommonLit Español Engaging Short Stories in Spanish for Elementary, Middle, and High School Students

Agustina Moppett

CommonLit offers great short stories in Spanish that teach important lessons about family, identity, courage, and more

Short stories are an enjoyable entry point into the world of high-quality literature. They can introduce students to relatable characters, new cultures, and important ideas. Reading short stories with your students is a great way to promote discussion, encourage them to make connections, and have them practice using skills that will help them understand more complex texts.

Here is an engaging set of short stories in Spanish from CommonLit for grades 3–9. This diverse selection includes realistic fiction, science fiction, mysteries, and more!

“ Mi bisabuela ” by Nancy Machlis (3rd grade)

In this short story, the narrator and her brother Zach visit their great-grandma in a nursing home. Great-Grandma struggles with memory loss, and Zach is upset when she doesn’t remember him. The narrator comforts her brother by reminding him of Great-Grandma’s words: “Love is a light in your heart that lives forever.” When it is time to leave and Great-Grandma smiles at her, the narrator is reminded that even as her great-grandmother’s memory fades, the love in their hearts still ties them together.

While students read, have them follow the annotation task, which asks them to take notes on how the children feel when they visit their great-grandma. Then, have students use their notes to make text-to-self connections. Students can compare and contrast how they feel when they spend time with older relatives with how the children in the story feel.

“ Los perros mágicos de los volcanes ” by Manlio Argueta (4th grade)

In this folktale, the cadejos are magical dogs that live in volcanoes and protect the people of El Salvador. When Don Tonio and his thirteen brothers bring soldiers to attack the cadejos , the dogs seek help from two ancient volcanoes. The volcanoes fight off the soldiers to protect the cadejos , Don Tonio and his brothers flee, and the cadejos and the people of El Salvador celebrate a great festival that later becomes a national holiday.

Consider turning on Guided Reading Mode while students read to ensure they understand the characters’ motivations. Guided Reading Mode chunks the text into smaller pieces with a comprehension question after each section. Students must answer each comprehension question correctly to reveal the next chunk of text. Guided Reading Mode is a great way to help students monitor their own comprehension as they read!

“ Galapagueña ” by Marsha Diane Arnold (4th grade)

In this short story, Valentina loves the Galápagos Islands where she lives. She spends her days exploring, swimming, and dancing. Valentina especially enjoys watching the various animals that call the islands home. When she gets older, Valentina leaves the island to study biology, but eventually comes back to the Galápagos to share her love for the island and its wildlife with others.

After reading, discuss what makes the Galápagos Islands so special to Valentina. Ask Discussion Question 2, “Según la autora, las Islas Galápagos son especiales. ¿Cuál de sus características te parece más especial? ¿Por qué?” In English, the question is, “According to the author, the Galápagos Islands are special. Which of its characteristics do you find the most special? Why?” Be sure to encourage students to support their thinking with evidence from the text.

“ Plumas ” by Unknown (5th grade)

In this meaningful short story, a woman is accused of starting a rumor about someone. When she speaks with the town rabbi, she claims that the rumor spreading is not her fault, because it was others who spread it. The rabbi decides to teach the woman an important lesson about kindness. He asks her to cut open his pillow, let the feathers inside fly through the air, then collect each of the feathers and bring the pillow back. The woman follows the rabbi’s directions and finds that she cannot re-capture all of the feathers. She realizes that, just like the feathers cannot be caught again, words cannot be taken back once spoken, and she vows to speak kindly from then on.

In fifth grade, students are learning how to navigate relationships with peers, so this text provides a great opportunity to have them make connections to their own lives. Ask students to discuss the importance of speaking kindly to others. Students can give evidence and examples from the text and from their own experiences to support their thinking.

“ Aurelia y los colores ” by Amaranta Castelán González (6th grade)

Aurelia is a skilled artist and an insect lover, but she is not much of an athlete. When Aurelia and her cousin Paula go to summer classes together, Aurelia excels in art class but is teased by two boys in physical education, who laugh at her when she plays soccer. Later, when Aurelia captures a tarantula to show her classmates, the boys are impressed by her knowledge of insects. Aurelia realizes that everyone has different strengths and abilities and that she should be proud of her unique skills.

It is important for middle school students to develop strong self-esteem and celebrate their own talents. Sixth graders may recognize themselves in Aurelia, who has trouble seeing the value of her own strengths when she struggles with other skills. Ask students Discussion Question 2, “¿A ti te gustan todas las clases o hay algunas que no te gustan tanto? ¿Y a tus amigos les pasa algo similar? ¿Hay actividades en las que eres más talentoso?” to start a conversation about how everybody has strengths and areas for growth. In English, the question is, “Do you like all your classes or are there some that you don’t like as much? Do your friends experience something similar? Are there activities at which you are very talented?”

“ En los rápidos ” by Bradford H. Robie (7th grade)

In this thrilling short story, Luis falls into a river during a rafting trip. He is terrified and knows he has to rely on his own skills and strength to survive. Luis remembers the guide’s instructions and thinks of how he stayed calm during a basketball game at school. He swims hard to make it back to the raft, where the guide is finally able to pull him out of the water.

While reading, have students follow the annotation task, which asks them to take notes on Luis’s attitude as he tries to save himself. Encourage students to make connections between Luis’s thoughts and actions. After reading, students can share how Luis’ determination helped him survive.

“ La inspiración ” by Pablo de Santis (8th grade)

In this engaging story, famous detective Sage Feng is summoned to solve the mystery of the death of Siao, the poet who lived in the Chinese emperor’s palace. Feng examines Siao’s belongings and asks the imperial advisor if Siao had any enemies. In the end, the detective is able to figure out that one of Siao’s rivals put poison in the monkey-hair brush he used to write his poetry.

Author Pablo de Santis plants several clues throughout the text, and students will get caught up in trying to solve the mystery of Siao’s death along with Feng. After reading, use Discussion Question 1, “Al leer el cuento por primera vez, ¿Cómo te sentiste al final? ¿Te sorprendió la resolución de la historia?” to start a conversation about the resolution of the story. In English, the question is, “When reading the story for the first time, how did you feel at the end? Were you surprised by the resolution of the story?” Encourage students to use evidence from the text to support their answers.

“ El peatón ” by Ray Bradbury (9th grade)

In this dystopian science fiction story set in the future, writer Leonard Mead is out for an evening walk in an unnamed city. He is stopped by police, who ask questions about his purpose for walking, his job as a writer, and why he does not own a TV like the rest of the people in this technology-dominated society. The police determine that because of Mr. Mead’s “regressive” view of technology, he must be brought to a psychiatric center, and they take him away.

This short story provides an opportunity to start an interesting discussion about technology and society with your students. Mr. Mead’s career as a writer is not valued where he lives because nobody in his city buys books or magazines anymore. Ask Discussion Question 2, “En el texto, ¿de qué modo los progresos tecnológicos impactaron la manera en que las personas interactúan en nuestra sociedad? ¿Cuáles son algunos otros ejemplos de cómo la tecnología ha tenido impacto en la interacción humana?” to have students share ideas about the benefits and drawbacks of technology in society today. In English, the question is, “In the text, how have technological advances affected the way people interact in society? What are some other examples of how technology has affected human interaction?”

Looking for more Spanish texts on CommonLit? Browse the CommonLit Español library !

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60+ Writing Prompts for Kids (In Spanish & English)

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Writing Prompts for Kids (In Spanish & English)

A list of writing prompts in Spanish and English for kids to help them exercise their writing skills.

These Spanish writing prompts also include the English translations in the post. Check out our whole series Learn Spanish for Kids .

What are writing prompts?

Writing prompts or essay prompts are questions or statements that direct students to write about different topics.

Why are writing prompts important?

Writing prompts are an effective strategy used for developing good writers and one of the best Spanish activities for kids and students to help with literacy.

It helps kids by exercising and even challenging their writing skills, making them think deeply about different subjects and looking at things from different perspectives.

Reading and writing is an integral part of our language use and it’s very important to develop these skills in the target language if we want children and adults to be truly bilingual.

For this reason, we have developed a series of fun English and Spanish writing prompts that can be used for students of different ages. Below you will find:

• English & Spanish writing prompts for kids early writing
• English & Spanish writing prompts for kids Grade 1-2
• English & Spanish writing prompts for kids Grade 3-4
• English & Spanish writing prompts for kids Grade 5-6
• English & Spanish writing prompts for kids Grade 7-8
• English & Spanish writing prompts for kids High School

Writing Prompts in Spanish & English for Early Writing

When children are first learning their letters and letter sounds, a great way to start them with their writing is through drawing.

Presenting them with opportunities to express themselves and tell a story through drawing is the beginning of writing for them.

It’s important to let children draw freely and then ask them questions about what they have drawn. As they tell you what each thing is, you can write out the words in their drawing.

You can also ask them to write the first letter of whatever they have drawn.

1. ¿Cuál es tu animal favorito? What is your favorite animal?

2 . ¿Cómo es tu familia? What is your family like?

3 . Haz un autorretrato. Draw a self-portrait.

4. Dibuja un día en la playa. Draw a day at the beach.

5. Diseña un carro. Design a car.

6. ¿Cuál es tu cuento favorito? Haz un dibujo sobre el. What is your favorite story? Make a drawing based on it.

7. Dibuja tu juguete favorito. Draw your favorite toy.

8. ¿Cómo es tu mejo amigo/amiga? Haz un retrato de el o ella. What is your best friend like? Draw a portrait of them.

9. Haz un retrato de tu mascota. Draw a portrait of your pet.

10. ¿Qué quieres ser cuando seas grande? What do you want to be when you grow up?

Writing Prompts in Spanish & English for 1 st and 2 nd Grade

First and second grade is a special time for children, whether they are going to school or being schooled at home. They are finally “big kids” and have a lot of emotions and ideas to contend with.

Helping them learn how to express themselves will serve them well for the rest of their lives.  Here are some Spanish writing prompts for this age group.

1. ¿Cómo sería tu vida  si fueras un pirata? What would like as a pirate be like?

2. ¿Cómo sería el mundo si el cielo fuera rojo y la grama fuera morada? What would it be like if the sky was red and the grass was purple?

3. ¿Qué te gusta hacer cuando hace calor afuera? What do you like to do when it’s warm outside?

4. ¿Quién es el mejor personaje de dibujos animados? ¿Por qué? Who is your favorite cartoon character? Why?

5. ¿Cuál es tu animal favorito? ¿Por qué? What is your favorite animal? Why?

6. Escribe sobre un momento en que te disgustaste por algo que sucedió en la escuela o en tu casa. ¿Que hiciste? Write about a time when you got upset by something at school or at home. What did you do?

7. ¿Qué es algo especial que haces con tus padres? ¿Cómo te hace sentir? What is something special you do with your parents? How does it make you feel?

8. ¿Cuál es tu parte favorita del día? ¿Por qué? What is your favorite part of the day? Why?

9. Si pudieras viajar al espacio, ¿qué te gustaría ver? What would you like to see if you traveled to space?

10. ¿Cuál es tu modo favorito de transporte? ¿Por qué? What is your favorite method of transportation? Why?

Writing Prompts in Spanish & English for 3rd and 4th Grade

By the time students are in 3 rd and 4 th grade, they should be writing regularly and know how to tackle a few different styles.

Sometimes, the hardest part may be knowing how to get started. Here are a few writing prompts in Spanish & English that will inspire them!

1 . Piensa en algo que te asusta y explica por qué. Write about somethign that scares you and why.

2. Imagina que puedes teletransportarte,  ¿a dónde irías? Imagine if you could teleport, where would you go?

3. ¿Qué acto bondadoso harías para alguna otra persona si tuvieras $50 dólares para hacerlo? What act of kindness would you do for someone else if you had $50 to do so?

4 . ¿Qué significa ser un buen amigo? What does it mean to be a good friend?

5. Algunos niños en 3er grado tienen teléfonos celulares. ¿Crees que eso es bueno o malo? Do you think it’s ok for a 3rd or 4th grader to own a cell pone? Why or why not?

6. Escribe el proceso paso a paso para hacer un sándwich de mantequilla de maní y mermelada. Describe the step by step process of making a PB&J sanwhich.

7 . ¿De qué tareas domésticas eres responsable? Explica cómo las haces. What chores are you in charge of? Explain how you complete them.

8. Alguna vez has estado en una emergencia? ¿Qué hiciste? Have you ever been in an emergency? What did you do?

9. Investiga un insecto y escribe un ensayo al respecto. Investigate an insect and write abotu it.

10. ¿Los grandes tiburones blancos son realmente comedores de hombres? Investiga esta pregunta y escribe un ensayo sobre el tema. Are Great White Sharks really man eaters? Write about this subject.

Writing Prompts in Spanish & English for 5th and 6th Grade

5 th and 6 th graders are at the gates of adolescence. Pre-teens begin dealing with a whole new slew of issues, and teaching them to think for themselves and be able to express those feelings is crucial at this age.

These Spanish writing prompts will be helpful in this practice.

1. ¿Cuál es la diferencia entre un privilegio y un derecho? What’s the diference between a priviledge and a right?

2. ¿Quién es tu héroe de la vida real? Who is your real life hero?

3 . Escribe sobre la sorpresa más grande que hayas recibido. Write about the biggest surprise you’ve ever received.

4 . ¿Dónde te sientes más en casa? ¿Qué te hace sentir tan cómodo? Where do you feel most at home? What makes you feel so comfortable?

5 . Escribe sobre un momento en que no cumpliste una promesa. ¿Cómo te sentiste? ¿Hiciste algo para remediarlo? Write about a time when you didn’t keep a promise. How did you feel? Did you do something to make-up for it?

6 . Haz una lista de las cosas que quieres hacer en tu vida antes de morir. ¿Por que son importantes para ti? Write out your bucket list. Why are these things important to you?

7. Escribe sobre un momento en que hiciste algo porque todos los demás lo estaban haciendo. ¿Cómo te sentiste después? Write about a time when do did something because everyone else was doing it. How did you feel afterwards?

8 . ¿Qué significa tener una responsabilidad con alguien? What does it mean to be responsable to someone?

9 . Escribe sobre un problema mundial y cómo se pudiera resolver. Write about a global problem and how it could be solved.

10 . Si pudieras retroceder en el tiempo, ¿a qué período irías? ¿Qué te gustaría ver? What time period would you visit if you could go back in time? What would you like to see?

Writing Prompts in Spanish & English for 7th and 8th Grade

Writing ss a form of learning and as an outlet. That’s where our 7 th and 8 th grade students are. Getting them to learn, process and create information is an important step in helping them face their teenage years both personally and academically.

Here are a few Spanish writing prompts to get them started:

1. Escribe sobre una persona que admiras. ¿Cómo puedes emularlo? Write about someone you admire. How can you emulate them?

2. ¿Cuál es tu mayor sueño? Escribe sobre por qué es tán importane para ti. What is your greatest dream? Why is it so important to you?

3. ¿Alguna vez sentiste que tenísa que hacer algo porque un amigo te lo pidió? Escribe sobre tu experiencia. Have you ever felt like you had to do something because a friend asked you to? Write about your experience.

4. ¿Cuál es tu pasatiempos favorito? ¿Por qué? What is your favorite hobby? Why?

5. ¿Con qué frecuencia participas de voluntario? ¿Que haces? ¿Por qué crees que es importante hacerlo? How often do you volunteer? What do you do? Why do you think it’s important?

6. Escribe acerca de cómo la tecnología podría cambiar la forma en que los estudiantes aprenden en el futuro. Write about how technology could change education in the future.

7. Escribe sobre una forma en que actúas de manera diferente en casa que en la escuela. Write about the ways in which you act differently at home than at school.

8. Escribe una reseña sobre un libro que hayas leido recientemente. Write a review on a book you have recently read.

9. Escribe sobre una notícia que hayas leído recientemente. Write about a news article you have read recently.   

10. ¿Cuál es tu cualidad favorita de ti? ¿Por qué? What is your favorite quality about yourself? Why?

High School Writing Prompts in Spanish & English

Writing in high school takes on a new tone. Students are expected to communicate well, while honing their critical thinking, grammar and language skills.

More and more they are expected to become producers of information. These prompts are more mature and will help students grow and hone their skills.

1. ¿Cómo es tu relación con tus padres? What is your relationship with your parents like?

2. ¿Cuáles son los problemas y las soluciones al “activismo de las redes sociales”? What are the problems and solutions to “internet activism”?

3. ¿Alguna vez has tenido sentimientos por alguien que no fueron correspondidos? ¿Cómo manejaste la situación? Have you ever had feelings for someone that weren’t reciprovated? How did you handle the situation?

4. ¿Cuál es tu libro favorito? ¿Por qué es tu favorito y cómo te ha afectado? What is your favorite book? Why is it your favorite and how has it affected you?

5. ¿Cuáles crees que son los pros y los contras de la experimentación con animales? What are the pros and cos of animal testing?

6. ¿Cómo será tu vida en 10 años? What will your life be like in 10 years?

7. ¿Cuál crees que debería ser la edad legal para votar? Escribe un ensayo corto defendiendo tu posición. What should the legal voting age be? Write an essay to defend your position.

8. ¿Cuál es la relación más importante en tu vida en este momento? Describe esa relación. What is your most important relationship right now? Describe that relationship.

9. ¿Cuáles son tus planes después de la graduación de la escuela secundaria? What are your plans for after graduation?

10. ¿Qué significa para ti ser bilingüe? ¿Cuáles cree que son los beneficios y los inconvenientes? What does being bilingual mean to you? What are the benefits and drawbacks?

Spanish Writing Prompts for Kids & Students

We hope that these Spanish writing prompts will help your children and students begin writing in Spanish.

If Spanish is a second (or even third) language, it might be intimidating to start this process.

However, as with anything else, you have to start somewhere. Writing is a muscle that needs to be flexed and the more often that you and your children practice it, the better it will get!

How about you guys? Do you ever use writing prompts for kids? What are some of your favorites?

Author : Keli Garcia Allen is a certified Spanish teacher & Head of Content for Learn Safari. She is currently working on Spanish Safari , a Spanish Learning game for kids 4-10 years old. Follow her on  Facebook ,  Instagram ,  Twitter.

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As A Latina Child, I Refused To Speak Spanish. Here's What I'm Doing Differently With My Son.

On assignment for HuffPost

As a little girl, whenever someone would speak to me in Spanish, I was adamant about responding in English. That’s not because I didn’t understand. I grew up in a Spanish-speaking household, learning how to speak English alongside my parents, who moved here from Nicaragua during the Sandinista Revolution. While my father picked up English from his co-workers on construction sites, my mother did her best to learn from books, TV and the occasional English class. My own education came from television, especially PBS shows like “Mr. Rogers” and “Reading Rainbow.”

By the time I entered kindergarten, English was my primary language. While I was already slowly rejecting my mother tongue, it wasn’t until second grade that I would truly begin to feel shame around it. Despite living in Miami, a bastion of latinidad and bilingualism, among school-aged kids, preferring to speak Spanish was seen as “lesser than,” “uncool,” a sign that you just weren’t “American enough.” In fact, there were a number of playground hierarchies going on in my hometown — I was also teased for my more Indigenous features, for being Central American, and called a “tira flecha” (arrow thrower). So while I still spoke Spanish with my non-English speaking family members, the internal rejection of my bilingualism, and even of my heritage as a whole, only grew.

Yazyth Norelius, founder of One of a Kind Interior Design in Denver, tells me she had a similar experience growing up. Born in Colombia and raised by a Panamanian mother in Miami, Norelius says she tried her hardest to only speak English and reduce her accent as much as possible.

“People with accents were considered ‘refs’ and were made fun of,” says Norelius. (At the time, kids in Miami would refer to Cuban refugees — and really, anyone who had a thick accent and/or didn’t speak English — as “refs.”)

Norelius says she was in ESL (English as a Second Language) classes for the first few years of elementary school.

“Once you’re an ESL kid, you’re always an ESL kid. Even though I tested out of ESL in second grade, the kids still made fun of me,” she says. “I came home crying everyday until my mom transferred me to another elementary school so I could start over.”

Understanding internalized racism

Internalized racism wasn’t a phrase that I or Norelius knew back then. Even as a teen, I still mostly avoided speaking Spanish, though I didn’t understand why. And it wasn’t until much later that I would begin to understand the complexities at play when it came to rejecting my bilingualism, and in turn, my latinidad.

“There are several socio-cultural factors at play when Latine children, particularly those who are bilingual, might avoid speaking Spanish,” says Natalie Rosado, LMHC and Mental Health Expert at Sanity & Self: Self-Care Women’s App . Rosado says immigrant and first-generation Latine children often face intense pressure from peers, schools, and sometimes even their own families to assimilate into the dominant culture, which often means sticking to speaking English.

“Avoiding Spanish can sometimes be an unconscious strategy to align more closely with their friends and the larger society they spend the most time in, thereby reducing feelings of otherness,” says Rosado. Some other factors include a preference for English within the child’s school (causing kids to internalize that English is somehow “better”) and perceived social stigma (especially due to fear of discrimination and bullying).

“Being a first-generation Mexican American, I know individuals who were raised bilingual and chose to avoid speaking Spanish out of fear of being bullied or harassed by non-Spanish speakers,” adds Noe Avila, LMFT and Founder of Noe Avila Therapy . “The desire to fit into American culture is greater than appreciating the gift of being bilingual.”

Avila says he also believes the political climate can significantly contribute to whether individuals feel safe speaking their native language. “The rhetoric and policies surrounding immigration and multiculturalism can either encourage or discourage people from expressing their cultural and linguistic heritage,” says Avila.

Additionally, Avila says the harmful stigma associated with darker-toned Latines contributes to discrimination and inequality in many areas of their lives, including whether or not they are bullied for speaking Spanish.

“Lighter-skinned Latine individuals may be perceived as having higher social status and therefore face less pressure to abandon their cultural practices, including language,” adds Rosado.

And there are even more reasons why many Latine kids end up rejecting their heritage language.

“Bilingual people are sometimes shamed by those closest to them for not using Spanish in the ‘right’ ways; maybe their pronunciation is different or they don’t know all the same words or use them in the same ways as people who only know Spanish or who grew up outside the U.S.,” says Dr. Cindy Blanco, Senior Learning Scientist at Duolingo .

Nowadays, Blanco says the “No Sabo Kid” movement , created by younger Latines who grew up in Spanish-speaking households but are embracing their lack of full Spanish proficiency, is helping empower bilingual folks to embrace those differences. But back in the 1990s in Miami? Not so much.

Embracing my bilingualism

It wasn’t until my first visit to Nicaragua at the age of 20 that I would not only embrace my bilingualism, but would come to realize that I’d hamstrung my own learning by rejecting it. And a decade later, when I became a mother, I knew I wanted to teach my son Spanish. At first it wasn’t too difficult, but once I moved to Colorado, it became a much larger struggle. Without my Spanish-speaking family and friends around, I realized I had no one to practice with. And once my son began school, I found that unlike Miami’s plethora of bilingual schools, Denver only has a handful of dual language programs, all of which are highly competitive.

While I’m grateful that I was raised bilingual, I hate that it took me decades to fully understand just how special it is to speak two different languages. More so, I hate that all that internalized racism and xenophobia that caused me to quiet down my bilingualism tainted my childhood and that of many kids around me. Blanco recommends adults who grew up with shame around their heritage language take steps to overcome this stigma by reconnecting with their heritage, seeking out therapy or support groups, getting involved with advocacy and educational efforts that promote bilingualism, or even finding bilingual role models. While it’s taken some time, I’ve managed to take some of those steps here in Denver, slowly finding my way into more Latine spaces to finally celebrate my roots.

And while I’m saddened that I’ve become a weaker Spanish speaker over time, I certainly haven’t given up teaching my son Spanish. Our lessons at home and on learning apps are slow and steady. But more importantly, my son is not growing up feeling like it’s something shameful. Instead, he knows that being bilingual and being Latino are both things to be proud of. He may not have a strong grasp of it yet, but I live for those big smiles he gives me whenever he manages to sneak in a few Spanish words into a sentence. Poquito a poco , we’ll get there.

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