My parents have given me a lot of firsts. Immigrants from Guatemala and Mexico, my mom and dad were always determined to show me just how many options I had in life. Because of all the hours they poured into running an auto repair shop and a house cleaning business, I had the freedom to decide my future. As senior year of high school came to a close, I was awaiting answers from several state universities.
Each time I ticked the box for first-generation students I was reminded of the path that had been paved for me, and I didn’t want to mess anything up. Four years later I’ve graduated with a degree in elementary education, and I am completing the student teaching portion of my credential in the fall. With one more summer left before what I hoped would be a long career in education, I had spent very little time outside of the United States.
When I was young, my family and I would sometimes cross over the border to visit my father’s family in Ensenada, but I had never been to Guatemala. My mother had few connections left in Alta Verapaz, and she rarely spoke about what her life was like before she and my father had met and moved to Tucson. I grew up speaking Spanish with them at home, but other than that I believe my upbringing was very Americanized.
My parents were so proud of the new life they were able to provide for me that our cultural background was seldom discussed. From time to time, I felt a bit caught between cultures. My home was never quite like those of my friends whose parents spoke quick-witted English with firecracker speed, towed their boats to Lake Havasu for family holidays, and wore gray suits to their jobs at firms. But I definitely didn’t identify as anything other than American because I knew little outside the state lines of Arizona.
So I decided to volunteer as an English teacher in Central America. I discovered Maximo Nivel’s programs online, and was excited by the idea of sustainable tourism. I hadn’t wanted to simply see a new place. I wanted to give my time to a good cause, but on my own I wasn’t sure how to get my foot in the door. Based in Antigua Guatemala, Maximo’s staff are able to identify local needs and place international volunteers in projects that suit their backgrounds and requests.
After a flight from Phoenix to Guatemala City and a short shuttle ride into Antigua, I was ready to spend my summer months teaching in a different environment. It was odd to feel genetically connected to a place but at the same time have no real familiarity with the country. But it wasn’t because I was “from” Guatemala that I chose to volunteer there. I simply wanted to prepare children with tools for their future success because a similar gift had been given to me.
Because it was summer, public schools were not in session. However, I was able to work with an organization that ran an after-school program during the year and extended its hours for the summer months. It functioned as an informal community center, providing students with a safe place to learn and socialize. In some ways, there was little difference between working with kids in Antigua and volunteering in the school districts surrounding my university. Kids are kids.
But as it turned out, stepping out of one classroom and into another was all it took to widen my worldview. My parents had done so much to change the prospects of my life, so I wanted to help children learn a language that could dramatically change the trajectory of their adulthoods. Whether they someday move to another country or simply work in the tourism industry in Antigua, knowing English could dramatically increase their quality of life.
Though there is a large demand for English lessons in Guatemala, it is unfortunate that only wealthier families can afford to send their children to language institutes. If no one addresses this divide, the disparity of opportunity will only broaden. Helping kids learn English is helping them access better education and participate in the most successful sectors of the economy. I would never have attended college if it weren’t for financial aid and a few attentive teachers.
I wanted to express a similar interest in the lives of students who probably weren’t receiving much individual attention day to day. During my time at the center, I learned that it was more important to get to know each student individually than to force the value of language learning. They could take or leave determiners and indirect speech on a summer afternoon and that was okay.
For a few older students who were more serious about their goals, I conducted one-on-one tutoring sessions. However, for the most part, I focused on creating engaging activities and educational games. I learned to let go of timetables and strict structure and came to recognize myself as more of a community resource than a full-time teacher. I probably didn’t make a huge difference in each student’s learning, but I came back every day to show them that someone cared about their progress.
They have their whole lives to worry about academic and professional accomplishments, and I wanted them to know that just being children was okay. But while we played word games and charades, I was exposing them to the means of a brighter future. It may not matter now, but I laid the groundwork for later possibilities. I hope that someday opportunities will arise for each child I met as they once did for me.