“Education is an act of love, and thus an act of courage.” ― Paulo Freire
As a first-generation college student, teacher, educator, and Argentine literary critic, I have gained six years of professional experience in higher education in the United States. My teaching philosophy revolves around creating communities within my classroom. Specifically, in my Spanish classes at all levels, I emphasize the importance of constructing functional communities through a collaborative, inclusive, and critical approach. I believe that language acquisition and the development of linguistic skills such as speaking, writing, reading, cultural awareness, and literary criticism are best achieved through social processes that involve collective respect and celebration of each individual's identity. To this end, I use a variety of strategies to create meaningful experiences for my students inside and outside the classroom, where language and culture are valued and practiced. My ultimate goal is to empower my students with the skills they need to become effective communicators and culturally competent global citizens.
As a testament to my commitment to community building, I co-teach a Spanish for Community Engagement course. This course prepares students to engage with the Latinx community both on and off campus by providing tailored volunteer work that meets the specific needs and abilities of both parties. In this class, collaboration and teamwork are at the forefront, and I actively involve my students in decision-making. For instance, they actively select the non-governmental organizations (NGOs) with which they work throughout the semester. As the facilitator of these exchanges, I define administrative processes, provide mentorship, and offer logistical support focusing on equitable practices. By doing so, students become agents of change at the end of the semester and contribute positively to their local communities.
In my classes, which range from Beginner and Intermediate Spanish to content courses such as Identity and Modernity in Latin America, I adopt an inclusive pedagogy that celebrates the unique cultural background of each student and relates it to the course materials. This approach enables me to engage students in meaningful discussions on contemporary issues such as social justice, migration, and environmental sustainability from diverse perspectives. For instance, in a unit on eco-poetry, I encourage students to reflect on their personal ecosystems while drawing inspiration from their homes and biographies to create their own ecopoems. By connecting students' personal experiences to the larger themes of the course, I aim to cultivate critical thinking, empathy, and an appreciation for diversity.
I am committed to creating lesson plans that are inclusive and tailored to meet the needs of all students. To achieve this, I incorporate various diagnostic assessment tools and provide opportunities that cater to the abilities of every student in my class. I believe that setting clear expectations is vital for effective communication and for students to meet their language goals. Therefore, at the beginning of each class, I take the time to explain that both oral and written productions are not final products but cognitive and affective processes that develop and transform throughout the semester. To further enhance the learning experience, I encourage using digital technologies to put skills such as literary analysis and linguistic production into practice. Students in my classes have created visual maps, produced video interviews, and explored street art and murals. By providing students with these diverse opportunities, I aim to create a dynamic and engaging learning environment that inspires creativity and critical thinking while building students' confidence in their language abilities.
As a language educator, I understand Spanish as an organic and omnipresent entity existing beyond the classroom. I plan interdisciplinary extracurricular activities open to all students in the Spanish program and the larger university community. For instance, in my Identity and Modernity in Hispanic America class, where we discuss human rights in Latin America, I invited anthropologist Joan Portos, a worker and collaborator of the Faro de la Memoria, to give a presentation and engage in discussions with students. Furthermore, I have organized a Latin American film festival in collaboration with students titled: Indigenous Voices. This festival provided an opportunity to better understand the plural identities that coexist in Latin America and the many languages that inhabit its territory. Such activities expose students to diverse cultural perspectives that deepen their understanding of the Spanish language and its relationship to broader social issues.
As a result of my collaborative and community-oriented approach, I have received outstanding grades on my class evaluations (4.81/5) and recognition from the Rutgers School of Arts and Sciences for my contributions to undergraduate education. I am qualified to teach Spanish courses for beginner and intermediate–level students, with classes encouraging discussion of contemporary issues and cultural products from Spain and Latin America. I could also offer content courses such as Introduction to Latin American Cinema, Introduction to Human Rights in Latin America, Speculative Latin American Fiction, and Spanish for Community Engagement.
Teaching Experience
RUTGERS UNIVERSITY – New Brunswick, NJ
Teaching Assistant
Instructor of record
Span 215: Introduction to Hispanic Literature
Span 334: Modernity and Identity in Spanish America - Online
Span 334: Modernity and Identity in Spanish America
Span 353: Spanish for Community Engagement - Service Learning Course (Co-taught)
Span 131: Intermediate Spanish 1
Span 132: Intermediate Spanish 2
Span 132: Intermediate Spanish 2 - Online
OHIO UNIVERSITY – Athens, OH
Teaching Assistant
Instructor of record
Span 1110: Elementary Spanish 1
Span 1120: Elementary Spanish 2
Instituto N° 28 Olga Cossettini – Rosario, Santa Fe, Argentina
Professor
Full responsibility for planning, assessment, and teaching:
Introduction to Spanish Grammar – Preparatory Course for Translation Students