Hablando en Plata: Classes for Spanish Language Learners

Question:

Are you a person that is studying the Spanish language and possesses a proficiency in, or a cultural/familial connection to the Spanish language?

Then you’re a Spanish Language Learner!

Our focus would be highly dependent on your individual needs and interests.

My teaching style

While some well-intentioned tutors focus on teaching the language through isolated grammatical/lexical/morphological elements, I am a true believer in learning the language in context. In other words, learning the language through Hispanic culture! During our time together you can expect to delve into some of those rich linguistic elements pertaining to the Spanish language, but we would go about this by situating them within a cultural frame.

My methodology is based on a target-language approach. This means, that I will always encourage you to speak as much Spanish as you can during our classes, in order to gain confidence in the language.

If that sounds like a plan that fits your learning needs, I would love to help you on your Spanish language learning journey!

Motivation

The motivation behind this teaching service stems from my love for the Spanish language and my professional commitment to providing a personalized Spanish language education.

I sincerely hope that amidst the current situation we face -and beyond- you can always have a reason and a hope to make you smile and fill your heart with gratitude.

A little bit about me

Soy nicaragüense de nacimiento y canadiense por adopción. I was born in Nicaragua and I have the equal blessing of calling Canada home. Bilingualism is my superpower!

I hold a Bachelor’s Degree in Latin American Studies and Spanish Language & Literature and another Bachelor’s Degree in Secondary Education (with a major in Spanish). My most recent experience as a Spanish instructor comes from teaching Spanish as a Second Lang. (grades 10-12) and teaching in a Spanish Bilingual setting (grades 7-9) as part of my two professional practicums.

Before pursuing a career in Education, I volunteered and collaborated with student clubs and some organizations in the city that focus on language learning and I have also co-taught Beginner Spanish at the university level while I was a teaching/research assistant.

I am enamored with the topic of “cubanismo,” or, what it means to be Cuban; if such a thing even exists. So profound was my interest, that to keep reading about what Ortíz, Lezama Lima, or even Pérez Firmat had written on the topic was simply not going to do. It is in view of this inquisitiveness, that I decided to complete part of my undergraduate degree in Santiago de Cuba at la Universidad de Oriente.

Apart from completing part of my studies in Santiago de Cuba, I have had the opportunity to work there on two separate occasions. My first assignment was as an assistant coordinador for the Santiago de Cuba travel abroad program, during this time I served as an interpreter in meetings for academics as well as translated syllabi and other materials. Most recently, I helped design and coordinate the first Spring course offered in Santiago de Cuba by a Department in one of the top Canadian universities, the course was called: “Cuban Myths and Realities.”

My time on the island, both as a student and professional, helped me to continue discovering the richness of the Spanish language. A richness I hope to share with all my students!

Ask me anything

Here’s how it works:

  • Ask me your question in the comments. If you would like to ask an anonymous question, that’s fine. Please be respectful.
  • If you would like me to take a look at something, post a photo or video. For videos, upload to YouTube then include the video link in the comments.
  • Please give me up to 3 business days to respond to your question.

Services

Private 1-on-1

  • Price: $20 / hour
  • Location: Zoom or FaceTime

Small Group

  • Team size (up to 2)
  • Price: $20 per student
  • Length: Depends on student’s learning needs
  • Meeting: _____ time(s) per week (Depends on student’s availability/needs)
  • Session length: 1 hour
  • Location: Zoom
  • Start date: New groups start monthly

Payments accepted

  • PayPal

How to buy

  • Direct message me if interested. I will contact you within 24 hrs by sending you a message on Talktime.

Interview with Talktime

What’s a fun fact about you?
My name has a rather fascinating story tied to Prussia and jelly doughnuts.
Check this out: https://leitesculinaria.com/60405/writings-histotry-of-sufganiyah.html

What’s your favorite smell?
I love the smell of lemons.

What’s one super power you would NOT want?
I would NOT like the power to turn back time.

In my words

Being a teacher gives me the opportunity to positively share part of who I am with many of my students. Similarly, they are so generous in sharing part of their lives with me and contributing to my life and growth as an individual and a professional. It is a mutually enriching experience!

An ongoing digital project that involves the annotation of literature and music!

Project: Oleada de poesía

Sep 2017 – Present

Project description

This is a database where you will find (9) fully annotated series of poems by Nicolas Guillén and their translations, some by Langston Hughes and other translators hosted on Genius.com.

The poems I have selected pertain to poemarios that speak to Guillén’s facets as a poet. Through them I hope what is evident is the Cuban poet’s changing style, theme, and “maturing verse”. I start off exploring Motivos de son (1930) focusing on the his signature style of the Son as the vehicle of poetic expression, I then go to Sóngoro cosongo (1931) that makes up the core of poems annotated due to the available translations, and end off with West Indies Ltd. (1934), El son entero (1947) and La paloma de vuelo popular (1959) where Guillén’s verse acquires a most somber and serious tonality, but interestingly remaining within the confines of the Son.

Sóngoro cosongo (1931)

  1. Pequeña oda a un negro boxeador cubano”
  1. “Mujer nueva”
  1. “Madrigal [#1]”
  1. “Madrigal [#2]”
  1. “Caña”

West Indies Ltd. (1934)

  1. “Madrigal [#3]”
  1. “Adivinanzas”

El son entero (1947)

  1. “Mi Patria es Dulce por fuera…”

La paloma de vuelo popular (1959)

  1. “Canción puertorriqueña”

¡Salsa! La Evolución De La Palabra Y La Música

Four years ago, I was extended an invitation to the CJSR studio by the host of Agua Latina to co-host/produce the 1st ever segment in Spanish called ¡Salsa! La evolución de la palabra y la música where I took an etymological approach to the discussion, drawing from the findings of the Cuban anthropologist Fernando Ortíz and writer José Sánchez-Boudy to dispel the idea that this word had been used from an earlier time to define a specific sound, or genre of music.

https://www.mixcloud.com/AguaLatina/salsa-la-evolución-de-la-palabra-y-la-música/?play=fb