Learning to Write in
Spanish
by Gabriela Jiménez and
Jon Nordmeyer
La pluma es la lengua de la mente
The pen is the tongue of the mind.
- Miguel de Cervantes
Cervantes’ “tongue of the mind” becomes a twice powerful tool when world language teachers build on students’ literacy skills while teaching a new language. In many international schools, world languages classes are separate from the core curriculum, and students learn about writing only in English language arts. Literacy provides an essential link between language arts and world languages, and teaching writing in world languages opens doors for both student learning and teacher learning.
For the last two years, we have been using a modified version of the writing workshop model and process writing in Spanish classes: teaching Spanish through writing and teaching writing through Spanish. This provided a natural context for differentiation and allowed ongoing formative assessment for all language skills. As a world language department, a focus on teaching writing also sparked professional conversations
across languages and ignited positive collaboration with elementary and middle school language arts teachers.
Journey/ El Viaje
This journey started two years ago when we (Spanish teacher and learning coach) met to brainstorm about introducing a simplified version of writing workshop and the writing process to a world language class. The goal was to build on what students already knew about writing to help them become better writers, and learn more Spanish. First, we introduced a process approach to writing, then embedded elements from writing workshop as students learned about writing in Spanish class.
The learning coach, an experienced English teacher, introduced the concept and steps of the writing process in Spanish class. The Spanish teacher reinforced key ideas, speaking in Spanish to the class or individually supporting students when they worked in small groups. After the initial activities, students reflected on each step of the process (see image 1), drawing on background knowledge, discussing what happens in each step and what they need to keep in mind as individuals. While reflections varied, it was clear that students knew a lot about themselves as writers.
18