Passaic Today

The class Spanish for Heritage Learners encompasses more than just grammar, spelling, and punctuation. To emphasize this, Spanish Language Coordinator Antonella Calarota-Ninman invited members of four different Indigenous groups from Latin American countries to speak to her students. The class viewed a film about a Guatemalan Indigenous community before the visitors' presentation, followed by an engaging discussion.

Hearing from Indigenous groups has "double meaning for students because maybe they’re not directly connected to the community but it’s like their neighbors in their country of origin or their parents or their grandparents," says Calarota-Ninman. "That’s why I wanted to do it with this class specifically."

She notes that the class goes beyond grammar and speech. "It’s building a bridge between who they are here in the United States and their heritage," she explains. "Many of them are born here and may lose contact with their past. So, in the class what I do is try to empower them, helping them understand that their bilingualism and their biculturalism is a gift and it’s precious."

Rising sophomore Psychology major Andrea Cerna enrolled in the class to improve her communication skills. "I wanted to learn how to communicate better in Spanish with my family members," she says.

Cerna, who is of Peruvian descent, learned from Indigenous speakers from Ecuador that the Indigenous languages of the two countries – Quechua and Quichua or Kichwa – are quite similar. She also expressed sadness upon hearing that because these groups are among the first to live in the U.S., their “whole tradition is not expressed here in the United States and even within the Hispanic community.”

"I found it very impactful," she adds.

Danny Tarifa-Ramirez, a rising junior Film and Television major of Venezuelan descent, appreciated discussions on maintaining traditions while adapting to societal and technological changes. "They talked about how they have astrological apps for understanding harvests; I think that’s a good way they use technology for the benefit of their communities."

As a Spanish speaker, Tarifa-Ramirez focused on learning linguistics and different Latin American cultures. "The cultural references and how they vary from country to country, that was definitely important to me."

For their final projects, students produced oral history projects. Cerna interviewed a Peruvian nurse about her career across various countries before arriving in the U.S., while Tarifa-Ramirez interviewed a Guatemalan-Venezuelan musician about “how his culture influenced his artistry and how his music is influenced by his culture.”

These projects are likely to be included in Hola Montclair State (Historia Oral de los Latinos y Archivo digital), launched last year by an interdisciplinary group including faculty from Spanish and Latino Studies, Sociology, and Teaching and Learning departments. HOLA aims “to preserve Indigenous cultures, languages, traditions as well as stories of Latino communities on campus and in New Jersey,” according to Calarota-Ninman.

This collaborative effort began in 2023 when Calarota-Ninman invited 12 Indigenous leaders from various groups including Kichwa, Tlapanec, Mije, and Mam for interviews by her Spanish 135 students as part of an oral history project. She describes this day as meaningful for both herself and her students who learned about these groups’ stories, cultures, traditions, and struggles.

"I decided to continue collaboration with these leaders who have much to share," Calarota-Ninman says. "Informing our community about this collaboration with leaders of different Hispanic Indigenous communities is very important. It will not only awaken interest among those students who are descendants of these groups but also enrich our community with their knowledge and wonderful culture."

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