Day of the dead in Latino countries

Day of the dead in Latino countries

The day of the dead in LatinAmerican countries

The celebration of the Day of the Dead has become a popular holiday in many countries. The colorful images of catrinas and skeletons are becoming popular as a symbol of Latino culture.

But before launching into the celebration, wearing catrina dresses and makeup, it is important that we understand what exactly this tradition and its beauty is about.

A few years ago, my concept of death was dark, sad, and scary. Seeing a skull image was negative and loved ones who had already died were remembered with great sadness. When I learned about this tradition a few years ago (in my country Colombia is not celebrated and was not popular at the time), I was not sure that I would like to create altars or decorating my house with skulls to teach my kids the tradition, since my husband is from Mexico. I had to first understand fully what the tradition meant and see the reasons for the celebration, to later realize its beauty and how important it can be to see life from another angle.

Despite being known as a celebration of the Dead, it really is a celebration of life. It is a time of joy, where families honor and lovingly remember people who have already passed away. Teach children that the cycle of life does not end in death, because if you remember your loved ones, they will always be with us.

The celebration of the Day of the Dead has a long history in the Mexican Tradition and has been named Intangible Cultural Heritage of Humanity by Unesco. It is celebrated every November 1, a period that also marks the culmination of the annual growing cycle of corn in Mexico, the predominant food crop in the country. Although marked throughout Latin America, the Day of the Dead is most strongly associated with Mexico, where the tradition began. The fusion of pre-Hispanic religious rites and Catholic holidays (the Day of the Dead is celebrated on All Saints’ Day and the Day of the Dead, minor holidays in the Catholic calendar) brings together two universes, one marked by indigenous belief systems, the other by traditions introduced by Europeans in the 16th century. The celebration as we know it (or as we normally see it in books or in the movie “coco”) is traditional in Mexico. However, other countries like Guatemala, Ecuador, Bolivia, and Peru also have their own traditions.

Mexican Celebration

Mexicans have a tradition to celebrate the lives of those who have died, bringing them food, drinks and music that people enjoyed in life. Many of the celebrations take place directly in cemeteries, (pantheons), when the family goes and visits the grave of their loved ones and brings them what they liked the most. The pantheon goes from being a gloomy place to becoming a space for party and celebration.

It is also a tradition to place altars in houses. Altars, or also known as offerings, is a place to display portraits, place favorite foods, and special possessions of loved ones. The altars are also decorated with candles and marigolds; candlelight and the scent of flowers (called cempasuchitl) are said to attract the souls of the deceased for a short time to partake of the pleasures they once enjoyed in life.

The most familiar symbol of the Day of the Dead are calacas y calaveras (skeletons and skulls), which appear everywhere during the holiday: in candied sweets, parade masks, dolls, etc. Calacas and skulls are always portrayed as enjoying life, often wearing fancy clothes, flower headbands, and even funny poses.

The bread of the dead is an important element of the offering and is much loved and enjoyed during this holiday.

Celebrations in other Latino countries.

 

Little is known to the world about the traditions of the Day of the Dead in other Latin American countries.

Guatemala, for example, also has a tradition of visiting cemeteries accompanied by food and drinks enjoyed by the dead. In Santiago and Sumpángo Sacatepéquez the flight of giant kites is one of the most admired shows of this day. The fundamental objective of this ritual is religious and cultural, since the inhabitants consider it a communication link with the loved ones who are deceased, during the celebration the souls of the deceased visit the earth and the kites act as messengers, and that at each rope pull a message of peace and well-being is sent, until the spirit of the deceased is raised together with the kite. This tradition was declared a cultural heritage of Guatemala on October 30, 1998.

In Ecuador they usually make bread rolls in the shape of humans, which they call guaguas. These muffins are a symbolism that represents those who have already passed away. The bread is usually accompanied with a drink of purple corn and fruits, known as colada morada.

Bolivia shares a tradition very similar to that of Ecuador. They have the tradition of making loaves in the shape of little people, which they call tantawawas. As in Mexico, they also usually place altars or tables which they also call apxatas and which they decorate with flowers, candles, and food.

What other traditions do you know about this day? How do you usually celebrate it in your family?

 

Remember that talking about cultural traditions with your children is a great way to introduce them to other cultures and learn to respect them. Talking about the traditions of your own country is a great way to teach them to embrace their roots and feel part of them.

Here I share this very nice video about the Day of the Dead in Mexico. Ideal for teaching tradition to the little ones.

We invite you to learn more together with your children. Here is a cute and small video beautifully presented for children. There are no words, just music. The film won Gold Medal at the 2013 Student Academy Award for Best Animated Short.
This is a nice Bilingual books you and your children may enjoy. The book tells the story of twin sisters – one alive and one dead – trying to reach each other on the Day of the Dead. While Conchita builds an altar full of love for her dead sister, Rosita travels through the land of the dead trying to find her way back for just one day. There is also an App you can buy that reads the story or you can interact with its characters. To download the App you can visit the Apple store here.

Learning a second language through “The Natural way”

Learning a second language through “The Natural way”

The NAtural Way

Learning a second language

Let me start by asking you how did you learn your mother tongue? How many classes did you take to learn how to call your mom or how to ask for more food when you were a baby? None. 

We start learning our first language since we are in our mother’s womb by listening and trying to make sense of sounds. Once we are born, we create associations between images and sounds, making sense of words and their meanings. We learn through listening, observing, and through our daily experiences. Your mother tongue makes sense because you can use it to fulfill your needs (Asking for more food, demanding attention, playing) and because with it, we can express our feelings to the people around us.

When our children are learning to talk, we do not worry about buying workbooks or following a specific method to teach them the grammar and rules of the language. Once they have enough knowledge of the language and the right age, they start reading, comprehending and understanding the rules. This process takes years, right?

Well then, why do we expect the acquisition of the second language to be different? Why do we think we need a precise curriculum, lots of workbooks, and tedious grammar lessons to teach our children a second language?

Let me tell you about the theory of “The natural approach” developed by Professor Stephen Krashen and education theorist Tracy Terrell in the late 1970s.

The Natural Way Approach

Following the logic of what I was telling you before, the natural approach is based on learning a second language in the same way we learned our first. Our brains are capable of learning as many languages as we want to (the younger, the better) and, each person learns them at their own pace. 

If we compare five kids at the age of 2, will they all have the same vocabulary, language abilities, and same pronunciation? No, they are all different not only because of the degree of exposure to the language but because of their own learning capabilities. The same happens when learning a second or third language. 

The Natural way is developed to learn in the same way we learned when we were babies. The teacher speaks only the target language (Full immersion) and students may use either the first or second language while they acquire a better understanding of the target language. The class is devoted primarily to provide input for acquisition.

Acquisition first:

The main goal is to comprehend/understand by listening and making associations with previous knowledge before the student starts trying to repeat and learn how to talk in the language. 

The class is developed by creating interest and making the topic relevant for the student. Why does a kid want to learn a second language if they do not feel it is actually useful for them? Or has nothing to do with what they like or not? Therefore, the natural way encourages the interest of the students through their personal interests.

The intend is not related to grammatical rules. The main objective is not to learn the correct way of writing or saying something but to focus on the goal of being able to communicate. Let’s go back to the example of the toddler learning to talk. It is cute to hear a baby babbling and trying to figure out how to say something, isn’t it? Then, we need to see the process of the second language in the same way. It is totally fine to have a “babbling” phase where the student is trying to find the words to communicate something without paying attention if it is grammatically correct.

Students do not have to talk in their second language until they feel they are ready, and there is not a specific time-lapse for that. There are children who in a couple of months will feel comfortable enough to start trying to “babble” and some may take years to get to that point. 

“Acquisition requires meaningful interaction in the target language – natural communication – in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding”

– Krashen

Therefore, if you are thinking about learning a second language or teaching it to your children, think about it as a process, not a result. The learning journey takes a lifetime (same as with your main language in which you continue learning new words and concepts throughout your whole life). It is not a timed process and, there is no rush to be perfectly proficient. It should go naturally with your own learning process. Remember that the main purpose of learning another language is being able to communicate with others, so:

  • Focus on communication and not on perfection. 
  •  There is no need to go through extensive use of conscious grammatical rules since the beginning. 
  • Go beyond the books and look for meaningful experiences.
  • Get immersed in the language from the beginning, do not look for translations.
  • Enjoy the journey.






Cooking with Choko: Making Arepas

Cooking with Choko: Making Arepas

Cocinando con choko, como hacer arepas.
Learning a new language implies knowing the culture from which it comes. Today we entered the world of cooking and culinary and for this we did a nice game with the children of Michuchutren. Our little friends became Chefs and prepared delicious “arepas”. The arepas are native to South America, specifically Colombia and Venezuela. It is a typical meal based on corn flour that is cooked on a rack, pan-fried or baked. You can eat them with cheese, stuffed with chicken or meat among others. Here we share our experience and an infographic that we hope you can use at home to make arepas with your children.

Mix, Knead, Shape, Cook and Enjoy.

If you took the initiative to make the arepas at home with your children, please share your experience commenting here or with your images on facebook and instagram. Remember to add #pasionporelespañol, #passionforspanish, #michuchutren. Thanks

Cocinando con Choko: Como hacer arepas.

Cocinando con Choko: Como hacer arepas.

Cocinando con choko, como hacer arepas.

Aprender un nuevo idioma implica conocer tambien la cultura de donde viene. Hoy entramos en el mundo de la cocina y la culinaria y para ello hicimos un lindo juego con los niños de Michuchutren. Nuestros amiguitos se convirtieron en Chefs y prepararon unas ricas arepas. Las arepas son originarias de america del sur, especificamente de Colombia y venezuela. Es una comida tipica a base de harina de maiz que se cocinan sobre una rejilla, sofritas o al horno. Se puede comer sola o agregarle queso, rellenarlas de pollo o carne entre otros.

Aca les compartimos nuestra experiencia y una infografia que esperamos puedan usar en casa para realizar las arepas con sus hijos.

Mezcla, Amasa, Forma, Cocina y Disfruta.

Si tomaste la iniciativa de hacer las arepas en casa con tus hijos, porfavor comparte tu experiencia comentando aca o con tus imagenes en facebook e instagram. Recuerda añadir #pasionporelespañol, #michuchutren.

Gracias






Kindergarten Readiness

Kindergarten Readiness

kindergarten readiness Mi chu Chu tren

Kindergarten Readiness

There is a common question parents have when their children are approaching their fifth birthday. Are they ready for kindergarten? After this question a list of thousand more start passing through their minds non-stop. Do they need to be reading? Writing? Should parents be preparing them for the big day? Are they learning enough at their pre-school, or are they playing too much?

First, I want to clarify that there is never “too much play” for a kid since this is their best way to learn. Play is actually their best path towards academic growth. Every child is unique and develops at their own pace and entering Kindergarten is their first step of their educational voyage.

Chill out parents. Children do not need to be reading or writing, or doing math and science to be ready for Kindergarten. It is true that Kindergarten are every day more and more rigorous but that doesn’t mean we need to teach our kids as much as we can before entering to school, what should we be concerned about is how prepared they are to face new friends, new environment and new challenges. The necessary skills to succeed ( and I am not talking just for kindergarten) are the ones that allow them to empathize with peers and teachers, to communicate what they feel and think and their curiosity to learn.

Just in case you still wonder if there are guidelines to check if your children are ready or not, I am going to share with you a list of things most schools are asking for.

Social Skills

  • Uses words to solve problems or conflicts
  • Uses words like please, thank you and excuse me
  • Adjusts to new situations
  • Attempts new tasks knowing it’s okay to make mistakes
  • Shows pride in accomplishments
  • Follows a simple direction
  • Stays with an activity to completion
  • Asks for help
  • Interacts appropriately with adults and peers
  • Respects the rights, property and feelings of others
  • Works cooperatively (listens to others, shares and takes turns)
  • Demonstrates increasing self-control
  • Participates in clean-up activities
  • Takes responsibility for own belongings (lunch, coat, etc.)
  • Is able to dress self

Motor Skills

  • Puts puzzles together
  • Cuts with scissors
  • Holds and uses crayons, markers, pens and pencils correctly
  • Builds using blocks
  • Tries to tie own shoes
  • Bounces, kicks, throws and catches a ball
  • Rides a tricycle
  • Enjoys outdoor activities, like running, jumping and climbing

Reasoning & concept development

  • Matches or groups objects according to size, shape or color
  • Groups objects that are the same
  • Understands concepts of in/out, under/over, on/off, front/back, etc.
  • Shows an understanding of the passing of time: concepts of before and after, and today, yesterday and tomorrow
  • Experiments enthusiastically with new games and toys, sometimes in a trial-and-error manner
  • Describes how objects are the same or different

Language skills

  • Talks in sentences
  • Follows one- and two-step oral directions
  • Uses sentences that include two or more ideas
  • Uses descriptive language
  • Knows by heart and recites some common nursery rhymes and songs
  • Pretends, creates and makes up songs or stories
  • Tells or retells stories and/or everyday experiences
  • Asks questions and expresses curiosity
  • Expresses ideas so that others can understand

Reading skills

  • Looks at books or pictures on their own
  • Pretends to read books by reading the pictures
  • Tries to read in everyday situations (signs, labels, etc.)
  • Recognizes rhyming words
  • Blends sounds into words
  • Recognizes some common words in print
  • Recognizes many uppercase and lowercase letters
  • Recognizes some letter sounds
  • Describes characters’ actions and feelings in a story
  • Relates stories to personal experiences
  • Puts events of a story in order

Writing and Mathematics concepts

  • Tries to write, scribble or draw
  • Asks you to write words or notes to others
  • Attempts to write own name and recognizes own name in print
  • Compares the size of groups of objects using language such as “more,” “less” and “same as”
  • Arranges objects in size order (big to small, or small to big)
  • Uses comparison words, like “bigger,” “smaller,” “heavier,” etc.
  • Understands concepts of none, some and all and more than and less than
  • Identifies and draws a square, circle and triangle
  • Correctly counts four to ten objects
  • Knows that the final number counted represents the total number of objects in a set
  • Recognizes some numbers, 1 – 10
  • Can distinguish numbers from letters, and understands that numbers relate to quantity
  • Understands the effects of addition and subtraction

Science and Social studies

  • Shows interest and asks questions about objects and events observed in their environment
  • Notices common properties and differences among objects and materials
  • Knows some facts about common plants and animals, such as what they eat and baby names
  • Recognizes some objects in the sky such as the sun, moon, clouds and lightning
  • Recognizes basic traditions such as birthdays
  • Understands that people live in different parts of the worlds and have different customs and traditions
  • Explores simple maps and visual representations of neighborhoods or communities

Creative arts & music

  • Recognizes and names basic colors
  • Draws recognizable shapes and simple objects
  • Tells a story with pictures
  • Moves to a beat
  • Explores with common musical instruments
  • Enjoys improvising or copying musical patterns