The IRC asked members of our community to nominate Illinois teachers working with multicultural, multilingual students who are going above and beyond, and now, we’re celebrating them and highlighting their work. Keep an eye out for these features in the coming months – and if you’d like to nominate someone, email leanet@cntrmail.org. Next up is Kennya Guzman, a Bilingual Assistant in Berkeley School District 87.
Kennya Guzman knew she wanted to become a teacher ever since she was a fifth grade student herself, studying and dreaming in Durango, Mexico. As she grew up, the motivation grew stronger, leading her to attend teacher training college with the hope and desire to share knowledge, affect change, motivate her colleagues and counteract the impact of social conditions on learning.
From there, she learned that teaching is not just about the career itself or the countless degrees, but about having a true sense of calling and motivation. “My vocation has been reinforced by my own educational experiences and by the desire to make a difference in the lives of my young students,” she says. “Passion, my vocation, the desire to help, and personal satisfaction are key motivations that drive me every day.”
As an educator, Guzman describes her approach as focused on promoting multilingualism and inclusion in the classroom through multilingual materials, incorporating cultural elements, and encouraging collaboration. Seeing the results of her students, not only academically, but socially and emotionally, is one of the most rewarding aspects of teaching. “A former student approached me to say hello and tell me she missed me,” she says. “She told me that my techniques were still working for her in her new class, and that she would like to be like me.”
Family engagement is also a cornerstone of Guzman’s approach. She focuses on developing relationships and establishing trust with a focus on better understanding her students’ needs and strengths. And those relationships she builds, she says, are built to last. “Seeing how the parents still feel grateful and confident enough to continue asking for support is powerful,” she says.
Guzman says her lived experiences and shared culture have helped her identify with her students and families, and that has influenced the strong relationships she has built with them. “Our personal experiences are unique and unforgettable, shaping our lives, perspectives, and memories,” she says. “This leads me to generate emotional connections, inspiration, and motivation, both with my students and with my families.”
Guzman’s advice to her fellow multilingual educators is to put themselves in their students’ shoes, and to implement strategies to foster learning and connection with multiple languages and cultures. “Know your audience, use authentic materials, implement active participation, and above all, integrate multiple cultures,” she says.
Her favorite parts about being an educator of multilingual learners? The cultural and linguistic diversity, the connection she has with her students, and the pride she feels seeing how students with one language diversify their knowledge. “I am very proud to be in this country and discover how this beautiful profession has no limits,” she says.
