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The Church of the Sacred Heart of Jesus (Iglesia Sagrado Corazón de Jesús) is a historic and cultural landmark in the heart of Moca, Dominican Republic that was built in the mid-20th century. Designed by architect Humberto Ruiz Castillo, it reflects both European architectural influence and Dominican pride. My family and I attend this church every Sunday as part of a meaningful tradition. For us, it’s not just a place of worship, but a space where faith, family, and cultural identity come together!

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3 year old Lucas who was born in New York, but enjoys summers in D.R!

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Beaches are a big part of Dominican culture and everyday life. For many of us, going to the beach is more than just a fun trip, it’s something we grow up doing with family. Here is a picture of my little cousin making an appearance in this project because the photo of him shows just how vividly clear and beautiful Dominican beaches really are! Families often spend weekends or holidays at the beach, bringing food, music, and just enjoying the day together. It’s a place to relax, connect with nature, and feel proud of our island. Whether it’s swimming, eating pescado frito, or simply spending time with loved ones, the beach is a special part of life in the Dominican Republic.

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This image is missing fried salami and fried egg which the combination of all 3 is a term known as "Tres Golpe"

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“More Than a Meal: The Heart of Dominican Dinner”

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“More Than a Meal: The Heart of Dominican Dinner”

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Rice, tostones, avocado, and salad are staples in many Dominican meals, and together, they represent comfort, tradition, and culture. Rice is usually the star of the plate, paired with beans, meat, or both. A typical Dominican meal isn’t complete without a side of white rice, tostones (fried green plantains), cabbage, and fresh avocado. In my family, it's a must to gather around the dinner table every afternoon  and share a meal, something many people might reserve only for special holidays. This daily ritual strengthens our bond and keeps us connected to our roots. According to Fuster (2015), these foods are central to traditional Dominican diets and are promoted in national dietary guidelines for their cultural relevance and nutritional value!

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Guanábana, known as soursop in English, is a tropical fruit widely enjoyed in the Dominican Republic. According to Fuster (2015), fruits like guanábana play an important role in traditional Dominican diets and are highlighted in national dietary guidelines as culturally relevant, nutrient-rich foods that support overall health. This is a staple fruit for my family.

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Day parties usually mean good food, dancing, loud music, and being surrounded by friends and family. These moments bring people together and keep our traditions alive. Music isn’t just entertainment but it’s how we express who we are and where we come from.

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#1. What languages do you know, and how did you learn them?

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#1. What languages do you know, and how did you learn them?

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I grew up bilingual, speaking Spanish at home with my family from a very young age, and I started learning English in preschool around age four.

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#2. When, where, and how do you use your languages?

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#2. When, where, and how do you use your languages?

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I speak Spanish with my family and when I visit the Dominican Republic. At work, I often code-switch between English and Spanish to support my English language learners, many of whom understand Spanish better. I also use both languages when communicating with Spanish-speaking parents.

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I speak Spanish at home with family members, especially when I travel to the Dominican Republic. I use both languages regularly at work through code-switching.

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#5. In which language domains do you feel most comfortable, and which are challenging?

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#5. In which language domains do you feel most comfortable, and which are challenging?

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I feel most comfortable listening and speaking in Spanish. Reading is a bit harder, and writing in Spanish is the most challenging for me, especially when it comes to placing accent marks correctly.

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#6 & 7. What do you think of your own bilingual language abilities? How do you perceive your bilingual abilities, and how do others perceive them?

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#6 & 7. What do you think of your own bilingual language abilities? How do you perceive your bilingual abilities, and how do others perceive them?

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Here in the U.S., I’m generally seen as a fluent Spanish speaker, which is always a confidence booster. At work, I am often viewed as a fluent Spanish speaker as well, especially due to the limited number of bilingual staff available to support our multilingual learners. However, when I travel to the Dominican Republic, I feel less confident due to my accent and limited knowledge of some local vocabulary.

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#8. What are the benefits and challenges of being bilingual?

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#8. What are the benefits and challenges of being bilingual?

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Being bilingual allows me to connect with students and families in meaningful ways, particularly through translanguaging, which García and Kleifgen (2018) describe as a strategic use of all language resources to deepen understanding. In my classroom, I often code-switch between English and Spanish to clarify lessons, support comprehension, and build trust with students who feel more confident expressing themselves in Spanish. This reflects Hamman’s (2018) findings that bilingual teachers often play a key role in affirming immigrant students’ identities by validating their home language. However, bilingualism also comes with challenges. Although I’m viewed as fluent at work, I feel less confident in the Dominican Republic, where my Americanized Spanish and limited regional vocabulary make me feel self-conscious which is an example of what Hamman (2018) describes as the shifting perception of language competence based on context. I also struggle with writing in Spanish, especially with accent marks, which shows how bilingualism can vary across domains of proficiency (García & Kleifgen, 2018). Still, these experiences make me more empathetic and effective in supporting multilingual learners.

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#9. How do your bilingual experiences inform your professional practice?

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#9. How do your bilingual experiences inform your professional practice?

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My bilingualism helps me empathize with emergent bilingual students and use translanguaging as an instructional and relational tool. According to García and Kleifgen (2018), translanguaging enables students to draw from their entire linguistic repertoire to make meaning, rather than being limited to a single language. In my classroom, I frequently switch between Spanish and English to support students’ understanding, build their confidence, and affirm their identities. This approach not only enhances comprehension but also validates their cultural and linguistic backgrounds. Additionally, my bilingualism allows me to communicate effectively with Spanish-speaking families, fostering trust and strengthening home-school relationships which is an essential aspect of culturally responsive teaching highlighted by García and Kleifgen (2018).

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#4. In which contexts do you use your languages (i.e. at work, with extended family, in my community, when I travel, etc.)?

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#4. In which contexts do you use your languages (i.e. at work, with extended family, in my community, when I travel, etc.)?

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I use both Spanish and English in different contexts depending on the setting and who I'm communicating with. At work, I often code-switch between English and Spanish to support my English language learning students, as many of them are more fluent in Spanish. I also switch between the two languages when communicating with parents, since most of them are native Spanish speakers. At home and with extended family, Spanish is the primary language we use, especially during family gatherings and day-to-day conversations. When I travel to the Dominican Republic, I rely entirely on Spanish to interact with locals and family members. English is more dominant in professional or public settings here in the U.S., but Spanish remains a strong part of my identity and daily communication.

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#10 With an understanding of the factors that impact bilingual development in the U.S. and following evidence-based best practices, what are some ways we can better support our MLs in schools?

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#10 With an understanding of the factors that impact bilingual development in the U.S. and following evidence-based best practices, what are some ways we can better support our MLs in schools?

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To better support multilingual learners (MLs), schools should implement translanguaging practices that allow students to use all their languages as resources in learning, rather than forcing strict separation of languages (García & Kleifgen, 2018). Here is a video that demonstrates how we incorporate culture into national holidays (Christmas) as a way of making sure that our students feel seen and validated. It is also crucial to provide professional development for educators on cultural responsiveness and to engage families as active participants in students’ education, recognizing the valuable linguistic and cultural knowledge they bring (Hamman, 2018). Additionally, schools should address staffing needs by recruiting and retaining more bilingual teachers to meet the needs of MLs and create inclusive learning environments that validate students’ identities and experiences.

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The song “Dominicano Soy” by Fernando Villalona is special to Dominicans because it’s a powerful expression of national pride and cultural identity. It celebrates what it means to be Dominican, not just in terms of nationality, but through the everyday experiences, traditions, and struggles that shape the identity of the people! This is a generational song that my parents instilled in me during childhood, and one that my students also recognize and connect with, as it has been passed down to them as well, despite the difference in age.

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Fuster, M. (2015). Comparative analysis of dietary guidelines in the Spanish-speaking Caribbean. Public Health Nutrition, https://doi.org/10.1017/S1368980015001873

García, O., & Kleifgen, J. A. (2018). Translanguaging with multilingual students: Learning from classroom moments. Routledge.

Hamman, L. (2018). Translanguaging and the discursive construction of immigrant students. Journal of Language, Identity & Education.