Program Spotlight: Heritage Spanish-Speaker Pathway – Looking at Year Two
The BHS Innovation Fund is proud to play a foundational role in launching this transformative initiative. In 2024, the Fund approved a three-year, $167,000 grant to design, pilot, and implement the Heritage Spanish-Speaker Pathway – now in its second year. These two innovative new courses ensure that heritage speakers that were not served well by traditional Spanish classes, now have a pathway that recognizes their linguistic assets, affirms their identities, and fosters deeper academic success. This investment allows two teachers to be in the classroom, a model that best supports the wide range of student needs and enables small-group instruction and differentiation. The BHS World Language Department has also committed to sustaining a portion of the program by absorbing a .2 FTE over three years. This significant commitment represents a step toward serving unmet needs of Latinx students, who comprise roughly 14% of the BHS population.
Dear Friends of the BHS Innovation Fund, Now in its second year, the Heritage Spanish-Speaker Pathway continues to offer Brookline students who have a cultural connection to the Spanish language the opportunity to strengthen their language skills and explore the depth of their cultural heritage. This year, the program has expanded to include a second-level course this year which is taught by Kevin Whitehead and Pedro Méndez. Building on the foundation of pride, literacy, and identity developed in the first year, Year Two deepens students’ skills in writing, reading, and cultural understanding while continuing to create a strong sense of community among heritage speakers.In the first unit of the year, students engaged in a poetry project inspired by Cool Salsa, a collection of poems by Hispanic authors. Through close reading and discussion, they analyzed how poets use figurative language and imagery to express identity and emotion. Then, in both individual and group poems, students created their own works centered on aspects of who they are. The project also emphasized accuracy in writing, including the use of accents and attention to detail in spelling and meaning. “The poetry project was interesting,” said sophomore Kayla Santos. “We got to play around with metaphors and similes. It was a great way to foster community because we know each other better, and it makes class go easier at times.”Students reflected on what it’s like to continue in the same cohort for a second year and how this class differs from their previous Spanish experiences. “It feels like we’re all moving on this journey together and improving at the same pace,” said Natalia Griffin. “It’s made for people who speak Spanish at home but need a different type of practice.” Classmate Santi Derrien explained that this program feels more connected to their real experiences. “We’re learning things that are really tailored to us,” he said. “It helps me understand more about the language I already speak.”
A highlight this fall was a visit from two BHS staff members, Sara Aggeler and John Ortiz, who shared their personal stories as heritage Spanish learners.Sara, who was adopted, spoke about growing up disconnected from her Colombian roots and her later determination to reclaim that part of her identity through finding her biological family and learning Spanish. John talked about how his relationship with a loved one motivated him to return to school and embrace Spanish as a way to reconnect with his culture and change the direction of his life.
Learn More About Our ProgramsTheir stories made a strong impression on students. “Even though Ms. Aggeler grew up without her Colombian culture, she made it her mission to connect with it,” said Natalia. “It reminded me that I have a gift and shouldn’t ignore it. I should take advantage of the fact that I have my mom and my culture with me now.” Kayla reflected, “Mr. Ortiz was able to transform his life after meeting someone he loved. I was like that because I didn’t really like school much but I wanted to impress my mother and get better grades for her. I connected to his story because my mom works really hard to have a life and give me access to opportunities. I want to work for her.” Together, these reflections capture the heart of the Heritage Pathway: a space where language, culture, and identity come together to inspire pride, connection, and growth.
On behalf of our faculty and students, thank you to the BHS Innovation Fund for helping make this vision a reality and for continuing to invest in opportunities that bring learning to life at Brookline High.
In the first unit of the year, students engaged in a poetry project inspired by Cool Salsa, a collection of poems by Hispanic authors. Through close reading and discussion, they analyzed how poets use figurative language and imagery to express identity and emotion. Then, in both individual and group poems, students created their own works centered on aspects of who they are. The project also emphasized accuracy in writing, including the use of accents and attention to detail in spelling and meaning. “The poetry project was interesting,” said sophomore Kayla Santos. “We got to play around with metaphors and similes. It was a great way to foster community because we know each other better, and it makes class go easier at times.”Students reflected on what it’s like to continue in the same cohort for a second year and how this class differs from their previous Spanish experiences. “It feels like we’re all moving on this journey together and improving at the same pace,” said Natalia Griffin. “It’s made for people who speak Spanish at home but need a different type of practice.” Classmate Santi Derrien explained that this program feels more connected to their real experiences. “We’re learning things that are really tailored to us,” he said. “It helps me understand more about the language I already speak.”
