TOW Infantes

Español para niños: El cuento del águila del árbol mágico

Este cuento fue escrito por el estudiante TOW más joven, Santiago, un niño espacial (y especial) que participó durante 2 años en nuestras clases de español para niños.

Además de escribir, Santiago ilustró la historia con los personajes y momentos de la narración. Esta historia ocurrió después de que toda su familia, y hasta él mismo, se transformaran en animales durante una clase mágica.

¡Santiago se transformó en león, su familia en otros animales, y todos conocieron una águila muy especial!

Después del cuento tienes ejercicios de comprensión de lectura.

¿Quieres saber más sobre nuestras clases de español para niños? Escríbenos.

El águila del árbol mágico

Este árbol es mágico y un día yo, mi hermano, mi abuelo y mi abuela estamos jugando abajo del árbol, pero no sabemos que hay un águila arriba nuestro.  

El águila bajó  cerca de nosotros y dijo: ¡hola! Yo tengo hambre. Mi familia está sorprendida porque usualmente las águilas no hablan, pero yo no estoy sorprendido porque yo conozco el águila, el águila es mi amigo. Voy a decir la historia del águila y yo: 

Un día yo estaba yendo al río y yo vi un águila con un pez en sus garras cuando el águila me vio y soltó el pez en mi cabeza.  Yo dije: ¡Ey! Y el águila dijo: lo siento, tú me asustaste.

Yo respondí: perdón por asustarte. Yo sabía que esta águila es muy especial y nosotros nos hicimos amigos. Y el águila dijo: ahora necesito ir con mi familia, ¿puedo tener mi pez otra vez?  Yo dije: sí, claro, toma. Y tengo un pez adentro de mi almuerzo para ti.

El águila tomó el pez. Después mi abuela rio y dijo ¡eso es lo que pasó con tu almuerzo este día!

¡por eso todavía tú tenías hambre cuando tú volviste! Y mi familia y el águila se hicieron muy buenos amigos. 

Fin.

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The main task of this work area is to develop didactic material and content for acquiring Spanish as a second language, testing the most recent theories on foreign language teaching (interlanguage, plurilingual and pluricultural competence, language acquisition). Simultaneously, it is dedicated to the Haitian migrant population, understanding language and communication needs in these sociological terms.

This material involves the preparation of classes, digital content, the teacher's manual and corresponding training, and writing an academic paper.

Ale Baeza

Ale Baeza is an experienced teacher in the instruction of Spanish as both a foreign and a second language. She has served as a teacher in various educational contexts with students of different nationalities and varied learning motivations, including Haitian migrants seeking cultural and employment integration in Chile.

Work experience
Alejandra has previously worked as an executive director of educational programs in Henry-Dunant Foundation in Santiago of Chile, and has served as co-director and researcher on three cultural projects funded by the Chilean Ministry of Culture and the Arts. These projects were dedicated to children and the local community, focusing on themes of local memories and audiovisual production.

Over the past years, she has dedicated herself to being a Spanish teacher in various contexts, both as a volunteer and in collaboration with institutions. Alongside her colleague, she has developed the educational space 'The Other Way Spanish,' where students from different nationalities learn through conversational, digital, student-centered, and Latin America-based approaches.


Academic Background:

  • AVE Global Tutor - Global Virtual Spanish Tutor, Cervantes Institute, Spain.

  • Portuguese as a Foreign Language Teacher, UNYLEYA, Brazil.

  • Bachelor's Degree in History and Politics from Pontifical Catholic University of Valparaíso, Chile.

Specialization Courses:

  • Fundamentals of Graphic Design, CoderHouse.

  • Body and Capitalism. A Diploma about decolonization and post-colonial theories, University of Santiago de Chile.

  • Public Policies, native nations and Human Rights, Henry Dunant Foundation.

This work area focuses on ensuring the optimal development of the entire digital component of the project by researching the main tools available, their installation, maintenance, and overall monitoring of the operation and use of the platforms for the Migrant Course and all its users. This work contributes to the democratization and extension of digital literacy for the migrant population.

The main tasks include content digitization and course and user management, based on Moodle and Wordpress.

Gyr Gallardo

Giselle Gallardo is a teacher with extensive experience in the instruction of Spanish and English as a foreign and second language. In recent years, she has specialized in full-stack development using Wordpress, Moodle and Reactjs, Giselle has developed the educational platforms: The Other Way Spanish and AulaTOW.

Work experience

Having immersed herself in the study of English teaching, she embarked on a musical journey for two years. However, recognizing that teaching was her ultimate calling, she has passionately devoted around 5 years to teaching both Spanish and English as a second language, co-founding The Other Way Spanish, and studying web development. Her overarching goal is to craft open educational tools, fueled by an unwavering commitment to democratize education for all.

In addition to her academic pursuits, she dedicated her time to meaningful volunteer work. She contributed to improving the infrastructure of Mapuche schools in the Bio Bio region of Chile, collaborated in the revitalization of Morro Moreno National Park in Antofagasta, Chile, and played a role in the reforestation efforts around "El Plateado" lagoon in the Valparaíso region. 


Academic background:

  • AVE Global Tutor - Global Virtual Spanish Tutor, Cervantes Institute, Spain.
  • TESOL course: “Teaching English to Speakers of other Languages”, University of Queensland, Brisbane, Australia.
  • English Teacher as a Second Language, Universidad de Playa Ancha de Ciencias de la Educación, Valparaíso, Chile.

Specialization Courses:

  • Diploma in Python programming, National Technological University (UTN), Argentina.

  • React Native Developer, Coderhouse, online education.

  • Front-end Developer, Coderhouse, online education.

This work area focuses on executive and logistical tasks to achieve the project's objectives. It involves planning actions, establishing and consolidating alliances with other public and private stakeholders, to identify spaces and material resources that facilitate the implementation of the Migrant Course and the promotion of the application within the Haitian community. At the same time, it is dedicated to supporting the production of didactic content, especially concerning the peculiarities of Kreyòl (Haitian Creole) and the sociological conditions of the Haitian community in Chile and Latin America.

The main tasks include building networks, co-working in article writing, translating and promoting the project, and executing the classes.

Djimy Delice

Djimy Delice is a sociologist dedicated to teaching Spanish and Haitian Creole, as a second language. He has worked as a Spanish teacher for migrants in Chile in various local policy contexts for the Haitian community. Additionally, he provides Kreyòl language classes for public officials working with this community.

Work experience:

Djimy has worked as a cross-cultural consultant for the Pedagogical Technical Department of the National Board of Kindergartens (JUNJI), addressing the topic of Linguistic Mediation from a bilingual perspective, among other responsibilities. He has served as the director of the Migrants Office at the Valparaíso Municipality, both institutions located in Chile.

He has also worked as a workshop teacher of Spanish for the Haitian community at the Migrants Office of the Municipality of Quilpué, using exclusively developed material by The Other Way Spanish. Additionally, he has provided Kreyól-Spanish translation services for the Public Defender's Office.

Currently, he runs a consultancy named "Anfans Crecer Creando" (Anfans Growing by Creating) where he works on and collaborates with bilingual educational resources for children.


Academic Background:

  • Creole-Spanish translator for the Public Defender's Office in the Valparaíso region.
  • Bachelor's degree in Sociology from the University of Arts and Social Sciences (ARCIS).
  • Master's degree in Migration, Human Rights, and Social Management from the University of Viña del Mar.

Specialization Courses:

  • Human Rights for Public Officials, National Institute of Human Rights (INDH), Valparaíso branch, 2017.

  • Human Rights and Migration, National Institute of Human Rights (INDH), Valparaíso branch, 2017.

  • Public Management and Human Rights, National Institute of Human Rights (INDH), Valparaíso branch, 2019.

  • Introduction to Human Rights Education, Observatory of Social Participation and Territory, Playa Ancha University, and National Institute of Human Rights (INDH), Valparaíso branch, 2019.

  • Specialization Diploma: Human Rights, Risk Management, and Public Policies for Disaster Prevention, 2018, Henry Dunant Foundation.

  • Diploma in Rights-Based and Community-Based Approach, Essential Approaches for Working with Children, Pontifical Catholic University of Valparaíso (PUCV), September 2019.

  • Diploma in the Construction of Territories for Good Living, Observatory of Social Participation and Territory, Playa Ancha University, January 2020.

  • Diploma in Digital Leadership in Social Inclusion and Access to Rights, School of Government and the Department of Social Inclusion (DIS) of the Secretariat for Access to Rights and Equity (SARE), General Secretariat of the Organization of American States (OAS), May 2023.