Español para migrantes – Lot fason panyol

Optimizing Spanish Language
skills for dignified Migration

An A1 level Spanish Course,
migrant focused

by The Other Way Spanish.

  • Open and free platform with a A1 Course, for Spanish learner Haitian migrants and voluntary teachers. 
  • With 20 ready-to-use classes available for teachers and volunteers working with migrants.
  • A Curriculum Plan and a Teacher Manual.
  • A research article exploring Spanish as a Second Language teaching in the fields of linguistics, web development, and migration.


Fotografía de Diario France 24
Fotografía de Diario La Tercera
Fotografía de Mineduc

The current situation in Haiti is critical in terms of food security, poverty, and, most notably, social safety due to a growing wave of violence compounded by the devastating aftermath of natural disasters such as the earthquakes in 2010 and 2016, and the COVID-19 pandemic. The control of armed groups in various parts of Haiti has forced the displacement of thousands of families. As a result, 1,769,671 people left the country in search of stability, migrating to various Western countries in 2020 alone, according to UN data.

In the case of Chile, 13% of recent Haitian migration is directed towards the South American country, causing the Haitian diaspora to grow nearly eightfold in under seven years. This phenomenon has heightened the challenges of structural integration (economic, employment, access to housing, and basic services) and cultural integration (language, education, network-building) for this population. Notably, compared to other migrant nationalities in the Metropolitan Region, who tend to concentrate in the central areas of the capital, the Haitian population, on the other hand, tends to settle in the peripheral and suburban zones (Edwards, R. Greene, M., 2022)


Based on the same data, among those who choose migration routes within the American continent, 56% opt for migrating to another Latin American country, with the Dominican Republic, Chile, and Brazil being notable destinations. Meanwhile, 39% head to the United States. Many of the latter group embark on their journey to the North American country after having previously resided in another Latin American nation. A current  case is that of Chile, where Haitian migrants face a grueling period of bureaucratic uncertainty, compelling them to migrate once again. This has led to an 81% increase in Haitian emigration from Chile to the United States through periplous overland routes traversing other Spanish-speaking countries to the north over the past two years (Jesuit Migrant Service, 2022).

However, even more distressing, the language barrier has also contributed to racist neglect that has tragically cost lives of numerous Haitian men and women.Incidents of women dying in childbirth or due to medical negligence are not uncommon (Action Woman and Mother NGO, 2017).

And we sadly remember the heart-wrenching case of Joan Florvil, a mother who is believed to have taken her own life in jail, unaware of why she was arrested, perhaps thinking her 2-year-old baby had died, and being unjustly accused of abandonment, all because she couldn’t communicate in Spanish and public servants fatally ignored her. In response to this unacceptable case, Chile commemorates National Day Againts Racism on September 30, honoring the day of Joane’s death in 2017.  

Additionally, numerous cases of conditions resembling slavery, overcrowding, and other abuses have been reported. 

  • With 20 in-person class guides and 2 assessments, self study digital  materials and asynchronous digital contents. Aligned with the Common European Framework of Reference for Languages principles for level A1.

  • Focused on student-centered learning, utilizing methodologies that leverage interdependence between native and target languages, and emphasizing literacy techniques.

  • Based on and studying the most current and effective approaches in the teaching of a new language, since Krashen and Choamsky until Bachman, Hymes and Freire. Language acquisition, functional communicative approach, languages interdependence, literacy and cultural competences. 
  • Accesible on mobile phones, tablets and computers.

  • Offering asynchronous and interactive resources, including exercises, forums, and open, permanent and free digital tools for project students with individual user accounts.

  • Includying and applying the most recent technologies in education and new digital methodologies, in addition to digital literacy.
  • Develop a curriculum plan for teaching Spanish as a Second Language to the Haitian Community.
  • This involves the systematization and enhancement of the evaluated experience, resulting in a digital document that includes syllabi for Courses A1.1 and A1.2, a teacher training handbook for volunteers or migration-related officials, and the contents structured into 20 classes. 


Women and men from Haiti, migrants in Chile, aged 17 and older, are going to be the direct beneficiaries, totaling between 45 and 60 students just in this first version of face-to-face classes. 

Nevertheless and additionally, the project aims to disseminate the educational material to amplify the number of beneficiaries, potencially reaching over 300,000 people in Chile alone.

Simultaneously, the digital aspect of the project enables greater interaction with spanish as a second language learning process for all migrants, specially those who are crossing the Latinamerican Continent to get in the US or Canada.

Ale Baeza

Direction and research on language teaching. Creation of content for classes and digital resources. Overall monitoring of courses. Curriculum formulation.

Read more…

Giselle Gallardo
Web management

Maintenance, installation, development, and management of websites based on Content Management Systems (CMS) such as Moodle and WordPress.

Read more…

Djimy Delice
Executive management

Planning and execution of logistical matters. Execution of classes. Translations to Kreyòl. Research collaborator and content creator.

Read more…


The planning of our work into months, based on a Gantt chart and on our Work Organization

Total months: 12


1. Promoting project awareness and reaching more users:

  • Promote the project and reach a larger audience with app access.
  • Develop a registration form for user sign-up.
  • Manage social media platforms such as Facebook, Instagram, and Whatsapp.

2. Material Extension and Outreach:

  • Extend class materials to volunteer teachers and migration-related personnel; considering municipal officials and bureaucratic staff, with a focus on grassroots organizations supporting Haitian migrants, particularly women.
  • Map and contact grassroots organizations working with the Haitian population and women in Chile.
  • Map and contact basic-use public services and agencies (clinics, health posts, migration departments, people’s defense offices, public schools, and high schools).

3. Sharing the research experience:

  • Write and publish an academic article.
  • Share the creative and research experience of “Lòt fason panyòl – The Other Way Spanish for Migrants” with language education professionals and linguistics experts.
  • Map and contact professionals dedicated to teaching Spanish as a foreign language in public spaces, both in Chile and other Latin American countries.
  • Map journals and academic centers publishing on language education, literacy, and migration.



Refine and unify the materials we’ve developed so far.

Perform and boost our app for Spanish as a second language and migrant lingua franca.

Share our materials freely with everybody who needs.




Bienvenida/o a The Other Way Spanish 🐦

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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.