What I Bring.
My undergraduate education
As a young learner, I was enthusiastic and curious. I like to clarify my learning process due to several changes that cost me to graduate after eight years in three universities. I do not regret my changes because I learned so much about my learning style and had many opportunities; however, it is challenging to evaluate studies when they have already been homologated from previous programs. In sum, I studied two semesters of Early childhood education, two semesters of Service Administration, and twelve semesters of Elementary Education divided into two higher education institutions.
Having studied education in my country of origin makes me unique, especially in the type of schools I work at here in the United States: Dual Language settings. First, the undergrad classes, such as Cognitive Psychology, Developmental Psychology, Neurological Basis of Learning, and Learning Disabilities, helped me understand how learning develops and how we can trigger students to their best potential. Secondly, the pedagogies in Language Arts gave me in-depth knowledge of how students communicate and develop listening, reading, writing, and speaking skills. Finally, during the four semesters of language, I studied Castellano (Spanish), the Methodology of Spanish, Children’s and Youth Literature, and Drama.
Before finalizing my undergrad studies, I went to Spain to gain specific knowledge in teaching Spanish as a second language, a fabulous training that taught me the Methodology of Spanish but from a different perspective; my students there had no previous contact with the Spanish phonemic awareness.
In December 2007, I finalized my undergrad path, and I graduated with a Magna Cum Laude distinction with a degree in General Elementary Education.
My graduate studies
After ten years of teaching in the United States and many of those wanting to continue my studies, I embarked on the grad studies adventure. I earned a master's in Educational Leadership, finishing in December 2019. Courses such as Ethics of Leadership, Contemporary Educational Thought, Law and Ethics, and Organizational Change, enlarged my educational vision. Now, I was teaching Spanish and English and adding equity, social justice, and culture, among many other themes relevant to the academic community to success. All my classes were highly engaging and thoughtfully planned out, and I did not want the program to end.
Bilingual Authorization at UCLA
I had been teaching in bilingual programs for more than ten years when I arrived in California and was required to obtain the BCLAD certification. I am glad I found the opportunity at UCLA, where I learned more in-depth about the standards and expectations of teaching foreign languages. We disseminated the Guided Principles for Dual Language Education, the California World Language Project, the World-Readiness Standards for Learning Languages, the ACTFL Descriptors, and Proficiency Guidelines. In addition, we read from the National Committee for Effective Literacy for Emergent Bilingual Students. These specific documents and regulations made me set my standards as a teacher and give equitable lessons to all my students.
And now?
I am continuously learning. My brain needs to know how education is handled worldwide and how it changes according to the many variables we may find. For example, last year, I was interested in how my country of origin, Chile, handles immigration in education, so I took a short online program on it.
International Baccalaureate Educator Certificate: Done!
I recently finished my IBEC program with a specialization in Leadership Practices. I am waiting to get the certification in the mail while I look for new opportunities here in the US or abroad.
janinatabilo@gmail.com