I want them to develop ways to appreciate cultural diversity as a strength that can enrich their personal, academic, and professional lives. Your writings have been translated from Spanish into other languages. Is the meaning conveyed differently or lost in these translations? Who provides the translations? I’ve been fortunate to have my work translated into English, Italian, and German, and each experience has been unique. I have a deep admiration for all my translators. Their work feels almost magical as they navigate between languages and cultures, transforming the ‘bones’ of a text while preserving its ‘soul.’ For my novel “El sastre de las sombras,” I worked closely with Francesca Beretta on the Italian translation. We spent countless hours looking into Colombia’s complex social class dynamics, and her remarkable sensitivity in capturing these subtleties was truly impressive. The translation of my poetry collection, “Polvo de cordillera,” into English was also a profound experience. Lycoming’s Dr. Sandra Kingery and her students brought incredible care and creativity to the project, uncovering layers of meaning I hadn’t fully appreciated myself. Since the collection explores themes such as immigration and displacement, creating a bilingual edition felt necessary. In many ways, the translation didn’t simply convey the original’s emotions; it revealed new dimensions and added richness to the work. Do you use literature writing as a teaching tool in your Spanish classes? In my teaching, literature is a gateway to discovery and a lens through which students can explore the world and their own place within it. In my seminars, we journey through the works of celebrated authors like Gabriel García Márquez and Alejandra Pizarnik, using their texts to question societal norms, confront uncomfortable truths, and reflect critically on personal and collective experiences. In my creative writing workshops in Spanish, this exploration takes on a more personal dimension. Students refine their narrative voices while exploring themes such as gender inequality and cultural identity. Whether through poetry or prose, these assignments become powerful avenues for self-expression, encouraging students to engage deeply with themselves and the world around them. These exercises foster creativity and collaboration and help students develop critical thinking skills, preparing them to navigate the complexities of life with insight and confidence. What do you hope students will gain from your language classes aside from a better grasp of communicating in Spanish? I want them to develop ways to appreciate cultural diversity as a strength that can enrich their personal, academic, and professional lives. I encourage them to become “glocal” thinkers — individuals who see the bigger picture while making a difference in their own communities. Through initiatives like community service-learning projects, students can connect classroom learning to real-world experiences, breaking down cultural barriers and building essential skills like empathy, adaptability, and critical thinking. By the end of the course, my goal is for students to not only feel confident in their Spanishspeaking abilities but also grow as thoughtful, compassionate individuals prepared to engage meaningfully with diverse cultures. 25 www.lycoming.edu
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