Guatemala is a country with 22 distinct languages. Some think that the Maya languages are closely related and that they share many of the same words. The reality is that there are more Spanish words in common than shared Maya words.

Child Aid works in regions where different Maya languages are spoken. In the Lake Atitlán region, several villages speak Kakchiquel (Kaqchiquel), while another portion speaks Tz’utujil, and another K’iche. In the rural areas the children learn their mother tongue at home and then begin to learn Spanish while they are in school. The first few years are hard for them; the teachers begin teaching everything in their home language, as they graduate to higher grades the teachers use more and more Spanish. By the fourth grade all classes are typically taught in Spanish. While they do well in school, it is still obvious that their first language is not Spanish in that their vocabulary is limited. Reading can make a difference. Through books the students are exposed to more words, and the words they hear are reinforced by words they read. Furthermore, they can take their time in understanding the context of how the words are used. One school director told me that students whose first language is not Spanish do not do as well in high school because their vocabulary is typically not well developed. However, she told me, that by reading more, they can do very well.

Guatemala’s multiple languages present both challenges and great opportunities for us. One of our regional coordinators, Carlos Pos Ben, speaks Kakquichel, while people in the community of Tzanchaj, which we’ve partnered with, speak Tz’utujil. When Carlos is working with the teachers and students of the first three grades, he relies heavily on assistance from the teachers. Carlos and the local teacher read a story “tag-team” style. The teacher will interject with Tz’utujil words when he realizes that the students won’t understand something. In this way, the students get further exposure to books, their mother language is reaffirmed, and the kids can enjoy the book instead of be frustrated by not understanding what is going on.

The teachers in the Tzanchaj school are grateful for Child Aid’s assistance. One teacher told me that it is difficult for him to read a story by himself and keep the attention of the kids because he tries to translate the whole book. He said Carlos’ assistance makes it easier for him and more fun for the kids.