From Tropical Paradise to Winter Wonderland: Chiricanos' First Experience with Snow

Chiricanos Witness Snowfall
by Laura Layton




Many volunteers only dream of the opportunity to one day bring their best friends and counterparts from site to their hometown in the United States. There is only so much one can say to describe where they are from, but words never suffice. A few months ago, I lived out my dream by sharing my hometown first-hand with seven members of my community of El Palmar, Chiriquí, playing the role of tour guide, host, and cultural bridge.


Last school year I assisted with an after-school English course for a group of teachers at my elementary school in site. The course was offered to all grade level teachers in an effort to make the school completely bilingual. When teachers graduated from the course, they received the opportunity through Panama Bilingue to spend their summer studying in the United States or Canada. To my surprise, seven of teachers from the course were chosen to study at Stockton University in New Jersey, only 30 minutes away from where I grew up. What are the odds? I could not pass up the opportunity to fly home to visit family and facilitate a true cultural and language exchange.
Watching "Jumanji" in the Student Union

            Upon arrival, I met the teachers at their hotel and was quickly invited to the Student Union to see the newly released Jumanji movie. I basked in the culture shock. There I was with fellow Americans, at a university similar to my own, but felt more connected to the Panamanians with whom I was sitting. Hearing the gasps and sighs coming from the women next to me as Dwayne “The Rock” Johnson smoldered, reminded me how much I love those I work with and what I do.

            In the morning, I went with the teachers to their classes at the university. They received their scores on the last assessment and had a celebration for those teachers who moved up to a higher level in English. I was proud to learn that three of the teachers from my school moved up a level in just a few short weeks. When the Stockton professors began the celebration, they asked the teachers to play Panamanian music and teach them how to dance the way they do back home. They happily obliged and played típico, Reggaeton, some Samy Y Sandra, and, you guessed it, Despacito. The professors took video footage of the saloma*-filled rowdiness and ordered American Chinese food delivery for the celebration.  One of the teachers shouted “Finally, Panamanian food!” since it included chow mein, white rice, and fried chicken. For a brief moment I forgot where I was.
















            In the afternoon, the teachers had a computer class. They had been learning how to create PowerPoint lessons and virtual classes to introduce themselves to the students at the start of the new school year and assign projects online. I was reminded that many Americans are not aware of the financial situation in most of Panama, and the lack of resources and technology most schools face. Computer class started with a surprise; the director of the Master’s in Speech and Language Pathology program had organized a cultural exchange between the Panamanian teachers and around 50 students in the Master’s program. The teachers were asked to sit in the front of the room. The students sat in the chairs behind them and began to ask the following types of questions: Having seen schools in the US, how are schools different in Panama? What cultural differences should we know before working with children from Panama? How is Special Education taught in Panama? And, How do you work with children with speech and language delays? I was pleasantly surprised that many of the Master’s students offered to ask their questions in Spanish, apologizing for any potential errors in their speech. 



I overheard some students whispering that I didn’t look Panamanian, so I stood up and introduced myself. I explained what I do in Peace Corps, where I’m from (just around the corner), the beautiful community I live in now, and how I came to be sharing this experience with everyone present. My speech was received with a mixture of shock, confusion, and excitement. The results of this cultural exchange were interesting. The students learned that there happen to be many cultural similarities between the way schools operate in both countries. They both face similar struggles dealing with a range of over-involved parents to un-involved and non-existent parents. They learned that teachers in both countries love their students and want them to learn and become successful. While impressed that schools in Panama are starting to require 2 years of pre-school education, the American students were surprised that most teachers in the room were still using paper and pencil teaching methods due to lack of other resources such as technology, supplies, and books.  


After the question and answer session, the students had a potluck prepared with traditional American St. Patrick’s Day food. My teachers had a lot of questions, specifically about the Irish potatoes (dessert balls made from cream cheese, coconut shavings, and cinnamon and sugar) commonly served in February in New Jersey and surrounding regions. At the end of the day, the teachers experienced a true, Jersey snowstorm. They soaked in the beauty as they shivered waiting for the bus. Even though they had been in New Jersey for over a month, they still hadn’t gone out to a proper restaurant. So, naturally, I had to make it happen. I contacted a few friends I’ve known since kindergarten and we went to a pub for hamburgers, pizza, and tacos.  I filled the role of interpreter for both sides as they asked each other questions about their respective cultures and homes.  Barriers began to break down as my friends and counterparts became more comfortable with each other. As trust was built, questions moved from home life to current events in the news. Several mass shootings occurred throughout the country while they were there. The exchange unveiled the perspective of foreigners in a country where gun violence is prevalent. Not only did my childhood friends gain a better understanding of the fears many face when coming to the United States, they also gained respect for those learning a second language, especially one as difficult as English. One friend has even developed the courage and desire to one-day travel outside of the United States.

After dinner, my friends decided that the teachers could not leave New Jersey without a good, old-fashioned snowball fight. I wasn’t sure how they would take it, but it was almost by instinct that they knew to throw even bigger snowballs back. Watching the playfulness on my last evening with them before their field trip to Washington D.C. in the morning had me thinking; this experience is not one to be taken for granted. I have the fortune of spending one more year with these seven incredible teachers whom have seen a part of who I am and where I grew up first hand. Now they have a better understanding of my reaction to my first monthly chicken slaughter, preparation, and “arroz con pollo” feast on school grounds. This year, I have the privilege of helping them meet their goals and answer their exponentially growing questions on culture and language, as they have developed into counterparts as much so as the English teachers with whom I have been assigned to work. These few days helped solidify a bond between members of my community and school that were previously unimaginable. This experience has lead me to a deeper understanding of my role as a Peace Corps volunteer and I am dedicated to facilitating this type of exchange throughout the rest of my service.  

  



* The Panamanian saloma is a guttural, vocal sound ranging from deep to high pitch. It is typically produced by field workers as a form of communication but has become a widespread custom across the country to greet, as well as display cheer during performances and dances.

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