About Super Bilingües
Super Bilingües was created to provide advice and ideas to teachers serving emergent bilingual students. Our goal is to support you while you support kids learn about their bilingual super powers.
Lucy Ann Montalvo Blanton was born in Río Piedras, Puerto Rico. She moved to the US when she was 4 and lived in the US until the age of 10 when she moved back to Puerto Rico. She remained in Puerto Rico until she obtained a Bachelor’s in Early Childhood Education from The University of Puerto Rico. She lived in State College, Pennsylvania where she obtained a Master’s in Educational Leadership from The Pennsylvania State University. When she moved to Virginia, she became a teacher for 13 years where she was a FLES teacher for 3 years and a Spanish side dual language teacher for 6 years. She has also a teacher leader and a dual language coach. She is a doctoral candidate at the University of Texas, Rio Grande Valley pursuing an Ed.D in Curriculum & Instruction with a concentration in Bilingual Studies.
Lucy is the co-creator of "Super Bilingües" a website that provides resources and advice to teachers who teach in dual language/bilingual schools, also offering consulting and professional development services. She is married to the love of her life, Chad, and has two amazing boys, Nicholas & Julian. She loves anything dance-related. She is passionate about Bilingual Education and teaching students about culture, respect, acceptance and tolerance.
My lived experiences as a young Puerto Rican Spanish-speaker in the United States have led me towards the positions I take as an educator. I was an emergent bilingual on free and reduced lunch learning English in a sink or swim environment. After many years, my language of preference was English, and thus it became my dominant language, and my native language took a backseat. The educational and social environments discouraged me from using my native language. Although my parents encouraged language use at home, I experienced language attrition, as using my native tongue was not encouraged in any other context.
When I turned 12, my family moved back to Puerto Rico. Having lost fluency in my native language, I was considered a foreigner. I was called ‘la gringa’ because others perceived my Spanish as broken. My Spanish was growing, and my comprehension during instruction was developing. I was a second and first language learner in a variety of ways within eight years. In either an educational setting, learning English as a second language in the United States, or relearning Spanish in my native country, the academic support in language acquisition was minimal. This experience is not unique as it is a typical story for those who speak more than one language.
Language learning was a challenging journey, one where I endured unequal access to education in both the United States and Puerto Rico. However, this journey resulted in my bilingualism and biliteracy, which I often took for granted. I have learned that my languages are assets. My lived experiences have led me to advocate for marginalized students, learning any form or type of language, fighting for their equal access to education.