New cultural liaison for Waseca

Eric Hudspith, Waseca’s Superintendent of Schools, observes “We work to empower each learner to thrive. The barriers a student may face when working toward this mission look different for each individual.” When it comes to the district’s “English Language Learner” population, that is, the students who do not speak English as their first language, one way through barriers is with the help of Eliana Ruvulcaba, the school’s “cultural liaison.” Her role is to assist and support students who originate from alternate cultures, especially those with limited proficiency in English, as they seek to understand and integrate into the everyday practices of the school.

Whether at Hartley Elementary or Waseca Intermediate School, Ruvalcaba’s day in the district seems to overflow. “There is always something to do, whether it’s attending meetings, contacting parents for specific purposes, translating written material for events, curriculums, or communications.”

In this position, Ruvalcaba says her overall focus is “to be an advocate for non-English speaking students and to support all teachers in supporting them.” This entails everything from assisting students with homework questions to helping ease tensions that might arise from a misunderstanding–or, perhaps even more importantly, doing what she can to prevent misunderstandings altogether. She sometimes acts as an interpreter when parents come to the school for meetings or conferences. She might assist with student enrollment. She translates documents, including programs for gatherings at the school. In other words, the days can be quite long and very full.

Before coming to Waseca in July, Ruvalcaba was a social worker employed at Ayuda, a  non-profit organization in Washington D.C. There she assisted survivors of human trafficking, domestic violence, and sexual assault within the immigrant community; Ruvalcaba helped her clients create safety plans, connect with immigration attorneys, and find access to community resources. Moving to a small town after living in a large city was straightforward; “I lived in a small town in Mexico with my grandparents when I was a teenager, so it has been easy to transition from living in a city to a small town. The people are so welcoming and engaged in events. The environment feels tranquil and best of all, I am surrounded by nature.” Ruvalcaba says she enjoys life moving at a much slower pace. “ I feel motivated to be out in nature, explore local businesses and events, meet neighbors, and feel like I still have time to decompress after a long day at work.”

Although Ruvalcaba’s “formal” schooling includes degrees in political science and Spanish from Mount Holyoke College in Massachusetts, she draws from many of her past experiences working as a cultural liaison in the school district. “Although my family’s heritage is Mexican, I spent my life both in Mexico and the United States. For generations, my family has moved from one place to another with some members even living in two places at once–family life in Mexico and work life in the U.S. A certain level of instability regarding  where “home” is located was something of a norm.

“I grew up with a fluidity of cultures which was difficult at first as I struggled with identity, but ultimately the experience expanded my perception of life. The back-and-forth between two countries and across state lines helped us understand different cultures, values, etc., and redefine our identities while still carrying our ancestry wherever we went.”  

Ruvalcaba obtained training in navigating the Migrant Student Information Exchange (MSIX) database in preparation for the school district position and receives ongoing training and support from Tri-Valley Opportunity Inc., an organization that offers resources to students as part of the migrant education program. “I am also receiving mentorship from the previous cultural liaison which has been a great help!” 

In the short time Ruvalcaba has held the cultural liaison position, the Waseca school district has already had positive feedback from the Hispanic community. She says parents have expressed a feeling of comfort in knowing there is someone at the school who understands their cultural background and speaks their native language.

 “Providing language access is important for parents to understand the education system.” She points out that the academic process sometimes has a language all its own, so it’s important to help families feel more at ease and feel comfortable asking questions. Not only that, but because many families move to follow the availability of jobs, students should be provided all the stability and reassurance possible.

Ruvalcaba observes, “We want them to feel a sense of belonging when they are here, and that’s what we’ve been accomplishing thus far. It’s incredible.”