Middle School Spanish Book Teaches Realities of Immigration

In Middle School, Teacher Nallely Malleis’s eighth-grade Spanish classroom, language learning is an exercise in empathy. This winter, students immersed themselves in El Viaje Difícil, a short Spanish-language novel that opened up conversations about immigration, family, culture, and resilience while strengthening comprehension. Paired with the film La Misma Luna, the unit encouraged students to see language not just as a subject, but as a lens for understanding the real-life journey of immigrants.

Nallely has taught the novel for several years and says its impact has remained consistent. “Reading is the best way for students to increase proficiency and acquire the language in a natural way,” she explained. Because novels can be difficult for lower-level language learners, she selects graded readers written specifically for them. El Viaje Difícil is based on a true story shared by one of the author's students about a family member’s migration experience.

The book follows a Guatemalan family facing mounting financial hardship. The father works in a struggling boot factory and drives a taxi, while the mother takes on multiple jobs, including washing clothes for neighbors. When their situation becomes untenable, he decides to leave for the United States. His journey includes walking long distances, riding trains across Mexico, and facing the uncertainty and dangers many migrants encounter. The novel ends with a spare but emotional moment: after weeks of silence, he finally calls home to tell his wife he arrived safely.

For students, the story provided both linguistic challenge and emotional insight. “I took away from the book the struggles of a lot of immigrants migrating to America, and that every story has multiple perspectives,” said student Alexander C. ’30.

The novel also marked a shift from traditional language instruction. “The book was a step away from Spanish grammar and focused on things happening in the world right now. It was an eye-opener,” said Emma M.-B. ’30. “It was definitely a new experience reading a book entirely in Spanish, but the context of it helped me understand the meaning.”

Nallely intentionally structures activities around the text to deepen comprehension and personal reflection. Students answer questions after each chapter, ranging from basic understanding to prompts that connect the story to their own lives. A scene about an accident might lead students to write about how they would help a friend in that situation. A passage describing a traditional Guatemalan meal sparks discussions about family traditions at home. The exercises encourage students to practice Spanish while sharing their own experiences.

“My other goal is that there are going to be times when we read this, and they still haven’t been formally introduced to the past tense,” Nallely said. “So, I like to point out, do you notice how this verb is different? What do you notice about it?” In this way, grammar lessons emerge organically from the book rather than being taught in isolation.

Cultural understanding is another key focus. The novel describes local customs, clothing, and daily routines in Guatemala, giving students insight into a culture that may be unfamiliar to them. Nallely believes literature offers a powerful path to these conversations. “Another huge value I see in using these graded readers is the ability to have conversations about these more advanced, complex topics with my students who are in lower-level language classes,” she said.

To deepen the connection, students also watched the film La Misma Luna, which tells the story of a young boy traveling from Mexico to the United States to reunite with his mother. Set partly in Los Angeles, the film helped students see how migration stories intersect with places they recognize. 

For student Richard Z. ’30, the film reinforced the novel’s themes. “The movie was not only humorous, but it was also a great representation of the connections between the book and what happens in real life,” he said. “So it really connects and shows the audience what people have to experience and how they get through these hard times.”

Toward the end of the unit, students worked in groups to present chapters from the novel. They summarized key events, identified vocabulary, and created illustrated posters that captured important scenes and themes. Some focused on the train journey north, while others highlighted cultural details such as traditional clothing. 

Nallely also shares parts of her own family history to help students understand the realities behind migration stories. Her grandparents came to the United States through the Bracero Program, and she emphasizes that even documented journeys required sacrifice and perseverance. She wants students to consider the motivations behind migration and the difficult choices families make. Reflecting on a line from the film, she said, “Nobody chooses to live this way. We do it for a bigger cause.”