Growing Global Citizens
Growing Global Citizens
Larissa Giacomán’s Cuida la Tierra Program Receives National Recognition
BY MELISSA ULSAKER MAAS ’76
When the American Council on the Teaching of Foreign Languages announced the 2025 recipients of its prestigious Professional Awards, St. Stephen’s and St. Agnes School was proudly represented among them. Lower School Spanish teacher Larissa Giacomán was honored with the Klett Award for Sustainable Development Education in the World Language Classroom, a national recognition celebrating her visionary program, Cuida la Tierra (Take Care of the Earth). Through immersive experiences, interdisciplinary partnerships, and an approach that blends language proficiency with environmental stewardship, Larissa has redefined what early language education can be—inviting the youngest Saints to see themselves as global citizens and caretakers of our shared world. In this Q&A, Larissa reflects on the inspiration, favorite program projects, and the impact behind her award-winning work.
Inspiration and Philosophy
What inspired you to connect Spanish language learning with environmental stewardship and the United Nations Sustainable Development Goals?
The inspiration for the Cuida la Tierra Program began with a unique collaboration between our Science and Technology Departments at SSSAS, led by Lower School Science Teacher Michelle Bruch and Lower School Technology Teacher Kay Ossio, and our partnership with the Smithsonian Migratory Bird Center. Together, we created a learning experience that connected our Saints with students in Ometepe Island, Nicaragua, through a shared study of Neotropical migratory birds. A master naturalist visited our school to introduce our students to birdwatching and the differences between migratory and resident birds found on our campus. When they discovered that the birds migrate thousands of miles overnight to spend the winter on Ometepe, the world suddenly felt real, personal, and shared. Our students realized these birds do not belong to just one place or one country; they belong to all of us, and with that comes the shared responsibility to protect them. This understanding deepened when our students exchanged artwork, research notes, and reflections with their partner school in Ometepe. Spanish was no longer just a subject to study. It became a bridge to our shared roles as stewards of the Earth.
You’ve taught Spanish to early learners for more than 20 years—how has your philosophy of language education evolved over that time?
My philosophy of language education has grown out of something deeply personal. I first began teaching Spanish so our son could stay connected to family in Mexico—so he could understand his grandparents’ stories, laugh and play with his cousins, enjoy music in the language of his heritage, and feel a true sense of belonging in both of his worlds. I also wanted to empower him with the cognitive advantages of being bilingual—stronger neural pathways, quicker information processing, mental flexibility, problem-solving skills, and long-term cognitive resilience. What began as a gift to my child became the foundation of my teaching practice.
As I taught more students, I realized that language learning in the early years is fundamentally about human connection, nurturing empathy, curiosity, and the ability to understand diverse perspectives. My approach has since evolved into a joyful, interdisciplinary, inquiry-based model in which Spanish serves as a bridge to science, art, music, nature, and global cultures. My goal is to help students experience the delight of discovering a new culture, the confidence of communicating with others, and the understanding that language opens doors to people, to ideas, and to the world.
“My goal is to help students experience the delight of discovering a new culture, the confidence of communicating with others, and the understanding that language opens doors to people, to ideas, and to the world.”
What do you hope your students carry with them from Cuida la Tierra beyond the classroom?
In Cuida la Tierra, I integrate language proficiency goals with sustainability themes so that students use Spanish with real purpose. At the novice level, I design activities guided by the American Council on the Teaching of Foreign Languages (ACTFL). Can-Do Statements such as “I can say what people can do to care for the Earth.” Through hands-on projects like sorting classroom recycling, designing sustainable cities, or creating posters that say “Cuidemos el agua” (Let’s take care of the water), students practice meaningful communication while building environmental awareness. Sustainability provides the context; language is the tool.
What are some of your favorite classroom moments or student projects from Cuida la Tierra?
I love the spark in their eyes when they discover the tiny Ruby-throated Hummingbird they saw in the playground migrates across the Gulf of Mexico, flying nonstop for up to 18 hours over open water to reach Mexico and Central America. When students make that connection, they understand that the world is interconnected.
One of my favorite Cuida la Tierra projects involved 3D biodiversity animal trading cards. Students used Tinkercad to design their own animals—many inspired by endangered or keystone species—and then created 3D cards showcasing each creature’s unique characteristics. They wrote simple descriptions in Spanish, highlighting habitat, colors, diet, and special features. The combination of creativity, design thinking, and language production made this project truly special. They were so proud to hold a physical model of something they researched, designed, and described entirely on their own.
Your students use VR headsets to explore the Peruvian rainforest—how do immersive experiences like that enhance both language learning and environmental awareness?
When students “step into” the VR Peruvian rainforest, they aren’t just hearing about biodiversity, they’re experiencing it. They turn their heads to see towering Ceiba trees and Quechuan people living side by side with nature. They notice layers of color, sound, and life. In that moment, Spanish becomes a tool to describe what they see and feel. They use their language skills naturally—“¡Mira! Un tucán!”(Look! A Toucan!)—because they are emotionally and physically engaged. VR makes distant places personal, and students protect what they feel connected to.
How do students react when they connect with classrooms in Nicaragua or meet guest speakers from Costa Rica?
Those moments are unforgettable. When our students connect with students in Nicaragua or speak with conservationists in Costa Rica, Spanish becomes real, human, and alive. There is often a quiet pause at first, then smiles, waves, laughter, and the universal language of curiosity. Students ask questions, compare experiences, and discover what they have in common. They learn that even across oceans and cultures, children share hopes and dreams for the future. These exchanges help students understand that they are part of a global community and that caring for our Earth is something we do together.
Global Citizenship and Impact
You often describe your students as “emerging global citizens.” What does that phrase mean to you in the context of Lower School education?
Global citizenship at this stage is forming the habits of heart and mind that will guide them as they grow: listening with curiosity, showing respect for different perspectives, understanding that our choices have impact, and recognizing that caring for the Earth is a shared responsibility. When children use Spanish to connect with peers in other countries, learn about migratory animals, or celebrate diverse cultural traditions, they begin to see themselves not only as language learners but also as participants in a global community. These early experiences lay the foundation for the identity, empathy, and agency they will carry into the future.
How do you introduce young learners to complex ideas like biodiversity, climate change, and sustainability in a hopeful and empowering way?
Introducing young learners to complex ideas like biodiversity and sustainability begins with nurturing a sense of wonder. Once students feel that connection, we introduce the systems that support life and the challenges those systems face. We use storytelling, hands-on investigations, and interdisciplinary learning to help students understand. We emphasize helpers, solutions, and collective care, showing them that many people around the world are working to protect our environment and that they, too, can make meaningful choices. When students see themselves as part of nature, they gain both the knowledge and the hope needed to grow into responsible caretakers of our planet.
American Council on the Teaching of Foreign Languages past president, L.J. Randolph, Jr. (ACTFL Past President), Klett World Languages Strategic Relation Specialist Patrick Wallace, Larissa Giacomán, and Klett World Languages Adoption Manager Maggie Connell at the awards ceremony in New Orleans on November 21, 2025.
Looking ahead
What does winning the 2025 Klett Award from ACTFL mean to you?
It affirms the importance of teaching language as a vehicle for connection, empathy, and global awareness. This award honors the work we do at SSSAS, as well as that of partner communities who share the belief that young learners can make a difference. It reinforces that early language education is powerful: when children use another language to understand, appreciate, and protect the world around them, they are developing proficiency and agency.
What’s next for Cuida la Tierra?
Looking ahead, Cuida la Tierra will continue to grow through thoughtful collaboration and interdisciplinary exploration. I am especially excited about our STEAM collaborations, where students integrate science, art, engineering, and language to design meaningful solutions. This includes building and coding small AI-supported robots that respond to Spanish commands, reinforcing language through real-world problem-solving.
If you could see one long-term outcome from this work what would it be?
I want students to grow into adults who can navigate cultures with empathy, collaborate thoughtfully, and understand that stewardship is both local and global. In a broader educational context, I hope that Cuida la Tierra inspires others to see language learning as a pathway to purpose: one that cultivates curiosity and action. If this work helps shape a generation of young people who speak with kindness, solve problems creatively, and care deeply for our shared planet, then its impact will ripple far beyond our school walls.