Ring, ring, ring!

The bell chimed to signal lunch, and crowds of students streamed out of classrooms and flooded the hallways of Fullerton Union High School.

However, unlike her peers, then-sophomore Cinthia Gonzales remained in front of the desk of her Spanish teacher, Magdalena Villalba.

Day after day, what started as staying behind for make-up tests, gradually developed into conversations about growing up in Mexico, learning English and navigating a foreign country as a first-generation immigrant.

“The journey of moving to a different country, having to learn a new language and with none of my parents or older siblings having gone to college, I kind of felt lost,” Gonzales said. “I didn’t know who to ask for help, and so Villalba was the only person that I knew would understand how that feels because she’s also first generation.”

Once a Spanish student learning under Villalba, Gonzales now begins her own career teaching the language at Sunny Hills. She hopes to bring a fresh perspective to the department while continuing the legacy that first inspired her.

“It’s surreal,” she said. “It’s humbling to realize I get to play the same role for someone else now.”

THE FIRST OF MANY INTERACTIONS

Born and raised in Tijuana, Mexico, Gonzales, along with her mom and siblings, moved to Fullerton at 10 years old to stay with her dad, who already lived here for work. Unable to speak English at the time, the new Spanish teacher attended Woodcrest Elementary School and Nicolas Junior High School.

“It was really hard to adjust at first because I didn’t understand anything,” she said. “In the beginning, I didn’t like speaking English at all because I sounded weird and the words didn’t come out naturally.”

Although it was not easy, Gonzales said she picked up English through conversations with her friends and lectures at school. Aside from the language barrier, she said she also experienced many cultural differences between Mexico and the U.S.

“In Mexico, I would go to school from 8-12 p.m., but when I moved here, I got out at 3:30 [p.m.], which is way longer and felt like a really crazy difference at the time,” she said. “I still really liked coming to school because I didn’t have to wear a uniform, and the schools here had more resources than the ones in Mexico, so it just felt like a more positive change in general.”

Gonzales also said she noticed how much more diverse California was compared to her community back in Tijuana.

“Seeing how diverse it is here was very exciting because I had never experienced it before,” she said. “Even though there were a lot of changes, I was excited to become a part of this mixed culture.”

After elementary and middle school, Gonzales transferred to Fullerton Union High School because it was the closest and most convenient school to her home. This is where she first met Villalba in her sophomore Advanced Placement [AP] Spanish Language and Culture class.

“I can’t exactly recall what about her classroom stood out to me; however, I do remember her being the first teacher to ever call my parents,” she said. “She made a positive call home telling my parents how great of a student I was, and that always stuck with me.”

Villalba said Gonzales stood out academically from the moment she set foot into her classroom.

“She started in Level 3 as a freshman, which meant that she was in AP Spanish language as a sophomore, so she was the youngest student in the class, and still much more mature and responsible than many of her classmates who were juniors and seniors,” Villalba said. “She was a model student, very self-driven and very responsible.”

The new Spanish teacher said having someone with a similar background as her made her feel understood and seen on a deeper level than her other teachers.

Aside from engaging in deep discussions about their shared immigrant backgrounds, Villalba continued to serve as a safe and reliable role model for Gonzales throughout the rest of her high school career.

“She was the first teacher I [revisited],” the new Spanish teacher said. “She kind of became my go-to person because we’re very similar, and I truly feel comfortable with her.”

Outside of Villalba’s Spanish classroom, Gonzales found success in other areas of high school. She held membership in the National Honor Society, founded the Make-A-Wish Foundation Club, served as secretary of the Interact Club and took part in the California Scholarship Federation.

“I learned how to be organized and responsible, especially when I was vice president of the Make-A-Wish Foundation Club,” she said.

She graduated as valedictorian in 2018 and committed to UCLA as a business economics major, later declaring herself a Spanish major with a minor in education and linguistics once she began her studies.

STILL TAKING NOTES  

During her four years in college, Gonzales said she tutored students, mostly middle and high schoolers, from different Spanish-speaking communities at UCLA Community School. However, because of the language barrier, Gonzales said she spoke Spanish while teaching the history, English and math concepts.

“That was the first time I ever used Spanish in the classroom,” she said. “This opportunity allowed me to realize how powerful knowing a second language could be.”

Her time as a tutor here is what prompted and solidified her interest in teaching Spanish.

“It showed me how it felt to share my native language and culture with others,” she said. “At that moment, I could see myself continuing to teach for many years, as it’s a career that brings me joy and purpose.”

Along with tutoring, Gonzales also took part in the UCLA Community School’s annual Family Involvement Event, where she and other tutors brought their students and their families on campus tours. She said she introduced them to the lecture halls, dining halls and dorms.

Gonzales graduated from UCLA on June 12, 2022, with Villalba in attendance.

“I cried,” Villalba said. “When you know how much somebody has had to overcome and that they’re absolutely resilient, even when things get overwhelming or challenging, of course, I feel proud of them for getting back up when it’s just easier to give up.”

Gonzales said the milestone felt especially emotional to her, knowing her former teacher was there.

“I think her being there brought more meaning to [my graduation],” she said. “She saw me grow, so I think it made her more proud of me to see how much I have accomplished ever since she had met me.”

The new Spanish teacher began the process of applying to a master’s program in January of her final year at UCLA.

“The process was stressful because I had to gather letters of recommendation, and asking my college professors was scarier than asking my high school teachers,” she said. “I had to write essays and undergo an interview process, so it was kind of like applying to college all over again.”

Deciding between UCI and Stanford University, Gonzales said she ultimately decided to continue her studies and receive her master’s degree as a Master of Arts major with a minor in education and teaching at the latter campus, because she said she wanted to fulfill her teaching credential while experiencing life in the Bay Area.

“Everyone in my family was beyond proud as well, since I am the first in my family to not only get my bachelor’s but also my master’s,” she said.

During her first year at Stanford, Gonzales received her teaching credential by teaching Spanish 2 to sophomores at Woodside High School in San Francisco for one year.

“I was nervous about my first teaching job,” she said. “I’ve never had so many students all at once, so it would just take me so long to plan lessons.”

Despite her initial struggles, Gonzales said she found reassurance in talking to Villalba.

“[Villalba] would ask me what kind of class I was teaching, how many students I had, and what I could do to set a positive environment with my students and how to start the year the right way,” she said. “She was someone that I could talk to and that would help me relieve that sort of stress.”

Gonzales said she and Villalba would email, text and especially call each other on FaceTime as she navigated being a teacher.

Although she could not physically be there, Villalba branched out her support through others. Gonzales said her old Spanish teacher connected her with another instructor working in San Francisco, so she had another person she could go to for advice.

“She would check in with me through text for the most part,” she said.

After Gonzales graduated from Stanford in 2023, she said she began searching for teaching jobs in the Fullerton Joint Union High School District [FJUHSD], as she preferred the sense of familiarity since she had grown up in this district. Villalba also assisted by looking for any openings or positions available on the educational job site edjoin.org, reading over Gonzales’s resume and helping her practice for interviews.

“I did not receive any offers at first,” the new Spanish teacher said. “While it was discouraging, [Villalba] offered to do mock interviews with me and encouraged me to keep applying.”

Villalba informed Gonzales of a job fair at California State University, Fullerton, where different districts across Orange County gathered to introduce their programs and potentially employ new teachers. There, she said she was able to talk to various schools, search for Spanish teacher hirings and get her name out there.

“Throughout this journey, whenever I would ask [Villalba] for help, she would say, ‘Don’t worry, I already know you got this,’ which was a reminder that whatever I’m doing, I’m doing it right because I feel like I doubt myself sometimes,” she said. “She’s kind of like that reminder that I’m doing just fine.”

FINDING HER FOOTING

Eventually, Gonzales submitted an application to FJUHSD on edjoin.org, which she said was straightforward. She said she did not get the job the first time she applied, but she said her three years of teaching experience reassured her.

“I felt confident in terms of my application,” she said. “I was more nervous about the interview process since you never know what they’re going to ask you.”

Gonzales eventually received a job offer via phone call from district personnel technician Joni Best on May 28, and was officially hired on July 22.

“Sunny Hills has a reputation of excellence and a strong sense of community, and I admire that,” the new Spanish teacher said. “It’s important for me to work in a place where students feel supported, and Sunny Hills reflects that; I’m excited to be contributing to that kind of community.”

Gonzales, who currently teaches Spanish 3 for Period 5 and Spanish 3 Honors for Periods 2, 3, 4 and 6, said she enjoys the community so far.

“My students are very motivated and eager to learn, which makes teaching so rewarding,” she said. “On top of that, the community’s pride and involvement in school stand out.”

Similar to the supportive environment of Villalba’s classroom, the new Spanish teacher said she hopes to create an open space for Lancers.

“I plan to foster a community and teamwork by creating a classroom environment where students feel safe, included and are encouraged to collaborate,” she said. “I want them to carry an appreciation for different cultures.”

Gonzales said she will motivate her classes, even during more difficult concepts, through writing, songs, games, group conversations, partner work, presentations, role-playing and more. She said she is working on emphasizing speaking activities in the quad, lessons on different Spanish artists like Enrique Iglesias and Mon Laferte and hands-on review games. 

Junior Vicenzo Ramos is among those who enjoy these activities. He said he looks forward to an upcoming music video project the most, because he likes the collaborative group aspect of it.

“I think she is genuinely making a positive impact on my learning and on the school community because we’re not just reading a textbook and having to memorize 200 words like every week,” Ramos said. “She makes [learning] fun and engaging as a class.”

Principal Craig Weinreich said the new teacher’s passion and innovation were key factors in her hiring.

“[Gonzales has] got a lot of personality, and she seems enthusiastic about her subject,” Weinreich said. “I think she just brings a younger perspective to our department.”

Sophomore Bianca Ro said she appreciates Gonzales’s efforts to know and connect with every student.

“I think that she’s just really good at talking to us and trying to understand us on a more personal level,” Ro said. “She’s really nice about asking us about our days and stuff like that.”

Similarly, junior Francis Guzman said he values her outgoing and relatable personality.

“With her short time at Sunny, she’s already been able to make many connections with her students, and it feels as if I’ve known her for the whole year already,” Guzman said. “She also tries fitting in with our lingo, which is really funny given the fact she’s not even old.”

Gonzales attributes her current success as a Spanish teacher to the years of constant support and advice from Villalba.

“[Villalba] was the one who helped me every step of the way ever since high school and beyond,” she said. “I feel like she truly cared about what happened after I left her classroom, and that made me want to stay connected to her.”

Her former Spanish teacher said she feels confident handing the responsibility to Gonzales.

“I feel like I have passed the baton,” Villalba said. “Everything she does she does passionately, conscientiously, and she gives things her 110% and I hope she continues to do that.”

Gonzales said they continue to keep in touch every few months, sharing classroom materials and stories or even simply updating each other on life. She said Villalba’s influence shows in how she incorporates culture into her classroom.

“[Villalba] taught me that Spanish is not just about grammar or vocabulary, but it’s about understanding people, traditions and perspectives,” she said. “Because of this, I make it a priority to help my students see the beauty and diversity within the Spanish-speaking world.”

Although she was present and supportive throughout her former student’s entire educational journey, Villalba said she encourages Gonzales to teach in the way that best reflects her own strengths.

“I don’t necessarily want her to be like a mini me; I want her to be her own person and do things the way that inspire her and make her happy and proud, which might be different than the way I would do it, and that is absolutely wonderful,” Villalba said. “That’s why the beauty of high school is that students get exposed to so many different people with so many different personalities and teaching styles, which makes for a much more interesting learning experience for them.”

For the rest of this school year and beyond, the new Spanish teacher said she aspires to teach her students the language on a deeper level.

“My biggest goal is to help [my students] use Spanish more naturally in class and feel comfortable speaking it in real-life situations,” she said. “I want them to see that language is not just something they learn in school, but also a skill that connects them to others.”