Immersion Science
as a Second Language
Noel Nelson

Why Am I Here??

        As the Spanish teacher at Polaris K-12 School, an alternative open-optional program, I was delighted to be selected for the WWNFF Institute in Costa Rica this summer.  My partner, Mark Lyke, teaches biology, and together we have developed an exchange program with Liceo de Ciudad Colon near San Jose.  During our yearly visits to Costa Rica with our students, we combine tropical environmental studies with Spanish language and Costa Rican culture.  Our ultimate goal with this program is to teach both Ticos and Alaskans about the biomes of Costa Rica and Alaska, establishing bonds between the two cultures and an awareness of global environmental issues.
    I love being in the outdoors observing and learning about birds and plants.  During this trip to Costa Rica I will try to explore one of my favorite topics, medicinal plants as used in folk medicine.  When I have time, I plan to interview Ticos about folk medicine and herbal remedies used here.
    I appreciate this wonderful opportunity to learn about tropical science from the excellent teachers provided by OTS, funding for the program by NSF, and coordination and organization of the program by WWNFF.
 
 

Immersion Begins

    There are many ways to learn a new language, one of which is total immersion, when the learner dives (or is pushed) into a totally new environment and must learn the skills necessary to be successful as best he/she can.  Although I am not a total neophyte in science, I was feeling the challenge of  joining a scientific expedition, which for me would be science by immersion.  My excitement about all the new things I would learn from this trip was mixed with a small amount of apprehension about not being able to contribute anything meaningful to the scientific studies.  At La Selva, however, I realized that I do know a lot about nature and am a good observer.  The first project I worked on was a study about how bromeliads absorb their moisture.  My teammates were extremely patient, explaining unfamiliar technical terms and helping me understand the process of scientific research.  They, in turn,  appreciated my contribution of careful observation, good, detailed field notes, and editing skills.   My "beginner's mind", the ability to see things with new eyes and no expectations or judgments, turned out to be another valuable asset to the team.   I realized that a good team is comprised of people with diverse talents, and that their synergy can create something far superior to what one individual might create. This is good keep in mind when students are expected to work in teams:  encourage them to think about what contribution each of them can make to the team effort.
    In addition to being a wonderland for observing new and exotic birds, plants, and animals, La Selva also opened my eyes to the world of pure academic science.  As I learned about the research projects under way at La Selva, I was amazed that people spend their lives studying such seemingly-insignificant topics as how mites move from plant to plant in the nose of a hummingbird.  However, as the implications were explained, I saw that each species has its own niche, and if that niche disappears it can unbalance a delicate web of interdependence.  As I learned about the tiny niches occupied by some species, I began to relate the concept of a biome to humans.  When a scientific researcher relies on a narrowly-focused specialty, what happens when his niche is eliminated by lack of funding?  How easy is it for him/her to adapt to or find a new niche?
    I also applied the idea of community and niches to our newly-forming scientific team.  I wondered which niche each of us would fill in our "ecosystem".   Would we form all the relationships possible: parasitic, mutualistic, communal, prey/predator?  Which person would fill each niche?  What would each person consider him/herself in the biome?  What would others consider him/her?  Waxing philosophical, I enjoyed applying my new scientific knowledge to human communities.
    One of my favorite experiences at La Selva were the night walks.  At first, I was hesitant to go out an night, especially after the snake safety talks.  The sparkling diamonds moving across the grass as I shone my headlamp on them turned out to be BIG spiders whose eight compound eyes were reflecting the light.  I'm not that fond of spiders, but they were beautiful.  Watching the little yellow frogs fill first their bellies and then their cheeks to fill the swamp with their calls.  It came as a surprise that I'd find the tree frogs--up in the trees!!  By shining our lights upwards instead of at ground level in the swamp, we found lots of the little croakers. The sounds of the swamp at night were awesome--croaks and chirps of all intensities, shadowy things moving in the darkness, and a ten-foot tall lily of some kind.  I overcame my fear of the night creatures and went back several times.  And finally, I loved talking to the Ticos I met there, learning about all kinds of things:  medicinal plants, slang Spanish, their views on environmental issues, and their school system.
    In Palo Verde I did a project which compared nymphae-dominated areas with typha/nymphae areas.

Estudiando el medio ambiente
en la clase de espanol

          I plan to use the skills and information I learned during the Institute as content-based, inquiry lessons in Spanish.  These lessons will include discussion and debate about environmental issues, and will include Costa Rican history and culture as they affect these issues.  I will develop lessons to teach concepts and vocabulary based on the issues we studied these three weeks.  Anyone interested in collaborating on lessons to be used in Spanish classes, please contact me using my e-mail address.