This milestone event, the first IMLD celebration at this scale on campus, was led by and and brought together more than a dozen units across campus and beyond, reflecting an extraordinary level of collaboration and shared commitment to multilingualism.

Participating departments, centers, and offices included: CLaSE (Center for Latino Heritage and Spanish Language Excellence), Anthropology, Linguistics, Spanish & Latino Studies, World Languages & Cultures, NJCIJ (New Jersey Center for Indigenous Justice), Writing Studies, the Office of Global Engagement, the Office of Inclusive Excellence, the Office for Hispanic Initiatives, and Sprague Library.

The event also featured strong participation from international students and student organizations, including MASA, PASO, LASO, ESA, and NAIS, whose engagement contributed to the dynamic and inclusive atmosphere of the day.

With over 300 attendees, including students, staff, faculty, and members of Indigenous groups from Latin America and Native American communities, this event became a vibrant testament to the linguistic and cultural richness that defines our campus and surrounding areas.

The First Floor Reading Room of Sprague Library was transformed into an immersive, global experience where participants “traveled” across languages. Each attendee received a “language passport”, guiding them through a journey across more than twenty interactive tables, each representing a different language and cultural context or perspective. As they moved from table to table, they collected stamps or stickers while engaging in activities that celebrated language as a living, dynamic force.

Students explored language through creativity, play, and reflection. They became “Vocabulary Detectives,” shared regional expressions at the “Teach Us Your Dialect” table, and connected through challenges like “Language Mapping” and “Translation Challenges”. At other tables, they mapped their linguistic identities, contributed to a “Word Wall”, and responded to prompts such as “Tell Us in Your Language” and “Where in the World Is Your Language?”

Hands-on cultural experiences added depth and beauty to the event. Participants practiced Chinese calligraphy, learned to write their names in Korean, and explored basic expressions in French and Mazahua. They also engaged with global Indigenous cultures through interactive Kichwa language guessing activities and the Navajo String Game.

Other stations invited deeper reflection on language as identity and future. Through activities including “Language Futures Survey”, “Words of Wisdom”, and the “Latin American Slang Wall -¿Cómo se dice?”,  we celebrated the emotional and cultural connections embedded in language.

A highlight of the event was the series of four lightning panels, which brought powerful voices and perspectives into the room. These included presentations by Dr. Jesse Ha (Teaching & Learning), Librarian Catherine Oliver, Verónica Muenala, Próspero Martinez and Elías Hilario Guzmán (members of the Concejo de Pueblos Originarios), Precious Benally (Director of NJCIJ), and three outstanding students, Alondra Molina, Sofia Andersen Garreffa and Kaung Hla Zan. Presenters provided deeply moving personal reflections and scholarly insights, reminding us of the individual, cultural, and political significance of language in people’s lives.

The event also created meaningful bridges across time and tradition. Participants read graffiti from the ancient world and engaged with Indigenous languages and knowledge systems, reminding us that language is not only communication, but memory, resistance, and continuity.

Throughout the room, there was laughter, curiosity, and a powerful sense of belonging. Languages were spoken and celebrated, not as barriers, but as bridges. The presence of President Koppell, who joined the celebration and expressed appreciation for the energy and vibrant participation of attendees further underscored the importance of this collective moment.

This celebration was more than an event. It was a living expression of what it means to be part of a multilingual, multicultural campus space where every language is recognized as a source of strength.

See you next year!

Dr. Maisa Taha and Dr. Antonella Calarota-Ninman

Organized by CLaSE, in collaboration with the College of the Arts and the PCCHC (Passaic County Cultural and Heritage Council) the festival brought together, for the very first time, eight extraordinary Andean dance groups, two ensembles of traditional Andean music featuring authentic instruments, and over 350 attendees — including students, faculty, staff, and members of local communities. Adding to the vibrancy, more than four talented artisans showcased stunning arts and crafts from four different Andean countries, while student organizations filled the campus with engaging displays and activities.

The entire campus came alive with colorful flags, live music, and joy. Three friendly alpacas basked in the sunshine as children joyfully petted them and participated in a scavenger hunt that blended play with learning about the rich heritage of the Andes. The walkways were beautifully chalked with flags of six South American countries and fascinating facts about Andean traditions. Our dynamic MCs, Cristian Vergara and Jessica Montesdeoca, guided audiences through each performance, sharing the meaning behind the dances and the symbols represented on stage.

The stage opened with an inspiring performance by our special guest and artistic director, Pepe Santana, winner of the 2025 NJ Heritage Award, and his ensemble Inkhay, who transported the audience with traditional music from Ecuador and Bolivia. Later, they led an interactive workshop on Andean instruments that captivated participants of all ages.

One of the most touching moments of the day was the creation of a chakana (Andean cross) by our friends from the Kichwa Otavalo community, a moving ceremony that marked the spiritual heart of the event and symbolized unity, balance, and connection.

Attendees expressed deep emotion and pride, sharing how meaningful it was to see their cultures honored and celebrated on campus. Many artists and performers have already asked to return for the next edition, inspired by the warmth, appreciation, and enthusiasm that made this first festival such a triumph.

The Festival de los Andes was not just an event, it was a celebration of heritage, identity, and community spirit that will continue to echo for years to come.

This extraordinary experience deepened the group’s understanding of the profound connections between Bolivia’s indigenous communities, their traditions, and the natural world. The participation in this trip underscores the importance of cultural exchange and interdisciplinary learning in understanding the vibrant heritage of the Andes and the communities of the Pueblos Originarios.

The event was graced by inspiring words from University President Jonathan Koppell and Provost Junius Gonzales, who emphasized the importance of unity, reciprocity, and shared learning.

The gathering featured the collective creation of the Chakana, a revered Andean symbol, through the Indigenous practice of “Minka” symbolizing community, collaboration, and hope for the future.

Attendees contributed seeds and grains to the Chakana, embodying a shared commitment to reciprocity and unity. This vibrant event offered opportunities to hear and speak Spanish, Kichwa, and English and to connect attendees with the wisdom and values of the Pueblos Originarios.

With its launch, CLaSE has introduced initiatives such as Spanish Conversation Meet-ups “Hablamos Español”, the Spanish Writing Center, the Latino Oral History Program, and the Latin American Indigenous Collaborative.

We extend our heartfelt gratitude to everyone who participated, including President Koppell, the Provost Gonzales, CHSS Dean Peter Kingstone, and the members of the Pueblos Originarios, whose contributions made this event truly unforgettable.

Thank you for joining us on this journey and fostering a spirit of unity and respect!

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Hearing from Indigenous groups has “double meaning for students because maybe they’re not directly connected to the community but it’s like their neighbors in their country of origin or their parents or their grandparents,” says Calarota-Ninman, “that’s why I wanted to do it with this class specifically.”

She says the class goes beyond grammar and speech. “It’s building a bridge between who they are here in the United States and their heritage,” she says. “Many of them are born here and may lose contact with their past. So, in the class what I do is try to empower them, helping them understand that their bilingualism and their biculturalism is a gift and it’s precious.”

Rising sophomore Psychology major Andrea Cerna says she enrolled in the class to improve her communication skills. “I wanted to learn how to communicate better in Spanish with my family members,” she says.

Cerna, who is of Peruvian descent, says she learned from Indigenous speakers from Ecuador that the Indigenous languages of the two countries – quechua and Quichua or Kichwa – are quite similar.

She also says she was sad to hear from the group that because they are among the first to live in the U.S., their “whole tradition is not expressed here in the United States and even within the Hispanic community.”

“I found it very impactful,” she says.

Visitors from different Indigenous groups address Antonella Calarota-Ninman’s class.

Danny Tarifa-Ramirez, a rising junior Film and Television major of Venezuelan descent, says he, too, appreciated the discussion about keeping traditions and culture alive even as Indigenous groups also adapt to societal and technological changes. “They talked about how they have astrological apps for understanding harvests; I think that’s a good way they use technology for the benefit of their communities.”

As a Spanish speaker, Tarifa-Ramirez says he was able to focus on learning linguistics and different Latin American cultures and cultural contexts. “The cultural references and how they vary from country to country, that was definitely important to me.”

As part of the class final, the students produced oral history projects. Cerna interviewed a Peruvian nurse about her career in various countries before her arrival in the U.S. Tarifa-Ramirez interviewed a Guatemalan and Venezuelan musician about “how his culture influenced his artistry and how his music is influenced by his culture.”

The projects are likely to become a part of (Historia Oral de los Latinos y Archivo digital), which was launched last year by an interdisciplinary group with faculty from the Spanish and Latino Studies, Sociology, and Teaching and Learning departments. HOLA is “essential to preserve Indigenous cultures, languages and traditions, as well as stories of the Latino communities on campus and in New Jersey,” Calarota-Ninman says.

This collaborative effort began in 2023, when Calarota-Ninman invited a group of 12 Indigenous leaders from the various groups, including Kichwa, Tlapanec, Mije and Mam, to be interviewed by her Spanish 135 students and be part of the oral history project. Calarota-Ninman says the day was very meaningful for her and the students, who learned about the group’s stories, cultures, traditions and struggles.

“I decided to continue the collaboration with these leaders who have a lot to share and to teach,” Calarota-Ninman says. “Informing our community about this collaboration with leaders of different Hispanic Indigenous communities is very important. It will not only awaken interest in those students who are descendants of these groups but also will enrich our community with their knowledge and wonderful culture.”

Spanish Language Coordinator Antonella Calarota-Ninman, second from left, poses with Indigenous members who shared their experiences and language with her students.

Story by University Communications Staff Writer Sylvia A. Martinez. Photos courtesy of Antonella Calarota-Ninman.