Sobremesa: The Space Between the Standards for Multilingual Students
- Amanda Crecelius
- Oct 6
- 4 min read
Words to Live by Series: Part 1
By Amanda Crecelius
My first experience learning Spanish was in high school. Like many students, I spent four years memorizing vocabulary lists, practicing choral repetition, and doing endless writing drills to master basic grammar rules. I thought I was prepared. But when I stepped off the plane in Madrid, confident in my ability to navigate the Spanish-speaking world, I quickly realized how unprepared I truly was.
What I hadn’t yet learned was this: language is not just something you study—it’s something you live.
That realization sparked the inspiration for this blog series: Words to Live By. Each post explores powerful words that defy direct translation but carry deep cultural meaning—and connects it to a core idea in multilingual education.
In this first post, I’m sharing one of my favorite Spanish words: sobremesa.
There’s no true equivalent for sobremesa in English—not just linguistically, but culturally. Sobremesa is a uniquely Spanish concept. It refers to the time spent lingering at the table after a meal, engaging in meaningful conversation. No rush. No check dropped at your table mid-bite. Just time to relax, reflect, and connect deeply with others—sometimes for hours after dessert has been served.
In contrast, think about most meals in U.S. restaurants. The check often arrives with the main course, or even before you’ve finished your drink. There’s an unspoken pressure to eat and leave. But sobremesa offers something different: a moment to breathe, slow down, and build community through conversation.
And that’s where we begin—because the heart of multilingual education isn't just about meeting standards. It's about creating space, like sobremesa, for deep connection, shared inquiry, and learning that lingers. What if our classrooms embraced this “space between the standards” as a key part of learning?
From Standards to Shared Inquiry: Rethinking Rigor with Content-Based Instruction
Content-Based Instruction (CBI) is an approach to multilingual education that integrates language development with meaningful academic content. In dual language classrooms, CBI goes beyond simply teaching subjects in another language—it fosters academic language development by engaging students in real-world topics through reading, writing, speaking, and listening. Like sobremesa, CBI values shared time, trust, and depth over speed. It’s not just about covering content; it’s about co-constructing meaning through collaborative, language-rich learning experiences. This matters because research shows that relational learning and authentic dialogue significantly improve both long-term retention and student engagement.
Why Multilingual Learners Need More Sobremesa Moments
Multilingual learners thrive in classrooms that prioritize language development through conversation, connection, and the validation of lived experiences.
Yet, traditional pacing guides often leave little room for storytelling, reflection, or peer dialogue. By blending Content-Based Instruction (CBI) with the spirit of sobremesa, educators create space for meaningful, culturally responsive teaching where students build academic vocabulary and critical thinking skills through authentic, meaningful dialogue.
Make Room for Sobremesa in Your Classroom
Design CBI Lessons with Reflection and Peer Dialogue
Build in “linger time” after core tasks using reflection prompts, turn-and-talks, or journaling.
Use sentence frames and multilingual scaffolds to support academic discourse.
Use Community-Building Protocols like Socratic Seminars and Fishbowls
Prioritize student voice, listening, and extended talk time in both languages.
Provide supports such as vocabulary lists or bilingual guiding questions.
Incorporate Family Stories and Cultural Artifacts into Lessons
Invite students to bring in home knowledge and cultural experiences.
Encourage student-centered learning that honors cultural identity.
Protect Time for Collaborative Exploration, Not Just Completion
Shift from a product-driven mindset to a process-rich environment.
Encourage students to investigate, create, and revise ideas together.
Use flexible group norms that support storytelling and language negotiation.
Final Thoughts: Reclaiming Time as a Tool for Connection
Sobremesa isn’t wasted time—it’s transformational.
When educators make space for meaningful dialogue and shared inquiry, they create relationship-centered classrooms where multilingual learners thrive. In a system focused on speed and coverage, choosing to linger is more than a strategy—it’s an act of care.
Take a couple of minutes to consider, where do you currently build in time for dialogue and reflection? How might you better balance content coverage with content conversation? What cultural practices from your students’ homes might deepen content learning?
Try This Tomorrow:
End one lesson 5 minutes early and ask students a sobremesa-style question:
“What’s something from today you want to keep thinking about?”
Find out how we can support your district.
Contact INcompassing Education
📚 Recommended Reading:
Content-Based Instruction: What Every ESL Teacher Needs to Know (Brief Instructional Guides) by Ann Maguerite Snow and Donna M. Brinton
This book introduces readers to the concept of Content-Based Instruction (CBI) through a brief history and countless examples of the many ways this approach can be applied across settings and programs.
🛠 Helpful Tools:
The colorful lined strips can be used to create sentence frames to post in the classroom or to be placed on work tables for students to have access to the language supports needed for meaningful conversations.
