- (612) 353-1809
- info@cx.edu.gt
- Mon - Sun: 8:00 AM- 5:30 PM
Casa Xelajú is a Spanish school in Quetzaltenango, Guatemala, founded in 1987 by Julio E. Batres.
Its history is one of trial and error, a vision for a better future for Guatemala, and a commitment to understanding the country’s political, social, and cultural reality.
The seeds of the school were planted during some of the most difficult years of Guatemala’s civil war, when tourists were still a rarity in the country.
The story of Casa Xelajú began with Julio E. Batres, who grew up in Aldea Francisco Vela, a small farming community outside San Felipe.
Julio moved to Quetzaltenango to complete high school after being considered a troublemaker at his previous school for participating in a teachers’ strike.
He studied Law at Universidad de San Carlos and became increasingly involved in Guatemala’s political and social situation through the Law Student Association, working with unions and participating in demonstrations against the military and the war.
Julio moved to the United States after losing his job and becoming concerned for his safety. He had lost friends, classmates, and professors during Guatemala’s conflict.
While studying at the University of Milwaukee and working with the Milwaukee school system, Julio developed the idea of opening a Spanish school in Guatemala.
In 1986, Guatemala’s political transition gave him hope that the country was ready to welcome international students. In 1987, he returned with approximately $1,000 and began organizing Casa de Español Xelajú.
The school officially accepted its first students in December 1987.
Casa Xelajú began with Julio and his sister Rosa Alicia, who helped recruit and train teachers.
Their original dream was:
But the purpose was always bigger than teaching Spanish. Julio wanted students to truly understand and experience Guatemala.
With almost no money for publicity, Julio bought two boom-boxes in the United States and carried them to Guatemala.
A stop in Mexico City turned into a 30-minute detention by police, who confiscated one of the stereos.
After arriving in Quetzaltenango, Julio sold the remaining boom-box to help pay for publicity and rent.
The school initially worked with the Guatemalan solidarity movement in the United States. Many early students were involved with organizations such as NISGUA, CISPES, and the Nicaragua solidarity movement and needed Spanish to communicate and work in Guatemala.
From the beginning, Spanish classes included cultural and social activities, lectures, and trips to unions and popular organizations around Quetzaltenango.
Casa Xelajú’s students have always been encouraged to experience Guatemala beyond the classroom.
Daily cultural and social activities, lectures, trips, and opportunities to connect with local organizations.
Students volunteered with unions and human rights organizations and helped local communities with practical projects.
In 1989, six students helped the community of Canton Francisco Vela with road construction, working alongside the local community committee.
Students also helped local organizations introduce computers and demonstrated how the technology could improve their work at a time when computers were still uncommon.
Casa Xelajú later developed a relationship with La Pedrera after teacher Magdalena Salazar introduced the school to the community through her university work.
What began as an informal relationship eventually became an ongoing community connection.
Casa Xelajú’s commitment to education has continued through support for rural schools, including nearly 100 donated laptops.
Casa Xelajú was created around personalized, one-on-one Spanish instruction.
Individual classrooms help students learn with fewer interruptions while receiving focused attention from their teachers.
One-on-one Spanish instruction designed around each student’s learning experience.
Daily cultural activities, host family experiences, and opportunities to use Spanish in real-life situations.
Volunteer opportunities and community projects that allow students to experience Guatemala beyond the classroom.
Students have access to a patio, mirador, free internet, and wireless connection while studying in a welcoming environment.
Casa Xelajú also remains committed to providing its teachers and families with job security, benefits, and good salaries.
Casa Xelajú grew during a period when tourism in Guatemala was still limited and few Spanish schools existed in Quetzaltenango.
The school initially served around 15 students per week during the summer. As interest in studying Spanish grew, enrollment reached approximately 40 students per week, eventually requiring additional buildings during busy periods.
In 1995, Julio began looking for land to establish a permanent home for Casa Xelajú.
With limited financial resources, he bought inexpensive cars in the United States, drove them from Milwaukee to Guatemala during his summer breaks, and sold them to help raise money for the land.
Casa Xelajú also embraced technology early.
In 1989, teacher Juan Carlos Aguilar helped develop the school’s original website using America Online, helping the school reach more students and increase its visibility.
Casa Xelajú continues to develop its Spanish programs, including preparation for Spanish proficiency tests such as Praxis, the Texas Oral Proficiency Test, OPI, and the Foreign Service Institute Test.
The school also offers or is developing programs such as:
Casa Xelajú hopes to reach more students internationally, including in Europe, while creating greater stability and continuous opportunities for its teachers throughout the year.
Julio’s vision has always been to provide students with the best linguistic experience possible while helping them understand Guatemala’s culture, history, and people.
But the vision extends beyond Casa Xelajú.
Julio also hopes to support a school in the community where he was born, bringing greater access to education and the internet. He believes education can help people create better opportunities and move beyond poverty.
Casa Xelajú continues to carry that original vision forward — connecting language learning with culture, community, and meaningful human experiences.
