Tag: language-learning

Spice Girls, Power Rangers & Language Enthusiasts

In the follow up to Dear Language Lovers, I chat with a fellow language enthusiast from Chile. She shared some childhood memories about learning English, the various languages she has studied over the years and the techniques she uses in the class as a language instructor.

W:

Hola! Primero, gracias por hablar conmigo !

Yo quiero hablar de tu amor por los idiomas y tu viaje como docente.

Entonces, ¿como estas y como va tu dia? 

V:

Hola! Soy Victoria. Soy profesora de español e ingles.

Muchas gracias por confiar en mi para entrevistar en tu blog.

V shared that her interest in languages started when she was 5 years old learning English in school and spending her spare time immersed in the English-speaking culture. She spent time pretending to be Power Rangers and carefully translated the lyrics to famous Pop groups like Spice Girls. She was truly engulfed in a language learning experience. 

Creo que comenzó desde cuando era muy pequeña y escuchaba música en inglés. Antes, cuando la música venía en cassettes, antes del CD, dentro venía una portada con un papel doblado en dónde venían las letras de las canciones. Recuerdo haberme visto traduciendo con un pequeño diccionario de mi escuela las canciones de las Spice Girls. Disfrutaba mucho haciéndolo.. Nosotros en Chile aprendíamos inglés desde Kinder, cuando teníamos 5 años, cuando veíamos a los Power Rangers y jugábamos a ser ellos. La cultura angloparlante estaba muy presente (Veliz, March 2025).

In her later years she continued to study various other languages such as German, Chinese and Portuguese. Her experience as a learner has helped her structure her English and Spanish classes as well as the multitude of webinars, conferences and seminars she attends. She strives to shape her tutorials around experiences and interests that motivate her students and immerse them in authentic conversations. V noted that one thing that she found fascinating is the subtle transition that learners make between the stage of mentally translating in the target language to L1 back to the target language vs. fluid speech in the target language.

Victoria is always open to new students so feel free to reach out!

Want more information?

Dear Language Lovers

So, I have always had an innate curiosity about how languages work, the structure of languages and the historical and cultural elements that are associated with languages. However, in my adult years I had a greater understanding of the intense link between language, identity and tradition. I became familiar with my own learning preferences and understood the various types of teaching methods. I experienced the foreign language learning process as a novice adult learner and thus was able to have a better grasp of the student experience. Now I want to explore the thoughts and ideas of other Language Enthusiasts and hear their views on their language learning/teaching journey. Before I dive into our exchange, let’s take a look at my views as a Language and Education Enthusiast!

Discovering a language is like discovering another dimension of oneself and it is often layered, nuanced and complicated. Through communication, relationships and boundaries are formed, communities and borders are erected, families and enemies are developed. Culture is exchanged, transposed and fused. Languages are laid to rest and become part of elaborate territorial claims. A question that looms in the back of my mind is the identity of bilingual and multilingual individuals and if it changes as they acclimate with their dominant environment. Do they encompass a slightly different identity with each language or are the languages a component of intersectionality?

Jumping over to the practical application of the language and the learning environment let’s take a look at the classroom dynamics. Previously I have written about how the classroom environment impacts a learner’s ability to retain and process a language. I believe it is important for instructors to have a clear understanding of their students’ interests, motivation and personal learning styles in order to maximize their ability to not only learn the language but digest it and encompass it. Some students might respond better to soothing ambient music and multiple independent activities while others may prefer quick paced games and highly intense lessons. This can typically be discovered during an informal assessment during the first couple of days of class. In addition, having a familiar warm-up and closing activity is also important for the class. Music can be used in the class at the start or the end of the class as a routine activity which is led by the students. While teaching I often played a song throughout the week so the students could notice the rhythm and stress. In addition, students could hear intonation and pronunciation and eventually (with upper intermediate or advanced learners) we could have a larger discussion about the meaning of the song or the feeling that it evokes in the students. These are just some examples of techniques that I used in the classroom to provide a more relaxed learning atmosphere and increase oral participation from even the most timid student. 

Now I want to explore the thoughts and ideas of other Language Enthusiasts and hear their views on their language learning/teaching journey.

As a language learner and instructor how has your experience as a student shaped the way you conduct your classroom?

Has your experience as a student impacted how you view the classroom environment and student -facilitator interactions?

What role does a student’s personality, learning motivation and learning style play on a student’s ability to process and retain information?

What are the varying layers of language and is it important to explore all of them when studying a language?

So fellow Language Enthusiast, what are your thoughts and ideas??

Want more information?