Learning a second language is a frequent topic of conversation among people who have moved to Patagonia. I have listened to many who express an interest in learning Spanish admit that challenges stop them from pursuing this, such as difficulties with pronunciation, verb conjugations, and memorization. But perhaps the most important motivation for learning a language is lacking. A preschool teacher reminded me that adults, like children, learn best when they are having fun.
Working on my laptop in the Gathering Grounds, aware of the music in the background that helped keep me going, I was reminded of the years I taught English to Spanish-speaking adults in an American language center in Bogota, Colombia. The students were learning a new language—and both students and teachers were enjoying the experience.
Teachers entered the lounge of the language center greeted by stimulating music and were offered coffee or tea. The center’s director was a vibrant, competent woman who liked to play music from the sixties and seventies, especially songs by Aretha Franklin, which reverberated through the halls and into the classrooms. After a cup of coffee with the other teachers, I went to my class of about 20 people. Often there were groups, such as student pilots from commercial airlines, who had been sent to the center to learn English as quickly as possible. The teacher would say a word while pointing at an image on a chart–and at each student who repeated that word. Then we said the word in phrases and sentences.
Like the other teachers, I didn’t just stand in front of the class and point. The beat of the music kept me moving around the room. Everyone was energized by a growing enthusiasm as each person repeated the words without hesitation. We were saying the words and sentences to the cadence of the background music and all of us became caught up in the experience. Self-consciousness and fear of speaking in front of others were forgotten. The students’ eyes were bright with interest, and their quick responses allowed no time to judge themselves or others. Laughter was frequent and spontaneous.
This method worked well with the continual exchange between students and teacher, and students with each other. Many students continued on to higher level classes. It was obvious that the teachers were fully engaged also. Gesturing, interacting and moving around the room to the music felt like a kind of pantomime dance—a dance that lasted for an hour. Often we forgot the time.
I never saw teachers or students leave tired or bored, though after teaching two or three of these intense classes, it was time to go home. But we were glad to come back the next day because, even though it was our work, it was also our play. There probably are a number of methods that can make learning a language enjoyable. For me, using music is a great way to make learning fun.