Language has always been a part of my life, but it wasn’t until later in life that I started to think about how it shaped who I am and how it could influence my future. I’ve mostly identified as a monolingual English speaker, but as I’ve reflected on my experiences with language and where I live, I’ve come to see how important it is to connect with people through language. This is my journey with language—where it started, where it’s taken me, and where I hope it will go.
At home, we only spoke English. It was the language I used with my mom, sister, and extended family. My grandparents spoke some Spanish, but not to us—it was only ever used in public when they needed to communicate with someone. So, growing up, my linguistic world was very much centered around English.
My first relatively structured experience with language learning occurred in fourth grade through the GATE program, where we were introduced to Spanish. The lessons were tied to a planned field trip to a Mexican restaurant, where we would practice ordering food in Spanish. I thought it was a fun idea at the time, but it wasn’t something I stuck with or pursued further, especially since the field trip never ended up happening.
In high school, I took German as part of a language requirement. I enjoyed parts of it, especially when we got to interact with visiting foreign exchange students, but I never felt strongly connected to it. Learning German was fun in the moment, but it wasn’t practical for my everyday life—especially living in California.
At the time, language learning still felt more like an academic task than something meaningful to me. Knowing what I know now about the critical period hypothesis, I wish I had taken more of an interest in learning languages when I was younger. The hypothesis emphasizes how learning a language earlier in life makes it easier to develop fluency, and I feel like I missed an opportunity—especially when it comes to Spanish.
As I got older and more involved in academics—especially in studying history—I realized that knowing other languages has important uses in those areas as well. Many historical documents, particularly in world history, are not written in English. At various points in my studies, knowing languages such as Greek, Latin, or Coptic would have been incredibly beneficial to understanding primary sources. My limited exposure to other languages made me appreciate how much knowledge and perspective can be gained when you are not constrained by language barriers.
These experiences have influenced how I think about language learning today, especially as a parent. For my own children, learning a second language is something I strongly value. My oldest daughter is taking Spanish in high school, and both of my daughters also practice languages on the Duolingo app. I want them to have the opportunities I didn’t take advantage of, and I hope they’ll see the value in learning a language earlier in life.
I’ve always identified as a monolingual English speaker. While I don’t speak Spanish, I still feel a connection to it through my Hispanic heritage. That connection isn’t linguistic—it’s cultural. It’s tied to my family and the larger community I grew up in. Even though I didn’t grow up speaking Spanish or other languages, that cultural connection has shaped how I think about language today. It’s also made me more determined to ensure my children learn a second language and have access to opportunities that connect them to their heritage and the broader world.
One of my main goals now is to learn Spanish. I’ve started using Duolingo to help me build my skills, but my reasons for learning go beyond just picking up another language. The biggest reason I want to learn Spanish is so I can better connect with my future students.
This is an example of instrumental motivation, where the practical benefits of language learning—like being able to connect with students—drive my efforts. I’ve learned how important it is for students to have teachers they can relate to—teachers who reflect their identity or understand their background. Living in a community with a large Hispanic population, I think being able to speak Spanish could help me relate to my students, especially Hispanic male students. I hope learning Spanish will allow me to build stronger relationships with them and show them that their language and culture are valued in the classroom.
Language hasn’t always been something I’ve paid much attention to, but as I’ve grown older, I’ve realized how much it matters—not just for personal growth, but for connecting with others. I didn’t take full advantage of opportunities to learn a language when I was younger, but I’m working to change that now. My goal isn’t just to learn Spanish for myself, but to use it to make a difference for my future students and to create a classroom environment where everyone feels seen and supported.