STAFF MOBILITY FOR TRAINING

Dublin, Ireland

Communication&Culture

Babel Academy of English

2025/2026

During a week, teachers Maite (from drama&french) and Hugo (from music) went to Dublin’s Babel Academy of English. The primary goal was to significantly enhance English language proficiency, focusing specifically on the B2/C1. The objectives were to improve our communication skills—listening, speaking, reading, and writing— to become more effective and confident in an international academic setting. We stayed in a fantastic, welcoming student’s residence with spacious and varied spaces: a games room, a study area, a gym. The room was very comfortable and quiet. We immediately felt at home.

FIRST DAY

On our first day in Dublin, we went to Babel Academy and did a level test. We started in a very enthusiastic way because of the warm welcome. We were involved in a C1 group of communication and culture. We didn’t really know the classes were to be only about language, and we were delighted because we found a very peculiar and interesting teacher. Anthony was a sort of storyteller, someone who can connect two ideas that seem to have no relation at all. For example, we talked about Dracula, Bram Stoker’s masterpiece, and his inspiration in the Dublin context. After doing a magistral class, he showed us some pictures and told us some secrets and analogies. Then we did some oral practice in small groups and finally some exercises to consolidate the learned vocabulary. We don’t know whether it was because of Anthony or because of the variety of people in the class, but a great vibe was created that encouraged us to speak and, best of all, to want to learn more. We left delighted and grateful. Anthony represents the kind of teacher who inspires us and motivates us to improve.

In the afternoon, after having lunch, we had a conversation class in another building near the “big” one. Our teacher Darragh, a very young and enthusiastic teacher, played with us the different oral situations, as being a fortune-teller. In general, we learned specific vocabulary (both from Ireland and England) as well as we made conversation exercises to improve our fluency and confidence.

At night, we went back to the residence with a heart full of joy.

SECOND DAY

On our second day, we continued our “Communication and culture” course. There, we dived deeper into Irish and British culture, learning about the origins of their traditions and myths, as well as their history. Connecting historical events that apparently had no relation with each other, but that really explained the evolution of their habits through time. The social struggles from the Victorian era with the evolution of sports in Britain, the potato famine with Trumpism, the nationalism with botanics... Our classmates were very diverse, both by their age and by their nationalities. There were people from Brazil, Mongolia, Mexico, Italy, Spain, Thailand, Taiwan, forming a very rich multicultural context, ideal for the topic of our course.

Afterwards, we participated in one of the visits organized by Babel Academy. We did a guided visit to Dublin’s main tourist points. It was very interesting (and beautiful) to see the city and to connect it with the things we had seen in the morning classes. The experience was also a perfect introduction to typical Irish weather: it rained nonstop from the very beginning until the moment our tour ended, and the wind was so strong that our umbrellas broke in just five minutes. Still, the atmosphere made the tour feel even more authentic. We visited Dublin’s spine, Saint Stephen's Green, Oscar Wilde’s house, Dublin Castle, Temple Bar, the Ha’Penny Bridge and Grafton Street.

THIRD DAY

That day we started the class with an activity from the book. We matched characteristics to different animals and then shared our ideas in small groups. Afterwards, Anthony made us reflect on the fact that what we assign to one animal or another is actually a subjective, human interpretation. He showed us an advertisement with Johnny Depp and some wolves, and we laughed imagining what it would be like if they were little rabbits or if the actor were Bradley Cooper. This led to a long discussion, and the most wonderful part was that for each animal he told us an almost ancestral story.

In short, with Anthony we didn’t just learn English; we also thought of the fact that maybe to pet an animal may come from the genetic heritage we share with monkeys.

In the afternoon, in Darag’s class, we had to present a kind of invention to convince other “sharks” to fund it. It was very fun and enriching. Then he taught us more Irish English through an interview with a music group, and we had to create a dialogue using those words (What’s the craic?). Maybe it’s hard to believe, but this gave us the confidence and security to start using some of those expressions in typical Irish pubs like The Cobblestone, which our young teacher strongly recommended to us.

At night, after having dinner and resting a bit in the residence, we decided to go to the Irish pub. Although it wasn’t too late for us, here it already felt like midnight. We loved seeing the city empty, lit up, and cold from the taxi that took us to The Cobblestone. There are always musicians of all ages playing different instruments there, such as bagpipes, flutes, or violins. The atmosphere was very welcoming, noisy, cheerful, and lively. We felt at home. We talked to some Irish people, who are warm and friendly. The bar, made of wood and tastefully decorated, with lots of photos of musicians, has wonderful little details.

FOURTH DAY

On our fourth day at the school, we started to make, in groups, a synthesis of the things we had been working on. After, we shared them with the rest of the class. Then, we did some listening exercises about different examples of British identity. This led to an interesting debate about the origin of the national myths from different cultures and their relation with social reality. What defines our culture? How many elements from other cultures are part of our cultures in our modern societies? We talked about the construction of these myths by the elites as a powerful political and cohesive tool. All of these topics made us think very deeply. This class was proof that motivation (via a stimulating topic) is the key element for learning.

In the afternoon, we did another of the cultural visits programmed by Babel Academy. This time, we discovered one of the most valuable treasures of Ireland: The book of Kells, an incredibly illustrated medieval manuscript of the four Gospels, created around the 9th century by Celtic monks.

Its pages are filled with intricate Celtic patterns, vivid colors, and symbolic artwork.

More than a book, it’s a masterpiece of Insular art that blends text and imagery into a spiritual tapestry. The book is kept in Trinity College. Founded in 1592, is Ireland’s oldest and most prestigious university. Its historic campus blends grand architecture with vibrant student life. Today, it stands as a center of learning, research, and global academic excellence. It’s a major cultural landmark. Trinity College Library is Ireland’s largest and most famous library, founded in the 16th century. Its iconic Long Room, lined with ancient books (suspiciously similar to Harry Potter’s Hogwarts’s college), is one of the world’s most stunning reading halls. The library preserves priceless manuscripts, including the Book of Kells.

It remains a symbol of scholarship, history, and Ireland’s literary heritage. The Long Room is lined with marble busts of great philosophers, writers, and scholars.

These sculptures honor figures like Aristotle, Shakespeare, Swift, and Newton, reflecting the library’s dedication to knowledge. The Long Room recently added its first-ever female busts, honoring Rosalind Franklin, Ada Lovelace, Augusta Gregory, and Mary Wollstonecraft.

FIFTH DAY

Friday was our last day at Babel Academy of English, and we could already feel how much we were going to miss it. It has truly been an amazing experience from start to finish.

We learned so much from our teachers, who always guided us with patience and enthusiasm. Their classes made every morning enjoyable and full of energy. Sharing this journey with our classmates made everything even better. Each day we laughed, learned, and helped one another grow. Being surrounded by people from so many countries was inspiring. This multicultural environment taught us more than just English. It showed us new perspectives and allowed us to make friends from all over the world.

After class, our day continued with another activity organized by Babel Academy. In the afternoon, we visited the Irish Museum of Modern Art. The building itself was impressive, blending history with creativity. Inside, the rooms were filled with surprising and thought-provoking artworks. Some pieces were abstract and strange, others colorful and full of emotion. We spent a long time exploring the exhibitions and sharing our opinions. It was a relaxing and interesting way to end the afternoon. We were especially surprised to see the work My Bed by Irish artist Tracey Emin, which we had just discussed in our morning class—it was funny to see it in person and connect it with what we had learned earlier.

But the day didn’t finish there. At night, we headed to the Smock Alley Theatre for a special performance. We watched a pre-premiere of Uncle Vanya by Anton Chekhov, a classic full of drama and emotion. The actors gave an intense and powerful performance. The atmosphere of the old theater made the experience even more magical. We were completely absorbed in the story from beginning to end. We could see the actors at 1m of distance! It was a beautiful way to finish such a full and unforgettable day. Friday left us tired but happy, grateful for every moment we lived. Our time in Dublin keeps giving us memories we will never forget.

In summary, this week in Dublin has been an extraordinary professional and personal experience. We feel incredibly grateful for everything we have learned, not only in terms of language, but also in culture, pedagogy, and human connection. Every class, every conversation, every visit, and every moment shared with people from all over the world has enriched us in ways we could not have imagined. We return home with a stronger command of English, but also with new ideas, renewed motivation, and a deeper understanding of how language and culture interact.

Most importantly, this experience has already sparked a lot of ideas for our future teaching. We are excited to bring this inspiration back to our drama and music students, especially through new CLIL activities that will allow them to learn English in creative, meaningful, and artistic ways. We are eager to design projects that combine performance, storytelling, music, and language—just like we experienced here.

In the end, this journey has reminded us why we love teaching and why international experiences are so transformative. We leave Dublin grateful, inspired, and ready to share everything we have learned with our school community.

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