Lauren Shaffer, OWLA Executive Recorder & Editor of The Cardinal
Spanish Teacher, Dalton High School

When students ask why they should learn another language, what do you say? 

For many years, my response focused on the potential for professional advancement: “It will look good for college admissions and scholarship applications,” “It will boost your resume,” and “You might need it for a future job.” Some of these reasons had little to do with actually using the language, and instead reduced multilingualism to a line on a piece of paper, while others framed language only as a tool for economic gain. Furthermore, I was presenting language as something that might benefit students in the future rather than something that can enrich their lives now.

One day, I realized I was missing the mark and selling my program—and my passion—short. When I reflect on my own experience of knowing more than one language, the most fulfilling part has never been boasting credentials or climbing the professional ladder. For me, knowing another language has allowed me to live life more fully. It has opened a door to a world I would not know otherwise—a world where I get to enjoy more of everything in life: more books, more movies, more music, more people, and more places.

And this is just the surface. By interacting in this world, it changes who we are. We listen to people’s stories in their own words. We learn who they are and about their experiences. We encounter different ways of living, thinking, and seeing the world. We work hard to understand and we work hard to be understood, not only linguistically but also across varying perspectives. Learning another language teaches humility and empathy, and it encourages us to reflect on who we are and how our own experiences have shaped our values.

Eventually, knowing another language becomes part of who we are—and, I would argue, makes us better people. How lucky are we to be part of this journey for our students?

But if we want students to understand the real value of learning a language, we need to make sure this is the vision of language that we communicate to them. Do students have to be “fluent” in a language to reap its benefits? Or do those benefits begin the moment they enjoy a song, order a meal, read a sign, or connect with someone new? How can we help students be users of the language rather than just learners of the language? We shouldn’t make them wait to experience its value. We should strive to make language meaningful in students’ lives today.

And while we hope that our students will continue to develop and use their language skills after they leave our classrooms, many may not. But this does not mean that their time was for nothing. While the vocabulary and grammar may fade, the experiences that they had engaging with the language and culture—and how those experiences shaped who they are—will last a lifetime.

So the next time you are asked why it’s important to learn another language, what will you say?