One of the quotes I live by is Robert Byrne’s, “The purpose of life is a life of purpose.” What a joy it has been to teach English abroad in Spain thus far, influencing and developing the minds of 7 to 14-year-olds within the heart of the Basque Country. Before I dive into the specifics of the classroom dynamics and the work experience I’ve garnered so far, I think it’s important to rewind and continue from where we left off.
Landing & Adapting
Arriving in Barcelona felt like a dream. Everything about the city felt warm, charming, and magical. The first agenda was to take the day to explore the city and then attend the Meddeas group Induction Meeting the next day. Meeting the figures behind the virtual support was delightful as the Meddeas team took the time to congratulate us on this feat. The team briefed us on cultural expectations, classroom management, and lifestyle differences that may come as an initial shock to some. After engaging with other program participants, listening to testimonies, and having an insightful Q&A session, we said our goodbyes and were released to the different spheres of Spain to head off to our placements. This only meant one thing: THE RAT RACE TO SECURING HOUSING WAS ON.
Finding Common Ground
Upon arriving in the North of Spain, there was a sense of urgency regarding apartment viewings solo. This meant securing long-term rental within 4-5 days before starting work. I’ll be honest — the faith and determination required for this step of the adaptation process are paramount. Fortunately, after viewing four apartments over two days, I decided on the last one, which felt like home, moving in just two days before my placement start date.
The welcome into my school was nothing short of pleasant. I was overjoyed to meet a fellow Meddeas participant who happened to be placed in the same school as me. This has been a silver lining — having someone who understands the same challenges, such as feeling excluded from certain events and spaces due to the existing language barrier. The reality of being in a trilingual school means being open to learning different phrases and behavioral remarks specific to each language. More than anything, the workspace has been both positive and productive, yet at times, it’s easy to feel left out when your personality seems limited by the number of words or phrases you know in a foreign language.
Children – The Core of the Church
I was formally acquainted with the staff and introduced myself to the students through a visual presentation. As I illustrated who I am and where I come from, the real work began. Crunch time meant being thrust into the world of an educator. This included lesson planning in the classroom and dealing with different types of personalities. Three months into the job, I realized that being a Language Assistant is more than just being a guiding hand or an aid on the sidelines offering moral support.
To teach English abroad means laying the foundation of your workspace bit by bit (when I take out students in pairs, I take them to what is designated as the English Corner). This involves a ton of lesson planning as I work with second to seventh-graders. Every school has different expectations for its Language Assistants. In my case, I know I’ll be able to look back on this experience as hands-on training for a future in education.
Think of it this way: as a Language Assistant, you are the chef in charge of your own kitchen space. You set the tone of the environment, you do the meal prep, you set the right temperature, and you get cooking. So, here’s to cooking up delicious meals that your students will remember for a lifetime.
