My perceptions of the Spanish-speaking world have changed a lot these past years as a Spanish major. When I decided to major in Spanish, I thought most of my classes would have been focused on grammar and the language itself, however, I have taken so many classes around culture, literature, and history.

I grew up speaking only Spanish at home – my family is Salvadoran, so at home I would be exposed to my Salvadoran heritage and culture. Therefore, I’m a Spanish heritage speaker. I can speak, understand, read and write in Spanish, but I struggle with grammar because I was never taught that in school the way I learned English. Because of this, many Hispanic/Latinx students may be exposed more to the English language than their Spanish heritage language. They are taught to read, write, and orally communicate in English in school and public areas, whereas in Spanish, they may only acquire it from family at home, other relatives, and maybe friends.

This is what influenced me to major in Spanish as it is part of my own ethnic identity. Little did I know that my perceptions of the Spanish-speaking world would change this much–I have learned more about other Latinx cultures aside from my own. When I studied abroad in Spain this past summer, I was immersed in a culture where they speak the same language, but with a different dialect and culture. I know many words and expressions that Salvadorans use, but now I have been exposed to so many other Spanish dialects that I have loved learning about. Being in college, I have met so many individuals from different Spanish-speaking countries and I have learned so much from them–their dialects, customs, and traditions. This has made me want to continue to engage and learn from the Spanish-speaking world.

More and more Hispanic/Latinx students have been attending public schools in the United States, which means that there is an increasing need for trained Spanish teachers to work with Spanish heritage speaking students. Deciding to double major in Spanish and Community Education & Social Change has really impacted the way I view the language, my community, and myself. Furthermore, I have learned that when heritage speakers have a limited foundation in Spanish literacy, they often encounter difficulties in acquiring fundamental skills in English–which is necessary for pursuing a higher education in America. Proficiency and literacy in Spanish at advanced levels are crucial factors that influence academic success and achievement. Thus, heritage speakers with high proficiencies in their first language are likely to acquire higher levels of conceptual abilities in their second language. Fluency in two languages is a significant advantage, as it enables individuals to expand on their cognitive abilities. This expansion of abilities will allow Hispanic/Latinx students to succeed academically and pursue advanced education.

Spanish heritage speakers tend to struggle with language anxiety in and outside of the Spanish classroom because of their low proficiency levels; this is due to limited opportunities to practice Spanish in the community and in educational settings. Teachers who have awareness of Spanish cultural dialects will be able to properly educate Spanish to heritage speakers. As a future educator, I hope to help other heritage speakers who may have the same experience. Majoring in Spanish has created a sense of community for me, as the Spanish language and my Salvadoran culture are a big part of my ethnic identity.

Before arriving to Spain, I didn’t know what to expect. This was my first time traveling outside of the country in years and I had to do it alone! I was very nervous, especially since the only other country I have traveled to is El Salvador, where my family is from. I was so eager to immerse myself in a whole different culture and learn from the people, traditions/customs, and food!

Upon arriving here, I realized how kind people were to me. I traveled a day earlier from the whole group, so I remember arriving at the airport in Madrid alone and having to figure out how to get to my Airbnb. I had no phone service and was only able to use my phone with wifi. However, people around me were so helpful; my Uber driver helped me so much as soon as he got to the airport to pick me up and take me to the Airbnb. My host at my Airbnb was also very kind to me and helped me get things I needed for this trip. The following day, I met with the rest of the group. We went to Salamanca together on a bus and when I first arrived, I immediately fell in love with the city and its architecture. There were several times in which I went to a cafe, store, restaurant, or bar, and people made me feel comfortable and welcomed.

A typical day for me in Salamanca went like this:

Classes start at 9:00 am and go on until 1 or sometimes 2 pm. I stayed with a host family and had three other roommates. Before class, we would have breakfast and then walk together to the school. My first class was Lengua Española, and this class lasted 2 hours. First period is always the longest class, so we are given a 10-15 minute break towards the middle of class. My second class started right after. I took Historia de la España Contemporánea. After this class, we had to go straight to our next class, which was Literatura Contemporánea for me (this was my favorite class by the way!). On days where I did not have our discussion class for API, I would be out by 1:10 pm, otherwise I would get out at 2:10 pm. When class was over, I would walk back home and have lunch with my roommates and host family. After lunch, which is typically at 3 pm, everyone would go take their siesta! Taking midday naps is suggested in Spain, so I definitely took advantage of that whenever I could! Later in the day we would usually have an activity or group excursion through the API program. At 9 or 10:00 pm, our host mom would serve us dinner and my roommates and I would sit and talk about our day together. It was a nice way to end the day (and yeah, there were some nights we decided to go out and meet with friends after dinner!).

Traveling to other cities on the weekends was definitely one of my favorite parts of the experience. We traveled to Galicia, Segovia, and Santiago de Compostela. Studying abroad allowed me to place myself in a whole different world where I got to learn so much from the people and their culture. If you want to study abroad, make sure you go with an open mindset and be willing to try new things. I promise you it will definitely make your experience more enjoyable and one you will never forget. I look forward to traveling there again in the future!

Lucía’s Experience:

I came to UMass having already decided that I was going to major in Spanish. My family is from Uruguay and I was fortunate enough to grow up speaking Spanish at home. I grew up in a predominantly Spanish-speaking community and was able to take Spanish classes all through elementary and middle school. In high school, I continued to take Spanish classes and founded the Spanish club at the high school I graduated from. To me, it was a given that I would continue with Spanish into college. When I was applying to UMass, and even after I had been accepted, a lot of people would ask why I was majoring in Spanish when I already spoke it. I explained that Spanish, and any language for that matter, is more than just grammatical structures; there is culture, history, and literature worth learning about as well.

In some classes, when I would start speaking, I would quickly notice that some students could tell that I spoke Spanish. I often worried that they would also question my place in the room. Sometimes, it could feel like I was not welcome in Spanish classes. However, I kept reminding myself that I had just as much of a right as anyone to be in those classes. Education is what you get out of it and it does not have to look the same for everyone. I take Spanish classes because I love it and always want to learn more. It does not matter how long you have been studying a language, there’s always room for improvement.

Taking Span-314, a course designed for heritage speakers, was very helpful for cleaning up mistakes commonly made by heritage speakers. It also reminded me that there is a place for heritage speakers in the department, places where we can also learn. I would also say that even though I came into UMass with a predetermined major and path, I was not shy about trying new things. I joined the marching band, I learned how to drive a bus, I added a film major and a theater minor. I would definitely recommend going beyond the major and adding something outside of Spanish or language.

Daniela’s Experience:

When I first decided to come to UMass, I was unaware of what I wanted to major in. There were so many options and I felt a bit overwhelmed about what I wanted to do, especially as a first generation student. Growing up, I had to learn a lot on my own in school because I would only speak Spanish at home with my Salvadoran parents and family – so I couldn’t receive much help from them.

I started my freshman year as a Public Health Science major in the exploratory track (I was leaning toward kinesiology). After my first semester, which had been fully remote, I realized that was not what I really wanted to do. I decided to reach out to my student success coach at UMass and we figured something out. She suggested I take Education 202 and that’s when I decided I wanted to move forward with a major in Education. However, I thought more about what I wanted to do in the Education field and that’s when I told myself I wanted to be a Spanish teacher – so now I’m a double major in Spanish and Community Education & Social Change.

I didn’t know what to expect with majoring in Spanish. Many people would say, “Don’t you already speak Spanish?” or “That must be easy for you,” but in reality, majoring in Spanish is way more than just learning the language and it hasn’t been that easy considering I’m a heritage speaker, not a native speaker. I have learned about the literature, culture, history, and of course the language itself. My first Spanish class was Spanish 314: Spanish for Heritage Speakers, and I absolutely loved it and knew I was in the right place. The more classes I took in Spanish and in Education, the more I fell in love with them both.

Being a first-generation college student who started her college career during Covid was tough. However, I learned a lot about independence and reaching out to others for support. I have met so many people along the way and have created long lasting friendships. This past year I have worked as a peer advisor at the College of Education and have loved my experience because I get to create that sense of community for incoming students. Additionally, I am gaining valuable experience as a student teacher at Northampton High School, through the Secondary Teacher Education Preparation (STEP) program for Spanish. I have also been involved in numerous clubs and extracurriculars throughout the years. These involvements include an internship at an adult education program called Partnership for Worker Education (PWE) and serving as the logistics coordinator for Latinos Unidos. I have been engaged in other organizations such as the Center for Latin American, Caribbean, and Latino Studies (CLACLS) and have been living in a defined residential community called El Barrio. As a Latina, immersing myself in these diverse communities has enriched my understanding of the Latinx culture. This commitment to community involvement is a passion I intend to carry forward even after graduating from UMass.