How I Learnt Spanish – Fast

Many moons ago, when I was in Year 9, I added Spanish as my second foreign language. By then, I had already been learning English since Year 7, and later I would take German as my third language. In France, it was common practice to study at least two languages, sometimes even three.

My experience with English had been very traditional. We used a textbook called Way and Means, following the adventures of the Hill family and their dog Bill. Their stories were regularly interrupted by grammar drills. We memorised vocabulary and dreaded irregular verbs, often through repetition and retrieval strategies (though no one explained to us what those strategies were). Opportunities for spontaneous speaking were rare. Yet this method worked for me—perhaps because I loved English and grammar from day one.

Spanish, however, was a completely different story.

In Year 9, the French system allowed students to retake a year if they hadn’t met the standards—a controversial practice that deserves its own blog post. On my very first Spanish lesson, the “newbies” like me sat bewildered as the “retakers” spoke fluently and confidently. I couldn’t understand a word. That evening, I told my mum: “My first Spanish lesson was a nightmare. I don’t get it.”

Our teacher – let's call her Mme A for privacy – was a quiet woman. She always wore black, spoke little, and rarely smiled. It took me a while to realise what a brilliant teacher she was.

Her method

She used a slide projector (for younger readers: that’s basically PowerPoint’s great‑grandparent) to show us a photograph of a scene. Then she sat in silence, waiting for someone brave enough to break it with a comment in Spanish. The comment could be factual, imaginative, short, or complex—it didn’t matter, as long as we spoke. She never pushed us; the choice to participate was ours.

She spoke only Spanish, and so did we. The only exception was one permitted question: “¿Cómo se dice en español…?” (How do you say… in Spanish?) When we asked, she gave us the language we needed to keep communicating.

As a shy student, speaking in front of the class was daunting. At first, I listened, observed, and began to notice recurring structures. Gradually, I understood more. One day, I threw myself in at the deep end and spoke. It felt safe, because the rule was simply: say something in Spanish—anything. Comments weren’t judged; there was no praise, just correction if needed. Participation was assessed, though, and recorded in the end-of-term report, which may have motivated me too.

By the end of the year, I had caught up with the retakers. I was almost fluent.

Beyond speaking

That strategy was incredibly effective for listening and speaking. As for reading, writing, and grammar, my memories are hazier. I recall grammar being explained in French, and glimpses of reading and commenting on texts in Spanish. What I do know is that I became fluent quickly across all skills.

I tried to find Mme A, hoping to ask her about her teaching method, but she seems to have faded into the past. Wherever she is, I hope she is well, and I remain deeply grateful for her brilliance.

What I learned from her

She combined two methods:

• Communicative/natural for speaking and spontaneity.

• Grammar-translation for reading, writing, and grammatical accuracy.

It was an eclectic approach, typical of many experienced teachers: use the target language for practice, but return to the mother tongue to explain difficult points.

At first, learners feel lost—there’s no systematic translation or step-by-step rules. But with repeated exposure and visual context (slides, concrete situations), the brain begins to recognise patterns, link words to images, and grasp meaning.

🌱 Why “lost” turns into understanding

• Partial immersion: most activities were in Spanish, creating a linguistic “bath.”

• Tolerance for error: all comments were accepted, so you could speak without fear, building confidence.

• Comprehensible input (Krashen): slides provided clear context, so meaning could be guessed even without full understanding.

• Natural progression: vocabulary appeared in sentences and situations, not isolated lists, making memorisation easier.

That initial sense of confusion, followed by rapid comprehension, was proof of the method’s effectiveness.

My own practice

As a teacher myself, I never forgot how powerful that method was. But I also believe no single method is enough—variety is key. Still, I adopted Mme A’s “slide commenting” strategy and adapted it into my own repertoire.

I called it “Talking Images.” At the end of a lesson or unit, I used PowerPoint slides with pictures related to the topic. Each slide included short prompts and the famous phrase in the target language: “Comment on dit… en français?” / “¿Cómo se dice en español…?” (adaptable to any language).

I kept a tally and rewarded participation. I reassured shy students that even the simplest contribution counted. Over time, the routine paid off. Quiet students eventually took the plunge. Outwardly, I kept a straight face; inwardly, I was doing star jumps.

The best part? Students began using the “How do you say…?” question spontaneously in other contexts. They had made that getting unstuck strategy their own.

Final Thoughts

One of the biggest challenges in language learning is building confidence and spontaneity. This strategy isn’t a magic solution, but it’s a powerful tool you might consider, adapt, and improve for your own practice.

Looking back, I realise that what felt like confusion at first was actually the beginning of real learning. Mme A’s approach showed me that confidence and spontaneity can grow when learners are given space, context, and the freedom to try. As teachers, we often search for the “perfect method,” but perhaps the real power lies in combining strategies and adapting them to our students’ needs.

The “Talking Images” routine became one of my favourite ways to help students find their voice. It reminded me that sometimes the simplest tools—a picture, a prompt, and a safe space—can unlock the most powerful learning moments.

✨ Try it yourself   If you’re curious about experimenting with Talking Images in your own lessons, I’ve left a PPT slide ready for you to download → Talking Images Slide

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