Curiosity and exploration are often prioritized in elementary school; frequent field trips and time outside reflect the value that adults place on adventure. However, as students get older, the value placed on academic excellence overshadows exploration. As a result, Berkeley High School students stay in classrooms for six hours a day, five days a week. While international field trip opportunities exist at BHS, with the jazz program going to Cuba and Mandarin classes to Taiwan, none are available for the Spanish program. Offering a trip to a Spanish-speaking country for higher-level classes is crucial for students seeking to take their understanding to new heights.
With 14 teachers, the Spanish program is thriving at BHS. Many students take Spanish because it is widely spoken in California and is the fourth most spoken language worldwide. For the 2024-25 school year, there are 10 Spanish one classes, 14 Spanish two classes, 10 Spanish three classes, six Spanish four classes, and four AP Spanish classes at BHS.
Kate Geis, a BHS junior, shared her opinion on the benefits of a trip abroad. “I think that a lot of students quit Spanish because they just want to get their credits and be done with it. But trips …are very motivating for students to stay in the program,” she said. Geis, who has spent time in Spain, can testify to the benefits of going abroad to study a foreign language. “Going to a Spanish-speaking country allows students who aren’t native speakers to immerse themselves in a culture. I know that helped me,” Geis said.
A study by Rustic Pathways reiterated these academic advantages. They found that approximately 80 percent of students who studied abroad had greater interest in what they were learning in school. Kiernan Rok, the vice principal for the World Language Department, explained the benefits he saw in this opportunity. “It is the best way to put what you’re learning into practice … you are immersed in it which accelerates your learning and gets (students) excited and motivated about being able to keep going with the language,” he said.
AP Spanish Language teacher Susi Lopez said, “I think it helps the kids realize that knowing another language is a gift and that you have to do everything you can to maintain it.” Lopez hopes to take students to Ecuador, Bolivia, or Colombia. “We are close to Mexico and a lot of people know things about Mexico. I think getting a little bit further away and exposing the kids to other dialects, other ways of speaking Spanish, artists, and foods would be terrific,” Lopez said.
An article published by the University of Chicago found that students who studied abroad showed higher levels of empathy for others. According to the article, students were more aware of the limits of their knowledge and more willing to learn from and about others.
One roadblock to the trip is funding, making sure the opportunity is equitable for all students offered the opportunity to go. Rok explained that compensation for teachers organizing the trip would be interwoven into budget goals and fundraising efforts.
The trip would take a lot of planning and would need to get approved by the school board. Rok explained the administrative steps to making this happen, “The first step is coordinating with the teacher leaders and deciding whether it’s in-school or out-of-school facilitation,” he said. “If it was in school, (we would need to get) the correct permission slips and (solidify) the details.” He continued by urging students to get involved. “A lot of things at Berkeley High happened because students and families advocated for it. If they help put it together that would be the first step,” Rok said.
Ultimately it is up to the student body to advocate for a Spanish program trip to a foreign country. The numerous benefits are undeniable and achievable. If students take the initiative, BHS can continue to connect students internationally.