And so does la ruta grande!Fuengirola
Merida
Caceres
Trujillo
Avila
Segovia
Alcala de Henares
Cordoba
Marmolejo
Fuengirola
:) Be on the lookout for photos and a new post very soon!
MADRID — Facing high unemployment at home, more Spaniards are seeking work abroad. But they are confronting a significant hurdle: their poor foreign-language skills, in particular a lack of English.
With a 20 percent unemployment rate, twice the European average, labor mobility has become a burning issue in Spain, prompting some business leaders to call for an overhaul of the Spanish education system that would make better language training a priority.
Emilio Cuatrecasas, chairman of Cuatrecasas, one of the biggest Spanish law firms, said recently that “Spain has to take seriously the need to reform its education, particularly in terms of teaching English.”
There are early suggestions that the next generation will have sufficient communications skills to work outside Spain: More children are now being taught by English speakers as part of their regular class work. At the same time, more adults are playing catch-up, notably trying learn German to respond to employment offers in Germany, which has the largest economy in Europe.
One place where educational changes are under way is Madrid. A program run by the regional government has made about a third of primary state schools bilingual. The government expects to raise that proportion to half by 2015.
On a recent morning at the Rosa Luxemburgo school in the district of Moncloa-Aravaca, 10-year-olds were studying the human body in English, learning terms like “salivary glands” and “esophagus.” One of them, Macarena Ferrán, said that she also got to practice English regularly while vacationing abroad, last summer in the Netherlands. As to her long-term ambition, “I would like to live in New York because it looks like a very interesting city,” she said in almost flawless English.
For the current generation of Spanish job-seekers, however, working in New York might be more of a distant dream. While there are no reliable comparative statistics, language-school owners like Richard Vaughan even argue that “the level of English is lower than 15 years ago,” reflecting a general decline in education standards in Spain.
Mr. Vaughan, a Texan who moved to Spain in the 1970s, now runs Vaughan Systems, the largest English language teaching company in Spain. He estimated that “fewer than 5 percent of the students graduating from schools of engineering, law or business possess a working knowledge of English.”
Spanish politicians are also among the worst in western Europe in terms of English skills. Neither the head of the Socialist government, Prime Minister José Luis Rodríguez Zapatero, nor the leader of the main opposition Popular party, Mariano Rajoy, speaks English.
Madrid’s bilingual program, however, is giving the region’s politicians something to gloat about.
“This is a major step,” said Lucía Figar, who oversees the regional government’s education policy. “Until very recently, getting to a decent level of English was simply impossible for any child whose parents didn’t have the money to send their child abroad or to a private school.”
The bilingual schools rely largely on Spanish teachers who get a monthly bonus of €180, about $255, for making the language switch. The schools also have recruited assistants who are native English speakers — often Americans on an extended university break or sent to Spain through an education scholarship like the Fulbright program.
Between 30 percent and 50 percent of the class work is in English, including the science that was being taught last week at the Rosa Luxemburgo school.
In another classroom, Felipe Alejandro Luna Merlo, an 8-year-old whose parents emigrated from Bolivia, was finding it more difficult to assimilate human anatomy in English, and struggling to understand general questions about his upbringing. Still, he sounded eager to progress, saying that he was also teaching his father, a waiter, how to say “the numbers and the colors” in English because “I really want him to learn like me.”
One of the teachers, Fernando Azpeitia, had spent three years in Chicago at a transitional school teaching Latino children. He welcomed the enthusiasm among his Madrid pupils. “The big advantage here is that parents have chosen to have their children learn English,” he said, “while in Chicago it was kind of compulsory.”
Whether the children always get to hear the Queen’s English is debatable, however, and even Ms. Figar acknowledges that some teachers could improve their own English. Still, she said, more than 90 percent of the children have so far completed their bilingual primary school program by passing English language tests set by Cambridge University.
“These tests are the best way to measure our success, rather than discussing whether some teachers have good grammar but poor pronunciation,” she said.
Indeed, pronunciation is rarely a Spanish strong suit. Last month, during the televised ceremony for the Goyas, Spanish cinema’s version of the Oscars, participants insisted that one nominated movie, “Buried,” should be called “Bar-y-ed.”
Ms. Figar also described as “absurd” the criticism directed last year at a €1.8 million Madrid advertising campaign to promote bilingual education. English purists said the slogan for the campaign — “Yes, we want!” — amounted to a grammatical error because a direct object should have followed the verb. “This was only about powerful advertising,” Ms. Figar said. When Apple promotes its consumer electronics, she added, “nobody questions whether their slogan should be ‘Think positive’ or ‘Think positively.”’
In collaboration with the Spanish Education Ministry, the British Council, Britain’s cultural agency, also runs a bilingual project in more than 200 schools, alongside similar initiatives in Italy and Portugal. Raising English standards in Spain “isn’t an overnight happening,” said Teresa Reilly, a British Council official. Still, compared with Portugal and Italy, “Spain is considerably ahead in the introduction and development of solid subject-based teaching in English in the primary and secondary sectors,” she said.
The economic crisis is also forcing more adult Spaniards to return to the classroom — and not just to learn English. Applications to learn German this spring semester have risen 15 percent from a year ago, according to the Madrid office of the Goethe-Institut, which promotes German culture abroad. That follows a recent recruitment initiative by the German government to add about 500,000 engineers from other countries to keep its economy growing.
Meanwhile, Miguel Flor de Lima, who teaches the Portuguese language in Madrid, said that a growing number of multinational corporations were cutting back marketing and other activities in Spain and Portugal, two of the most crippled economies in Europe.
“The crisis means that more companies are treating Spain and Portugal as a single Iberian market and then asking their people to adjust to that,” he said. “And that leaves employees with no other option than trying to master both languages.”
Last year at Mount Holyoke, my whole plan of getting my teacher's licensure, went haywire. Being too late to start applying to graduate schools, I accepted the new proposed plan of teaching in Spain. I wasn't very excited about it at all; that had never been something I had wanted to do. But I listened to the advice of my professor and did it. After all, I would at least have a plan for the next year, and a job, something many of my friends are still searching for. At first I was unsure about being placed in Fuengirola. I arrived and slowly began to get accustomed to my new home. While I was physically here, my mind was elsewhere the first few weeks. I was planning for my future, spending hours in front of my computer screen while writing personal statements, writing samples, and filling out applications to graduate school. It was the second half of my plan for this year. Teach in Spain, apply to grad school. And while I am totally a planner, I began to start to feel as if I wasn't really living in the moment. Somewhere within the first six weeks of being here I realized this, and with it, that maybe teaching in Spain isn't supposed to be a one year gig for me. Maybe it's something I would enjoy for two years.Much has changed since I started to write that post. In reading through the department websites, I realized it would not be possible to defer for a year. And after hours upon hours and hundreds of dollars spent throughout the application process, I was not about the repeat it. In the end, I was accepted at all five universities, and thus began my decision process.
So as I said, I applied to graduate school, finishing my applications in December while at home. Recently I just heard from two schools and was accepted at both. The program at the University of Georgia is a Master's which would take two years. The program at UC Berkeley is a PhD and would take six years.
So here is my dilemma: once I begin graduate school (especially a PhD program), there is no real going back. There's no stopping midway through a degree because life gets in the way. There's no picking up and moving to Spain to really LIVE my life instead of just planning it. My mind is flooded with questions: What about happiness? What is it anyway? Is it waking up smiling, knowing that you're going to be challenged in all sorts of ways, and that you'll be alive at the end of the day? Is it being surrounded by people who make you feel good? It is immersing yourself in something new and allowing that to become part of yourself? It is feeling that you have found your center? While I'm not sure that's what happiness is, that's how I feel every moment. For the first time in a long time I feel truly good, like I am LIVING my life. And now here is my next question: Why should we ever chose to leave a situation we are extremely happy in? Why should we ever give up an opportunity to continue? My entire life has been about making good decisions that make me a better person, that enrich my life in all sorts of ways. It's been about find new things to add to my personal growth. And for once I am not blindly taking the advice of my superiors and truly asking myself, if I am not doing any harm to myself by being here, why should I move forward? Why should I leave? I don't feel as if I am ready to leave, and I know that if I am in the US next year, I am going to be constantly asking myself why I missed out on such a fantastic opportunity.
You’ll get mixed up, of course, as you already know. You’ll get mixed up with many strange birds as you go. So be sure when you step. Step with care and great tact and remember that Life’s a Great Balancing Act. Just never forget to be dexterous and deft. And never mix up your right foot with your left.
And will you succeed?
Yes! You will, indeed!
(98 and ¾ percent guaranteed.)