INTERVIEW WITH A PREVIOUS ENGLISH LEARNER
Interview with a Previous English Learner
Kandi Massey
The University of Montevallo
Fall 2012
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INTERVIEW WITH A PREVIOUS ENGLISH LEARNER
Abstract
Learning a new language is difficult for almost anyone. However, children who move to the
United States from another country are left with no other choice but to master a new language. I
interviewed Pedro Guevara, who has worked in Human Resources for 7 years at Coral Industries
in Tuscaloosa, Alabama. Mr. Guevara is a previous English learner; this interview documents his
experiences both past and current with learning the language.
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INTERVIEW WITH A PREVIOUS ENGLISH LEARNER
Interview with a Previous English Learner
Introduction
Although English is primarily considered the language of the United States, there is no
official language. While many foreigners successfully live in the United States without ever
learning to speak English, it is a necessary skill for their children, who attend public or private
school systems, to master in order to progress in school. With a decrease in educational funding,
there is a decrease in English as a Second Language classes, leaving primary and secondary
teachers responsible for not only teaching content, but also teaching non-English speakers a new
language. Because everyone learns English at various paces, there are often mixed levels of
English learners in classes, resulting in the teacher using multiple resources in order to reach
each child. Such is the case with Mr. Pedro Guevara, an English learner from Maracay,
Venezuela. While Mr. Guevara was not fluent in the English language when he moved from
Venezuela, he was familiar with it; therefore, Mr. Guevara was put in regular classes. My
interview with Mr. Guevara will document his experience with learning a new language, what
makes his experience unique, and what he feels is important to helping others learn a new
language. It is important to note that while Mr. Guevara considers himself fluent, he also
explains that the English language is something with which he is still learning, even after 13
years.
Cultural Adjustments
Mr. Guevara moved to the United States as an older student. He was 17 and a senior in
high school at the time. He stated that he moved to Alabama because “[his] mother was living
here” (P. Guevara, personal communication, 2012). Because he was older when he moved, Mr.
Guevara was only able to attend half of his senior year of high school in Alabama. Mr. Guevara
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INTERVIEW WITH A PREVIOUS ENGLISH LEARNER
said that life in the United States is much different than life in Venezuela. Specifically, he said
that life here “is safer…more expensive [specifically] gas and utility bills, and there is less
traffic” (personal communication, 2012). He also mentioned the difference in vegetation between
Alabama and Venezuela. One factor that aids or hinders an English learner’s ability to learn or
willingness to learn a new language is whether or not they move to the United States by force or
by choice, as we discussed during our class meeting on September 25, 2012. In Mr. Guevara’s
case, he moved from his home country by choice and was willing to learn the language. In fact,
Mr. Guevara mentioned that he was familiar with the English language when he moved because
he watched cable television using subtitles, which greatly helped with his language acquisition.
In addition to transitioning from one culture to another, Mr. Guevara also had to transition from
one school to another. Although he only attended school for half a year before graduating, he
attended long enough to note major difference, and he currently has children who attend school
in the United States. He explained that “education in [the United States] is way superior” (P.
Guevara, personal communication, 2012). He stated that although you take fewer classes here,
you go to school for longer hours and there are more grades. In Venezuela, they attend school for
only five hours a day and stop at grade 11.
Language Learning and Classroom Experiences
As stated previously, Mr. Guevara became familiar with the English language by
watching subtitles on basic cable television. Because he was familiar with the language, he was
able to attend regular classes in his senior year of school. However, he stated that when he
moved here “there was not a[n] ESL program back in 1999” (P. Guevara, personal
communication, 2012). He said that it took him about a year to learn enough English to be able
to get around and to ask and answer questions. The hardest part for him was reading and writing
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INTERVIEW WITH A PREVIOUS ENGLISH LEARNER
English, which resulted in him failing that part of his high school exit exam the first time. When
asked what kind of strategies his teachers used to help him in class, such as graphic organizers,
giving notes, or modifying notes, he said there were no strategies. He had a social worker who
would check in on him once a week and that was all. He also stated that his teachers did not
communicate with his mother, who was also learning English at the time. His teachers would
communicate with the social worker when needed. Mr. Guevara said he would sometimes
struggle with what his teachers said, but because they would tell him in advance what the class
lessons were on, he had plenty of time to prepare. He also said that the school offered after
school tutoring if needed.
Academic versus Conversational Language Acquisition
Mr. Guevara received a Bachelor of Science in Business and Administration, so most of
his school experience in the United States is in college, after becoming fluent in conversation
language. He explained that he improved in the language by “talking to other people day by day”
(P. Guevara, personal communication, 2012). When asked about the difference between
academic or textbook English and conversational English, he explained that there was some
difference, but it “depends on the subject” (P. Guevara, personal communication, 2012). For
example, he said he did not struggle with subjects such as geography, biology, or math, but “any
literature, pre or early 1900s gives [him] a headache” (P. Guevara, personal communication,
2012).
Teaching the Next Generation
Mr. Guevara lives at home with his wife and children. He explained that he finds it very
important that children who live with non-native speakers begin learning English as soon as
possible, especially if the parents are fluent in both languages. He noted that the younger the
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INTERVIEW WITH A PREVIOUS ENGLISH LEARNER
children are, the easier it is for them to learn and the less likely they will have an accent, which is
something with which he struggles. Although Mr. Guevara and his mother spoke Spanish at
home when they were both learning English, he said that at home, he and his wife “use
‘Spanglish’” (P. Guevara, personal communication, 2012), meaning his wife speaks in English to
their children, but he tries to use Spanish when he is home. Given that he works nine hours a day,
he said that is not able to speak in Spanish with them as much as he would like.
Suggestions and Conclusion
I decided to ask Mr. Guevara his opinion on popular language learning tools and what
would he suggest schools do to help students learn English. He responded that he feels programs,
such as Rosetta Stone, are not the best or fastest ways to learn English. He concluded that one
way to make school life easier for non-native speakers is to pair them with a student who is
bilingual, if possible. While immigrants are able to succeed in the United States without ever
learning English, it is nearly impossible for their children to pass through the school system
without doing so. Therefore, it is important for both the parents and school system come together
to create a plan that helps students succeed in both academic and language learning.
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