Although this meeting wasn’t focused on practicing English, it still contributed to the learning goals of our project. By discussing cultural traditions entirely in Spanish, we were able to explain them in a more detailed and authentic way. I learned more about Aragonese traditions, such as dancing jotas during important holidays, and I shared aspects of Andalusian culture, particularly flamenco, its origins, and its significance to me as a lifelong dancer.
Speaking in Spanish also made us reflect on how language influences our ability to describe cultural identity. Some concepts simply feel more accurate or meaningful in one’s native language, and this session highlighted that distinction.
In the second part of our meeting, still in Spanish, we exchanged information about the courses we’re taking this semester at TAMK and compared how course validation works at our home universities. Although we didn’t practice English or French during this part, the conversation still required us to communicate complex academic ideas clearly and coherently.
This meeting showed me that language learning is not just about constant practice of the target language, but also about understanding why we choose certain languages for specific topics. Speaking in Spanish created a comfortable environment for discussing deeper cultural aspects. When talking about traditional dances, music, or regional identity, Spanish provided us with the emotional and cultural vocabulary that English sometimes lacks.
Reflecting on my own culture in such detail also helped me realize how much cultural knowledge I take for granted. Explaining it to someone from another part of Spain (who shares the same language but not the same traditions) made me think more critically about what defines Andalucía and what part of that identity I carry with me abroad.
Since we spoke Spanish throughout the entire meeting, we didn’t achieve any of our language practice goals for English or French. We had initially planned to keep English as the main language, but the cultural topics naturally led us to switch to Spanish.
There were also moments when explaining the academic validation systems became tricky, as university procedures are difficult to summarize clearly.
We realized that some cultural content is best expressed in our native tongue, and this doesn’t contradict the overall goals of the project—it simply adds a more personal touch.
Discussing our Erasmus courses and how they will be validated wasn’t part of the original plan, but it turned out to be an important academic exchange. It helped both of us gain a clearer understanding of our study programs, which is also valuable in our experience abroad.
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