My dad, like most dads, has many sayings he likes to use when he is teaching me a lesson. One of those sayings is “input, output”. Simply put, “if you plug something in (correctly), something comes out,” (ideally) creating the reaction you are looking for.

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Think of connecting the printer to your computer (input) so you can print on paper (output).

Context

Similarly, when we are learning a language, we need sufficient input (listening practice) to use that information as output (speaking practice). Often, people mistake someone’s lack of output (speaking) with a lack of input (listening comprehension), which can lead to assumptions and hurt feelings.

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One of the most common experiences I hear from heritage language learners is overhearing at one point or another someone discounting their Spanish skills. A parent, aunt, grandparents, etc., saying in the background or at a party, “They don’t speak Spanish,” assuming that because the person doesn’t speak the language, they don’t understand the language.

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The problem is that your listening skills ability does not equal your speaking skills ability. You develop listening skills before you develop your speaking skills, aka you need input to get output. 

But for this specific type of learner, heritage Spanish speakers, performance is not limited to sufficient input, because additionally, they have to navigate expectations of how they should or should not speak the language based on others’ opinions.

For heritage Spanish speakers, or those who grew up with some element of the language in their house or in their family, speaking expectations are intertwined with 1) past performance, 2) the value that the family places on the version of that language (ex. Puerto Rican Spanish, Mexican Spanish, Dominican Spanish, etc), and, of course, 3) opportunities to practice listening comprehension.

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Well-intentioned family members often encourage Spanish-speaking practice without much consideration of the language learning process. However, it is important to keep in mind that, as with all input/output experiences, time is needed to send, receive, and maintain the signal connection.

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Here are a few recommendations for family members who would like to encourage more Spanish-speaking (from other family members or themselves).

Practice

1. Create safe spaces to practice Spanish. As I shared in the last blog, a safe environment helps your brain access language and memories.
2. Take time to listen without expectations of performance. When children first acquire language (first or second), they go through a “silent period,” also known as “pre-production”; during this time, they understand but do not produce language. It is normal to have a period during which you practice listening skills and make metalinguistic connections between your dominant language and the additional language.
3. Ask how the person prefers to receive feedback—immediate correction or after sharing thoughts. Choose the approach that best supports their comfort and continued practice.
4. Celebrate practicing a language, especially a meaningful home language. Learning it later in life takes bravery. Make the journey joyful: celebrate progress, risk-taking, and new connections.

Conclusion

This month, as we think about love and friendship, consider how you are creating spaces and using words to build up the people you love.

Group Opportunities​ to Learn

Try the 90 Day Challenge for practice opportunities.

Explore Dímelo for a fun, interactive way to practice and connect.

Join Spanglish Sessions to practice in a supportive group.

One-on-One Opportunities to Learn

Book a free 15-minute consultation to discuss learning goals and private packages.