Definitely those who learn by doing, do more to apprehend. Getting inside a mirrored triangle and being part of infinity, kneading bread, building a toy, designing the plans of your house or simply respecting your turn to play propose to place both the child, the young person and the adult in another plane than that of being a mere receiver of content. Although this applies to all knowledge, in the acquisition of a language this is evidenced much more clearly.

The approach to a language must be natural and dynamic, replicating everyday situations that summon and above all invite enjoyment. There is no doubt that only if there is enjoyment there is learning. When we learn a language we immerse ourselves in the “unknown” and this causes anxiety and even inhibition. To get around this barrier we need to find some formulas that work: doing and playing pave the way and give meaning to our search; not only because they create the opportunity to use the language in a flexible and meaningful way, but fundamentally because it nurtures our intellect and is intimately linked to our essence.

By “doing” with the language, the doors of interaction between peers, of communication – real communication for real life – are opened. Those of us who engage in a motivating game or in an activity that has a compelling final product, “participate” and, in doing so, we need to understand, decipher messages and “communicate” meaningful ideas to the other, while requiring information to help us to solve a specific situation. What good is it for us to know complex codes, intricate structures and endless lists of vocabulary if we cannot solve problems or avoid everyday obstacles that simplify our lives?

Likewise, when playing, when doing, we must establish rules, codes and strategies that build the realm of the values ​​of those who participate. The rules of the game must be interpreted, accepted and finally, respected by all. This guarantees us success during the very process, long before we see the final results. Just seeing the youngest disguised as fairies and geniuses fulfilling wishes to those who were touched with their own wands or young people actively intervening in a cultural simulation of a trip to London or answering a surprise business phone call convinces us that we are in the correct road.

Instructors and teachers have an obligation to rethink our role, focusing on the real needs of those who seek our guidance. The training of the teacher-guide to facilitate the process is essential, since a large part of the value chain lies in being able to capture the sensitive moments of each person and be able to present the appropriate tools. It is essential to exchange glances, deepen proposals and build from individuality in order to be successful in the group.
Learning a language is not far from who we are; Also when we acquire a language we must process, elaborate and create knowledge by ourselves, respecting the personal rhythm and capitalizing on all previous knowledge.

Many questions still have no answers, but the words of this anonymous author may guide us in the right direction.
I tried to teach my child from books,
(I tried to teach my child with books)
He gave me only puzzled looks,
(He looked at me disoriented)
I tried to teach my child with words,
(I tried to teach my child with words)
They passed by him often unheard,
(They passed him by, unheard)
Despairingly, I turned aside,
(Hopeless, I gave up)
How shall I teach this child I cried,
(“How will I teach this child?” I lamented)
Into my hand he put the key,
(In my hand he himself put the key)
“Come!”, He said and play with me!
(“Come,” he said, “and … play with me!”)

And for you who are an adult and do not dare to play, give yourself a chance and remember that as Sabina says:

“And play to play
without having to die or kill,
and live backwards
that dancing is dreaming with your feet. “