Beyond communication alone, learning a second language has proven benefits that affect everyday thinking and decision-making. When asked how being bilingual helps with daily life, such as conversations, arguments, and problem-solving, Mrs. Yadira Carasquillo explained that bilingualism strengthens the brain itself.
She noted that speaking more than one language
“triggers the cognitive area a lot more than someone who just speaks one language”
improving memory and helping individuals make decisions more efficiently. Because bilingual speakers are constantly switching between languages, their brains become trained to adapt quickly, which often results in faster and clearer problem-solving. This cognitive flexibility is something that cannot be replicated through translation apps or technology alone.
In addition to cognitive benefits, bilingualism allows individuals to connect with a wider range of people. Mrs. Carasquillo emphasized that we live in a “very verbal” world, and being bilingual gives her access to more resources and stronger connections. The ability to communicate with people from different linguistic and cultural backgrounds creates opportunities for understanding that go beyond simple conversation. Being immersed in multiple cultures teaches empathy, adaptability, and awareness, skills that are increasingly important in a diverse society like the United States.
However, despite these benefits, Mrs. Carasquillo believes the current school system is not doing enough to properly teach languages. She expressed that language classes should offer more hands-on experiences, such as language labs, pair work, group activities, and opportunities to practice speaking and listening in real-world contexts. Saying that she wants students to actually
“Go outside and have more experiences.”
Instead, she feels that too much emphasis is placed on grammar, while the most important part of language learning, actual communication, is overlooked. Without consistent speaking practice, students may know rules and vocabulary but still struggle to hold a conversation.
Mrs. Carasquillo also shared mixed feelings about student engagement in her classes. While many students work hard and complete assignments, she notices that technology often becomes a barrier rather than a tool.
Students may rely on translation apps instead of actively thinking and practicing the language themselves. What she misses most is class participation: students taking risks, speaking up, and engaging with the language authentically. This lack of confidence and practice further highlights the need for more interactive and communication-based learning environments.
Even as a native Spanish speaker, Mrs. Carasquillo finds herself using English more than Spanish in her daily life, especially at work. She explained that she currently speaks about 70 percent English and only 30 percent Spanish, despite her desire to use Spanish more with her students. This imbalance reflects a broader issue in American society, where English dominates even in multilingual spaces, limiting opportunities for language practice and cultural exchange.
Overall, the interview with Mrs. Carasquillo reinforces the idea that learning another language is not just an academic requirement, but a life skill. In a country where millions of people speak languages other than English, the ability to communicate across cultures fosters understanding, reduces conflict, and opens doors to new perspectives. As the United States continues to grow more diverse, prioritizing meaningful language education may be one of the most important steps toward a more connected and informed society.
The Viper Times asked how being bilingual helps with everyday life, with conversations, arguments, problem-solving, and Carasquillo explained that students need to understand that being bilingual triggers the cognitive area a lot more than someone who just speaks one language.
Learning another language helps us with memory, and it helps with making decisions because your brain is so used to switching gears that it’s sometimes easier for us to come up with decisions faster because the brain is already trained to go back and forth. Carasquillo explained, “The fact that I can reach more people because I can talk to people who speak English, people who speak Spanish. We live in a world that is very verbal, so being bilingual gives me access to more resources and connections with more people. We can understand the synchronicity of different cultures because we know how it is to be immersed, how to try to blend and to be a part of something, and that’s how it helps me every day.”
When asked how she thought her students were doing in class, Ms. Carasquillo responded:
“Let me tell you, I notice it depends. Sometimes students are very engaged, sometimes they are not, sadly technology is working a big, big role here because kids rely so much on it they dont even try, and sometimes the work is not theirs, it’s just translation, using devices, using different apps and programs, and not the actual work from them. I must say I do have students that are very engaged, and students that work very hard, but I would love to see that more and in more students. I can not complain about my classes in terms of turning in work. What I really miss is students participating in class, I would love to see that.”
The Viper Times wondered if the school system in Arizona is doing enough to teach students different languages. Carasquillo believes there is room for improvement. She thinks schools should have language labs. Students could actually have the experience of working either independently or in pairs and in groups, with more access to recording, more time, maybe extending the time for each class, and the opportunity to go outside and have more experiences. “They should work more on the basics, the phonics, the vocabulary, right now we are focusing a lot more on grammar, and I think we should focus more on the actual communication, the speaking part.”