When I was looking at which colleges to apply to in high school, an important feature I looked for was either a lack of a language requirement or the ability to test out of language courses. I chose Carleton, in part, because my AP Spanish score made it so I would not be required to take any language classes if I didn’t want to, but if I had the desire, I would jump right up to advanced-level courses. High school me would be shocked to see not only that I was dedicating a precious third of my credits to a language course, but also that it was 102 level … during the spring term of my sophomore year. But, learning this new language has not only been very beneficial for my future career aspirations, it has also been an engaging, confidence-boosting and simply fun experience. 

My journey with language-learning at Carleton began in the lobby in front of the LDC dining hall on the very first day of classes my freshman fall. I had spoken briefly with the director of the Language Center about the services they offered, thinking I might stop by a Spanish table or nighttime event to refresh my skills. When I asked her about possibly working there, she said all spots were full, but that they would consider me for hiring the following year. But, when I ran into her waiting for LDC to open, I learned that a new shift had opened up. And within a week, without applying or interviewing, I became an employee at the Language Center. 

I worked for the Language Center for all of last year, and as campus jobs go, it was a great place to work. At least at the time, language center assistants didn’t do much, and I often described myself as “a receptionist, but I didn’t answer the phone.” You may be thinking, isn’t that a lot of a receptionist’s job? And you’d be right. But beyond refilling a coffee machine and pretending to do homework, I saw language-learning happening in real time. I watched my friends and classmates wrestling with new concepts at tutoring sessions and saw how happy they were when they finally figured out how to use their new language skills to communicate. I observed countless foreign-language film events where people were able to appreciate the art’s beauty in its original language, and I reported on Poetry Without Borders, where students and staff alike were able to capture unique emotions in non-English poetry. 

As my freshman year came to an end and I had a Peer Leader job lined up for the following year, I had expected to essentially leave language engagement behind. But my first few months working in the Chaplain’s Office solidified my career aspirations of becoming a rabbi, and I realized that in order to continue on to rabbinical school after graduation, I would need to become proficient in Hebrew. So, as many of my fellow sophomores were celebrating the completion of their language requirements, I bought a brick of a Hebrew textbook as I prepared to begin Hebrew 101, as the only sophomore in a six-person class that winter. 

If I’m being honest, I didn’t look forward to beginning the Hebrew track last term. I saw it as a stepping stone, something I needed to get past and get over with in order to accomplish what I really wanted later. I knew that modern Hebrew was very different from the Hebrew that I was used to hearing in synagogue, and even then, I knew very little beyond the alphabet. I also knew that my only previous language-learning experience was with Spanish, a language with the same writing system and similar syntax structures to English. 

Still, with a previous affinity for the professor and an open mind, I decided to give Hebrew a fair shot. At first, it seemed to take up all of my time as I meticulously practiced the print and script Alef Bet (the Hebrew alphabet) and practiced verb conjugations until I could recite and spell them with my eyes closed. The course moved quickly, but since we were starting from scratch, I felt like I could barely say anything in Hebrew by the end of the first few weeks. But as I completed my first major assignments and looked back at how far I had come, I realized how rewarding this experience was. Sure, I only learned a little between each class, but I saw myself being able to put entirely new sentences together in real time. I learned to ask questions, to talk about myself and the people I care about and how to express my emotions in an entirely new language, a language that so few people know how to speak. I also started to truly see the meaning in sacred texts and prayers that I had passively recited in Hebrew for years with little idea about what they meant. While at times my assignments felt a bit silly, and I will never get the hours I spent at whiteboards in the Language Center back, I was building foundational skills that led to concrete results.

I understand that language learning can be incredibly difficult for a lot of people, and many others simply don’t have the time in their schedule for a four or five-term language commitment. But, if you are looking for a new academic area to explore or a new skill to pick up, looking at a new language could be a wise and fulfilling choice. Carleton language programs are tough, but that also means that students get to learn a lot of skills very quickly. I came into Carleton planning on never taking a language class again, and now my language class is my favorite class by far. I’m planning on studying Biblical Hebrew over the summer,  and I’m devastated that my language doesn’t have a minor. The time is now to make the leap into something entirely new, and at Carleton, a new language might be what stands between you and rekindling your passion for learning.