Why children don’t need pressure to learn a language - they need the right environment

Eugenia Moras is a fully GTCS-registered Primary Teacher from Spain and founder of Get Talking Spanish. With over 12 years’ international teaching experience across Spain, Hong Kong, the UK, as well as online, she specialises in early years language acquisition and confidence-focused teaching. CELTA-qualified and experienced in teaching English and Spanish to learners of all ages, she is passionate about helping children build strong foundations and empowering adults to communicate with confidence.

In my Spanish sessions, I often work with a mixture of children. Some have never heard the language before, while others may already have some exposure through a Spanish-speaking parent or previous experience. It’s natural to assume that the children who already know some Spanish will speak more readily. However, language learning doesn’t work that way.

Understanding always comes before speaking.

A child may understand a great deal before they ever say a single word. This is a normal and essential part of the language acquisition process. Children need time, repeated exposure, and most importantly, they need to feel safe. If they feel pressured, corrected too often, or expected to perform on demand, they are far less likely to speak.

When the environment is relaxed and engaging, something different happens. Through games, songs, stories, and play, children become immersed in the language without focusing on the fact that it is unfamiliar. They begin to associate Spanish with enjoyment rather than effort. Over time, words and phrases emerge naturally.

For children with no prior exposure, the way the language is introduced is crucial. Teaching a language requires specific expertise. It is not simply a matter of presenting as many words, songs, or resources as possible. In fact, overwhelming children with too much new vocabulary at once can be counterproductive.

Effective language teaching requires careful planning. The number of new words introduced must be manageable, and repetition must be used intentionally. Too little repetition, and the language does not stick. Too much repetition, and children lose interest. Finding the right balance ensures that children remain engaged while building genuine understanding over time.

Equally important is removing pressure. Sometimes adults unintentionally create pressure by asking children to repeat words immediately or by comparing them to others. Every child progresses at their own pace. A child who is quiet during sessions may still be absorbing and processing everything they hear.

The goal of early language learning is not immediate spoken output. It is to build familiarity, confidence, and positive associations with the language. When children are given consistent exposure in a supportive, engaging environment, they develop strong foundations that benefit them long term.

At Get Talking Spanish, sessions are designed with these principles at their core. Since its launch in 2023, their programmes have grown steadily across Edinburgh and it's now entering its third consecutive year delivering Spanish sessions in nurseries, parent-and-child classes, and small group settings. Many of these sessions run at full capacity, with waiting lists in place, reflecting the trust families and educational settings place in consistent, expert-led language teaching.

This sustained demand reflects the importance of delivering language sessions that are carefully designed, developmentally appropriate, and led by specialists in early language acquisition. By combining expert knowledge with engaging, play-based delivery, children are able to experience Spanish in a way that feels natural, enjoyable, and meaningful - laying foundations that support both language learning and confidence for years to come.

Eugenia Moras Ortega is the founder of Get Talking Spanish, delivering specialist Spanish sessions for children in nurseries, schools, and small group settings across Edinburgh. Find out more here.