Learning from immersion
Learning a new language can be a slow, academic grind — flashcards, grammar drills and vocabulary memorization. However, when you are surrounded by the language every day — when it becomes your tool for survival — something incredible happens.
I moved to Taiwan in 2021. Formal Chinese lessons began when school started, but progress felt slow. My classes were in English, and even with intensive sessions at the Chinese Language Center, I felt stuck. I was learning words, but not truly using them.
Then I got a job at a Chinese restaurant. Suddenly, Mandarin was not just a subject — it was my lifeline. I had to talk to customers, take orders and work under pressure, all in Chinese. I learned dish names, practiced pronunciation, made countless mistakes and cried more than once. My manager scolded me often, and I nearly quit, but little by little, I adjusted.
Chinese is often seen as one of the most difficult languages. The traditional characters are complex, the tones are subtle, and the cultural context is deeply layered. Yet, when you walk the streets of Kaohsiung, hear Mandarin on the MRT, see characters on every corner, you are no longer just “studying” the language. You are living it.
Immersion forces you to use the language — not perfectly, but purposefully. It transforms learning from passive to personal. It does not just teach you grammar — it teaches you resilience, confidence and connection. In just three months, I was functional. I could speak, listen and connect. Mandarin became a bridge, not a barrier. I stopped memorizing and started communicating. I began to belong.
As Taiwan pushes forward with the Bilingual 2030 initiative, it is worth asking: How can we create similar immersive experiences for English learners here?
Many students in Taiwan still approach English the way I once approached Chinese — as an exam subject, not a real-life tool — but what if English-language internships, exchange programs, or part-time work in tourism and hospitality were integrated into the national curriculum? These practical, hands-on experiences would allow students to engage with English in meaningful contexts — giving directions to tourists, working at bilingual events, or helping at local museums and cafes. Instead of studying English, they would start using it.
Communities can support this shift by creating inclusive, low-pressure environments for natural English use, such as local conversation clubs, language cafes, or public storytelling sessions. These spaces would allow students to make mistakes, try again, and grow more confident. They would also help normalize English as part of everyday life.
Kellyn Marvelina Sadeliputri
Kaohsiung
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