Inspiring the next generation through language
A classroom project about food might seem simple at first. But for Kerri Williams and her students, it was a chance to build confidence, creativity and connection through language.
The competition, organised by the Education Office in Wellington and the Embassy of Spain in New Zealand, in collaboration with STANZA and the Cervantes Institute in Sydney, allowed students to showcase their work on a national stage.
“I always encourage my students to take part in as many competitions as possible. These experiences provide them the opportunity to apply their learning in creative and meaningful ways,” Kerri says,
Working in small groups, students brought language learning to life by describing, preparing, and sharing their favourite dishes in Spanish. But beyond the final product, it was the process that mattered most.
Kerri shares, “It was incredibly rewarding to watch them take ownership of the project and feel proud of what they achieved, especially knowing their work was recognised at a national level.”
Where curiosity led the way
Kerri’s path into Spanish teaching wasn’t straightforward. Originally trained as a Japanese teacher, she found herself at a crossroads when her school made the decision to transition to Spanish.
Rather than seeing it as a setback, she embraced the opportunity. “I’ve always had a strong interest in language learning, so I saw the shift as an exciting challenge rather than a setback. It was an opportunity to step outside my comfort zone and continue growing both personally and professionally.”
She went on to complete a Graduate Certificate of Arts in Spanish Language and Literature at Massey University, a step she describes as pivotal.
“My time at Massey was instrumental in building both my subject knowledge and confidence as a teacher. It gave me the skills to teach Spanish through to NCEA Level 3 and helped shape my approach in the classroom.”
That commitment to growth hasn’t stopped. Even now, she continues to explore new languages, recently “dabbling in Norwegian”, inspired by students at her school. For Kerri, being a language learner helps her better understand students’ experiences, making her a more empathetic and effective teacher.
Building something from the ground up
At Kerikeri High School, Kerri introduced Spanish across all year levels, from Year 8 through to Year 13, building the programme from the ground up.
“In the early years, it very much felt like a shared journey,” she says. “I was building the programme while developing my own practice, and the students were learning alongside me.”
That shared experience created something special, a real sense of collaboration where students were supportive and understanding, and they appreciated the honesty of that process.
Over time, that foundation has led to remarkable outcomes, from students placing in national Spanish debating competitions to using their language skills in real-world contexts overseas.
“Accompanying students on trips to Spain and seeing them use their Spanish in authentic situations is incredibly fulfilling. Those moments of genuine communication and personal growth are what language learning is all about.”
Making language learning come alive
For Kerri, the key to successful language teaching is making it meaningful. She believes the effective approaches are those that make language learning feel purposeful, interactive, and relevant to students’ lives.
Her classroom is filled with energy, from games and music to digital platforms and competitions, all designed to engage a wide range of learners.
She also emphasises student ownership. She shares, “When students are using the language in meaningful contexts, rather than just memorising vocabulary, their engagement and retention improve significantly.”
Beyond the classroom, she creates opportunities for students to connect language learning with the real world, including upcoming community engagement with local Spanish-speaking families. “When students can see a clear purpose and feel recognised for their efforts, they are far more likely to take ownership of their learning.”
More than language
Kerri’s experience extends beyond languages. Having also taught mathematics and coached sports such as football and rock climbing, she brings a holistic approach to teaching.
“It has reinforced the idea that learning is highly individual, what works for one student may not work for another.”
From mathematics, she draws on structure and clarity. From sport, she brings lessons in resilience, teamwork and trust. The result is a learning environment where students feel supported to take risks, whether that’s speaking a new language or tackling a difficult problem.
The lasting impact of language learning
For Kerri, language education is about far more than vocabulary and grammar. “Learning another language has a profound impact on students’ personal and academic development,” she says.
From building confidence to strengthening problem-solving skills, and from fostering empathy to broadening perspectives, the benefits are wide-reaching: “It helps students grow into open-minded and adaptable individuals.”
As New Zealand becomes increasingly diverse, Kerri is excited about the future of language education. She says, “There’s a real opportunity to make language learning more meaningful and accessible in an increasingly connected world.”
And for those considering a career in teaching, her advice is simple: “Stay open-minded and embrace the variety that comes with teaching. Build strong relationships with your students, those connections are at the heart of it all.”
Because for Kerri, the most rewarding moments aren’t found in lesson plans or assessments, but in transformation.
“Watching students step outside their comfort zones, communicate with confidence, and grow as individuals, those are the moments that really highlight the impact of what we do.”