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Wilson students describe 16‑day immersion in Salamanca: host families, classes and college credits
Summary
Three Wilson High School students presented to the board about a 16‑day immersion program at the University of Salamanca, Spain; students lived with host families, earned college credit for some courses and described daily life, cultural differences and safety.
At the Sept. 15 Wilson School Board meeting, three Wilson High School students described a 16‑day Spanish immersion program at the University of Salamanca, Spain, saying the experience combined classroom instruction, homestays with host families and daily cultural activities.
Mr. Hall, who chaperoned the trip, told the board he and teacher Ms. Eshelman (unable to attend the meeting) led 10 students on the immersion trip and thanked the board for approving the program. “I had the opportunity to take 10 students from Wilson to Spain,” Hall said.
Students Emily Tippen and Catalina Casper, both 11th‑grade Spanish 4 students, described living with host families and attending classes at the Universidad de Salamanca, where they had three daily classes focused on culture, language and grammar. Tippen told the board the homestay forced students to use Spanish continuously and provided numerous opportunities outside class to practice the language. Catalina Casper said the homestay meals meant students ate lunch with host families each day.
TJ Kim (11th grade) described the schedule of classes from 9 a.m. to 1 p.m., the local siesta schedule and cultural excursions that included museums, cathedrals and a cooking class. Kim said the group learned to prepare Spanish dishes and recalled everyday interactions that helped build relationships with local children and teens despite language differences.
On safety and host‑family screening, Mr. Hall said the travel company that arranged the program vets host families; many are repeat hosts and newer hosts are typically known to the repeat hosts. Students said walking to campus — sometimes 45 minutes each way — felt safe and was an important part of immersion. A student noted the homestay portion lasted 13 of the 16 days.
Board members and staff praised the educational value of immersion and noted the program’s ability to offer college credit: the students said at least one class provides credit through George Mason University. Board comments also framed the trip as a strong start to Hispanic Heritage Month and emphasized the long‑term advantages of language study for higher‑education and career opportunities.
Board members asked follow‑up questions about host‑family selection and daily logistics; the students and chaperone answered questions about daily life, food and safety. No formal action was required for the presentation.
The presentation included photos and reminiscences of small‑group activities, cooking classes, local parks and everyday interactions that students described as the most memorable parts of the immersion experience.
