Ávila, Spain
The night was freezing cold and windy as our group of 15 climbed out of the minibus with our backpacks and suitcases at the gate of the medieval city wall. We had arrived in Madrid a few hours earlier and were now reaching Ávila, located about 80 kilometres to the west, a destination we had begun planning in early autumn 2025. The city is a UNESCO World Heritage Site, particularly because of its exceptionally well-preserved city wall. Ávila also lies 1,132 metres above sea level and is therefore known for its cold climate.
Our group was diverse in many ways. It included students from the third course of Spanish as a B3 language during the recently completed fourth study period, as well as students who had previously completed the course. There were both on-site and distance-learning students, aged between 19 and 68. Altogether, there were 12 (+1) students and two teachers, eight women and seven men. One university student had paid for their own trip. We were travelling to Ávila to visit the CEPA educational institution, to learn about the Spanish school system, and to observe and experience Spanish culture and everyday life — and, naturally, to use the Spanish language we had studied in class. Ávila and the school proved to be excellent destinations.
"It was the first study trip of my life, I learned some really good things. In addition to the Spanish language and culture, I learned a lot about our group, the different personalities and different behavior patterns in the group, which really taught me something. This study trip left me with a really good and wonderful memory."
"Along the way, I had several spontaneous conversations with locals in Spanish. I realized that even though my language skills are not perfect, it didn't matter as much as I thought. The locals were really friendly and easily joined in the conversation. This increased my confidence in using the language."
The school we visited offers a wide range of education and also functions as an institution that helps prevent social exclusion. Courses are organised for people of all ages, as we soon discovered. On the first morning, we were taken to visit a lower secondary school programme for young adults, where the aim was not only to complete compulsory education but also simultaneously to gain basic vocational qualifications as either a mechanic or a furniture carpenter. In Spain, mechanic and furniture carpenter qualifications consist of three levels, and this school offers the possibility to complete the first level.
We also attended a Spanish language lesson that formed part of supplementary lower secondary studies. The students were reading an easy-language version of Alexandre Dumas’ novel The Count of Monte Cristo. The students were native Spanish speakers but needed simplified literature. Apparently, they too lacked a lower secondary school leaving certificate.
We first visited the metal workshop, where young boys and one girl were carrying out simple maintenance work on a car. Welding was also being practised, and some members of our own group were allowed to try it. The students were young, around 15–16 years old, and many had immigrant backgrounds. Next, we visited the furniture carpenter workshop, where we learned about the practical skills the boys were studying in the carpentry shop. In both workshops, the teachers explained that graduates from the school are highly valued employees in local companies. In the afternoons, students from both workshops study general lower secondary school subjects.
In addition to compulsory education, the school also offers many different courses for retirees. We were able to visit an IT class, where an active group of pensioners were studying, among other things, Excel spreadsheets. We met some of the same students again a few days later during a cooking course, where they were learning to prepare traditional Spanish everyday dishes. They had prepared lunch for us, including traditional Spanish foods: soup, a potato casserole, and small pastries.
"A coffee shop employee taught me "café para llevar" after I told him "No, no aquí". We both laughed a lot and that's what learning a language is at its best."
"And most importantly: I got a lot of motivation to learn more Spanish."
One of the highlights of the trip was a hiking excursion organised by the school to the nearby mountains. Teachers and students from the school took part, along with a guide from a local village who led our hike. We saw the Spanish countryside, cattle grazing outdoors, and livestock farmers. We climbed up the mountainside and enjoyed magnificent views. Descending was more challenging along the steep mountain paths. In total, we walked more than ten kilometres. The weather, which had been cold on our arrival day, became warmer day by day, and during the hike several of us ended up sunburning our necks and cheeks in the high mountain sun. Back down in the village, we were greeted with a surprise arranged by the villagers: tapas and soft drinks were served to us.
The school had also organised a visit to the local regional government office. We were shown around the administrative building, which had once been the palace of an old noble family. Our guide explained the living arrangements of the wealthy upper class, but we also saw how the palace had been transformed into a modern administrative building with meeting chambers and representative facilities.
The city of Ávila is full of history. The spiritual heart of the city is considered to be Saint Teresa (Santa Teresa de Jesús), who lived and worked there during the 16th century. She was the reformer of the Carmelite order and the founder of the so-called Discalced Carmelites. She and another saint, Saint John of the Cross (Juan de la Cruz), are highly revered saints and teachers within the Catholic Church. For this reason, Ávila is also home to the University of Mysticism (Universidad de la Mística). Few places in the world are likely to contain as many churches within such a small area as Ávila.
The city’s small size proved to be an advantage (approximately 50,000 inhabitants). Everywhere in the city could be reached on foot, and even the nightlife felt safe to enjoy.
"I think the whole thing was very well planned, and there was a suitable balance between a guided program and free time. What was particularly good was that we had the opportunity to meet local people in a casual way, for example in shops, restaurants and other everyday situations. It was these spontaneous encounters that supported learning the most."