Ashley Lloyd

Ashley Lloyd has developed an impressive command of Spanish over nearly a decade, combining formal education, immersive experiences, and consistent practice. She started with annual Spanish classes from 8th to 11th grade, but her skills advanced significantly during her mission in Baltimore, where she spoke Spanish daily. Upon returning home, she resumed her studies at BYU, taking a Spanish class every semester. Her sustained engagement reflects a deep and ongoing commitment to mastering the language.

Real-world immersion played a crucial role in Ashley’s linguistic growth. Her mission provided daily opportunities to use Spanish in a practical setting, while a recent four-week study abroad program in Ecuador deepened her exposure. Living with a Spanish-speaking grandmother in a homestay, she engaged in one- to two-hour conversations during meals, further strengthening her fluency. Beyond the home, her public health program involved interactions in hospitals, clinics, and schools, where she exclusively used Spanish. She found that her time in Ecuador introduced her to a broader vocabulary, distinct from what she had encountered on her mission.

To refine her Spanish skills, Ashley incorporates a variety of learning strategies. Listening to Spanish music has been particularly helpful for improving her comprehension. She explored a diverse range of artists, analyzing lyrics to expand her vocabulary and understand sentence structures. She also emphasizes the importance of conversation, believing it to be the most effective way to develop listening skills. As a medical assistant, she frequently interacts with Spanish-speaking patients, which helps her maintain her language skills. This also reinforces the importance of accurate interpretation in a professional setting. Additionally, she actively builds her vocabulary by looking up unfamiliar words in a Spanish dictionary, particularly for colloquial expressions, and integrating them into conversations.

Ashley approaches language learning with the understanding that mistakes are an essential part of the process. She finds that native speakers are generally understanding and often provide polite corrections, which she views as valuable learning opportunities.

Ashley relied on her extensive experience—regular Spanish use at work, university courses, her mission, and her study abroad—when taking the Oral Proficiency Interview (OPI). Her background provided the confidence and skills she needed to succeed.

Ashley’s motivation to learn Spanish is deeply rooted in her desire to connect with people in her church, workplace, and community. She recognizes the growing Spanish-speaking population in the U.S. and sees language proficiency as essential for building meaningful relationships. She also credits several BYU professors with shaping her learning. Professor Villarreal helped her solidify her grammar foundation, while Professor Morales, an expert in Spanish medical terminology, guided her in medical translation. Additionally, Professor Villalobos broadened her cultural understanding through literature on immigration experiences.

Looking back, Ashley believes her success as a language learner stems from her intrinsic desire to connect with others. This motivation has fueled her consistent practice, immersive experiences, and continued growth. Her fluency is a testament to sustained effort, practical application, and a passion for communication. Through her diverse experiences and proactive approach, she has achieved a high level of proficiency, as demonstrated by her successful OPI performance.