Let’s be honest: most of us have chased “fun” in the language classroom with a steady stream of games, Kahoots, candy prizes, and team competitions. But after the initial excitement fades, we’re left wondering: Will this still work when the novelty wears off? In my webinar “How to Make Learning Feel Fun and Meaningful,” I argued that the answer isn’t more glitter—it’s more meaning. When we build lessons around intrinsic motivation, students don’t just play—they stay engaged.
“Fun,” I told participants, is not a goal by itself; it’s a pathway to learning. Years ago, I relied on competitive games because they worked. Today, my classes still feel fun, but now it’s because students find personal meaning in what they’re doing. That’s what I call intentional fun: joy rooted in purpose.
The foundation is simple—autonomy, relevance, and personal connection.
Autonomy means giving real choices. Instead of assigning the same project to everyone, let students pick between a podcast, a magazine page, or a short video. When students choose their path, they own the language they need to get there.
Relevance asks, “How does this live outside the worksheet?” If you’re teaching reflexive verbs, have students make memes from their own morning routines. In AP, explore how filters and social media shape beauty standards. When students recognize their world in your lesson, engagement becomes natural, not forced.
Personal connection makes grammar a tool for expression, not the finish line. In my Spanish IV “ME Magazine” project, students use past tenses to tell their story through real photos. It’s more powerful to describe their summer than to conjugate invented sentences. I remind them, “If grammar is your screwdriver, expect a few dents while you learn to use it—we’ll fix them together.”
Lowering anxiety is just as important. I rarely interrupt presentations to correct errors. Instead, we revisit common mistakes later—anonymously and kindly. The goal is a judgment-free space where students feel safe taking risks. Humor helps too (never sarcasm). And surprise keeps brains awake: start class with an unexpected quote, a short clip, or a quirky “World Day of ___.” Even changing your spot in the room can shift energy and attention.
When grammar and vocabulary need work, make it playful without losing focus. “Know the Rules” Relay turns grammar into a team challenge. Student-designed crosswords or Kahoots push learners to think like teachers. My “Red/Green Error Wall” displays anonymous mistakes (🔴) that students fix collaboratively (🟢). The message: mistakes are not failures—they’re invitations to learn.
Culture and humor add power. A meme wall connects grammar and emotion (“Me despierto… pero no me levanto”). A “Photo Hunt for Abstract Concepts” (hope, friendship, freedom) invites students to capture their own images—no Google allowed—and explain them in Spanish. It’s amazing how much culture surfaces through their perspectives.
Movement keeps things fresh. A Gallery Walk turns the room into rotating conversations around quotes and images. “Stand Up If…” gets students talking and connecting (“I’ve eaten arepas,” “I want to visit a Spanish-speaking country”)—quick, low-pressure, and full of laughter.
When it comes to projects, smaller is better. Mini-projects like the ME Magazine, Instagram profiles in Spanish, or interactive grammar posters combine creativity and communication. After readings, I sometimes assign Skits with Artistic Liberty, where students reinterpret a scene with a new setting or genre. The only rule: show understanding. This freedom sparks creativity while deepening comprehension.
One small change that transformed my classes: I added a practice day before final presentations. Each student presents one-third, gets quick feedback, and improves for the final version. The results? More confidence, stronger Spanish, and fewer nerves.
A few tips from the Q&A: For early grades, don’t teach vocabulary—use it through comprehensible input. Short on time? Move some practice to short video or audio homework. During presentations, give the audience a real role—ask relevant, life-connected questions. And yes, these ideas adapt easily to K–4 with visuals and light tech.
If you try just one change tomorrow, make it this: replace one worksheet with a student-created product—something personal that shows their voice. Add a small element of surprise, sit with them during someone else’s presentation, and end class with a brief, anonymous error debrief. You’ll feel it instantly—the room warms up, students talk more, and language becomes what it’s meant to be: a tool for connection, curiosity, and joy.
That’s when fun stops being a trick—and starts being the natural result of meaningful learning.
Questions? email me to diego@srojeda.com
Watch the webinar here:
Sign up for my mailing list HERE to stay informed about many more free professional development opportunities for world language teachers.
DIEGO OJEDA 