As an Adult Education tutor, my emotions were mixed when students proudly presented me with their GCSE, A-level, or RSA Business Language certificates and shared that their language teacher at school had said they would never be able to learn a foreign language. I felt proud that my students had placed their trust in me and that we had accomplished something great together. At the same time, I was saddened by the thought that those teachers may have missed an opportunity for the students to excel in something they were capable of achieving.

Having a superior attitude towards your students is not advisable as it can be perceived as arrogant and dismissive. Alternatively, teachers should be upfront with their students and say, "I have more knowledge and experience in this field, so it would be best to follow my advice." It is also important to inform students of the advantages of learning a foreign language and why you chose to follow that route.

Learning a new skill is not related to intelligence. Instead, it's a matter of choice influenced by circumstances such as our environment, place of birth, available opportunities, and most importantly, our background. While you can teach someone a language, you cannot teach them how to think.

As a secondary school teacher in Devon, I found it more effective to let students choose a topic they were passionate about for their oral exams while covering the areas suggested by the board. For example, if a student loved talking about football in English, having them do it in Spanish made it easier. They already had opinions and only needed to express them in the language they were learning.

Adult education presents unique challenges. While a school child's priority is passing exams, communicating with locals is likely the most crucial aspect for an adult student. As a result, I provide my students with ten essential guidelines at the start of the course. Regrettably, due to space limitations, I cannot cover all of them. Therefore, I will focus on the most critical ones.

Setting a goal helps prioritise what to learn regarding vocabulary and grammar, whether for getting a date with Antonio Banderas, Penelope Lopez or any other purpose.

However, it's essential not to be too ambitious and remember that even after 80 years, you may not know every word or grammar rule in your own language. Trying to reach that level in a short amount of time is almost impossible, as a term of teaching only lasts around 20 hours.

It's also important to remember that nobody is infallible, not even your teacher, and making mistakes is a natural part of learning. Some of my students' happiest moments in the classroom were when I purposely made spelling mistakes on the board and asked the group if it was correct. They always remembered the words they asked me to correct.

Regarding memory retention, age should not be the sole factor. As an adult, the ability to prioritise is critical. For example, I couldn't remember a grocery list at 78, but I could easily recall a lesson plan if delivering a great class was more important. The priorities of adult learners can pose a challenge for educators, and "I am too old to learn" or "the cat ate my homework" has never worked with me.

Adult classes often consist of professionals, who are exhausted after work, mothers with children who won't do homework without them, and students who would rather be at home. This is why learners must be able to relax and enjoy their educational experience.

Finally, consider this: If you could learn your native language, why can't you learn a different one? Learning a new language is similar to learning how to walk, and it largely depends on the person teaching you. It's not solely about you and your abilities.

There are ample opportunities available these days, and you don't need to leave your home to pursue them. Take a leap of faith, be bold, and I can assure you that you won't regret it.